Solar Energy Honors

IF ABSENT
Similar video request as Solar Oven
- Speed video with voice over
  - Why did you chose those spots? What was the reasoning behind your thoughts of air quality?
  - How did the inside grid compare to the out side grid
- Daily photos and counts should be in video
- Final graph should be explained
  - Relate your results/graph/outcomes to information in ppt (Lesson #7) regarding air pollution
- ADD LIMITATIONS

3. ATMOSPHERIC PRESENTATIONS

Hurricanes and Tornados
- - Formation (be specific! pressure not temp), include VIDEOS
  - economics - state and federal
  - politics - state and federal
  - social justice (POVERTY)
  - environmental health - good and bad
  - human health
Create a presentation of your area to explain in detail to the class (use only credible sources- but you can use "incredible sources to show propaganda)
PRESENTATION RULES: (PRESENTATION RUBRIC)

Number of slides per topic not important- FORMAT IS IMPORTANT

NEW heading/topic slide for EACH new presenter but presenter's name on topic slide
Topic headings on each slide
Numbers on each slide in bottom right corner
No more than 5 bullet points to a slide
Bullet points are ideas, not sentences or paragraphs
Links to source for information on slide *8pt fnt
Relevant image on every slide (with link to image source)

4. https://climatekids.nasa.gov/

PUMPKIN Stencils: https://climatekids.nasa.gov/pumpkins/
Mini Garden Terrarium (atmosphere in a bottle)
- https://climatekids.nasa.gov/mini-garden/

5. Acid Rain Activities

- Acid Rain Activity (inside Chalk & vinegar)
- Acid Rain Resource: https://www.epa.gov/sites/production/files/2017-03/documents/teachersguide.pdf Ocean vs Fresh Water *

6. VIDEO_Coal industry effect on air quality in US ____FROM THE ASHES

- Video: https://www.fromtheashesfilm.com/ PAID FOR ON AMAZON
- Documentary Worksheet: https://docs.google.com/document/d/1CwJrz2SgJ7WTyulJQ6VEN6h3RcxlM5rX_6TPkhkiw08/edit?usp=sharing
- Additional info for worksheet: https://assets.bbhub.io/dotorg/sites/31/2017/09/From_the-Ashes_GUIDE_V9.pdf

7. Something in the Air:

VIDEO https://youtu.be/B1SdFjna7zQ?si=C0j0diaSRWnRmlZN EXCELLENT VIDEO**
WORKSHEET https://docs.google.com/document/d/1UqDI3r8LF_gfsOLOB5-EQZ0f_TFx5wz74_iro6wxhrQ/edit?usp=sharing

8. How Is Air Pollution Affecting Your Health? How to design a city? https://www.youtube.com/watch?v=UU0y38-Bltk (21:18)

9. Build a Succulent Terrarium

https://docs.google.com/document/d/1xAVE1z8UsytQwVUG5LnX2G9FTqVt60h3SUR8Jdl3X2g/edit?usp=sharing

10.NASA -fires circle the earth activity: https://mynasadata.larc.nasa.gov/lesson-plans/smoke-travels

Video: https://svs.gsfc.nasa.gov/12221/

III. HOMEWORK

READ WATCH REPORT:
1. What causes air pollution? https://climatekids.nasa.gov/air-pollution/ (1:37)
2. Ozone Hole https://youtu.be/AU0eNa4GrgU (16: 36)
3. Ozzy Ozone (animated) https://youtu.be/WKrPd-8CJBM (10 :00)
4. ARTICLE_Ozone layer NASA: https://www.nasa.gov/feature/goddard/2019/2019-ozone-hole-is-the-smallest-on-record-since-its-discovery
5. ARTICLE_Lower Oxygen Levels Coming: https://e360.yale.edu/features/a_looming_oxygen_crisis_and_its_impact_on_worlds_oceans
6. ARTICLE _Running out of Oxygen: https://www.scientificamerican.com/article/the-ocean-is-running-out-of-breath-scientists-warn/
  1. 1. - https://www.youtube.com/watch?t=342&v=xFQ_fO2D7f0. PLANKTON!
7. Air Pollution and Human Health: https://youtu.be/szrnkGJAekc (10:17)_goes with #8
8. Air Pollution historical Perspective: https://youtu.be/dL7mVD9g0rU (5:29)_goes with #7
9. https://youtu.be/UU0y38-Bltk IN CLASS???

IV. OUTCOMES

SC.912.E.5.4:

Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth.

SC.912.E.6.6:

Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.

SC.912.L.17.11:

Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.

SC.912.L.17.12:

Discuss the political, social, and environmental consequences of sustainable use of land.

SC.912.L.17.13: Discuss the need for adequate monitoring of environmental parameters

when making policy decisions.

SC.912.L.17.15:

Discuss the effects of technology on environmental quality.

SC.912.L.17.20:

Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.

Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:

1. Pose questions about the natural world, (Articulate the purpose

of the investigation and identify the relevant scientific concepts). 2. Conduct systematic observations, (Write procedures that are

clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines).

3. Examine books and other sources of information to see what is already known,

4. Review what is known in light of empirical evidence,

SC.912.N.1.1:

Plan investigations, (Design and evaluate a scientific investigation). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage).

7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences),

9. Use appropriate evidence and reasoning to justify these explanations to others,

10. Communicate results of scientific investigations, and

11. Evaluate the merits of the explanations produced by others.

SC.912.N.1.2:

Describe and explain what characterizes science and its methods.

SC.912.N.1.3:

Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.

SC.912.N.1.4:

Identify sources of information and assess their reliability according to the strict standards of scientific investigation.

SC.912.N.1.5:

Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.

SC.912.P.10.3:

Compare and contrast work and power qualitatively and quantitatively.

SC.912.P.10.9:

Mathematicians who participate in effortful learning both individually and with others:

Analyze the problem in a way that makes sense given the task. Ask questions that will help with solving the task

Build perseverance by modifying methods as needed while solving a challenging task.

Stay engaged and maintain a positive mindset when working to solve tasks.

Help and support each other when attempting a new method or approach.

MA.K12.MTR.2.1:

Mathematicians who demonstrate understanding by representing problems in multiple ways:

Build understanding through modeling and using manipulatives.

Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.

Progress from modeling problems with objects and drawings to using algorithms and equations.

Express connections between concepts and representations.

Choose a representation based on the given context or purpose.

MA.K12.MTR.4.1:

Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:

Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.

Create opportunities for students to discuss their thinking with peers.

Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.

Develop students' ability to justify methods and compare their responses to the responses of their peers.

MA.K12.MTR.6,1;

Apply mathematics to real-world contexts.

Mathematicians who apply mathematics to real-world contexts.

Connect mathematical concepts to everyday experiences.

Use models and methods to understand, represent and solve problems.

Perform investigations to gather data or determine if a method is appropriate.

Redesign models and methods to improve accuracy or efficiency

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