text:
Jessika Richter(Lund - Sweden)
The short and sweet: I have been a passionate teacher since 2001. I first worked with the National Park Service in Washington (state), then moved to Australia where I completed my DipEd at the University of Melbourne and then taught at Hailebury ...
Teaching the Environment
Description:A series of lesson plans on teaching environmental issues.
Last Updated:Subject(s):
- Science
- Social Studies
- Grades 9-10 / Ages 14-16
- Grades 11-12 / Ages 16-18
- high
- 9th
- 10th
- secondary
- freshman
- sophomore
- teen
- 11th
- 12th
- senior
- Other
- Contributed By: Extra NewsHour
Description:Students will:
Last Updated:Subject(s):
- Science
- Social Studies
- Grades 9-10 / Ages 14-16
- Grades 11-12 / Ages 16-18
- high
- 9th
- 10th
- secondary
- freshman
- sophomore
- teen
- 11th
- 12th
- senior
- Curriculum: Lesson Plan
Leadership in Energy and Environmental Design (LEED) is a nationally accepted benchmark for design, performance and operation of green buildings. While few schools in the United States are officially labeled "green" construction, there are many smaller things that can make a school "greener," or more environmentally friendly. The LEED Rating System for Existing Buildings addresses:
- whole-building cleaning and maintenance issues including chemical use
- ongoing indoor air quality energy efficiency
- water efficiency
- recycling programs and facilities
- exterior maintenance programs
1. Begin by asking the students about the definition of "green." Use any pedagogical method for brainstorming ideas that you prefer, e.g. jig saw, class call-out, or think-pair-share. After students are able to think independently and as a class, derive a workable definition for what it means to be "green." 2. Follow this discussion by asking students to reflect on how "green" they think they are and how "green" the school is. Once they have recorded their responses in a journal and discussed these responses with their neighbor, ask them what specific criteria they used to classify both themselves and their school building. 3. Discuss with them how their ideas are similar to nationally recognized benchmarks for green buildings (LEED). Teachers, review this Web site prior to the discussion: USGBC: LEED for Existing Buildings 4. Discuss how any actions in science or specifically to "green-up" a building or lifestyle should be based on information and in this case data that is easily collectable. Hand out the "What Shade of Green Is Your School?" worksheet. 5. Assign or have students volunteer for one of the six sections on the worksheet except for section three. If there is a computer lab available, have the students research the benefits of being "greener" in their assigned areas of research. What are the "greener" options? 6. Once all sections are completed (except section three), have students store their data and complete section 7. 7. If there are glass, bottle and aluminum can recycling bins in the school, have each pair of students count the number of these recyclables that are deposited in an equal number of trash cans and recycling bins. Compile class data to determine the percent of cans that are recycled and the percent of recyclable cans that end up in the general trash and then a landfill. If your school has no recycling bins, determine the total amount of cans and bottles that could be recycled. For either case be sure to determine how long it has been since the receptacles have been emptied or changed. Have students extrapolate how many cans are recycled and thrown away in a school year. How can the school improve on this? As an extension to this, if your state has a bottle deposit, calculate the estimated amount of money that could be made if you turned in all redeemable cans over a year. Assume the proportions that occur during the audit would remain the same. 8. Post activity discussion: Have each group share their findings with the class. This can be done as formally as needed. I often use this as an opportunity to fulfill the state requirements for various types of speaking presentations. Determine what can be changed in the school to make it more environmentally friendly. Extensions include presentations to the administration and custodial services of the findings and suggestions for change.
From the National Science Education Standards site:
CONTENT STANDARD F: As a result of activities in grades 9-12, all students should develop understanding of:
- natural resources
- environmental quality
EXPLORING POLAR OCEANOGRAPHY: OCEAN CURRENTS and CLIMATE CONNECTIONS
Description:These activities will introduce your students to polar oceanography and how events that occur in oceans thousands of kilometers away affect them and the mid-latitudes. The students will also explore how conditions are changing in the polar regions and the possible impacts upon life in the United States and other mid-latitude nations.
Last Updated:Subject(s):
- Science
- Science > Earth Science
- ...
- Grades 9-10 / Ages 14-16
- Grades 11-12 / Ages 16-18
- high
- 9th
- 10th
- secondary
- freshman
- sophomore
- teen
- 11th
- 12th
- senior
- Activity: Exercise
- Curriculum: Lesson Plan
Students will:
Are you ready for a "cool" experience? I mean a really
cool experience? In honor of the International Polar Year, we're going to focus
in on polar oceanography. Odds are you live in "the mid-latitudes,"
a geographic region between about 23.5° and 66.5° latitude. According
to the U.S. National Weather Service, much of the world's population lives in
the mid-latitudes. Since the mid-latitudes are removed from polar regions by thousands
of kilometers, you may wonder "What is the value of studying the oceans at
the top or bottom of the world? and how might events in that region affect us
here in the mid-latitudes?"
Consider this fact: Over 70 percent of
our planet's surface is covered by water. Water by its nature has a high heat
capacity, meaning it can absorb, store and release tremendous amounts of energy.
Much of this energy is exchanged with the lower atmosphere, creating a strong
connection between the two and making world climate largely dependent upon the
ocean and currents running within it.
Distribute "Worksheet: A Virtual Visit to the Top of the World" (and make the reference sheets "U.S. Map," "Images from the Arctic" and "North Pole Weather Data From 2007" available as handouts or overheads if your class does not have Internet access).
Ask students to ponder what it would be like to visit the "top of the world." Ask them to respond to the worksheet questions, which are designed to generate class discussion. Have your students record their responses and questions raised on the handout.
Consult the key for answers and additional guidance for the Virtual Visit Worksheet.
Remind the students of their overall goal to understand polar oceanography.
Ask students to summarize the main ideas explored thus far by creating a concept map or an outline. PART II: EXPLORING GLOBAL OCEAN CURRENTS
The first part of this lesson introduced you to the conditions experienced at the "top of the world," establishing that the Arctic Ocean underlies the ice surrounding the North Pole. We know that conditions experienced in the Arctic (and Antarctic) are quite different from those experienced where most people live. To begin to look for connections between these two diverse regions located thousands of kilometers apart, we will conduct a series of experiments designed to explore the connections between three major Earth systems: the atmosphere, the hydrosphere and the cryosphere.
Provide students the definitions of "atmosphere," "hydrosphere," "cryosphere" and "biosphere":
Do ocean currents affect coastal climates?
The resources below enable you to access climatic data for two communities: St. Mawgan, England, and Daniels Harbour, Newfoundland, Canada. Both communities are located near 50°N latitude. St. Mawgan is situated on the southwestern coast of England along the eastern shores of the Atlantic Ocean. Daniels Harbour is located in Newfoundland near the western shores of the Atlantic Ocean. Follow the instructions below to collect climate data, process them and then finally analyze the data.
Collect the climate data: Process the data: Analyze the data: PART IV: EVIDENCE OF CHANGE IN THE ARCTIC
Next, let's return to the Arctic and search for evidence of change. We will ask the question: Are climatic conditions changing in the Arctic and if so, how might these changes affect ocean currents? Teacher Answer: The melting ice is adding fresh water to the Arctic Ocean. This lowers the salinity of the "open ocean" waters in that region. Since the water is less dense, its tendency to sink (due to extreme density) is reduced or eliminated. Teacher answer: Think of the entire ocean current system as a giant conveyor belt. If one part of the belt breaks down, the balance of the belt elsewhere will be significantly changed. Teacher answer: Fresher water carried to the mid-latitudes would eliminate the distinction between the Gulf Stream and the surrounding "open ocean" waters. In other words, the Gulf Stream is essentially floating on denser ocean waters as it carries warm water (and its energy) away from the Equator and towards the North Pole. If the density difference becomes minimal (or non-existent), the current will cease to have a recognizable identity -or in simple English - "no more Gulf Stream!" Some scientists believe this could happen over a very short period of time and may in fact be what happened during the "little ice age" that deeply impacted Europe and parts of North America.
To summarize this topic, distribute the article "Changes at Poles Drive Global Warming."
Alternatively, students may watch the online video, "Polar Warming."
Hold a full class discussion to summarize the main ideas presented within the activity:
Distribute the article "Polar Year Explores How Earth Systems Interact."
