Course Profile Science, Workplace Preparation, Catholic

Unit 6: Human Impact on the Environment

Time: 20 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Unit Developers

Ann Harrison, Niagara CDSB

Jeffrey Martin, Niagara CDSB

Development Date: August 2000

Unit Description

Students develop an understanding of the fragile balance that exists between the human population and the environment. Students create and maintain an ecosystem and examine the effects that various pollutants have on that system. They analyse population growth and investigate factors that determine the carrying capacity of an ecosystem. Students examine the sustainability of the human population, in particular, by analysing the technological and social factors that effect decision-making in regards to specific, local, environmental concerns. Students conduct an environmental study in which they research and role play opinions of different local interest groups and organizations. The conclusions reached reflect Gospel values and Church teachings and stress environmental stewardship.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE 1d; 2a, b, c, d, e; 3b, c, d, f; 4c, f; 5a, e, f; 7a, b, d, h, i, j

Strand(s): Human Impact on the Environment

Overall Expectations: HIV.01E, HIV.02E, HIV.03E.

Specific Expectations: HI1.01E to HI1.05E, HI2.01E to HI2.05E, HI3.01E to HI3.04E.

Activity Titles (Time + Sequence)

Activity 1	Humans and the Environment	225 minutes
Activity 2	Populations and their Effects on the Environment	225 minutes
Activity 3	What are the Problems?	225 minutes
Activity 4	Environmental Study	300 minutes
Activity 5	Town Hall Meeting	225 minutes

Unit Planning Notes

This unit is organized into five activities. Activity 1.2 (Preparing an Ecosystem) is continually monitored throughout the unit and summarized in a report submitted during Activity 5. Students work to update their Workplace Portfolio throughout the unit by highlighting skills that they have demonstrated which would be useful in the workplace. Students could update their Portfolios during Activity 5 while they are preparing for the role playing the environmental concerns of their community.

In preparing for this unit, teachers are encouraged to:

· collect relevant newspaper articles concerning environmental issues especially as they relate to the local community;

· with students, throughout the year, collect print and electronic articles on environmental problems, preferably affecting the local community, which could be placed on a bulletin board for display;

· be aware of development plans within the community that may have an environmental impact;

· be familiar with current literature on environmental issues, e.g., water, air and soil quality, land development, waste disposal, environmental protection issues;

· make environmental consciousness, stewardship, and the sustainability of ecosystems the themes that are woven throughout the unit;

· develop in students an awareness of how human population growth and human activities impact on Earth’s ecosystems;

· help students realize that learning about the places where they work and live, valuing the environmental aspects found in those places and acting as responsible stewards are essential for attaining sustainability (This is referred to throughout the activities as the Learning/Valuing/Acting Model and is the basis of students Journal reflections.);

· help students develop an awareness of the Catholic perspective on the environmental implications of advances in science and technology;

· have available resources such as quotes, songs, prayers, reflections which will help students as they write their own reflections;

· identify Psalms that reflect the theme of nature and the natural environment. Ask your school’s Chaplain for assistance;

· examine the ways Native cultures have developed a relationship with the environment through incorporating native poems, sayings, and prayers - a particular reference would be to examine the speech attributed to Chief Seattle known as the “web of life” or “Gone the Eagle”.

It is suggested that students maintain the following:

· a Lab book in which experimental results are recorded;

· an Environment Vocabulary list of new terms specific to the unit recorded in the student’s Notebook;

· a Journal for reflections which may also be kept in the Notebook, the majority of the Journal entries will follow the Learning/Valuing/Acting Model as described in the Teaching/Learning Strategies in the Course Overview;

· a Workplace Portfolio to accumulate the materials required for Unit One (see Unit One for specific format).

Prior Knowledge Required

Students review and build upon their understanding of environmental biology developed in Grade 7: Life Systems - Interactions Within Ecosystems. Students also build upon some aspects of the Grade 4: Life Systems - Habitats and Communities unit, the Grade 8 Earth and Space Systems unit on water systems and the Grade 6 Life Systems unit on Diversity of Living Things. If students are entering this course from either the Grade 10 Academic or Grade 10 Applied Science courses they will be building on the information gained through the Sustainability of Ecosystems or the Ecosystems and Human Activity units respectively.

Teaching/Learning Strategies

This unit is intended to accommodate a number of different learning styles, interests, and abilities. While teacher-directed discussion and teacher-demonstration are a component of the learning process, the emphasis should be on student-centred experimentation, inquiry-based learning, brainstorming, report writing, maintenance of notebook and reflection journal, class discussion and collaborative/co-operative learning. As well, students will have an opportunity to develop skill at role-playing and presentations. It is recommended that the focus be on short student-centred activities with immediate feedback. As much as possible, students continue to develop their skill at using computer-based simulations and reference book research. Students need to be reminded of the ethical uses of the computer especially in regards to Internet use.

Suggested Summary - Unit Assessment and Evaluation

Achievement of expectations may be assessed using a variety of strategies and tools, such as teacher-student conferences, roving conferences, observation checklists, laboratory activity checklists and specific marking schemes, paper and pencil quizzes, rating scales, rubrics as well as oral and written presentations. Sample rubrics are included in the course appendices.

Suggested Summary - Unit Assessment

Activity

Human Impact Expectations

Category

Task

Tool

Type of Assessment

1.1

1.2

1.3

HI2.01E,

HI2.02E, HI3.03E

HI1.01E

I, C, MC

Student Observation Chart Ecosystem Lab Report

Interactions Report

Marking Scheme

Lab Report Rubric

Project Rubric

2.1

2.2

HI1.02E, HI1.03E, HI1.04E

HI1.02E, HI1.03E, HI1.05E

K, C, I

K, C, MC

Human Population Growth Fact Sheet and Poster Biodiversity Case Study

Project Rubric

Marking Scheme

HI3.01E, HI3.04E

HI3.04E

HI3.01E

K, I, C, MC

C, MC

I, C

Scrapbook

Presentation Conference Notebook

Rubric Presentation

Rubric

Checklist

XXX

HI2.03E

I, C

K, I, C, MC

I, C, MC

Conference

Presentation of Environmental Study

Self Assessment

Checklist

Presentation Rubric

Collaborative Rubric

HI2.04E, HI2.05E

HI3.02E

HI3.03E

I, C

K, I, C, MC

K, C

Conference Presentation

Action Plan Notebook

Performance Rubric

Rubric

Checklist

K = Knowledge/Understanding	C = Communication	D = Diagnostic
I = Inquiry	MC = Making Connections	F = Formative
S = Summative

Resources

(Resources marked * are intended as teacher resources)

Print

Andrews, W.A. Understanding Global Warming. Toronto: D.C. Heath Canada Ltd. 1995.
ISBN 0-669- 95459-4

Andrews, W.A., T.J.E. Wolfe, R.S. Hedges, A. Kamel, and J.R. Percy. Science 10: An Introductory Study. Scarborough: Prentice Hall Inc., 1988. ISBN 0-13-794629-5

Andrews, William and Sandra McEwan. Investigating Aquatic Ecosystems. Scarborough: Prentice-Hall Canada Inc., 1987. ISBN 0-13-503129-X

Andrews, William and Donna Moore. Investigating Terrestrial Ecosystems. Scarborough: Prentice-Hall Canada Inc., 1986. ISBN 0-13-503186-9

Candido, J. L., E.S. James, R.S. Philips, B.D. Kaufman, and G.W. Wiley. Heath Science Connections 10. Canada: D.C. Heath Ltd., 1988. ISBN C87-095224-2

*Carson, Rachel. Silent Spring. Boston, Massachusetts: Paul’s Books, 1987. ISBN 0-395-45389-9

Catechism of the Catholic Church. Canadian Conference of Catholic Bishops, 1994.

