S1+Bubier,+Rebecca

=Stage 1 Identify Desired Results= E. The Living Environment D2 Earth Grades 6-8 Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-terms changes to the earth. d. Describe significant Earth resources and how their limited supply affects how they are used. ||
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results: Science and Technology

//What understandings are desired?//
• There are various types of resources, both renewable, non-renewable and alternative, the cost/benefit and plausibility of use and conversion to renewable and alternative energy in the state of Maine. •The different spheres of Earth and the importance that each of them play in the cycles that make up Earth's connected system ||
 * //Students will understand that:// **(U)** ||
 * • Everything in the Earth's systems are related in several ways, to pollution, energy consumption and climate change

//What essential questions will be considered?//
• How are Earth cycles related to each other, to resources? • Why do Earth's spheres have such an integral part in the climate and weather that we experience? ||
 * **Essential Questions:** **(Q)** ||
 * • What are the cost/benefit of the most plausible alternative energy technology for the state of Maine?

//What key knowledge and skills will students acquire as a result of this unit?//
• Evaluate alternative energy technology of hydrogen, ethanol, hydro power, wind power, nuclear, solar, wave and geothermal in comparison to gasoline, kerosene, oil, coal and determine which would be most beneficial for the cost in Maine • Analyze Earth's spheres: lithosphere, hydrosphere, biosphere, atmosphere and how they work together. || • d. Describe significant Earth resources and how their limited supply affects how they are used. • Illustrate their knowledge of the earth's cycles and how they interact with each other. • Test their knowledge of how earth cycles work in conjunction to earth's spheres and the changing climate. •Compare systems, how they work together, how they work separately. • Consider what alternative energy sources are good for the state of Maine. and ones that might not be in the best interest for the state. •Recognize the importance of alternative energy and the fuel crisis that is going to happen within their lifetimes. ||
 * //Students will know:// **(K)** || //Students will be able to do:// **(S)** ||
 * • Terminology: Earth's cycles, water, carbon, nitrogen and energy cycle and all terms related to those cycles.
 * 2004 ASCD and Grant Wiggins and Jay**