Below you will find a description of the twelve module (topics) that your student will have the opportunity to complete during the semester. Realistically, students will be able to complete between seven and eight modules. If you would like to see the correlation of each module to the Common Core Math and Science standards and the Technology Standards please contact me.
Carbon Footprint
This module introduces students to greenhouse gases and global warming. They learn about carbon as an element and as a part of compounds. They learn what fossil fuels are and where they came from. They also learn about the natural carbon cycle and the effects people have on it. Students learn factors that are included in a carbon footprint and how to measure their own carbon footprint. They learn the impact of their choices and activities on the environment, particularly the atmosphere. Students learn what they can do to lessen their negative impact on the environment.
STUDENT OBJECTIVES
Define the term “carbon footprint” and explain its significance.
Identify carbon as an element and a part of compounds.
Explore Earth’s carbon cycle including major carbon sources and sinks.
Explain how greenhouse gases relate to an individual’s carbon footprint.
Explore fossil fuels, where they came from, and how they affect the carbon footprint.
Analyze the transportation, agriculture, energy, and consumer sectors of the carbon footprint.
Brainstorm ways to decrease an individual’s carbon footprint without changing the quality of life.
ACTIVITIES
Students complete three performance assessments:
Session 1
Session 1 Module Guide (Pre-Test)
Session 2 RCA + Oral Assessment
Session 3 RCA
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Changing Oceans 3.0.0 (6th Grade)
Introduces students to general characteristics of oceans (such as salinity, depth, and layers) and to the variety of ocean organisms and their habitats. Then, students look at specific ocean-related problems and crises, including overfishing; ocean pollution; global warming; and exploitation of ocean minerals, metals, and energy. In addition to describing the problems, Changing Oceans concentrates on two factors: relating the problem directly to students and brainstorming current or potential solutions to the problem.
STUDENT OBJECTIVES
Identify Earth’s oceans according to salinity, depth, and other characteristics.
Explore major types of ocean habitats and ocean organisms.
Review the history and current status of ocean fisheries and explain changes.
Explore types of ocean pollution, including effects on ocean organisms, food webs, and people.
Describe global warming and explain its effects on ocean temperature and acidity.
Explain effects of global warming on ocean ecosystems and organisms.
Use problem-solving techniques to brainstorm solutions to a chosen ocean problem.
ACTIVITIES
Students complete three performance assessments:
1) Ocean Fisheries – explain changes in fisheries in the last 50 years, give reasons for the changes, and describe effects on human populations
2) Ocean Pollution – list types of ocean pollution and their general locations and describe the Great Pacific Garbage Patch and where it came from
3) The Future of Oceans – list expected ocean-related changes in the next 50 years and explain how global warming is currently affecting oceans and the consequences to oceans if current trends continue.
Session Content
Session 1
Session 1 Module Guide (Pre-Test)
Session 2 RCA + Oral Assessment
Session 3 RCA + Oral Assessment
Session 4 RCA
Session 5 RCA + Oral Assessment
Session 6 Test Review
Session 7 Post Test
Eco-Architecture 3.0.1 (6th Grade)
Eco-Architecture enables students to explore sustainable construction methods that designers and engineers use currently. Students learn how to evaluate the benefits and drawbacks of building materials based on the Six-Question Sustainability Test. They learn the importance of building for sustainability and learn why we need to reduce, reuse, recycle, and rethink when planning for new construction. Ultimately, students design and create their own Eco-home that represents choices they have made about designing with the environment in mind.
STUDENT OBJECTIVES
Evaluate building materials based on the Six-Question Sustainability Test.
Review LEED classifications that are used for green construction.
Demonstrate how insulation works, including the benefits of green roofs.
Create a thermal wall to understand the process of heat transfer.
Explain the water cycle and how this is an integral part of Earthship design.
Explore the benefits of straw bale, earth-sheltered, rammed-earth, and Earthship construction methods.
ACTIVITIES
Students complete three performance assessments:
1) Passive Solar – demonstrate how winter and summer sunlight differ and explain the benefits of passive solar design
2) Thermal Mass – explain the process for creating rammed-earth walls and how a thermal wall is used for heating and cooling
3) Eco Choices – name two things all homeowners can do to make their landscaping more environmentally friendly and explain three construction choices they would make when designing their own Eco-home.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA
Session 5 RCA + Oral Assessment
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Future Fuels 3.0.2 (6th Grade)
Students determine how the Sun is the source for all energy we use on Earth. Future Fuels explores the need to find replacements for fossil fuels. Students investigate the concepts of renewable and nonrenewable resources and how these types of resources affect the environment. They will explore and compare several alternative energies including wind, geothermal, and hydropower.
STUDENT OBJECTIVES
Identify the Sun as the source of all energy on Earth.
Compare and contrast renewable and nonrenewable energy sources.
Relate the use of fossil fuels to environmental problems.
Explore the history of human energy use.
Compare different types of available future fuels.
Identify several possible solutions that can work together to solve energy problems.
