Human Impact Final

Human Impact Unit Lesson
Plan
6th Grade Science Cram M.S.
Developed by Broc Christensen
Broc Christensen
Human Impact Unit Lesson Plan
Human Impact Unit Lesson Plan Overview
Overview
This unit lesson plan was designed for 6th grade regular and accelerated students at Cram
Middle School in North Las Vegas, Nevada. Cram is a Title 1 school and the students are
under performing compared to the rest of the district. A large emphasis has been placed
on reading by the administration in order to improve reading and comprehension skills.
The theme for this unit is Human Impact. I will be incorporating the Colorado River into
the lesson plan and will have many lessons designed around the usage concerns and
trends. The guiding question throughout the unit will be “How do I impact the
environment and what can I do to limit the usage of various resources we use on a day to
day basis?”
Daily Questions
1. What does human impact mean?
2. How does ocean acidification relate to humans?
3. What are the consequences of the ocean becoming more acidic?
4. How can you reduce the rate of acidity in the ocean?
5. Where does Las Vegas get the majority of it’s water from?
6. What environmental effects did building the Hoover Dam have?
7. Will Las Vegas run out of water soon?
8. How has humans contributed to the increase of global temperatures?
9. What is a greenhouse gas and what does it do to the Earth?
10. How can you reduce the amount of greenhouse gasses in our atmosphere?
Levels of inquiry
Broc Christensen
Throughout the unit, students will be exposed to every level of inquiry. They will be
required to use data and trends to support or refute claims, make observations of different
phenomenon and explain why they believe something is happening, and they will need to
use information to help communicate to other people about important topics. Assigning
students to create a PSA about ocean acidity will use open level inquiry. The only
instructions will be to design a PSA on the topic of ocean acidification and they must be
able to adequately communicate the consequences and ways to help mitigate the effects.
1. Lesson One: Ocean Acidification Demonstration ENGAGE
a. Students will be viewing a demonstration to introduce the topic of ocean
acidification as well as brainstorming with their peers. In this lesson
students will engage in conformational (watching the demonstration) and
structured inquiry (brainstorming with their groups).
2. Lesson Two: Ocean Acidification Lab EXPLORE
a. This lesson will have students participate in a lab where they will be
provided some of the results to ensure they are on track but will need to
produce their own conclusions. The level of inquiry for this lesson is
structured.
3. Lesson Three- Ocean Acidification Virtual Lab ELABORATE
a. In this lesson students will complete a virtual lab. The level of inquiry for
this lesson is 3 guided.
4. Lesson Four- Ocean Acidification PSA Assesment- EVALUATE

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a. In this lesson students will need to create a PSA to share with the class.
The level of inquiry for this assignment is open and allows students to
pick their direction with little guidance.
5. Lesson Five- Colorado River Phenomenon ENGAGE
a. This lesson engages student in both the confirmation and structured levels
of inquiry. Students will brainstorm with their peers and read articles
about the Colorado River.
6. Lesson Six- Colorado River and Hoover Dam EXPLORE and ELABORATE
a. The level of inquiry for this lesson is guided and structured. Students will
need to use information provided to correlate events and will need to
systematically design some kind of criteria to rank water demand with
their groups.
7. Lesson Seven- Colorado River and Hoover Dam EVALUATE
a. This level of inquiry will be open. Students will design a viable solution to
conserve water in the Las Vegas Valley. Students will need to come up
with their own design and explanation why this design will conserve
water.
8. Lesson Eight- Introduction to Climate Change ENGAGE
a. In this lesson the level of inquiry is conformational and guided. Students
will be introduced to climate change and will need to use their knowledge
to organize graphs of emissions and will be asked a series of questions.
9. Lesson Nine- Earth’s Changing Climate EXPLORE and ELABORATE

Broc Christensen
a. This lesson was designed to reach the structured and guided levels of
inquiry. Students will need to draw conclusions as well as make
predictions.
10. Lesson Ten- Green House Gasses in Las Vegas ELABORATE
a. This lesson was designed to reach the second and third levels of inquiry.
Students will explore the Las Vegas area for statistics on emissions from
local industries and collect data to present to the class.
Philosophy of Science Teaching
I believe scientific knowledge is best obtained through critical thinking and student
centered activities. Meaning that students should be encouraged to use prior knowledge
to help understand new topics and need to have a personal connection to the material.
Students are curious explorers and should formulate their own questions that they want to
be answered on a given topic. I also believe that every student can excel and learn about
science. It is my duty to show my passion to ensure each student gains knowledge and
experience about science. Science is a way of thinking and I will emphasis the
importance of scientific reasoning. I believe in equity and it is my duty to create lessons
that every student can be successful and understand the content. I believe that students
should not be lectured; rather they should indulge in a problem and create viable
explanations using scientific reasoning.
Nature of Science
My unit focuses on mainly two aspects of the nature of science. The first is that the
material presented is empirically based meaning that specific knowledge is based on
observations of the natural world and that data is derived from observations of a certain
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phenomenon. Specifically, I will address this when looking at models of the Colorado
Rivers capacity and flow rate as well as comparing data of ocean acidification. I will
address the measurement techniques scientist used to collect the data. In addition I will
address the aspect of social and cultural influence when talking about the trends in global
temperatures increasing and will talk about political pressures that scientist and
politicians experience.
Next Generation Science Standards/Nevada Academic Content Standards for Science
1. MS-ESS3-3: Apply scientific principles to design a method for monitoring and
minimizing a human impact on the environment.
a. Performance Standards: Students can investigate the impacts and explore
solutions related to the effect climate change has on human populations
and wildlife ecosystems.
i. Students can provide evidence of the positive and negative effects
of the construction of the Hoover Dam on the environment.
ii. Students can propose solutions to monitor the impact of water
usage in the desert
b. Science and Engineering Practices: Analyzing and Interpreting Data;
Constructing Explanations and Designing Solutions; Obtaining,
Evaluating, and Communicating Information
c. Crosscutting Concepts: Cause and Effect
2. MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the
rise in global temperatures over the past century.
a. Performance Targets
Broc Christensen
i. Students can distinguish between opinions and scientific facts
when considering evidence related to climate change.
ii. Students can model the greenhouse effect and explain how excess
greenhouse gases affect Earth’s energy balance.
iii. Students can differentiate between human activities and natural
factors which have caused a rise in global temperatures.
iv. Students can use evidence and recognize patterns of atmospheric
levels of greenhouse gases to explain the major role human
activities have played in causing the rise in global temperatures
over the past century.
b. Science and Engineering Practices: Interpreting and Analyzing Data;
Constructing Explanations; Engaging in Argument from Evidence;
Obtaining, Evaluating, and Communicating Information
c. Crosscutting Concepts: Patterns, Cause and Effect
Assessment Plan Overview
Students will be given a variety of different assessments. Each day, students will have a
worksheet to submit as a means of a formative assessment. For the summative
assessments, I will be having students create a Public Service Announcement, will have
an interview with each student, and will have a comprehensive exam covering the entire
unit which will be a combination of multiple choice and short answer. The
comprehensive exam will test the students’ knowledge of the causes of different events
such as ocean acidification and will ask students to make a prediction on what might
happen if we continue on our current trends. The test will consist of 10 conformational
Broc Christensen
multiple-choice questions, 5 structured multiple choice questions, 2 guided questions and
1 open ended questions in which students must apply their knowledge to a given
situation. I will also be listening to group discussions to see if students need additional
help understanding.
Sustainability
Ironically, my unit is on human impact so I want to make an effort to show students how
to be sustainable by limiting the number of handouts and completing a virtual lab that
doesn’t have any waste. In addition, I will emphasis the importance of recycling and will
have recycling bins throughout the room to encourage students to recycle any old papers
they do not wish to keep.

