Digital Unit Plan Template

Unit Title: Climate Change and Resource Allocation Name: Garrett Lundin
Content Area: Biology & Environmental Science Grade Level: 9th-12th
CA Content Standard(s)/Common Core Standard(s):
 HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
 HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in
climate have influenced human activity.
 HS-ESS3-2.Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
 HS-ESS3-3.Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human
populations, and biodiversity.

Big Ideas/Unit Goals:

 Climate change has led to a two degree increase of the planet since 1880, which is a significant increase.
 Human interactions with the environment are just as important as natural processes that occur within the environment.
 Resource allocation plays a key role when assessing an environment's condition.

Unit Summary:
In this unit, you will learn about how humans have impacted the process called climate change and its ongoing negative impact in our environments. This unit
will be driven by the following focus question: "What impact do humans have on the environment and how can we eliminate our contribution to climate
change?" To answer this question, you will begin by researching what climate change is and the abiotic or biotic factors that can both positively and negatively
affect climate change. You will identify key processes that occur within earth systems that help reduce CO2 levels within the atmosphere, as well as create a
model to illustrate this idea. You will learn about various resources and how resource management is vital to ensure we eliminate as many risks as possible to
ensure climate change is not accelerated by mankind. As you develop your understanding, you will design an effective climate change proposal that will help
reduce carbon emissions and create a habitable future for generations to come.

Assessment Plan:
Entry-Level: Formative: Summative:
KWL Chart Collaborative Assessment Self-Reflection
Quizlet Presentations
Puzzlemaker
Quiz Star

Lesson 1 (Teacher Lecture)

Student Learning Objective: Acceptable Evidence Lesson Activities:
 Students will (Assessments):  Students will fill out a KWL chart for climate change and the processes or ideas involved with
summarize the Collaborative Assessments, this topic.
process of climate Quizlet, and KWL Charts  Quizlet will be used to introduce new ideas and vocabulary terms to students in a fashion that
change and will help organize ideas promotes and stimulates learning.
organize ideas that are already known  Collaborative assessments will commence between students in groups of 2-4 in which they will
from multiple about the subject while all discuss various ideas about the topic after reviewing the teacher lecture and come up with
collaboration between their own general understanding of the topic and will then later be discussed in an all-class
sources on the
students along with Quizlet discussion.
leading causes of
this ongoing activities will promote
event. learning of the topic.

Lesson 2 (Webercise/ iPad Lesson)

Student Learning Objective: Acceptable Evidence: Lesson Activities:
 Students will be The iPad game Heads Up!  Students will review the webercise instructions and the importance of working as a group to
able to explain the will be utilized like Quizlet accomplish the assignment.
cause and effects in that students will go  Students will download the application and search the designated topics given to them within
of human through different topics of the instructions and continue with the activity.
interaction with climate change and
the environment interactions that humans
and its impact on have that impact it
climate change. positively and negatively.

Lesson 3 (Graphic Organizer)

Student Learning Objective: Acceptable Evidence: Lesson Activities:
 Students will be The KWL chart,  Students will re-visit their KWL chart and complete the last column portion in order to turn in
able to illustrate Presentations, and Self- the assignment.
the impact certain Reflections will be used to  Students will work in groups of four to demonstrate their knowledge of the unit subject matter
resources have on organize the students’ ideas and clarify any misconceptions others may have about concepts or ideas within the unit.
the environment on how resources have an  Students will complete a self-reflection about the unit itself as well as their own understanding
and their role in impact on their of the unit material on an anthropological level.
society on a global surrounding environment.
scale.

Unit Resources:
https://quizlet.com/129102662/ap-environmental-science-global-climate-change-flash-cards/

https://quizlet.com/254137690/ap-environmental-science-water-resources-and-pollution-review-flash-cards/

https://quizlet.com/821776/ecology-flash-cards/

https://climate.nasa.gov/interactives/climate-time-machine

https://www.learner.org/courses/envsci/interactives/carbon/

https://ca.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.mineralenv/minerals-in-our-environment/#.W1a81dJKiM8

http://www.oresomeresources.com/interactives_view/resource/interactive_mining_makes_your_house

https://www.nature.com/scitable/knowledge/library/the-nitrogen-cycle-processes-players-and-human-15644632

https://water.usgs.gov/edu/watercyclesummary.html

https://earthobservatory.nasa.gov/Features/CarbonCycle

Useful Websites:

https://quizlet.com/

https://www.office.com/

http://popplet.com/