Environmental Technology is an emerging field that is science-based but also requires understandings of environmental policy, law regulations, hazardous materials management, and environmental management systems.
In part of this course, students will investigate topics such as ecological concepts, environmental quality, natural resources, waste and hazardous materials, environmental laws and regulations, and environmental careers. Students will develop sampling, mapping, and data analysis techniques through hands-on laboratory activities and on-the-job training with local water, waste, air quality, and environmental agencies.
In addition, this course is designed to look at the role that energy plays in our modern world. Based on physics students will design, build, test and rebuild alternative energy systems such as: windmills, solar panels, solar cars, solar hotwater systems, and hydro-electric systems. Students will explore the Physics of energy, learning to calculate the energy content and efficiency of a wide variety of structures and systems, such as buildings and alternative energy products, making them more efficient along the way.
These units are hands-on; project based learning class with strong support coming from community resources, construction, laboratory experimentation and technology integration. Lessons will explore today's dominant energy sources, supply lifetimes, alternative energy sources, environmental impacts, and the future of energy in our world. This course emphasizes historical and conceptual aspects in physics through the use of energy, and then reinforces these concepts with practical applications using basic high school mathematics.From CALPADS: Introduction to Energy, Environment, and Utilities
This course provides students with an overview of the energy, environment and utilities sector, focuses on the principles of power and energy, and emphasizes sustainability practices and processes. It provides students with insight into the different pathways available within the sector and the different career opportunities associated with each pathway.
|Occupation Name||Occupation Code|
|Environmental Scientists and Specialists, Including Health||19-2041.00|
|Soil and Water Conservationists||19-1031.01|
|Forest and Conservation Technicians||19-4093.00|
|Environmental Science and Protection Technicians, Including Health||19-4091.00|
The student will:
Students will follow class rules and policies and the safety guidelines of equipment use. They will practice professional responsibilitiy in working at a local fieldsite. All students will sign a behavioral contract and meet a score of 100% in the assessment of this unit to continue on with the course.
This unit will cover basic, introductory issues in biology and chemistry as they relate to biodiversity, sustainability, the "Tragedy of the Commons", and environmental resources.
This unit will explore the practical application of the principles of geology in the solving of environmental problems.
In the project "Designing Urban Spaces with the Soil in Mind," students will learn about the different types of urban soil and examine its composition, variability, and compaction; this will help students better understand how important it is to protect urban soil from the pollution caused by water and wind erosion.
After learning about the nature of water and wind erosion and the consequences of urban soil pollution, students will examine different options available in order to create spaces using low impact development features; and after analyzing the functionality of the different LID features, students will create an original design of an urban space which showcase Low Impact Development principles and present their final project. Students will use Google SketchUp in order to create their final project and will compile a student portfolio using the different assessments used in each lesson.
In this unit, students will explore the measuring and mapping Earth's surface. Students will collect, analyze, interpret, and map geographic information from surveys and from data and photographs collected using airplanes and satellites.
Geographic information systems (GIS) is a way for students to look at data. This allows students gather data and draw conclusions about their region. In the integrated project "How Deep is your Carbon Footprint," students will analyze data gathered by scientists around the world to make conclusions about their personal impact on the environment. GIS will be the driving force of this project as students will create a map of their carbon footprint at the personal and community level. Students will take this information and create a GO GREEN poster that will promote applicable conservation to their regional population based on data that was collected.
Students will explore the science of weather, climate, and geography as they relate to air polution, ozone depletion, and climate change.
In this unit, students will explore and analyze water quality as it refers to the physical, chemical and biological characteristics of water. In particular, students will assess water quality to study the health of ecosystems, the safety of human contact and its use as drinking water.
Students will become familiar with hazardous material in the lab, field and industrial setting, and will be able to describe and demonstrate the appropriate storage and handling of hazardous materials.
Through demonstration, direct observation, and lecture, students will begin to explore the basic concepts, formulas and units of energy.
Students will explore the uses, advantages, and disadvantages of traditional sources of energy such as nuclear, petroleum, and other fossil fuels.
