```21st CT – 21st Century Tools
LCC- LA Comprehensive Curriculum
STEM – Science Technology Engineering &
Mathematics
DE – Discovery Education
Monroe City School District
Environmental Science
Scope, Sequence, and Timeline/Curriculum Map
First Nine Weeks
TOPIC
Days
GLE
Intro to
Environmental
Science
5
SE 18 Identify the factors that affect sustainable
development (SE-H-B6)
SE 19 Determine the interrelationships of clean water,
land, and air to the success of organisms in a
given population (SE-H-C1)
SE 20 Relate environmental quality to quality of life
(SE-H-C2)
NGSS
Resources
Vocabulary
Central Case: Fixing a HOLE in
the SKY
Scientific Method Lab: Green vs.
Conventional Cleaners
Local Research Studies
Intro to Graphing
Graphic Organizer: KWL
Map It
Hypothesis,
prediction,
independent variable,
dependent variable,
controlled study, data,
bias, tragedy of the
commons
The Tragedy of the Commons
Nature of
Science
5
SI 1 Write a testable question or hypothesis when
given a topic (SI-H-A1)
SI 2 Describe how investigations can be observation,
description, literature survey, classification, or
experimentation (SI-H-A2)
SI 3 Plan and record step-by-step procedures for a
valid investigation, select equipment and
materials, and identify variables and controls
(SI-H-A2)
SI 4 Conduct an investigation that includes multiple
trials and record, organize, and display data
appropriately (SI-H-A2)
SI 5 Utilize mathematics, organizational tools, and
graphing skills to solve problems (SI-H-A3)
SI 6 Use technology when appropriate to enhance
laboratory investigations and presentations of
findings (SI-H-A3)
Quick Lab
Central Case Study
Inquiry Labs and Activities
Environment,
environmental
scientist,
environmentalism,
natural resource,
renewable natural
resource,
nonrenewable natural
resource, sustainable,
fossil fuel, ecological
footprint
Monroe City School District  Revised Spring 2012
Page 1
TOPIC
Days
Nature of
Science
(cont’d)
Economics and
Env. Policy
5
GLE
SI 7 Choose appropriate models to explain scientific
objects, mathematical relationships, plans,
schemes, examples, role-playing, computer
simulations) (SI-H-A4)
SI 8 Give an example of how new scientific data can
cause an existing scientific explanation to be
supported, revised, or rejected (SI-H-A5)
SI 9 Write and defend a conclusion based on logical
analysis of experimental data (SI-H-A6) (SI-HA2)
SI 10 Given a description of an experiment, identify
appropriate safety measures (SI-H-A7)
SI 11 Evaluate selected theories based on supporting
scientific evidence (SI-H-B1)
SI 12 Cite evidence that scientific investigations are
conducted for many different reasons (SI-H-B2)
SE 18 Identify the factors that affect sustainable
development (SE-H-B6)
SE 19 Determine the interrelationships of clean water,
land, and air to the success of organisms in a
given population (SE-H-C1)
SE 21 Analyze the effect of common social, economic,
technological, and political considerations on
environmental policy (SE-H-C3)
SE 25 Discuss how education and collaboration can
affect the prevention and control of a selected
pollutant (SE-H-D2) (SE-H-D3)
SE 26 Determine local actions that can affect the
global environment (SE-H-D4)
SE 27 Describe how accountability toward the
environment affects sustainability (SE-H-D5)
NGSS
Resources
Vocabulary
Peer review, theory,
ethics
Central Case Study
Bellringer Video (ABC News)
Quick Lab
21st Century Skills
Inquiry Labs and Activities
DE: Economics: A Framework for
Teaching the Basic Concepts:
Microeconomic Concepts
Economics, supply,
demand, cost-benefit
analysis, ecological
economics,
environmental
economics, nonmarket value, market
failure, ecolabeling,
policy, environmental
impact statement,
subsidy, green tax,
lobbying, goods,
services, centrally
planned economy, free
market economy,
