Environment

Delaware Model Unit Gallery Template



This unit has been created as an exemplary model for teachers in (re)design of

course curricula. An exemplary model unit has undergone a rigorous peer review

and jurying process to ensure alignment to selected Delaware Content Standards.





Unit Title: Environmental Interdependence





Designed by: Peter Rees, Jordan Silberman, Maggie Legates, Amanda

Lawson





District: Delaware Geographic Alliance





Content Area: Geography

Grade Level(s): 9

____________________________________________________________

Summary of Unit

As citizens and consumers in today’s society, students will be called on to make

countless personal and family decisions related to the environment. They will also be

in the position to influence public policy and evaluate public action. Well-informed

citizens need a basic working knowledge of the physical systems of our planet and

how they interconnect. Environmental awareness will lead students to an

appreciation of sustainability- the balance between the needs of people and the

requirements of environmental systems that is likely to last. Students will appreciate

that there is risk involved in upsetting the balance of earth’s systems. Making

decisions relative to the environment, a citizen evaluates the risk of personal danger

or economic loss. Policymakers make decisions about projects and programs basing

their positions on the perceptions they have developed and the input of their

constituents. The transfer task at the end of this unit provides experience for

students in evaluating a proposed project and in providing input to policymakers.



As a means of reviewing and summarizing basic knowledge of earth’s systems, the

first lesson of this unit reviews the circulation patterns or cycles of earth’s

atmosphere and water. These concepts were introduced at the middle school level in

social studies classes and in science instruction as well. In preparation for exercises

in lesson three, practice is provided in map reading and analysis. In the second

lesson, students look at the effects of increased population and development in

South Florida. This lesson introduces the idea that perceptions of the value and

importance of natural areas has changed over time. In lesson three, students use the

Cancer and the Environment activity from the Delaware Health Initiative to examine

possible health risks from disruptions of natural systems. Cancer and the

Environment models geographic methods of analysis using GIS maps built from real

local data. The fourth lesson extends the examination of human assessment of

environmental risk using several contexts, including development along the San

Andreas Fault in California.









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Stage 1 – Desired Results

What students will know, do, and understand

____________________________________________________________

Delaware Content Standards

Geography Standard Two: Students will develop a knowledge of the ways humans

modify and respond to the natural environment .



9-12 Benchmark: Students will understand the Earth’s physical environment as a set

of interconnected systems (ecosystems) and the ways humans have perceived,

reacted to, and changed environments at local to global scales.





Big Idea(s)

Environmental Systems, Systems Balance, Interdependence, Sustainability,

Perception





Unit Enduring Understanding

The human response to the characteristics of a physical environment comes with

consequences for both the human culture and the physical environment.





Unit Essential Questions

 In what ways are earth’s physical systems interrelated?

 How can the actions of humans impact the balance of physical systems?

 To what extent can people predict the consequences from human alterations

to the physical environment?



 Why might focusing on how people perceive the risks and resources of the

natural environment help to explain human behavior in different parts of the

world?





Knowledge and Skills



Students will know…

Basic processes of earth’s physical systems: hydrological cycles; mountain building

and erosion; air circulation systems.

Natural systems are sustainable and efficient when in balance.

Natural systems are interdependent.

Human perception of environmental conditions influences actions and decision-

making.





Students will be able to…





Identify points of interdependence of physical systems.

Recognize causes and consequences of alterations to physical systems.

Evaluate perceptions and attitudes of people who face environmental hazards.







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Interpret maps and geo-graphics to gather information for analysis.

Use geographic terms and methodology to evaluate environmental interdependence

and stress.







Stage 2 – Assessment Evidence

Evidence that will be collected to determine whether or not Desired Results are achieved

___________________________________________________________________

Suggested Performance/Transfer Task(s)



Essential Question Measured by the Transfer Task

 To what extent can people predict the consequences from human alterations

to the physical environment?







Prior Knowledge Now that you have reviewed basic systems of earth’s

environment and ways they are interconnected, you are ready

to apply your knowledge and skills to analysis of a proposed

energy project.



