Unit 6: Pollution and Agriculture
Unit Targets:
- I will be able to apply key vocabulary during discussion and in my writing.
- I will be able to explain the water cycle to a peer.
- I will analyze how my own actions affect the water cycle.
- I will examine types of water pollution and their causes.
- I will analyze the affects of water pollution on an environment.
- I will determine the affects of water pollution on biotic and abiotic factors.
- I will interpret the long term effects of a pollution event (agricultural run off, oil spill, nuclear, etc).
Hank introduces us to biogeochemical cycles by describing his two favorites: carbon and water. The hydrologic cycle describes how water moves on, above, and below the surface of the Earth, driven by energy supplied by the sun and wind. The carbon cycle does the same... for carbon!
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Hank describes the desperate need many organisms have for nutrients (specifically nitrogen and phosphorus) and how they go about getting them via the nitrogen and phosphorus cycles.
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Water Cycle and Pollution
Journal Entry:
Describe what steps are a part of the Water Cycle? Imagine you are a drop of water, where do you go and what happens to you as you move through the water cycle. |
Target:
I will be able to explain the water cycle to a peer. |
Key Vocabulary and Terms
Part 1 - See if you can define the terms below in your journal. Create a chart in your your journal with three columns. Record the Key vocabulary term on the left, in the middle column describe what you think it means. Research each term then in column three on the right place the definition. Water Cycle Water Shed Surface Water Transpiration Recharge Zone Well Pathogens Irrigations Reservoir Desalination Water footprint Point Source Pollution Non-Point Source Pollution Artificial eutrophication |
Let's take a more in depth look at water. View the Chapter 11 PowerPoint-Review and Discuss the cycle of water and how different types of pollution use the water cycle to spread. Take notes in your journal on any of the key terms you see from your vocabulary activity in column three.
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Targets:
I will analyze how my own actions affect the water cycle. |
How much Water do you use?
Create a chart in your journal with columns. Title Column 1: "Date/Time", Title Column 2: "Activity", Title Column 3: "Estimated Water Amount/Time". Starting Monday record throughout the day each time you use water. Remember things like drinks, brushing your teeth, using the restroom, washing your hands, water used to cook your food and any other activity that may have used water such as riding in a car. Record your usage daily until the following Monday when we will use your data in an assignment. |
Pollution
Journal:
Describe pollution in as much detail as you can using your background schema. Reflect on this topic by writing for 5 minutes. Things to think about ~What is Pollution? ~What causes Pollution? ~Where is Pollution? ~ When have you seen the results of Pollution? |
Targets:
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Poisoned Waters
More than two decades after the Clean Water Act was supposed to make America’s waters clean enough for swimming and fishing again, two iconic waterways — the great coastal estuaries of Puget Sound and the Chesapeake Bay — are in perilous condition. With polluted runoff still flowing in from industry, agriculture and massive suburban development, scientists fear contamination to the food chain and drinking water for millions of people. A growing list of endangered species is also threatened in both estuaries. As a new president, Congress and the states set new agendas and spending priorities, FRONTLINE correspondent Hedrick Smith examines the rising hazards to human health and the ecosystem, and why its so hard to keep our waters clean.
In Class Watch and Discuss:
Frontline Documentary about Poisoned Waters from PBS. Follow along and complete the guided questions as we stop for discussions throughout. |
Google Classroom
Open the Poisoned Waters Viewing sheet #2 in your google classroom. Take notes as you watch the video clip. Then answer each question in sentence form using correct grammar and spelling. |
poisoned_waters_viewing_sheet.pdf | |
File Size: | 57 kb |
File Type: |
APPLICATION:
Choose a theme that we identified in class as we watched PBS Frontline Poisoned Waters. In your groups, discuss how your chosen theme was shown during the video. Was it an important theme to address? Why or Why not? What evidence was given during the video to support that theme? Be ready to present your groups opinion on the theme and 3 supporting evidence points during round table discussions. THEMES~
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Targets
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Key Journal Question:
What is agricultural runoff? Take a stance- is it good or bad? Why?
Record in your journal in class or share in a Google Doc.
What is agricultural runoff? Take a stance- is it good or bad? Why?
Record in your journal in class or share in a Google Doc.
Application: Article Assignment
1. Find article about storm water or surface water runoff.
(Search "storm water run off article" or "surface water runoff article" )
2. Copy and paste it into your Google Doc, Ask Mrs. Nethery to print off article or open it in Kami. Annotate by highlighting key terms, circling what you don't understand, mark it up with comments and symbols.
2. Write a summary on the article. Summary should include the key points, approximately 8 sentences.
3. How does this event/news connect with what we have studied in class about water runoff?
4. How might this news change current beliefs, theories- does it challenge them or add to the evidence for them?
5. What is the most important part to this article? Why should I care about this information? How
could it affect me?
6. What are some questions that you have about this subject?
* I would like to know….
* How did ….
7. What background knowledge have you learned in class that helped you understand this article?
Turn in by: Sharing your Google Doc with Mrs. Nethery or Staple together and place in class tray.
1. Find article about storm water or surface water runoff.
(Search "storm water run off article" or "surface water runoff article" )
2. Copy and paste it into your Google Doc, Ask Mrs. Nethery to print off article or open it in Kami. Annotate by highlighting key terms, circling what you don't understand, mark it up with comments and symbols.
2. Write a summary on the article. Summary should include the key points, approximately 8 sentences.
3. How does this event/news connect with what we have studied in class about water runoff?
4. How might this news change current beliefs, theories- does it challenge them or add to the evidence for them?
5. What is the most important part to this article? Why should I care about this information? How
could it affect me?
