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- Carbon Cycle
- Climate Science
- ClimeTime
- Food Waste
- Storyline
- wa-ela
- License:
- Creative Commons Attribution
- Language:
- English
Education Standards
Learning Domain: Engineering, Technology, & Applications of Science
Standard: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
Learning Domain: Ecosystems: Interactions, Energy, and Dynamics
Standard: Construct an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions, and revise as needed.
Learning Domain: Reading for Informational Text
Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
Learning Domain: Reading for Informational Text
Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Learning Domain: Reading for Informational Text
Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Learning Domain: Speaking and Listening
Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Learning Domain: Speaking and Listening
Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Learning Domain: Writing
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Learning Domain: Writing
Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Draw evidence from informational texts to support analysis, reflection, and research.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Reading for Informational Text
Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Reading for Informational Text
Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Informational Text
Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Speaking and Listening
Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11���12 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly and persuasively.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Speaking and Listening
Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9���10 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly and persuasively.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing
Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Draw evidence from informational texts to support analysis, reflection, and research.
Science Domain: Engineering, Technology, and Applications of Science
Topic: Engineering Design
Standard: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
Science Domain: Life Sciences
Topic: Matter and Energy in Organisms and Ecosystems
Standard: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. [Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments.] [Assessment Boundary: Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.]
Cluster: Range of Reading and Level of Text Complexity.
Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster: Comprehension and Collaboration.
Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Cluster: Integration of Knowledge and Ideas.
Standard: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from informational texts to support analysis, reflection, and research.
Cluster: Range of Reading and Level of Text Complexity.
Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research.
Cluster: Comprehension and Collaboration.
Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
Cluster: Integration of Knowledge and Ideas.
Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
PEI SOLS HS: Food Waste
Overview
Food waste is a major contributor to greenhouse gas. Wasted food and the resources to produce that food are responsible for approximately 8% of global greenhouse gas emissions. In this storyline, students learn about the resources required to produce food through following the carbon cycle and discover how food waste contributes to climate change. They will also learn the farm to table transport chain as well as how to conduct a food waste assessment. Finally, the students will research solutions to the problem of food waste and, as a final project, present one solution that they have thoroughly researched that can be applicable to their community.
For CTE teachers, this storyline provides the basic knowledge needed to develop a deep understanding of WHY reducing food waste is an important solution to climate change. There are several potential extensions that Family Consumer Science teachers can utilize as well as Ag teachers and even Business teachers. There is a partial list at the end of the learning progressions.