Welcome to the Google Math and Science Initiative

1. Welcome to the Google Math and Science Initiative

2. The Greening of Science Methods Applicable Standard(s): CA State Framework and Standards Grade Level: Middle/High School Lesson Author(s):SCED 173 F11

3. Science Lesson Task Summary • Create a lesson plan on Sustainability within your content area ( Bio, Geo, Chem, Phys) • Look for ways to integrate this lesson plan with other subject content areas • Note the use of technology within the lesson plan for learners or/and instruction

4. Tick TickTick Boom! (Human Population Growth) Applicable Standard(s): 6b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of non-native species, or changes in population size. 6c. Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death. Grade Level: High School Lesson Author(s): Christine Kwong

5. Lesson Summary • This lesson demonstrates that current trends of population growth and how it will affect the standards of living now and in the future. • Students will be able to extrapolate their current research findings to figure out the world population in 2100. BAESI July 26-28 2011: SUSTAINABILITY http://upload.wikimedia.org/wikipedia/commons/thumb/b/b7/Population_curve.svg/550px-Population_curve.svg.png

6. Lesson Components: Content • Capturing Interest (Student connection): Earth Apple Demo on the human population’s effect on the Earth’s resources • Resources: A Demo a Day: Earth Apple Demo (page 286) • Content Delivery ( Accessible to Student): Content Delivery is a Power point Presentation that includes a review of population dynamics and human population growth • Own Power point • Content Interaction (Student Activity): Human Population Explosion Video • http://www.youtube.com/watch?v=4BbkQiQyaYc

7. Lesson Components Integration of other content area(s): • Math- students will take current research data and extrapolate to figure out population in 2100 • Social Studies- Looking at history for population growths and declines; looking at the future based on what is happening • http://www.ciese.org/curriculum/popgrowthproj/activity9.html

8. Balancing Greenhouse Gases Applicable Standard(s):Chemistry - 3a. Students know how to describe chemical reactions by writing balanced equations. Grade Level: 9-12 Lesson Author: Colleen Carey

9. Lesson Summary • Students do a greenhouse mini-lab to see how greenhouse gases affect the earth’s temperature. • Teacher presents a short lecture about greenhouse gases • Students do a worksheet where they practice balancing equations which produce greenhouse gases BAESI July 26-28 2011: SUSTAINABILITY

10. Lesson Components: Content • Capturing Interest: Show an ugly picture of pollution • http://kassandraproject.files.wordpress.com/2007/12/air-pollution-systems.jpg • Content Interaction:Greenhouse Mini-Lab • http://www.yale.edu/ynhti/curriculum/units/2007/4/07.04.05.x.html • Content Delivery: Powerpoint presentation about greenhouse gases

11. Lesson Components • Integration of other content area(s): Balancing Equations • Worksheet: Balancing Pollution

12. The True Cost of Food • Applicable Standard: 8:6c- Students know that living organisms have many different kinds of molecules, including small ones, such as water and salt, and very large ones, such as carbohydrates, fats, proteins, and DNA. • Grade Level: 8 • Lesson Author: Kate Brown 12 http://www.sierraclub.org/truecostoffood/

13. Lesson Summary • The main project for The Chemistry of Living Systems unit involves writing a menu plan that reflects their knowledge of necessary macromolecules, recommended daily intake of vitamins and minerals, as well as portion sizes in a healthy diet. • The sustainability lesson provides an opportunity to extend on the impact of food on the human body, and instead discuss how food choices impact our environment. 13 http://www.sierraclub.org/truecostoffood/

14. Lesson Components: Content • Capturing Interest:Introduce The True Cost of Food as something that will forever change the way students eat or shop for food. • Content Delivery: Show The True Cost of Food, a cartoon video about the hidden costs behind food choices. • Resources: The True Cost of Food (film), produced by The Sierra Club. • Content Interaction: Students complete an accompanying worksheet during the movie that highlights the hidden costs of foods, as well as the differences between buying local and buying from a big-box store. Additionally, students will be asked to write a supplementary paragraph for their menu plan, which reflects their newfound understandings of sustainability in food choices. 14 http://www.sierraclub.org/truecostoffood/

15. Lesson Components • Integration of other content areas: • Social Studies - impact of food choices on society • Nutrition/Health - impact of food choices on the body • Math - measuring portion sizes and counting quantities 15 http://www.sierraclub.org/truecostoffood/

16. Population and Natural Selection Applicable Standard(s):7.3.b Students know the reasoning used by Charles Darwin in reaching his conclusion that natural selection is the mechanism of evolution. Grade Level: 7 Lesson Author(s): Kymber Marine