1. 01/08/18-01/09/18 Lesson One: Ocean Acidification Demonstration ENGAGE
2. 01/10/18-01/11/18 Lesson Two: Ocean Acidification Lab EXPLORE
3. 01/12/18-01/16/18 Lesson Three- Ocean Acidification Virtual Lab ELABORATE
4. 01/17/18-01/18/18 Lesson Four- Ocean Acidification PSA Assessment-
EVALUATE
5. 01/19/18-01/22/18 Lesson Five- Colorado River Phenomenon ENGAGE
6. 01/23/18-01/24/18 Lesson Six- Colorado River and Hoover Dam EXPLORE and
ELABORATE
7. 01/25/18-01/26/18 Lesson Seven- Colorado River and Hoover Dam EVALUATE
8. 01/29/18-01/30/18 Lesson Eight- Introduction to Climate Change ENGAGE
9. 01/31/18-02/01/18 Lesson Nine- Earth’s Changing Climate EXPLORE and
ELABORATE
10. 02/02/18-02/05/18 Lesson Ten- Green House Gasses in Las Vegas ELABORATE

UNLV/Department of Teaching & Learning
Ocean Acidification
UNLV Student: Broc Christensen PSMT Name: Derek Leino
Course & Grade: Science 6th Grade Lesson Topic: Ocean Acidification
Demonstration
Date: 1/8/18 & 1/9/18 Estimated Time: 1 hour 20 min

1) State Standard(s): MS-ESS3-3: Apply scientific principles to design a method for monitoring and
a) Science and Engineering Practice: Using Models, Constructing Explanations and Designing
Solutions
b) Crosscutting Concepts: Cause and Effect
2) Teaching Model(s): Cooperative learning and direct instruction
3) Objective(s): Students will explore how human activity alters the natural environment and has
positive or negative effects on different living things by introducing ocean acidification.
4) Materials and Resources:
a) Ocean Acidification by the Alliance for Climate Education (3:01):
https://www.youtube.com/watch?v=Wo-bHt1bOsw
b) Dry Ice Demonstration
i) Clear glass container that can handle cold temperatures (water with dry ice) – can be a glass
beaker or a vase at least 6 inches tall and 4 inch opening
ii) Water (seawater or freshwater or do one container of each) enough to fill your glass
container about 1/3 full, about 3 to 4 inches
iii) pH indicator paper or pH meter
***Original Lesson from Derek Leino modified and adapted by Broc Christensen
iv) Red cabbage juice indicator (Acidic solutions: red = pH 2, purple = pH 4, neutral solutions:
violet = pH 6, blue = pH 8, basic solutions: blue-green = pH 10 and greenish yellow = pH 12)
v) Dry ice – purchase as close to time of use as possible and keep wrapped tightly. Safety
concern: Do not allow it to touch skin. DO NOT ALLOW THE STUDENTS TO HANDLE
THE DRY ICE.
vi) Gloves, goggles, tongs, or pot holder to handle dry ice safely
vii) Hammer and screw driver to chip off pieces of ice and ice chest or cooler to store dry ice
c) Interactive Science Notebook (ISN)
5) Instructional Procedures:
a) Introduction (Engage) (20 Mins)
i) Have warm up on screen for students to answer upon entering the classroom. Warm up
question: “What does the term ocean acidification mean to you and is it a negative or positive
event?” (10 mins)
ii) Introduce Ocean Acidification by having students view a video about the issue. (10 mins)
b) Activities or Learning Experiences: (40 mins)
i) Procedure for Dry Ice Demonstration:
(1) Pour enough water (salt or fresh) to fill the container full.
(2) Use pH strip or meter to test the pH of the water.
(3) Add a very small amount of cabbage juice to the water (this should make the water a bit
bluish-purple).
(4) Test the pH again (it should be the same or similar pH as before the cabbage juice was
added).
(5) Add a small piece of dry ice (utilizing all your safety equipment). Add enough so that as
it sublimates, it fills the top of the container with carbon dioxide. It is heavier than air so
it does not rise far above the water.
(6) Admire the chemistry for a while (the dry ice should be bubbling and the bubbles should
be releasing white smoke-looking gas into the container above the layer of water). While
students are observing begin to discuss following questions.
c) Closure: (10 mins)
i) Whole class discussion addressing following questions:
(1) What is dry ice?
(2) Why do you need all that safety equipment to handle dry ice?
(3) What’s happening to the dry ice in the water?
(4) Why does the carbon dioxide gas stay in the container rather than floating upward and
going away?
(5) Why do people use dry ice?
(6) Why is dry ice sold under lock and key?
d) Relate demonstration to Ocean Acidification (10 mins)
i) “Our ocean acts as a carbon sink and absorbs carbon dioxide from the atmosphere. In the
past 200 years, the amount of carbon dioxide in the atmosphere has increased by more than
35% due to the large amount of fossil fuels that have been burned. In the ocean, carbon
dioxide reacts with water molecules to form carbonic acid causing a decrease in the pH of the
ocean water while absorbing a substantial part of this carbon dioxide. This increased acidity
negatively impacts the ability of many marine organisms to form their shells and other
structural frameworks. The demonstration serves as a model of how human activities can
cause ocean acidification because the increased carbon dioxide levels (resulting from the
dissolved dry ice), lower the pH as shown by the pH indicator, to represent ocean
acidification that is occurring due to human influences of increasing the amount of carbon
dioxide in the atmosphere.”
ii) Have students revisit warm up question and write down their description of ocean
acidification in their own words and the potential consequences of an increase of
acidification.
e) Extension and Contingency Plans:
• If time persists, students can share their results from the observation sheet with their table.
6) Accommodations and Modifications:
• Accelerated students will be placed in small groups to answer a couple discussion questions.
• ELL students will be placed in a group with a student that is fluent in their L1 to help
translate or clear up any instructions.
• Students with troubled vision will be allowed to sit closer to the board.
• A microphone will be used to ensure students with auditory deficiencies can hear instruction
and content.
7) Assessment and Evaluation of Learning:
• Formative
o Students will be evaluated based on their description of ocean acidification they wrote
in their ISN.
8) Homework Assignment:
• Continue reading science related book for end of the quarter book report.
o This assignment is a quarter long project. Students are assigned to read a science
related book approved by the teacher and create a poster to present to the class. At
Cram MS, reading levels are very low and it’s a school wide goal to increase reading
levels. In addition to contributing to the school goal, students will be engaged in a
science book that will hopefully spark their interest and allow them to find a passion
for science.
9) Reflection:
a) I will make sure that the dry ice is handled with care and take time to educate my students on the
dangers and precautions that must be taken when handling dry ice. None of the students will
come in contact with the dry ice. I want to make sure that they understand the purpose of the
demonstration and emphasis the relationship between the demo and ocean acidification.
Ocean Acidification Lesson 2
Course & Grade: Science 6th Grade Lesson Topic: Ocean Acidification Lab