Draper, D. Our Environment: A Canadian Perspective. Toronto: ITP Nelson, 1998.
ISBN 0-17-605552- 5

Grace, E., F. Mustoe, J. Ivanco, D. Gue, and F. Brown. SCIENCEPOWER™ 10. Toronto: McGraw-Hill Ryerson Ltd. 2000. ISBN 0-07-560364-0

Hartley, B. and J. Thor. Applied Biology: A Human Experience. Toronto: Copp Clark Pitman Ltd. 1989.
ISBN 0-7730-4729-8

Link, M. Path Through Scriptures. Tabor Publishing, 1987. (Should be available through Religion Department.)

MacAllister, T. Canadian Perspectives on Environmental Science. Don Mills: Addison-Wesley Publishing Ltd., 1995. ISBN 0-201-76635-3

Ritter, B., D. Plumb, F. Jenkins, H. Kessel, and A. J. Hirsch. Nelson Science 10. Scarborough: Nelson Thomson Learning, 2001. ISBN 0-17-607501-1

*Roberts, E. and E. Amidon, Earth Prayers from around the world. San Francisco: Harper Collins, 1991.
ISBN 0062507 46X

*Suzuki, David. Earth Time. Toronto: Stoddart Publishing Co., 1998.

*Suzuki, David. The Sacred Balance. Toronto: Greystone Books, 1997.

*Suzuki, David. From Naked Ape to Superspecies. Toronto: Stoddart Publishing Co., 1999.

Toronto Star - Saturday Edition - Environmental Page

Canadian Conference of Bishops. The Environmental Crisis (Concacan Inc., 1995.)

Ontario Conference of Bishops. For the Good of All. 1992.

Videos

Sustainable Development and the Ecosystem Approach. Canada: Environment Canada. 17 min.

“Ecology”. Princeton: Films for the Humanities and Sciences. 1995, #BVL6591. 15 min.

“Fragile Ecosystems.” Princeton: Films for the Humanities and Sciences. 1993, #BVL5623. 23 min.

Ecosystems: What is the environmental impact of human values. 32 min. (available through Boreal Laboratories).

The River Of Life. (available through Boreal Laboratories) 20 min.

Toxic Wastes. (available through Boreal Laboratories) 36 min.

Paul Ehrlich’s Earth Watch. (available through Boreal Laboratories) 18 min

“Befriending The Earth”: Dream of Earth Sciences Series. Thomas Berry in dialogue with Thomas Clarke. Twenty-Third Publications. 1990; 13 part series of videos. Mystic Conn

Kits

Canadians in the Global Community: Sustaining our Environment. Scarborough: Prentice-Hall.1997.The CRB Foundation. Contains - video of the same name, CD-ROM Conserving Canada’s Natural Legacy, and workbooks. ISBN 0-13-609017-6

A Case for the Environment. Toronto: P.J. Spratt and Associates. 1994. sponsored by Lever, A Division of U L Canada Inc.

Computer Software

“Interactive Biology” Ecology Series. Lewiston: Tangent Scientific, 1999.

Masterman, Dan and Scott Holman. Biology with Computers Using Logger Pro. Portland: Vernier Software

Two Views Environmental Programs - (available through Boreal Laboratories).

Websites

Climate Change - http://www.davidsuzuki.org

Environmental Biology - Ecosystems - http://www.marietta.edu/~biol/102/ecosystem.html

Learning for a Sustainable Future - http://www.schoolnet.ca/learning

Environment Canada’s Green Lane - http://www.ec.gc.ca

Education for Sustainability - http://www.secondnature.org

Sustainable Ecosystems Institute - http://www.sei.org

Ecological Footprint Survey - http://www.rco.on.ca/ecofootprint.html

Statistics Canada - http://www.statcan.ca

United Nations Population Fund - http://www.unfpa.org

Nature Conservancy Canada - http://www.natureconservancy.ca/

Environmental Data Collection Study - UK - http://www.globe.org.uk

The Green Pages - http://www.thegreenpages.org/home_e.htm

World Wildlife Foundation - http://www.wwfcanada.org

Ducks Unlimited - www.ducks.ca/edu/resource.html

From the Ground Up - Teacher’s guide on food agriculture and sustainable development -
http://www.gatewest.net/%7Egreen/from/index.html

Chief Seattle on the Web - http://www.geocities.com/Athens/2344/chiefs3.htm#web

Catholic Information Service - http://www.cin.org

Global Education Associates - http://www.globaleduc.org

World Watch - http://www.worldwatch.org

Activity 1: Humans and the Environment

Time: 225 minutes

Description

Students review the terminology of environmental biology and establish an aquatic ecosystem. Students investigate how the aquatic life in these ecosystems respond when certain stresses are applied. Lastly, students analyse the positive and negative interactions between the environment and human activities for a natural or artificial ecosystem.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

An Effective Communicator:

CGE 2a - listens actively and critically to understand in light of gospel values;

CGE 2b - reads, understands, and uses written materials effectively;

CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.

A Reflective and Creative Thinker:

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.

A Collaborative Contributor:

CGE 5a - works effectively as an interdependent team member;

CGE 5e - respects the rights, responsibilities, and contributions of self and others.

A Responsible Citizen:

CGE 7d - promotes the sacredness of life;

CGE 7i - respects the environment and uses resources wisely.

Strand(s): Human Impact on the Environment

Overall Expectations

HIV.01E - demonstrate an understanding of the impact of humans on the environment, and assess alternative courses of action to protect the environment;

HIV.02E - evaluate, using data obtained from experiments and from print and electronic sources, the costs and benefits to society and the environment of introducing a particular technology or of protecting or not protecting a specific environment.

Specific Expectations

HI1.01E - analyse interactions between the environment and human activities (e.g., analyse the interdependence of biotic and abiotic factors in a municipal waste disposal site);

HI2.01E - formulate scientific questions about the effects of various conditions and pollutants on aquatic life (e.g., What are the effects of acidity, temperature, phosphate, oil, etc., on the growth rate of algae?) and plan procedures to investigate the effects;

HI2.02E - conduct and report on an investigation into the effects of pollutants on aquatic life;

HI3.03E - explain the benefits of individual and societal participation in planning, problem solving, decision making, and task completion with respect to environmental issues (e.g., summarize the results of as group project on sustainable agriculture; establish an ecosystem, modify it, and review the results).

Planning Notes

· Prepare a number of pictures such that each depicts either a biotic factor or an abiotic factor found in the environment. Number these pictures and place them at stations around the room in order for students to review the concept of biotic and abiotic factors within the environment.

· Make a number of large, 5 L, cleaned glass jars available along with sand (or gravel), water plants, and pond water (or fish tank water). These ingredients are necessary for the investigation of the effect of pollutants on an ecosystem. Use tap water if sufficient pond water or fish tank water is not available. (Allow tap water to sit for at least a couple of days to allow it to de-chlorinate.)

· Fish should NOT be added to the ecosystems as chemical pollutants will be added to the ecosystems in order to observe their effect on the growth of algae.

· Commercially prepared chemicals are available from pet shops that de-chlorinate the water and add helpful bacteria into the ecosystems. These chemicals should be added when the ecosystems are first prepared.

· The investigation will take place throughout the unit with students monitoring their ecosystems daily and recording the results. The report will be completed and submitted during Activity 5.

· The chemical pollutants, e.g., acid, phosphates, fertilizers, used motor oil, antifreeze, etc. to be introduced into the ecosystems should have a concentration between 0.5 mol/L and 1.0 mol/L. At least 50 mL of pollutant need to be added to the ecosystems once algae growth becomes noticeable.

· One of the ecosystems will be left unpolluted and used as a control for students to compare with their disturbed ecosystems.

· Algae needs to be added to each ecosystem initially in order to get the ecosystem established. All of the ecosystems need to be under constant lighting for the duration of the investigation in order to allow for maximum algae growth in the control.

