G3+SS+U4+-+China

3.RI.1. - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.3 - Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 3.RI.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a //grade 3 topic or subject area//. 3.RI.7 - Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 3.W.1- Write opinion pieces on topics or texts, supporting a point of view with reasons. 3.W 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 3.W.4 - With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 3.W. 6 - With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. 3.W.7 - Conduct short research projects that build knowledge about a topic. 3.SL.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 3 topics and texts//, building on others’ ideas and expressing their own clearly. 3.SL.2 - Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3.SL.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 3.SL.4 - Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 3.L.4 - Determine or clarify the meaning of unknownand multiple-meaning word and phrases basedon // grade 3 reading and content, // choosing flexiblyfrom a range of strategies. a. Use sentence-level context as a clue to themeaning of a word or phrase. b. Determine the meaning of the new wordformed when a known affix is added to aknown word (e.g., // agreeable/disagreeable, // // comfortable/uncomfortable, care/careless, //// heat/preheat // ). c. Use a known root word as a clue to themeaning of an unknown word with the sameroot (e.g., // company, companion // ). d. Use glossaries or beginning dictionaries, bothprint and digital, to determine or clarify theprecise meaning of key words and phrases. 3.L.6 - 6. Acquire and use accurately grade-appropriateconversational, general academic, and domain - specificwords and phrases, including those thatsignal spatial and temporal relationships (e.g., // After dinner that night we went looking for them // ).
 * P.S. 208: The Alain L. Locke Magnet School for Environmental Stewardship 2011-2012 **
 * GRADE 3 Social Studies: April 29th – June 14th, 2012 **
 * UNIT 4 – China **
 * Essential Question: ** How do animals and plants adapt to changing environmental conditions? What is enough (tied to overconsumption)?
 * Enduring Understanding: ** Different environments support a diversity of plants and animals that share limited resources.
 * End of Unit Performance Task Options: Week of June 15, due June 22nd **
 * Living Things Webpage: ** As webpage designers students will take a virtual trip to China. They will then create a webpage showing people, plants and/or animals they encounter on the trip. Students should include facts/opinions, observations, stories, art, and comparisons of the living things in China to the living things in the U.S.
 * Environmental Tour: ** As tourists on an environmental tour in China, students journal their experiences at each stop on the tour. Students will describe the site, its purpose, and their opinions about it.
 * Public Service Announcements: ** As activists, students create a Public Service Announcement about the problem of overconsumption. They will explain the problem of overconsumption in today's society using (display tool), and how it affects all living things. They will also explain how they can be stewards as being part of the solution. (If you want to use wallwisher - http://wallwisher.com/wall/unit4project)
 * Common Core Learning Standards (Green = Assessed) **
 * New York Scope and Sequence**
 * Thinking Skills ** – comparing and contrasting
 * Research and Writing Skills ** – getting information, organizing information, synthesizing information

– diverse continent 3.1c – located and identified by geographical features 3.1b, 3.1c, 3.1d – many unique features 3.2a – variety of climates (frigid, mild, etc.) 3.2a – described by regions 3.2a – many islands and peninsulas 3.2a – connected and separated by rivers and waterways and other geographic features 3.2a – natural resources) 3.1d, 3.1e – vegetation and wildlife (wolves, sheep, red squirrels, reindeer) 3.1d
 * Example 3: Asia **

– location and key geographical features 3.1c – impact of geography and climate 3.1e, 3.2a – people and groups then and now (issues of diversity/homogeneity) 2.3a, 2.3b – economic systems and trade 4.1e, 4.1f, 4.2 – important contributions (inventions, folk tales, resources, etc.) 2.1c – the legacy of traditional culture (arts, music, dance, literature) 2.1a, 2.1c. 2.2d – celebrations and important events 2.4c – family structures, religion, school, work and leisure time 2.1c, 2.4b – differences between urban and rural communities 2.1a, 2.4b, 2.4c, 3.1d, 3.1e – development of government 5.1a, 5.1c, 5.1e – symbols and national holidays 5.3a – changes over time (family structure, economic system, political system, trade) 4.1e, 4.1f, 4.2 – key events and people in history 2.3b, 2.4a – challenges of current issues and problems 2.2a
 * FOCUS: Case study China **

A. Cultural Preservation and Transformation: The preservation of cultural histories and heritages, and the transformation of cultural identities and practices that contribute to sustainable communities. Students will develop the ability to discern with others what to preserve and what to change in order for future generations to thrive**.** 1. Discuss the inter-relationships between healthy people and healthy ecosystems.
 * EfS Standards: **

B. Responsible Local and Global Citizenship: The rights, responsibilities, and actions associated with leadership and participation toward healthy and sustainable communities. Students will know and understand these rights and responsibilities and assume their roles of leadership and participation. 2. Demonstrate individual and collective respect for themselves and others, and for the things that they share, depend on, and are responsible for (the commons). 6. Demonstrate their awareness that our choices have consequences that can be good or bad for people and for all living systems, and practice making good choices.

