Initiate an inquiry, class discussion or student investigation with the SPARK student source Why is balance important for sustainable ecosystems? 

Implement individual activities with the sustainability MATTERS carousel slide guiding questions What is the chemistry of food products? and Why should agricultural environments be monitored? and How can agricultural environments contribute to sustainability?  The learning sources and competency-based activities in these carousel slides can be implemented as one-to-two class activities that focus on the use of and alternatives to chemical technologies in agriculture, the monitoring of substances in the environment and energy uses and sources in different industries, including agriculture. 

These activities can support the following specific learning outcomes in Science 30 Unit B: Chemistry and the Environment and Unit D: Energy and the Environment.  Find a correlation of relevant learning outcomes to these individual activities in the Project and Activity Teaching Guide

 

CONCEPTUAL KNOWLEDGE

Unit B: Chemistry and the Environment

30–B3.3k Describe alternatives to the use of chemical technologies; e.g., bioremediation for contaminated soil, biological controls for pests, biodegradable products

30–B3.1sts Explain how science and technology have both intended and unintended consequences for humans and the environment (SEC3) [ICT F2–4.8, F3–4.1]

  • Explain the role of concentration in a risk-benefit analysis for determining the safe limits of particular substances; e.g., pesticide residues, chlorinated or fluorinated compounds

30–B3.2sts Explain that the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability (ST7) [ICT F2–4.2, F3–4.1]

  • Explain the meaning of technological fix and explain the need for broader considerations in reducing the environmental impact of the by-products of chemical processes

 

PROCEDURAL KNOWLEDGE

Unit B: Chemistry and the Environment

30–B3.2s Conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information

  • Debate the issue of whether protecting the environment should have priority over economic interests (PR–SEC1) [ICT C1–4.4, C2–4.2]

30–B3.3s Analyze data and apply mathematical and conceptual models to develop and assess possible solutions

  • Interpret data from water quality tests, such as pH, BOD, dissolved oxygen and organic compounds
  • Analyze alternatives to the use of chemical technologies; e.g., bioremediation for contaminated soil, biological controls for pests, biodegradable products (AI–SEC2)

 

CONCEPTUAL KNOWLEDGE

Unit D: Energy and the Environment

30–D1.3k Apply the concept of sustainable development to increasing the efficient use of energy; e.g., efficient use of energy in the home, in industry and in transportation

PROCEDURAL KNOWLEDGE

Unit D: Energy and the Environment

30–D1.1s Formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

  • Identify questions to investigate that arise from science- and technology-related issues; e.g., “Which energy sources and technologies best balance the need for global energy demand with acceptable environmental impacts?” (IP–SEC1) [ICT F2–4.8]

30–D1.4s Work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

  • Present a visual display of initiatives taken by industry to protect the environment (CT–SEC2) [ICT C1–4.4, P6–4.1]

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