RUNNINGHEAD:LIVINGSCIENCEUNIT

LIVINGSCIENCE:UNITOUTLINEANDSUMMARY

SydneyGard,WarrenGerstacker,andKatKehrt
RiderUniversity

AuthorsNote:
This Unit Outline and Summary is being submitted on November 17, 2014 to Thomas
Barclays GLTP 515 Science, Social Studies, and the Arts teaching course. The theme of this
unit is Living Science and it covers the topics of Culture, Ecosystems, and Environmental
Studies. Each topic was chosen by a different group member based on personal interests.Itwas
agreed that the topics should be blended to be an indepthstudyofvariousgeographical regions
as well as a study of how people, places, and environments are interconnected and affect one
another. The Unit is supported by the New Jersey Core Curriculum Content Standards for
Science, the National Curriculum Standards for Social Studies, and the Common Core
Curriculum.


RUNNINGHEAD:LIVINGSCIENCEUNIT

LivingScienceUnitOverview

1.Culture
Geography
Continents,Countries,andLandMasses
BodiesofWater
Resources
LanguageandReligion
Food,Art,andMusic
SocialStructures,Ancestry,andFamilies
Economics,Laws,andGovernance
2.Ecosystems
Land
Desert
Grasslands
Forests
Tundra
Mountains
Aquatic
Freshwater
RiversandStreams
PondsandLakes
Wetlands
Marine
Arctic
CoralReef
DeepandOpenSea
KelpForest
SandyandRockyShore
SaltMarsh
Estuary
Mangrove
3.EnvironmentandClimatology
Weather,Temperature,andClimate
ClimateChange,GlobalWarming,SeaLevels,andPollution
NativeandInvasiveSpecies
EnergyResources
Awareness


RUNNINGHEAD:LIVINGSCIENCEUNIT

LivingScienceUnitDetailedOutline

SubUnit

Lesson

BriefOutline

CultureWhat
isculture?
(Raceismade
upwithinits
ownsociety.)

Objective:
Identifytheelementsthat
compriseculture.
Activity:
CreateaCulture
Presenttotheclassan
inventedculture.
Incorporateasmany
elementsofculture
possibleinacreative
presentation.
Shouldaddressboth
scienceandsocialstudies
aspects.
Assessment:
Seetheaboveactivity.

Geography

Objective:
Statethesevencontinents.
Identifycountrieswithin
thosecontinents.
Namesomeofthestates
withintheU.S.
Listandlocatethemajor
bodiesofwater,land
masses,andresources.
Activity:
GeoGames
Assessment:
Seetheaboveactivity.

Continents,
Countries,&Land
Masses

Objective:
Locatetheseven
continentsandfouroceans
onamap.
Listcountrieswithin
NorthAmerica.
Activity:
BrainPopVideo&Quiz
BlankMapActivity
Assessment:
Independentlyfillouta
bigmap,including
continentsandNorth
Americancountries.

BodiesofWater

Objective:


RUNNINGHEAD:LIVINGSCIENCEUNIT

Nameandlocatethe
oceans,seas,majorrivers,
greatlakes,andother
significantbodiesof
water.
Activity:
BrainPopVideo&Quiz
BlankMapActivity
Assessment:
Independently,fillouta
bigmapandidentifythe
oceans,seas,majorrivers,
andgreatlakes.

Resources

Objective:
Definetheword
resource,andgive
examplesofwhata
resourceis.
Establishalinkbetween
resourcesandgeography.
Activity:
Conceptattainment
activitybetweenresources
andproducts.
Assessment:
GroupActivity
Identifyresourceswithin
particularregionsof
assignedcontinent.
Describehowresources
areused.
Eachgroupfillsout
informationontheirbig
mapandpresentstoclass.

Languageand
Religion

Objective:
Listlanguagesassociated
withspecificreligions.
Identifywhatreligionsare
presentwithincertain
cultures.
Identifywhatreligions
definecertaincultures.
Activity:
Watchshortvideosof
peoplespeakingin
differentlanguagesand
studytheirbodylanguage
todeterminewhattheyre
saying.
Choosealanguageand
learnthreephrases(i.e.


RUNNINGHEAD:LIVINGSCIENCEUNIT

hello,goodbye,thank
you)andteachthose
phrasestotheclass.
Studentsmustgiveabrief
presentationontheorigin
andlocation(s)ofthat
languagewithreferenceto
specificcountries.
Presentthephrasesinthe
traditionalwritingofthat
languageaswell.
Assessment:
Studentsareassessedon
theirpresentationandtheir
knowledgeoflanguage
origin,development,
location,andphrases.