Ask students to define "International Polar Year" and create of list reasons that research at the poles could be relevant to their lives. Ask students to describe the Arctic's physical environment and the reasons why it is so different from the environment students experience in the mid-latitudes. PART II:
Distribute "Extension Activity: Exploring Global Ocean Currents". Students will need Internet access to complete this activity. PART III: 1. Much of the observed difference between the temperature patterns can be attributed to prevailing winds and the influence of the Atlantic Ocean and the (warm) Gulf Stream (also known as the "North Atlantic Drift"). How might the climate change in England if the Gulf Stream were to "collapse"? If this change were to occur, what else or what other systems would be affected? Explain.
2. Use the Web site http://www.worldclimate.com to explore climatic data worldwide. Ask students to identify coastal cities on divergent coastlines with equivalent latitudes and explore differences in their climatic patterns using what they know about wind and ocean currents. PART IV: 1. Have students research causes of global climate change and actions that may arrest the current warming trend. Encourage students to consider the societal and economic implications of any remediation they propose. (Ask students whether a push to produce alternative fuels, such as ethanol, will reduce carbon dioxide emissions. Because ethanol is also a hydrocarbon, it won't reduce emissions. Other strategies may cost more. The NewsHour Extra lesson plan "Alternative Fuels and Alternative Cars" is available.
2. Ask students to prepare a poster illustrating what they have learned, detailing the changes that may result from continued global warming in polar regions and on biotic communities living within. (Issues addressed may include climate change in their region; changes in flora, fauna, crops and growing seasons - some of which can be anticipated and some of which can not. In other words, global change could bring about some surprising changes.)
Description:Students will be able to 1) Explain what genetically modified foods are and how they are created. 2) Use appropriate vocabulary to describe and effectively discuss the benefits of, and potential risks of, genetically modified foods. 3) Identify foods that they consume or encounter that do or likely contain genetically modified organisms and those that do not. 4) Discuss critically some of the issues that surround the GMO debate to include: globalization, safety, labeling, and impact on family farms.
Last Updated:Subject(s):
- Science
- Science > Agriculture
- ...
- Grades 9-10 / Ages 14-16
- Grades 11-12 / Ages 16-18
- Curriculum: Lesson Plan
|Students will be able to
1) Explain what genetically modified foods are and how they are created.
2) Use appropriate vocabulary to describe and effectively discuss the benefits of, and potential risks of, genetically modified foods.
3) Identify foods that they consume or encounter that do or likely contain genetically modified organisms and those that do not.
4) Discuss critically some of the issues that surround the GMO debate to include: globalization, safety, labeling, and impact on family farms.
GMOs are genetically modified organisms. These organisms have, in some way, had their genome altered (the "genome" is the total of all the genes in an organism of a specific species). The creation of GMOs involves using recombinant technology to place genes from one organism into another of a different species to confer some trait. For example, Monsanto Company has placed a gene from a soil bacterium into the genome of a potato plant, giving the potato plant resistance to a common pest, the Colorado Potato Beetle. These potatoes are now commercially grown in the U.S. The pesticide that used to be sprayed on the potatoes to fight the beetle is no longer necessary. The U.S. is the primary producer of GMO foods in the world. GMOs are often referred to correctly as "transgenic organisms" and "genetically engineered organisms." In addition to plants, many types of bacteria and animals have all been genetically engineered. Bacteria are used to produce human protein, such as insulin, through the insertion of the human gene into their genome. Additionally, goats have been engineered to produce valuable human protein in their milk and pigs to produce hemoglobin in large quantities in their blood. For an excellent summary of GMOs and the pros and cons of this technology, visit the following Web site from the Department of Energy: Genetically Modified Foods and Organisms
This lesson is designed to expose students to the various issues surrounding GMO foods and to help them understand the complexity of the issues surrounding the biotechnology movement. Students will read aloud from two NewsHour pieces, both of which involve a variety of perspectives surrounding the GMO issue. Additionally, students will try to identify GMO foods that they have consumed and discuss the "to label or not to label" debate. At home students will be surveying family and/or peers and attempting to identify GMOs they consume on a daily basis. The article entitled "Food Crisis in Zambia" will bring a more global understanding to the issue of GMOs and will get students thinking about biotechnology, globalization and ethics. Extension activities further explore the ethical issues surrounding GMOs, allow students to participate in government by petitioning their congressmen and congresswomen and give them an opportunity to look at biotech information from opposing interests. All of these activities are designed to be used individually, and accordingly can be used piecemeal and in any particular order.
Activity I: (20 Minutes - 10 minutes per piece) Students chosen by the instructor or student volunteers take on the roles of those individuals in the two Newsier pieces entitled "High Tech Food" and "Seeding the Future," Have the students sit in front of the class and go through the piece, acting as the interviewer and the interviewees. This could be given to the students a day or two prior to the presentation, giving them a chance to read over and highlight their parts and understand the context of their roles. This can be made more exciting for the students by acquiring a few items, such as a microphone, a lab coat, overalls etc., for the readers. As students are reading through the interview, have the students listening jot down words and phrases with which they are unfamiliar. These can be used as a discussion piece later. This activity and both of these articles do an excellent job of presenting to students the many perspectives on the GMO food debate. This activity could be used to introduce the topic or to kickoff a class discussion or a more formal debate. Here are the cast of characters for "High Tech Food" Announcer/Spokesman: Reads all non-specific text and part of Ray Suarez
Paul Solman: WGBH Business Correspondent (main speaking role)
Andrew Waber: Pioneer Hi-Bred Representative
Peg Armstrong-Gustafson: Pioneer Hi-Bred Representative
Sue Roberts: Nutrition Consultant
George Naylor: Farmer
Neil Hamilton: Agricultural Law Professor, Drake University
Robert Shapiro: Monsanto CEO
Dermont Hayes: Economist, Iowa State University Here are the cast of characters for "Seeding the Future." Announcer/Spokesman: Introduces the piece and reads abstract
Tom Bearden: Correspondent (main speaking role)
Tim Hume: Farmer
John Losey: Cornell University
Val Giddings: Biotechnology Industry Organization
Jane Rissler: Union of Concerned Scientists
Dan Peters: Farmer Activity II: Group Brainstorming and Reporting Out (15 - 20 minutes) Following the readings, students should work in groups of 2 or 3. Outfit each group with large sheets of construction or other paper and markers. This activity will act to assure that students all understand exactly what a GMO is and as well ask them to revisit the NewsHour pieces they just heard and pick out the salient arguments behind each perspective. Instructors could provide each group with a printed copy of the pieces. In groups of 2 or 3, students will complete 2 brief activities:
2. Have you consumed any GMO foods in the past week? If so, how many (times)?
3. Do you think the government should require genetically modified foods to be labeled as such?
Extension Activity 1: A week prior to the classroom discussion have students find articles online about transgenic plants and animals. There are literally hundreds out there. Having the students highlight words in the article they are unfamiliar with can help you assess the class' understanding. I encourage my students to find short articles that bring up ethical issues or that are intrinsically interesting, like articles about glowing bunny rabbits and goats that produce spider silk in their milk. Collect the articles, sort through them and pick a few that best lend themselves to an effective classroom discussion. Copy the selected articles and place them into folders. I use 13 folders, each with about 8 short articles. Place the folders around the room. Students can peruse the articles so that there is a common vocabulary and background for an effective classroom discussion. This discussion can be used not only to discuss the ethical implications of the new technology but also to work out any misunderstanding students might still have. Extension Activity 2: At the following Web site students will find form letters and petitions and easy ways to get their message to others about labeling genetically modified foods. You may find that some students want to take further action regarding GMOs and labeling. The Campaign Extension Activity 3: This activity is designed to get the students thinking critically about companies and propaganda. The two sites below have very different viewpoints of GMO foods and both have very different interests in the success or failure of this new technology. In addition to working from these two sites, encourage students to find other sites that could serve as similar examples. Have students, working in pairs, visit the Web sites below and 1. summarize the attitude towards GMO foods presented by the company
2. discuss the economic and social impact GMO foods have/could have on the
company Whole Foods Markets -- Issues Monsanto -- Conversations about Plant Biotechnology Extension Activity 4: The fourth section of the book "The Botany of Desire" is dedicated to the history of the potato plant, its impact on history and as much to the production of the NewLeaf potato plant, a GMO plant that has been modified to be resistant to the Colorado Potato Beetle. The author visits the Monsanto laboratories and explains how these plants are produced in a lab. He grows that plant himself and compares their progress in his garden to his unmodified plants and finally he visits farmers in Idaho being affected by the move to GMO potatoes. You could attempt to read the entire chapter to your students which would take a significant amount of time, or read only those sections dedicated to the new leafs. The section in which he visits the Monsanto labs provides a good picture of how biotech companies develop such GMOs.