· Students can monitor the conditions of their ecosystems (such as pH, temperature, dissolved oxygen etc.) using a variety of electronic data gathering devices, e.g., Texas Instruments Calculator Based Laboratory, Pasco’s Science Workstation, Vernier’s Universal Lab Interface, etc.

· Special care must be taken for the disposal of the contaminated aquatic ecosystems. Any ecosystems affected by organic pollutants, e.g., motor oil, antifreeze etc., must be disposed of in organic waste containers and those with inorganic pollutants, e.g., phosphates, fertilizers etc., must be disposed of in the inorganic waste containers. These containers are to be removed following individual Board regulations/procedures.

· For the assignment analysing the interactions between the environment and human activities a variety of ecosystems are considered. These can include natural ecosystems (marine, freshwater, forest, etc.) as well as artificial ecosystems, e.g., municipal waste disposal sites, cities, farms, etc.

· The Journal reflections for this activity have students focus on environmental stewardship. Their Journal entries should follow the Learning/Valuing/Acting Model (see Course Overview).

Prior Knowledge Required

· Grade 7 - Life Systems: Interactions Within Ecosystems

· If students are entering this course from either the Grade 10 Academic or Grade 10 Applied Science program then they will have some knowledge of ecology from the Sustainability of Ecosystems or the Ecosystems and Human Activity units respectively.

Teaching/Learning Strategies

Activity 1.1: The Role of Biotic and Abiotic Factors in the Environment

The teacher:

· arranges the pictures illustrating the biotic/abiotic components of an ecosystem at individual stations around the room;

· reviews the definitions of biotic and abiotic components;

· aids students in setting up an observation chart in their Lab books with the headings: Picture Number, Description, Biotic or Abiotic Factor/Component;

· assesses the student observation charts;

· leads a whole class discussion on the importance of both biotic and abiotic components within the environment;

· introduces the scenario of a natural pond ecosystem;

· aids students in brainstorming about the biotic and abiotic components found in a natural pond ecosystem;

· initiates a class discussion on how human activities have polluted a natural pond ecosystem.

Students:

· move through the various stations and record their observations of the pictures at each station in their Lab book;

· submit their observation chart for assessment;

· participate in the classroom discussions.

Activity 1.2: Preparing an Ecosystem

The teacher:

· introduces the investigation in which a pond ecosystem will be simulated and modified to assess the effect of various pollutants and conditions on the growth of algae;

· aids students in brainstorming which pollutants and conditions could be introduced into the ecosystem, e.g., acidity, phosphates, fertilizers, temperature, used motor oil, antifreeze, etc.;

· reviews lab safety emphasizing proper lab procedures, handling of chemicals, WHMIS guidelines, and emergency procedures;

· leads a class discussion on the importance of the proper disposal of the aquatic ecosystems;

· instructs students on the proper disposal methods for the aquatic ecosystems at the end of the investigation;

· aids students in brainstorming how to monitor the effects of these pollutants and conditions on the growth of algae in the ecosystem;

· introduces the concept of an undisturbed ecosystem to be used as a control throughout the investigation;

· groups students into pairs;

· conferences with each group to establish:

· what pollutant or condition the group will investigate

· when the pollutant or condition is to be applied to the ecosystem

· the procedure the group will follow

· the conditions (pH, temperature, dissolved oxygen, etc.) of the ecosystem that the group will monitor;

· conferences with each group to ensure that students set up their ecosystems properly;

· demonstrates the proper technique for measuring a selected condition, e.g., pH, temperature, dissolved oxygen, etc., within the ecosystem using various probes;

· establishes the time line for monitoring the ecosystems:

· algae growth (daily)

· selected conditions (weekly)

· assesses the student lab report.

Students:

· in pairs, prepare an aquatic ecosystem as per the teacher’s directions;

· monitor the algae growth qualitatively on a daily basis throughout the unit and record observations in their Lab book;

· monitor selected conditions within their ecosystems on a weekly basis and record observations in their Lab book;

· modify their ecosystems by adding a pollutant or altering a condition within the ecosystem;

· continue to monitor the algae growth and conditions within the ecosystems after the pollutant is added;

· write a reflection on the importance of proper disposal of household and workplace hazardous wastes using the Learning/Valuing/Acting Model;

· prepare an individual lab report during Activity 5;

· properly dispose of their polluted ecosystems at the end of the experiment (during Activity 5).

Activity 1.3: Interactions between the Environment and Human Activities

The teacher:

· introduces the concept of interactions between the environment and human activities by showing a video segment, e.g., super hog farms and sewage, cities and their landfills, etc.;

· leads a discussion on different types of ecosystems both natural and artificial, e.g., municipal waste disposal sites, cities, farms, etc. and the interactions (both positive and negative) between the environment and human activities;

· introduces an assignment in which each student prepares a one-page report about the impact of human activities on a given ecosystem;

· discusses the concept of stewardship and our role as stewards of the Earth;

· assesses the Interactions report;

· instructs students to read selected poems and prayers on the environment (especially native poems and prayers);

· instructs students to write a reflection in their journal focusing on their role as stewards of the Earth using the Learning/Valuing/Acting Model.

Students:

· participate in the classroom discussions;

· write a one-page report analysing both the positive and negative interactions between the environment and human activities within a specific ecosystem;

· submit their individual Interactions report;

· read selected poems and prayers on the environment;

· write a reflection in their journal focusing on their role as stewards of the Earth by focusing on what they have learned in this activity, what aspects of the environment arising in this activity need their care and how they should act to rectify the situation.

Assessment/Evaluation Techniques

· Student observation charts can be assessed for Knowledge/Understanding using a marking scheme.

· Student report on the interactions between the environment and human activities can be assessed for Inquiry, Making Connections, and Communication using a project rubric (see Appendix A4) (HI1.01E).

· Student lab report can be assessed for Communication, Inquiry, and Making Connections using a lab report rubric (see Appendix A1) (HI2.01E, HI2.02E, HI3.03E).

Accommodations

· The teacher, should ensure that groups are heterogeneous.

· Where a student has an IEP, this activity should accommodate the modifications as outlined in the plan.

· ESL/D students should have opportunities to demonstrate their learning by alternative means, e.g., spoken English, direct demonstration, pictorial representation. At the same time, instruction in written, science-specific language continues.

· For students with physical or learning impairments, roles and duties should be modified to permit participation regardless of the impairment. Where possible, encourage peers to assist students to permit participation in group and individual activities.

· For the purpose of providing extensions and enrichment, students should have opportunities to investigate the topics presented in greater detail at the discretion of the teacher. This would be undertaken in collaboration with the teacher to ensure that the activity yields useful or interesting information and that is feasible given the time and resources available.

· Assist students by “chunking” assignment components and require each chunk to be submitted at assigned times.

· Possible enrichment activities include:

· draw a cartoon or illustration depicting the interaction between the environment and a human activity;

· design and conduct an investigation on how pollutants effect terrestrial ecosystems;

· find out why malaria is making a comeback in Canada;

· write an article on how cholera is related to environmental deterioration and comment on the solutions.

Resources

Andrews, William and Sandra McEwan. Investigating Aquatic Ecosystems. Scarborough: Prentice-Hall Canada Inc., 1987. ISBN 0-13-503129-X

Andrews, William and Donna Moore. Investigating Terrestrial Ecosystems. Scarborough: Prenctice-Hall Canada Inc., 1986. ISBN 0-13-503186-9

Catechism of the Catholic Church. Canadian Conference of Catholic Bishops, 1994.

Draper, D. Our Environment: A Canadian Perspective. Toronto: ITP Nelson, 1998.
ISBN 0-17-605552- 5

Link, M. Path Through Scriptures. Tabor Publishing, 1987. (Should be available through the Religion Department.)