mixed economy
Monroe City School District  Revised Spring 2012
Page 2
TOPIC
Days
GLE
Matter and
Earth’s Systems
4
SE 7 Illustrate the flow of carbon, water, oxygen,
nitrogen, and phosphorus through an
ecosystem (SE-H-A6) (LS-H-D1)
SE 26 Determine local actions that can affect the
global environment (SE-H-D4)
Earth’s Spheres
&
Biogeochemical
Cycles
3
ESS 2 Trace the flow of heat energy through the
processes in the water cycle (ESS-H-A1)
ESS 12 Relate lithospheric plate movements to the
occurrences of earthquakes, volcanoes, midocean ridge systems, and off-shore trenches
found on Earth (ESS-H-A7)
ESS 13 Explain how stable elements and atoms are
recycled during natural geologic processes
(ESS-H-B1)
ESS 15 Identify the sun-driven processes that move
substances at or near Earth’s surface (ESS-HB2)
SE 7 Illustrate the flow of carbon, water, oxygen,
nitrogen, and phosphorus through an
ecosystem (SE-H-A6) (LS-H-D1)
SE 26 Determine local actions that can affect the
global environment (SE-H-D4)
Same ESS GLEs as above
NGSS
Resources
Vocabulary
Central Case
Earth’s Spheres Foldable/Graphic
Organizer
Bell Ringer Video
(ABC News)
Map It Online
Plate Boundaries Foldable/Graphic
Organizer
Quick Lab
Matter, atom, element,
nucleus, molecule,
compound,
hydrocarbon, solution,
macromolecule,
protein, nucleic acid,
carbohydrate, lipid,
pH, feedback loop,
erosion, sphere,
lithosphere, biosphere,
atmosphere,
hydrosphere,
Elements and Atoms
Earth Formation
Bellringer Video: Volcano to
Earthquake
Introduction to Field Studies
Field Observations
Compositional and Mechanical
Layers of the Earth
Structure of the Earth
Plate Tectonics-- Difference
between crust and lithosphere
Pangaea
Plate Tectonics -- Evidence of
plate movement
tectonic plate,
landform, deposition,
aquifer, groundwater,
law of conservation of
matter,
biogeochemical cycle,
eutrophication,
nitrogen fixation,
Pangaea,
asthenosphere, ozone,
sink, nitrification
Monroe City School District  Revised Spring 2012
Page 3
TOPIC
Days
GLE
Earth’s Spheres
&
Biogeochemical
Cycles (cont’d)
NGSS
Resources
Vocabulary
Plates Moving Due to
Convection in Mantle
Ozone Layer and Eukaryotes
Show Up
Population
Ecology
5
SE 1 Describe the abiotic and biotic factors that
distinguish Earth’s major ecological systems
(SE-H-A1)
SE 4 Determine the effects of limiting factors on a
population and describe the concept of carrying
capacity (SE-H-A3)
Central Case
Modeling Lab: Using Mark &
Recapture
Bellringer Video
Go Outside
Scientific Method Lab
Inquiry Labs and Activities
Ecological Footprints
Evolution &
Community
Ecology
7
SE 3 Use the 10% rule and data analysis to measure
the flow of energy as represented by biomass in
a system (SE-H-A2)
SE 5 Examine and discuss the major stages of
succession, describing the generalized
sequential order of the types of plant species
(SE-H-A4)
SE 8 Explain how species in an ecosystem interact
and link in a complex web (SE-H-A7) (SE-HA10)
SE 9 Cite and explain examples of organisms’
time (SE-H-A8)
SE 10 Analyze the effect of an invasive species on
the biodiversity within ecosystems (SE-H-A9)
SE 19 Determine the interrelationships of clean water,
land, and air to the success of organisms in a
given population (SE-H-C1)
Central Case
Modeling Lab
Bell Ringer Video
Outdoors Lab
Real Data
Neighborhood Activity: Invasive
Species Near You
Quick Lab
Science Behind the Stories
population,
community,
ecosystem,
survivorship curve,
immigration,
emigration,
exponential growth,
limiting factor,
carrying capacity,
Evolution, extinction,
niche,
chemosynthesis,
trophic level, food
chain, food web,
succession, invasive
species, pioneer
species
Introduction to Evolution and
Natural Selection
DE: The Ecosphere: Where All
Life Exists
Biology: The Science of Life: The
Flow of Matter and Energy in the
