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Carnie Name: _______________________________ Earth Carnival Date: ______ Feeling Face:

Earth Carnival 2017

I. Introduction

Go home. Open your fridge, or look under the sink. Have you ever wondered if the chemicals in your body-care

products, cleaning supplies, or even your food are more helping or hurting you and your family?! Why do the

products in those places look and work like they do? Why do we use these products? Why do we trust them?

Maybe most importantly, is there anything better?

Some might say it is human to strive for something better, to inspire ourselves and others in a new way of

thinking and acting. For this Earth Carnival, you are invited to discover the knowledge required to answer those

questions. Your mission afterward discovery? - to share your understanding with the aspiring learners who will

be your audience. If you succeed, you might change the way another person thinks… and lives.

We must be educated on and conscious of the impacts of our choices: at the personal, local, and global scales.

~ ~ ~ IF AT ANY POINT YOU NEED MORE SPACE, SHOW ON LOOSE-LEAF. LABEL THE

SECTION ON LOOSE-LEAF AND STAPLE TO THE BACK OF THE TURNED-IN PACKET.

Objective:

Students will create an interactive project aimed at 3 different audiences of K-2, 3-5, 6-8th graders. The project will

answer the essential question: “How can we reduce negative impacts on the environment while still maintaining our

quality of life?” Step 1: Each group will choose a common household product from the list in Section II. Step 2: Choose a big idea that you want to focus on (Ecological/Health Impacts or Molecular Structure or

Industry/Production/Politics) Step 3: Find peer-reviewed research and/or generate your own research/experiment to compare the common vs. alternative

product by common standards (i.e. protein density, water usage, effectiveness per dollar, ecological impact per produced

molar mass) Step 4: Create a presentation which includes all of the Engagement Strategies below that demonstrates the big ideas to

K-2, 3-5 and/or 6-8th graders. Student presentations will include a visual element and introduction/brief talk and an activity or demonstration which

engages their audience. Student activities/demonstrations will communicate a clear message that answers their guiding questions and leaves their

audience with practical strategies and additional questions (taking lesson beyond) to take home.

Engagement Strategies

Kids Get Something Kids Do Something Kids Learn Something

Something meaningful and fun

- Item w/ description,

graphic, or instruction

- Hand-made

- Food

Have another idea? Ask your

teacher!

Meaningful and fun

- Part of demonstration

- Game

- Acting out

- Coloring / drawing

Have another idea? Ask your

teacher!

At least 1 big idea (proficiency)

Connection between big ideas

(mastery)

II. Common Product (select one to research)

Some Less-Harmful Alternative Products:

Open to All: Body Care

Shampoo, Soap, Deodorant, Shaving Cream, Hair care, Lotion

Makeup

Mascara, Foundation, Beauty Mask, Makeup remover

Household Cleaning Supplies (acids and bases)

Hard water stain remover, Dish soap, Glass cleaner, Counter cleaner

Other Household Supplies (ask your chemistry teacher)

Open to APES: Alternative Protein

Cricket

Mealworm

Other (ask your teacher)

III. Big Idea

Directive: Select one with your group to use as a focus. You must still address all elements of this project

(science, history, economics), but the Big Idea should be an obvious overarching focus which helps you

centralize your message to your audience.

B.I.1. Ecological Impact: population density, number, effects, tie in to main topic, how does changing population

demand we change our perspectives

B.I.2. Economics and Politics: Industry’s motivations - profit, power, etc. - affect scientific knowledge.

B.I.3. Molecular Science: Scientific principles create a rule-set for molecular interactions. Focus on

Acids/Bases/Solutions or Newton’s 2nd Law of Thermodynamics.

IV. Visuals (venn diagram, graphs, electronegativity, whatever you might include)

Directive: here is a place to include visual elements helpful to understanding your topic. You may or may not

wish to use these in your Carnival Attraction, but having them here can only make you smarter and more

organized!

V. Research

Research (SCIENCE)

Directive: Here is a place to organize early research on the product you chose! To create the best project you

can, be sure to notate as many Facts, Ideas, and Answers as you can and connect them. When inspiration

strikes, write it down! Aim around topic areas in XI. Scubric to stay on point.

Fact:

Source:

Fact:

Source:

Fact:

Source:

Fact:

Source:

Connecting Idea:

Connecting Idea:

Connecting Idea:

Question:

Answer:

New Question:

Carnival Booth Ideas:

inspires

inspires

Connect Ideas in Science………

Research (HISTORY / CULTURE)

Directive: Here is a place to organize all further research. To create the best project you can, be sure to notate

as many Facts, Ideas, and Answers as you can and connect them. When inspiration strikes, write it down!

