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Table
Of
Contents
PAGE
Introduction
................................................................................................................................
3-4
Anchor
Video,
Driving
Question,
Project
Objectives,
Overall
Goals
..............................................
4
Background
...................................................................................................................................
5
Technology
Integration
..................................................................................................................
6
State
Standards
...........................................................................................................................
7-8
Final
Project
&
Rubric
................................................................................................................
9-10
Lesson
Plan
Overviews
............................................................................................................
11-37
Substitute
Activity
........................................................................................................................
38
Resources
.....................................................................................................................................
39
Unit
Calendar
...............................................................................................................................
40
Unit
Concept
Map
........................................................................................................................
41
Introduction
This unit for high school sophomores will focus on air quality in their community. This
unit
can
be
implemented
in
a
9th
or
11th
grade
classroom.
The
purpose
of
this
unit
is
to
incorporate
research
strategies
to
improve
the
students
local
air
quality
and
learn
about
pollution
as
it
relates
to
chemistry
concepts
in
biology.
The
expectations
of
the
students
include
designing
an
experiment
to
test
air
pollution
at
their
school,
researching
ideas
that
could
improve
air
pollution
in
their
community,
and
finally
writing
a
letter
to
the
mayor
detailing
their
research
and
suggesting
their
improvements
for
the
city.
This
unit
addresses
the
NGSS
biology
standards
for
9-12
grades
including
understanding
the
role
of
chemistry
in
life
science
(standard
1),
demonstrating
an
understanding
of
the
ecological
impact
of
global
issues
(standard
9),
designing
and
safely
conducting
scientific
inquiry
(standard
11),
demonstrating
an
understanding
of
current
life
science
theories
(standard
12),
using
mathematics,
science
equipment,
and
technology
as
tools
to
communicate
and
solve
life
science
problems
(standard
13),
and
describing
the
connections
between
pure
and
applied
science
(standard
14).
The
students
will
implement
STEM
activities
such
as
primary
research,
solving
a
real
world
issues,
learning
time
management
strategies,
and
communicating
their
results
by
using
technology
in
a
relevant
way.
Students
should
be
prepared
to
address
real
life
science
inquiries
and
produce
meaningful
solutions
to
exhibit
their
ability
to
problem
solve
and
think
critically.
Problem
Based
Instruction
(PBI)
facilitates
these
goals
into
an
adaptable
curriculum
unit
in
which
these
students
can
communicate
their
findings
to
each
other
and
their
communities.
Air
Pollution:
Chemistry
in
Biology
Covering
this
Chemistry
in
Biology
unit
through
project
based
learning
will
engage
the
students beyond
learning
from
a
text
book.
The
PBI
approach
will
provide
students
with
concrete
examples
of
theories
in
their
local
environment.
It
also
helps
students
gain
a
high
level
of
knowledge
from
several
types
of
learning
styles
(kinesthetic,
auditory,
and
kinesthetic)
while
providing
the
teacher
with
multiple
methods
of
assessments.
Ultimately,
students
will
gain
a
perspective
of
the
importance
of
clean
air
for
themselves
and
future
generations
and
stimulates
lifelong
learning
toward
environmental
science.
Anchor
Video:
https://youtu.be/gflpsFYYAN8
Driving
Question:
How
can
students
improve
air
quality
in
their
city?
Project
Objectives:
Students
will
be
able
to
learn
about
how
pollution
not
only
affects
the
environment,
but
their
health.
Students
will
be
able
to
conduct
an
experiment
and
process
meaningful
analysis
from
their
results.
They
will
be
able
connect
chemistry
concepts
in
biology
with
firsthand
experience.
They
will
able
be
able
to
share
their
conclusions
with
the
city
in
a
professional
manner
on
an
online
location.
Students
will
be
able
to
improve
their
technology
skills
through
the
use
of
scientific
equipment,
advanced
research,
and
presentations
in
online
formatting.
Overall
Goals:
Students
will
have
meaningful
conclusions
about
how
pollution
affects
the
world
environmentally,
physiologically,
and
economically.
Students
will
be
able
to
communicate
and
inform
others
with
their
results
of
the
adverse
effects
of
air
pollution.
Students
can
persuade
their
community
to
take
the
initiative
to
reduce
air
quality
with
provided
solutions.
Air
Pollution:
Chemistry
in
Biology
Background
The purpose of this unit is to have students discover ways to improve air quality
specifically
in
their
own
community.
The
students
background
should
include
concepts
taken
out
of
their
book,
which
cover
chemistry
in
biology
general
topics.
As
shown
on
the
concept
map,
several
ideas
are
interconnected
to
form
the
overall
unit.