Food,Art,and
Music

Objective:
Identifytraditionalfoods,
music,andartfrommajor
culturesaroundtheworld.
Activity:
GlobalBazaar
Groupsofstudentswill
researchadifferentculture
andpresenttotheclassa
song,dance,orafood
dish.
Assessment:
NoteTakingMatrix

SocialStructures,
Ancestry,and
Families

Objective:
Discusshowsocietiesare
made.
Discusshowdifferent
cultureshavedifferent
viewsandrequirements
regardingfamily.
Activity:
Createafamilytreegoing
backtograndparentsand
comparewitheachother
todeterminesimilarities
anddifferences.
Assessment:
Findsomeoneintheroom
whosefamilyisdifferent
thanyoursanddetermine
howbothofyouare
differentandthesame.
Sharefindingswiththe
class.


RUNNINGHEAD:LIVINGSCIENCEUNIT

Economics,
Laws,and
Governance

Ecosystems

Whatisan
ecosystem?
Whatisa
biome?
Whatisa
habitat?
Whatisenergy?
Whatis
biodiversity?

Objective:
Describethedifference
betweendevelopedand
developingcountries.
Explainthateachcountry
hasdifferentlawand
economicsystems.
Activity:
CookieGame
Assessment:
BasedontheCookie
Game,whomanagedto
makemoneyandwhat
techniquestheyfound
workedthebest.

Objective:
Identifyandexplainthe
differencebetweena
biomeandanecosystem.
Identifyandexplainthe
differentlandandaquatic
biomesandecosystems.
Identifyandexplainfood
chains,andhowtheyeach
differfromecosystemto
ecosystem.
Comparewhatahabitatis
inrelationtoabiomeand
anecosystem.
Explainthedifference
betweenbioticandabiotic
factors.
Writeabouttheconceptof
energy,andhow
ecosystemsarebasedon
thecycleofenergy.
Describetheimportance
ofbiodiversity.
Discusshowbiodiversity
ispresentwithineach
ecosystem.
Activity:
EcosystemDiorama
Canbeagroupproject.
Studentswillcreatea
dioramathatdemonstrates
theirknowledgeofan
assignedecosystem.
Thedioramamustinclude
indigenousanimalsand
plants,aswellasan
accuratedepictionofthe


RUNNINGHEAD:LIVINGSCIENCEUNIT

ecosystem.
Assessment:
Jeopardy!
Theteacherwillcreatea
gameofJeopardyfocused
onbiomes,ecosystems,
andhabitatswitharegular
Jeopardyroundanda
DoubleJeopardyround.

Land

Desert

Grassland

Objective:
Identify,outline,and
explainthevariousland
biomesaswellasallthe
ecosystemspresentwithin
eachbiome,andhoweach
havechangedovertime.
Identifyvariousfloraand
faunawithineachland
ecosystem.
Activity:
ErosionExperiment
TerrariumExperiment
Assessment:
Studentswillcompletea
QuizletSorting
Assessment(whichwillbe
createdonlinebythe
teacher).
Studentswillsorteach
plantandanimalpresented
intothecorrect
biome/ecosystem
category.

Hot&Dry,Semi
Arid,Coastal,
Cold

Objective:
Identifyandmatchthe
particularelementsthat
compriseadesert.
Activity:
Createaterrariumwith
succulentplants.
Assessment:
Matchingactivity(could
bedonewithlotsofother
typesofbiomesatthe
sametime).

Savannaand
Temperate

Objective:
Identifythedifferent
grasslandsandwhattypes
offloraandfaunalive
there.


RUNNINGHEAD:LIVINGSCIENCEUNIT

Activity:
ArticleProject
Studentswillbeseparated
intogroups.
Eachgroupwillreceivea
differentarticleabout
Grasslands(whichcould
varybyGrasslandlocation
insteadoftype).
Eachgroupmustthen
identifyandcollect
importantinformation
withinthearticle.
Eachgroupsfindingswill
bepresented,collected,
andsharedwiththerestof
theclass.
Assessment:Seetheabove
activity.