2) Teaching Model(s): Cooperative Learning/ Inquiry Based
3) Objective(s):
a) Students will understand how human activity alters the natural environment and has positive or
negative effects on different living things by examining how acidity effects sea shells.
b) Science and Engineering Practice: Using Models, Constructing Explanations and Designing
Solutions
c) Crosscutting Concepts: Cause and Effect
a) “Save the Shells!” handout
i) Small petri dishes
ii) pH strips
iii) Beakers with solution of Coke, lemon juice, vinegar, ammonia, water, and soap
iv) Droppers
v) Pieces of sea shells
5) Instructional Procedures (EXPLORE)
a) Introduction: 10 mins
i) A warm up question will be on the board for students to answer in their ISN. “What does the
phrase ‘the ocean is a sink for carbon dioxide’ mean?” (10 mins)
i) Have students complete the “Save the Shells!” handout while conducting the lab.
ii) Students will be placed in groups based on reading level. Directions will be given verbally as
well as written to the low reading level students.
(1) Use pH strips to identify the acidity of each solution (coke, lemon juice, vinegar,
ammonia, water, and soap). Students can gather this information within their lab groups
(I will provide specific pH values).
(2) Students should put a separate piece of shell into each small dish. Students should keep
one piece of shell in a dish on its own (with no liquid) as a control.
(3) Students should then use a dropper or a pipette to place a few drops of selected liquid on
the shell piece. Make sure students use a different piece of shell for each liquid. Have
students label the dishes or label them before they arrive, so they know which liquid is in
each dish.
(4) Have students observe each dish for 5–10 minutes.
(5) During the 5–10 minutes, students should record observations on their lab sheets.
(6) After the 5–10 minutes is finished, students should clean up and complete the scientific
explanation portion of the lab.
i) Have students share their results on the whiteboard and discuss the reasoning behind their
results.
d) Extension and Contingency Plans:
• If time persists, students can engage in prompted small group discussion.
• Accelerated students will be placed in smaller groups during discussion.
and content.
• Formative
o The worksheet will be collected and evaluated for accuracy of the process and well
thought out explanations.
a) Continue reading science related book for quarter project.
i) This assignment is a quarter long project. Students are assigned to read a science related book
approved by the teacher and create a poster to present to the class. At Cram MS, reading
levels are very low and it’s a school wide goal to increase reading levels. In addition to
contributing to the school goal, students will be engaged in a science book that will hopefully
spark their interest and allow them to find a passion for science.
b) Students will be assigned the article “Rising acid levels in ocean off US West Coast push oyster
grower to Hawaii” which will be differentiated based off reading level provided by ELA
teachers. IEP and ELL students will receive an article and questions, grade-level students will
receive a grade level article and questions, and accelerated students will be given an above grade
level article and questions. Accelerated students will also be given a C-E-R worksheet to
complete in addition to their questions.
9) Reflection:
a) While creating this lesson plan, I had a hard time predicting how long students would need to
answer questions and how much scaffolding they would need. Two of my classes are very low
and have consistently needed addition time and extra help during class. I want students to be
constantly engaged and participate in whole group activities so I need to actively circulate and
make sure students are hitting the performance targets for this lesson. The homework assignment
will help explain further about ocean acidification and will be at their reading level.
Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ P:
EXPLORE: Save The Shells!

Background
Have you ever sipped a drink that tasted sour? The acid in what you drank caused the sour taste.
What is acid? Generally, it is an aqueous (water) solution that contains hydrogen ions. A hydrogen ion (W) is a
hydrogen atom with the electron removed. Because the electron is not present, the hydrogen ion has a
positive charge.
The positive charge of the hydrogen ion makes it chemically active. One example would be the chemical action
of the hydrogen ions on your taste buds, producing the sour taste.
Acids can be strong or weak, depending on the concentration of hydrogen ions. Vinegar is a weak acid, having
a low concentration of hydrogen ions. The high concentration of Win a strong acid, such as sulfuric acid, can
eat away metal!
Scientists have a numerical scale for the relative strength of acids

called the pH scale. The Hin pH refers to the concentration of
hydrogen ions present in the solution . The p comes from potenz, a
German word referring to power or potential.
The pH scale ranges from 0.0 (very high concentration of hydrogen

ions) to 14.0 (very low concentration of hydrogen ions). The pH
range of 0.0 to 7.0 is called acidic, and the range from 7.0 to 14.0 is
called basic.
Liquids with a low pH value are highly acidic and have a sour taste.
Liquids with a pH of 7.0 have a neutral taste. Pure water has a pH of 7.0. Liquids with a pH value that is higher
than 7.0 have a bitter taste. Such liquids are called bases.
A pH indicator is a substance whose change of color indicates a change of pH in an aqueous solution .
Shells serve as a protective structure for both marine and terrestrial organisms. Marine ecosystems that
depend upon calcium carbonate to make shells, such as coral reefs or oyster beds, can be impacted by
changes in ocean pH due to increased carbon dioxide. In experimental conditions under very high levels of
CO2, shells of clams, oysters, corals, snails and urchin shells dissolve. If these organisms are unable to build or
repair shells, due to increased acidification caused by human activities, they will likely cease to exist in these
environments.
Materials
• Pieces of empty clean chicken eggshell (these are abundant, calcified shells and serve as a model for
marine shells)
• Lemon juice, vinegar, cola, water, soap and other household solutions
• pH test strip, pH probe, or red cabbage juice indicator
• A small dish for each sample
• Medicine dropper or plastic pipette
• Scale (if you choose to measure the change s)
• Magnifying lens
Question :
What will happen if you put a piece of eggshell in cola, water, soap, lemon juice, and vinegar? Which solution
will have the greatest effect on the shell?
Commit to a prediction :
The eggshell w ill (dissolve, break, change color, change size, stay the same ... )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ when put in cola.
The eggshell will _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

w hen put in lemon juice.
The eggshell will _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

when put in vinegar.

when put in water.

when put in soap .
The _ _ _ _ _ _ _ solution will have the greatest effect on the shell.
Explain your thinking.
The _ _ _ _ _ _ _ _ _ _ solution will have the greatest effect on the shell, because ...
Observations:
Part 1: Procedures
1. Use pH strips to identify the acidity of each solution, or get th is information from your teacher.
2. Put a separate piece of shell into each small dish. Keep one piece of shell in a dish on its own (with no
liquid} as a control.
3. Use the dropper to place a few drops of selected liquid on the shell piece. Use a different piece of shell
for each liquid. Label the dish with the type of liquid you used.
4. Watch what happens for 5-10 minutes.
5. Write down observations as you notice changes in the shells.
pH of Cola : _ __ pH of Lemon Juice : _ __ pH of Vinegar: _ _
pH of Water: _ _ pH of Soap : _ _
- - - - -
Part 2: Observations
- -- -LEMON
- -- -~ --
-
COLA
- -- --JUICE VINEGAR WATER SOAP _,
Which liquids react with the shell first?
From your observation on the eggshell, what might be some consequences of ocean acidification for animals
with shells?
Scientific Explanation
Claim: The
- - - - - solution had the greatest impact on the shell.
Evidence: The evidence that supports my claim is (use observations from above) ....
Reasoning:
Th e reason that the _ __ _ _ solution had the greatest impact on the shell is _ _ __ __ _ _ __
Ocean Acidification Lesson 3 Elaborate
Course & Grade: Science 6th Grade Lesson Topic: Ocean Acidification Virtual
Lab