The
fundamental
ideas
of
the
project
cover
basic
structures
of
atoms,
types
of
bonding,
chemical
reactions,
and
organic
chemistry.
Students
should
have
some
previous
knowledge
of
these
concepts;
however,
the
unit
will
go
over
all
specific
requirements
in
the
benchmark
and
investigative
lesson
for
the
student.
The standards show the unit covering biology, chemistry, and environmental sciences
topics
for
the
Next
Generation
Science
Standards
(NGSS).
Students
should
have
a
basic
understanding
of
the
environment,
organisms
living
in
ecosystems,
and
biomes.
Students
should
also
be
familiar
with
concepts
such
as
the
importance
of
water
in
the
ecosystem,
types
of
pollution,
and
experimentation
techniques.
Teachers
should
also
be
familiar
with
these
topics
and
anticipate
students
have
misconceptions
and
mixed
understandings.
Performing
a
pre-test
should
provide
a
guide
for
the
teacher
on
the
entrance
level
of
students
understanding
for
these
topics.
Air
Pollution:
Chemistry
in
Biology
Technology
Integration
The
student
use
of
technology
varies
within
the
unit.
Primarily,
students
will
be
incorporating
iPad
or
laptops
for
research
purposes,
data
analysis,
and
other
daily
activities.
Students
are
expected
to
make
use
of
Web
2.0
tools
to
create
short
videos,
share
information
with
the
teacher,
and
complete
a
final
presentation
that
is
posted
for
public
viewing.
learning.
Extensive
use
of
the
Smartboard
is
necessary
to
present
benchmark
lesson,
show
the
anchor
video,
and
playing
review
games
with
the
students
(a
jeopardy
game
or
family
feud
style.)
Teachers
and
students
will
both
use
scientific
equipment
for
investigative
lessons
and
use
special
software
to
compute
proper
analyses.
Standards
Arkansas
State
Standards
Biology
1. Strand:
Molecules
and
Cells
Standard
1:
Students
shall
demonstrate
an
understanding
of
the
role
of
chemistry
in
life
processes.
MC.1.B.3
Investigate
the
properties
and
importance
of
water
and
its
significance
for
life:
surface
tension
polarity
pH
2.
Strand:
Nature
of
Science
Standard
10:
Students
shall
demonstrate
an
understanding
that
science
is
a
way
of
knowing.
NS.10.B.1
Explain
why
science
is
limited
to
natural
explanations
of
how
the
world
works
Standard
12:
Students
shall
demonstrate
an
understanding
of
current
life
science
theories.
NS.12.B.7
Research
current
events
and
topics
in
biology
Standard
13:
Students
shall
use
mathematics,
science
equipment,
and
technology
as
tools
to
communicate
and
solve
life
science
problems.
NS.13.B.2
Use
appropriate
equipment
and
technology
as
tools
for
solving
problems
(e.g.,
microscopes,
centrifuges,
flexible
arm
cameras,
computer
software
and
hardware)
NS.13.B.3
Utilize
technology
to
communicate
research
findings
Chemistry
1. Strand:
Atomic
Theory
Standard
2:
Students
shall
understand
the
structure
of
the
atom.
AT.2.C.1
Analyze
an
atoms
particle
position,
arrangement,
and
charge
using:
proton
neutron
electron
AT.2.C.3
Draw
and
explain
nuclear
symbols
and
hyphen
notations
for
isotopes:
o
nuclear
symbol:
XA
Z
Where
Hyphen
notation:
X
A
Where
X
=
element
symbol;
A
=
the
mass
number;
Z
=
atomic
number;
the
number
of
neutrons
=
A
Z
AT.2.C.5
Determine
the
arrangement
of
subatomic
particles
in
the
ion(s)
of
an
atom
Standard
4:
Students
shall
understand
the
significance
of
the
Periodic
Table
and
its
historical
development
P.4.C.2
Describe
the
arrangement
of
the
Periodic
Table
based
on
electron
filling
orders:
Groups
&
Periods
Standard
6:
Students
shall
explain
the
changes
of
matter
using
physical
properties
and
chemical
properties.
P.6.C.1
Compare
and
contrast
matter
based
on
uniformity
of
particles:
o
pure
substances
o
solutions
o
heterogeneous
mixtures
Air
Pollution:
Chemistry
in
Biology
2.
Strand:
Bonding
Standard
8:
Students
shall
understand
the
process
of
ionic
bonding
B.8.C.1
Determine
ion
formation
tendencies
for
groups
on
the
Periodic
Table:
main
group
elements
transition
elements
B.8.C.3
Use
the
electronegativity
chart
to
predict
the
bonding
type
of
compounds:
o
ionic
o
polar
covalent
o
non-polar
covalent
Standard
9:
Students
shall
understand
the
process
of
covalent
bonding.