Fact:

Source:

Fact:

Source:

Fact:

Source:

Fact:

Source:

Connecting Idea:

Connecting Idea:

Connecting Idea:

Question:

Answer:

New Question:

Carnival Booth Ideas:

inspires

inspires

…………. to Ideas in History / Culture

VI. Big Ideas for Big Brains

Big Idea 1: Ecological Impact

What impact does your product have on the environment?

Things to consider:

Product Production and distribution o Where is your product produced? Who is responsible for producing your product?

o Does the production of your product result in toxins or other pollutants? If so: What are they?

What quantities and/or concentrations of these toxins or pollutants are being produced or are still in wide use?

What quantities of these toxins or pollutants does the EPA (Environmental Protection Agency) allow (see https://www.epa.gov/environmental-topics/chemicals-and-toxics-topics)

What major producers of this product are in a country with lower standards of toxic output?

o How might the production and distribution of your product affect:

Local ecosystems?

Worker’s health or safety?

Local water sources?

Local air quality?

Product use/consumption o Where is your product used or consumed? Who is consuming your product?

o Does the use or consumption of your product result in the production or ingestion of toxins or other pollutants?

o How might the consumption of your product affect:

Local ecosystems?

Consumer’s health?

Local water sources?

Local air quality?

What proposals can you make to change the current way this product is produced, distributed, and/or consumed to decrease negative environmental impacts?

Proposed changes to product:

Production Distribution Consumption

Big Idea 2: Economics & Policy

FACT: One of the foundational principles of economics is Supply & Demand which affects Price. Demand refers to how much (quantity) of a product, resource, or service - known as goods - is desired by buyers. Essentially measuring how much people want or need a product or service. Example:

Gold = High Demand Frozen Concentrated Orange Juice (FCOJ) = Low Demand

Supply represents how much the market can offer. Essentially measuring how much of a resource or product is available either through manufacturing, extraction (mining), or agriculture. Example:

Gold = Low Supply Frozen Concentrated Orange Juice (FCOJ) = High Supply

Price reflects the connection between how much (Supply) of a good is available and how many customers want (Demand) that good. The higher the Demand for a good with a (relatively) low Supply will lead to a high Price in the market. Example:

Gold: High Demand + Low Supply = High Price Frozen Concentrated Orange Juice (FCOJ): Low Demand + High Supply = Low Price

Question 1. What does Supply, Demand, and Price have to do with the Environment and Politics? Write your answers here:

Effects on Environment:

Effects on/from Politics:

1. Research: What drives resource SUPPLY and DEMAND? To understand the economic principle of

supply and demand analyze how Price and Demand for goods is affected.

a. How are goods valued? Examples of High Price and Low Price goods. Explain why they are

priced high or low.

b. How does advertising impact Supply and Demand?

c. Historical examples of rise and fall of product Price - a good that was high Price that became

low Price due to either low demand or a change in supply.

d. How does the environment impact Demand? (Ex: Crops unable to grow, natural disasters,

pollution or over-extraction depleting a resource)

e. How does policy regulation impact demand? Are there policies that exist to limit the use or chemical composition of a good? (Ex: tobacco, whale oil, alcohol, junk food, drugs, lead, other goods that are regulated by policy or tax)

2. Research: Where does “SUPPLY” come from? To understand the economic principle of supply and demand analyze where many resources used by an average American - yourself - originate from.

Location of resources: a. Locations Inside USA (states/cities/regions that produce certain goods) :

i. Water ii. Petroleum Products: Crude Oil, Gasoline, Natural Gas, Petroleum additives. iii. Metals and Minerals: Steel, Copper, Gold, Platinum, others. iv. Agricultural Products: Fruits, Vegetables, Grain v. Animal Resources: Milk, meat, other animal products vi. Trees: Lumber and Paper products vii. Textiles: Cloth (cotton, wool, other textiles)

b. Locations Outside of USA (countries/cities/regions that produce certain goods): i. Water ii. Petroleum Products: Crude Oil, Gasoline, Natural Gas, Petroleum additives. iii. Metals and Minerals: Steel, Copper, Gold, Platinum, others. iv. Agricultural Products: Fruits, Vegetables, Grain v. Animal Resources: Milk, meat, other animal products vi. Trees: Lumber and Paper products vii. Textiles: Cloth (cotton, wool, other textiles)

3. Research: How does Policy affect Supply and Demand and vise-versa? What are policies, in the USA or another country, that are designed to limit the overuse of a natural resource or limit/prohibit the production of a good?

4. Limited Supply:

From the resources listed which is a resource that is significantly impacted by American demand and is, or is becoming, a limited resource .

