EDU 505 Science & Environmental Issues Dr. Diann C. JacksonFallon Blask Page 1

Interdisciplinary PlanPart AEIJ Summary Table

EIJ #1 Article TitleGet the ABCs about BPAs and plastic bottles by Molly Beck

EIJ #2 Article TitleAmerica's Dwindling Water SupplyIn 15 Years, Nearly 2 Billion People Worldwide Will Live Where Water is Scarce by Mark Strassmann

EIJ #3 Article TitleWill Apple's iPad add to or alleviate climate change? By Paul Sakuma

Activity Name Operation Water Drop - Testing the Water We Drink!

Activity #1 Auditing Your Water UseActivity #2 Water Distribution Demonstration

The Invisible Energy in Light

Grade 2 5 5Science Subject

Science: Water Science: Weather/ WeatheringEcology

Science: Energy

Describe the activity and how it engages learners with the science connected to the issue.

Activity:There are 8 tests to be run in this kit, teachers will demonstrate 2 differenttests, and these tests are: Alkalinity and Sulphate. The students can do the other 6 tests witha minimal amount of help, these tests are: Ammonia, pH, Colour, Copper, Total Chlorine, andTotal Hardness. Provided with the Operation Water Drop kit are supplies to run tests on thelocal drinking water source, and on a Canadian Drinking Water Guideline sample. The guidelinesample is for quality control purposes (was the test performed properly?). This will also be areference to see what a sample would look like if it meets the United States Drinking WaterGuideline, students are then expected to gather their own water samples for the Local TreatedWater. They will then be able to compare their own community drinking water to the United StatesDrinking Water Guideline. It is recommended that teachers assign a Class Captain.

*Students will participate in water experiments and evaluate the outcome of the test. Students are to answer questions after each evaluation.

*Students will learn several types

Activity:Water conservation is important for several reasons. The more water we conserve, the more we have for other uses and the less money we spend on treatment and treatment facilities. The following survey is designed to increase your awareness of the water you use, how water is wasted, and how you can conserve water.*Students will calculate their water consumption by following the steps provided very carefully. Students must work on calculations of their personal water use. This will engage students in recognizing how much water they truly use per day and what their part is in conserving fresh water. *Students will answer comprehensive questions related to their water consumption calculation. Questions also ask students to evaluate their water use and determine ways to reduce their use. Students must identify the problem and consider a solution by designing a new routine to reduce their water.

*Water Distribution DemonstrationHumans must have freshwater to live, but about 97% of the Earth's water is too salty touse. The remaining 3% is freshwater, but most of it is in polar icecaps, remote glaciers, and icebergs. This makes it not very accessible. Accessible freshwater,

Activity:*Students are given several Solar Beads which are only reactive to UV light from the Sun.

Background: Solar beads are white when there is no ultravioletradiation. The beads contain special pigments thatchange color when they absorb ultraviolet (UV)radiation. They are not affected by visible lightand do not react to indoor light or when shieldedfrom UV radiation.

Concepts: Energy from the sun comes to the earth asradiant energy or radiation (in rays).Some radiant energy we can see - it is visible light.Some radiant energy we can’t see - it is invisible light.Ultraviolet light is invisible. It is the light that causessunburns - it changes into heat when it touches someone.We can’t see ultraviolet light, but we can tell it’s there withsolar beads.Ultraviolet light can be stopped by some materials.

*Students are engaged by participating in activities that requires students to observe changes that occur in the beads when placed in multiple types of light or using shade types such as umbrellas,

EDU 505 Science & Environmental Issues Dr. Diann C. JacksonFallon Blask Page 2

of elements that may be found in water and will also learn the positive and negative aspects and outcomes of each element found in the water if levels are too high or too low.

*Students will then be able to determine if there are safe levels of each element in their drinking water.

*Students will learn the value of safe and clean drinking water.

*Activity will develop discussion about water pollution and ways to reduce water pollution.

therefore, comes from streams, lakes, and underground sources. These sources represent less than one-half of1% of all water on Earth. The objectives of this demonstration are to a) Know thedistribution of Earth's water, and b) Be able to name the sources of freshwater on Earth.