Living World: Photosynthesis and
Cellular Respiration
Monroe City School District  Revised Spring 2012
Page 4
TOPIC
Evolution &
Community
Ecology (cont’d)
Project-based
Activity
Days
GLE
NGSS
ESS 1 Describe what happens to the solar energy
received by Earth every day (ESS-H-A1)
5
Resources
Vocabulary
Biologix: Succession and Climax
Communities
Combination of Science as Inquiry and Environmental
Science GLEs
Review & Assessment
Monroe City School District  Revised Spring 2012
Page 5
21st CT – 21st Century Tools
LCC- LA Comprehensive Curriculum
STEM – Science Technology Engineering &
Mathematics
DE – Discovery Education
Monroe City School District
Environmental Science
Scope, Sequence, and Timeline/Curriculum Map
Second Nine Weeks
TOPIC
Days
GLE
Biomes &
Aquatic
Ecosystems
7
SE 2 Describe the characteristics of major biomes on
Earth (SE-H-A1)
NGSS
Resources
Vocabulary
Central Case
Outdoors Lab: Collecting Climate
Data
Bellringer Video
Point Counterpoint
Inquiry Labs and Activities
Ecological Footprints
DE: PLANET EARTH: Caves
Biome, climate,
weather,
climatograph,
canopy, emergent
layer, understory,
epiphyte, deciduous,
estivation,
permafrost, salinity,
photic zone, aphotic
zone, benthic zone,
littoral zone,
limnetic zone,
Central Case Study
Outdoors Lab: Exploring Plant
Diversity
Modeling Lab
Map It
Bellringer Video
Real Data
Inquiry Labs and Activities
Biodiversity,
extirpation,
Endangered Species
Act
PLANET EARTH: Deep Ocean
PLANET EARTH: Deserts
PLANET EARTH: Fresh Water
PLANET EARTH: Great Plains
PLANET EARTH: Ice Worlds
PLANET EARTH: Jungles
PLANET EARTH: Mountains
PLANET EARTH: Pole to Pole
PLANET EARTH: Seasonal Forests
PLANET EARTH: Shallow Seas
Biodiversity &
Conservation
5
SE 10 Analyze the effect of an invasive species on the
biodiversity within ecosystems (SE-H-A9)
SE 11 Explain why biodiversity is essential to the
survival of organisms (SE-H-A9)
SE 12 Cite evidence that scientific investigations are
conducted for many different reasons (SI-H-B2)
SE 14 Analyze data to determine the effect of
preservation practices compared to
conservation practices for a sample species
(SE-H-B2)
Monroe City School District  Revised Spring 2012
Page 6
TOPIC
Days
Biodiversity &
Conservation
(cont’d)
Human
Population
Environmental
Health
6
3
GLE
NGSS
SE 18 Identify the factors that affect sustainable
development (SE-H-B6)
LS 18 Classify organisms from different kingdoms at
several taxonomic levels, using a dichotomous
key (LS-H-C4)
LS 19 Compare characteristics of the major kingdoms
(LS-H-C5)
SE 15 Identify the factors that cause the inequitable
distribution of Earth’s resources (e.g., politics,
economics, climate) (SE-H-B3)
SE 17 Analyze data to determine when reuse,
recycling, and recovery are applicable (SE-H-B5)
SE 20 Relate environmental quality to quality of life
(SE-H-C2)
SE 21 Analyze the effect of common social, economic,
technological, and political considerations on
environmental policy (SE-H-C3)
SE 26 Determine local actions that can affect the
global environment (SE-H-D4)
SE 12 Cite evidence that scientific investigations are
conducted for many different reasons (SI-H-B2)
SE 19 Determine the interrelationships of clean water,
land, and air to the success of organisms in a
given population (SE-H-C1)
SE 20 Relate environmental quality to quality of life
(SE-H-C2)
SE 25 Discuss how education and collaboration can
affect the prevention and control of a selected
pollutant (SE-H-D2) (SE-H-D3)
Resources
Vocabulary
DE: PLANET EARTH: The Future:
Saving Species
Central Case
Bellringer Video
Real Data
Graph It
A Closer Look
Ecological Footprints
Industrial
Revolution,
demography,
demographic
transition
CIA - The World Factbook
Central Case
Quick Lab
Scientific Method Lab: Testing for
Map It
Ecological Footprints
DE: PLANET EARTH: The Future:
Into the Wilderness
Pathogen,
epidemiology,
toxicology,
pollution,
carcinogen,
teratogen,
neurotoxin, asbestos,
bioaccumulation,
biomagnification
Tsunami
Thanksgiving Break
Monroe City School District  Revised Spring 2012
Page 7
TOPIC
Days
GLE
NGSS
Resources
Environmental
Health
Urbanization
5
5
SE 17 Analyze data to determine when reuse,
recycling, and recovery are applicable (SE-H-B5)
SE 26 Determine local actions that can affect the
global environment (SE-H-D4)
LS 27 Analyze positive and negative effects of human
actions on ecosystems (LS-H-D4) (SE-H-A7)
Project-based
Activity
5
Combination of Science as Inquiry and Environmental
Science GLEs
Review & Semester Assessment
Christmas Break
Vocabulary
Same as above
Central Case
Bellringer Video
Real Data
Go Outside
Inquiry Labs and Activities
DE: Ecopolis: Building the Future
Land cover,
urbanization,
infrastructure, GIS,
greenway, UGB
Monroe City School District  Revised Spring 2012
Page 8
21st CT – 21st Century Tools
LCC- LA Comprehensive Curriculum
STEM – Science Technology Engineering &
Mathematics
DE – Discovery Education
Monroe City School District
SCIENCE
Scope, Sequence, and Timeline/Curriculum Map
Third Nine Weeks
TOPIC
Days
GLE
Resource
Management
2
Forest
Management
3
SE 11 Explain why biodiversity is essential to the
survival of organisms (SE-H-A9)
SE 19 Determine the interrelationships of clean water,
land, and air to the success of organisms in a
given population (SE-H-C1)
SE 23 Describe the relationship between public
support and the enforcement of environmental
policies (SE-H-C5)
SE 13 Evaluate whether a resource is renewable by
analyzing its relative regeneration time
(SE-H-B1)
SE 19 Determine the interrelationships of clean water,
land, and air to the success of organisms in a
given population (SE-H-C1)
SE 23 Describe the relationship between public
support and the enforcement of environmental
policies (SE-H-C5)
SE 6 Analyze the consequences of changes in
selected divisions of the biosphere (e.g., ozone
depletion, global warming, acid rain) (SE-H-A5)
(SE-H-A7)
ESS 22 Analyze data related to a variety of natural
processes to determine the time frame of the
changes involved (e.g., formation of sedimentary
rock layers, deposition of ash layers, fossilization
of plant or animal species) (ESS-H-C5)
Soil
4
NGSS
Resources
Vocabulary
Central Case
Outdoor Activity
Modeling Lab: Making recycled
Paper
Real Data
Resource
management, MSY,
deforestation,
Bellringer Video
Inquiry Labs and Activities
Multiple use,
monoculture,
prescribed burn,
salvage logging,
sustainable forestry
certifications
Southern Forests for the Future
DE: Enviro-Tacklebox: Module 04:
Forces in the Environment: Rebirth
in Fire
Central Case
Scientific Method Lab
Modeling Lab
Map It
Bell Ringer Video
Soil, parent material,
bedrock, weathering,
soil horizon, soil
profile, clay, silt,
sand, loam
Natural Resources Conservation
Service
Monroe City School District  Revised Spring 2012
Page 9
TOPIC
Days
GLE
Agriculture of
Food
Production
4
SE 6 Analyze the consequences of changes in
selected divisions of the biosphere (e.g., ozone
depletion, global warming, acid rain) (SE-H-A5)
(SE-H-A7)
SE 18 Identify the factors that affect sustainable
development (SE-H-B6)
ESS 22 Analyze data related to a variety of natural
processes to determine the time frame of the
changes involved (e.g., formation of sedimentary
rock layers, deposition of ash layers, fossilization
of plant or animal species) (ESS-H-C5)
LS 27 Analyze positive and negative effects of human
actions on ecosystems (LS-H-D4) (SE-H-A7)
SE 17 Analyze data to determine when reuse,
recycling, and recovery are applicable (SE-HB5)
ESS 13 Explain how stable elements and atoms are
recycled during natural geologic processes
(ESS-H-B1)
Mineral
Resources &
Mining
5
Water & Its