C. The Dynamics of Systems and Change**:** A system is made up of two or more parts in a dynamic relationship that forms a whole whose elements ‘hang together’ and change because they continually affect each other over time. Fundamental patterns of systems include growth, decline, and vacillation. Students will know and understand the dynamic nature of complex systems and change over time. They will be able to apply the tools and concepts of system dynamics and systems thinking in their present lives, and to inform the choices that will affect our future. 1. See both the whole system (e.g. the body, a garden, a plant) and its parts and be able to place themselves within the system. 2. Define what a system is and determine if things are or are not systems. 4. See and be able to describe the interrelatedness of at least two variables. 23. Take responsibility for his/her choices/actions and be accountable to systemic and future consequences (on self, others and physical, social and biological commons) of choices they make today. The responsible choices, decisions and actions reflect whole systems thinking. 28. Define how their own (or other peoples) actions affect the systems they are in. 29. Demonstrate an understanding of how one event can influence another. 50. Consider an issue fully and resist the urge to come to a quick conclusion.

D. Sustainable Economics: The evolving theories and practices of economics and the shift towards integrating our economic, natural, and social systems to support and maintain life on the planet. Students will know and understand 21st century economic practices and will produce and consume in ways that contribute to the health of the financial, social and natural capital. 4. Articulate how our health and the health of the natural world is affected by our consumption choices, and use critical thinking and questioning to understand the media’s role in shaping and influencing or consumption patterns. 7. Envision how their choices and actions can contribute to a sustainable future.

E. Healthy Commons: Healthy Commons are that upon which we all depend and for which we are all responsible (i.e., air, trust, biodiversity, climate regulation, our collective future, water, libraries, public health, heritage sites, top soil, etc.). Students will be able to recognize and value the vital importance of the Commons in our lives and for our future. They will assume the rights, responsibilities, and actions to care for the Commons. 2. Articulate the distinguishing characteristics of a commons and the types of measures required to keep different types of commons healthy 4. Explore examples of healthy commons locally and compare and contrast the various ways people use, protect and care for them

F. Natural Laws and Ecological Principles: The laws of nature and science principles of sustainability. Students will see themselves as interdependent with each other, all living things, and natural systems. They will be able to put their knowledge and understanding to use in the service of their lives, their communities, and the places in which they live. 1. Describe the role and interconnection of subcomponents (terrestrial, aquatic, marine, and atmospheric) of our environmental system that support life on earth. This includes the relation of high quality and abundant water, soil, and air essential to support all life. 3. Provide examples of the dependence of humans on our shared natural resource base for life, sustenance and a suitable quality of life. (Food, shelter, health, aesthetics). 4. Demonstrate awareness of the importance of a great diversity of life (biodiversity) to the long-term sustainability of humankind and other living species on Earth. 7. Demonstrate an understanding of some basic natural laws and principles

I. Sense of Place: The strong connection to the place in which one lives. Students will recognize and value the interrelationships between the social, economic, ecological, and architectural history of that place and contribute to its continuous health. 3. Identify flora, fauna, and geologic formations in the bio-region. Describe the interdependencies, benefits, and threats associated with our human behavior and how these impact the bio-region and us. 28. Demonstrate an awareness and understanding of the impact of their consumption choices (food, purchasing, energy, materials) on the health of a place and be able to make responsible decisions.