B.9.C.4
Identify
the
strengths
and
effects
of
intermolecular
forces
(van
der
Waals):
o
hydrogen
bonding
o
dipole-dipole
o
dipole-induced
dipole
o
dispersion
forces
(London)
3.
Strand:
Stoichiometry
Standard
12:
Students
shall
understand
the
relationships
between
balanced
chemical
equations
and
mole
relationships.
S.12.C.1
Balance
chemical
equations
when
all
reactants
and
products
are
given
Standard
15:
Students
shall
understand
the
composition
of
solutions,
their
formation,
and
their
strengths
expressed
in
various
units.
S.15.C.1
Distinguish
between
the
terms
solute,
solvent,
solution
and
concentration
4.Strand:
Acids
and
Bases
Standard
21:
Students
shall
apply
rules
of
nomenclature
to
acids,
bases,
and
salts
AB.21.C.1
Compare
and
contrast
acid
and
base
properties
AB.21.C.3
Explain
the
role
of
the
pH
scale
as
applied
to
acids
and
bases
Strand:
Organic
Chemistry
Standard
28:
Students
shall
describe
the
functional
groups
in
organic
chemistry.
OC.28.C.1
Describe
the
functional
groups
in
organic
chemistry:
halohydrocarbons
alcohols
ethers
aldehydes
ketones
carboxylic
acids
esters
amines
amides
amino
acids
nitro
compounds
Environmental
Science
Strand:
Social
Perspectives
Standard
3:
Students
shall
understand
the
impact
of
human
activities
on
the
environment.
SP.3.ES.3
Explain
common
problems
related
to
water
quality:
conservation
usage
supply
treatment
pollutants
(point
and
non-point
sources)
SP.3.ES.4
Explain
problems
related
to
air
quality:
automobiles
industry
natural
emissions
SP.3.ES.5
Evaluate
the
impact
of
different
points
of
view
on
health,
population,
resource,
and
environmental
issues:
governmental
economic
societal
This final product of this activity will be a website that will present student findings on
air
quality
in
their
city.
This
website
will
be
how
students
communicate
with
others
in
their
area
and
inform
the
residents
of
potential
issues
and
solutions
for
air
quality.
The
website
can
done
individually,
in
groups
or
pairs,
or
as
a
class
together.
Work
should
be
divided
equally
depending
on
how
students
will
be
structured.
This
website
is
important
because
it
is
a
reflection
of
what
students
have
done
during
this
unit.
The
website
will
include
the
following:
Home
Page
Easy
Navigation
Page
Introduction
Page
(what
is
this
website
about?
What
is
the
purpose
of
this
website?)
Discussion
about
Air
Pollution
with
Sources
Page
Research
conducted
in
the
unit:
o Procedure
of
Experiments
conducted
o Results
o Discussion
of
Research
findings-
How
is
the
current
situation
in
the
city?
o Possible
errors
in
experiments
Solutions
to
Air
Pollution:
What
can
the
community
do
to
help
improve
air
quality
in
the
city?
Why
should
they
care?
(Think
about
social,
economical,
and
environmental
factors.)
10
Lesson
Plans
Unit
Overview
and
Air
Pollution
Introduction:
Day
1
Amber
Butte
and
Rachel
Lee
Grade
Levels:
9-11
Time
Requirements:
Approximately
30
minutes
Preparation
Time
and
45
minutes
Class
Time
State
Standards:
o EBR.9.B.3
Assess
current
world
issues
applying
scientific
themes
(e.g.,
global
changes
in
climate,
epidemics,
pandemics,
ozone
depletion,
UV
radiation,
natural
resources,
use
of
technology,
and
public
policy)
o NS.12.B.7
Research
current
events
and
topics
in
biology
The
student
will
be
able
to
effectively
brainstorm
ideas
to
reduce
air
pollution
in
their
community
through
learning
about
Chemistry
in
Biology.
Brief
Overview:
Students
will
be
introduced
to
the
unit
through
an
Anchor
video
(link
in
introduction)
and
will
learn
about
issues
of
air
pollution
around
the
world.
After
watching
two
informative
videos
about
air
pollution
while
taking
notes,
they
will
brainstorm
and
research
ideas
on
how
to
improve
air
quality
in
their
city.
Students
will
maintain
a
folder
to
keep
their
research
findings.
This
can
be
an
online
folder
(ex.
Google
Docs)
or
a
physical
folder
to
keep
papers,
notes,
and
observations
depending
on
the
class.
