Name: Emily Torlak

Course/Grade: Biology (Grade 9)

Lesson Title: Human Impact on the Biosphere
Focusing on: Gaudellis Environmental Frame
Addressing global competencies: Investigate the world (Students use science to investigate the world), Recognize Perspectives (Students
recognize their own and others perspectives through the study of science), Communicate Ideas (Students communicate about science
effectively with diverse audiences around the world), and Take Action (Students use their scientific knowledge and skills to translate their ideas
and findings into actions that improve conditions.

Stage 1 Desired Results
ESTABLISHED GOALS
G1: SC.912.L.17.4 Describe changes in ecosystems resulting
from seasonal variations, climate change and succession.
G2: SC.912.L.17.8 Recognize the consequences of the losses
of biodiversity due to catastrophic events, climate change,
human activity, and the introduction of invasive, non-native
species.
G3: SC.912.L.17.20 Predict the impact of individuals on
environmental systems and examine how human lifestyles
affect sustainability.
G4: SC.912.L.17.16: Discuss the large-scale environmental
impacts resulting from human activity, including waste
spills, oil spills, runoff, greenhouse gases, ozone depletion,
and surface and groundwater pollution.
G5: MA.912.S.3.2 Collect, organize, and analyze data sets,
determine the best format for the data, and present visual
summaries from the following: bar graphs, stem and leaf
plots, histograms, scatterplots, line graphs, circle graphs,
box and whisker plots, cumulative frequency (ogive) graphs
G6: SC.912.L.17.11 Evaluate the costs and benefits of
renewable and nonrenewable resources, such as water,
energy, fossil fuels, wildlife, and forests.
G7: Oxfam Knowledge and Understanding: Diversity:
Understand similarities and differences between
Transfer
Students will be able to independently use their learning to
T1: Describe the costs and benefits of different energy sources
T2: Identify threats to biodiversity
T3: Analyze the impact humans have on ecosystems
T4: Respect and value the role they have on impacting the sustainable world and
biodiversity
Meaning
UNDERSTANDINGS
Students will understand that
U1: Changes occur in ecosystems
resulting from seasonal variation and
human activity, climate change and the
introduction of non-native species
U2: Human activity can have a positive
or negative effect on global ecology
(including their own actions)
U3: There are costs and benefits with
renewable and nonrenewable resources
ESSENTIAL QUESTIONS
E1: How does the introduction of an
invasive species alter an ecosystem?
E2: What factors affect global
climate?
E3: How have human activities
shaped local and global ecology?
E4: How can we use our natural
resources wisely?
E5: How can we change our behaviors
to help protect our planet?

Acquisition
Students will know
K1: The pros and cons for different
renewable and nonrenewable resources
Students will be skilled at
S1: Organizing/Communicating
information using a creative visual
ecosystems and lifestyles in different countries.
G8: Oxfam Knowledge and Understanding: Sustainable
Development: Students will understand lifestyles for a
sustainable world
G9: Oxfam Skills: Critical Thinking: Students will be able to
critically analyze scientific information.
G10: Oxfam Values and Attitudes: Concern for the
environment and commitment to sustainable development:
Students will demonstrate knowledge of environmental
issues pertaining to different ecosystems and understand
the importance of biodiversity and ecosystem health.
G11: Oxfam Values and Attitudes: Belief that people can
make a difference: Students will demonstrate a willingness
to make lifestyle decisions that will lead toward a more
sustainable future

G1-6 are derived from Florida State Science and Math
Standards for grade 9-12 students.
(http://www.cpalms.org/Public/PreviewCourse/Preview/69)

G7-G11 are derived from the Oxfam standards for a
curriculum for global citizenship.

Focusing on Gaudellis Environmental Frame
K2: How human activity shapes local and
global ecology
K3: That human lifestyles affect
sustainability
K4: Changes that take place in
ecosystems due to seasons, climate
change, human activity and non native
species
product
S2: Reflecting on the impact humans
can have on the ecosystem
S3: Organizing data in graphs
S4: Comparing and contrasting
renewable and nonrenewable energy
sources
S5: Analyzing global threats to
biodiversity

Stage 2 - Evidence
Evaluative Criteria Assessment Evidence

1. The degree to which the proposal explains current
energy usage and details out a realistic alternative
that would both benefit the school economically
and environmentally. Also does the proposal cite
examples from another school explaining where the
school is and current methods to minimize carbon
footprint.
TRANSFER TASK(S):
1. School Energy Improvement Proposal: Analyze the energy usage of our
school and then research how some of those energy needs can be either
reduced or replaced/supplemented with energy from renewable
resources. Write a proposal to the principal detailing out possible
economic and environmental benefits of your suggestions to improve
energy usage at our school. Find an example of a green school located
elsewhere in the world and pull from that for ideas.