Selection: Connection to Project Related Policy and Description (attempting sustainability or limiting pollution)

Inside USA:

Outside USA:

Big Idea 3: 2nd Law of Thermodynamics and Molecules Directive: Here’s some space to keep your thoughts and insights. Step 0: To jump-start your brain, write what you know about your topic and project so far in 20 words or fewer!

1. Research 1st on 2nd Law of Thermodynamics applications To understand the science and the rules of life which apply to your project, here’s a space to write down what you understand about the 2nd Law of Thermodynamics.

Definition: Drawing:

Given Examples:

My Personal Examples:

2. Applied 2nd law concepts to project a. Usefulness - more transitions, less usefulness/more waste b. Disorder of energy: Heat loss c. Disorder of water: Water use / efficiency d. Disorder of diffusion / spreading e. Energy to collect (pollution, particles, nutrients, etc)

From (a)-(e), select 2 ideas which tie in closely to your project. Be sure to keep your new definition in mind.

Selection: Connection to Project

Write it out:

Write it out:

3. Molecular Interactions! The molecular structure of each active ingredient plays a significant role in the specific function of the product. Each substance exists for a unique purpose. This is your chance to investigate the molecular structure of those ingredients and how structure informs the function of the product. Purchased Product

1. List each name of each major active/useful ingredient(s) in the purchased product below. These should be the substances that play the most important role in the function of the product.

2. Next to the name, write the chemical formula and draw the molecular structure of each active ingredient.

Name of Active Ingredient(s) Chemical Formula Lewis Structure

Example: Water H2O

3. Is this subtance an acid, base, or neither? If it is an acid or base, highlight the portion of the molecule that make it an acid or base.

4. Is the substance polar, non-polar, or both?

Put a around any polar or around any non-polar portions of the molecule.

5. Explain the mechanism behind how each active ingredient works. Is it due to on intermolecular forces? Which ones? How do they work? Is it a chemical reaction? What type? What are the reactants and products? Explain with as much detail as possible. Include diagrams or chemical equations where necessary (you must include at least one diagram or equation with an explanation of what it shows).

Alternative Product For your alternative product / chemical(s), organize everything you did above for “Purchased Product” below.

VII. Big Idea Synthesis, Focus Area, and Feedback

Connections to other Big Ideas Here’s a space to write down a brief summary of what your group is focusing on in each of the Big Ideas. The point is to make connections between Big Ideas in the blank space! Write down what the connection is!

Choosing a Focus Area from your Big Ideas. Here’s a space to select which area is your group’s favorite so far! This will be the Main Idea around which

your carnival booth will be centered, and around which your students will learn a lesson. Remember, you must

still incorporate elements from other Big Ideas; they just won’t be Main Idea.

Next up: Script Planning:

Economics: Ecosystem:

Policy: 2nd

Law and Molecular Interactions:

VIII. Outline of Script:

This space is to generally plan how your lesson will go. Keep in mind the main idea you want your audience to

learn while they’re with you.

TOTAL TIME: 15 MINUTES, NO MORE, NO LESS.

Main Idea:

Lesson to Learn:

Intro (~3 min):

Interactive Activity (Game, demonstration, etc) (7-10 min):

Debrief/Closure (~3-5 min):

Next up, planning pageantry:

IX.

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X. Goal Tracking

Be sure to always set: Group Goal (Daily or for Research/Creative Chunks) & Role Goals (Multi- or Single-Day)

Track with the following key in the check boxes below: ✓ = done on time, M = mostly done on time, S = someone else did it, X = not done at all.

Focus → Intro Excitement Recommended Focus: Research Research or Creativity

In-Class Time

→

Chem &

APES, APUSH &

US History (50 min)

APES, APUSH & US History 1.5hr (juniors

mostly)

APES &

APUSH & US History

________ & ___________

APUSH & US

History &

___________

Senior: 50 min Junior: 2.5hrs

Senior: 1.5hr Junior: 2.5hr Junior: 3hrs

Senior: 1.5hr Junior: 2.5hr

Junior: 3hrs -

full day N/A

Roles Mon 5.8 Tu 5.9

Th 5.11

F 5.12

Weekend 5.13-14

M 5.15

T 5.16

W 5.17

Th 5.18

Fr 5.19

Weekend 5.20-22

Group Goal:

Imaginators

Scribes

Makers

Admin

Checklist of general accomplishments for 5/10/17:

Share contact information

Create shared google doc Decide group roles

Determine direction and needs of project

Complete materials survey End-Of-Week Goal(s)

Checklist of general accomplishments for 5/19/17:

Specific research sections of packet completed.