ACTIVITIES
Students complete three performance assessments:
1) The Sun – explain how energy from the Sun is responsible for human energy and diagram how the Sun’s energy moves a gasoline-powered car
2) Renewable and Nonrenewable Energy – define the terms renewable and nonrenewable and give examples of these types of energy
3) Energy Solutions – contrast and compare two types of potential energy sources.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test)
Session 2 RCA + Oral Assessment
Session 3 RCA + Oral assessment
Session 4 RCA
Session 5 RCA
Session 6 Test Review + Oral Assessment
Session 7 Post Test
Garbology 3.1.1 (6th Grade)
Students learn about the history of waste material and what people can learn from studying it. Garbology also covers different kinds of waste and how each kind is classified. Students explore the extent and causes of the waste problem as well as waste-management techniques, including landfills, incineration, and gasification. Students also learn about the waste problem and how the cradle-to-cradle method of design is a promising long-term solution for the problem of waste.
STUDENT OBJECTIVES
Describe how organic and inorganic materials differ.
Explore examples of a quantitative and a qualitative study.
Build a model of a landfill.
Develop an understanding of how scientific studies increase and refine knowledge.
Calculate volume and percent.
Explore cause and effect in relation to waste.
Compare and test types of packing peanuts.
Compare the cradle-to-grave and cradle-to-cradle methods of design.
ACTIVITIES
Students complete three performance assessments:
1) Garbage Archeology – using quantitative and qualitative garbage studies, students will explain garbage concepts, and explain why archeologists study ancient garbage
2) Landfills – after building a model landfill, students will compare garbage statistics and state reasons for the waste problem
3) Recyclable/Not Recyclable – after conducting experiments on various plastics, students will give reasons why e-waste is a problem, describe differences in types of plastic, and explain how television contributes to the waste problem.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review + Oral assessment
Session 7 Post Test
Going Green 3.1.0 (6th Grade)
Students examine the environmental impact of personal choices made regarding the use of common household items. Students identify advantages and disadvantages of buying green and identify potentially toxic compounds found in many household products. Students will examine the amount of energy required to run common household appliances.
STUDENT OBJECTIVES
Define terms relating to global warming.
Describe the greenhouse effect.
Identify renewable and nonrenewable sources of energy.
Examine the energy efficiency of common kitchen appliances.
Define water efficiency.
Build a solar water heater.
Examine environmentally friendly choices for each room of a house.
Examine the importance of maintaining a home’s heating and cooling systems.
Define carbon footprint.
ACTIVITIES
Students complete three performance assessments:
1) Greenhouse Effect – explain in their own words the greenhouse effect, define energy, and list three traditional energy sources and three alternate energy sources
2) Wattage Comparison – identify fuels used by power plants; define kilowatt-hour, power consumption, and phantom load; and explain the results of the experiment
3) Solar Water Heater – list advantages of using a solar water heater, give examples of ways to cut a heating and cooling bill, and build a solar water heater.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA + Oral Assessment
Session 3 RCA
Session 4 RCA
Session 5 RCA
Session 6 Test Review + Oral Assessment
Session 7 Post Test
Green Machines 3.0.1 (6th Grade)
According to the Best Foot Forward group, the average American’s carbon footprint shows 34% of the emissions produced are accounted for by personal travel. In Green Machines, the effects of personal travel and the transportation of goods on the environment are examined. While it would be unrealistic to imagine eliminating travel from our society, we can make smart buying choices regarding cars and fuel. Car types, car companies, fuel types, and alternative methods of travel are identified and examined. The focus of Green Machines is environmental health.
STUDENT OBJECTIVES
Explore the history of transportation.
Identify types of pollution and how transportation contributes to these.
Explore alternative fuel vehicles such as hybrids, fuel cell, electric, and solar and list the advantages and disadvantages of each.
Describe how biodiesel is created and used.
Compare methods for minimizing the environmental impacts of transportation.
Identify methods for increasing the fuel efficiency of a vehicle.
Build and operate a maglev train.
ACTIVITIES
Students complete three performance assessments:
1) Emissions – identify various emissions that come from automobiles, explain how these may contribute to global warming, and list alternative methods for decreasing automobile emissions
2) Fuel Efficiency – explain how to calculate fuel efficiency and list methods for increasing the fuel efficiency of a car
3) Eco-tourism – explain the eco-tourism concept, compare the advantages and disadvantages of transportation methods in the tourism industry, and plan an environmentally friendly trip.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Investigating Careers 3.0.0 (6th Grade)
Investigating Careers will allow students opportunities to research career information in the 16 recognized career clusters. Sample real world activities will be completed to assist students in assessing their likes, dislikes and aptitudes. Interview and employment skills useful in any career will be explored.
STUDENT OBJECTIVES
Distinguish the difference between a job and a career.
Complete a dexterity test.
Complete a short personality survey.
Complete a sample job application.
Explore interviewing strategies.
Investigate mental agility and reaction time tests.
Create a slideshow presentation.
Learn about soft skills and how to keep a job.
Explore careers requiring differing levels of training in each of the 16 career clusters.
ACTIVITIES
Students complete three performance assessments:
1) Job Application - explain the importance of having a neat and accurate letter of application or résumé and correctly complete a sample job application
2) Job Interview - give two examples of instances, other than applying for jobs, where a person might need to have good interviewing skills and describe strategies typically used in successful interviews
3) Job Retention – describe the difference between hard skills and soft skills and give an example of each and give two examples of activities that might result in being dismissed from a job.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Mission to Mars 3.0.0 (6th Grade)
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Rocks & Resources 3.0.1 (6th Grade)
Students study the rock cycle and learn characteristics of the three basic rock types. They learn and observe properties of minerals, including hardness and fluorescence, in more detail. They review examples of how rocks and minerals are used as nonrenewable resources. They review different types of mining and learn why mining is essential to civilization. They also learn how it affects the environment, using Picher, Oklahoma, as a case study. Finally, they look at potential future mining trends, including deep-sea mining.