17. Lesson Summary • Students will begin by observing a power point that will go over the important terms and concepts in a way that will provide visual connections for ELLs and students in need of special resources. The power point portion of the lesson will also encompass time for class discussion and sharing with partners. If necessary the lesson can include floor discussion to refocus attention. The lesson will progress to an activity that will demonstrate the issues of sustainability that population growth can place on an environment. BAESI July 26-28 2011: SUSTAINABILITY

18. Lesson Components: Content • Capturing Interest (Student connection): Strange Days on Planet Earth DVD excerpts • Content Delivery ( Accessible to Student): Power Point • Content Interaction (Student Activity): Population Lab

19. Lesson Components • Integration of other content area(s): Linear and exponential progressions demonstrated in the lab

20. Mass, Acceleration, and Going Green Applicable Standard(s): Physics 1c:Students know how to apply the law F = ma to solve one-dimensional motion problems that involve constant forces (Newton’s second law). Investigation and Experimentation 1m: Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Grade Level: 9-11 Lesson Author(s): Nicholas Honda

21. Lesson Summary • There are many transportation options available to us. Most vehicles use fossil fuels which pollute our environment and contribute to global warming. • Students will work in groups to investigate and present real data on the mass, acceleration, carrying capacity, and fuel costs of various vehicles. BAESI July 26-28 2011: SUSTAINABILITY

22. Lesson Components: Content • Capturing Interest: Citecarbon footprint statistics related to transportation. • Resources: http://hdr.undp.org/en/statistics/data/climatechange/footprints/ • Content Delivery: Students gather vehicle data according to a guided activity worksheet. • Resources: http://www.fueleconomy.gov/ • Content Interaction: Student groups present their findings to the rest of the class.

23. Lesson Components • Integration of other content area(s): Students use dimensional analysis to calculate acceleration and fuel use given 0-60 mph times and gas mileage data.

24. How Green are Hydrogen and Corn-Based Fuels? Applicable Standard: Chemistry 7e (Hess’s Law) Grade Level: High School Lesson Author: Nick Zabalza

25. Lesson Summary My lesson incorporates analyzing what is written in a news article followed by ques- tioning the authority the article assumes in relation to how green alternative fuels really are. The students learn about thermochem- ical equations and Hess’s Law before ap- plying these concepts to the evaluation of how green hydrogen and corn-based fuels are. BAESI July 26-28 2011: SUSTAINABILITY

26. Lesson Components: Content • Capturing Interest: Warm-up has the students reading quotes about how green a CNN article claims hydrogen fuel is followed by describing what they know about the sustainability of hydrogen fuel. • http://articles.cnn.com/2001-03-16/tech/hydrogen.cars_1_hydrogen-cars-hydrogen-vehicle-bmw/2?_s=PM:TECH • Content Delivery: Lecture on thermo-chemical equations. Students teach themselves Hess’s Law. • Peter Atkins and Loretta Jones “Chemistry Molecules, Matter, and Change 3rd Ed.” W. H. Freeman and Company:New York, 1997, pgs. 194-200, 212-217 • Content Interaction: Students apply Chemistry knowledge (especially Hess’s Law) by determining the sustainability of hydrogen and corn-based fuels. • Dr. Karen Singmaster

27. Lesson Components: Sequencing • Hydrogen Fuel Warm-up • Lecture on thermochemical equations. • Lecture Exploration: Hess’s Law • Summarization Lecture of Hess’s Law Lecture Exploration • Sustainability Worksheet

28. Lesson Components • Integration of other content areas: • Math: Manipulation of equations as part of Hess’s Law could be used in Algebra. • History or English: Portions of lesson could be adapted for a “Media Literacy” unit.

29. Carbon Dioxide and Ocean acidification. Applicable Standard(s): Chemistry 2a; 3a, c; 5b, d, f, g; 6d; 9b, c Investigation & Experimentation 1a, k, l Grade Level: 9-12 Lesson Author(s): Paul Durdle

30. Lesson Summary • Students will perform a laboratory experiment to see the effect of increasing ocean acidification on sea shells over a period of several weeks. • They collect data on the mass and pH of the samples. Learning sample handling and data recording techniques. Concluding with a lab report.

31. Lesson Components: Content • Capturing Interest Describe Lab activities and ask them to hypothesize about effects they might see. • Content Delivery Laboratory • Resources: Materials per Lab sheet. • Content Interaction (Student Activity): Exploring the Effect of Acidification on Shells • Resources: Lab is a shortened lab derived from http://reinat.com/lpmnm/benthic_reef_environment/lesson5/ Acidification and Shells. Limited by equipment

32. Lesson Components • Integration of other content area(s): Students record data over a period of weeks. The reporting of data can provide opportunities for data analysis and math integration. Biology and food webs can be discussed too. • Resources: http://earthtrends.wri.org/updates/node/245 Conclude with map after lab reports completed to compare hypothesis. Discuss ways to mitigate CO2

33. What’s For Dinner? Applicable Standard(s): 2F, 3B, 5C Grade Level: 9-12 Lesson Author(s): Sara Bourbour

34. Lesson Summary • Students learn the standards about Mendel’s laws and genetic engineering by seeing its application in agriculture. Crop plant genes have been mixed for thousands of years; selective breeding is just a primitive form of genetic modification. GMO’s arose from the potential benefits of increased yield and enhanced nutrition, but controversy arises from the concerns of antibiotic resistance & impacts on humans. Sustainability is integrated into the lesson by talking about the agricultural impacts of GMO’s.