a) Science and Engineering Practice: Using Models, Constructing Explanations and Designing
Solutions
2) Teaching Model(s): Cooperative Learning
3) Objective(s):
a) Students will understand one of the consequences of ocean acidification by exploring how sea
urchins are affected in a virtual lab.
a) Computer lab
b) Online virtual ocean acidification lab http://virtualurchin.stanford.edu/
c) “Virtual Urchin” lab sheet
d) Flipped video assigned as homework previous class
https://www.youtube.com/watch?v=qAkhuETYn5U
e) Exit ticket scrape paper
5) Instructional Procedures (ELABORATE)
a) Introduction: (5 mins)
i) A warm up question will be on the board for students to answer in their ISN. “After watching
the video for homework, what does CO2 become in the ocean?”(10 mins)
i) Overview of the activities and expectations of behavior in computer lab (5 mins)
(1) Group students in twos for the virtual lab
(2) Class will move to computer lab together
ii) Follow instructions bellow to begin the lab (model on projector)
(1) Provide students with the “Virtual Urchin” lab sheet (handout).
(2) Students should go to http://virtualurchin.stanford.edu/
(3) Once on the site, students need to click on “Our Acidifying Ocean” button and click through the
10 informational pages of Part 1.
(4) Students should be answering the questions on their lab sheet as they go through the
informational pages in Part 1 and complete the interactive lab in Part 2.
(5) When finished with Part 1, click on the Part 2 button on the top right of the page to enter the Acid
Ocean Interactive lab.
(6) Follow the additional instructions to complete the interactive lab.
(1) Have students discuss what they learned in small groups and have them complete the exit
ticket.
(a) Exit ticket:
(i) Regular class: Describe the overall trends in ocean acidity in the last 100 years.
***Original Materials from Derek Leino modified and adapted by Broc Christensen
(ii) Accelerated class: “Classes will be asked to create a descriptive story of what they
think the world will look like in 1,000 years using their knowledge of changes of
the oceans acidification levels and the effects of those changes.”
• If time persists, students will be asked to write down how they can help reduce ocean
acidification on their exit ticket.
6) Accommodations and Modifications
and content.
• Accelerated students will be assigned their own computer and work through the lab on their
own while collaborating with their peers around them.
• Formative Exit Ticket:
o Regular: Describe the overall trends in ocean acidity in the last 100 years.
o Accelerated: Classes will be asked to create a descriptive story of what they think the
world will look like in 1,000 years using their knowledge of changes of the oceans
acidification levels and the effects of those changes.
• Summative
o The lab sheet will be collected and graded.
b) ACCELERATED complete story of future Earth if needed.
9) Reflection:
a) When doing my peer teaching, I will send out the link to the video for them to watch prior to
class. The lesson above was designed for an 80 min class period. I will ask the warm up question
introduce the virtual lab, have them work on it and depending on time stop the class and go to the
exit ticket questions so I can show the class my entire lesson. I do expect feedback and want to
teach this lesson next semester during student teaching.
Name: P:
---------------------------
ELABORATE: Virtual Urchin Student Data Sheet
PART!
Directions:
1. Go to http://virtualurchi n.stanford.edu/
., Click o n " Our Acidifying Ocean" button. Read and click through Part 1.
Use the 10 informational pages in Part 1 to answer the questions below.
A. How did the amount of CO2 released into the atmosphere change between the years of 1960-2005?
B. What is one effect of the increase in CO2 in the atmosphere?
C. Where do t he following items fall on the pH scale?
Drain Ocean Battery Drinking Coca-

ITEM
I Cleaner I Bleach Ammonia Orange
Juice Water Acid Water Cola
pH LEVEL
4. Plea se use the page " Exploring ca rbon levels and effects" to answer these questions.
A . How old will you be in 2050? _ _
B. The most pessimistic (worst) scena rio predicts an ocean pH of _ _ in 2050.
C. The most optimistic (best) scena rio predicts an ocea n pH of _ __ in 2050
\\ rite down the list of objects tha t are considered calcifiers and non-calcifiers in the table below.
Calcifiers Non-Calcifiers
PART 2
Directions: Once you have read through all 10 pages in Part 1, click on "Part 2" in the upper right-hand corner. Follow
lab inst ruct ion s step-by-step as you work through the virtual lab. Answer the questions below when yo u have completed
the vi rtual lab.
l. Please explain the importance of the data in this experiment. How do the arms of the larva in pH 7.7 compare to
the larva in 8.1?
2 Ske tch the larva in pH 7.7 and pH 8.1
Larva in pH 7.7 Larva in pH 8.1
3. Why might it be signi fica nt that larva in one group have shorter arms than those in t he other group?
4 W hat can we do to decrease the trend of acidifica tion in the world ' s oceans?
Ocean Acidification Lesson 4 Evaluate
Course & Grade: Science 6th Grade Lesson Topic: Ocean Acidification
Assessment
Date: 01/16/18 to 01/19/18 Estimated Time: 2 hour 40 min

3) Objective(s):
a) Students will articulate the dangers of ocean acidification through a public service announcement
project.
b) Science and Engineering Practice: Using Models, Constructing Explanations and Designing
Solutions
c) Crosscutting Concepts: Cause and Effect
a) iPad class set
b) Public Service Announcement Project (each group will be provided the following)
i) Poster paper
ii) Markers, colored pencils, and crayons
iii) Construction paper
iv) Scissors and glue
v) iPad
5) Instructional Procedures (EXPLORE)

i) A warm up question will be on the board for students to answer in their ISN. “How would
you explain ocean acidification to your parents/guardians?” (5mins)
b) Activities or Learning Experiences: (Day 1 75 mins, Day 2 40 mins)
i) Students will be placed into groups of 4 and introduced to the PSA assignment
(a) Students will be given two class periods to complete the assessment
(i) Day one will be research and beginning to create the PSA
(ii) Day two will be finishing the PSA and presenting to the class through a gallery
walk
(2) In small groups students will create a public service announcement (PSA) on ocean
acidification. Before students begin working on their PSA, show them examples of
various PSA, so they have a frame of reference.
(3) Student Instructions for PSA:
(a) Your assignment is to work with a partner or group to create a PSA about ocean
acidification. You want to take a stand on this issue, and present that stand in a way
the both informs and inspires others. A public service announcement (PSA) is like an
advertisement that informs us about something important. The only thing being
"sold" is information. You've probably seen PSAs on drunk driving, smoking,
cancer, littering, etc. You may draw a poster, create a flyer or brochure, or record a
video as the format of your PSA.
(b) Your PSA must contain a(n):
(i) Clearly stated message.
(ii) Dominant image or set of related images that grab the viewer’s attention.
(iii) Explanation of the problem, how humans have caused the problem, and possible
solutions of what humans can do you help mitigate the problem.
(c) Additional Requirements:
(i) Contain accurate scientific information.
(ii) Be a final product free of any errors.
i) Have students post their PSA’s around the room and do a gallery walk with post it notes to
comment on other groups work.
• If time persists, students can ask other groups questions about their poster.
• Accelerated students will be placed in smaller groups for project.
and content.
a) Summative: Evaluation of PSA poster to check understanding of knowledge gained throughout
the Unit of Ocean Acidification
9) Reflection
a) This lesson will probably need to be done over two class periods. I will use the PSA as a formal
assessment and will provide students with a rubric. I will allow students to print pictures to
include on their poster and I anticipate I may have to go over how to find credible information
and why to avoid Wikipedia. Overall I believe that this lesson will go smoothly and the students
will enjoy collaborating with their peers.
Ocean Acidification Public Service Announcement Project
“Human influence on Earth can be positive or negative, benign or
catastrophic. Recognizing this responsibility is the first step each of us can
take to transform the human footprint and save the last of the wild.” – Dr.
Eric W. Sanderson, Director of the Human Footprint Project
Background: If your family has guests for the weekend, you may find that
you run out of hot water for showers or do not have enough milk for
everyone’s breakfast. The resources that would ordinarily be enough for your
family are no longer enough. You previously learned that resources such as
food, water and living space can be limiting factors for biological populations.
These same resources limit Earth’s population. As the human population
grows, it uses more resources – just as your weekend visitors used more of
your home’s resources. The activities of the growing human population are
putting pressure on Earth’s ecosystems. Whether we like it or not, humans
have a significant impact, both positive and negative, on the world in which
we all live.
Objective: Your assignment is to research how humans are currently having
an impact on ocean acidity and then create an educational, environmental
poster/public service announcement. Your environmental poster should
communicate the key issues and action steps in relation to ocean
acidification. Poster Requirements: Below are the project requirements and
helpful guiding questions.
Ø At least TWO relevant pictures
Ø A public service announcement type of slogan or saying
Ø At least FIVE facts and/or key issues
o At least ONE issue must be quantitative (include numerical
data)
o Are other organisms being affected?
o What are the pros/Cons of this human action?
o Where in the world is this taking place? ¬ Define at least ONE
relevant vocabulary word
Ø At least THREE action steps
o What is currently being done by organizations around the
world?
o What can be done in the future?
o How can middle school students contribute and become
involved?
Ø For extra credit, address at least ONE myth associated with your topic
Ø Be creative and make it pleasing to the eye!
Ø On the back of your poster (or on a separate sheet of paper), include at
least THREE resources you used to gather information. All resources
must be reliable sources of information (no Wikipedia) and used for
research purposes only, information should not be plagiarized.