Forests

Tropical,
Temperate,Boreal
(Taiga)

Objective:
Identify,locate,and
explainthedifferenttypes
offorests.
Discussaspectsofhow
forestschange.
Activity:
WhyDoLeavesChange
Color?Experiment
Priortoexperiment,takea
walkinanearbyforest
andstudythetreesthatare
changingandtheonesthat
arenotchanging.
Whatarethedifferences
andsimilarities?
Collectleavesandbring
thembackforthe
experiment.
Assessment:
MiniResearchProject
Studentswillworkwitha
partnertoresearch
indepthaspecifictreeor
plantindigenoustoa
tropical,temperate,or
borealforest.
Presentfindingstoclass.
Studentswillbegradedon
theirknowledgebase,the
accuracyoftheirresearch,
theirvisualmaterial,and
theirpresentationoftheir


RUNNINGHEAD:LIVINGSCIENCEUNIT

research.

Tundra

ArcticandAlpine

Objective:
Explainthesignificanceof
theTundraandhowit
benefitsotherecosystems.
Reportonvariousspecies
indigenoustotheArctic
andAlpineTundras.
Activity:
GroupPPTActivity.
Eachgroupmustcreatea
labeledpicturecollageon
aPPTslidedepictinga
specificportionofthe
ArcticorAlpine
ecosystems.
PortionsoftheTundrato
addressincludeplants,
animals,abioticelements,
andweather&climate
change.
Eachpicturecollagewill
besharedwiththerestof
theclass.
Assessment:
Seetheaboveactivity.

Mountains

Beltsand
Volcanoes

Objective:
Explainhowmountains
andvolcanoesareformed.
LocatetheCircumPacific
andAlpineHimalayan
mountainchains.
Pinpointmajorvolcanoes
andstatetheirrecent
activity.
Activity:
VolcanoProject
Studentswillcreatethe
twomountainchains,as
wellasaworking
reconstructionofa
volcanooftheirown
choice.
Supplieswillbeprovided.
Assessment:
Seetheaboveactivity.

Objective:
Explainthedifferences
betweenmarineand
freshwaterecosystems,as

Aquatic


RUNNINGHEAD:LIVINGSCIENCEUNIT

10

wellasthedifferences
betweentheplantand
animallifewithinthem.
Makeconnections
betweenfreshwaterand
marineecosystemsby
findingsimilaritiesand
differences.
Activity:
ResearchProject
Studentswillpickan
aquaticplantoranimal
thatintereststhemand
researchitoverthespan
oftheMarineand
Freshwaterlessons.
Studentswillbegiventhe
optiontoshowtheir
researchthroughwhatever
formattheychoose
(approvedbytheteacher),
andhavetheoptionof
sharingitwiththeclassat
anassignedtime.
Assessment:
Eachstudentwillcreate
theirownQuizlet,being
suretoaddresseach
aquaticbiomeand
ecosystem.
Studentsmustcreate35
questionsperecosystem,
andprovidetheanswer
withreferencetowhere
theyfoundtheinformation
(apagenumber,orPPT
slidenumber,etc.).

Freshwater

Objective:

Identifydifferenttypesof
freshwaterecosystems,
andoutlinethesimilarities
anddifferencesofeachof
them.
Outlinetheimportanceof
freshwaterecosystemsto
Earthsbiodiversity.
Activity:
FreshwaterEcosystem
Collage
Studentsmustcollectand
organizepictures


RUNNINGHEAD:LIVINGSCIENCEUNIT

11

associatedwitheach
FreshwaterEcosystem.
Thismayserveasan
extensionoftheflashcard
assignmentlistedbelow.
Assessment:
Flashcards,completewith
definitionsandpictures.
Picturescanbegathered
fromtheinternet,or
createdbyhand.

Riversand
Streams

Objective:
Predictanddiscussthe
differencesbetweenrivers
andstreams.
Recognizeandidentify
majorriversaroundthe
world.
Activity:
Havestudentsbreakinto
groupsandassigneach
groupadifferentmajor
river.
Findmajorfactsaboutthe
river,including
Animals/Plants,
Transportationusage,
Majorcities,and
Industry/Economics.
Assessment:
Presenttheresearchon
eachrivertotheclass.
Travelaroundtheworldin
alphabeticalriverorder.
NoteTakingMatrix.

PondsandLakes

Objective:
Describethedifferences
andsimilaritiesbetweena
pond.
Identifysomelakesand
pondsonamapofthe
U.S.
Identifysomelakesona
worldmap.
Activity:
Studentswillfillouta
mapofthestateofNJto
identifylocalpondsand
lakes.
Studentswillalsofillouta
mapoftheU.S.andthe


RUNNINGHEAD:LIVINGSCIENCEUNIT

12

worldtoidentifylakesand
ponds.
Assessment:
Seetheaboveactivity.