Roberts, E. and E. Amidon, Earth Prayers From Around the World. San Francisco: Harper Collins, 1991.
ISBN 0062507 46X

Ritter, B., D. Plumb, F. Jenkins, H. Kessel, and A. J. Hirsch. Nelson Science 10. Scarborough: Nelson Thomson Learning, 2001. ISBN 0-17-607501-1

Grace, E., Mustoe, F., Ivanco, J., Gue, D., and F. Brown. SCIENCEPOWER™ 10. Toronto: McGraw-Hill Ryerson Ltd., 2000. ISBN 0-07-560364-0

Videos

Sustainable Development and the Ecosystem Approach. Canada: Environment Canada. 17 min.

Ecology. Princeton: Films for the Humanities and Sciences, 1995, #BVL6591. 15 min.

“Befriending The Earth”: Dream of Earth Sciences Series. Thomas Berry in dialogue with Thomas Clarke. Twenty-Third Publications. 1990; 13 part series of videos. Mystic, Connecticut

The River Of Life. (available through Boreal Laboratories) 20 min.

Toxic Wastes. (available through Boreal Laboratories) 36 min

Computer Software

“Interactive Biology” - Ecology Series. Lewiston: Tangent Scientific, 1999.

Masterman, Dan and Scott Holman. Biology with Computers Using Logger Pro. Portland: Vernier Software

Websites

Climate Change - http://www.davidsuzuki.org

Environmental Biology – Ecosystems - http://www.marietta.edu/~biol/102/ecosystem.html

Environment Canada’s Green Lane - http://www.ec.gc.ca

Global Education Associates - http://www.globaleduc.org

World Watch - http://www.worldwatch.org

Chief Seattle on the Web - http://www.geocities.com/Athens/2344/chiefs3.htm#web

Activity 2: Populations and their Effects on the Environment

Time: 225 minutes

Description

Students investigate populations and their sustainability on the Earth. Specifically, students reflect on the impact of human population growth and its demand for resources within the Earth’s biosphere. The concept of biodiversity is also examined through a case study of the population of a particular organism.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

A Discerning Believer Formed in the Catholic Faith Community:

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good.

An Effective Communicator:

CGE2a - listens actively and critically to understand in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively.

A Reflective and Creative Thinker:

CGE3d - makes decisions in light of gospel values with an informed moral conscience;

CGE3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Responsible Citizen:

CGE7a - acts morally and legally as a person formed in Catholic traditions;

CGE7b - accepts accountability for one’s own actions;

CGE7i - respects the environment and uses resources wisely.

Strand(s): Human Impact on the Environment

Overall Expectations

HIV.01E - demonstrate an understanding of the impact of humans on the environment, and assess alternative courses of action to protect the environment;

HIV.03E - analyse some of the environmental, technological, and social factors that affect the sustainability of the human population on Earth.

Specific Expectations

HI1.02E - define population growth and explain the factors that influence it;

HI1.03E - evaluate the correlation between Earth’s carrying capacity and the demands on natural resources made by human population growth;

HI1.04E - describe and explain the production, distribution, and use of food resources, using the concept of the energy pyramid;

HI1.05E - explain the importance of biodiversity with respect to the sustainability of life within the biosphere (e.g., the danger of extinction for species that have little genetic variability, or the concern about the diminishing number of species of wheat grown worldwide).

Planning Notes

· Students continue to make observations of their ecosystems from Activity 1.2.

· Have population statistics over time for both humans and another species, e.g., wolves, rabbits, etc. Human population data is available from Statistics Canada. Animal population data can be found in most biology or general science texts.

· Prepare a handout of a plot of the graph of the human population statistics.

· Make graph paper and blank maps of North America (8 ½ x 11 size) need to be available
for student use.

· Students need to be instructed on the proper procedure for a jigsaw cooperative activity
(see Appendix A6).

· The introduction of the definitions of food webs, niche, consumer, producers, populations, and community can be done through a pictorial Bristol board display of a local, familiar ecosystem. This pictorial representation should be left on display during this activity for student reference.

· Gather human population information, e.g., lifestyles, sizes of settlements, energy demands on the ecosystems, etc. on each of the following eras: Hunters and Gatherers, Agricultural, Industrial, and Modern. This information can be found in the new Grade 10 Science texts. The History/Geography Department should also be contacted in advance for further information and resources for these eras.

· Activity 2.1 is a jigsaw cooperative activity on population impact. Each home group prepares a historical poster depicting representative settlements on separate maps for each era and answers a question on the carrying capacity of the Earth. Every student prepares a fact sheet for
the assigned era.

· In Activity 2.1, students draw a representative settlement for the human population of a specific era on a map of North America. This drawing should be scaled appropriately, e.g., hunters and gatherers had a smaller population compared to today’s modern cites, and the structures and resources available at that time should be depicted, e.g., hunters and gatherers had portable dwellings, forests and animals, etc.

· The reflection for this activity has students focus on the wise use of resources. Their reflection should be in the form of the Learning/Valuing/Acting model. (See Course Overview)

· A number of case studies highlighting the importance of biodiversity need to be prepared prior to Activity 2.2. Some possible scenarios could include:

· isolation of an Ecosystem, e.g., Grizzly Bears in a National Park and inbreeding;

· population Dominance of a Species, e.g., Deer on an Island, Dinoflagellate Growth;

· diminishing Number of Species Grown, e.g., Species of Wheat Grown Worldwide;

· declining Population of a Species, e.g., Phytoplankton;

· eliminating Habitats of Species, e.g., Spotted Owls;

· invading species, e.g., Purple Loosestrife, Zebra Mussels.

· If enough actual, case studies cannot be found then the teacher can create hypothetical situations using the pictorial representation of the local ecosystem used earlier in this activity.

Prior Knowledge Required

· Grade 4 - Life Systems: Habitats and Communities

· Grade 6 - Life Systems: Diversity of Living Things

· Grade 7 - Life Systems: Interactions Within Ecosystems

· Grade 9 - Reproduction

· graphing skills

Teaching/Learning Strategies

Activity 2.1: Population Impact

The teacher:

· reviews the concepts of food webs, niche, producers, consumers, populations and community by focusing on an undisturbed ecosystem found locally;

· leads a class discussion on possible misconceptions concerning ecology;

· instructs students to update their Environment Vocabulary List with definitions of the above terms;

· introduces the concept of the energy pyramid to demonstrate the production, distribution, and use of food resources within the undisturbed ecosystem;

· uses a blank graph sheet transparency to review graphing by plotting the population statistics for a non-human species found in a chosen Canadian ecosystem;

· introduces the concept of population growth using the graph made and identifies areas of growth and decline;

· leads a class discussion of the factors, e.g., birth rate, death rate, immigration and emigration, that influence the growth of that population over the time frame shown;

· introduces the concept of sustainability in the undisturbed ecosystem by leading a class discussion on the interdependence of the ecosystem’s biotic and abiotic factors;

· uses the graph of the human population growth in Canada to discuss the factors that influenced the population growth over the time frame shown;

· introduces the concept of carrying capacity;

· arranges students in home groups and expert groups for the jigsaw cooperative activity on population impact;

· gives each of the expert groups one of the following eras of human population to investigate: Hunters and Gatherers, Agricultural Settlements, Industrial Revolution, or Modern Era;

· conferences with each expert group to aid them in drawing an appropriate representative settlement for their era and in preparing a fact sheet about their era that includes:

· What factors influenced the human population of that era?

· Describe and explain the production, distribution, and use of food resources for the human population of that era. (Use the concept of the energy pyramid.)

· Hypothesize about the impact the human population has on the land and water resources of that era;

· Was the ecosystem (including the human population) sustainable during that era? It is suggested that each student be responsible for answering one of the above questions as well as having a complete fact sheet with answers to all of the questions;

· conferences with each home group to aid them in preparing their historical poster of all the eras as well answering the following:

· evaluate the Earth’s carrying capacity and it’s ability to handle the demands on natural resources made by human population growth;

· assesses the individual fact sheets and the group poster;

· instructs students to write a personal reflection in their journals focusing on the wise use of resources (using the Learning/Valuing/Acting Model).