Wish-list of creative elements (costuming, carnival booth aesthetics, carnival game, etc) 1 formal 5-10 min conference with teacher (teacher question checklist to make)

List of vocab words DIFERENTIATEDLY defined

Draft Carnival Booth layout Experimental Design (if comparing materials)

Focus → Recommended Focus: Creativity Dress

Rehearsal Edits / Polishing

GO GO

GO!!!

In-Class

Time → APES: 1.5hr N/A APES & APUSH & US

History ________

APUSH & US

History

___________ N/A APES & Chem _________ APES & _________ N/A

Roles Tu

5.23 W

5.24 Th

5.25 F

5.26 Weekend 5.27-29

Tu 5.30

W 5.31

Th 6.1

F 6.2

Group

Goal:

aasdfasdf a

Imaginatator

BE

YOUR

BEST!!

Scribes

Makers

a

Admin

a

Checklist of general accomplishments for 5.26.17:

Finalize booth layout

Finalize costuming (if applicable)

Execute experiment, collect and analyze data (if applicable)

Script drafted

Checklist of general accomplishments for 5.31.17: Script finalized

Rehearsed to perfection

Energy and Excitement!

XI. Scubric

Subject Learning Target 2 – Developing 3 – Proficient 4 - Advanced

Chemistry

APES

A. Solutions/Acids/Bases: Identify and describe the differences between acids, bases, and salts.

B. Thermodynamics: Explain and analyze the exchange and transformation of matter.

C. Chemical Bonding: Understand how substances are bonded together and how. these bonding

structures inform their functions in our daily lives.

SWBAT describe and demonstrate: D. Acids/Bases: the relationship between pH and

ecosystem stability E. Thermodynamics: how the 2nd law of

thermodynamics connects to efficiency (water, energy, etc) in our lives.

F. Chemical Bonding: how different types of chemical bonds require more/less energy to

form/break, and how this affects ecosystem pH or food generation (the chemical processes of D. or E.)

Students analyze and explain ONE of the science concepts (A-C) less than thoroughly and/or science is somewhat separate from overall project and other disciplines.

Students analyze and explain ONE of the science concepts (D-F) less than thoroughly and/or science is somewhat separate from overall project and other disciplines.

Students thoroughly analyze and explain ONE of the science concepts (A-C) and incorporates it into the overall project with other disciplines

Students thoroughly analyze and explain ONE of the science concepts (D-F), identifying and explaining a connection to equilibrium.

Students meet level 3 PLUS connect science concept chosen to a global contemporary environmental issue.

Students meet level 3 PLUS strongly connect science concept chosen to another contemporary global environmental issue.

College

Prep 11

Learning Target 3: Presentation Skills

Presentation appears disorganized and does not flow well from one idea to the next. Presentation appears unrehearsed and/or is not paced well (too long or too short) Presentation does not actively involve and engage the audience. Presentation content and activities are not appropriately differentiated for the audience age group Not all team members seem to have a clear, contributing role (some members seem disengaged or it is not clear what their role is or how it actively contributes to the presentation)

Students guide the audience with appropriate pacing and timing. Presentation flows well from one activity to the next.

Presentation involves and engages the audience.

Presentation content and activities are appropriately differentiated for the audience age group

All team members have a clear, contributing role in the presentation and are engaged at all times during the presentation.

Presentation shows exceptional preparation through well-rehearsed pacing, timing, and logical flow of activities. Audience is actively engaged and involved in activities throughout the presentation. Presentation shows great creativity in adapting content and activities to different age groups. All team members have a clear, contributing role in the presentation are are engaged with both their teammates and the audience at all times during the presentation

History

Learning Target 1: Academic Literacy CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Essential Questions: What is the history of the Environmental movement in USA and CA? How has our local ecosystem been affected by human development?

Ocean Runoff & CA Ocean Pollution policy

Students are able to determine the central idea or conclusions of a text, but these are somewhat broad and imprecise with limited connection to US Environmental Policy Students show some inaccuracies in their summaries of complex concepts, processes, or information presented in the text or use some inaccurate terms.

Students are able to clearly determine the central idea or conclusions of a text and thoroughly explain the causes and effects on US Environmental Policy

Students are able to summarize complex concepts, processes, or information presented in a text by paraphrasing them into simpler but still accurate terms

Along with the 3… Students show exceptional ability to

communicate complex concepts about US Environmental Policy at a level that the general public can understand and

interact with easily

Some Academic Vocabulary:

History Green Revolution, Environmentalism, Ecology, FDA, USDA,

Science pH, hydrophilic, hydrophobic, polar, non-polar, hydronium, hydroxide, solute, solvent, solution, solubility, endothermic, exothermic,

chemical potential energy, kinetic energy