Wetlands

Objective:
Identifydifferenttypesof
wetlands,andtheir
similaritiesand
differences.
Outlineanddiscusswhy
wetlandsarebeneficialto
theenvironment.
Activity:
WetandWildExperiment
Assessment:
QuizletMatching

Marine

Objective:

Identifythedifference
betweensaltwaterand
freshwaterecosystems.
Identifymarine
ecosystems,andoutline
thesimilaritiesand
differencesofeachof
them.
Outlinetheimportanceof
marineecosystemsto
Earthsbiodiversity.
Activity:
MarineEcosystem
Collage
Studentsmustcollectand
organizepictures
associatedwitheach
MarineEcosystem.
Thismayserveasan
extensionoftheflashcard
assignmentlistedbelow.
Assessment:
Flashcards,completewith
definitionsandpictures.
Picturescanbegathered
fromtheinternet,or
createdbyhand.

Arctic

Objective:
Identifythelifesystems
aboveandbelowthewater
inthearctic.
Explainhowhumans


RUNNINGHEAD:LIVINGSCIENCEUNIT

13

impacttheenvironment
negatively.
Activity:
BrainPop.Global
WarmingLessonPlan:
PolarBearsandtheir
ArcticHabitat.
Assessment:
Seetheaboveactivity.

CoralReef

Objective:
Writeobservationsand
analysisaboutthe
significanceof
biodiversityandthe
interconnectivityofall
livingthings.
Explainthesignificanceof
thecoralreef,andhowit
benefitsotherecosystems.
Activity:
Watchashort
documentaryonCoral
Reefs.
Studentsmustthenpicka
coralreefcreatureto
replicatethroughan
illustrationorastory.
Assessment:
QuizletMultipleChoice
(withpictures).

DeepandOpen
Sea

Objective:
Buildanexampleofthe
conceptof
bioluminescence.
Identifyandexplain
similaritiesand
differencesbetweendeep
seaandopenocean
ecosystems.
Activity:
BioluminescenceActivity
Assessment:
Aclasstriptoan
aquariumtoapplyrecently
learnedknowledgeto
identifyecosystemsand
variousaquaticspecies,
particularlythose
commonlyfoundinthe
deepandopensea.
AquariumObservation


RUNNINGHEAD:LIVINGSCIENCEUNIT

14

Chart

KelpForest

Objective:
StatewhataKelpForest
is.
ExplainhowaKelpForest
isbeneficialtothe
environmentandother
ecosystems.
Identifydifferenttypesof
algae.
Activity:
Watchashort
documentaryonKelp
Forests.
Havestudentsparticipate
inaKelpDetective
activity,whichwillhave
studentsobservingalgae,
andidentifyingcolors,
textures,shapes,andsizes
ofeachsample.
Assessment:
Seetheaboveactivity.

SandyandRocky
Shore

Objective:
Drawthedifferences
betweensandyandrocky
shoreecosystems.
Identifysimilaritiesand
differencesofsandyand
rockyshoreecosystems.
Activity:
Takeafieldtriptoa
nearbyshoreandstudy
whatthatshoreismadeup
of.
Identifydifferentliving
creatures,suchascrabs,
algae,andbirds.
Assessment:
Studentswillfillouta
worksheetthathasthem
identifyandcolorinthe
itemstheyfoundwhile
seining,andlabeling
them.

SaltMarsh

Objective:
Identifyandexplainwhat
asaltmarshis,and
identifyfloraandfauna
apartofit.


RUNNINGHEAD:LIVINGSCIENCEUNIT

15

Explainhowthesalt
marshisimportanttothe
environment.
Activity:
Watchashort
documentaryaboutthe
SaltMarsh.
WorkonSaltMarsh
ActivityPacket.
Assessment:
MiniResearchProject
Havestudentsworkonthe
computertocreatea
visualdocumentwhere
theyidentifydifferent
plantandanimallife,as
wellasseveral
environmentalconditions
orfactorsofaSaltMarsh.

Estuary

Objective:
Definewhatanestuaryis
andwhattypesthereare.
Outlinecommonfeatures
andenvironmentalneeds
tomakeanestuary.
Locateseveralestuariesin
theU.S.andglobally.
Activity:
Onamap,identify
popularinternational
estuaries.
Putstudentsintogroupsof
twotoresearchdifferent
estuaries,identifyingand
explainingtheestuary
type.
Studentsmustalsoinclude
plantandanimallifethat
issupportedbytheir
assignedestuary
ecosystem.
Assessment:
Providestudentswitha
blankworldmap(with
unlabeledrivers),and
havethemidentifyatleast
tenestuarieswitha
coloredpencilanda
handwrittenlabel.