Ocean Acidification PSA RUBRIC
1 Needs
Category 3 Target 2 Acceptable
Improvement
Two or more Two pictures No pictures or fewer

meaningful pictures present. than two pictures
Pictures (at least present. present.
two)
Creative, catchy Slogan present No slogan or saying

slogan or saying relevant to topic present/ not
relevant to topic. relative to topic
Slogan or Saying
Five or more facts Five or more facts Less than five facts
presented with one
Factual quantitative fact
information
3 reasonable actions Less than three No action steps

for MS students to action steps or present/all
participate in unreasonable unreasonable
Action Steps
One myth presented -------- --------

Extra credit
At least three Less than three No resources

credible resources credible resources
Resources
Total points
-------- ---------
/20

The Colorado River and You Lesson 5 Engage
Course & Grade: Science 6th Grade Lesson Topic: Colorado River
Phenomenon
Date: 01/22/18 to 01/23/18 Estimated Time: 1 hour 20 mins

1) State Standard(s): MS-ESS3-3. Apply scientific principles to design a method for monitoring and
a) Science and Engineering Practice: Analyzing and Interpreting Data; Constructing Explanations
and Designing Solutions; Obtaining, Evaluating, and Communicating Information
3) Objective(s):
a) Students will explore water capacity and usage trends of the Colorado River and relate the trends
to the Las Vegas community.
a) To introduce the lesson, the students will watch the following video on the Colorado River and
the water capacity trends and usage. https://vimeo.com/63943253
b) iPad Class Set
c) Colorado River Article Three Groups Differentiated based on reading level provided by ELA
teachers.
5) Instructional Procedures (ENGAGE)
i) A warm up question will be on the board for students to answer in their ISN. “Where does
the water from Las Vegas come from?” (5mins)

i) Whole Group Task (35 mins)
(1) Students will be placed in groups according to reading level (the students will not be told
this)
(2) Have students brainstorm a list of how humans use water (Options for brainstorming
session: Have students write their ideas on index cards or post-it notes, record a list in
their science journal/notebook or on whiteboards as a small group.)
(3) As a class, try to organize the different water uses into categories.
(a) Possible categories include: Navigation, Fish & Wildlife, Agriculture, Business/
Industry, Earth Systems, Energy, Municipal, Recreation. Images showing each
category are available at http://www.watereducation.org/general-information/8-4-1-
one-all
(b) Write each of these categories on the board or type them into a PowerPoint.
(c) Depending upon how the students recorded their initial ideas during the
brainstorming session, have students place their sticky notes with their water uses
under the corresponding category or write the uses of water under each category.
(4) Teacher Note: For water usage facts in Southern Nevada, go to
http://www.snwa.com/consv/goals_facts.html
ii) Part 2: Where does our water come from? (15 minutes)
(1) Watch: I am Red Video: https://vimeo.com/63943253 (3:46)
(a) In their ISN students will answer the question in a paragraph “What is your reaction
to the video?”
(b) In groups students will pair and share their reactions.
i) Students will answer the following questions based on their article of the Colorado River.
Each reading level group will be given an article based on their reading level and questions
based on their article. Students will be encouraged to discuss the questions but the advanced
group and grade level students will read the article on their own, while the low reading levels
will read together with teacher assistance.
• If time persists, students will compare their answers to the handout and discuss what answer
is more correct.
and content.
• Accelerated students: Students Close Read article and complete a 1-2 sentence summary on
each part
• Grade-level students: Read the introduction together, assign each person in a pair 2 sections
to read and provide a summary to their partner.
o Formative: Students will turn in their handout assignment on Las Vegas’s water usage.
b) If students have not completed their class assignment, they may finish it at home and return the
next period.
i) Due to Cram being a title 1 school, the administration encourages teachers to give little
homework to their students.
9) Reflection:
a) While creating this lesson plan, I had a hard time predicting how long students would need to
answer questions and how much scaffolding they would need. Two of my classes are very low
and have consistently needed addition time and extra help during class. I want students to be
constantly engaged and participate in whole group activities so I need to actively circulate and
make sure students are hitting the performance targets for this lesson.
Name:_________________________________

Period:______________
Scientists say Colorado River flow is down
because of rising temperatures
By Washington Post, adapted by Newsela staff
03/06/2017
13 Mile Camp (Supai Ledges) on the Colorado River in Grand Canyon National Park, Arizona. The Colorado River, which
runs 1,450 miles through the Southwest United States and parts of Mexico, faces long-term challenges due to climate
change, scientists say. Photo by: Paxson Woelber/Flickr
The Colorado River winds its way from the Rocky Mountains in Colorado all the way to Mexico,
cutting through Utah, Arizona, Nevada and California along the way. It supplies water to millions
of people in the Southwestern U.S. In the last few weeks, the Colorado River Basin has been
pounded with rain and snow storms. But this brings only short-term relief to the area. The
Colorado River has been struggling with drought for the past 15 years.
Experts warn that the troubled Colorado River faces some serious long-term challenges. A new
study on the subject was released last week in the journal Water Resources Research. It suggests
that a warming climate could cause the river's flow to decline by as much as 35 percent by the end
of the century.
Name:_________________________________

Period:______________
The authors point out that rising temperatures are likely already responsible for a large portion of
the river's troubles. Historical records indicate that the current drought, or long period of dry
weather, has caused greater flow reductions in the Colorado River than previous droughts. Yet the
declines in rain and snow associated with the current drought are not as severe as they've been in
the past. Brad Udall says the major difference today is that the region is hotter than it used to be.
Udall is a senior water and climate research scientist at the Colorado Water Institute. He
coauthored the new study.
"The reason these flows are down is because of these very warm temperatures," he told The
Washington Post. He says the study supports that idea.
Using Climate Models To Predict The Future
Between 2000 and 2014, Colorado River flows were about 19 percent below the century's average.
The researchers estimate that anywhere from one-sixth to one-half of these declines are due to the
heat. They note that temperatures have been about 1.6 degrees Fahrenheit higher on average than
in the previous century.
With this in mind, Udall and Jonathan Overpeck of the University of Arizona decided to
investigate what the future holds for the river. They used climate models to make predictions
about how changes in the climate might affect the river's flow. To create a climate model,
scientists gather information about the current climate. This includes facts about the atmosphere
and the oceans. They input this information into mathematical equations. The results give
predictions about how the climate might change in different situations.
The study's writers noted that there are some uncertainties about how climate change might affect
the American West. This is especially true in terms of future rainfall. Some models have suggested
there will be an increase in rainfall. Others have predicted that there will be less. But an increase
in temperature is one factor that remains certain as long as greenhouse gas emissions continue to
occur.
Greenhouse gases trap heat in the earth's atmosphere like a greenhouse. The more of these gases
in the atmosphere, the warmer the average temperature gets. Humans have been the main source
Name:_________________________________

Period:______________
of these gasses on earth ever since the Industrial Revolution. We release them when we burn
fossil fuels to provide electricity and heat.
Higher Emissions, Higher Temperatures
The researchers chose to examine the influence of temperature and rain separately on the river's
flow.
"Previous studies have combined the two," Udall said. "We actually think that when you do that,
you provide information that isn't nearly as useful."
Instead, he said, the new study's approach can estimate with relative certainty how rising
temperatures will affect the river in the future.
Climate models suggest that a moderate greenhouse gas emissions scenario could lead to nearly
6.5 degrees Fahrenheit of warming in the region by the end of the century. Higher emissions
could cause warming to go as high as 9.7 degrees Fahrenheit.
The study suggests that the Colorado River's flow is likely to decline by about 17 percent by 2050.
It could decline by 25 to 35 percent by the end of the century. Depending on rain patterns in the
future, the projections indicate flow reductions could be as severe as 55 percent by the year 2100.
Risk Of Decades long Drought
The researchers say they feel that the increases in rainfall needed to balance out the effects of
future warming are not likely to happen.
Udall notes that some studies have suggested rising temperatures could increase the probability
of mega-droughts. These would be droughts that last for decades, instead of just a few years.
Preparing For The Worst