Students will explore, design, and build solar and thermal energy systems.
In the "Now We're Cooking with Solar" project, students will learn about solar energy, energy transfer processes, the history of using solar in the US, and how to research and evaluate recipes as informational texts. This will culminate with students building and using solar ovens to bake an item from a recipe that they choose based on their research.
In the "Solar Sizing" project-based learning unit, students explore the basics of electricity and the different types of currents, then moves into looking at work sites and what is required to add solar to a residential home. In the third lesson, students use their electric bill to calculate how much electricity is used in their household and how this translates into solar panels for their home. The unit culminates by students creating a blueprint on SketchUp using the information collected and then students will present their photovoltaic system to their classmates.
In "Solar Water Heater Design," students will work on developing a solar water heater which they will design and build and test. Their goal is to reach the highest possible temperature of the water within the bottle contained within the solar water heater. They will then make changes to their solar water heater and record the changes each modification had, either it raised the temperature of reduced it.
Shiver me timbers fellow teachers! This project wraps math, history, environmental studies, English, and science into a perfect brainstorming solar boat making experience.
The culminating project results in students optimally identifying recyclable materials that will make a floating object and simultaneously harnessing the sun's energy as a means to launch their boat forward.
By the end of this project, students will be able to:
1) Calculate the surface area and volume of an object.
2) Describe Archimedes principle and the concepts of buoyancy and apply them to designing an object that floats.
3) Compare and contrast the evolution of boat designs and evaluate the ability of different materials in enhancing the capacity of an object to float.
Mathematical application is used in determining surface and volume characteristics.
History examines the evolution of boats and compares designs with the ability to float objects.
Scientific principles are applied to recycling materials and employing principles in boat designs.
Emphasis is placed on the end results of how landfills function and the importance of reducing, reusing, and recycling.
In this unit, students will design and build a simple model home that uses solar-generated and stored power to run an arduino-controlled fan cooling and lighting system. They learn how to capture, store, and control solar energy, as well as how to program arduino units to use temperature sensors to accomplish their project.
In addition to the CTE/STEM focus of the unit/project lessons, educators will find academic lessons in Math and English Language Arts (ELA) that supplement the primary core area of study.
Students will explore the Basics of Energy, Electricity and Water and use this information to analyze current and future uses of hydropower.
Students will explore the technologies that harness wind power, including wind turbines and wind farms.
Students will explore the technologies that harness energy to power hydrogen (fuel cells) cars, solar-hydrogen cars, and Mag-Lev vehilces.
Students will learn about traditional and alternative building materials and resources which have benefits and negative consequences on the environment. Because buildings are the largest consumers of energy in the United States, they will learn about the various systems, both passive and active, which allow a building to operate and function.
Students will learn the importance of green buildings in relation to individuals and our environment in this CTE/STEM Integrated Project.
The guiding essential question is, "What are the benefits and challenges of green construction?" Students will be introduced to the project through videos, quizzes, Powerpoint, and a field trip. At the end of this project, students will be skilled informants of sustainable living and construct their own small-scale model of a green building.
The CTE teacher will focus on Urban Design and Construction including a lesson on teaching blueprints and calculating scales, exposure to green technologies and reviewing MC3, lead and asbestos removal, building a scale model of a green building, and wrapping up the project with a presentation of their model.
U.S. History will provide background information on immigration and tenement housing, changes that have occurred in building techniques since the 1920's, and learning construction techniques.
The English portion of our project will teach the benefits of incorporating sustainable features by incorporating a field trip to a Green McDonalds and a journal about their experience and findings. They will review the art of rhetoric and dive into informational texts about retro and green buildings. Students will finish the English Language Arts portion of the project by producing a persuasive paper arguing for or against going green.
The Physiology teacher will focus on the functioning of the skeletal and muscular systems, physical safety in construction, physical problems from lead paint and asbestos, and cancer causing materials found in older homes.
The lessons in this unit will consist of activities that teach the student how to write a portfolio for a student organization or for a future job.