Problem/Role Two energy-related projects have been proposed for

construction off the Mid-Atlantic Coast. Both require approval

by state and federal agencies.

 Oil companies have applied for permits for off-shore

drilling, hoping to locate deposits of oil and natural gas.

 Wind energy groups propose the construction of a

“farm” of large turbines off the coast, with a connecting

cable to bring the electricity they generate to the beach

area.

Before they vote, policymakers are asking the public to

comment on these proposals. Public hearings will be held, and

special websites have been set up to accept statements by

individual citizens or concerned citizen groups.



Perspective .As a concerned citizen of Delaware, you may choose to

comment on one of the proposed projects. You should use

your knowledge of environmental systems and how they

interconnect, the need for environmental balance and

sustainability, and how perceptions can influence

environmental decisions to make a persuasive argument for or

against the selected project.



Product Only comments by individual citizens or concerned citizen

groups will be accepted at this hearing. (A separate hearing

will be held for members of the energy industry and their

advocates.) To be accepted by the committee, your comment

must be submitted in one of these forms:

 Oral testimony. Your comments, limited to three

minutes, may be delivered in person. A written

transcript or outline of your comments must be

submitted at the time of the testimony. Copies of







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charts or visuals used must be submitted at the time of

testimony. Please remember to credit sources of

information or visual exhibits.

 Web posting: A written statement of your position may

be submitted. Please limit written comments to 500

words. Up to five photos or other visuals may be

included. Please remember to credit sources of

information or visual exhibits.



Criteria for an Exemplary comments submitted to the committee should

Exemplary include:

Response  Evidence that the citizen has researched and

understands one of the proposed projects. Testimony

that is not factually accurate will not be considered.

 Evidence that the citizen understands environmental

systems that might be impacted by the project, and

how the project might affect environmental processes.

 Evidence that the citizen appreciates the needs of

society and the interest we all have in finding a

sustainable solution to energy problems.

 Evidence that the citizen appreciates the role of public

perception and opinion in making energy decisions.

Comments might be on the individual or societal level.

 Testimony, whether oral or written, should be clear,

concise, and free from editing errors. Use of

appropriate geographic terms is expected. Sources of

information and graphics must be provided.







Rubric(s)



Scoring Category

The submitted

testimony

includes… Score Point 3 Score Point 2 Score Point 1

Evidence that the The testimony The testimony The testimony

citizen has includes evidence of includes evidence of includes evidence of

researched and adequate balanced adequate balanced research on one

understands one of research on one research on one proposed project.

the proposed proposed project. proposed project. Summary includes

projects Summary includes Summary includes some relevant facts,

main relevant facts, main relevant facts, but may be

with references to but may lack incomplete or

similar projects in context. Cites or include information

other locations. refers to a minimum on both projects.

Cites or refers to a of two different Cites or refers to

minimum of three information only one

different sources. information

information source.

sources.







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Scoring Category

The submitted

testimony

includes… Score Point 3 Score Point 2 Score Point 1



Evidence that the The testimony The testimony The testimony

citizen understands clearly identifies one clearly identifies one clearly identifies one

environmental or more or more or more

systems that might environmental environmental environmental

be impacted by the systems that might systems that might systems that might

project, and how the be impacted by the be impacted by the be impacted by the

project might affect project. Likely project. Likely project. Likely

environmental impacts on natural impacts on natural impacts on natural

processes. processes are processes are processes are

explained in enough explained in enough mentioned, but not

detail to show detail to show explained, or

thorough minimal explanation is

understanding. understanding. inadequate or

confusing.





Evidence that the Balanced testimony Balanced testimony Testimony lacks

citizen appreciates clearly identifies identifies needs of balance; focuses on

the needs of society specific needs of society and the needs of society and

and the interest we society and the public interest in the public interest

all have in finding a public interest in sustainable solutions or environmental

sustainable solution sustainable solutions to energy problems, interests.

to energy problems. to energy problems. but does not include

specifics.