Students:

· update their Environment Vocabulary List with the definitions of food web, niche, producers, consumers, population, and community;

· plot on the graph paper the population graph for the non-human population found in Canada;

· label the regions of population change (on the graph of the non-human population) with the factors that may have influenced the population at that time;

· update their Environmental Vocabulary List with the definition of sustainability;

· label the graph of the human population growth handout, highlighting regions of population change and the factors that influenced the population at that time;

· read provided information on their assigned era;

· answer their individual question within their expert groups as well as create a fact sheet for the human population in that era;

· present their expert group findings to their home group and prepare their historical poster showing the representative settlements and answer the question about the Earth’s carrying capacity;

· write a reflection on the wise use of resources based on what they have learned in the activity, what aspect of our resources need to be valued and how they should act as stewards of the Earth.

Activity 2.2: Biodiversity

The teacher:

· introduces and defines biodiversity;

· prepares the case studies highlighting the importance of biodiversity in an ecosystem (See Unit Planning Notes);

· groups students in pairs and assigns each pair a case study;

Students:

· update their Environmental Vocabulary List with the definition of biodiversity;

· work in pairs to analyse an assigned case study;

· complete an individual version of the assigned case study in which they explain the importance of biodiversity within an ecosystem.

Assessment/Evaluation Techniques

· Human population fact sheet and group poster can be assessed for Knowledge, Communication and Inquiry using a project rubric (see Appendix A4)(HI1.02E, HI1.03E and HI 1.04E).

· Biodiversity case study can be assessed for Knowledge, Communication and Making Connections using a marking scheme (HI1.05E).

Accommodations

· See Activity 1 for general accommodations

· Possible enrichment activities include:

· contacting a federal or provincial politician to find out what progress is being made in safeguarding Canada’s environment, e.g., air quality, water quality, biological diversity, climate change, industries, etc.;

· making a poster of the wildlife species at risk in Canada;

· identifying the environmental stresses on a particular Canadian ecosystem, e.g., Arctic, Forest, Grasslands, Wetlands, Freshwater and Marine.

Resources

Grace, E., Mustoe, F., Ivanco, J., Gue, D., and F. Brown. SCIENCEPOWER™ 10. Toronto: McGraw-Hill Ryerson Ltd., 2000. ISBN 0-07-560364-0

Ritter, B., D. Plumb, F. Jenkins, H. Kessel, and A. J. Hirsch. Nelson Science 10. Scarborough: Nelson Thomson Learning, 2001. ISBN 0-17-607501-1

Videos

Sustainable Development and the Ecosystem Approach. Canada: Environment Canada. 17 min.

“Fragile Ecosystems. Princeton”: Films for the Humanities and Sciences, 1993, #BVL5623. 23 min.

Ecosystems: What is the Environmental Impact of Human Values (available through Boreal Laboratories) 32 min.

Paul Ehrlich’s Earth Watch (available through Boreal Laboratories) 18 min

Websites

Education for Sustainability - http://www.secondnature.org

Sustainable Ecosystems Institute - http://www.sei.org

Statistics Canada - http://www.statcan.ca

United Nations Population Fund - http://www.unfpa.org

Global Education Associates - http://www.globaleduc.org

World Watch - http://www.worldwatch.org

Activity 3: What are the Problems?

Time: 225 minutes

Description

Students examine several local environmental problems or issues and examine what role technological advances have played in creating or alleviating these problems. They examine both the benefit and cost to society and the environment of these technological developments within the context of Catholic values.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

An Effective Communicator:

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker:

CGE3b - creates, adapts, evaluates new ideas in light of the common good;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d - makes decisions in light of gospel values with an informed moral conscience.

A Self-Directed, Responsible Life Long Learner:

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills.

A Responsible Citizen:

CGE7a - acts morally and legally as a person formed in Catholic traditions;

CGE7b - accepts accountability for one’s own actions;

CGE7h - exercises the rights and responsibilities of Canadian citizenship;

CGE7i - respects the environment and uses resources wisely;

CGE7j - contributes to the common good.

Strand(s): Human Impact on the Environment

Overall Expectations

HIV.02E - evaluate, using data obtained from experiments and from print and electronic sources, the costs and benefits to society and the environment of introducing a particular technology.

Specific Expectations

HI3.01E - describe the historical development of a technology (e.g., crop fertilization) and analyse why and how it was developed and improved over time;

HI3.04E - analyse the risks and benefits to society, the economy, and the environment of introducing a particular technology (e.g., nuclear power, genetically engineered micro-organisms for pollution clean up; algae ponds to process sewage).

Planning Notes

· Throughout the year, the teacher and students can collect numerous print and electronic articles on environmental problems, especially those affecting the local community, which could be placed on a bulletin board for display.

· Remind students of the ethical use of the Internet.

· Make available blank books to be used for scrapbooks as necessary.

· Assign the scrapbook (Activity 3.1) at the beginning of the activity and plan on collecting it towards the end of the activity.

· Help students to select problem topics appropriate for their abilities. Suggested topics include:

nuclear power usage, water supply contamination, sewage cleanup processes, developing a wetland area, etc.

· Have available data regarding the ecological footprints of the average individual in a number of other nations.

· Throughout this activity there is a need to stress that as Catholics we have a role to play as stewards of the Earth, discussions should lead back to how we can improve our ability to fulfill this role.

· Encourage students to read and reflect on the Bishops’ documents on environmental issues.

· Instruct students to continue to write reflections into their Journals throughout this activity using the Learning/Valuing/Caring Model.

· Teachers should respond to the Journals by writing a non-judgmental, non-critical response to the student’s reflection.

· Have available resources, such as prayer books, to assist students to reflect on their role as stewards.

Prior Knowledge Required

· Grade 7 - Life Systems: Interactions with Ecosystems

· Grade 8 - Earth and Space Systems: Water Systems

· Students entering this course from either the Grade 10 academic or the grade 10 applied science program will have some knowledge of ecology from the Sustainability of Ecosystems or the Ecosystems and Human Activity units, respectively.

Teaching/Learning Strategies

Activity 3.1: Examining a Problem

The teacher:

· has available numerous print and electronic articles on environmental issues or problems that have been impacted on/by technology, e.g., water pollution, air pollution, extinction of animals, efforts to preserve wetlands, concerns re: garbage disposal, concerns re: development and use of nuclear power, use of genetically modified organisms;

· assigns the scrapbook assignment (see Appendix 1);

· may choose to assign a particular topic to a student or allow the student to select their own topic;

· conferences with students as they collect information for their scrapbook providing direction as required during class time;

· collects the scrapbook at the end of Activity 3.3 for assessment.

Students:

· gather a minimum of three articles related to a current environmental issue facing their local community or the wider community;

· create a scrapbook of these articles according to Assignment (Appendix 1);

· summarize the environmental problem onto chart paper for presentation to the class;

· submit the scrapbook at the end of the Activity 3.3 for assessment.

Activity 3.2: How Technology Affects the Environment

The teacher:

· has each student post and present their chart paper summary of the environmental problem they examined;

· leads a discussion on environmental problems discussed in Activity 3.1 focusing on the role that developing technologies have played in creating some environmental problems;

· summarizes some of the key developments on chart paper/board;

· discusses how some of these technologies have changed with time;

· develops a Timeline summarizing changes in the use of a particular technology over time, e.g., the use of fertilizers;

· leads a brainstorming discussion on the costs and benefits to the economy and to the environment of a particular technology;

· summarizes information on the chart paper/board;

· has students summarize the information in their Notebook.