Lesson
Features:
o Video/Technology
Use-
Students
will
watch
3
videos:
Anchor
Video
and
two
videos
about
Air
pollution.
iPads/laptops
will
be
used
to
research
about
air
pollution
o Teaching
Strategy/Learning
Strategy-Project
Based
Learning,
inquiry
based
learning,
problem
solving,
process
of
science
o Images-included
in
the
videos
o Simulations-
Students
are
scientists
trying
to
find
a
way
to
reduce
air
pollution
in
their
city.
o Interactive
Features-N/A
o Hands
on/
Inquiry
Inquiry-
have
students
think
of
solutions
to
air
pollution
in
their
city.
Think
of
the
main
causes
of
air
pollution
and
research
information
on
devices
such
as
laptops
and
iPads.
Students
can
also
be
given
a
list
of
websites
to
help
start
them
off.
Hands
on:
technology
use
Materials
Required
For
This
Lesson:
1. Laptops/iPads
11
12
13
The
student
will
be
able
to
effectively
brainstorm
ideas
to
reduce
air
pollution
in
their
community
through
learning
about
Chemistry
in
Biology.
Brief
Overview:
This
will
be
a
workday
for
students
to
research
on
air
quality
and
pollution.
Students
will
work
on
iPads
or
laptops
to
research
information
on
air
quality
issues
and
solutions.
Students
will
turn
in
an
outline
of
their
research.
Lesson
Features:
o Technology
Use-
Laptops/iPads
o Teaching
Strategy
-
guided
practice,
project
based
learning
o Simulations-Students
are
scientists
trying
to
find
a
way
to
reduce
air
pollution
in
their
city.
o Interactive
Features-N/A
o Hands
on/
Inquiry
Inquiry-
based
on
the
driving
question
for
unit.
Hands
on-technology
Materials
Required
For
This
Lesson:
1. Laptops/iPads
Air
Pollution:
Chemistry
in
Biology
14
15
16
17
The
student
will
be
able
to
effectively
brainstorm
ideas
to
reduce
air
pollution
in
their
community
through
learning
about
Chemistry
in
Biology.
Brief
Overview:
Students
will
work
on
developing
a
website
which
will
be
their
major
and
final
project
of
the
unit.
Students
will
be
given
a
rubric
for
this
project
(see
Final
Project
Details)
that
will
show
their
research
findings
during
the
span
of
the
unit.
Students
will
work
together
to
make
this
website
and
work
should
be
divided
equally.
The
website
should
be
engaging,
interactive,
and
appealing
to
their
audience.
Students
can
use
Google
Sites,
Weebly,
Glogster,
etc.
Lesson
Features:
o Video/Technology
Use-
Students
will
need
to
use
laptops
to
make
the
website.
o Teaching
Strategy/Learning
Strategy-Project
Based
Learning,
inquiry
based
learning,
problem
solving,
process
of
science
o Simulations-
Students
are
scientists
trying
to
find
a
way
to
reduce
air
pollution
in
their
city.
o Interactive
Features-interacting
with
technology
and
communicating
to
a
wider
audience
through
this
website.
o Hands
on/
Inquiry
Inquiry
-
have
students
think
of
how
they
will
present
their
information
on
their
website
and
how
the
website
should
be
structured.
What
can
make
the
website
interesting
and
worthwhile
to
their
community?
Hands
on:
technology
use
Materials
Required
For
This
Lesson:
1. Laptops/iPads
18
o NS.11.B.2
o NS.11.B.3
o NS.11.B.4
o NS.11.B.5
o NS.11.B.6
19
The
student
will
be
able
to
demonstrate
their
understanding
of
the
carbon
cycle
and
how
it
contributes
to
the
environment
by
completing
an
experiment
with
the
materials
provided.
Students
are
expected
to
complete
a
science
experiment
on
Carbon
Dioxide
and
understand
how
the
carbon
cycle
contributes
to
air
pollution.
o Link
to
experiment:
http://www.uni.edu/storm/downloads/highschool/CarbonDioxideinatm.pdf
Lesson
Features:
o Video/Technology
Use-
Students
will
learn
how
to
use
CAMEO
computer
software;
can
use
the
smartboard
to
show
the
carbon
cycle
to
students
and
to
brainstorm
ideas
of
carbon
dioxide
contributions
to
air
pollution.
o Teaching
Strategy/Learning
Strategy-Inquiry
based
learning,
problem
solving,
process
of
science
o Images-The
laboratory
report
includes
follow
up
images
for
the
students
to
reproduce
for
their
conclusion
and
other
images
as
needed
to
show
the
carbon
cycle
and
its
impact
on
air
pollution.
o Simulations-
Candles
burning
in
a
10
gallon
tank
to
show
carbon
dioxide
in
an
enclosed
space.
o Interactive
Features-
CAMEO
computer
software
if
time
allotted
for
follow
up
lesson
o Hands
on/
Inquiry
inquiry-
Students
are
to
discuss
carbon
dioxide
as
it
contributes
to
air
pollution.