35. Lesson Components: Content • Capturing Interest : Do Now: What Similarities & Differences Do You See Between the Pairs of Fruits/Vegetables? • Content Delivery: PowerPoint, NYT Article, Film Inc. • http://opinionator.blogs.nytimes.com/2011/02/15/why-arent-g-m-o-foods-labeled/ • http://www.foodincmovie.com/img/downloads/foodinc_PDF_091008.pdf • Content Interaction : Do Now, Discussion, Write a Short Story

36. Lesson Components: Sequencing • Do Now • NYT Article & Discussion • Film clip from Food Inc. • Discussion about film in groups • Reflection: Short story • Research at grocery store

37. Bioengineering Solutions to Global Warming. Applicable Standard(s): Bio1f, 5c Grade Level: 9-11 Lesson Author(s): Alec Glassford

38. Lesson Summary Releasing CO2 from fossil fuels at a rate higher than can be absorbed by the biosphere produces an increase in atmospheric and oceanic CO2 levels. Students will use their knowledge of photosynthesis to “genetically engineer” a plant to provide a trait that will increase its CO2 absorption. These creations will be displayed on a poster the students construct. More practical solutions, such as reducing energy consumption will be discussed during class closure. BAESI July 26-28 2011: SUSTAINABILITY

39. Lesson Components: Content • Think/pair/share: Global warming is largely caused by a rise in atmospheric carbon dioxide molecules. Where do these molecules come from? • Carbon cycle lecture with guided notes. • Plant design and poster construction. • Closure discussion: What can we do right now in our daily lives to limit our contributions to carbon dioxide emissions?

40. Sample from guided notes: • If more carbon dioxide is produced than is absorbed by the biosphere, it will produce an increase in carbon dioxide in the ________________ and ________________ carbon stores.

41. Lesson Components Can be integrated with: Chemistry: balancing equations. Math: calculating carbon dioxide absorption.

42. Osmosis Applicable Standard(s):1a: Students know cells are enclosed within a semi permeable membrane that regulate their interaction with their surroundings Grade Level: 9-12 Lesson Author(s): Dean Nguyen

43. Lesson Summary Students will be performing a lab to understand permeable, and semi permeable membranes Students will see that the membrane of the gummy bear is permeable as they observe it gain in both weight and size. Once they observe the concept, Students will be shown a water filter and asked how is osmosis applicable in this situation? BAESI July 26-28 2011: SUSTAINABILITY

44. Lesson Components: Content • Capturing Interest - Students will be given a bag containing gummy bears which they will not be allowed to eat until after. • Content Delivery – Short Powerpoint about Osmosis and presentation of a water filter • Content Interaction – Lab activity with gummy bears and using knowledge gained from lab, apply that knowledge to the water filter

45. Lesson Components Integration of other content area(s): Mathematics is an integration in the lab where they have to measure the results of mass and circumference size of the gummy bear both horizontally and vertically.

46. Chloroplast, Going GREEN! Applicable Standard(s): 7.1.d- Students know that mitochondria liberate energy for the work that cells do and that chloroplasts capture sunlight energy for photosynthesis. Grade Level: 7th Lesson Author(s): Jamie Newton

47. Osmosis Applicable Standard(s):1a: Students know cells are enclosed within a semi permeable membrane that regulate their interaction with their surroundings Grade Level: 9-12 Lesson Author(s): Dean Nguyen

48. Lesson Summary Students will be performing a lab to understand permeable, and semi permeable membranes Students will see that the membrane of the gummy bear is permeable as they observe it gain in both weight and size. Once they observe the concept, Students will be shown a water filter and asked how is osmosis applicable in this situation? BAESI July 26-28 2011: SUSTAINABILITY

49. Lesson Components: Content • Capturing Interest - Students will be given a bag containing gummy bears which they will not be allowed to eat until after. • Content Delivery – Short Powerpoint about Osmosis and presentation of a water filter • Content Interaction – Lab activity with gummy bears and using knowledge gained from lab, apply that knowledge to the water filter

50. Lesson Components Integration of other content area(s): Mathematics is an integration in the lab where they have to measure the results of mass and circumference size of the gummy bear both horizontally and vertically.