Students:

· present a summary of their scrapbook articles to the class using chart paper;

· record in their Notebooks some of the key technological developments and the sample Timeline provided by the teacher;

· participate in brainstorming ideas on the costs and benefits to society and to the environment of a particular technology;

· create a summary list of these costs and benefits in their Notebook;

· add to their scrapbook from Activity 3.1, any modifications that they feel necessary as a result of their participation in the brainstorming activity.

Activity 3.3: Calculating an Ecological Footprint

The teacher:

· introduces the concept of an ecological footprint;

· directs students to calculate their ecological footprint using an appropriate calculator on the Internet (see Ecological Footprint Survey website listed under Resources);

· conferences with students as they work through the calculator to assist them and answer any questions;

· has students examine data regarding the average ecological footprint of individuals in other nations;

· leads a discussion on how an individual can lighten their ecological footprint;

· collects the scrapbook from activity 3.1 for assessment purposes;

· identifies for students psalms, prayers, and scripture passages that refer to the natural environment as the handiwork of God;

· encourages students to write a reflection in their Journals using the Learning/Valuing/Acting Model on the responsibility of Catholics stewards of the environment.

Students:

· calculate their ecological footprint using a tool such as a footprint calculator on the Internet;

· examine the ecological footprints of individuals from other nations;

· examine the relationship between advances in technology and their ecological footprint;

· write a reflection in their Journals using the Learning/Valuing/Acting Model on the responsibility of Catholics to be stewards of the environment by working to lighten their footprint;

· submit their finished scrapbooks from Activity 3.1.

Assessment/Evaluation Techniques

· Problem solving ability is assessed for Inquiry and Communication using a roving conference. (HI3.04)

· Scrapbook can be assessed for students’ Knowledge/Understanding, Inquiry, Communication and Making Connections using a prepared rubric.(HI3.01, HI3.04).

· Presentation of the environmental problem can be assessed for Communication and Making Connections using a presentation rubric (Appendix A3). (HI3.04)

· Notes in Notebook can be assessed for completion, accuracy and legibility using a checklist. (HI3.01)

Accommodations

· See Activity 1 for general accommodations

· Possible enrichment includes:

· supplementing the scrapbook with cartoons and additional visuals and use these in their presentation;

· calculating the ecological footprint of the class, the student’s family or Church community;

· preparing a visual representation of the student’s footprint for display and the footprints of different nations.

Resources

Draper, D. Our Environment: A Canadian Perspective. Toronto: ITP Nelson, 1998.
ISBN 0-17-605552- 5

Suzuki, David. The Sacred Balance. Toronto: Greystone Books, 1997.

Video

“Befriending the Earth”: Dream of Earth Science Series. Thomas Berry in dialogue with Thomas Clarke. Twenty Third Publications, 1990: 13 part series of videos. Mystic Conn.

Websites

Learning for a Sustainable Future - http://www.schoolnet.ca/learning

Environment Canada’s Green Lane - http://www.ec.gc.ca

Education for Sustainability - http://www.secondnature.org

Sustainable Ecosystems Institute - http://www.sei.org

Ecological Footprint Survey - http://www.rco.on.ca/ecofootprint.html

From the Ground Up - Teacher’s guide on food agriculture and sustainable development -
http://www.gatewest.net/%7Egreen/from/index.html

Catholic Information Service - http://www.cin.org

Footprints of the Nations - http://www.ecouncil.ac.cr/rio/focus/report/english/footprint/ranking.htm

Activity 4: Environmental Study

Time: 300 minutes

Description

Students perform an environmental study of a proposed land development in their local community in order to assess its environmental impact. The study is conducted from the perspective of specific community special interest groups, e.g., environmental groups, land developers, politicians. Students present their work in Activity 5.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

An Effective Communicator:

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker:

CGE3b - creates, adapts, evaluates new ideas in light of the common good;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d - makes decisions in light of gospel values with an informed moral conscience.

A Self-Directed, Responsible Life Long Learner:

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills.

A Collaborative Contributor:

CGE5a - works effectively as an interdependent team member;

CGE5e - respects the rights, responsibilities, and contributions of self and others;

CGE5f - exercises Christian leadership in the achievement of individual and group goals.

A Responsible Citizen:

CGE7a - acts morally and legally as a person formed in Catholic traditions;

CGE7b - accepts accountability for one’s own actions;

CGE7h - exercises the rights and responsibilities of Canadian citizenship;

CGE7i - respects the environment and uses resources wisely.

Strand(s): Human Impact on the Environment

Overall Expectations

HIV.01E - demonstrate an understanding of the impact of humans on the environment, and assess alternative courses of action to protect the environment.

Specific Expectations

HI2.03 - conduct an environmental study (e.g., a study on the effects on the environment of building a power line through a wetland) by gathering, integrating, and analysing information form various sources, and present the results using appropriate formats (e.g., diagrams, charts, tables, graphs).

Planning Notes

· Throughout the year, collect numerous print and electronic articles on environmental problems preferably affecting the local community, which could be placed on a bulletin board for display.

· Create a hypothetical scenario if there is no current local issue suitable for the environmental study.

· Where possible, arrange for speaker(s) to discuss local controversial land use issues.

· Relate the information which needs to be gathered to the information gathered in Activity 1 of this unit.

· Continue to dialogue with students about Journal entries.

· Arrange for research time in the Library/Resource Centre.

· Remind students of the ethical uses of the Internet.

· Refer to the documents published by the Canadian Conference and Ontario Conference of Bishops.

Prior Knowledge Required

· Grade 7 - Life Systems: Interactions with Ecosystems

· Grade 8 - Earth and Space Systems: Water Systems

· Students entering this course from either the Grade 10 Academic or Grade 10 Applied Science program will have some knowledge of ecology from the Sustainability of Ecosystems or the Ecosystems and Human Activity units, respectively.

Teaching/Learning Strategies

Activity 4.1: An Environmental Study

The teacher:

· creates heterogeneous groups of four for the environmental study project;

· leads a discussion on a recent controversial (local if possible) land use issue, e.g., Oakridge Moraine, Toronto garbage being shipped to Kirkland Lake, a new landfill site, etc.;

· where possible, invites a guest speaker who is knowledgeable about the issue to present his or her perspective, e.g., a local politician, land developer, member of an environmental group, member of a local native peoples group, etc.;

· reviews the criteria for assessment of a presentation according to the presentation rubric
(Appendix A3);

· assigns the study (Appendix 2) and gives each group a different perspective to examine, e.g., environmental group, local businesses, parent group, political group etc.;

· facilitates the project by roving and providing information as required;

· has available resources such as Internet sites, local newspaper clippings, previously printed case studies, library resources;

· allows class time for students to research the environmental effects of the land use issue, both in the classroom and in the Library/Resource Centre;

· conferences with each group to facilitate the research and provide feedback on progress;

· collects a written response from each student which reflects the portion of the assignment for which they were responsible;

· instructs students to write a Journal reflection.

· discusses the concerns of the Catholic Bishops as highlighted in their documents The Environmental Crisis and For the Good of All;

· leads students through a peer and self-assessment using the Collaborative Rubric (Appendix A5).

Students:

· select a current controversial land use issue and record this on their assignment sheet
(see Appendix 2);

· in consultation with the teacher, determine the perspective their assigned group would take by completing the questions on the assignment sheet;

· in consultation with the teacher, divide the study questions up between the members of the group;

· study the issue by answering as many of the questions as is possible for the scenario;

· each prepare a presentation on their portion of research to be made as part of Activity 5;

· submit a written version of individual responses to the teacher;

· work within their group to support their presentations using a graphic organization format such as a concept map as well as any graphs, diagrams, and charts;

· reflect in their Journal how they felt about viewing the issue from the assigned perspective - was the perspective similar to or different from their own;

· perform a peer/self-assessment using the collaborative rubric (appendix A5).