2. The presentation rubric will be used to grade
invasive species presentations

3. Whether or not the reflection paper analyzing
articles is complete

4. Rubric to grade visual representing energy
consumption comparison across countries. And/or
rubric to grade presentation including house model

5. Rubric to grade posters/presentations on nonprofit
organizations



2. Invasive Species Impact: Create a comparison chart about an invasive
species in its endemic habitat/location versus the introduced one.
Research where your selected organism is native to, how its population is
doing in its endemic area, how it was introduced to the exotic location,
problems it is causing in the introduced ecosystem and solutions/what
the public can do to help. Create a visual presentation (public service
announcement) that educates the public on this invasive species both in
the endemic and exotic areas by selecting and using appropriate
technology and media to communicate with diverse audiences.

3. Climate Change Investigation: As a class, make individual life drawings of
what climate change means to you. Compare the drawings the class
produced. Next, locate a variety of domestic and international
sources/articles on global climate change. Examine and comment on at
least two different perspectives and write a reaction to how different
news agencies/the different perspectives have reported on the topic.
Revisit your drawing to see if anything would change in your drawing
following your reflection of the different articles.

4. World Energy Consumption Comparison: Students examine how
countries around the world get energy. Compare percentages (or carbon
footprints?) for various countries (a minimum of 6) on use of coal, oil,
methane, nuclear and then various renewable resources for energy needs
and create a visual to reflect this comparison (chart, graph, etc).
Students will then calculate their own carbon footprint (using website)
and compare it to the global average.
Possible Extension? Students select a country to investigate and then
create a presentation to analyze how that country obtains energy and
compare it to the US, or students could design and build a model of a
green house as it would typically be built in a certain country compared
to one in the US. This could include description and prices of items such
as cars, appliances, paint, furniture, heating/cooling, etc
5. Organize and Get Active: Provide students with a list of nonprofit
organizations from around the globe that focus on environmental issues.
Have students work collaboratively in groups to pick one of these
nonprofit organizations and research where the organization is
located/active, describe some causes the organization is actively involved
with and list ways students can be involved. Students will need to address
the environmental problem as well as how the organization is working to
remedy it. Students will create posters to advertise their selected
organization. Posters will be displayed around campus after being
presented in class. In addition to information about the history and
involvement of the organization, a list of ways students can get active or
help will be included OR reverse and have students pick a global topic
(threat to biodiversity..ozone degradation, climate change, poaching,
fisheries, etc..) and then find an organization on it.
6-7: Completing assignments in a timely fashion and the
degree to which students work collaboratively throughout
the unit.

8. Performance on Human Impact Test and human impact
portion of midterm exam

OTHER EVIDENCE:
6. Observations of students working collaboratively in groups

7. Student drawings of climate change
Stage 3 Learning Plan
Summary of Key Learning Events and Instruction
Lesson 1: School Energy Comparison: Students will work cooperatively in pairs to research and locate a school in another state/country that has
successfully implemented either alternative energy for power needs or has implemented energy reduction initiatives. Students will create a
comparison chart detailing out differences between our school and the greener school. Students will then create posters outlining the
differences between the two schools. Posters will be presented to the class and then a whole class discussion will take place summarizing some
of the key points. Modification: Using a Web 2.0 tool or a project learning collaborative website (epals, connectall schools, etc..) students can
work together to compare and design perhaps even using tools such as Google Earth and Skype to take virtual field trips to international schools.
(G3, G5, G6, G7, G8, G9, G10, U2, U3, E4, E5, K1, K3, S2, S4)