Evidence that the Testimony clearly Testimony Testimony

citizen appreciates demonstrates a demonstrates some demonstrates an

the role of public deep appreciation of awareness of the incomplete

perception and the role of role of perception on appreciation of the

opinion in making perception on the the part of role of perception.

energy decisions. part of individuals, individuals, groups May refer only to

Comments might be groups and and policymakers as concerns of

on the individual or policymakers as they make decisions individuals or one

societal level. they make decisions about particular group

about environmentally

environmentally sensitive projects

sensitive projects

Testimony, whether Communication is Communication is Mechanical errors

oral or written, clear and effective, clear and effective, may interfere with

should be clear, free from free from communication

concise, and free mechanical errors. mechanical errors. effectiveness.

from editing errors. Content-appropriate Use of content- Content-appropriate

Use of appropriate vocabulary is well appropriate vocabulary is

geographic terms is developed and vocabulary is missing or used

expected. Sources evident. Sources are limited. Sources are incorrectly.

of information and properly credited. properly credited, Sources are not

graphics must be but may have some properly credited.

provided omissions.







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Total Score: _____



Above the Standard: 13 to 15

Meets the Standard: 8 to 12

Below the Standard: 5 to 7









Student Self-Assessment and Reflection

 Opportunities for self-monitoring learning ( e.g., reflection journals, learning logs, pre- and post-tests,

self-editing – based on ongoing formative assessments)









Stage 3 – Learning Plan

(Design learning activities to align with Stage 1 and Stage 2 expectations)

___________________________________________________________________

Key learning events needed to achieve unit goals

Lesson One: Natural Systems of Water and Air

Background: Geography Standard 2 requires that students build a basic knowledge

of natural processes and systems. In the Delaware curriculum, students are exposed

to environmental processes in elementary, middle and high school. Science

instruction is designed to complement social studies lessons and units relating to

humans and their interactions with the environment. Diagrams and background

information on some physical processes are included on the Teacher version of

Health Initiative CD. (Click on the standard and also the benchmark sections marked

“Teachers Read This.” A review for students , Standard Geography II by Allen

Sylvester, is available on the Delaware Geographic Alliance website

www.ngsednet.org/dga under resources.





Lesson Essential Question: In what ways are earth’s physical systems interrelated?





Activate Prior Knowledge: Think, Pair Square To illustrate the interconnected

nature of earth’s systems, use the analogy of the human body. Ask each student to

brainstorm a list of systems of the human body. (Examples: respiratory system,

circulatory system, etc.) Next, have students pair up to select one system from their

list and write down all the diseases or conditions they can think of that would affect

that system. (If they do not know the formal name of a condition, they may describe

the problem.) Lastly, have the students join another pair of students to review their

lists of possible problems with body systems. How might each ailment or problem

affect other body systems? (As an alternative, students might use the systems of an

automobile, or a city.) In a de-briefing discussion, students should conclude that

each system must work well and that problems with one system will lead to

problems with other systems.





Gather Information on Water Cycles: Use sections one and two of the student

reading and activity packet Learning About Water Cycles through Geo-graphics.







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Information about the movement of water is presented in diagram and text formats.

Questions to guide student research are provided.





Extend and Refine: Use the Sections of the above exercises marked “Think About

It” to extend student thinking. The sections of the packet on groundwater levels and

demand for groundwater across the US will serve to further extend and refine

student understanding of the content and also allow students to practice geographic

skills related to reading and interpreting GIS maps.





Gather Information on Wind and Water Currents: Ask students if they have

ever heard of the Jet Stream or the Gulf Stream. These are two currents that often

affect our weather in Delaware. Use the student reading Circulating Air and Water to

help students understand how the Jet Stream and the Gulf Stream fit into the global

redistribution of heat in the air and water.





Check for Understanding

Near the equator, ocean temperatures are very warm, and in polar regions ocean

water is cold. Currents of warm water move through the oceans from the equator

toward the poles, and colder currents move through the oceans from the poles to the

equator.

1. Construct a geo-graphic to show how heat from the sun is distributed in earth’s

oceans. How does the pattern of heat distribution in the oceans compare to

patterns in the atmosphere?