The Colorado River supplies water to about 40 million people throughout the Western states. In
recent months, water managers have been growing increasingly concerned about the possibility of
Name:_________________________________

Period:______________
a water shortage within the next few years. Lately, however, large spikes in precipitation have
made these worries seem less urgent to some.
Udall, however, believes action should be taken despite the current wet conditions.
The states in the Colorado River Basin have been negotiating what is known as a drought
contingency plan. It would require greater water conservation measures even when there is not a
shortage of water. Taking shorter showers is one example of a water conservation measure. Udall
thinks these measures are needed now.
"We will have these wet periods for sure, but the long-term trend and the long-term worry here
has to be on the side of increasing drought," said Udall. However, if water conservation is
maintained, he says "you actually buy yourself a lot of security."

Name:_________________________________

Period:______________
Scientists say Colorado River flow is down
because of rising temperatures
Based on the article answer the following questions.
1. Which paragraph in the section "Higher Emissions, Higher Temperatures" BEST
explains why Udall is confident in his research predictions about the Colorado
River? Explain.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________
2. Which section of the article highlights the idea that there is a lack of agreement
among scientists about whether rainfall will increase or decrease in the Colorado
River Basin?
a. “Using Climate Models to Predict the Future”
b. “Higher Emissions, Higher Temperatures”
c. “Risk of Decadeslong Drought”
d. “Preparing for the Worst”
3. Which statement would be MOST important to include in a summary of the
article?
a. Rising temperatures could increase the possibility of mega-droughts,
which are droughts that last for decades.

Name:_________________________________

Period:______________
b. Humans have been contributing to greenhouse gases trapped in the
atmosphere ever since the Industrial Revolution.
c. Scientists predict that the flow of the Colorado River could decrease by as
much as 35 percent by the end of the century.
d. Water managers in states in the Colorado River Basin are less worried
because of the recent heavy rainfall in the area.
4. Which two of the following sentences from the article include central ideas of the
article?
1. Experts warn that the troubled Colorado River faces some serious long-term
challenges.
2. They used climate models to make predictions about how changes in the
climate might affect the river's flow.
3. The researchers chose to examine the influence of temperature and rain
separately on the river's flow.
4. Climate models suggest that a moderate greenhouse gas emissions scenario
could lead to nearly 6.5 degrees Fahrenheit of warming in the region by the
end of the century.
A. 1 and 2
B. 1 and 4
C. 2 and 3
D. 3 and 4
Name:_________________________________

Period:______________
Scientists: Colorado River flow is slowly
shrinking due to warm weather
By Washington Post, adapted by Newsela staff
03/06/2017
13 Mile Camp (Supai Ledges) on the Colorado River in Grand Canyon National Park, Arizona. The Colorado River, which runs
1,450 miles through the Southwest United States and parts of Mexico, faces long-term challenges due to climate change,
scientists say. Photo by: Paxson Woelber/Flickr
The Colorado River winds its way through Colorado, Utah, Arizona, Nevada and
California all the way to Mexico.
For 15 years, the Colorado River Basin has been struggling with hot, dry weather.
But recently it has been pounded with rain and snow storms. This brings only
short-term relief, though. Lack of rain and rising temperatures are slowly
reducing the flow of the Colorado River.
It Could Dry Up Significantly

The Colorado River supplies water to about 40 million people in the Western
states. Some are concerned about water shortages despite the increased rainfall.
Name:_________________________________

Period:______________
Now experts have written a new study on the subject. The study was released in
the journal Water Resources Research. It says warming temperatures could cause
the Colorado River to dry up significantly. Its flow could be significantly reduced
by the end of the century.
The authors looked at records of past droughts. A drought is a long period of dry
weather. The current drought has caused the flow of the Colorado River to
decrease more than past droughts. Yet the lack of rain now is not as bad as
droughts in the past.
Scientist Brad Udall thinks he knows why. He cowrote the new study. Udall says
the major difference between past dry spells and the current one is that the
region is hotter now. Udall studies water and climate at the Colorado Water
Institute.
Most Scientists Agree

Between 2000 and 2014, the Colorado River's flows decreased. They were about
one-fifth below the average for the previous 100 years. The scientists say up to
one-half of the decline in river flow is due to the heat. They note that
temperatures have been higher on average than in the last century by close to 2
degrees Fahrenheit.
Udall and Jonathan Overpeck of the University of Arizona decided to investigate

the river's future. They used climate models to make predictions. To create a
climate model, scientists gather information about the current climate. This
includes facts about the atmosphere and the oceans. They use this information in
mathematical equations. The results give us estimates of how the climate might
change.
Some climate models suggest there will be an increase in rainfall. Others say rain
will decrease. But an increase in temperature is one thing that most scientists
agree on.
Name:_________________________________

Period:______________
Half Its Size By 2100
Greenhouse gases trap heat in the earth's atmosphere. The more of these gases in
the atmosphere, the warmer the average temperature gets.
Humans are the main source of these gasses. We release carbon dioxide when we
burn oil and coal.
Different climate models make different assumptions about what greenhouse gas
emissions will look like in the future. Some say that emissions will decline
because of technology like electric cars and solar panels. Some think they will stay
the same or increase. This study showed that even if greenhouse gas levels stay
the same, the parts of the U.S. around the Colorado River could still warm up a
lot.
The others considered how the warming climate and changes in rainfall will affect
the river separately. Depending on rainfall levels, the river flow could be reduced
by more than half by the year 2100.
Push For Water Conservation

The authors of the study do not think that rainfall will increase enough to balance
out the effect of warming.
As a result, Udall thinks water conservation efforts should start now. That is
despite the recent increase in rainfall.
The states in the Colorado River Basin have been negotiating what is known as a
drought contingency plan. It would require greater water conservation measures
even when there is not a shortage of water. Taking shorter showers is one
example of a water conservation measure.
Udall says that even though there has been more rain recently, it is important to
think about the long-term trend. This trend, he says, is toward more drought.
Name:_________________________________

Period:______________
Scientists: Colorado River flow is slowly

shrinking due to warm weather
Answer the following questions based on the article.
1. Based on information in the article, which of these statements is TRUE?
a) The Colorado River Basin is usually a very cold region.
b) The Colorado River is too dry to supply water to people.
c) Most scientists agree that the temperature is increasing at the Colorado
River Basin.
d) Most climate models agree that the Colorado River will get an increase in
rain.
2. Which of these sentences from the article BEST supports the idea that scientists
are trying to determine what will happen to the Colorado River in the future?
a) Some are concerned about water shortages despite the increased rainfall.
b) The authors looked at records of past droughts.
c) The scientists say up to one-half of the decline in river flow is due to heat.
d) They used climate models to make predictions.
3. Which two sentences are main ideas of the article?
1. A new study says that the Colorado River could dry up
significantly in the future.
2. Rising temperatures due to greenhouse gases may increase the
temperatures at the Colorado River Basin.

Name:_________________________________

Period:______________
3. Even though the Colorado River Basin is usually dry, it has
recently received a lot of rain.
4. Humans are the main source of greenhouse gases being released
into the atmosphere.
a. 1 and 2
b. 1 and 3
c. 2 and 4
d. 3 and 4
4. Which detail from the article BEST reflects the idea that there are ways for people
to prepare for a decrease in the flow of the Colorado River?
a) To create a climate model, scienctist gather information about the current
climate.
b) Some say that emissions will decline because of technology like electric
cars and solar panels.
c) Depending on rainfall levels, the river flow could be reduced by more than
half by the year 2100.
d) Taking a shorter shower is one example of a water conservation measure.