-students will fill graduated cylinders of water that are scale levels of the true amount of salt water and fresh water found on Earth.

-Students must use graduated cylinders and droppers to accurately water amounts.

-Students will finish activity by answering questions related to the different amounts of water shown in each graduated cylinder

*These questions will engage the students to think critically about the amounts of water shown in each graduated cylinder. Students will also use prior knowledge from their own water consumption calculation to better understand their impact upon the fresh water supply

fabric, plastic bags, etc. *Students must observe the changes of the beads and record their findings.Students must also answer related questions.

-Through this procedure students are considering the cause and effect for beads changing. They are identifying the problem and creating solutions. They are also able to connect these findings to understanding the effect of UV light to their skin and why protection is so important.

Referencehttp://www.operationwaterpollution.org/lessons-members#Operation_Water_Drop

http://www.und.edu/instruct/eng/fkarner/pages/hands.htm

http://www.sbwater.org/PDFs/Water%20Conservation%20Pledge.pdf

http://tonto.eia.doe.gov/kids/resources/teachers/pdfs/SolarBead_PriElem.pdf

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Part BEIJ # Journal 3Topic: Science: EnergyGrade: 5

Connections to SCIENCE: EnergyVocabulary:

Energy Solar energy Natural light Artificial light Infrared Ultraviolet Wavelength

Students may also connect the Sun’s energy with: Ecosystems: energy flow through food chains (web) starting with the Sun and going to producers

then consumers (Living Environment) Climate change in regards to season and Earth’s axis tilt (Physical Science) All types of radiant energy in waves. Unlike sound energy, which needs a medium through

which to travel, radiant energy can move through places where there is no matter, such as through space.

A wavelength is the distance from one point on a wave to the same point on the next wave. Each type of radiant energy has a different wavelength.

The range of radiant energy that people can see, the visible spectrum, is only a small part of all radiant energy.

Why is the Sun a major source of energy for the earth? How and why do we measure and record solar energy? How is solar energy transformed into other forms of energy?

TECH ED Students are to engage in inquiry about solar UV light using the solar beads. Students will

identify the problem (UV light is bad) and determine and create a solution to protect themselves from UV light.

Students must experiment with multiple types of shade and protective elements and determine the best form of UV protection.

Students must compare between the outcome of solar beads that were treated with the “solution” and between beads that were in direct sunlight.

They must evaluate their strategies to possibly make corrections and improvements on their design.

ED TECH Students can use a word processor to write up their process, evaluation, and conclusion of their

observation. They may also want to create a graph of their outcome. Students may visit several websites such as:

o http://tonto.eia.doe.gov/kids/energy.cfm?page=solar_home-basics-k.cfm

EDU 505 Science & Environmental Issues Dr. Diann C. JacksonFallon Blask Page 4

o Show a video: http://player.discoveryeducation.com/index.cfm?guidAssetId=5B77EA2A-41F0-4CD9-9754-0355C1F9199D&blnFromSearch=1&productcode=US (must be a SUNY Oswego student or professor user name: SUNY Oswego, password Oswego)

MATH Data Collection: students will record their data and observations of the outcome of beads as they

are exposed to multiple types of light and the difference between direct sunlight and using a “sunscreen.”

Students can also work on analog clock reading and knowing when is the best and worst time to be outside in the sun.

SOCIAL STUDIES Students can donate their UV bead bracelets to a community member and ask them to observe

the changes that occur with the beads. Students are to explain that the changes are directly related to the amount of UV sunlight that they receive. Students can also use information that they have gathered about the harmfulness of UV rays and create a pamphlet to help educate their community members on how to protect their skin.

Students can hand these pamphlets out to their neighbors, friends and family.

