| Standards: |
Science Standard 6. Level IV. Understands
relationships among organisms and their physical
environment 5. Knows ways in which humans can alter
the equilibrium of ecosystems, causing potentially
irreversible effects (e. g. , human population growth,
technology, and consumption; human destruction of habitats
through direct harvesting, pollution, and atmospheric
changes) Geography Standard 8. Level IV.
Understands the characteristics of ecosystems on Earth's
surface 4. Knows the effects of both physical and
human changes in ecosystems (e. g. , the disruption of
energy flows and chemical cycles and the reduction of
species diversity, how acid rain resulting from air
pollution affects water bodies and forests and how
depletion of the atmosphere's ozone layer through the use
of chemicals may affect the health of humans) Writing
Standard 1. Level IV. Uses the general skills and
strategies of the writing process 5. Uses strategies
to address writing to different audiences (e. g. , includes
explanations and definitions according to the audience's
background, age, or knowledge of the topic, adjusts
formality of style, considers interests of potential
readers) Reading Standard 7. Level IV. Uses
reading skills and strategies to understand and interpret a
variety of informational texts 1. Uses reading skills and
strategies to understand a variety of informational texts
(e. g. , textbooks, biographical sketches, letters,
diaries, directions, procedures, magazines, essays, primary
source historical documents, editorials, news stories,
periodicals, catalogs, job-related materials, schedules,
speeches, memoranda, public documents, maps) Standard 4.
Level IV. Gathers and uses information for research
purposes 2. Uses a variety of print and electronic
sources to gather information for research topics (e. g. ,
news sources such as magazines, radio, television,
newspapers; government publications; microfiche; telephone
information services; databases; field studies; speeches;
technical documents; periodicals; Internet) Listening
& Speaking Standard 8. Level IV. Uses
listening and speaking strategies for different purposes 3.
Uses a variety of strategies to enhance listening
comprehension (e. g. , focuses attention on message,
monitors message for clarity and understanding, asks
relevant questions, provides verbal and nonverbal feedback,
notes cues such as change of pace or particular words that
indicate a new point is about to be made; uses abbreviation
system to record information quickly; selects and organizes
essential information) 4. Adjusts message wording
and delivery to particular audiences and for particular
purposes (e. g. , to defend a position, to entertain, to
inform, to persuade) 5. Makes formal presentations
to the class (e. g. , includes definitions for clarity;
supports main ideas using anecdotes, examples, statistics,
analogies, and other evidence; uses visual aids or
technology, such as transparencies, slides, electronic
media; cites information sources) 8. Responds to
questions and feedback about own presentations (e. g. ,
clarifies and defends ideas, expands on a topic, uses
logical arguments, modifies organization, evaluates
effectiveness, sets goals for future presentations) Working
With Others Standard 1. Contributes to the
overall effort of a group Thinking &
Reasoning Standard 5. Applies basic
trouble-shooting and problem-solving techniques |
| Procedures: |
Building Background Models of Change The
purpose of this activity is to introduce the concept of
smart growth development. 1. Share the following definition
of smart growth with your students: "Smart growth is
about being good stewards of our communities and of our
rural lands, parks, and forests. It is about ensuring that
the best of the past is preserved, while creating new
communities that are attractive, vital, and enduring. "
-Michael Leavitt, EPA Administrator Source: https://www.
epa. gov/smartgrowth/about_sg. htm#what_is_sg As a
class, explore the story of the Breckenridge, Colorado
community that was designated as the Environmental
Protection Agency's top smart growth neighborhood. Use the
following websites as resources: 2. Create a class list
highlighting the benefits of smart growth. Post the list
for students to use as a learning resource. 3. Have a
discussion about the benefits of smart growth: how it
affects our earth, how it affects our resources, etc.
Emphasize the benefits smart growth has on the
sustainability of natural resources, and the impact it
makes on our earth. Make sure the students realize that
smart growth is a way in which we can make positive choices
for our future. Steps for Learning Developer's
Dreams The purpose of this activity is to provide
students with an opportunity to use the steps of the design
process to create a mock smart growth community. 1. Divide
the class into small groups. Give each group a copy of the
"My Smart Growth Development Dream" handout. 2. Provide
time for each small group to present its work to the class.
3. Discuss the different elements of each group
presentation, and the effectiveness of the arguments
presented for the smart growth community. |