Mangrove

Objective:
Outlinethebenefitsof


RUNNINGHEAD:LIVINGSCIENCEUNIT

16

mangroves,andbeableto
explainthosebenefitsin
details.
Describewhatputs
mangrovesatrisk,and
discusshowitcanbe
addressed.
Activity:
Watcha30minute
documentaryon
Mangroves.
Studentsaretofillina
NoteTakingMatrix(tobe
writtenandprovidedby
theteacher)with
importantinformationas
theywatch.
Assessment:
Aninteractiveclass
discussionbasedonthe
documentary,andthe
notestheytook.
Environment
and
Climatology
Whatisthe
difference
betweenclimate
and
environment?
Whatis
climatology?

Objective:
Explainthedifference
betweenclimateand
environment.
Listandexplainthe
positiveandnegative
influencehumanshaveon
theenvironment.
Identifyenergyresources,
andtakeastanceonthe
prosandconsregarding
theuseofthoseresources.
Activity:
OperationGreen
Studentswillcomeup
withwaystobe
environmentallyfriendly
intheclassroomandinthe
school(i.e.reducing
electricityuse,reduce
waste,encourage
recycling,reduceduseof
paper,etc.),andenforceit
overalongperiodoftime.
Assessment:
Researchprojectbasedon
EnvironmentalResources
Quiz.

Weather,

Objective:


RUNNINGHEAD:LIVINGSCIENCEUNIT

17

Temperature,and
Climate

Explainthatweather
includestemperatureand
climate,andthateach
varies.
Reportonhowandwhy
weatherpatternsvary.
Activity:
Studentwilltrack
differentweatherfrom
differentcities,andwill
compareresultsaswellas
beabletotrackweather
acrossthecountry.
Assessment:
Seetheaboveactivity.

ClimateChange,
GlobalWarming,
SeaLevels,and
Pollution

Objective:
Explainhowclimate
changeisaffecting
differentareasofthe
world,andhowitchanges
overtime.
Identifythedifference
betweenclimatechange
andglobalwarming.
Toidentifyacorrelation
betweenclimatechange,
globalwarming,sea
levels,andpollution.
Activity:
Thisisacontinuationof
theweathertracking
activity.
Studentswilltakethe
recentweatherresultsof
theirchosencityand
compareittofiftyyears
ago,ortoatimewhen
theirparentswereyoung.
Assessment:
Studentswilltakethe
resultsoftheabove
activityandpresentmajor
similaritiesordifferences
theyfind.

Nativeand
InvasiveSpecies

Objective:
Demonstratehownative
species(floraandfauna)
arebeneficialtothe
environmentandinvasive
speciesareharmful.
Examineinvasivespecies,


RUNNINGHEAD:LIVINGSCIENCEUNIT

18

andassessifitisanatural
occurrenceovertime.
Activity:
Organizeafieldtriptoa
localnatureconservatory
andlearnaboutnativeand
invasivespeciesinthe
area.
Assessment:
Generateaplanonhowto
identifyandaddress
invasivespeciesinthe
communityorglobally.

Energy
Resources

Renewable,
NonRenewable,
Sustainable,
Unsustainable,
Natural,Unnatural

Objective:
Identifydifferent
resourcesavailable.
Investigateandanalyze
theprosandconsofeach
resource.
Activity:
Havestudentsresearch
differentunsustainable
resourceextraction
methods.
Havethemdeveloptheir
ownquestionsto
contributetoaclass
discussion.
Assessment:
Classdiscussiononthe
prosandconsofnatural
resources:Renewablevs.
Nonrenewableand
Sustainablevs.
Unsustainable,etc.
Havestudentspresent
theirviews.

Awareness
Education

Objective:
Thinkcriticallyand
creatively.
Collaboratewiththe
teacherandfellow
students.
Developpotential
solutionstoanissue.
Activity:
FinalProject
Studentswillcollaborate
withtheteachertodesign
aprojectthatallowsthem
toeducatethecommunity


RUNNINGHEAD:LIVINGSCIENCEUNIT

19

abouttheenvironment.
Assessment:
Seetheaboveactivity.