CONTENT STANDARD E: Understanding Science and Technology
Science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research. CONTENT STANDARD F: Science in Personal and Social Perspectives
Science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen. The latter involves human decisions about the use of knowledge.
Understanding basic concepts and principles of science and technology should precede active debate about the economics, policies, politics, and ethics of various science- and technology-related challenges. However, understanding science alone will not resolve local, national, or global challenges.
Progress in science and technology can be affected by social issues and challenges. Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology. SCIENCE AND TECHNOLOGY IN LOCAL, NATIONAL, AND GLOBAL CHALLENGES
Science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen. The latter involves human decisions about the use of knowledge. [See Content Standard E (grades 9-12) ]
Understanding basic concepts and principles of science and technology should precede active debate about the economics, policies, politics, and ethics of various science- and technology-related challenges. However, understanding science alone will not resolve local, national, or global challenges.
Progress in science and technology can be affected by social issues and challenges. Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology.
Individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs, and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them. Students should understand the appropriateness and value of basic questions--"What can happen?"--"What are the odds?"--and "How do scientists and engineers know what will happen?"
Humans have a major effect on other species. For example, the influence of humans on other organisms occurs through land use--which decreases space available to other species--and pollution--which changes the chemical composition of air, soil, and water.
As a result of activities in grades 9-12, all students should develop
· Abilities of technological design
· Understandings about science and technology
As a result of activities in grades 9-12, all students should develop understanding of:
Personal and community in local, national, and health
Science and technology global challenges
Description:Students will:
Last Updated:Subject(s):
- Science
- Science > Earth Science
- ...
- Grades 9-10 / Ages 14-16
- Grades 11-12 / Ages 16-18
- high
- 9th
- 10th
- secondary
- freshman
- sophomore
- teen
- 11th
- 12th
- senior
- Curriculum: Lesson Plan
- NewsHour Extra article, "High Gas Prices Could Mean Cold Classrooms and Canceled Trips" available at http://www.pbs.org/newshour/extra/features/july-dec05/gascosts_11-21.html
- chart entitled "American Energy Sources: available at http://www.pbs.org/newshour/bb/infrastructure/power/
- Project List (included in plan)
- Research Guide (included in plan)
- Access to Internet and library research materials
- Assorted presentation and desktop publishing software
- Assorted art/craft supplies
In a year when Americans experienced record high prices at the gas pumps and winter heating costs are projected to soar nearly fifty percent, consumers are looking for ways to lower their energy costs for businesses, homes, schools, and transportation. Our primary energy sources today are fossil fuels, which are being depleted at an alarming rate. According to some, if consumption continues at the current rate, the fossil fuel supply could be gone before the end of the century. In addition to the cost and supply issues, scientists have long warned of the environmental damage caused by burning fossil fuels. In short, we are at a crossroads. Americans must use and develop alternate forms of energy to help us power our homes, automobiles, and businesses into the future without destroying the Earth's environment. Exploring the use of renewable and alternative resources is a must in today's world.
1. Introduce the idea of exploring alternative energy sources by asking students the following questions and allowing 2-3 minutes to discuss each one.
- How would you feel if you were no longer able to go on school field trips or participate in extracurricular activities because of the high cost of transportation to and from these events?
- How would you feel about attending school only four days each week knowing that you would have to attend an additional three weeks in the summer to make up for the shorter school week?
- How would you feel about having a longer school day, attending for an additional 1-2 hours each day so that the school would only have to be open four days each week?
- How would you feel about having fewer bus routes resulting in longer commutes for you each day?
- How do you think your learning would be effected if you were in a classroom that was only heated to 60 or 65 degrees?
- Assume you or your parents (if you are not old enough to drive) own a car that has a 15 gallon gasoline tank. The average cost of a gallon of gasoline was $2.10 one year ago. Today, the average cost of a gallon of gasoline is $3.00. Calculate how much more it is costing you to fill your car with gas each month assuming that you fill your car once each week and there are 4 weeks in each month. Answer: $54.00 per month
- Home heating bills typically rise during the winter because of the colder weather. This year experts predict this cost to rise up to 44% in some areas of the country. Calculate how much this increase will amount to each month if your typical home heating bill was $150 per month last winter. Answer: $66.00 each month
- Add together the total additional expense you will incur each month based on the two math problems above. Answer: $120.00 per month
- How will this extra expense impact you and your family?
- What are fossil fuels?
- How do these types of fuels contribute to the production of greenhouse gasses and global warming?
- What do we mean when we say these types of resources are nonrenewable?
- What are some renewable resources that can be used to generate power for vehicles, homes, schools, businesses, and manufacturing?
- Renewable resource: natural resource that is depleted at a rate slower than the rate at which it regenerates (i.e. solar energy)
- nonrenewable resource: resources for which there are no ways to replenish the supply (i.e. fossil fuels)
- fossil fuels: also known as mineral fuels, they are hydrocarbon containing natural resources such as coal, petroleum, and natural gas
- solar energy: harnessing the energy produced by sunlight
- wind power: using the kinetic energy of the wind or wind turbines to extract the wind's energy
- hydropower: energy obtained from flowing water
- geothermal energy: electricity generated by utilizing naturally occurring geological heat sources
- hydrogen fuel cells: electrochemical cell in which the energy of a reaction between fuel, such as liquid hydrogen, and an oxidant, such as liquid oxygen, is converted into electrical energy
- nuclear energy: energy released from the nucleus of an atom creating an nuclear reaction
- LED: light emitting diodes: a semiconductor device that emits light using a variety of inorganic materials
- greenhouse gasses: gaseous components of the atmosphere including carbon dioxide and ozone, among others. They contribute to the greenhouse effect
- global warming: an increase in the average temperature of the Earth's atmosphere and oceans increasing the greenhouse effect
- If all of these resources are available, why aren't they being more widely used to power our country?
- The year is 2040 and Americans are in trouble. The world's supply of fossil fuels is being rapidly depleted. As a result, drivers are paying $20 per gallon for gasoline, and the cost of heating and cooling homes, businesses, and schools has forced many public buildings to close because of their inability to pay for energy. Families and industry are suffering as well. Goods can't be transported across the country, and many people must endure extreme heat and cold because energy costs are so high. Add to this the ill health of the Earth's environment, ravaged for years by greenhouse gasses and the effects of global warming. The situation is critical. Alternative energy sources must be developed so that Americans can have reliable, efficient, environmentally friendly ways to run their cars, power their manufacturing plants, and heat and cool their businesses, schools, and homes.
- You and your partner are scientists who have been instructed to find ways to solve the energy crisis being faced by the U.S. You will be assigned a specific task related to solving this nationwide crisis. It will be up to you and your partner to research, design, and teach others about an alternative form of energy that can be used to safely meet the energy demands of the population without an extremely high price or further damage to the environment.
- What do you see as the advantages and disadvantages of using alternative energy sources?
- Would you consider using an alternative energy source to power your car or heat your home? Why or why not?
- What do you think will happen if renewable alternative energy sources are not developed and used widely by the general public? Explain your answer.
1. Have students research and discuss ways that they can be actively involved in cutting their own energy consumption. Each student should create a chart describing what he/she is doing to conserve energy and should track how much energy they are saving each day or week by changing their behavior and usage patterns. 2. Invite a panel of local energy experts to visit the classroom to discuss and show students examples of alternative energy sources that are being developed for use in the community. 3. Hold an energy fair in the school and invite students from other classrooms or grade levels to visit a booth showcasing each pair of students and their project. Encourage students to share what they have learned about alternative and renewable energy sources with others as they look at the displays created by each pair. 4. Create an energy awareness campaign in the school and encourage all students to learn more about energy conservation and alternative energy sources through a series of announcements, commercials, flyers, etc. National Standards
McRel Compendium of K-12 Standards Addressed: Geography
Standard 7: Knows the physical processes that shape patterns on Earth's surface
Standard 11: Understands the patterns and networks of economic interdependence on Earth's
Standard 14: Understands how human actions modify the physical environment
Standard 16: Understands the changes that occur in the meaning, use, distribution and
importance of resources
Standard 18: Understands global development and environmental issues Science
Physical Science
Standard 9: Understands the sources and properties of energy Mathematics
Standard 3: Uses basic and advanced procedures while performing the processes of computation Language Arts
Standard 1: Uses the general skills and strategies of the writing process
Standard 3: Uses grammatical and mechanical conventions in written composition
Standard 4: Gathers and uses information for research purposes Reading
Standard 5: Uses the general skills and strategies of the reading process
Standard 7: Uses reading skills and strategies to understand and interpret a variety of
informational texts Listening and Speaking
Standard 8: Uses listening and speaking strategies for different purposes Working with Others
Standard 1: Contributes to the overall effort of a group
Standard 4: Displays effective interpersonal communication skills
Description:Students will: 1. Compare and make distinctions among 5 alternative fuels 2. Understand the impact of different types of fuel on:the environment, lifestyle, the economy/personal finances of car choices 3. Use critical thinking skills to support multi-step decision-making for buying a car
Last Updated:Subject(s):
- Science
- Science > Earth Science
- ...