Lesson 2: School Energy Proposal: Data will be provided on our schools energy usage over the last two years. Students will analyze that energy
usage and then research how some of those energy needs can be either reduced or replaced/supplemented with energy from renewable
resources utilizing research done on the energy comparison in lesson 1. Students will then write a proposal to the principal detailing out at least
2 energy saving ideas explaining the possible economic and environmental benefits of their suggestions. (G3, G5, G6, G7, G8, G9, G10, U2, U3,
E4, E5, K1, K3, S2, S4)

Lesson 3: Invasive Species Comparison: Students will choose from a list of exotic species in the United States. Students will conduct research to
investigate where that invasive is native to and create a visual to compare the status of that animal in both the native and introduced
locations/countries. Ironically what is invasive in one area can actually be endangered in its home range. The visual should include the following
for both the native and exotic locations of that species: 1) current population 2) laws pertaining to that species and 3) species interactions with
that species (predators/competitors, etc..). (G2, G7, G9, G11, U1, U2, E1, E3, K2, K4, S1, S2, S5)

Lesson 4: Invasive Species Public Service Announcement: Students will create a public service announcement video on their selected invasive
species to educate the public in both the introduced and native areas. The videos will explain how it was introduced to the exotic location,
problems it is causing in the introduced ecosystem with native wildlife and solutions/what the public can do to help. Language barriers will need
to be addressed if the native country speaks a language other than English. Student videos will be presented to the class and posted to Youtube.
(G2, G7, G9, G11, U1, U2, E1, E3, K2, K4, S1, S2, S5)

Lesson 5: Climate Change Investigation: As a class, have students make individual life drawings of what climate change means to you. Compare
the drawings the class produced. Next, either provide or have students locate (utilizing the world wide web) a variety of domestic and
international articles on global climate change. Examine and comment on at least two different perspectives (from two different countries) and
write a reaction to how those two different news agencies/perspectives have reported on the topic. Revisit your drawing to see if anything
would change in your drawing following your reflection of the different articles. Attach to your drawing a written reflection on how the two
articles differed in their approach to educating the public on climate change. Include in your reflection what each identifies as the cause of global
climate change as well as solutions suggested. Modification, after learning of some great online Web 2.0 tools, and tools to share and
collaborate have students make and publish their drawings in a class collage using Youtube, a blog, Prezi, etc (G1, G2, G3, G4, G8, G9, G10, U1,
U2, E1, E2, E3, E5, K2, K3, K4, S1, S2, S5)

Lesson 6: World Energy Consumption Comparison: Students examine how countries around the world get energy. Compare energy reliance
percentages for various countries (a minimum of 6) on use of fossil fuels and then various renewable resources for energy needs and create a
visual to reflect this comparison (chart, graph, etc). Students will then calculate their own carbon footprint (using website) and compare it to
the global average and the average for each of the six countries they outlined in their graphs and will depict this visually as well. Students will
present their graphics to the class and then a class discussion will take place comparing footprints and discuss ways to lower them.
Modification: Another TGC teacher suggested using http://worldmapper.org a tool used to track and categorize carbon footprints. This proved to be
a great tool. Another modification, use this recent article as an attention getter about how Australia is going to open two coal plants that will
release 6 times the emission of the UK. http://www.theguardian.com/environment/planet-oz/2013/nov/07/climate-change-keystone-galilee-queensland-coal-
mining (G3, G4, G5, G6, G7, G8, G10, G11, U2, U3, E3, E4, E5, K1, K2, K3, S2, S3, S4)

Lesson 7: Organize and Get Active: Provide students with a list of nonprofit organizations from around the globe that focus on environmental
issues. Have students work collaboratively in groups to pick one of these nonprofit organizations and research where the organization is
located/active, describe some causes the organization is actively involved with and list ways students can be involved. Students will need to
address the environmental problem as well as how the organization is working to remedy it. Students will create posters to advertise their
selected organization. Posters will be displayed around campus after being presented in class. In addition to information about the history and
involvement of the organization, a list of ways students can get active or help will be included OR reverse and have students pick a global topic
(threat to biodiversityozone degradation, climate change, poaching, fisheries, etc..) and then find an organization on it (not sure which is
better?). Modification, suggested by a TGC fellow would be to assign an environmental topic and then let them research and find a nonprofit
aligned with that topic. (G2, G3, G4, G8, G10, G11, U2, E3, E5, K2, S1, S2, S5)