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 * We intend to analyze the 9th grade science curriculum for this project.

Zones of Intervention Grades 9-10: Tabbi
 * Standard || Essential Content || Essential Skill || Library-based Authentic Task ||
 * Unit 3- D14 || Describe combustion reactions of hydrocarbons and their resulting by-products.

 Byproducts of a combustion reaction. || Describe where plastics come from.

Read, interpret, and examine the credibility and validity of scientific claims in different sources of information. || Identify resources appropriate to the topic, find information on the harmful effects of combustion byproductions, and collect articles in favor of and against combustion as a source of energy.

Project: write an opinion paper to be submitted to the local newspaper. || What impact does human existence have on the environment? || Where does our garbage go?
 * Unit 5- D 18 || Explain the short- and long-term impacts of landfills and incineration of waste materials on the quality of the environment.

Describe the efforts being made at both the municipal and federal levels to reduce pollution. || Identify local landfills and recycling centers and their effects on the local environment. Track waste from school/home to its end destination. Identify what materials can be reused, what materials are wasteful and can be substituted, and what materials have a negative impact on the environment. Identify where this waste comes from and where/how the school waste is disposed, and research alternative methods of disposal.

Project: create and implement one idea that could be used in the school and/or at home to reduce the amount of material contributed to landfills. || What impact does human existence have on the environment? || Where does our garbage go? How do our land use decisions affect the environment? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 115%;">Describe the efforts being made at both the municipal and federal levels to reduce pollution. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">List materials used on a daily basis. Identify which have a negative impact on the environment, especially air and water quality. Discuss the impact that poor air and water quality has on the planet, plant and animal life, and humans. Find alternatives for those materials.
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 115%;">Unit 5- D 26 || <span style="color: black; font-family: Calibri; font-size: 10pt; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Describe human efforts to reduce the consumption of raw materials and improve air and water quality.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Project: identify materials which can be substituted for less of an environmental impact, and implement a class/school plan to use (or not use) those materials. Or: write a letter to local politicans suggesting your plan be put in place, including arguments why it should be used. ||

<span style="background-clip: initial; background-color: transparent; background-origin: initial; font-family: Arial; margin-bottom: 0in;">Zones of Intervention Grades 9-10: Debbie
 * Standard || Essential Content || Essential Skill || Library-based Authentic Task ||
 * Unit 3- content standard 9.6; D INQ. 2 (skill) || Chemical technologies present both risks and benefits to the health and well-being of humans, plants and animals. || Read, interpret, and examine the credibility and validity of scientific claims in different sources of information. || Students will evaluate the credibility of information provided by different websites as it relates to the risks vs. benefits of using plastic products. Students will then draft a persuasive letter (CAPT practice) to their state representative presenting their position and the evidence they found to support that position. ||
 * D25 (Unit 5) || Explain how land development, transportation options and consumption of resources may affect the environment. || Describe the efforts being made at both the municipal and federal levels to reduce pollution. || Make a list of all the potential pollutants in and around the school. Research their environmental impact and draft a recommendation to the administration on ways to reduce or clean up 5 potential pollutants on campus. (number could be differentiated, as well as the format of the proposal) ||
 * Unit 5- content standard 9.9; D INQ. 9 (skill) || Some materials can be recycled, but others accumulate in the environment and may affect the balance of the Earth systems. || Articulate conclusions and explanations based on research data, and assess results based on the design of an investigation. || Come up with a recycling plan for the school and explain its environmental impact to the administration. ||
 * Unit 5- content standard 9.9; D INQ. 9 (skill) || Some materials can be recycled, but others accumulate in the environment and may affect the balance of the Earth systems. || Articulate conclusions and explanations based on research data, and assess results based on the design of an investigation. || Come up with a recycling plan for the school and explain its environmental impact to the administration. ||