STUDENT OBJECTIVES
Describe the rock cycle.
Identify and compare characteristics of the three rock types.
Distinguish among rocks, minerals, and ores.
Identify properties of minerals and fluorescent minerals.
Use Mohs’ hardness test to determine mineral hardness.
Explore uses of rocks, minerals, and metals as nonrenewable resources.
Describe types of mining, including undersea mining.
Review environmental impacts of mining.
ACTIVITIES
Students complete three performance assessments:
1) Rocks and Minerals – name and identify examples of the three types of rocks, distinguish between rocks and minerals, and explain Mohs’ hardness test
2) Rocks as Resources – give examples and uses of metallic and nonmetallic resources and explain the life cycle of a manufactured product
3) Land Mining – define ore and explain ore grade, distinguish between surface and underground mining, and explain the importance and environmental impacts of mining.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Sustainable Agriculture 3.0.1 (6th Grade)
Students explore issues facing today’s farmers and ranchers. Topics such as soil composition, the water cycle, animal care and the use of genetically engineered hormones, and farming technology are covered in the title. Students explore the concept of urban farming and how large cities are creating ways to grow their own food locally. Throughout Sustainable Agriculture, students grow plants in various types of soil and draw conclusions about what type of soil produces the best plant growth.
STUDENT OBJECTIVES
Perform various tests on soil samples to determine which is most favorable for growing certain plants.
Explore the pros and cons of traditional farming versus organic farming.
Describe the benefits of compost and the nutrients it brings to soil.
Investigate urban farming and its potential impact on large cities.
Perform an experiment related to the greenhouse effect.
Explore the technology involved in green farming.
Explain the water cycle and identify water sources for farm irrigation.
ACTIVITIES
Students complete three performance assessments:
1) Compost – identify soil nutrients, determine how composting replenishes these nutrients, and explain soil acidity levels and the pH scale
2) Greenhouse – explain the concept of greenhouses and how they work and identify positive and negative aspects of the greenhouse effect
3) Irrigation – explain the stages of the water cycle, the concept of conservation, and methods used to control runoff.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test)
Session 2 RCA + Oral Assessment
Session 3 RCA + Oral Assessment
Session 4 RCA
Session 5 RCA
Session 6 Test Review + Oral assessment
Session 7 Post Test
Weights & Measures 3.0.1 (6th Grade)
How many ounces of popcorn are contained in that large tub at the local multiplex? How many ounces of soda in the large cup? These are questions students answer as they learn about Weights & Measures. Students also learn to convert from international units to customary units of measurement and temperature using both dimensional analysis and formulas along the way.
STUDENT OBJECTIVES
Learn about early forms of measurement.
Identify the basic units of measurement in the Customary System.
Use the Customary System of measurement to find the length, capacity, and weight of items.
Convert from one unit to another using dimensional analysis.
Use metric measurement to measure capacity, volume, and weight.
Place three-dimensional shapes in order from least to greatest volume.
Use a thermometer and formulas to convert from Celsius to Fahrenheit and vice versa.
ACTIVITIES
Students complete three performance assessments:
1) Customary Length and Ratios – demonstrate customary and international measurement and write ratios in a-over-b form
2) Customary Capacity and Weight – measure ounces of popcorn and fluid ounces in drink containers
3) Converting Celsius and Fahrenheit – demonstrate how to convert temperatures using a demonstrational thermometer and formulas.
Goals and Session Content
Session 1
Session 1 Module Guide (Pre-Test)
Session 2 RCA + Oral assessment
Session 3 RCA + Oral Assessment
Session 4 RCA
Session 5 RCA
Session 6 Test Review + Oral Assessment
Session 7 Post Test
This module introduces students to greenhouse gases and global warming. They learn about carbon as an element and as a part of compounds. They learn what fossil fuels are and where they came from. They also learn about the natural carbon cycle and the effects people have on it. Students learn factors that are included in a carbon footprint and how to measure their own carbon footprint. They learn the impact of their choices and activities on the environment, particularly the atmosphere. Students learn what they can do to lessen their negative impact on the environment.
STUDENT OBJECTIVES
Define the term “carbon footprint” and explain its significance.
Identify carbon as an element and a part of compounds.
Explore Earth’s carbon cycle including major carbon sources and sinks.
Explain how greenhouse gases relate to an individual’s carbon footprint.
Explore fossil fuels, where they came from, and how they affect the carbon footprint.
Analyze the transportation, agriculture, energy, and consumer sectors of the carbon footprint.
Brainstorm ways to decrease an individual’s carbon footprint without changing the quality of life.
ACTIVITIES
Students complete three performance assessments:
- The Carbon Cycle – list Earth’s major carbon sources and sinks and define greenhouse gases and explain how they relate to the carbon cycle
- Carbon Footprint – define carbon footprint and give an example of something people do that affects it
- Measuring a Carbon Footprint – list major factors that contribute to the carbon footprint, use an equation to calculate the student’s own carbon footprint, and discuss ways to decrease his or her carbon footprint.
Session 1
- Describe the carbon atom and review the forms of pure carbon.
- Explore carbon bonding and the types of molecules carbon makes.
- Put together models of hydrocarbons.
- Learn about fossil fuels.
- Explore Earth's carbon cycle.
- List and define greenhouse gases.