The Colorado River and You Lesson 6 Explore and Elaborate
Course & Grade: Science 6th Grade Lesson Topic: Colorado River and Hoover
Dam

1) State Standard(s): MS-ESS3-3. Apply scientific principles to design a method for monitoring and
a) Science and Engineering Practice: Analyzing and Interpreting Data; Constructing Explanations
3) Objective(s):
a) Students will understand the direct relationship the Las Vegas community has with the Colorado
River and Hoover Dam and will provide evidence of the positive and negative effects of the
construction of the Hoover Dam on the environment.
a) Climate.gov article, Western drought brings Lake Mead to lowest level since it was built
https://www.climate.gov/news-features/featured-images/western-drought-brings-lake-
mead-lowest-level-it-was-built
b) Water Demands Cards (set of cards for the class that lists different types of water usage)
5) Instructional Procedures (EXPLORE and ELABORATE)
a) Introduction: 5 min:
i) A warm up question will be on the board for students to answer in their ISN. “What are two
major reasons water supplies are stressed in the Southwestern United States?” (5mins)
i) Are we running out of water? (25 minutes) EXPLORE
(1) Read the Climate.gov article, Western drought brings Lake Mead to lowest level since it
was built, available at https://www.climate.gov/news-features/featured-
images/western-drought-brings-lake-mead-lowest-level-it-was-built
(2) Students will answer the following questions on their handout:
(a) When was this article written? Answer: September 4, 2014
(b) According to the article, when did the Lake Mead reservoir reach its lowest water
level since the lake was first filled during the construction of the Hoover Dam in the
1930s? Answer: July 11, 2014
(c) What was the water level (elevation) at the time the article was written? Answer:
1081.77 ft.
(d) What do you predict the current elevation of the water at Lake Mead to be?
___________ ft.
(e) Go to http://www.usbr.gov/lc/region/g4000/hourly/mead-elv.html to find the most
recent elevation of the water in Lake Mead: ___________________ ft.
(f) How did your prediction of the elevation of the water compare to the actual level of
the lake?
(g) How could the data on the US Bureau of Reclamation’s website be presented
differently in order to help the reader visualize the trends in the water elevation over
time? Answer: Present the data as a line graph
(h) Are fluctuations in the water level in Lake Mead expected? Answer: Yes
(i) What concerns do scientists have regarding increased greenhouse gas concentrations,
a changing climate, and the water supply in the Southwest region? Answer:
Increasing greenhouse gases are likely to alter the climate causing increased
temperatures and drought conditions, which will decrease the water supply.
“Southwest paleoclimate records show that severe mega-droughts at least 50 years
long have occurred in the past several thousand years. Unlike those ancient droughts,
however, similarly dry periods in the future are projected to be substantially hotter,
and for major river basins such as the Colorado River Basin, drought is projected to
become more frequent, intense, and longer lasting than in the historical record.
ii) What are the tradeoffs? (40 minutes)
(1) Teacher Note: Water Demands Cards (30 min): Hand out a set of water demand cards
to each group. Read the back of each card for a description and consider the tradeoffs
associated with each topic.
(2) Small Group Task:
(a) Consider the tradeoffs: Read each of the Water Demand Cards.
(b) Assign a priority: Have students rank the cards from MOST to LEAST important and
set them on their desk.
(c) Compare the priorities: Have students do a gallery walk around the classroom to see
other group’s rankings.
(3) Whole Group Discussion:
(a) Why did you choose your order?
(b) Do you want to change your order after you have seen other groups’ rankings or
heard their explanations?
(1) Individual Task:

(a) Record the list of the water demand cards from the most important to the least
important and write a reason why your group ranked the cards the way you did.
Rank Water Demand Reason for Ranking

Most Important
Least Important
• If time persists, students will compare their answers to the handout and discuss with their
group if any changes need to be made.
and content.
• Accelerated students: Students Close Read article and complete a 1-2 sentence summary on
each part
• Grade-level students: Read the introduction together, assign each person in a pair 2 sections
to read and provide a summary to their partner.
a) Formative: Students will submit their worksheets to be evaluated for understanding.
b) If students have not completed their class assignment, they may finish the assignments at home
and return the next period.
9) Reflection:
a) I do believe that there may be insufficient time and the students may feel rushed to finish. When
I teach this lesson I will keep that in mind and if necessary break it down into two class periods
so students will have more time to think about the information and discuss it with their
classmates.
The Colorado River and You Lesson 7 Evaluate
Course & Grade: Science 6th Grade Lesson Topic: Colorado River and Hoover
Dam

1) State Standard(s):
a) MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a
human impact on the environment.
b) MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how
well they meet the criteria and constraints of the problem.
c) Science and Engineering Practice: Analyzing and Interpreting Data; Constructing Explanations
d) Crosscutting Concepts: Cause and Effect
3) Objective(s):
a) Students will design a viable solution to conserve water in the Las Vegas community using their
knowledge of trends and technology currently available for use.
a) Water demand lists from previous class
b) How should water be conserved? Handout
c) Construction paper and markers
5) Instructional Procedures (EVALUATE)
i) A warm up question will be on the board for students to answer in their ISN. “Based on your
knowledge of the trends of the Colorado River, is Las Vegas in a water crisis? Explain.”
(5mins)
i) Hand out worksheet labeled “How should water be conserved?”
(1) Introduce the assignement as an assessment and explain the criteria and constraints.
(2) Instruct students to work on the first question independently for about 10 mins.
(3) Have students come together as a group of 4 or 5 students to explain their design solution
to the group and have them choose one design/solution to work together as a group and
present to the entire class. (40 mins)
(a) As each group is presenting, have students record each of the groups ideas in the table
provided on their handout.
(2) Group:
(a) Each group will present their solution to the entire class explaining their rational and
answer any questions.
• If time persists, students will compare their answers to the handout and discuss with their
group if any changes need to be made.
and content.
a) Summative: Students will be assessed based on their understanding of viable solutions as a group
and individually on their worksheet.
9) Reflection:
a) For this lesson, I need to anticipate students finishing early and being able to stretch the
assignment to wait for all students to finish. I can ask them to draw a picture on construction
paper or propose two questions. I want to also try and have access to iPads for the students to use
to research other designs used other places. To evaluate I will accept initiatives, designs, or
systems that meet the constraints and criteria.
Earth’s Changing Climate Lesson 7 Evaluate
Course & Grade: Science 6th Grade Lesson Topic: Introduction to Climate
Change

a) MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global
temperatures over the past century.
b) Science and Engineering Practice: Interpreting and Analyzing Data; Constructing Explanations;
Engaging in Argument from Evidence; Obtaining, Evaluating, and Communicating Information
c) Crosscutting Concepts: Patterns, Cause and Effect
3) Objective(s):
a) Students will be introduced to the phenomenon of climate change by activating prior knowledge
and evaluating trends in data.
a) Simulation showing climate changing https://scied.ucar.edu/dog-walking-weather-and-climate
b) “Earth’s Changing Climate” worksheet
c) Climate Impacts Graph Matching Cards
5) Instructional Procedures (Engage)
i) A warm up question will be on the board for students to answer in their ISN. “What do you
think of when you hear the term climate change?” (5mins)

i) Students will be handed a worksheet and will be instructed to fill out the “Before the lesson”
column of the chart selecting fact or fiction about climate change statements.
(1) Students will be asked as a class to raise their hands for the selection while the teacher
tallies up each response and records it on the board.
ii) Students will then move on the next section labeled “The Difference between Weather and
Climate”
(1) Students will watch the simulation and determine what the dog represents and what the
human represents (weather or climate)
iii) In groups students will use the Climate Impact Graph Matching cards to select which graph
corresponds with the correct statement and record their answers on the worksheet.
(a) Students will go back to the chart at the begininnging of the class and fill out the
column for “after the lesson”
(2) Whole Group:
(a) Teacher will ask the students to raise their hands and take a tally of the information
the class provides and will record the tallies for each statement on the board.
• If time persists, students will be asked to disscuss with their group in a Kagean Pair and
Share about what they learned about climate change and how they would describe the
difference between global warming and climate change.
and content.
a) Formative: Students will be assessed based on their worksheet and I will use their worksheets to
identify any areas that need additional instruction.
9) Reflection:
a) It is difficult to gauge how much my students know about analyzing graphs so I might need to
spend time in class how to look at graphs and how to interpret. I will go over one for the class at
the beginning to ensure they have some idea what to do.
Earth’s Changing Climate Lesson 9 Explore
Course & Grade: Science 6th Grade Lesson Topic: Earth’s Changing Climate