- Grades 9-10 / Ages 14-16
- Grades 11-12 / Ages 16-18
- Curriculum: Lesson Plan
- Internet access
- Online NewsHour In-depth Coverage of Alternative Fuels which includes:
- Online NewsHour Report "Ethanol: Questions Loom"
- Evaluating Alternative Fuels Worksheet (Printer-friendly PDF)
Americans love their cars. Most Americans use gasoline-powered cars to commute, run errands, take family vacations, and get places they want to go. Americans consume 25 percent of the world's oil each year, but the country only provides 2-3 percent of the world's oil resources, according to the U.S. Department of Energy. As demand for oil grows, car manufacturers and scientists have been looking for alternatives fuels to reduce cost, dependence on international sources of oil, and the amount of greenhouse gases that contribute to global warming. Today's typical car releases "greenhouse gases." Ozone, Nitrogen Oxides, and carbon monoxide are pollutants that come from motorized vehicles when fuel is burned up in internal combustion engines to produce energy to move the car forward. People have been using this type of engine for over 100 years. Gasoline is an aliphatic hydrocarbon, which means it is made up of molecules composed of hydrogen and carbon arranged in chains. Gasoline is made from crude oil. The crude oil pumped out of the ground is called petroleum. Many new cars have been designed to use alternative fuels to run the engine. Alternative fuels for vehicles are any materials or substances that can be used as a fuel, other than conventional fossil fuels (oil and natural gas). The alternative fuels discussed here today include Ethanol (E85), natural gas (CNG), electric, hydrogen, and biodiesel. Ethanol is an alcohol produced from feed corn that is used to fuel internal combustion engines, either alone or in combination with other fuels. When alcohol fuel (ethanol) is mixed into gasoline, the result is labeled with an 'E' followed by the percentage of Ethanol. E10 is commonly found throughout the southern United States and E85 refers to an 85 percent ethanol fuel. To be considered an alternative fuel vehicle (for tax incentives), the car or truck must be able to operate on up to 85 percent ethanol. Compressed Natural Gas (CNG) is high-pressure compressed natural gas, mainly composed of methane that is used to fuel normal combustion engines instead of gasoline. Gasoline cars can be retrofitted to compressed natural gas and become natural gas vehicles (NGVs) that use both gasoline and compressed natural gas. Electric vehicles run on the chemical energy of batteries. Electric vehicles produce no emissions while being driven. The electrical energy to power the motors comes from battery packs. Battery powered cars have primarily used lead-acid batteries and NiMH batteries. Hydrogen fuel cells produce electricity through a chemical reaction between hydrogen and oxygen and produce no harmful emissions. In hydrogen fuel cell vehicles, hydrogen is stored as a pressurized gas in the car's fuel tanks. The electricity feeds a storage battery that energizes the vehicle's electric motor. Biodiesel is a processed fuel derived from biological sources (such as vegetable oils), which can be used in diesel-engine vehicles. Biodiesel is biodegradable and largely non-toxic. Most cars need to be modified to run on 100 percent biodiesel, but nearly all diesel engine cars can run on a blend of biodiesel without modifications. Using the interactive, you can find additional information about the above fuels (click on more info. under each fuel) and you will learn about cost and carbon dioxide emissions of using the various alternative fuels. When discussing the different fuels, keep in mind the accessibility and availability of the different fuels according to different lifestyles, i.e., how far away is the nearest hydrogen pump? Or where will the biodiesel come from? Also keep in mind the constraints of different types of fuels, i.e., if you want to go on a long trip in an electric vehicle, where will you recharge the car?
Guiding the Lesson: For Homework and background to the topic, have the students watch the NewsHour Report, "Ethanol Boom Aids Farmers, but Stirs Environmental Concerns" , which is available as streaming video or a written transcript and/or have students read the Online NewsHour Reports, "Case Study: Switch to Unleaded Gas" and "Ethanol: Questions Loom". People have been using gasoline engines for over 100 years; why is it a problem now? Guide students to discuss the impact of increasing numbers of motor vehicles over time on air quality, oil resources, public health, and the economy (personal/family finances). Students should keep in mind that carbon dioxide, a known greenhouse gas, is emitted from conventional gasoline vehicles; too much carbon dioxide in the atmosphere contributes to global warming. The human activity that has the largest impact on climate change is driving a vehicle. For each gallon of gasoline burned, 20 pounds of carbon dioxide is released into the atmosphere. Every million gallons of gasoline consumed by vehicles releases about 10,000 U.S. tons of carbon dioxide into the atmosphere. The population of the United States uses approximately 420 million gallons of gasoline per day. So, just from gasoline, the United States releases over 8 billion pounds of carbon dioxide into the atmosphere per day, according to the Department of Energy, Alternative Fuels Data Center (AFDC). Researchers and car manufacturers have looked into the problems associated with conventional gasoline-burning cars and have been developing vehicles that use alternative fuels. Advise students that good shoppers research what is out there before they purchase items, especially big-ticket items like cars. Good sellers know what is out there so they can make comparisons to win over their buyers. Today the students are going to go shopping for different types of cars. They are going to examine several issues: What does it mean to be environmentally friendly in terms of vehicles? What are some vehicles that they have heard of that might be considered green because they use alternative fuels, and why? How would the seller of an automobile use these different pieces of information to sell his particular car? What are the characteristics of a green vehicle if they were going to buy one? For instance, how much gas it uses (mpg), the cost of fuel, how much air pollution it puts out. What does it mean to be fuel-efficient? Because buying a car is a big decision, it is important to do "comparison shopping." Many magazines, books, and Web sites rate and compare vehicles. Use an overhead projector to familiarize the students with the Online NewsHour Interactive: "How Does Your Car Stack Up?" by comparing their family's car to other cars that use alternative fuels. Give short explanations of each of the fuels used in the cars on the Interactive. Student Activity: It is now time to buy and sell. Your students have looked at some alternative fuel options: biodiesel, ethanol, electricity (batteries), hydrogen and compressed natural gas. Divide the students into groups: Selling: Have the "seller" students sign up in groups of two to represent a category of alternative fuel to sell, including one group for conventional gasoline. Designate the groups by fuel type, not by car make and model. Encourage students to be scientific, creative, and persuasive in their arguments to the buyers about the cars available in their fuel type. Have students work on their pitches for homework, researching not only their type of fuel, but the others as well, so they can give compelling comparisons to their buyers. The sellers will need to be able to discuss each of the fuel types to be successful salespeople. Buying: Have the "buyer" students sign up in groups of two to represent a variety of different types of buyers. Buyers need to be very well educated before they choose a car. Give them a profile of their socio-economic backgrounds to guide them in their decision.
Examples include but are not limited to the following. You are a:
- family of four that takes two vacations to the beach (that is 300 miles away by car) each year and commutes 250 miles per week from their home in the suburbs.
- married couple with one car, sharing it for commutes to two different jobs each, up to 400 miles per week, family income less than $50,000 per year.
- family of 3 with more than $100,000 income that lives in the city and uses public transportation to commute.
- single person who commutes 50 percent of the time about 100 miles per week, but likes to go hiking to the country on the weekends.
- family of 5 who lives in rural America with no commute, but most travel 40 miles each way to buy household items.