- Compare the greenhouse effect, global warming, and climate change.
- Look at effects of climate change.
- Review what you've learned about carbon.
- Develop a better understanding of what a carbon footprint is.
- Explore ways humans can reduce their carbon footprint in the transportation sector.
- Answer questions to figure your personal carbon footprint.
- Explore the agricultural sector of your carbon footprint.
- Understand the carbon footprint of different foods.
- Learn how to decrease your agriculture footprint.
- Learn about consumerism and how it contributes to the carbon footprint of our society.
- Complete a Venn diagram comparing needs versus wants.
- Learn about the 4 Rs – Reduce, Reuse, Recycle, and Rethink.
- Play The Green Game.
- Learn about different types of energy and how they provide electricity.
- Explore ways to conserve energy to decrease your carbon footprint.
- Continue playing The Green Game.
- Continue filling in your Carbon Footprint Logbook.
- Calculate your carbon footprint.
- Compare the United States' carbon footprint to that of developed and undeveloped countries.
- Brainstorm ways to decrease your carbon footprint without changing your quality of life.
Session 1 Module Guide (Pre-Test)
Session 2 RCA + Oral Assessment
Session 3 RCA
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Changing Oceans 3.0.0 (6th Grade)
Introduces students to general characteristics of oceans (such as salinity, depth, and layers) and to the variety of ocean organisms and their habitats. Then, students look at specific ocean-related problems and crises, including overfishing; ocean pollution; global warming; and exploitation of ocean minerals, metals, and energy. In addition to describing the problems, Changing Oceans concentrates on two factors: relating the problem directly to students and brainstorming current or potential solutions to the problem.
STUDENT OBJECTIVES
Identify Earth’s oceans according to salinity, depth, and other characteristics.
Explore major types of ocean habitats and ocean organisms.
Review the history and current status of ocean fisheries and explain changes.
Explore types of ocean pollution, including effects on ocean organisms, food webs, and people.
Describe global warming and explain its effects on ocean temperature and acidity.
Explain effects of global warming on ocean ecosystems and organisms.
Use problem-solving techniques to brainstorm solutions to a chosen ocean problem.
ACTIVITIES
Students complete three performance assessments:
1) Ocean Fisheries – explain changes in fisheries in the last 50 years, give reasons for the changes, and describe effects on human populations
2) Ocean Pollution – list types of ocean pollution and their general locations and describe the Great Pacific Garbage Patch and where it came from
3) The Future of Oceans – list expected ocean-related changes in the next 50 years and explain how global warming is currently affecting oceans and the consequences to oceans if current trends continue.
Session Content
Session 1
- Review the size and extent of the five oceans.
- Learn basic ocean characteristics, including salinity, density, temperature, and pressure.
- Demonstrate density differences.
- Review ocean habitats.
- Explore ocean food webs.
- Learn about the cod and tuna fisheries.
- Explain how fishing has changed marine ecosystems.
- Consider solutions to ocean fishery problems.
- Review types of coastal pollution and their effects on beaches, estuaries, and tropical ecosystems.
- Learn about ocean surface currents.
- Explore the Great Pacific Garbage Patch and its impacts.
- Demonstrate how plastic moves within a gyre.
- Consider how ocean currents help control world climates.
- Learn factors controlling global warming and climate change.
- Explore the effects of global warming on oceans.
- Explore how oceans contribute to moderating global warming.
- Demonstrate the effect of increasing temperature on water level and of carbon dioxide on pH.
- Look at changes in Arctic and coral reef ecosystems due to global warming.
- Explore effects of rising sea levels on coastal ecosystems and people.
- Briefly review other ways people exploit oceans for food, medicines, oil and mineral resources, and energy.
- Consider how one person can help improve ocean health.
- Choose an ocean-related problem.
- Define the problem clearly.
- Learn problem-solving and science decision-making techniques.
- Design possible solutions for your ocean problem.
Session 1 Module Guide (Pre-Test)
Session 2 RCA + Oral Assessment
Session 3 RCA + Oral Assessment
Session 4 RCA
Session 5 RCA + Oral Assessment
Session 6 Test Review
Session 7 Post Test
Eco-Architecture 3.0.1 (6th Grade)
Eco-Architecture enables students to explore sustainable construction methods that designers and engineers use currently. Students learn how to evaluate the benefits and drawbacks of building materials based on the Six-Question Sustainability Test. They learn the importance of building for sustainability and learn why we need to reduce, reuse, recycle, and rethink when planning for new construction. Ultimately, students design and create their own Eco-home that represents choices they have made about designing with the environment in mind.
STUDENT OBJECTIVES
Evaluate building materials based on the Six-Question Sustainability Test.
Review LEED classifications that are used for green construction.
Demonstrate how insulation works, including the benefits of green roofs.
Create a thermal wall to understand the process of heat transfer.
Explain the water cycle and how this is an integral part of Earthship design.
Explore the benefits of straw bale, earth-sheltered, rammed-earth, and Earthship construction methods.
ACTIVITIES
Students complete three performance assessments:
1) Passive Solar – demonstrate how winter and summer sunlight differ and explain the benefits of passive solar design
2) Thermal Mass – explain the process for creating rammed-earth walls and how a thermal wall is used for heating and cooling
3) Eco Choices – name two things all homeowners can do to make their landscaping more environmentally friendly and explain three construction choices they would make when designing their own Eco-home.
