Environmental Consumerism
Larissa Giordano
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Appendix
Implementing District Standards
In accordance with the Connecticut Science Curriculum standards teachers must promote scientific literacy. Students will comprehend fundamental concepts from life, physical and earth sciences through critical thinking and an infusion of inquiry-based explorations and experiments. Students will create, validate, communicate and apply their scientific knowledge. Language Arts, Mathematics, Science and Technology will therefore be integrated throughout this unit while meeting the following state mandated and district standards. This unit will be integrated directly through science (natural resources including renewable and non renewable), social studies (history of consumerism, how it has changed and how these changes are consequently affecting our environment), math (value of money, graphing and data collection) language arts (reading and writing) and technology (research and creation of PowerPoint slides.) It is in accordance with the state and district curriculum inquiry standards that dictate students must know and describe how natural phenomena and some human activities may cause changes to habitats and their inhabitants as well as the necessity for conservation. It meets state standards: (BIO) 2.4 How do science and technology affect the quality of our lives? (Science) 4.2 All organisms depend on the living and nonliving features of the environment for survival. (Science) 5.2 Perceiving and responding to information about the environment is critical to the survival of organisms. Additionally, this unit is aligned with New Haven Public Schools goals for students which say "What students learn in school must be relevant to the world in which they live."