globe equator || **SWBAT ** Assessing background knowledge and identifying China’s location on a map and globe. || Partner Share – What do you know about China? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">On SMART board/google earth – locate China and discuss what students notice <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Build content with students by examining photos and watching a video at <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">http://kids.nationalgeographic.com/kids/places/find/china/ || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Read “A Day in the Life.” Then compare and contrast your life with Dong Yifu’s life by completing the Venn Diagram below. || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">EfS Standards: ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">desertification <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">natural processes <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">human development || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">SWBAT **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students examine China’s physical features & landforms and understand that lifestyles and cultures are influenced by environmental and geographic factors. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Introduction of China’s regions – on SMARTBoard/projector show the regions map of China <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Discuss facts learned from map and write facts in notebooks <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(optional) One of China’s main attractions – Great Wall of China <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do you think the Great Wall is important to China’s geography? Why or why not? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Homework #1 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pose question – what happens when the regions/land changes due to natural processes or because of human activity? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Desertification / Green Wall/ pollution video: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Homework #2 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1.Make a predication about how the land changes as a result of wind, rain, etc. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2. Create a list of effects caused by natural processes such as wind, rain, human developments || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">EfS Standards: ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Natural processes <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Human impact on land <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Desertification || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">minerals <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">fuels <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">flora <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">fauna || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">SWBAT **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students learn how people in China locate, and develop their natural resources, (including the flora and fauna of China). || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do an internet scavenger hunt – Pose the question: What kinds of natural resources do you think China has based on what you’ve learned about the geography and regions? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Go an internet search and find resources of China based on the following categories: minerals, flora, fauna, fuels, etc <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students can use the information collected about the natural resources to create a web (see sample) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students can collect pictures from magazines, internet, etc to add to the web || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use a Venn Diagram comparing and contrasting the natural resources of Kenya and China, or China and Puerto Rico. || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">EfS Standards: ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">E.Healthy Commons <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Natural resource availability || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">needs and wants <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">depleted <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">goods <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">services <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">economy <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">economic growth <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">sustainability || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">SWBAT **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students understand how people in China use their natural resources to meet their needs and wants, and how resources are important to economic growth and sustainability of their culture. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students watch video on needs and wants, good and services on [|www.brainpop.com] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What will happen if mineral resources are depleted? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What will happen if fuel resources are depleted? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What will happen if the plants and animals no longer exist because of human activity? || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Choose a natural resource found in China and explain how this natural resource helps China’s economy. || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">EfS Standards: ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Natural Laws <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Provide examples of the dependence of humans on our shared natural resource base for life, sustenance and a suitable quality of life. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">technology <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">manufacturing <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">system <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">linear system <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">extraction <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">production <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">consumption <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">overconsumption <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">distribution || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">SWBAT **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students identify and describe how China uses technology to meet their needs and wants, and discuss the connection between their choices and the effects on the environment. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Why do you think many goods are made in China? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Video “Story of Stuff” [|www.youtube.com/watch/v]... <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(extraction(destruction of natural resources), production(use of energy, pollution),distribution(stores), consumption of goods(overconsumption, garbage) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">China is a huge manufacturing nation. What happens as a result of manufacturing? Show pictures on manufacturing and pollution <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">http://www.chinahush.com/2009/10/21/amazing-pictures-pollution-in-china/ <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Video about how the pollution in China affects the U.S. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1.Make a T-Chart. Make a list of items you need and items you want. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2.How is air pollution and water pollution affecting the natural resources and people in China? || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">EfS Standards: ** <span style="font-family: 'Times New Roman','serif';">Demonstrate an awareness and understanding of the impact of their consumption choices (food, purchasing, energy, materials) on the health of a place and be able to make responsible decisions. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students understand about <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">meeting the needs of the present without compromising the ability of future generations to meet their needs. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">reserve <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">deforestation <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">adaptation || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">SWBAT **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will learn ways in which pandas have adapted to changing environments when the resources have been limited or unavailable. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Discuss the changes in environments and the reasons for changes (overpopulation, deforestation, pollution(water, air, noise) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How do these changes affect living things? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Google sites – panda reserve, green wall, great wall, Gobi <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|www.brainpop.com] for videos (pandas, <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">overpopulation, etc.) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reading What Will They Do “Pandas” Then fill in chart || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Fill in graphic organizer after watching Brainpop video about pandas. || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">EfS Standards: ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Cultural Preservation & Transformation, Healthy Commons <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Green Wall of China – way to stop expansion of Gobi desert and maintain forests <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Overpopulation <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Air pollution || - <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">students sketch a picture and come up with a catchy slogan to campaign against deforestation - <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">students create the t-shirts and write a speech convincing the public that deforestation must stop - <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">students present their pitches/campaigns/t-shirts to other classes for voting || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students work on speech (specific questions) || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">EfS Standards: ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A.Cultural Preservation and Transformation <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B. Responsible Local and Global Citizenship ||
 * **<span style="font-family: 'Times New Roman','serif';">Lesson Week of ** || **<span style="font-family: 'Times New Roman','serif';">Objectives/KBAD ** || **<span style="font-family: 'Times New Roman','serif';">Investigate/Activity ** || **<span style="font-family: 'Times New Roman','serif';">Homework ** || **<span style="font-family: 'Times New Roman','serif';">Environmental Tie-In ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Apr 29th
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Vocabulary **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">May 6th
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Vocabulary **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">May 13th
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Vocabulary **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">May 20st
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Vocabulary **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">May 28th
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Vocabulary **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">June 3rd –June 10th
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Vocabulary **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">June 17th - June 24th || <span style="font-family: 'Times New Roman','serif';">**SWBAT** Students gain <span style="color: #151515; font-family: 'Times New Roman','serif';">an understanding of how the natural and human systems depend on one another for survival. They also begin to understand howto make better decisions taking into account all aspects of the environment, society and economy. || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mini-project OR performance task **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> end of unit project – after discussion of videos and examination of map about manufacturing, students design a t-shirt for a “Stop Deforestation” campaign

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Informal observations (checklist) - vocabulary use, participation, partner work, homework <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formal – vocabulary quizzes, class application questions, final project
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessments: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Amazing Panda Adventure movie <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|www.brainpop.com] username: ps208, password: brainpop for videos on pandas <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Other Resources: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Moira 5/7/12 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How can humans and animals live together sustainably over time? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Speeches on advocacy for reforestation, poaching, etc – and then refocusing on the sustainable future <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Moira 5/21/12

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Solutions-Alternatives <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">-project on students consumption patterns <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">-How will it help sustain your future? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Final Project-Create an advocacy webpage
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">opportunities for small group discussions, and whole group discussions
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">supply and demand
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">sustainable economics
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">changing consumption patterns
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">advocate sustainable interaction
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">different purchasing

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">When did these problems begin? Class research <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– do T-chart (past and present) ||  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">EfS - Cultural Preservation & Transformation, Sense of Place ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Optional Lessons **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">SWBAT **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students compare and contrast community life past and present in China || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Did China experience these environmental issues (pollution and deforestation) in the past?