1. INTEGRATION of CONTENT ENHANCEMENTS: Building from Knowledge and Comprehension to Higher Order Reasoning

2. Unit ALL MOST SOME Generalization & Problem Solving Content Manipulation Content: Facts, Concepts, Definitions, Propositions

3. that are NAME DATE Unit Organizer BIGGER PICTURE4 LAST CHAPTER CURRENT UNIT NEXT CHAPTER is about... CHAPTER SCHEDULECHAPTER MAP 1 32 5 8 Human Use of Resources can result in SELF-TEST QUESTIONS RELATIONSHIPS 6 7 1.Why is pollution a problem? 2.How are renewable and non-renewable resources alike and different? 3.How does burning a tropical rain forest affect our environment? 4.How do effects of useful products cause problems for the ozone layer and for humans? Biosphere Environmental Solutions Investigating Problems & Solutions 12-1 Our Environment p. 635 The effects of human use of natural resources on the earth’s environment p. 641 12-2 Pollution 12-3 Resources p. 646 12-4 Problems p. 650 12-7 Project Due 12-8 Test Comparison Analogy Cause-Effect Problem- Solution must be understood by that can result in Our environmen t Environment al problems based on Understanding of Pollutio n Renewable Non-renewable Air Land Water Types of resource s in Organization Critical Relationships

4. CONCEPT DIAGRAM Pollution Always PresentSometimes Present Never Present TIE DOWN A DEFINITION Key Words Å PRACTICE WITH NEW EXAMPLE CONVEY CONCEPT NOTE KEY WORDS OFFER OVERALL CONCEPT CLASSIFY CHARACTERISTICS Æ À Á Â Ã À Á Â Contamination Waste Acid rain In the air Causes harm Smog Wastewate r Dumps Recycled by nature Examples: Nonexamples: EXPLORE EXAMPLES Ä Smog Acid rain Non-decomposed dumps Greenhou se gases? Clouds Treated wastewater Recycled plastics Pollution is a form of contamination in which harm is caused by the presence of wastes that are too great to be recycled by nature. Harm Presence of wastes Wastes are too great to be recycled by nature In air In water On land Decompositio n Recycled by nature Analysis Concepts Prior Knowledge

5. 3 Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Hannah B Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit: 1 2453 7 Roof on a house (from outer to inner) Layers of the Atmosphere (from outer to inner) third layer second layer The four layers of the atmosphere have different locations and components. insulation tarpaper Analogy & Comparison Summarization fourth and last layer before space shingles or tiles tarpaper shingles tiles wood plywood & insulation wood supports & rafters thermospher e mesosphere stratosphere ( contains the ozone layer ) troposphere first layer closest to where we live 12 12/2/06

6. Concept Comparison Table 2 Overall Concept 1 3 Characteristics 3 9 Extensions 4 Like Characteristics 6 Unlike Characteristics 8 Summary 5 Like Categories 7 Unlike Categories 1 Concept CCommunicate targeted concepts OObtain the Overall Concept MMake lists of known characteristics PPin down Like Characteristics AAssemble Like Categories RRecord Unlike Characteristics IIdentify Unlike Categories NNail down a summary GGo beyond the basics Resources Renewable resources (Oxygen, water, sunlight) Non-renewable resources (Metals, minerals, fossil fuels) Part of natural environment Used by humans Replaced or recycled by nature Unlimited Part of natural environment Used by humans Not replaced or recycled by nature Limited Where found Who uses UnlimitedLimited Replaced by natureNot replaced by nature Renewable and non-renewable resources are both part of the natural environment on earth used by humans. They differ in availability and nature’s ability to replace them. Part of natural environment Used by humans Availability Replacement Evaluate the success of recycling efforts on two non- renewable resources Prompts for Strategic Thinking Evaluation Comparison & Categorization