2. How do you think ocean currents probably affect the overall temperature of

Earth’s oceans?

Rubric

Question 1:

2- Student constructed graphic shows flow of heat from equator toward poles.

Answer gives evidence of connection between patterns in ocean and atmosphere.

1- Student either represents the relationship correctly in graphics or gives a co

verbal or written answer showing understanding of the distribution of heat away

from the poles.

Question 2

2-Student answer gives evidence of clear understanding of the modifying effects of

circulation.

1- Student response gives evidence of incomplete understanding.





Application: Investigating Acid Rain

Use student reading Acid Rain to provide background knowledge of the effects of

pollution carried on air currents. Provide the students with an atlas or world map

and remind them of the diagrams on air currents to help them complete the

worksheet Long Distance Pollution. A teacher version is provided.









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Check for Understanding









 The political cartoon above appeared in 1983. What opinion do you think the

cartoonist had about the cause of acid rain? What details of the cartoon make

you think this?





 Based on what you have learned, do you agree that American industries could

have caused this problem? Use what you have learned and the map provided to

help you support your position. (A map showing land use and vegetation is

included in the Acid rain student reading packet.)



Rubric:

Question 1

2- Student response articulates artist viewpoint and supports statement with specific details

1- Student response interprets cartoon but does not support with details from cartoon



Question 2

2- Student takes and supports a position with knowledge of physical systems

1- Student takes a position but support is incomplete or weak.









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Lesson Two: Everglades

Background: The topic of this lesson is the consequences of human activities on the

environment. The context is a great swamp, the Everglades. Because few people in

our culture feel at home in such an environment, perceptions of this ecosystem are

often ambivalent. The lesson will illustrate for students the tensions between

protection of fragile environmental systems and economic development. The role of

perceptions, priorities and values among citizens and policymakers will also be

highlighted.





Lesson Essential Question: How can the actions of humans impact the balance of

physical systems?





Activating Prior Knowledge: Survivor Experience

Ask students to close their eyes and imagine that they are alone at night in a great

swamp. What would they see? What would they hear? What smells and tastes would

they perceive? How might the air and surroundings feel to the touch? After students

have identified the tangible attributes of the place, ask them how they would feel

emotionally if they were to be stranded in such a place at night. Few students will

claim to feel “right at home”. What changes would they make if they were to be left

to live, even temporarily, in the swamp environment? Tell the students that in South

Florida today, millions of people have made the Everglades their home- after they

made a few changes, that is!





Gather Information- Reading Geo-graphics and Text

Distribute to students the Hand-out Humans Alter the Environment: Draining the

Everglades. Have the students read the first four pages outlining the process and the

effects of the draining of the Everglades . Use the Thinking Like a Geographer

questions as discussion guides or informal Checks for Understanding.





Extend and Refine-. Show the National Geographic video clip “Everglades

Restoration Plan” at www.nationlgeographic.com/.../conservation-in-

action/everglades.html. To reinforce and extend, have students read the final pages

of the Draining of the Everglades packet entitled “Efforts to Reverse the Damage”. In

a follow-up discussion, ask students if they think restoration efforts will be

successful.

Introduce the idea of Sustainability- a balance between the needs of people and

environmental systems that is likely to last. Through discussion of the Everglades

example, students should see that continuing to drain the Everglades will eventually

undermine continued population growth by decreasing available drinking water

supplies. They should also see the pitfalls of flooding the natural landscape with

polluted water from agricultural area. The third option of returning agricultural land

to nature may seem easily viable to students. Teachers should encourage students

to explore the viewpoints of various stakeholders.

Application- Research : The landscape of the United States as been transformed

by an endless number of projects intended to “improve” or “develop” land. Examples

include the Tennessee Valley Authority’s construction of dams for flood control and

power generation, the “tiling” of prairie tracts in Illinois to make them suitable for

farming, and the construction of levees along the Mississippi River. Local examples

include the construction of the C&D Canal, the draining of the Great Cypress Swamp

in Sussex County, and the damming of local streams to provide water power for





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mills. As a transfer exercise, have students work in small groups to research one

such project. Each group should produce a chart reporting Who built the project,

what they built, when it was built, where, and why it was constructed. The results of

the project should then be evaluated. Was this project successful? Did it have

unintended consequences?