Students
are
to
infer
why
the
carbon
cycle
as
a
role
in
global
warming.
Students
are
to
understand
carbon
dioxides
role
in
combustion
and
respiration.
hands
on:
Lab
practiced.
Materials
Required
For
This
Lesson:
1. Baking
Soda
(NaHCO3)
2. Five
Thermometers
3. Vinegar
4. iPads/Laptops
5. 2000
ml
Beaker
6. CAMEO
Computer
Simulation
7. 500
ml
Beaker
8. ALOHA
Computer
Simulation
9. Two
Candles
10. MARPLOT
Computer
Simulation
11. Matches
12. Clear
Plastic
Wrap
13. Five
Gallon
Fish
Aquarium
20
The
student
will
be
utilize
information
they
learned
from
previous
classes
by
reading
an
article
about
air
pollution.
Students
are
expected
to
read
a
scientific
article
about
pollution
in
Beijing.
Students
should
connect
the
highlights
of
the
article
with
previous
knowledge
gained
about
air
pollution.
Students
will
make
meaningful
conclusions
about
the
purpose
of
the
article
and
add
an
annotation
to
their
overall
project
folder.
A
video
will
be
shown
to
bring
together
the
knowledge
gained
and
provide
a
reflection
for
the
students.
o article
link:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4198997/
o
Lesson
Features:
o Video/Technology
Use-
iPads/laptops
will
be
used
to
read
the
article
and
continue
research
about
air
pollution;
video
will
be
shown
via
Smartboard
o Teaching
Strategy/Learning
Strategy-Project
Based
Learning
o Images-included
in
the
videos
o Simulations-
Students
are
scientists
trying
to
analyze
the
air
pollution
in
China
and
how
the
concepts
relate
to
air
pollution
in
their
own
environment
o Interactive
Features-N/A
o Hands
on/
Inquiry
Inquiry-
have
students
think
of
solutions
to
air
pollution
in
their
city.
Students
should
understand
how
air
pollution
in
a
global
event
and
understand
how
to
connect
air
pollutions
concepts
in
real
world
examples.
Hands
on:
technology
use
Materials
Required
For
This
Lesson:
1. Laptops/iPads
2. Smartboard
21
o NS.13.B.2
o NS.13.B.3
The
student
will
be
able
to
effectively
learn
about
basic
properties
of
water
through
the
application
of
water
pollution
using
the
materials
provided.
Brief
Overview:
Students
will
be
taught
the
basic
properties
of
water
including
polarity,
pH,
and
surface
tension.
Students
will
be
split
into
groups
and
create
short
videos
about
the
properties
of
water
and
will
be
presented
to
the
entire
class.
o Example
PowerPoint
presentation:
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rj
a&uact=8&ved=0ahUKEwjF2-
OI58bJAhUF6CYKHSUsDTYQFggcMAA&url=http%3A%2F%2Fwww.biologyjunctio
n.com%2Fwaterproperties.ppt&usg=AFQjCNHWzVaRd-EK1gLgjW2pUhB3Vjbngg
Lesson
Features:
o Video/Technology
Use-
Students
will
create
their
own
videos
about
water
and
its
properties
using
varied
websites,
applications,
or
iPad
recording
o Teaching
Strategy/Learning
Strategy-
Benchmark
o Images-Videos
created
and
PowerPoint
presentation
o Simulations-
Students
are
teachers
that
must
present
water
properties
to
each
other
in
an
informative
and
memorable
fashion
o Interactive
Features-Video
creations
with
a
partner.
o Hands
on/
Inquiry
Inquiry-
NA
Hands
on-
Technology
use
Materials
Required
For
This
Lesson:
1. Laptops/iPads
2. Application
and
websites
for
short
video
creations
3. PowerPoint
for
benchmark
material
22
o NS.13.B.1
o NS.11.B.3
o NS.11.B.4
o NS.11.B.5
o NS.11.B.6
The
student
will
be
able
to
effectively
brainstorm
ideas
to
reduce
air
pollution
in
their
community
through
learning
about
Chemistry
in
Biology.
Brief
Overview:
Investigative
Lesson
where
students
will
finish
an
experiment
to
test
air
quality
in
their
city.
They
will
pick
a
part
of
the
city
with
heavy
traffic
and
have
special
tags
that
will
capture
particles
in
the
air.
They
will
observe
the
particles
on
the
tags
after
5
days
with
a
Proscope
in
class.
Students
will
complete
a
small
lab
report
based
on
their
findings
including
the
purpose,
hypothesis,
materials,
procedure,
results,
and
conclusion.