Goals and Session Content
Session 1
- Explore some of the history of home construction.
- Define terms related to environmental construction.
- Evaluate building materials based on a Six-Question Sustainability Test.
- Learn how reclaimed building materials are used in construction.
- Learn what it means to retrofit existing construction.
- Learn more about LEED classifications that are used for green construction.
- Learn about an entire town that uses environmental construction methods.
- Explore straw-bale construction.
- Explore passive solar design.
- Explore earth-sheltered construction.
- Learn about the benefits of green roofs.
- Demonstrate how insulation works.
- Explore rammed-earth houses.
- Create a thermal wall.
- Understand the process of heat transfer.
- Explore Earthships.
- Learn about the water cycle.
- Design your Eco-home.
- Discover the part landscaping plays in environmental construction.
- Briefly explore the future of construction.
- Finish designing and creating your Eco-home.
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA
Session 5 RCA + Oral Assessment
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Future Fuels 3.0.2 (6th Grade)
Students determine how the Sun is the source for all energy we use on Earth. Future Fuels explores the need to find replacements for fossil fuels. Students investigate the concepts of renewable and nonrenewable resources and how these types of resources affect the environment. They will explore and compare several alternative energies including wind, geothermal, and hydropower.
STUDENT OBJECTIVES
Identify the Sun as the source of all energy on Earth.
Compare and contrast renewable and nonrenewable energy sources.
Relate the use of fossil fuels to environmental problems.
Explore the history of human energy use.
Compare different types of available future fuels.
Identify several possible solutions that can work together to solve energy problems.
ACTIVITIES
Students complete three performance assessments:
1) The Sun – explain how energy from the Sun is responsible for human energy and diagram how the Sun’s energy moves a gasoline-powered car
2) Renewable and Nonrenewable Energy – define the terms renewable and nonrenewable and give examples of these types of energy
3) Energy Solutions – contrast and compare two types of potential energy sources.
Goals and Session Content
Session 1
- Learn about the Sun and its importance to us.
- Discover the meaning of energy-related terms.
- Make a toy to learn about potential and kinetic energy.
- Begin an activity about biomass.
- Learn about the history of different forms of energy.
- Discover ways humans have used energy to meet their needs.
- Discover sources of biomass energy.
- Explore ways in which biomass can be used for energy.
- Complete the biomass activity.
- Explore how nuclear energy is made.
- Examine pros and cons of nuclear energy.
- Discover what geothermal energy is.
- List sources of geothermal energy.
- Find out where sources of geothermal energy are located on Earth.
- Explain how geothermal energy can be used to heat and cool a home.
- Work with the Geothermal Heat Pump Kit to discover how a geothermal heat pump works.
- Explore the process of generating hydropower.
- Build a model water turbine.
- Evaluate the advantages and disadvantages of using hydropower to generate electricity.
- Explore different ways solar energy can be used.
- Discover how photovoltaic cells work.
- Explore how wind energy can be used.
- Identify the pros and cons of using the Sun and wind as energy sources.
- Explore fuel cells.
- Complete and print the "Future Fuels" report.
- Play an alternative energy game.
Session 1 Module Guide (Pre-Test)
Session 2 RCA + Oral Assessment
Session 3 RCA + Oral assessment
Session 4 RCA
Session 5 RCA
Session 6 Test Review + Oral Assessment
Session 7 Post Test
Garbology 3.1.1 (6th Grade)
Students learn about the history of waste material and what people can learn from studying it. Garbology also covers different kinds of waste and how each kind is classified. Students explore the extent and causes of the waste problem as well as waste-management techniques, including landfills, incineration, and gasification. Students also learn about the waste problem and how the cradle-to-cradle method of design is a promising long-term solution for the problem of waste.
STUDENT OBJECTIVES
Describe how organic and inorganic materials differ.
Explore examples of a quantitative and a qualitative study.
Build a model of a landfill.
Develop an understanding of how scientific studies increase and refine knowledge.
Calculate volume and percent.
Explore cause and effect in relation to waste.
Compare and test types of packing peanuts.
Compare the cradle-to-grave and cradle-to-cradle methods of design.
ACTIVITIES
Students complete three performance assessments:
1) Garbage Archeology – using quantitative and qualitative garbage studies, students will explain garbage concepts, and explain why archeologists study ancient garbage
2) Landfills – after building a model landfill, students will compare garbage statistics and state reasons for the waste problem
3) Recyclable/Not Recyclable – after conducting experiments on various plastics, students will give reasons why e-waste is a problem, describe differences in types of plastic, and explain how television contributes to the waste problem.
Goals and Session Content
Session 1
- Find out what the term garbology means.
- Discover why garbage is important to archeologists.
- Learn about William Rathje's Garbage Project.
- Learn the difference between a qualitative and quantitative study.
- Learn some history about garbage.
- Learn terms relating to garbage.
- Explore some ideas the Garbage Project proved wrong.
- Learn about different types of waste material.
- Compare the amount of trash you create in a day to the national average.
- Calculate garbage percentages.
- Create a model of municipal solid waste.
- Compare your types of garbage to the national averages.
- Learn some history about landfills.
- Begin learning about the major types of waste in landfills.
- Explore factors that have led to the extreme amount of waste.
- Demonstrate why volume is more important than weight in a landfill.
- Consider whether plastic is an organic or inorganic waste.
- Learn about different kinds of plastic.
- Make packing peanuts.
- Experiment with and compare packing peanuts.