Assessment/Evaluation Techniques

· Problem solving techniques within groups is assessed for Inquiry through a roving conference. (HI2.03)

· Written response to environmental study is assessed for Knowledge/Understanding, Inquiry, Communication and Making Connections using a checklist. (HI2.03)

Accommodations

· See Activity 1 for general accommodations

· Possible enrichment includes using presentation software to present research results.

Resources

Suzuki, David. The Sacred Balance. Toronto: Greystone Books, 1997.

Canadian Conference of Bishops. The Environmental Crisis (Concacan Inc. 1995)

Ontario Conference of Bishops. For the Good of All. 1992.

Kits

“Canadians in the Global Community”: Sustaining our Environment. Scarborough: Prentice-Hall.1997.

The CRB Foundation. contains - video of the same name, CD-ROM Conserving Canada’s Natural Legacy and workbooks. ISBN 0-13-609017-6

A Case for the Environment. Toronto: P.J. Spratt and Associates.1994. sponsored by Lever, A Division of U L Canada Inc.

Video

Two Views Environmental Programs - (available through Boreal Laboratories).

Websites

Nature Conservancy Canada - http://www.natureconservancy.ca/

Environmental Data Collection Study - UK - http://www.globe.org.uk

The Green Pages - http://www.thegreenpages.org/home_e.htm

World Wildlife Foundation - http://www.wwfcanada.org

Ducks Unlimited - www.ducks.ca/edu/resource.html

World Watch - http://www.worldwatch.org

Global Education Associates - http://www.globaleduc.org

Activity 5: Town Hall Meeting

Time: 225 minutes

Description

Students role-play the different perspectives researched in Activity 4.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

An Effective Communicator:

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker:

CGE3b - creates, adapts, evaluates new ideas in light of the common good;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d - makes decisions in light of gospel values with an informed moral conscience.

A Self-Directed, Responsible Life Long Learner:

CGE4c - takes initiative and demonstrates Christian leadership;

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills.

A Collaborative Contributor:

CGE5a - works effectively as an interdependent team member;

CGE5e - respects the rights, responsibilities, and contributions of self and others;

CGE5f - exercises Christian leadership in the achievement of individual and group goals.

A Responsible Citizen:

CGE7a - acts morally and legally as a person formed in Catholic traditions;

CGE7b - accepts accountability for one’s own actions;

CGE7h - exercises the rights and responsibilities of Canadian citizenship;

CGE7i - respects the environment and uses resources wisely;

CGE7j - contributes to the common good.

Strand(s): Human Impact on the Environment

Overall Expectations

HIV.01E - demonstrate an understanding of the impact of humans on the environment, and assess alternative courses of action to protect the environment.

Specific Expectations

HI2.04E - propose alternative solutions to a given practical problem (e.g., disposal of community garbage), identify the potential strengths and weaknesses of each solution, and select one as a basis for a plan;

HI2.05E - identify various factors (e.g., scientific data, differing points of view) that influence a decision on a science-related issue (e.g., the decision to take steps to protect wild species of plants, or to preserve a wilderness area; the decision to allow the construction of a golf course, with consideration of such issues as water usage and fertiliser run off);

HI3.02E - compare various points of view on an environmental issue (e.g., a proposal to dump garbage in a quarry that is adjacent to a residential area; the sustainability of current agricultural practices);

HI3.03E - explain the benefits of individual and societal participation in planning, problem solving, decision making and task completion with respect to environmental issues (e.g., summarize the results of a group project in sustainable agriculture; establish an ecosystem, modify it and review the results).

Planning Notes

· If possible, invite a Grade 10 Career Studies or History teacher to review the format of a town hall meeting.

· Alternatively, have a guest speaker from town council come in to discuss how town hall meetings are run.

· Encourage students to watch their local town council meetings when they are broadcast on television.

· Have available chart paper, markers, etc.

· If possible, invite members of the local community to come in as spectators for the class Town Hall Meeting.

· Continue to dialogue with students about their Journal entries.

· Make arrangements to have the class Town Hall meeting videotaped, if possible.

Prior Knowledge Required

· Grade 7 - Life Systems: Interactions with Ecosystems

· Grade 8 - Earth and Space Systems: Water Systems

· Grade 10 - Career Studies

Teaching/Learning Strategies

Activity 5.1: Town Hall Meeting

The teacher:

· reviews the set up, format, and presentation method of a town hall meeting and distributes copies of the assignment (Appendix 3);

· creates a scenario where the local council is required to come up with a plan to resolve the problem examined in the previous activity;

· instructs each group (as per Activity 4) to come up with a proposal to resolve the problem discussed from the perspective that the group has taken all along;

· allows class time for the groups to come up with their proposal and provides feedback;

· encourages students to participate in a role playing by wearing appropriate costume/attire;

· reviews the criteria for a presentation using the rubric (Appendix A 3);

· runs and co-ordinates the town hall meeting;

· collects the proposals, assesses them, returns them and instructs students to place them in their Workplace Portfolio.

Students:

· in the groups from Activity 4 develop a proposal to resolve the conflict involving the local land use situation based on the information gained in the previous activity and from the perspective of the group that they are representing;

· participate in a town hall meeting role play according to the assignment (Appendix 3);

· submit proposed solution of the problem to the teacher for assessment and place a copy into their Workplace Portfolio.

Activity 5.2: Reaching a Solution

The teacher:

· rearranges students into a new, mixed grouping arrangement for a debriefing of the role playing according to the assignment (Appendix 3);

· conferences with each group to provide feedback and guidance as required;

· leads a discussion as to the benefits of participation of all members of the community in resolving environmental issues;

· collects assignments.

Students:

· rearrange into smaller mixed groupings and discuss town hall meeting according to the assignment (Appendix 3);

· participate in a class discussion concerning the benefits of community participation in resolving environmental issues and summarize discussion in their Notebook;

· complete and submit assignment;

· write a Journal reflection using the Learning/Valuing/Acting Model on their role in this activity.

Assessment/Evaluation Techniques

· Inquiry skills will be assessed during the class time through a roving conference. (HI2.04, 2.05)

· Presentation at Town Hall Meeting is assessed for Knowledge/Understanding, Inquiry Communication and Making Connections using the presentation rubric (Appendix A3).
(HI2.03,2.04, 2.05)

· Town Hall Meeting assignment can be assessed for Communication, Knowledge/Understanding using a rubric. (HI3.02)

· Notebooks can be assessed for completion using a checklist. (HI3.03)

Accommodations

· See Activity 1 for general accommodations

· Possible enrichment activities include:

· submitting a letter to the editor of their local newspaper presenting their plan to resolve or alleviate the local problem;

· videotaping the presentation for the Town Hall Meeting and include the videotape as part of the student’s Workplace Portfolio;

· participating in a prayer service using prepared prayers or prayers created by the students.

Resources

Andrews, W.A., T.J.E. Wolfe, R.S. Hedges, A. Kamel, and J.R. Percy. Science 10: An Introductory Study. Scarborough: Prentice Hall Inc. 1988. ISBN 0-13-794629-5

Candido, J. L., James, E.S., Philips, R.S., Kaufman, B. D., and Wiley, G. W. Heath Science Connections 10. Canada: D.C. Heath Ltd., 1988. ISBN C87-095224-2

Carson, Rachel. Silent Spring. Boston, Massachusetts: Paul’s Books, 1987. ISBN 0-395-45389-9

Catechism of the Catholic Church. Canadian Conference of Catholic Bishops, 1994.