They
will
store
this
in
their
folder
after
completion
as
evidence
for
further
research
they
will
conduct
in
the
upcoming
days.
o Link
to
the
experiment:
http://www.sciencebuddies.org/science-fair-
projects/project_ideas/EnvSci_p009.shtml#summary
Lesson
Features:
o Teaching
Strategy/Learning
Strategy-Project
Based
Learning,
inquiry
based
learning,
problem
solving,
process
of
science
o Simulations-
Students
are
scientists
trying
to
find
a
way
to
reduce
air
pollution
in
their
city
and
draw
meaningful
conclusions
from
their
results
in
a
science
report.
o Interactive
Features-
students
will
be
interacting
with
their
environment
(the
city)
23
24
25
o
EBR.9.B.1
o EBR.9.B.2
o EBR.9.B.3
The
student
will
be
able
to
effectively
brainstorm
ideas
to
reduce
air
pollution
in
their
community
through
learning
about
Chemistry
in
Biology.
Brief
Overview:
Investigative
lessons
in
which
students
finish
a
series
of
activities
on
the
linked
website
excluding
Whats
in
our
Air?
since
a
previous
experiment
was
completed.
Students
will
understand
concepts
of
pollution,
particulate
matter,
analyze
air-quality
provided
data,
and
understand
how
particulates
contribute
to
health
problems.
o Linked
labs:
http://www.uni.edu/storm/downloads/highschool/Particulates.pdf
Lesson
Features:
o Video/Technology
Use-
iPads/laptop
use
for
EPA
Geographic
Air
Data
Analysis
Activity
and
Quality
Air
=
Quality
Life
activity
o Teaching
Strategy/Learning
Strategy-Inquiry
based
learning,
problem
solving,
process
of
science
o Images-NA
o Simulations-
Students
are
scientists
trying
to
find
a
way
to
reduce
air
pollution
in
their
city;
use
simulations
provided
in
the
lab
link
to
track
air
pollution
rates
and
draw
conclusions
to
effects
on
air
quality
index
o Interactive
Features-
via
simulations
o Hands
on/
Inquiry
Inquiry-
Students
investigate
the
effects
of
particulates
on
the
environment
and
draw
conclusions
to
how
it
affects
the
environment
Hands
on:
simulation
exercise
and
technology
use
26
27
The
student
will
be
able
to
effectively
brainstorm
ideas
to
reduce
air
pollution
in
their
community
through
learning
about
Chemistry
in
Biology.
PBL
based
lesson
in
which
students
construct
concept
maps
of
ideas
gathered
throughout
the
unit
and
begin
to
draft
ideas
of
how
to
improve
their
local
air
quality.
Concept
maps
should
be
included
on
their
websites.
Students
will
continue
to
use
their
outlines
for
support.
Lesson
Features:
o Video/Technology
Use-
iPads/laptops
will
be
used
to
research
about
air
pollution
and
create
their
concept
maps
o Teaching
Strategy/Learning
Strategy-Project
Based
Learning
o Images-NA
o Simulations-
Students
are
scientists
trying
to
find
a
way
to
reduce
air
pollution
in
their
city
and
showcase
their
results
to
the
public
audience.
o Interactive
Features-N/A
o Hands
on/
Inquiry
inquiry-
have
students
think
of
solutions
to
air
pollution
in
their
city
and
make
a
draft
of
ideas
hands
on:
technology
use
to
create
concept
maps
Materials
Required
For
This
Lesson:
1. Laptops/iPads
28
Basics
of
Organic
Chemistry:
Day
17
Amber
Butte
and
Rachel
Lee
Grade
Levels:
9-11
Time
Requirements:
Approximately
30
minutes
Preparation
Time
and
45
minutes
Class
Time
State
Standards:
OC.28.C.1
Describe
the
functional
groups
in
organic
chemistry:
halo
hydrocarbons
alcohols
ethers
aldehydes
ketones
carboxylic
acids
esters
amines
amides
amino
acids
nitro
compounds
The
student
will
be
able
to
learn
about
the
basics
of
organic
chemistry
through
creating
a
foldable
with
the
materials
provided.
Students
will
be
introduced
to
the
basics
of
organic
chemistry
so
they
can
understand
the
importance
Lesson
Features:
o Video/Technology
Use-
Students
will
watch
3
videos:
Anchor
Video
and
two
videos
about
Air
pollution.
iPads/laptops
will
be
used
to
research
about
air
pollution
o Teaching
Strategy/Learning
Strategy-Project
Based
Learning,
inquiry
based
learning,
problem
solving,
process
of
science
o Images-included
in
the
videos
o Simulations-
Students
are
scientists
trying
to
find
a
way
to
reduce
air
pollution
in
their
city.
o Interactive
Features-N/A
o Hands
on/
Inquiry
Inquiry-
have
students
think
of
solutions
to
air
pollution
in
their
city.