6. What are some questions that you have about this subject?
* I would like to know….
* How did ….
7. What background knowledge have you learned in class that helped you understand this article?
Turn in by: Sharing your Google Doc with Mrs. Nethery or Staple together and place in class tray.
Water Usage
Key Journal Question:
Where do you get your water from?
Using your IPad research where the water you use in your home comes from. Record in your journal in class or share in a Google Doc.
Water Usage and Your
Water Footprint Take a look at this sample family and figure out what their water footprint may be.
Now look at your family. Figure out what your family's water footprint may be.
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There are many different water calculators that are available online. The goal is for them to take in as much information as they can and give you a more accurate representation of what your personal water footprint might be. Each Calculator may ask slightly different questions. Try this one from GRACE Communication Foundation and see what they determine your water footprint might be.
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How GRACE reaches their Results
"In some cases, we have used data from studies that looked at personal water use based on individual behaviors. In other cases, we took national data and created statistical averages and values to calculate individual water use. The research pointed out that there is a lack of consistent, high quality water use data collected in this country, so please view your results with this in mind. The value of the Water Footprint Calculator lies in its ability to help users understand how they use water and how they can use less." |
Key Journal Question:
Where does your water go? What happens to it? How is it treated?
Answer in your journal or share in a Google Doc your findings.
Where does your water go? What happens to it? How is it treated?
Answer in your journal or share in a Google Doc your findings.
Water Treatment:
Flint
Blue Gold Water Wars Documentary
Complete the guided questions while watching Blue Gold: Water Wars Documentary. The fill in the blank is on your Google Classroom.
Oil Spills and Effects on Water
Exxon Valez
exxon_valdez_ws.docx | |
File Size: | 17 kb |
File Type: | docx |
Deep Water Horizon
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Watch National Geographic's Gulf Coast Disaster. Analyze the event and think about how it differs from other pollution events we have explored. Complete the reflection questions on "Can the Gulf Survive?"
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Historical Spills
Water Filtration Project
Environmental Law
Research Day
Topic: EPA What is the EPA? Take Time today to research what the EPA is and answer the following questions. Share your Google Doc with Mrs. Nethery or submit in Google Classroom. (100 points total) 1. What does EPA stand for? {5 points} 2. How was the EPA created? (Think Who, Where, and When) {15 points} 3. What lead to the creation of the EPA? Why was the EPA created? (Why) {15 points} 4. What is the purpose of the EPA? (What) {15 points} 5. Identify the details of three additional facts or current concerns that deal with the EPA? Please answer in sentence form and check for grammatical and spelling mistakes. {#5 is worth 50 points} |
Key Questions
to think about in this Lesson 1) How does environmental law work? 2) Why is it so slow? 3) How does the EPA work? 4) Why is it important to have environmental laws in place? |
Suggested Research Resources
Additional sites may me used. These should be considered just a starting place.
Criminal enforcement is EPA's strongest sanction and its criminal enforcement office investigates and helps the U.S. Department of Justice prosecute violators who, as a result of their intentional disregard of the law or their criminal negligence, seriously threaten public health and the environment. The program investigates alleged crimes under all statutes administered by EPA, as well as violations of the general U.S. Criminal Code, such as fraud, conspiracy or lying to law enforcement officials, which are often associated with federal environmental crimes.
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Environmental Protection Agency timeline as told by those who
ran the agency from 1970-2008 |
"Civil Action" Movie
Watch the movie "Civil Action".
Participate in class discussion on the effectiveness of environmental law based on that dramatization.
Reflection Questions
Participate in class discussion on the effectiveness of environmental law based on that dramatization.
Reflection Questions
Indoor Air Quality
Indoor Air Quality Questionnaire
What is IAQ?
The combines attributes of indoor air that affect a person’s health and wellbeing
Attributes can mean...
The combines attributes of indoor air that affect a person’s health and wellbeing
Attributes can mean...
- Pollutant level
Air Temperature
Humidity
Air Velocity
Odors, etc.
Indoor Air Quality (IAQ) is an important health and safety concern. Common issues associated with IAQ include:
- Improper or inadequately maintained heating and ventilation systems.
- Contamination by construction materials, glues, fibreglass, particle boards, paints, chemicals, etc.
- Increase in number of building occupants and time spent indoors.
EXTRA CREDIT: If You Finish- Grab your iPad
- Go to Google then News
- Search "storm water run off article" or "surface water runoff article" or "grey water usage" or "environmental concerns
- Select an article that you find interesting (you can also watch videos if needed)
- Copy the link to the article and send it in an email to [email protected]
- Once Ms. Nethery has printed off your article, highlight the key ideas, and annotate with your thoughts
- Additional credit for presenting key points to class.
Hank gives the run down on the top five ways humans are negatively impacting the environment and having detrimental effects on the valuable ecosystem services which a healthy biosphere provides.
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Hank talks about the last major way humans are impacting the environment in this penultimate episode of Crash Course Ecology. Pollution takes many forms - from the simplest piece of litter to the more complex endocrine distruptors - and ultimately, humans are responsible for it all.
( (1) Natural Compounds 01:12:1 a) Carbon 01:35 b) Nitrogen and Phosphorous 02:11:2 c) Cyanide 04:05 d) Mercury 05:15 e) Sulfur & Nitrogen Dioxide 05:58 2) Synthetic Compounds 06:51 a) Endocrine Disruptors 07:09 ) |