- Discover why e-, medical, and other hazardous wastes are not recyclable.
- Explore some of the ways people are dealing with waste.
- Explore ways people are addressing the waste problem.
- Learn about down cycling and up cycling.
- Explore the cradle-to-cradle philosophy.
- Play the Talkin' Trash game.
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review + Oral assessment
Session 7 Post Test
Going Green 3.1.0 (6th Grade)
Students examine the environmental impact of personal choices made regarding the use of common household items. Students identify advantages and disadvantages of buying green and identify potentially toxic compounds found in many household products. Students will examine the amount of energy required to run common household appliances.
STUDENT OBJECTIVES
Define terms relating to global warming.
Describe the greenhouse effect.
Identify renewable and nonrenewable sources of energy.
Examine the energy efficiency of common kitchen appliances.
Define water efficiency.
Build a solar water heater.
Examine environmentally friendly choices for each room of a house.
Examine the importance of maintaining a home’s heating and cooling systems.
Define carbon footprint.
ACTIVITIES
Students complete three performance assessments:
1) Greenhouse Effect – explain in their own words the greenhouse effect, define energy, and list three traditional energy sources and three alternate energy sources
2) Wattage Comparison – identify fuels used by power plants; define kilowatt-hour, power consumption, and phantom load; and explain the results of the experiment
3) Solar Water Heater – list advantages of using a solar water heater, give examples of ways to cut a heating and cooling bill, and build a solar water heater.
Goals and Session Content
Session 1
- Define terms relating to global warming.
- Examine what is known as the greenhouse effect.
- Identify renewable and nonrenewable sources of energy.
- Sketch a floor plan of your home.
- Create a schedule showing the different ways you use electricity in a typical day.
- Identify fuels used by power plants.
- Define kilowatt-hour, power consumption, and phantom load.
- Complete a wattage-comparison experiment.
- Examine the energy efficiency of common kitchen appliances.
- Define water efficiency.
- Identify several potentially harmful kitchen cleaners and alternative options for these cleaners.
- Examine various ways to go green when dealing with food.
- Choose three green actions to be completed at home.
- Examine ways to go green in the laundry room.
- Begin looking at ways to be more eco-friendly in the bathroom.
- Start the build process on a solar water heater.
- Finish building your solar water heater.
- Examine environmentally friendly choices for your bedroom and for your clothing.
- Examine the importance of maintaining a home's heating and cooling systems.
- Define carbon footprint.
- Test the green knowledge you acquired in this Module by playing The Green Game.
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA + Oral Assessment
Session 3 RCA
Session 4 RCA
Session 5 RCA
Session 6 Test Review + Oral Assessment
Session 7 Post Test
Green Machines 3.0.1 (6th Grade)
According to the Best Foot Forward group, the average American’s carbon footprint shows 34% of the emissions produced are accounted for by personal travel. In Green Machines, the effects of personal travel and the transportation of goods on the environment are examined. While it would be unrealistic to imagine eliminating travel from our society, we can make smart buying choices regarding cars and fuel. Car types, car companies, fuel types, and alternative methods of travel are identified and examined. The focus of Green Machines is environmental health.
STUDENT OBJECTIVES
Explore the history of transportation.
Identify types of pollution and how transportation contributes to these.
Explore alternative fuel vehicles such as hybrids, fuel cell, electric, and solar and list the advantages and disadvantages of each.
Describe how biodiesel is created and used.
Compare methods for minimizing the environmental impacts of transportation.
Identify methods for increasing the fuel efficiency of a vehicle.
Build and operate a maglev train.
ACTIVITIES
Students complete three performance assessments:
1) Emissions – identify various emissions that come from automobiles, explain how these may contribute to global warming, and list alternative methods for decreasing automobile emissions
2) Fuel Efficiency – explain how to calculate fuel efficiency and list methods for increasing the fuel efficiency of a car
3) Eco-tourism – explain the eco-tourism concept, compare the advantages and disadvantages of transportation methods in the tourism industry, and plan an environmentally friendly trip.
Goals and Session Content
Session 1
- Define the term intermodalism.
- Examine the impacts that personal travel and the transportation of goods have on air quality and the environment.
- Examine the pros and cons of hybrid, electric, and fuel cell vehicles.
- Examine the infrastructure currently in place for alternative energy sources.
- Define fuel efficiency.
- Examine the four-stroke process used in an internal combustion engine.
- Define combustion.
- Examine alternative fuels currently used for transportation.
- Examine ways to increase fuel mileage and reduce your emissions impact on the environment.
- Examine how the tourism industry affects the environment.
- Define ecotourism.
- Design and create a boat.
- Examine attributes of two cruise ships.
- Examine the effects air travel has on the environment.
- Look at ways to minimize your carbon output when air travel is unavoidable.
- Play an exciting game of Earthopoly.
- Examine various types of trains.
- Build a maglev vehicle.
Session 1 Module Guide (Pre-Test) + Oral Assessment
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Investigating Careers 3.0.0 (6th Grade)
Investigating Careers will allow students opportunities to research career information in the 16 recognized career clusters. Sample real world activities will be completed to assist students in assessing their likes, dislikes and aptitudes. Interview and employment skills useful in any career will be explored.
STUDENT OBJECTIVES
Distinguish the difference between a job and a career.
Complete a dexterity test.
Complete a short personality survey.
Complete a sample job application.
Explore interviewing strategies.
