# CTE Resource Center - Verso - Sustainability and Renewable Technologies Task 1258989836

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Outline a major environmental issue that affects human health and the viability of our planet.

Definition

Outline should provide an overview of the causes and threats of major environmental issues including, but not limited to,
  • land use
  • landscape alteration
  • biodiversity
  • air and water pollution
  • resource depletion
  • deforestation
  • condition of fisheries
  • water scarcity
  • food supply.

Process/Skill Questions

  • What are the root causes of this environmental issue?
  • How does this environmental issue impact the sustainability of the planet?
  • How does this environmental issue relate to other environmental issues?

Related Standards of Learning

English

9.6

The student will write in a variety of forms to include expository, persuasive, reflective, and analytic with an emphasis on persuasion and analysis.
  1. Engage in writing as a recursive process.
  2. Plan, organize, and write for a variety of audiences and purposes.
  3. Objectively introduce and develop topics, incorporating evidence and maintaining an organized structure and a formal style.
  4. Blend multiple forms of writing including embedding a narrative to produce effective essays.
  5. Communicate clearly the purpose of the writing using a thesis statement.
  6. Compose a thesis for persuasive writing that advocates a position.
  7. Clearly state and defend a position using reasons and evidence from credible sources as support.
  8. Identify counterclaims and provide counter - arguments.
  9. Determine the best kind of evidence to use for a claim, and effectively use fact and opinion to support a position.
  10. Use textual evidence to compare and contrast multiple texts.
  11. Arrange paragraphs in a logical progression, using transitions between paragraphs and ideas.
  12. Revise writing for clarity of content, accuracy, and depth of information.

9.7

The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
  1. Use parallel structure across sentences and paragraphs.
  2. Use appositives, main clauses, and subordinate clauses.
  3. Use commas and semicolons to distinguish and divide main and subordinate clauses.
  4. Distinguish between active and passive voice.
  5. Use a variety of sentence structures to infuse sentence variety in writing.

10.6

The student will write in a variety of forms to include persuasive, reflective, interpretive, and analytic with an emphasis on persuasion and analysis.
  1. Engage in writing as a recursive process.
  2. Plan and organize writing to address a specific audience and purpose.
  3. Adjust writing content, technique, and voice for a variety of audiences and purposes.
  4. Communicate clearly the purpose of the writing using a thesis statement.
  5. Objectively introduce and develop topics, incorporating evidence and maintaining an organized structure and a formal style.
  6. Compose a thesis statement for persuasive writing that advocates a position.
  7. Clearly state and defend a position using reasons and sufficient evidence from credible sources as support.
  8. Identify counterclaims and provide counter - arguments.
  9. Show relationships among claims, reasons, and evidence and include a conclusion that follows logically from the information presented.
  10. Blend multiple forms of writing including embedding a narrative to produce effective essays.
  11. Elaborate ideas clearly through word choice.
  12. Use textual evidence to compare and contrast multiple texts.
  13. Revise writing for clarity of content, accuracy, and depth of information.
  14. Write and revise to a standard acceptable both in the workplace and in postsecondary education.

10.7

The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
  1. Use parallel structure across sentences and paragraphs.
  2. Use complex sentence structure to infuse sentence variety in writing.
  3. Distinguish between active and passive voice.
  4. Use colons correctly.
  5. Analyze the writing of others and suggest how writing might be improved.

11.6

The student will write in a variety of forms, to include persuasive/argumentative, reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.
  1. Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
  2. Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.
  3. Organize claims, counterclaims, and evidence in a sustained and logical sequence.
  4. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
  5. Use words, phrases, clauses, and varied syntax to create a cohesive argument.
  6. Blend multiple forms of writing including embedding narratives to produce effective essays.
  7. Revise writing for clarity of content, accuracy and depth of information.
  8. Write and revise to a standard acceptable both in the workplace and in postsecondary education.

11.7

The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
  1. Use complex sentence structure to infuse sentence variety in writing.
  2. Use verbals and verbal phrases correctly to achieve sentence conciseness and variety.
  3. Distinguish between active and passive voice.

12.6

The student will write in a variety of forms to include persuasive/argumentative reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.
  1. Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
  2. Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions.
  3. Use a variety of rhetorical strategies to clarify and defend a position organizing claims, counterclaims, and evidence in a sustained and logical sequence.
  4. Blend multiple forms of writing including embedding a narrative to produce effective essays.
  5. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
  6. Use words, phrases, clauses, and varied syntax to connect all parts of the argument creating cohesion from the information presented.
  7. Revise writing for clarity of content, depth of information, and technique of presentation.
  8. Write and revise to a standard acceptable both in the workplace and in postsecondary education.
  9. Write to clearly describe personal qualifications for potential occupational or educational opportunities.

12.7

The student will self- and peer-edit writing for Standard English.
  1. Use complex sentence structure to infuse sentence variety in writing.
  2. Edit, proofread, and prepare writing for intended audience and purpose.
  3. Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.

History and Social Science

GOVT.9

The student will apply social science skills to understand the process by which public policy is made by

  1. defining public policy and determining how to differentiate public and private action;
  2. examining different perspectives on the role of government;
  3. describing how the national government influences the public agenda and shapes public policy by examining examples such as the Equal Rights Amendment, the Americans with Disabilities Act (ADA), and Section 9524 of the Elementary and Secondary Education Act (ESEA) of 1965;
  4. describing how the state and local governments influence the public agenda and shape public policy;
  5. investigating and evaluating the process by which policy is implemented by the bureaucracy at each level;
  6. analyzing how the incentives of individuals, interest groups, and the media influence public policy; and
  7. devising a course of action to address local and/or state issues.

GOVT.15

The student will apply social science skills to understand the role of government in the Virginia and United States economies by

  1. describing the provision of government goods and services that are not readily produced by the market;
  2. describing government’s establishment and maintenance of the rules and institutions in which markets operate, including the establishment and enforcement of property rights, contracts, consumer rights, labor-management relations, environmental protection, and competition in the marketplace;
  3. investigating and describing the types and purposes of taxation that are used by local, state, and federal governments to pay for services provided by the government;
  4. analyzing how Congress can use fiscal policy to stabilize the economy;
  5. describing the effects of the Federal Reserve’s monetary policy on price stability, employment, and the economy; and
  6. evaluating the trade-offs in government decisions.

WG.2

The student will analyze how physical and ecological processes shape Earth’s surface by

  1. explaining regional climatic patterns and weather phenomena and their effects on people and places;
  2. describing how humans influence the environment and are influenced by it; and
  3. explaining how technology affects one's ability to modify the environment and adapt to it.

WG.3

The student will apply the concept of a region by

  1. explaining how characteristics of regions have led to regional labels;
  2. describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
  3. analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions;
  4. explaining how different cultures use maps and place names to reflect their regional perspectives; and
  5. developing and refining mental maps of world regions.

Science

BIO.8

The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include
  1. interactions within and among populations, including carrying capacities, limiting factors, and growth curves;
  2. nutrient cycling with energy flow through ecosystems;
  3. succession patterns in ecosystems;
  4. the effects of natural events and human activities on ecosystems; and
  5. analysis of the flora, fauna, and microorganisms of Virginia ecosystems.

Other Related Standards

ITEEA National Standards

5. The Effects of Technology on the Environment

 

TSA Competitive Events

Essays on Technology

 

Geospatial Technology (Virginia only)