Checks for Understanding- Thinking Like a Geographer

(These questions are included in the Everglades Student Hand-out.)



 How can understanding the natural systems of the region of South Florida help in

planning for the future? Who should work on the plan?



 How might the use of maps, aerial photos, and satellite images help policymakers

as they plan for future growth?



 A group of concerned Florida citizens hopes to reach sustainability in this region.

What recommendations can you make for meeting the needs of the environment,

the demands of the agricultural industry, and the expansion of the developed

communities of South Florida?





Rubric:

2-Student response shows evidence of skillful application of geographic principles

and methods to a local problem

1-Student response shows evidence of incomplete or minimal application of

geographic principles to a local problem.





Lesson Three: Cancer and the Environment Unit from Delaware Health

Initiative



Overview of the unit: Cancer is a major problem in Delaware. Between 1971-

2000, women and African-Americans died from the disease at the highest rates in

the nation. Some argue the problem is the result of a late diagnosis and insufficient

surgical treatment. Others claim Delaware’s high levels of environmental pollution

are a significant cause. In this unit, students explore this controversy by examining

cancer morbidity rates by zip code areas in Delaware, using a geographic analysis

(GIS) to evaluate which cancers might be associated with air pollution. The unit

emphasis is on the role of perception in human-environment relationships.



 Lesson Essential Question: To what extent can people predict the consequences

from human alterations to the physical environment?





Activating Prior Knowledge- Think, Pair, Share Ask pairs of students to “brain

dump” everything they know, or think they know, about cancer. Responses might

range from carcinogens they have heard about, progress in cancer research, types of

cancer, etc. Ask pairs to form a “square’ of four students to compare their responses

and consider the question, “Who gets cancer?”. When groups are ready, ask them to

report out and facilitate a discussion about the relative risk of getting cancer. Tell the

students that this lesson will look at the question geographically. “Does where you

live and work affect your risk of getting cancer?”







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Gather Information about Cancer: Use the Student Reading from the Delaware

Health Initiative unit Cancer and the Environment. This reading will provide or

reinforce student prior knowledge about the nature and effects of cancer itself. A

reading comprehension quiz is included in this section as a Check for Understanding.





Extend and Refine Information about Cancer Risk: For information on possible

causes of cancer, have students read the first section under Teacher Guide to

Student Research. This reviews possible risk factors such as diet, and introduces the

environmental factors people have suspected over the years. Next the guide explains

how geographic methods can be put to work in investigating possible causes for

disease. The unit presents local cancer data for several types of cancer in the form of

GIS-generated maps.





Application: Using a simulation format, Cancer and the Environment challenges

students to use geographic analysis to speculate about possible cancer-causing

factors in the Delaware landscape. The step-by-step guide to student research helps

students use a scientific approach and deductive reasoning to evaluate this real-life

situation. Additional information on the Delaware environment is provided to

facilitate the exercise. While additional research might be used to extend the

learning, resources within the CD are sufficient for student success.





Check for Understanding: Report



(This performance task is included in the Delaware Health Initiative CD. )



You have now collected enough information to provide your findings to the Division

of Public Health. Your answers represent your best judgment – and reasonable

people – other students – may come to different conclusions. The most important

point to remember is to back up your recommendation with the best possible

evidence.



Which cancers and in which zip code areas, if any, might be caused at least in part

by environmental factors? Back up your conclusions with carefully assembled

evidence in a formal report.



Rubric:

2-Student response shows evidence of geographic analysis and supports position

with specific evidence.

1-Student response is incompletely supported by evidence.





Lesson Four: Perception of Risk and the San Andreas Fault

Background: Risk is a part of every landscape. When people select a site for a home,

a factory, a fort, or a shopping center, they take many factors into consideration.