Investigate mental agility and reaction time tests.
Create a slideshow presentation.
Learn about soft skills and how to keep a job.
Explore careers requiring differing levels of training in each of the 16 career clusters.
ACTIVITIES
Students complete three performance assessments:
1) Job Application - explain the importance of having a neat and accurate letter of application or résumé and correctly complete a sample job application
2) Job Interview - give two examples of instances, other than applying for jobs, where a person might need to have good interviewing skills and describe strategies typically used in successful interviews
3) Job Retention – describe the difference between hard skills and soft skills and give an example of each and give two examples of activities that might result in being dismissed from a job.
Goals and Session Content
Session 1
- Define the term career.
- Investigate four of the 16 career clusters.
- Complete a dexterity skills activity.
- Research three careers from one cluster.
- Complete a personality survey.
- Learn about four personality types.
- Explore three career clusters:
- Agriculture, Food, and Natural Resources
- Finance
- Hospitality and Tourism
- Research three careers.
- Explore three career clusters:
- Business Management
- Information Technology
- Marketing, Sales and Service
- Learn about applying for a job.
- Research three careers.
- Explore four career clusters:
- Law, Public Safety, Corrections, and Security
- Education and Training
- Government and Public Administration
- Human Services
- Learn about interviewing.
- Research three careers.
- Explore the Health Sciences career cluster.
- Complete mental agility and reaction time tests.
- Research three careers.
- Explore the Arts, A/V Technology and Communications career cluster.
- Create a slide-show presentation.
- Research three careers related to the Arts, A/V Technology and Communications cluster.
- Learn about soft skills.
- Learn about reasons to be fired.
- Research career opportunities in a career cluster of interest to you.
- Compare and contrast three careers.
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Mission to Mars 3.0.0 (6th Grade)
Goals and Session Content
Session 1
- Learn about the big bang theory.
- Explore some of the different objects in our universe.
- Identify the role of the Sun in our solar system.
- Identify the objects in our solar system.
- Begin construction of a Mars globe.
- Explore characteristics of the Sun.
- Learn about the relative sizes and distances within our solar system.
- Determine why seasons occur.
- Finish the Mars globe you began in Session 1.
- Learn about the hazards of UV exposure on Earth.
- Learn about the hazards of radiation exposure in space and on Mars.
- Build a UV detector and test the ability of water to block UV radiation.
- Begin making observations about your personal UV exposure.
- Locate areas on Mars with lower radiation risks.
- Identify how water is distributed on Earth.
- Identify areas where you can conserve freshwater resources.
- Explore how the International Space Station conserves water resources.
- Identify locations on Mars where water is available.
- Explore the different types of energy resources on Earth.
- Identify energy resources that can be used on Mars.
- Build and test a working wind generator.
- Learn about ways oxygen can be obtained on Mars.
- Perform an experiment to determine the rate of photosynthesis.
- Identify the areas on Mars where farming can take place.
- Complete the "UV Detection" worksheet.
- Learn about how food requirements will be met on a mission to Mars.
- Compare different possible location on Mars for a base.
- Identify the location you would choose for a Mars base.
- Defend your choice of a location for a Mars base by using the evidence you have.
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Rocks & Resources 3.0.1 (6th Grade)
Students study the rock cycle and learn characteristics of the three basic rock types. They learn and observe properties of minerals, including hardness and fluorescence, in more detail. They review examples of how rocks and minerals are used as nonrenewable resources. They review different types of mining and learn why mining is essential to civilization. They also learn how it affects the environment, using Picher, Oklahoma, as a case study. Finally, they look at potential future mining trends, including deep-sea mining.
STUDENT OBJECTIVES
Describe the rock cycle.
Identify and compare characteristics of the three rock types.
Distinguish among rocks, minerals, and ores.
Identify properties of minerals and fluorescent minerals.
Use Mohs’ hardness test to determine mineral hardness.
Explore uses of rocks, minerals, and metals as nonrenewable resources.
Describe types of mining, including undersea mining.
Review environmental impacts of mining.
ACTIVITIES
Students complete three performance assessments:
1) Rocks and Minerals – name and identify examples of the three types of rocks, distinguish between rocks and minerals, and explain Mohs’ hardness test
2) Rocks as Resources – give examples and uses of metallic and nonmetallic resources and explain the life cycle of a manufactured product
3) Land Mining – define ore and explain ore grade, distinguish between surface and underground mining, and explain the importance and environmental impacts of mining.
Goals and Session Content
Session 1
- Identify the three types of rocks.
- Explore the rock cycle and its processes.
- Learn the difference between constructive and destructive processes.
- Learn what rocks are made of.
- Compare characteristics of the three types of rocks.
- Practice identifying specific rock types.
- Explore the definition and properties of minerals.
- Identify minerals by fluorescence.
- Determine mineral hardness using the Mohs’ hardness scale.
- Learn how rocks, minerals, and metals are used as resources.
- List important mineral and metal resources and their uses.
- Look at the types and amounts of resources used in cars, bicycles, and cell phones.
- Trace the history of Picher, Oklahoma, as a case study of the mining industry.
- Explore damages resulting from Picher's lead and zinc mines.
- Consider ways the mining damage could have been decreased or prevented.
- Review the mining life cycle.
- Explore types of land mining.
- Learn types of environmental damage caused by land mining.
- Conduct a mining activity.
- Look at some materials mined in the U.S.
- Explore undersea mining.
