Download APES Planning Guide 3/7 -4/1 Pollution Chapter 18, (19) 20, and 21

APES Planning Guide 3/7 -4/1 Pollution Chapter 18, (19) 20, and 21
KEY CONCEPTS:
18-1 What is the nature of the atmosphere?
18-2 What are the major outdoor air pollution
problems?
18-3 What is acid deposition and why is it a problem?
18-4 What are the major indoor air pollution
problems?
18-5 What are the health effects of air pollution?
18-6 How should we deal with air pollution?
18-7 How have we depleted ozone in the
stratosphere and what can we do about it?
19-1 How is the Earth’s climate changing?
19-2 Why is the Earth’s climate changing?
19-3 What are the possible effects of a warmer
atmosphere?
19-4 What can we do to show projected climate
disruption?
19-5 How can we adapt to climate change?
20-1 What are the causes and effects of water
pollution?
20-2 What are the major water pollutions?
20-3 What are the major pollution problems affecting
groundwater?
20-4 What are the major water pollution problems
affecting oceans?
20-5 How can we deal with water pollution?
21-1 What are solid waste and hazardous waste, and
why are they problems?
21-2 How should we deal with solid waste?
21-3 Why are refusing, reducing, reusing, and
recycling so important?
21-4 What are the advantages and disadvantages of
burning or burying solid waste?
21-5 How should we deal with hazardous waste?
21-6 How can we make the transition to a more
sustainable low-waste society?
DATE
M 3/7
What is happening in class?
Human Health HazardsAssign and research
CROSSOVER to POLLUTION –Human Health Hazards
I can complete and environmental risk analysis.
I understand the difference between acute and chronic effects.
I can explain dose-response relationships.
I understand bioaccumulation and biomagnification.
I know the different types, treatments and disposal methods of hazardous waste.
I can define superfund sites and relevant laws related to chemicals in the environment.
I can describe the economic impacts in relation to cost-benefit analysis, externalities, marginal costs and sustainability.
Climate Disruption/Change
I can describe the formation of stratospheric ozone.
I can explain the causes and effects of ozone depletion.
I can state relevant laws related to stratospheric ozone.
I can diagram and explain the greenhouse effect, including greenhouse gases and radiation.
I can explain climate change and strategies to reduce climate change.
I can state impacts and consequences of global warming.
I can explain relevant laws and treaties related to climate change.
I can explain the environmental and economic impacts of climate change.
Pollution
I can explain the primary and secondary sources of air pollution.
I can list the major air pollutants and measurement units.
I can explain the cause and effect of smog and acid deposition.
I can diagram heat islands and temperature inversion.
I can explain the difference between stratospheric and tropospheric ozone.
I know common sources of indoor air pollution.
I can list 3 remediation and reduction strategies for air pollution.
I can define the Clean Air Act and other relevant laws related to air pollution.
I can state sources, effect, control measures of noise pollution.
I can define and give examples of the types of water pollution.
I can state sources, causes and effects of water pollution.
I can explain cultural eutrophication.
I can define and state sources for ground water pollution.
I know the chemicals involved in maintaining water quality.
I can describe the water purification process.
I can define solid waste.
I can compare and contrast sewage treatment and septic systems.
I can explain the Clean Water Act and laws related to water quality.
I can state the types and disposal methods of solid waste.
I can explain ways solid waste can be reduced.
I can state both economic and environmental impacts of air pollution, noise pollution, water pollution and solid waste.
NEW!!!
WORK LOG
Homework
HW Due Date
Air Pollution: Read Chapter 18 pg. 473-503B
Take Cornell Notes, Create Flash Cards or Answer End of Chapter Review
Questions
M 3/14
T 3/8
Human Health Hazards
Speed Dating
W 3/9
Speed dating continued
Study and Sort Vocabulary Ch 18
Th 3/10
Argumentative FRQ-Debate
Can you meet the Learning Targets on Air Pollution?
F 3/11
Field Trip to UW
Review Chapter 19 Climate Disruption
Can you meeting the learning targets on Climate Disruption?
M 3/14
Air quality-smokestack
effect. Groups of 4
Water Pollution: Read Chapter 20 pg. 542-573-B
Take Cornell Notes, Create Flash Cards or Answer End of Chapter Review
Questions
F 3/18
Stuff a sock in it!
CH 20 FRQ #1 and CH 19 FRQ #2
F 3/18
T
3/15
W
3/16
Th
3/17
F
3/18
Greenhouse Effect Review
Study and Sort Vocabulary Ch. 20
Chasing Ice-Ms. W is gone
Can you meet the Learning Targets on Water Pollution?
Chasing Ice-Ms. W is gone
Solid Waste: Read Chapter 21 pg. 577-603B
Take Cornell Notes, Create Flash Cards or Answer End of Chapter Review
Questions
F 3/25
M
3/21
T
3/22
W
3/23
Th
3/24
Oil Spill!
Polar and Nonpolar
Molecules
TBD
Conservation of Matter
Balancing Equations
F
3/25
M
3/28
Lab
T
3/29
FRQ Test
Power Point
Study and Sort Vocabulary Ch. 21
CH 21 FRQ #1 and CH 18 FRQ #1
Study and Sort Vocabulary Ch. 21
Can you meet the Learning Targets on Solid Waste?
Go through Ch. 18-21 Vocab Word Study Strategy:
1. Gather cards.
2. Make pile of the ones you know, and the ones you do not know.
3. Study the pile you do not know.
Repeat #2 and 3 until you know them all!
“Picture and Graphic” Study Strategy in the Ch. 18-21 Look at the picture or graphic
and make your own caption. Then read the caption and compare.
Memory Game MODIFIED study strategy: Flash card Study Strategy: Put flash cards
on surface either word side up or down. Use what is displayed to either guess the
word or definition. What you cannot complete, pick up and review for 15 minutes.
Try again.
Review ALL Notes, “Note” flash cards or Chapter Review ?s completed when chapter
was assigned.
Key question review Study Strategy Ch. 18-21.
Partner up with another student.
1. Student A quizzes student B on the Key Questions found at the beginning of
the chapter.
2. Student B asks student A questions formed by turning the Key Concepts
(found throughout the readings) into questions.
Alternate A and B until all chapters are complete.
W
M/C Test
3/30
Th
3/31
JOB SHADOW 4/1/16-No SCHOOL Spring Break Assignment Sheet Coming soon!
ABR:
NOTES:
Noise Pollution Data Collection, Swag Bag, Counting Trash at a Fast Food Restaurant
F 3/25