Post activity discussion:
Have each buyer group share their decisions with the class. Discuss the socioeconomic, accessibility, financial, and environmental issues that were used to make decisions. There will be no right and wrong answers for automobile choices, as they depend on each person's needs, finances, and choices about the environment. Teachers may use additional class time to have the groups trade places and use different car makes and models. Additional Resources for Teachers: There are several Web sites that provide more information on the topic: http://www.pbs.org/now/shows/302/biodiesel.html http://www.fueleconomy.gov/feg/current.shtml http://www.epa.gov/otaq/consumer/fuels/altfuels/altfuels.htm http://www.socalgas.com/business/ngv/faq.shtml http://www.eere.energy.gov/afdc/ http://www.cleanvehicle.org/technology/ http://www.sciencedaily.com/news/matter_energy/alternative_fuels/ http://www.energyquest.ca.gov/transportation/index.html http://www.popularmechanics.com/science/earth/2690341.html http://www.nrdc.org/air/energy/fensec.asp#note2 National Standards Geography
Standard 14: Understands how human actions modify the physical environment
Standard 16: Understands the changes that occur in the meaning, use, distribution and importance of resources
Standard 18: Understands global development and environmental issues Science
Standard 13: Understands the scientific enterprise
Earth and Space Sciences
Standard 1: Understands atmospheric processes
Life Sciences
Standard 6: Understands relationships among organisms and their physical environment Mathematics
Standard 3: Uses basic and advanced procedures while performing the processes of computation Language Arts
Standard 1: Uses the general skills and strategies of the writing process
Standard 3: Uses grammatical and mechanical conventions in written composition
Standard 4: Gathers and uses information for research purposes Reading
Standard 5: Uses the general skills and strategies of the reading process
Standard 7: Uses reading skills and strategies to understand and interpret a variety of informational texts Economics
Standard 3: Understands the concept of prices and the interaction of supply and demand in a market economy
Standard 5: Understands unemployment, income, and income distribution in a market economy Listening and Speaking
Standard 8: Uses listening and speaking strategies for different purposes Technology
Standard 3: Understands the relationships among science, technology, society, and the individual
Standard 4: Understands the nature of technological design
Standard 6: Understands the nature and uses of different forms of technology Working with Others
Standard 1: Contributes to the overall effort of a group
Standard 4: Displays effective interpersonal communication skills
LESSON PLAN: Mercury in the Environment
Description:Students will: Be informed of new EPA regulations on the emissions of mercury by coal-fire power plants. Identify a major human-related source of mercury in the environment. Identify regions in the United States that are affected most by mercury emissions. Summarize the dangers of mercury in humans. Calculate the percent composition of coal to determine the amount of dangerous contaminants present. View an analogous demonstration of how mercury is detected in a lab sample.
Last Updated:Subject(s):
- Health
- Health > Body Systems & Senses
- ...
- Grades 9-10 / Ages 14-16
- Grades 11-12 / Ages 16-18
- Curriculum: Lesson Plan
Subjects: Chemistry, geology, environmental science Time: 1 to 2 class periods Lesson Objectives:
To develop abilities necessary to do scientific inquiry.
To develop an understanding of chemical reactions, structures and properties of matter
To develop an understanding of geochemical cycles
To develop abilities in science and technology
To develop decision-making skills in natural and human-induced hazards
Competencies - Students will:
- Be informed of new EPA regulations on the emissions of mercury by coal-fire power plants.
- Identify a major human-related source of mercury in the environment.
- Identify regions in the United States that are affected most by mercury emissions.
- Summarize the dangers of mercury in humans.
- Calculate the percent composition of coal to determine the amount of dangerous contaminants present.
- View an analogous demonstration of how mercury is detected in a lab sample.
In March, 2005, the Environmental Protection Agency announced new rules for mercury that power plants release into the air when they burn coal to make electricity. The plan, called the Clean Air Interstate Rule (CAIR), is designed to limit the tonnage of mercury that is released per year. The goal is to reduce mercury emissions from 48 tons per year to 38 tons per year in 2010 and 15 tons per year by 2018. Coal-burning electric plants are the largest cause of avoidable mercury emissions. Other sources of mercury pollution in the environment include the disposal of batteries, thermometers, and gas meters. Not all mercury emissions are from industrial sources. Mercury is released into the air when volcanoes erupt and mercury-containing rocks contaminate ground water. Mercury is dangerous to humans. High levels of mercury in a human can affect the nervous system and is especially harmful to unborn children in the womb. The most common way a person is exposed to mercury pollution is through eating fish. Lakes become contaminated when mercury compounds in the air mix with water vapor and fall as rain. The mercury is absorbed into the fatty tissues of fish, which pass that mercury on when the fish is eaten. Coal is a solid hydrocarbon. It has 12 to 50 carbon atoms per molecule and over twice that number of hydrogen atoms. In addition, there are many impurities that are left over from the original organic material that made the coal. Oxygen, nitrogen (from plants), silicon (from shells), aluminum, iron, calcium (from bones), magnesium, sodium, potassium, and phosphorus are common in coal. How did mercury get into the coal in the first place? Coal is a rock formed from plant material that has been compressed by overlaying rock for hundreds of millions of years. The three major contaminants in coal (mercury, arsenic, and sulfur) were not a part of the living organisms that made the coal. These elements seeped into the coal beds through ground water or during a time when the land was flooded with ocean water. Coal seams that are low in sulfur (termed "sweet" instead of "sour") and low in other contaminants had a layer of impermeable rock overlaying the coal bed. Correlation to National Standards Materials Needed (handouts provided in printer-friendly PDF format)
- NewsHour video segment: "EPA Limits Mercury Emissions," Mar. 15, 2005
- Article, "Mercury Contamination of Aquatic Ecosystems" (available at http://water.usgs.gov/wid/FS_216-95/FS_216-95.html)
- Handout 1, Hands-on Activity
- Handout 2, Percent Mercury in Coal
- A Ziploc bag of "coal atoms" for each lab station:
- lots of small, plastic beads of two colors (one for H, one for C)
- a small number of different colored plastic beads for other elements.
- A balance at each lab station with a range of 0.0 grams to 100.0 grams
- Several paper cups per lab station to hold beads
- Cold-vapor demo: Glass beaker, a strong light source such as a high-power flashlight or overhead, a small number of transparent beads and some opaque beads
- All students will need their calculator and a periodic table
1. Have students watch "EPA Limits Mercury Emissions" for background on the new EPA rules. The students should think about these questions as they view the video:
- Why is mercury harmful to humans?
- How much of the mercury emitted is actually harmful?
- How will industry be able to reduce emissions by two-thirds?
Answer: 2 Hg + O2 2HgO 3. Reading: How does mercury oxide go from the power plant smokestack to humans? Have students read the short article, "Mercury Contamination of Aquatic Ecosystems" by the USGS and answer the questions below.
- In the late 1980s, where was mercury found in the environment?
- If only 1 gram of mercury is deposited into a small lake each year, why does mercury appear in game fish? (hint: biomagnifications)
- Using figures 4 and 6, trace the path that mercury takes from the air to humans.
- Under what conditions will mercury spread faster through an ecosystem?
- How does inorganic mercury [mercuric oxide or HgO] turn into organic mercury [methyl mercury or CH3Hg+]? How is it transmitted from there?
- List three natural sources and three human-related sources for mercury to be in the environment.
- After the CAIR plan takes effect and coal-burning plants release less mercury, when will researchers see a significant difference in lakes?
The EPA approved method for detecting the amount of mercury in drinking water is the same method that coal mines use to rank their product. The general method is called "cold vapor atomic absorption spectrophotometry". This instrument takes advantage of mercury's tendency to absorb certain wavelengths of light. Here is an overview:
- Mercury is separated from the sample of coal or drinking water.
b. Since mercury tends to bond with the element gold, a "gold trap" is often used to isolate the mercury vapors when the sample is heated. (Mercury is often used at gold mines in the same way to trap gold.) An alternate method is to heat the sample in a closed container with concentrated acid.
c. The mercury vapor is converted to HgO, a highly volatile compound.
d. Vapors are sent through the spectrophotometer, which shines a certain wavelength of light that will be absorbed by mercury. The more light that is absorbed, the more mercury in the sample.
1. Prepare several different cups with mostly transparent beads and some opaque beads. The opaque beads represent mercury.
2. Shine a bright light underneath a glass beaker so that the light shines on the ceiling and it is easy to see. The larger the light and the beaker, the better the effect.
3. Slowly pour one cup of beads into the beaker until the bottom of the beaker is 1 bead deep. This represents the vapor coming from the test sample.
4. Repeat this demo using samples that increase in mercury contamination until the last sample blocks most of the light. Correlation to National Science Education Standards:
Science as Inquiry
Use technology and mathematics to improve investigations and communications
Physical Science
Chemical reactions
Structure and properties of matter
Life Science
Interdependence of organisms
Matter, energy, and organization in living systems
Earth Science
Geochemical cycles
Origin of the earth system
Science in Personal and Social Perspectives
Natural and human-induced hazards
Science and technology in national challenges
Description:Students will:
Last Updated:Subject(s):
- Health
- Health > Environmental Health
- ...