- Consider possible environmental impacts of undersea mining.
- Develop an informed opinion about undersea mining.
Session 1 Module Guide (Pre-Test)
Session 2 RCA
Session 3 RCA + Oral Assessment
Session 4 RCA + Oral Assessment
Session 5 RCA
Session 6 Test Review
Session 7 Post Test + Oral Assessment
Sustainable Agriculture 3.0.1 (6th Grade)
Students explore issues facing today’s farmers and ranchers. Topics such as soil composition, the water cycle, animal care and the use of genetically engineered hormones, and farming technology are covered in the title. Students explore the concept of urban farming and how large cities are creating ways to grow their own food locally. Throughout Sustainable Agriculture, students grow plants in various types of soil and draw conclusions about what type of soil produces the best plant growth.
STUDENT OBJECTIVES
Perform various tests on soil samples to determine which is most favorable for growing certain plants.
Explore the pros and cons of traditional farming versus organic farming.
Describe the benefits of compost and the nutrients it brings to soil.
Investigate urban farming and its potential impact on large cities.
Perform an experiment related to the greenhouse effect.
Explore the technology involved in green farming.
Explain the water cycle and identify water sources for farm irrigation.
ACTIVITIES
Students complete three performance assessments:
1) Compost – identify soil nutrients, determine how composting replenishes these nutrients, and explain soil acidity levels and the pH scale
2) Greenhouse – explain the concept of greenhouses and how they work and identify positive and negative aspects of the greenhouse effect
3) Irrigation – explain the stages of the water cycle, the concept of conservation, and methods used to control runoff.
Goals and Session Content
Session 1
- Compare and contrast traditional farming and organic farming.
- Begin a seed germination and growth experiment.
- Hypothesize about what soil type would yield the best crop.
- Observe and compare radish seed germination and growth in various soil samples.
- Identify soil nutrients needed for plant growth.
- Explore how soil acidity can affect plant growth.
- Conduct an experiment to test soil pH.
- Explore urban farming techniques and practices.
- Discover how greenhouses control the plant-growing environment.
- Conduct a mini greenhouse experiment.
- Explore issues related to ranching.
- Determine the negative impacts ranching can have on the environment.
- Observe and compare seed germination and growth in various soil samples.
- Conduct an experiment to test soil samples for nitrogen.
- Explore water conservation and irrigation issues.
- Identify environmental concerns related to farm water usage.
- Investigate soil erosion and the steps used to control erosion.
- Conduct a soil-erosion experiment.
- Observe changes in your radish-growing experiment.
- Explore how technology has helped make farms greener.
- Learn about biotechnology and its uses in farming.
- Discover how a compost pile breaks down food waste and makes new soil.
- Draw a conclusion regarding which soil samples produced the fastest-growing radishes.
- Plant radish seeds in a Glove Garden.
- Examine the concept of agritourism.
- Learn how food can be grown almost anywhere.
Session 1 Module Guide (Pre-Test)
Session 2 RCA + Oral Assessment
Session 3 RCA + Oral Assessment
Session 4 RCA
Session 5 RCA
Session 6 Test Review + Oral assessment
Session 7 Post Test
Weights & Measures 3.0.1 (6th Grade)
How many ounces of popcorn are contained in that large tub at the local multiplex? How many ounces of soda in the large cup? These are questions students answer as they learn about Weights & Measures. Students also learn to convert from international units to customary units of measurement and temperature using both dimensional analysis and formulas along the way.
STUDENT OBJECTIVES
Learn about early forms of measurement.
Identify the basic units of measurement in the Customary System.
Use the Customary System of measurement to find the length, capacity, and weight of items.
Convert from one unit to another using dimensional analysis.
Use metric measurement to measure capacity, volume, and weight.
Place three-dimensional shapes in order from least to greatest volume.
Use a thermometer and formulas to convert from Celsius to Fahrenheit and vice versa.
ACTIVITIES
Students complete three performance assessments:
1) Customary Length and Ratios – demonstrate customary and international measurement and write ratios in a-over-b form
2) Customary Capacity and Weight – measure ounces of popcorn and fluid ounces in drink containers
3) Converting Celsius and Fahrenheit – demonstrate how to convert temperatures using a demonstrational thermometer and formulas.
Goals and Session Content
Session 1
- Learn about early forms of measurement.
- Create your own measuring units for length.
- Identify the basic units of measurement in the Customary System.
- Learn the different parts of a ruler using The Master Ruler.
- Continue working with the Customary System of measurement to find the capacity and weight of items.
- Work with the International System of Units to convert from one unit to another.
- Use metric measurement to measure capacity, volume, and mass.
- Practice conversion using the place value chart.
- Place three-dimensional shapes in order from the least volume to the greatest volume.
- Use a thermometer to convert Celsius temperatures to Fahrenheit and Fahrenheit temperatures to Celsius.
- Apply formulas to convert Celsius temperatures to Fahrenheit and Fahrenheit temperatures to Celsius.
- Be introduced to the process of dimensional analysis to make unit conversions.
- Define a unit conversion factor.
- Write ratios of equal quantities.
- Review the rule for multiplying by 1.
- Use a conversion factor to convert the units.
Session 1 Module Guide (Pre-Test)
Session 2 RCA + Oral assessment
Session 3 RCA + Oral Assessment
Session 4 RCA
Session 5 RCA
Session 6 Test Review + Oral Assessment
Session 7 Post Test