7. Name: Cole D. _________________ Date:12.3.06_______ Unit: 12_________________ Lesson/Topic:_Environmental Problems __ Cause and Effect Table Question: 4 5 7 Describe Beginning Situation: Conclusion: Key Words: Cause(s)Action(s)Effect(s) 2 1 6 End Result(s) Sequence 3 How does burning in a rain forest affect our environment? Atmosphere - gaseous mass surrounding the earth rain forest-dense evergreen forest in rainy, usually hot, areas carbon dioxide-gas formed in respiration, combustion & decomposition Before 20th century during the 20th centuryToday Tropical rain forests remove carbon dioxide from the atmosphere and create oxygen to keep the atmosphere in balance. Farmers cut rain forest to grow crops to feed more people. Burning the forest releases carbon dioxide into air. Fewer trees means less carbon dioxide is removed from the air. Increased carbon dioxide in the atmosphere traps heat energy and makes the earth hotter. The entire earth is becoming warmer, even though the rain forest is being destroyed in the tropics. What happens in one part of the world can affect everyone. Vocabulary Sequence & Causation

8. Question Generation Application, Generalization & Problem Solving Question Exploration Guide Date: Title Critical Question #: Name: Text Reference Course Lesson Unit How can we use the main idea? 5 Is there an Overall Idea? Is there a real-world use? 6 1 What is the Critical Question? What is the main Idea answer? 4 2 What are the Key Terms and explanations? 3 What are the Supporting Questions and answers? How do effects of useful products cause problems for the ozone layer and for humans ? Environment = Ozone layer = Ultraviolet (UV) rays = All the things surrounding us - air, land, water, living things Invisible layer of gas that shields us from ultraviolet rays harmful rays from the sun. What happens to the ozone layer? How do products cause problems? What happens when chemicals are released? Why is it a problem if ozone is not formed? What do UV rays of the sun cause? The ozone layer is being hurt by household products we use on earth. Products like hair spray contain chemicals that are released into the air. When chemicals like chlorine are released into they air, they keep ozone from being formed in the stratosphere. This is a problem because ozone protects us from UV rays of the sun. UV rays cause skin cancer and disrupt weather and crop production. How can an individual who thinks there is a problem with ozone respond at home? 1-25-06 Our Environment 4 How can we explore the effects of chemicals for ourselves? Useful products that contain chemicals can disrupt the formation of ozone with bad effects on living things, the weather and crops. Main Idea Summarization Human Use of Resources Science 12 4 Lydia L.

9. Argumentation & Evaluation Guide C Bulgren revised 2/15/2008 Name : Teacher Date: _____________________________________ Topic/Title A Little Lead is Too Much Source Environmental Health 7 Conclusion: Accept/reject/withhold judgment. Present and summarize your reasoning. I accept the claim that lead level standards in children should be lowered based on the arguments in the article. The research cited is an excellent source and earlier changes as a result of removing lead from gasoline seem to support the Claim. 1 What is the Claim, including any Qualifiers)? (underline qualifiers) If the CDC cut the current acceptable lead level in the blood in half for children up to age 6 and enforced it, they would perform better on intelligence testing. 2 What Evidence is presented? Identify each as data, fact, theory or opinion. A published study followed 200 children from 6 months to 6 years testing a total of 8 times and found that children with lead concentrations from 5 to 9.9 micrograms per deciliter preformed an average of 4.9 points lower on their IQ tests. (data) In 2001, the head of the CDC said the acceptable level would probably be changed from 10 to 5 micrometers per deciliter of blood, but a change in committee changed that decision. (opinion) Lower rates were requested by the Independent Clean Air Scientific Advisory Committee. (fact) Eliminating lead in gasoline resulted in a sizeable increase in IQ levels in children throughout the country. (fact) Evaluate the evidence as poor, average or excellent and explain (Use reliability, validity, objectivity, well designed experiment). The published study was valid and well designed. (Excellent) The other evidence is not well supported by facts, but I have heard of the CASAC (average) 4 1 What are concerns about (sources of error, counterarguments, questions)? Note if concerns are from source or reader. Some members of the CDC Advisory Committee are from the lead industry. EPA does not want to enforce lower standards. 365 Evaluate the source’s reasoning as poor, average or excellent and explain. (Use logic, accepted ways of thinking, false assumptions) I think the sources reasoning is excellent. It was based a good source and was logical. What type of reasoning proves the evidence supports the claim? (Identify as authority,analogy, correlation, cause and effect, theory, principles or generalization) The published study was well designed and cited. (authority) The assumption was made that what was true for the sample group of 200 children is true for all children. (generalization) Higher lead levels in the blood reduce IQ performance. (cause and effect) Identify type of reasoning used Identify type Of evidence used Evaluate