- Grades 9-10 / Ages 14-16
- Grades 11-12 / Ages 16-18
- Curriculum: Lesson Plan
- Weather Quiz (Printer-friendly PDF included with lesson)
- Weather Quiz Key (PDF included)
- Finding the Facts (PDF included)
- "Hurricanes Mark Unusual Spike in Already Active Storm Cycle" available at http://www.pbs.org/newshour/updates/hurricanes_09-23-05.html
- "Strange Days on Planet Earth: 6 Reasons You Should Care" available at http://www.pbs.org/strangedays/episodes/onedegreefactor/care/index.html
- "Global Warming" available at http://www.pbs.org/newshour/extra/features/jan-june01/global_warming.html
- Project Guidelines (PDF included)
- Access to Internet and primary source research materials
- Assorted art supplies, computer software, and other supplies necessary for creating student presentations and projects (optional)
Hurricanes, tropical storms, tornadoes, and other extraordinary weather events have been a big part of the news headlines in the U.S. for months. With a record number of named hurricanes and tropical storms and killer tornadoes striking in November, many are asking, "What's up with the weather?" The winter forecast for much of the U.S. calls for above normal temperatures, with some areas experiencing a winter with temperatures as high as 20 or more degrees above normal. Looking at past weather patterns, weather cycles, and what causes these patterns and cycles can help students understand more about the type of weather events we are experiencing and what is contributing to what many consider to be unusual weather and maybe even a change in the world's climate.
Procedure Part 1: Weather Quiz
1. To get students interested in the weather topics being discussed, begin by using the overhead or a photocopied version of the Weather Quiz to see what students already know about the topic. 2. Using the answers to the questions on the Weather Quiz, discuss and teach students basic information about the weather events and topics that are part of the quiz. NOTE: The Weather Quiz Key contains a number of links to specific Web sites, articles, graphic organizers, and other resources that can be used to teach students basic information about the ideas/events featured in each question. Part 2: Hypothesizing About the Weather
1. Once you have completed the class discussion using the weather quiz, ask students the following questions:
- Is the Earth's weather changing, or is the weather we have seen this year and in recent years just part of the Earth's natural weather cycle?
- Assume the weather is changing. In your opinion what is causing these changes?
- "Hurricanes Mark Unusual Spike in Already Active Storm Cycle" available at http://www.pbs.org/newshour/updates/hurricanes_09-23-05.html
- "Strange Days on Planet Earth: 6 Reasons You Should Care" available at http://www.pbs.org/strangedays/episodes/onedegreefactor/care/index.html
- "Global Warming" available at http://www.pbs.org/newshour/extra/features/jan-june01/global_warming.html
1. Divide the class into pairs or small groups. Using the topics listed below as well as those you provide as well, assign each group/pair to conduct research and create an interactive project or presentation that they can use to teach their classmates about the topic they have been assigned. Following the Project Guidelines, each group should be prepared to teach their classmates about what they have learned. Topic List:
- How Do Hurricanes Form?
- How Has the Weather Changed in the Past 10 Years?
- What Causes a Tornado?
- What is Global Warming?
- How Do We Forecast the Weather?
- What are the Effects of Rising Global Temperatures on People, Plants, Animals, and Ecosystems? (this could be split into 4 different projects)
- What are the Positive Effects of Global Warming?
- What is the Historically Normal Weather Pattern for Your Area of the U.S. and How has the Pattern Changed Over the Past Ten Years?
- What Can be Done to Combat Global Warming?
- Other: create your own project and get teacher approval
1. Using The Farmer's Almanac http://www.almanac.com/weathercenter/ or similar resources, create a graph or chart that compares the weather from 10, 20, 50, and 100 years ago. Document precipitation, average temperatures, number of damaging storms (tornadoes, hurricanes, floods, etc.). Using the graphs and charts, draw conclusions about whether or not the weather and climate in your region is changing or has stayed the same over the past century. 2. Using what you have learned about weather, make a long term weather forecast for your region. Compare your forecast to what experts are forecasting. Provide specific reasons why you forecasted the weather the way you did. Keep track of the weather for the following months and go back and assess the accuracy of your forecast at the end of the season. National Standards
McRel Compendium of K-12 Standards Addressed: Science
Standard 1: Understands atmospheric processes and the water cycle
Standard 12: Understands the nature of scientific inquiry Geography
Standard 7: Knows the physical processes that shape patterns on Earth's surface Language Arts
Standard 4: Gathers and uses information for research purposes Reading
Standard 5: Uses the general skills and strategies of the reading process
Standard 7: Uses reading skills and strategies to understand and interpret a variety of
informational texts Listening and Speaking
Standard 8: Uses listening and speaking strategies for different purposes Working with Others
Standard 4: Displays effective interpersonal communication skills
Description:Students will: Explore the characteristics of the polar ecosystems in Antarctica. Analyze the environmental impact of research and tourism in Antarctica. Investigate the impact of waste materials on Antarctic ice though a laboratory experiment.
Last Updated:Subject(s):
- Science
- Science > Earth Science
- ...
- Grades 9-10 / Ages 14-16
- Grades 11-12 / Ages 16-18
- Activity: Experiment/Lab
- Curriculum: Lesson Plan
Antarctica is the coldest continent on Earth and one of the most fragile ecosystems on the planet. Despite the presence of glaciers, sea ice, permafrost, limited sunlight and fiercely cold temperatures, Antarctica still contains an abundance of resources, both living and non-living. These resources attract the attention of an increasing number of researchers and tourists from all over the world. How does their presence affect this land and its resources? Materials: PDF - All above materials as one file
Activity 1: Team Snapshot of Antarctica Divide the class into appropriate teams. Review the instructions and rubric with the students on the handout. Ask the students to prepare a PowerPoint slide show or a poster in their teams. The student will need time to research their topic. Presentation After all teams have completed their research, and PowerPoint or posters, select a team member to present the information to the class. Check for Understanding Ask students to complete the four-square "Antarctic Ecosystems Organizer" as presentations are made. Following the presentations, lead a discussion addressing these questions:
- What types of environmental problems can result from the threat found?
- Why is it difficult for polar ecosystems to recover from environmental damage?
- How has global warming affected Antarctica?
- Why do you think there are no indigenous people in Antarctica?
- Would you like to go to Antarctica? Why or why not? What aspect of travel to Antarctica would you like the most? What aspect would you like the least?
- Should there be limits to research operations and or tourism in Antarctica? If so, how would you limit research?
- Should we limit the total number of people that visit Antarctic yearly? What would the limit be and why?
Adapting this Lesson Below Level Learners: Participate by making labeled diagrams and sketches of projects. Advanced Learners: Research and debate international agreements associated with Antarctic Treaties. Discuss challenges to the treaties and risks for member nations. English Language Learners: Write out vocabulary lists related to polar ecosystems. National Science Education Standards CONTENT STANDARD F: As a result of activities in grades 9-12, all students should develop understanding of:
- Natural resources
- Environmental quality
- Natural and human-induced hazards
- Science and technology in local, national, and global challenges


text:
Sen. Harry Reid's attacks on Mitt Romney's tax history are becoming increasingly shrill and outlandish. On Wednesday, he doubled down on his claim that Romney didn't pay taxes for 10 years, telling reporters that "a number of people" have told him that Romney was a long-time tax cheat. The Senate majority leader probably thought his claims would be enough to pressure Romney into releasing additional tax returns — instead, Reid is looking more and more like a joke:
On Wednesday, Reid stuck to his story, and broadened it.
"I am not basing this on some figment of my imagination," Reid said in a telephone call with Nevada reporters. "I have had a number of people tell me that."
Asked to elaborate on his sources, Reid declined. "No, that's the best you're going to get from me."
"I don't think the burden should be on me," Reid said. "The burden should be on him. He's the one I've alleged has not paid any taxes. Why didn't he release his tax returns?"
Actually, that's not how these things work. Reid is the one making the accusations, and he should provide at least some shred of evidence that his claims weren't completely fabricated — something more than just his word that he's "not basing this on some figment of my imagination." Why should the burden of proof be on Romney to show that Reid's completely unsourced allegations are false? If Reid has talked to a number of people about this, why haven't any of them gone to the media? Why is Reid the first person we're hearing this from?
Amazingly, after telling a huddle of reporters that he couldn't reveal any of his sources, Reid insisted that they begin poking around in Romney's financial history and write stories about the tax accusations:
Reid challenged the media to be more aggressive in digging into Romney's finances.
