ESS Unit 1 Week 1

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Unit 1:

Foundations of
Environmental
Systems &
Societies

WEEKS 1 – 7

26 AUGUST – 11 OCTOBER
Week 1
26–30 AUGUST
Day 1

INTRODUCTIONS
Starter: 26 August
Directions:
1. Quietly, have a seat anywhere, but don’t get too comfortable =)
2. Please put your backpack in a place that does not block anyone’s walkway. You
are not a fire hazard >_<
3. Wait patiently to start. This looks and sounds like not talking above the volume of
your neighbors. Thanks =P
LEARNING OBJECT IVES LEARNING OUTCOMES
-- --
UA E N A T I O N A L I D E N T I T Y C H A R A C T E R F O C US
Culture Resilience
Citizenship
Values
UN SDG VOCABULARY
-- --
Guided Instruction: Welcome Back!
In case you forgot because summer can sometimes be the b-e-s-t, you are in the
PRIME OF YOUR LIFE. The decisions you make today will help prepare you for
what you actually want to do with yourself. We are here to help in a structured,
productive and well-planned academic environment.

Remember:

You don’t come to school

to watch grown-ups go to work.


Guided Instruction: Welcome to ESS!
Environmental Systems & Societies is a course that requires a systems approach to environmental
understanding and problem-solving that also promotes holistic thinking about environmental issues. We
will take into consideration the history and evolution of environmental movements to understand the
environmental issues of the 21st century and explore possible and suitable management solutions in
order to make our environments more sustainable.
Coursework will encourage you to think critically about the environment at many scales:
local/community to country and regional to global. It is important to consider cause-and-effect
relationships over time, as human actions drive a range of impacts – both positive and negative – on the
environment. The complexity of these interactions and decisions will challenge you to understand the
actions required for effective stewardship and guardianship of the planet as we work towards equitable
and sustainable use of Earth’s shared resources.
Guided Instruction:
Behavioral Expectations
TEACHER STUDENTS

• come prepared to teach with • handle your business DAILY


meaningful & productive lessons • study at least 10 min/day
DAILY
• determine your own fate
• have positive attitude
• get your life together
• be available for questions/help at • whatever that means each day
appropriate times
• work hard, play hard
• make really good jokes
Guided Instruction:
Classroom Expectations
• “3 Before Me” • be responsible for your own actions &

• respect accept protocol

• yourself • the instructor has the final say in


• your classmates all matters following YAA
• your teachers & any “visitor” to our classroom guidelines & protocols

• your ideas

• ideas of your classmates

• physical & intangible classroom environment

• reason you are here: to develop a solid education


Progress Check
Quick Talk (QT)
1. What is the name of this class?
Activity 1: Teams
Directions:
1. Get out your device: iPad, laptop or smart phone (for today ONLY).
2. Log in to Teams.
3. Join your class Team:
• 11B: mn8g92h
• 11C: 2hck4kz
Activity 2: Temporary Seating Chart
Directions:
1. Find 1 person you know & might not get in trouble sitting next to for about a
week.
2. Go to the outside of the room and stand shoulder-to-shoulder with your partner
far enough away from other pairs so that it is obvious you are a pair.
3. Wait patiently & silently.
Plenary
Quick Talk (QT)
1. What does “3 Before Me” mean?
2. Why do we use this metacognitive and learning strategy?
Day 2

INTRODUCTIONS

& INTERACTIVE NOTEBOOK SET-UP


Starter:
27 August
Directions:

1. Identify & list in bullet-point form


everything you see in this image that relates
to your understanding of the “environment”
on your sticky note.
LEARNING OBJECT IVES LEARNING OUTCOMES
-- --
UA E N A T I O N A L I D E N T I T Y C H A R A C T E R F O C US
Culture Resilience
Citizenship
Values
UN SDG VOCABULARY
-- --
Guided Instruction: Check-ins
How was your first day back?!
Activity 1: Get to Know Us
Directions:
1. Stand up & push in your chair gently so that we may walk around the room easily.
2. Play the game…
Would you rather…?

start school later each day & end later


OR
skip breaks & lunch to go home earlier every day
Activity 1: Get to Know Us
Would you rather…?

keep breaks & summer vacation as it is


OR
have a shorter summer & longer breaks throughout the year
Progress Check
Quick Talk (QT)
1. Is there anyone you have been in agreement with for both questions?
Activity 1: Get to Know Us
Would you rather…?