Resources for skin health: http://kidshealth.org/teen/your_body/take_care/skin_tips.html#a_Sun_and_Skin http://kidshealth.org/teen/your_body/skin_stuff/tanning.html#a_Sun_Smarts http://www.suncaresolutions.com/shop/includes/dangers-of-the-sun.html http://kidshealth.org/parent/firstaid_safe/outdoor/sun_safety.html

ELA Students must read and understand their directions. Students must answer comprehension questions in full and complete sentences. Students can read several books chosen that focus on the Sun and the many effects it has on our

Earth. Student library:o Low level readers: The Sun: Our Nearest Star (Let's-Read-and-

Find-Out) (Paperback)~ Franklyn M. Branley (Author), Edward Miller (Illustrator) "At night you can see a lot of stars because the sky is dark..." (more)

o On level Reading: The Sun (Scholastic News Nonfiction Readers: Space Science) (Paperback) ~ Melanie Chrismer

Through exploration of the Sun’s energy. Students may write an informative paper or develop a powerpoint, on the Sun and the energy we receive from it. Students must include several vocabulary words, information they learned from the internet resources and books provided.

Students can also work on several activities such as Sudoku, word searches, etco http://www.sunsafetyalliance.org/pdfactivities/Activities_for_Middle_School.pdf o http://www.sunsafetyalliance.org/pdfactivities/Activities_for_3-5.pdf

EDU 505 Science & Environmental Issues Dr. Diann C. JacksonFallon Blask Page 5ART/MUSIC

http://www.songsforteaching.com/intellitunes/solarenergy.htm

Oh, the sun is a star.It’s our closest star.It’s just 93 million miles away.

It gives us heat and light.It makes the world just right.We’re getting solar energy every day.

Solar power heats our water and homesAnd it makes electricity.Solar power is a natural resourceWhen we convert its energy.

Oh, the sun is a star.Its light can travel far.Hot gases burn at 10,000 degrees.

As it shines its light,Plants can grow just right,So the Earth is great for you and me.

Solar power heats our water and homesAnd it makes electricity.Solar power is a natural resourceWhen we convert its energy.

Oh, the sun is a star.It’s our closest star.It’s just 93 million miles away.

LANGUAGES OTHER THAN ENGLISH Have all students use the Frayer Model for each vocabulary word. Students are to write the vocabulary word in the middle. Each box represents different parts of

the word. Students will write the definition of the word in their own words, write a description of the word, and give an example and no example.

These can be words and/or pictures. ELL students can use pictures or their native language with this vocabulary tool.

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Using Frayer Model allows ESL students to identify the vocabulary word with items that they already know and can create connections

Students may also work on worksheets such as word find to better develop vocabulary. Before each activity directions should be read aloud. Each ESL student can be paired with an English speaking student or placed in a small group (2-3

students) to assist with activities and work. Teachers must ask several questions such as “Do you understand?” to check for understanding. Brainstorming will also help ESL students to better understand new vocabulary and connect with

their prior knowledge. Creating a KWL chart with vocabulary that is familiar for ESL student with new vocabulary will

create more connections and result in better understanding.

HEALTH/PE/ Students should learn that solar power can be damaging to our skin and we must protect

ourselves with clothing and sun block. It is important to remember to wear sun glasses to protect our eyes. These preventions will help keep our skin and eyes healthy. The sun can damage our skin and eyes by giving us cancer or blindness.

Resources for skin health: http://kidshealth.org/teen/your_body/take_care/skin_tips.html#a_Sun_and_Skin http://kidshealth.org/teen/your_body/skin_stuff/tanning.html#a_Sun_Smarts http://www.suncaresolutions.com/shop/includes/dangers-of-the-sun.html http://kidshealth.org/parent/firstaid_safe/outdoor/sun_safety.html

CAREER DEVELOPMENT Students could become interested in future careers in:

Sun tan lotion developer Dermatologist Renewable energy: Solar power engineer

Part C

EDU 505 Science & Environmental Issues Dr. Diann C. JacksonFallon Blask Page 7EIJ # Journal 3Topic: Will Apple's iPad add to or alleviate climate change? By Paul SakumaGrade: 5

Standards’ Key Idea Justifications:

NYS MST LEARNING STANDARDS KEY IDEAS

MST 1: Intermediate Science MST 1.1 The central purpose of scientific inquiry is to develop explanations of natural phenomena

in a continuing, creative process.

MST 2 Intermediate Information Systems MST 2.1 Information technology is used to retrieve, process, and communicate

information and as a tool to enhance learning.