"What if he has paid no taxes, like I am saying he hasn't," Reid said. "What if he has all these moneys as we already know … in the Cayman Islands, Bermuda, Swiss banks. I mean, gee whiz, rather than ask me why I should do this, that is a story you should be writing."
The Las Vegas Review-Journal, which is apparently used to Reid's outbursts, concluded that "If nothing else, Reid's remarks could be entered onto a list of other head-turning comments he has made over the years, including calling President George W. Bush a liar and a 'loser' on separate occasions." Very true — this isn't the first time Reid has taken attacks on Republican candidates too far. At least in this instance it doesn't seem like the press is taking him very seriously.

subset: commoncrawl


text: We couldn't help but notice how sensational Kristen Stewart is looking on the cover of the current issue of Vanity Fair magazine. It's a refreshing change from her traditional grunge image (last week she wore jeans to a friends wedding) and nice to see how beautiful she can look! The belle du jour of Hollywood and reportedly the word's highest grossing actress, she's currently starring in Snow White and the Huntsman in which she wears clothes somewhat similar to her preferred vampy style. Shop Kristen's day-to-day style essentials below.


text:
There are many benefits to giving your baby a massage every now and again. You stimulate blood flow to their extremities, you add moisture and nourishment to your baby's skin, and you get to spend some bonding time with your baby. Studies have shown that parents who give massages to their babies tend to form stronger emotional bonds with their offspring.
To make it all the more special, why not try making your own baby oil at home? It's easy to make, and you can create as much baby oil as you need. You can also add a bit of rose oil to make it smell as sweet as your baby!
>> DIY Baby Oil <<
image source: soapqueen.com


text:
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text:
I am selling my Farmall Super H Tractor. From the serial number I have been told that the tractor should be a 1953 model (not positive) It runs great and looks pretty good. It needs painted but all the metal is there and it is all pretty straight. I have put a new muffler, seat spring & bushings, fan belt, 6V Battery, plugs, wires, cap/rotor and voltage regulator on the tractor recently. This tractor would be a good one to have around to use or would make a great project tractor. The steering wheel has NO cracks and the tires are older but hold air and ride just fine. Rear PTO, side Pully, brakes, clutch, guages, and lights all work great. Tractor has a road gear which is nice for tractor rides and parades.
I am asking $1,850
Please feel free to call or email with any questions or come look anytime.
Location: Denmark, IA


text:
|Karen Truelove from Silt, CO - source
Activist Post
Silt, Colorado -- Our house has a big picture window on the upper level, facing south. I often sit behind it before the sun arrives, with coffee, looking. I like to observe the sun's first searching rays wake up the mountain peaks above us, each one receiving its due as the sun climbs skyward.
I study my view, on the lookout for the flick of a mule deer's ear in the pasture to our west, the prance of a coyote as he heads for the safety of protective cover, or the twitch of a magpie's tail in the apricot tree in our garden. For more than a couple of years -- in fact an eternity -- I have watched in horror as the natural gas drilling rigs arrive and deploy their forces on the brushy slopes and hills across the Colorado River. Ever closer, they dot the landscape of my picture window in increasing numbers, and fill my mind with increasing dread and impending doom. I wish they would go away. I wish I could wave my hand and wish them away. Just go away, I pray.
When we purchased our property, we were told that our area had been explored in the past and it was found that it was not economically feasible to recover what gas deposits existed below our feet. No one then talked of the many impacts of heavy truck traffic, the legalities of natural gas leases, and the harsh realities of the split estate. Then came hydraulic fracturing and our world changed. We did not see it coming. We were not consulted.
Soon, our neighborhood was bustling with gas workers and pickup trucks, and the acrid smell of diesel fuel and angst left hanging on the wind. Our roads and highways became suddenly congested, property values exploded, and great plans were made. The mad fool's rush was on. We began hearing the cries from the people and landowners in the direct line of fire. This is not right, they said. How can this be, they shouted? How can you hurt us so badly?
I remember sitting behind my window as the first uncontrolled well fire belched huge clouds of rolling black smoke blowing east across my view. I rose and stood transfixed, mortified, slapped out of my chair with a wave of revulsion and outrage with fist in the air. How can this happen, I asked? Who else is watching this? Will anybody be held accountable? To what account?
The economy has crashed along with our housing prices and the nation's hopes. Another boom, then bust. It has slowed the industry down to some degree, as has some new environmental regulation. Yet, the damage continues. We need the jobs they say. I'm sorry, but we do not have ears for this line of argument.
We hear about well water that smells of noxious chemicals and can be ignited at the tap. We hear of strange skin rashes and people getting sick. Some move to get out of the way. Some abandon their homes and run. And still the rigs come. We were told of an industry insider who claimed that they would frack every square mile in the state of Colorado, and the west. They are sure of it. They are proud of it. Drill baby drill, full speed ahead and damn the torpedoes.
It's mom's apple pie, the colors red, white, and blue, and the american way. Stay out of our way, they say. We have the law on our side.
I have a simple answer for them, had they bothered to ask if I would allow them in our neighborhood. The answer is no, hell no! Can I make it any clearer? How dare you to presume otherwise.
I also beg a question of them. How about this one? Just who on god's green earth do you think you are? I have a suggestion, too. Take your proprietary cocktails of poisons and death and leave. Get out of my backyard, which is vast and indomitable. It does not belong to you. Get out of my community and keep on going until you run right out of the west and drown in the sea. Go now! There is a special place in hell just for you, and the reservation is yours forever. Take your fracking fluids with you.
Michael Patrick McCarty earned a B.S. Degree in Wildlife Biology from Colorado State University. He has worked in both the public and private sectors in a variety of capacities relating to fisheries and wildlife biology, water and environmental quality, and outdoor recreation. Michael and his wife steward a small acreage they have named Peach Valley Heritage Farms. It's a "work in progress" for sure, but a little piece of heaven in the Rockies, just the same. Their work can be found at The Backyard Provider.
Read other articles by Michael McCarty here.
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Elizabeth A LeBel, MD
Hospice and Palliative Medicine, Internal Medicine
Board Certified:
American Board of Internal Medicine
ABFM - Hospice and Palliative Medicine
University of Pennsylvania, MD, 1993
University of Pennsylvania, BA, 1989
Oregon Health Sciences University
University of Texas Medical School
Three Rivers Medical Associates
1301 Taylor Street
Suite 8-A
Columbia, SC 29201
(803) 799-1922
Three Rivers Medical Associates-Irmo
7430 College Street
Irmo, SC 29063
(803) 732-4001
Elizabeth A. Patrick, MD, FACP, is board certified in internal medicine and a fellow of the American College of Physicians. She is a graduate of the University of Pennsylvania where she attended the Wharton School of Business as well as the School of Medicine. Her postgraduate training was initially in surgery and she completed an internal medicine residency at Oregon Health Sciences University. She has worked in a number of settings including outpatient, inpatient, nursing home, geropsychiatry and emergency department. Her interests include dive medicine (she is a DAN referral physician) as well as women's issues and dementia. She continues to work at the Dorn VA emergency room. She has been at our Irmo office since 2005
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Tuesday, July 28, 2015
Based on the 2011 Bureau of Labor Statistics, 24/7 Wall Street found nine jobs that give you a decent wage with plenty of days off. See if your job made the list.
No. 8 Occupational therapists: Like other professions, occupational therapists' work load is based on appointments, and due to that, they can sometimes work fewer than the standard 40-hour workweek.
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Female , 18-21
im a girl whose a walking contradiction im complicated im interesting and im proud of it to.
Last Seen Sep 25, 2013
Member Since Jun 25, 2011
Favorite Quote
- a little Italian
- and a little Russian
- and 100% American
- and a little French-Canadian
- and a little German
- and a little Jewish
- and a little Irish
Vices reading
Horoscope Libra
Special day
Books harry potter
Local Time July 29th, 1:27 AM
Profile Whiteboard Recent Activity 12 Stories 14 Experiences 8 Friends 10 Photos 5 Questions Trophies
My Life after losing my one friend that moved away i had no one and no social skills to fix it because i was a reliant child that would cling to the closest person that would accept me. you always see other... [more]
A Love Triangle Well... More Like A Love Hexagon My friend adam has ahuge crush on me as well as my other friend alex though they dont know im aware. My friend alex's younger sister has a crush on adam and at least six of my friends have a cush on… [more]
I Wanna Know What's the Worst Way to Break UpBad Boyfriend Bad When I was in high school i was dating a boy for two years. We spent everyday together and we were deeply in love or at least thats what I thought. One day he came into my class room to return boo… [more]
Some Angels Arent Wanted Im all alonein my own time zonenoone to holdbaby, im on my ownnoone to hold me tightto say its all rightyou think ur gonna help me nowno, it aint fine… [more]
I Am Not Very Close With My RelativesEscape The Never Ending Screams My family was the type that violently fought and screamed and that's my earliest memory. I had to cope with having a volatile bipolar borther and a mom with anger issues that disciplined me and my b… [more]


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This is a good friend/customer of mine, Stephen. He participates in living history re-enactments with the 15th. VA Infantry Company A http://www.15thvacoa.org/. He came by the shop after an event at Tredegar Ironworks http://web.ukonline.co.uk/b.gardner/...r/trediron.htm and I shoved an AK in his hand.