Draper, D. Our Environment: A Canadian Perspective. Toronto: ITP Nelson, 1998.
ISBN 0-17-605552-5

Grace, E., Mustoe, F., Ivanco, J., Gue, D., and F. Brown. SCIENCEPOWER™ 10. Toronto: McGraw-Hill Ryerson Ltd., 2000. ISBN 0-07-560364-0

Hartley, B. and J. Thor. Applied Biology: A Human Experience. Toronto: Copp Clark Pitman Ltd., 1989.
ISBN 0-7730-4729-8

Link, M. Path Through Scriptures. Tabor Publishing, 1987. (Should be available through Religion Department.)

Ritter, B., D. Plumb, F. Jenkins, H. Kessel, and A. J. Hirsch. Nelson Science 10. Scarborough: Nelson Thomson Learning, 2001. ISBN 0-17-607501-1

Canadian Conference of Catholic Bishops. The Environmental Crisis. Concacan Inc., 1995.

Ontario Conference of Catholic Bishops. For the Good of All. 1992.

Websites

Learning for a Sustainable Future - http://www.schoolnet.ca/learning

Environment Canada’s Green Lane - http://www.ec.gc.ca

Education for Sustainability - http://www.secondnature.org

Sustainable Ecosystems Institute - http://www.sei.org

Ecological Footprint Survey - http://www.rco.on.ca/ecofootprint.html

Statistics Canada - http://www.statcan.ca

United Nations Population Fund - http://www.unfpa.org

Nature Conservancy Canada - http://www.natureconservancy.ca/

Environmental Data Collection Study -UK - http://www.globe.org.uk

The Green Pages - http://www.thegreenpages.org/home_e.htm

World Wildlife Foundation - http://www.wwfcanada.org

Ducks Unlimited - www.ducks.ca/edu/resource.html

World Watch - http://www.worldwatch.org

Global Education Associates - http://www.globaleduc.org

Catholic Information Service - http://www.cin.org

Unit 6: Appendix 1

Scrapbook Assignment

Buy or create a small scrapbook that has 8 - 10 blank pages. You are to collect a minimum of three articles on your topic. These articles should be glued or stapled into your book so that they can be easily read. Always be sure to write beside each article: the name of the author (or authors) if that is available, the newspaper or magazine from which you got it, and the date of the article. On the last few pages of the scrapbook neatly answer the following questions (you may hand write this list of questions or print it on computer and paste it in).

1. What is the key problem/issue discussed?

2. What factors have led to this problem/issue developing?

3. What specific technological advances are related to this problem/issue?

4. What needs of society are met by the technological advance?

5. If the technological advance was removed, what effect would it have on society?

6. Is there a need for our society to continue in the current direction, i.e., using this technology?

7. What are some possible resolutions to this problem/issue?

8. If possible, describe how this technology has changed with time, e.g., what methods were used historically that this technology has replaced?

Finally, you will want to add some creative touches - a cover, illustrations, cartoons that are linked to the topic. The following rubric will be used to assess your scrapbook.

Product Rubric For Scrapbook

	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding a) knowledge of facts and terms	- demonstrates limited knowledge of facts and terms	- demonstrates some knowledge of facts and terms	- demonstrates considerable knowledge of facts and terms	- demonstrates thorough knowledge of facts and terms
b) understanding of relationships between concepts about the topic	- demonstrates limited understanding of relationships between concepts	- demonstrates some understanding of relationships between concepts	- demonstrates considerable understanding of relationships between concepts	- demonstrates thorough understanding of relationships between concepts
Communication a) communication of information and ideas	- communicates information and ideas with limited clarity and precision; copies information from sources	- communicates information and ideas with moderate clarity and precision; puts information in own words	- communicates information and ideas with considerable clarity and precision; puts information in own words and explains ideas	- communicates information and ideas with a high degree of clarity and precision; puts information in own words and explains ideas clearly
b) use of scientific terminology	- uses scientific terminology, symbols, conventions, and SI units with limited accuracy and effectiveness	- uses scientific terminology, symbols, conventions, and SI units with some accuracy and effectiveness	- uses scientific terminology, symbols, conventions, and SI units with considerable accuracy and effectiveness	- uses scientific terminology, symbols, conventions, and SI units with a high degree of accuracy and effectiveness
c) use of scrapbook technique as a form of communication	- demonstrates limited command of the technique; it is somewhat attractive	- demonstrates moderate command of the technique; it is fairly attractive	- demonstrates considerable command of the technique; it is attractive	- demonstrates extensive command of the technique; it is very attractive
Making Connections a) understanding of connections among science, technology, society and the environment	- shows limited understanding of connection in familiar contexts	- shows some understanding of connections in familiar contexts	- shows considerable understanding of connections in familiar and some unfamiliar contexts	- shows thorough understanding of connections in familiar and unfamiliar contexts
b) analysis of social and economic issues involving science and technology	- analyses social and economic issues with limited effectiveness	- analyses social and economic issues with moderate effectiveness	- analyses social and economic issues with considerable effectiveness	- analyses complex social and economic issues with a high degree of effectiveness
c) assessment of impacts of science and technology on the environment	- assesses environmental impacts with limited effectiveness	- assesses environmental impacts with moderate effectiveness	- assesses environmental impacts with considerable effectiveness	- assesses environmental impacts with a high degree of effectiveness

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Unit 6: Appendix 2

Environmental Study

The Issue: ____________________________________________

Who your are for this assignment: _________________________

Your group has been assigned a certain perspective for this assignment. For the whole project, you have to think as if you are a member of your designated group (even if that is NOT how you feel personally). To figure out your group’s perspective answer the following questions.

What are the three most important concerns for you?

What are the three least important concerns for you?

Why would you want this development to go ahead?

Why would you want this development to stop?

Now:

Complete your environmental study. Remember “who” you now are. Do you think this will bias your search for information? If so how?

As a group, divide up these questions evenly. Each group member answers some questions and then the group compiles their together. You will each hand in your own questions and will be assessed on your presentation.

1. What is the immediate cost of the project?

2. What are some of the long term or projected costs of the project?

3. Predict what impact the project will have on the plants and animals present?

4. Predict what impact the project will have on the water system and soil conditions?

5. What benefits will the project bring to the local people and to the community at large?

6. What ethical concerns are associated with the project?

7. What health risks are associated with the project in the short term and long term?

Unit 6: Appendix 3

Town Hall Meeting

The Presentations

Prior to the Town Hall Meeting, each group researches the land use concern (in Activity 4) and has worked as a group to come up with a proposed plan for reaching a solution to this land use concern. When developing your solution, brainstorm ideas that will resolve the problem but reflect the perspective that your group might have on the issue.

In the Town Hall Meeting each group will be given an opportunity to a) summarize their position on the development issue that is being discussed (gained through completing Activity 4), and b) provide their proposal for a solution to the problem. These presentations can be supported by any needed visual information, graphs, charts, pictures etc. and factual data. Each member of the group will present their individual findings from Activity 4 as part of the group’s presentation. At the end of each group’s presentation the moderator (teacher or designate) may choose to ask some questions for clarification. Remember your group has an “identity”. (How might you dress up, speak or act to effectively role play that “identity”?) Be sure to listen and take notes while each group is speaking.

Coming Up With An Answer

Your teacher will now mix up your groups. In this new group, made of representatives of all the different groups, you will need to choose which solution is best. This is best done by writing down the strengths, weaknesses, opportunities, and threats of each proposal. Allow each person within the group to give input. Pick one proposed solution and come up with three statements to describe why you picked that solution. Be ready to present this to the whole class; you may choose to write out your statements on chart paper. As a class, reach a final solution to the land use concern if possible.

Follow-up Discussion

After the Town Hall Meeting complete the following questions individually.

1. As a class, can you reach a consensus on this issue? If yes, what is the final plan of action.
If no, what were some proposed plans? Were any duplicated?

2. How difficult is it for everyone to choose the same solution? Suggest why this might be so.

3. How close is this process to the way solutions are solved in real life?

4. Why is it important to consult with people representing different interests when making important decisions?

5. What would be your personal plan of action on this concern?