pick your clothes every day to go to school


OR
wear a uniform (doesn’t have to be this one)
Activity 1: Get to Know Us
Would you rather…?

read a book, the news, etc. to learn something new


OR
listen to a podcast or audio book, etc. to learn about new topics
Activity 1: Get to Know Us
Would you rather…?

cook or bake your own lunch w/friends


OR
go to Spinney’s w/only 5 AED for lunch
Activity 2: Set Up Interactive Notebooks
Directions:
1. Get out a black pen.
2. Write your name ONLY on the front of the Interactive Notebook (who knows if
you change classes =)
3. Set up:
• Table of Contents
• Starters
Plenary
Quick Talk (QT)
1. Where does your Interactive Notebook go in this classroom?
Day 3

UNIT #1 VOCABULARY
FOUNDATIONS OF ENVIRONMENTAL
SYSTEMS & SOCIETIES
Starter: 28 August
Directions:
1. Find your Interactive Notebook.
2. Return to your assigned seat.
3. Be prepared for a joke. (it’s really good)
LEARNING OBJECT IVES LEARNING OUTCOMES
Students will be able to Students will complete a self-check on
• identify and define new vocabulary their prior knowledge of vocabulary
words for the upcoming unit. words and then define them in context of
the unit.
UA E N A T I O N A L I D E N T I T Y C H A R A C T E R F O C US
Culture Resilience
Citizenship
Values

Learning content-specific vocabulary


words and how to use them in academic
conversations is a hallmark of growth in
your personal literacy skills. Literacy in
multiple languages is valued in the UAE.
UN SDG VOCABULARY
-- --
Guided Instruction:
5-Point Vocabulary Rubric

Directions:
1. Indicate your current knowledge of
each vocabulary word using the 5-Point
Vocabulary Rubric for “Rubric Before”
by writing the appropriate number 1 – 5
on the line.
Progress Check
Quick Talk (QT)
1. Repeat vocabulary words for proper pronunciation.
Activity 1: Unit #1 Vocabulary: Foundations
of Environmental Systems & Societies
Directions:
1.
2. Research and record the definitions using the correct contextual definition in
your own words.
• DO NOT copy directly from any website.
3. We will use and apply these vocabulary words throughout Unit #1.
4. Before the Unit #1 Assessment use the 5-Point Vocabulary Rubric to conduct a
self-check for “Rubric Review” by writing the appropriate number 1 – 5.
Plenary
Directions:
1. Identify 2 vocabulary words that have some contextual connection.
2. Explain that contextual connection.
Day 4

1.1: ENVIRONMENTAL VALUE


SYSTEMS: DEVELOPMENT OF
THE ENVIRONMENTAL MOVEMENT
Starter: 30 August
Directions:
1. Go to the “Starters” section in your Interactive Notebook.
2. Wait for formatting directions.
3. Define “history” in 1 complete sentence using correct spelling and grammar.
• Use the Sentence Starter: “History is …”
4. Explain the relationship between history and the environment in 1 complete
sentence using correct spelling and grammar.
• Use either Sentence Starter:
• “History and the environment are related because/by/etc …”
• “The study of history and the environment is related due to …”
1.1: Environmental
Value Systems
Significant Ideas
• Historical events, among other influences, affect the
development of environmental value systems (EVSs) and
environmental movements.
• There is a wide spectrum of EVSs, each with its own premises
and implications.
LEARNING OBJECT IVES LEARNING OUTCOMES
Students will be able to Students will read about the beginning
• identify and explain relevant events and of the environmental movement and
players in the development of the determine who and what type of
environmental movement. organizations can address environmental
issues and/or influence environmental
policy.
UA E N A T I O N A L I D E N T I T Y C H A R A C T E R F O C US
Culture Resilience
Citizenship
Values

The UAE implements environmental


stewardship and has implemented
various initiatives (sustainable
development policies and investments in
clean energy) to protect natural
resources.
UN SDG VOCABULARY
Goal 13: Climate Action stewardship

This goal aims to take urgent action to


combat climate change and its impacts.
Environmental movements have been at
the forefront of efforts to address climate
change, advocating for policies that
reduce greenhouse gas emissions and
promote renewable energy.
Progress Check:

Guided Instruction
When did modern environmentalism begin?
What is the “environmental movement”?
Activity 1: Reciprical Reading
Plenary
Directions:
1. Identify which of the 5 bolded entities (individuals/groups/organizations) from
your reading has the most power to direct/inform/influence environmental policy
on your sticky note.
2. Be prepared to share why…

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