One of those factors involves environmental hazards. Perception of the amount of

danger may be wildly inaccurate. At times, the reason is lack of information. But

other considerations may sometimes out-weigh the risk involved. In such cases

people tend to underestimate the danger and over-estimate their ability to mange

the risk. This lesson explores the role of perception in decision-making relative to







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the environment. The context is the risk of earthquakes along the San Andreas Fault

in southern California.



Lesson Essential Question: Why might focusing on how people perceive the risks

and resources of the natural environment help to explain human behavior in different

parts of the world?





Activating Prior Knowledge:

Ask students to rank the following activities from highest to lowest level of risk or

danger:

 Building a new residence on the coast north of San Francisco

 Driving along the California Coastal Highway

 Vacationing in southern California for two weeks

 Flying to Oakland for a ballgame

 Changing planes at LAX on the way to Hawaii

 Building a new nuclear power plant near Santa Rosa

When students are finished, ask how many have rated each of the options most risky

or hazardous. Record the number of votes for each option. Then ask students what

criteria they used for evaluating the level of risk. Amount of time exposed to the

hazard is likely to emerge, but other factors may figure in. Use this a segue into the

topic of risk perception.





Gather Information About Earthquake Risk: First provide background on the

overall risks related to movements of tectonic plates with the hand-out Ring of Fire

from Standard Geography II. Additional information about the risks in California are

provided from the reading Humans Adapt to the Environment: San Andreas Fault.

Use the questions in “Thinking like a Geographer” to guide the follow-up discussion.





Extend and Refine Information about Earthquake Risk in California: Show a

video clip including expert opinion on the danger of earthquake activity along the

San Andreas Fault. A clip from Fox News http://video.foxnews.com/v3935333/the-

big-one is a good example. Ask students if they detected any uncertainty or hedging

on the part of the expert geologist. What effect might this information have on

people who are assessing risk?





Extend and Refine Information about Perceptions of Risk: Have students read

pages 1 and 2 of What Were They Thinking?- Perception of Risk and Decision-Making

About Natural Hazards. The reading discusses risk from river valley flooding. Ask

students if they believe the same sort of reasoning explains the decision of

Californians to live around the San Andreas Fault, and even rebuild after

earthquakes.





Application: The last page of the What Were They Thinking? Packet challenges

students to evaluate an impending natural hazard and the options available to a local

family.









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Check for Understanding:

Use the Student Assessment from the Cancer and Society CD. This item evaluates

student knowledge of observed responses to environmental risk in a slightly different

format and context.









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Resources and Teaching Tips

 A variety of resources are included (texts, print, media, web links)

 Help in identifying and correcting student misunderstandings and weaknesses









Differentiation

 Stage 2 and 3 allow students to demonstrate understanding with choices, options, and/or variety

in the products and performances without compromising the expectations of the Content

Standards.

 Instruction is varied to address differences in readiness, interest, and/or learning profiles.

 Accommodations and differentiation strategies are incorporated in the design of Stage 2 and 3.









Design Principles for Unit Development

At least one of the design principles below is embedded within unit design.





 International Education - the ability to appreciate the richness of our own

cultural heritage and that of other cultures in to provide cross-cultural

communicative competence.

 Universal Design for Learning - the ability to provide multiple means of

representation, expression and engagement to give learners various ways to

acquire and demonstrate knowledge.

 21st Century Learning – the ability of to use skills, resources, & tools to meet

the demands of the global community and tomorrow’s workplace. (1) Inquire,

think critically, and gain knowledge, (2) Draw conclusions make informed

decisions, apply knowledge to new situations, and create new knowledge, (3)

Share knowledge and participate ethically and productively as members of our

democratic society, (4) Pursue personal and aesthetic growth.(AASL,2007)



(Briefly explain how design principle(s) are embedded within the unit design.)









Technology Integration

The ability to responsibly use appropriate technology to communicate, solve

problems, and access, manage, integrate, evaluate, and create information



 8th Grade Technology Literacy - the ability to responsibly use appropriate technology to

communicate, solve problems, and access, manage, integrate, evaluate, and create information to

improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st

Century(SETDA, 2003).









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Content Connections

Content Standards integrated within instructional strategies









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