3) Objective(s):
a) Students will explain why climate change is occurring by exploring articles and data related to
climate change.
a) Student packet containing handout A and B on Earth’s changing climate
5) Instructional Procedures (Engage)
i) A warm up question will be on the board for students to answer in their ISN. “How would
you describe the terms climate change and global warming?” (5mins)
i) Students will be given a packet containing two articles with questions.
(1) In groups of 2 students will work on the packet together

ii) I will circulate throughout the classroom asking students questions to answer in addition to
working on their packets.
(1) Question Prompts (students will be able to answer each of the following after reading the
documents)
(a) Explain how each of these natural factors influence Earth’s climate:
(i) Changes in the Earth’s orbit and tilt
(ii) Variations in solar output
(iii)Volcanoes
(b) How do scientists obtain data about past climates?
i) Students will be asked to engage in a round robin group discussion about important
information they learned about climate change.
• If time persists, students will answer the following question in their ISN “How do natural
factors influence Earth’s climate?”
and content.
• Accelerated students will complete Handout B on their own and work together on Handout A

a) Formative: Students will be assessed based on their responses to my verbal questions and
answers provided in the packet.
9) Reflection:
a) One area of concern I have for this lesson is the ability of the students to stay on task when
working together and completing their assignments on time. I really want to try to implement an
interview with each student but do not know how to do this in a practical and efficient manner.
Earth’s Changing Climate Lesson 10 Explore
Course & Grade: Science 6th Grade Lesson Topic: Green House Gases

3) Objective(s):
a) Students will identify greenhouse gas sources in the Las Vegas community by conducting
research and exploring information provided by the Environmental Protection Agency.
a) The tool is an online database of greenhouse gas emissions that lets people view what types of
greenhouse gases are emitted by large facilities. http://ghgdata.epa.gov/ghgp/main.do
b) “What greenhouse gas emission sources are near me?” worksheet
c) Computer lab
5) Instructional Procedures (Explore)
i) A warm up question will be on the board for students to answer in their ISN. “What do
greenhouse gasses do to our climate? Are they bad or good?” (5mins)

i) The class will be in the computer lab for the activity on greenhouse gasses.
(1) To access the website students will go to http://ghgdata.epa.gov/ghgp/main.do
(2) Directions:
(a) Log onto the FLIGHT Tool, available at http://ghgdata.epa.gov/ghgp/main.do
(b) In the first window that appears, “Explore Greenhouse Gas (GHG) Emissions from
Large Facilities,” select “Nevada” from the middle column labeled “View
Facilities in Your State.”
(c) Scroll down to view the summary data for each sector. Record the summary data in
Table 1.
(d) Scroll back to the top of the page and select “List” from the “Data View” options.
(e) Click “Total Reported Emissions” two times to organize the GHG emitters from the
greastest to the least.
(f) Identify the top ten greenhouse gas emitters for the state and record the information
needed for Table 2.
(g) Take a moment and search two other states (your choice) and compare their
greenhouse gas emissions to Nevada.
(3) Students will complete the table provided and answer the questions.
C) Closure: (5 mins)
ii) Students will be asked to share their findings of the largest greenhouse gas source near Las
Vegas.
c) Extension and Contingency Plans:
• If time persists, students will answer the following question in their ISN “Are greenhouse
gasses good for the earths climate?”
and content.
a) Formative: Students will be assessed based on their answers to the handout.
b) Complete “We Can Make a Difference” worksheet as homework
9) Reflection:
a) I feel like students will enjoy being able to see where greenhouse gases are being produced
around the Las Vegas community. Bringing the connection back to their home is a great way for
them to become engaged.
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Human Impact Final

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Human Impact Unit Lesson

on reading by the administration in order to improve reading and comprehension skills.

1. What does human impact mean?

2. How does ocean acidification relate to humans?

3. What are the consequences of the ocean becoming more acidic?

4. How can you reduce the rate of acidity in the ocean?

6. What environmental effects did building the Hoover Dam have?

7. Will Las Vegas run out of water soon?

8. How has humans contributed to the increase of global temperatures?

9. What is a greenhouse gas and what does it do to the Earth?

1. Lesson One: Ocean Acidification Demonstration ENGAGE

a. Students will be viewing a demonstration to introduce the topic of ocean

acidification as well as brainstorming with their peers. In this lesson

students will engage in conformational (watching the demonstration) and

structured inquiry (brainstorming with their groups).

2. Lesson Two: Ocean Acidification Lab EXPLORE

3. Lesson Three- Ocean Acidification Virtual Lab ELABORATE

this lesson is 3 guided.

4. Lesson Four- Ocean Acidification PSA Assesment- EVALUATE

pick their direction with little guidance.

5. Lesson Five- Colorado River Phenomenon ENGAGE

about the Colorado River.

need to use information provided to correlate events and will need to

systematically design some kind of criteria to rank water demand with

7. Lesson Seven- Colorado River and Hoover Dam EVALUATE

8. Lesson Eight- Introduction to Climate Change ENGAGE

a. In this lesson the level of inquiry is conformational and guided. Students

to organize graphs of emissions and will be asked a series of questions.

9. Lesson Nine- Earth’s Changing Climate EXPLORE and ELABORATE

inquiry. Students will need to draw conclusions as well as make

10. Lesson Ten- Green House Gasses in Las Vegas ELABORATE

local industries and collect data to present to the class.

Philosophy of Science Teaching

importance of scientific reasoning. I believe in equity and it is my duty to create lessons

explanations using scientific reasoning.

material presented is empirically based meaning that specific knowledge is based on

Next Generation Science Standards/Nevada Academic Content Standards for Science

1. MS-ESS3-3: Apply scientific principles to design a method for monitoring and

minimizing a human impact on the environment.

a. Performance Standards: Students can investigate the impacts and explore

solutions related to the effect climate change has on human populations

and wildlife ecosystems.

i. Students can provide evidence of the positive and negative effects

of the construction of the Hoover Dam on the environment.

ii. Students can propose solutions to monitor the impact of water

usage in the desert

b. Science and Engineering Practices: Analyzing and Interpreting Data;

Constructing Explanations and Designing Solutions; Obtaining,

Evaluating, and Communicating Information

c. Crosscutting Concepts: Cause and Effect

rise in global temperatures over the past century.

when considering evidence related to climate change.

greenhouse gases affect Earth’s energy balance.

iii. Students can differentiate between human activities and natural

factors which have caused a rise in global temperatures.

iv. Students can use evidence and recognize patterns of atmospheric

levels of greenhouse gases to explain the major role human

activities have played in causing the rise in global temperatures

over the past century.

b. Science and Engineering Practices: Interpreting and Analyzing Data;

Constructing Explanations; Engaging in Argument from Evidence;

Obtaining, Evaluating, and Communicating Information

c. Crosscutting Concepts: Patterns, Cause and Effect