MST 3 Intermediate Patterns/ Functions MST 3.7 Students use patterns and functions to develop mathematical power,

appreciate the true beauty of mathematics, and construct generalizations that describe patterns simply and efficiently.

MST 4 Intermediate Physical Setting MST 4.4 Energy exists in many forms, and when these forms change energy is conserved. Intermediate Living Environment MST 4.7 Human decisions and activities have had a profound impact on the physical

and living environment.

MST 5 Intermediate Computer Technology MST 5.1 Computers, as tools for design, modeling, information processing,

communication, and system control, have greatly increased human productivity and knowledge. Intermediate Management of Technology MST 5.1 Project management is essential to ensuring that technological

endeavors are profitable and that products and systems are of high quality and built safely, on schedule, and within budget.

MST 6 Intermediate Optimization MST 6.6 In order to arrive at the best solution that meets criteria within constraints, it is often

necessary to make trade-offs.

MST 7 Intermediate Connections MST 7.1 The knowledge and skills of mathematics, science, and technology are used together

to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.

EDU 505 Science & Environmental Issues Dr. Diann C. JacksonFallon Blask Page 8MST 1:

I chose this standard because much of the inquiry that students will be participating in with Solar Beads is to ask “why.” Why should we wear sun screen, sunglasses, or sit in the shade when we are outside?

Students are also to clarify and compare what they hear to their own observations through this learning standard. In this activity students are told that there are such things as UV rays. They are invisible but can do harm to your skin. Students must be able to see these rays and their effect for themselves. Using the Solar Beads students are able to see them change. Through evaluation of using multiple situations such as, in the shade, under sunglasses, using sun screen students will be able to come to their own conclusions of UV rays and also draw conclusions on if their every day sun protective products work.

MST 2 I thought this standard was appropriate because students will be using the solar beads to better understand UV light,

using the internet to read and view videos on the sun and its energy, reading trade books, and Scholastic News articles to better understand the Sun’s energy and its effects both positive and negative.

MST 3 Students must be able to see patterns and measure using time how long it takes for solar beads to change color. Students must also be able to use charts and graphs to display their observations of solar bead change in the different

areas that they investigate. MST 4

Using this standard students are to describe the sources and identify energy transformation observed in everyday life. They will be able to do this in this activity with using every day items such as sunglasses, suntan lotion, and the shade from a tree to see the different changes in the solar beads.

Students must also be able to describe what happens when the Sun’s rays hit an object or when they do not. Heat and cool. Students will be able to explain why the air in the shade is cooler than in the Sun’s light.

As students discover the effects of UV light and the energy created by the Sun, discussions can be brought up about how living things need the Suns energy and how we as humans are affected by them.

We as humans have a huge impact on our environment and using nonrenewable resources is just one way we are taking things away from our Earth. Instead we can use energy from such renewable sources such as the Sun. We can reduce our impact on our environment by creating and using renewable resources such as the sun, water, and wind.

MST 5 Students will be able to use their computers as tools to combine observational data and create computer designed

graphs. Students will also be able to use the computer do communicate their ideas for their ELA assignment. Students are

asked to write an informational paper or powerpoint with facts they have learned about the sun and its energy. Students are also able to use the computer to create a pamphlet that they can distribute to the community to better

educate their friends and families about the sun, skin health, and sun safety. In creating pamphlets or working on the assignment, students need to manage their time to make sure that they

devote enough time in collecting data but they must also manage their time and efforts to make sure that they have enough time to finish the assignment in the given time.

Students must also manage themselves and others when working in small groups. They must coordinate and delegate jobs such as team leader, time keeper, recorder, etc.

MST 6 Students must be problem solvers and determine trade-offs when considering time constraints and resources such as

material availability. Students must determine the best course of action to obtain and record the best results possible.

MST 7 Students will analyze society problems of tanning and issues at the classroom level by planning and carry out a way to

better educate the public about their health, safe outside play, and skin safety tips. As students become more knowledgeable about the sun and its effects on their skin and health they will be able to

make better and more informed decisions whey buying products for sun safety. Students will understand the risks that go along with not using such products.