RUNNINGHEAD:LIVINGSCIENCEUNIT

20

Analysis

CurriculumIntegration
The majority of the subunit Culture is based in social studies, as it is the study of various locations,
countries, and cultures. Students will be required to look beyond their own community and culture and learn about
different people and places around theworld. The science aspect will be addressed by seeing how people and places
affect, and are affected by, their environment. Students willbegiven theopportunitytocomparetheirowncultureand
environmentwithotherenvironmentsandculturesaroundtheworld.
The majority of the subunit Ecosystems is based in science, as it is the study of various biomes and
environments throughout the world. Studentswillbe requiredtolearnaboutdifferent climatesandlocations,aswellas
how climate and location determines the type of ecosystem, flora, and fauna. The science aspect will be addressed
through experiments, art projects, researchprojects, and independent work. Asa result,studentswillbeencouragedto
compareotherecosystemstotheecosystemtheylivein.
The subunit Environmental Studies and Climatologycanbeequallydistributedbetweenscienceandsocial
studies. Students will learn about environmental issues locally and internationally, as well ashow humanscanhavea
direct impact on the environment. Topics in the unit include: pollution, native and invasive species, weather,
temperature,climate,globalwarming,climatechange,renewableresources,nonrenewableresources,andawareness.
It is important that science, social studies, and the arts are integrated. By teaching these together thestudent
will receive a well rounded education. The student is more likely to learn when there is art and creativity involved,
when they are given responsibility for what they learn, and when material is interconnected so that the student is
constantlylearningandmakingconnections.

StudentCenteredInstruction
It is very important that lessons be studentcentered, or taught in a way thatmeetstheneedsofeach student.
Each lesson within this unit includes ways in whichthe activities and assignments can be differentiated to meet the
varying needs, abilities, and learning styles of each student. Multiple lessons have students working together. The
activities always vary and offerchoicestothestudentssothattheyhavemorepowerinthehopesthatitwillencourage
and inspire them in their learning. For a more specific example as to how these lessons differ and yet offer
studentcentered instruction, go totheAquaticSectionofthesubunitEcosystems.The activity presentedhereisone
that students can do throughout their studies of aquatic ecosystems. This project is justoneofmanyprojectsthatthey
will have the opportunity to workon,andthey maychoosetoworkonitwhenever there istimeavailable. Studentsare
allowed to choose the specific focus of their research (as long as it is within the established parameters of the
assignment or approved by the teacher), and can choose how they wish to share the researchtotheteacherand/orthe
class. This is an example of a StudentCentered project because itgives students options and therefore power within
theirlearningsotheycangenuinelylearnincongruencewiththeirinterests.

HigherOrderThinking
BloomsTaxonomyisthemodelofhigherorderthinking. ThelevelsofBloomsTaxonomyinclude:creating,
evaluating, analyzing, applying, understanding, and remembering. Students must be able toask questions,selfreflect,
analyze information, and apply it in a creative way in order be able to answer questions accordingly. Activities
provided throughout the unit give students the opportunity to ask their questions, address their own challenges, and
problem solve critically and creatively on their own. For a more specific example as to how these lessons inspire
higherorder thinking, go to the Energy Resources LessoninthesubunitEnvironment andClimatology.Thislesson
requires higherorder thinking from the students because they have to determine what the prosand cons are for each
energy resource, form their opinion, and defend that opinion with evidence/facts. This can lead into another project
where students research energy resources in depth and answer whether or not it is morally right to use that resource.


RUNNINGHEAD:LIVINGSCIENCEUNIT

21

This is an example of HigherOrder Thinking because it getsstudents to look beyond their own community and see
how the energyresources currently being used may have positive or negative effects on/in neighboring communities,
states,andcountries,andformtheirownopinionwithreasoningaccordingly.

DifferentiatedInstruction
To meet differentiation requirements, each activity can be added to or modified to meet student needs. The
same goes for instruction information can be given in a variety of ways, and it is up to theteacherto learn aboutthe
ways in which each student learns most effectively. Once the teacher learns this criticalinformationthelesson canbe
designed to meet the learning needs and styles of the student. The provided lessons in the outlineare flexible in that
they can be modifiedand differentiated easily when needed. For a more specific example astohowtheselessons can
be differentiated, go to the Awareness Lesson in the subunit Environment and Climatology. This lesson isadirect
example of differentiated instruction as the activity is aproduct, which is an opportunity for students to rethink and
apply their knowledge inaprojectthatthey candesign.Productscanbedesignedtofit theneedsofeachstudent,andit
is appealing to students because they can pick what their project will be about and how they want to showwhatthey
learned. Additionally, products are an excellent way for a teacher to assess what a students knows and still needs to
learn.