Think
of
the
main
causes
of
air
pollution
and
research
information
on
devices
such
as
laptops
and
iPads.
Students
can
also
be
given
a
list
of
websites
to
help
start
them
off.
Hands
on:
technology
use
Materials
Required
For
This
Lesson:
1. Laptops/iPads
29
NS.10.B.1
Explain
why
science
is
limited
to
natural
explanations
of
how
the
world
works
NS.12.B.7
Research
current
events
and
topics
in
biology
NS.13.B.2
Use
appropriate
equipment
and
technology
as
tools
for
solving
problems
(e.g.,
microscopes,
centrifuges,
flexible
arm
cameras,
computer
software
and
hardware)
NS.13.B.3
Utilize
technology
to
communicate
research
findings
The
student
will
be
able
to
effectively
brainstorm
ideas
to
reduce
air
pollution
in
their
community
through
learning
about
Chemistry
in
Biology.
Brief
Overview:
Students
will
work
on
developing
a
website
which
will
be
their
major
and
final
project
of
the
unit.
Students
will
be
given
a
rubric
for
this
project
(see
Final
Project
Details)
that
will
show
their
research
findings
during
the
span
of
the
unit.
Students
will
work
together
to
make
this
website
and
work
should
be
divided
equally.
The
website
should
be
engaging,
interactive,
and
appealing
to
their
audience.
Students
can
use
Google
Sites,
Weebly,
Glogster,
etc.
Lesson
Features:
o Video/Technology
Use-
Students
will
need
to
use
laptops
to
make
the
website.
o Teaching
Strategy/Learning
Strategy-Project
Based
Learning,
inquiry
based
learning,
problem
solving,
process
of
science
o Simulations-
Students
are
scientists
trying
to
find
a
way
to
reduce
air
pollution
in
their
city.
o Interactive
Features-interacting
with
technology
and
communicating
to
a
wider
audience
through
this
website.
o Hands
on/
Inquiry
Inquiry-
have
students
think
of
how
they
will
present
their
information
on
their
website
and
how
the
website
should
be
structured.
What
can
make
the
website
interesting
and
worthwhile
to
their
community?
Hands
on:
technology
use
Materials
Required
For
This
Lesson:
Laptops/iPads
30
The
student
will
be
able
to
effectively
brainstorm
ideas
to
reduce
air
pollution
in
their
community
through
learning
about
Chemistry
in
Biology.
Students
will
perform
an
investigative
lesson
concerning
organic
chemistry
principles.
Students
will
investigate
types
of
organic
chemical
reactions
by
using
indicators,
and
then
follow
up
with
a
food
sample
test
that
answers
a
fun
challenge.
Students
are
expected
to
finish
their
lab
assignments
and
turn
in
the
appropriate
lab
summary
for
the
fun
challenge.
o Lab
link:
http://serendip.brynmawr.edu/sci_edu/waldron/pdf/WhoTookJerellsIpodTeach
Prep.pdf
Lesson
Features:
o Video/Technology
Use-
None
unless
students
need
to
see
objectives
on
the
board
o Teaching
Strategy/Learning
Strategy-problem
solving,
inquiry
based
learning
o Simulations-
Students
are
scientists
trying
to
understand
basic
organic
reactions
and
use
that
information
to
solve
a
puzzle
o Interactive
Features-Both
in
the
discovery
and
exploration
part
of
the
lab
o Hands
on/
Inquiry
Inquiry-
Students
are
expected
to
use
information
gathered
about
organic
reactions
and
adapt
the
material
to
new
foods
being
tested
on
for
exploration
Hands
on:
Laboratory
equipment
Materials
Required
For
This
Lesson:
Specifics
are
found
in
the
laboratory
link
31
o NS.12.B.7
The
student
will
be
able
to
effectively
brainstorm
ideas
to
reduce
air
pollution
in
their
community
through
learning
about
Chemistry
in
Biology.
Students
will
learn
how
to
write
letters
and
will
practice
writing
letters
to
each
other.
They
will
be
present
with
templates
and
a
sample
letter.
Students
will
need
to
practice
to
write
letters
because
they
will
be
writing
to
the
mayor
on
their
research
findings
of
air
pollution
and
solutions
that
can
work
to
improve
air
quality.
Students
will
practice
by
writing
a
letter
to
another
partner
about
something
they
have
learned
in
the
previous
lectures
(this
can
be
collected
to
assess
what
students
have
learned).
Students
will
be
assigned
homework
to
write
the
letter
to
the
mayor
and
will
be
collected
on
Day
22
to
be
sent
to
the
post
office.
Lesson
Features:
o Video/Technology
Use-
Presenting
templates/samples
on
the
Smartboard.