First, Stephen with his issued .69 cal. smoothbore musket:
And now, fast forward into the 21st. Century, and Stephen would choose.......the SAS-M7 Underfolder AKS-47!
Hmmmm......wonder what Moseby's Rangers could have done with some of these.......unk:


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Price: US$33.75 (SGD45.00*)Format: Hard Cover, 109 pagesPublished: 2006, Singapore, 1st EditionISBN: 9789810557867SB#: 042802 (702)
The London-based innovative sculptor Antony Gormley (b. 1950) is widely known for his installation, "Fields". His "Asian Field" was shown at Singapore's Earl Lu Gallery from October to December 2005. This study of Gormley's works includes high quality photographs of the details of his installation in Tokyo and Icheon, together with explanatory essays on his work and its significance.
* Actual charges are made in Singapore Dollars (SGD). SGD1.00 = US$0.75


text: Producer Ruth Ezell profiles the New Music Circle: a St. Louis-based non-profit group dedicated to showcasing the best avant-garde composers and performers. This story featured excerpts from a concert by the St. Louis Laptop Ensemble. The program included Repertoire from PLOrk (Princeton Laptop Orchestra) and interactive performances using NCRI from MiLO (Milwaukee Laptop Orchestra).


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COUGARS AND PIONEERS SPLIT DOUBLEHEADERMarch 29, 2013
GALLATIN - The Cleveland State baseball team hit the road for a big Region VII Conference doubleheader on Thursday afternoon with Volunteer State. The Cougars took game one by a score of 4-3 and the Pioneers rebounded in game two for a 4-0 win and a split of the twinbill.
The Cougars struck first in game one with a single run in the second and third innings. Cody Hiefnar belted a solo homer to left field for the first run of the afternoon in the second while Evan Speicher singled and later scored in the third on a groundout by Jared Davis for a 2-0 lead.
The visitors doubled their lead in the fifth as Hiefnar singled in another run and DeAndre Allen plated one with a sacrifice fly for a 4-0 advantage.
The Pioneers rallied for three runs in the bottom of the sixth. An error, a sacrifice fly, a wild pitch and an RBI single from Janos Briscoe helped cut the lead to only 4-3.
The home team mounted one last rally in their final turn at the plate in the seventh. With two outs, Devin fish doubled to put the tying run in scoring position. Anthony Dowling singled, but Cougar right fielder, Chase Edwards cut fish down at the plate to end game one in dramatic fashion and preserve the Cougar win.
Brandon Zajac tossed six innings allowing only one earned run and striking out eight to get the win while Bobby Towne pitched the seventh to get the save. Clint Meadows went the distance for the Pioneers, but took the loss.
Game two was all Pioneers as Josh Macurdy went the distance allowing only four Cougar hits and striking out six in route to tossing a shutout to pick up the win.
Fish doubled in a run for the Pioneers in the first and later scored on an error for a 2-0 lead while Jonathan Allison and Nick Holt each singled in a run in the sixth to push the lead to 4-0.
Thomas Huddleston went the distance for the Cougars (17-13, 7-7) in game two but took the loss. Zach Janes, Dalton Rogers, Edwards and Speicher had the only Cougar hits in game two.
The teams will play the rubber game of the three-game set on Friday.


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Lodging near Fine Arts Museum are provided below ordered by distance. Search for cheap and discount hotel rates near Fine Arts Museum in Nice France for your leisure or corporate travels.
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great project.. all glass is good or new--runs-updated lites&markers--dump bed raises--2 speed axle -some wheel cylinders&lines removed 7.50x20's----nice 9.00x 20's now,blasted and painted. Haul... More
1937 Ford Dump Truck. Same family owned since 1959. Been stored in CA desert for the past 15 years. Needs restoration 1937 Ford Dump Truck.... More
1952 Jaguar XK-120, The car has been sitting in storage for 37 years. It is in great shape for being in storage. The body... More
For sale is a 1972 Ford Gran Torino fastback. Hurst transmission. Edelbrock carburetor. 390 engine. New coat of primer, very little rust, and only... More
1969 Oldsmobile 442, My brother Matt loved his 442 and was having it restored at the time of his sudden death in 2014. He... More
1929 Ford truck Rat Rod project-- rolling chass that is a 29 Model A with 29 front end and bigger brakes drum mid 40's... More
1982 Rolls-Royce Corniche Convertible This car is located 40 miles west of Boston Mass and has 57k miles and does run strong it is in... More
Jaguar XK120 Drophead Coupé - Right Hand Drive -100% numbers matching -... More
Up for grabs is a 1948 GMC long bed (FC102) that is about ½ to ¾ through a complete restoration, but it needs someone... More
A rare barn-find original project----1968 Mazda Cosmo Sports L10B 1968 L10B, first registered 1968, mileage unknown, several owners MOT was last valid?until 10/17/1990 the original color seems ... More
1962 International v345 cubic inches gas tires 825X20 with 90% tread 5-2 speed double ram hoist $2,500 Price Budd, 208-466-4972... More
1956 Chevy 210 - $6000 (Miami Florida) Two door with columns. $1,500.00 in new parts included. Clean tittle. transmission automatic. Good project car. Dos puertas con columa.... More
1978 Pontiac Firebird Esprit. Project car, 305 V8, automatic, silver with black velour interior, factory in-dash 8 track, console, bucket seats, moon-roof. Mileage estimate is around 156,000... More
Needs full cosmetic restoration inside and out. All major mechanicals re-done (engine, transmission, suspension, brakes). Has original Artic Air underdash unit and hard tonneau.... More
This car has made the round of shows back in the late 80's early 90's but with No garage rust has won the battle. ... More
Mark Two Continental has one option and that was air conditioning. This auto needs a lot of work, it has been garage kept for... More
Buick 1986 Regal for restoration, hasn't been run in 8 years, must be towed or flatbedded, Limited Slip differential: both rear wheels drive at... More
This 1925 Model T has only had two owners.It is original and complete but has not been restored or changed in any way. Over... More
1966 Volvo with a lot of new parts installed 8 years ago including, steel brake lines, rubber brake lines, primary & secondary cylinders for... More
1961 Cadillac series 62 sport coupe. Original motor and transmission, interior etc. all numbers matching COLLECTOR CAR. Clean title. Car has original 390ci 325hp... More
1982 Ferrari 288GTO, Ferrari 288GTOs are now selling for $2.75 million. (See photo.) The GTO is an evolution of the Ferrari 308. (E.g., it's... More
Original Owner 1978 Chevrolet Camaro Z28 Project Car. Car is 80% disassembled. Some rust in Driver Quarter and front fenders. Floors, Firewall, inner fenders,Trunk... More
1970 Sunbeam Alpine, one owner. Needs restoration, paint good, engine less than 5K miles. Price includes 2 parts cars and many extra parts.... More
July 30 update: *** This vehicle has been sold *** Thank you to all interested parties BARN FIND European-spec (Italy), unrestored 1972 Porsche 911 S Targa... More
1974 Chevrolet Corvette stingray, This was my late wife's car. She used it only for transportation to and from work ( appx. 20 mi.)... More
1929 Federal A6, dual rear wheels, 1-ton flatbed. Basket case - assembly required. Continental 16C flathead 6 cylinder. Steel wheels, hydraulic brakes. Very complete.... More
1968 Triumph TR250 recently recovered from storage. Last known time on the road was 1992. After inspecting the vehicle it has been noted that... More
1965 Triumph TR4, has been stored in garage for over 30 years. I started to restore but ran out of time and desire. Perfect car... More
1953 CORVETTE XC-53 kit car, manufactured by Classic Sports Cars, includes body, hinged doors, hood, trunk, frame, running gear, some misc parts, ID tag... More
Are you looking for a nice project car/restoration project? We seem to have stumbled upon a rare find, and to our surprise we have a... More