Students
can
use
iPads
for
help.
o Teaching
Strategy/Learning
Strategy-Project
Based
Learning
o Simulations-
Students
are
scientists
trying
to
find
a
way
to
reduce
air
pollution
in
their
city.
o Interactive
Features-interacting
with
students
in
the
classroom.
o Hands
on/
Inquiry
Inquiry-
students
need
to
think
of
something
they
have
learned
in
class
and
write
a
paragraph
based
off
this.
Students
should
make
the
letter
interesting
and
fun
to
read.
Materials
Required
For
This
Lesson:
1. Envelopes
2. Paper
3. Sample
Letters/Templates
of
choice
32
o
o
o
o
The
student
will
be
able
to
effectively
brainstorm
ideas
to
reduce
air
pollution
in
their
community
through
learning
about
Chemistry
in
Biology.
Students
are
to
spend
the
class
period
review
all
topics
over
the
chapter.
Students
will
begin
by
having
a
bell
ringer
review,
then
play
a
Smartboard
jeopardy
game
or
family
feud
style
game,
and
finish
by
completing
a
pop
quiz
exit
ticket
over
final
materials.
Lesson
Features:
o Video/Technology
Use-
Smartboard
for
games
o Teaching
Strategy/Learning
Strategy-Benchmark
lesson,
direct
instruction,
problem
solving
o Simulations-
Imitation
of
jeopardy
or
family
feud
style
game
for
review
o Interactive
Features-Using
the
Smartboard
to
engage
the
class
in
a
review
session
Hands
on:
technology
use
Materials
Required
For
This
Lesson:
1. Smartboard
2. Bell
ringer
3. Exit
tickets
33
The
student
will
be
able
to
effectively
brainstorm
ideas
to
reduce
air
pollution
in
their
community
through
learning
about
Chemistry
in
Biology.
Students
will
finish
work
on
developing
a
website
which
will
be
their
major
and
final
project
of
the
unit.
Letters
will
also
be
collected
and
sent
to
the
mayors
office.
Students
will
be
given
a
rubric
for
this
project
(see
Final
Project
Details)that
will
show
their
research
findings
during
the
span
of
the
unit.
Students
will
work
together
to
make
this
website
and
work
should
be
divided
equally.
The
website
should
be
engaging,
interactive,
and
appealing
to
their
audience.
Students
can
use
Google
Sites,
Weebly,
Glogster,
etc.
Students
will
also
finish
writing
their
final
letter
drafts
to
the
mayors
office
discussing
their
research
and
ideas
to
improve
local
air
quality.
Lesson
Features:
o Video/Technology
Use-
Students
will
need
to
use
laptops
to
make
the
website.
o Teaching
Strategy/Learning
Strategy-Project
Based
Learning,
inquiry
based
learning,
problem
solving,
process
of
science
o Simulations-
Students
are
scientists
trying
to
find
a
way
to
reduce
air
pollution
in
their
city.
o Interactive
Features-interacting
with
technology
and
communicating
to
a
wider
audience
through
this
website.
o Hands
on/
Inquiry
inquiry-
have
students
think
of
how
they
will
present
their
information
on
their
website
and
how
the
website
should
be
structured.
What
can
make
the
website
interesting
and
worthwhile
to
their
community?
hands
on:
technology
use
Materials
Required
For
This
Lesson:
Laptops/iPads
34
35
36
37
38
Resources
Links
are
included
in
lesson
plan
overviews
39
Week 1
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Investigative Lesson:
Begin science experiment
http://www.sciencebuddie
s.org/science-fairprojects/project_ideas/Env
Sci_p009.shtml#summary
Activity: Determine
locations for students to
monitor, decide if want to
Week 3
Investigative Lesson:
Benchmark Lesson: Teach
Have students finish up
Properties of Water
science experiment with a
Activity: Have students
write up of results
make short videos about
(Previously been
water's properties and
collecting data every day
present in class
for almost a week)
Week 4
Week 5
Investigative Lesson: Do
an enzyme lab
Benchmark Lesson:Have a
PBL: Make sure websites http://www.ift.org/~/media
review day of all concepts
are finished, finish letters /Knowledge%20Center/Le
covered in the book
to send off to the mayor's arn%20Food%20Science/E
Activity: Play a reveiw
office
nzymes%20in%20Food%2
game
0Systems/TeacherGuideC
ATALASE.pdf
Investigative Lesson:
Have students complete all
Investigative Lesson:
activities except "What's
Have students complete
in Our Air?"
air quality activities except
http://www.uni.edu/storm/
for What's in Our Air"
downloads/highschool/Par
ticulates.pdf
Investigative Lesson:
Perform an organic
chemistry lab
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