Uses
2
Water Pollution
3
SE 13 Evaluate whether a resource is renewable by
analyzing its relative regeneration time (SE-HB1)
SE 19 Determine the interrelationships of clean water,
land, and air to the success of organisms in a
given population (SE-H-C1)
SE 19 Determine the interrelationships of clean water,
land, and air to the success of organisms in a given
population (SE-H-C1)
NGSS
Resources
Inquiry Labs and Activities
Bell Ringer Video
Inquiry Labs and Activities
U.S. Dept. of Agriculture
United Nations World Food
Programme
Central Case
Scientific Method Lab
Outdoors Lab
Go Outside
Map It
Bellringer Video
Inquiry Labs and Activities
Central Case
Graph It
Map It
Bellringer Video
Real Data
Scientific Method Lab
Quick Lab
Inquiry Labs and Activities
Vocabulary
Arable land, genetic
engineering,
biotechnology,
aquaculture,
Mineral, rock,
Rock cycle, ore,
subsurface mining,
placer mining,
smelting
River system,
permeable,
salinization,
xeriscaping
point-source
pollution,
wastewater, algal
bloom, septic system
Flocculation: Making Clean
Water
Monroe City School District  Revised Spring 2012
Page 10
TOPIC
Days
Earth’s
Atmosphere
2
Atmospheric &
Air Pollution
3
GLE
SE 21 Analyze the effect of common social, economic,
technological, and political considerations on
environmental policy (SE-H-C3)
SE 22 Analyze the risk-benefit ratio for selected
environmental situations (SE-H-C4)
SE 25 Discuss how education and collaboration can
affect the prevention and control of a selected
pollutant (SE-H-D2) (SE-H-D3)
ESS 8 Explain why weather only occurs in the
tropospheric layer of Earth's atmosphere (ESSH-A5)
ESS 9 Compare the structure, composition, and
function of the layers of Earth’s atmosphere
(ESS-H-A6)
ESS 10 Analyze the mechanisms that drive weather
and climate patterns and relate them to the
three methods of heat transfer (ESS-H-A6)
ESS 21 Use fossil records to explain changes in the
concentration of atmospheric oxygen over time
(ESS-H- C4)
SE 21 Analyze the effect of common social, economic,
technological, and political considerations on
environmental policy (SE-H-C3)
SE 22 Analyze the risk-benefit ratio for selected
environmental situations (SE-H-C4)
SE 25 Discuss how education and collaboration can
affect the prevention and control of a selected
pollutant (SE-H-D2) (SE-H-D3)
ESS 8 Explain why weather only occurs in the
tropospheric layer of Earth's atmosphere (ESSH-A5)
NGSS
Resources
Vocabulary
Central Case
Quick Lab
Graphic Organizer
Go Outside
Bellringer Video
Graph It
Real Data
Unit Project
Atmosphere, relative
humidity,
troposphere,
stratosphere, ozone
layer, mesosphere,
thermosphere,
current, air mass,
front
Unit Project
Clean Air Act,
emission, fossil fuel,
temperature
inversion, acid
deposition, catalytic
converter, ozone
hole,
chlorofluorocarbon,
Montreal Protocol,
scrubber
The Ozone Layer
Air Pollutants | Air and
Monroe City School District  Revised Spring 2012
Page 11
TOPIC
Days
Atmospheric
& Air
Pollution
(cont’d)
Global Climate
Change
Energy
Overview
Project-based
Activity
9
2
5
GLE
NGSS
ESS 9 Compare the structure, composition, and
function of the layers of Earth’s atmosphere
(ESS-H-A6)
ESS 10 Analyze the mechanisms that drive weather
and climate patterns and relate them to the
three methods of heat transfer (ESS-H-A6)
ESS 21 Use fossil records to explain changes in the
concentration of atmospheric oxygen over time
(ESS-H- C4)
SE 28 Discuss the reduction of combustible engines
needed to significantly decrease CO2 in the
troposphere (SE-H-D6)
ESS 1 Describe what happens to the solar energy
received by Earth every day (ESS-H-A1)
ESS 2 Trace the flow of heat energy through the
processes in the water cycle (ESS-H-A1)
ESS 15 Identify the sun-driven processes that move
substances at or near Earth’s surface
(ESS-H-B2)
SE 13 Evaluate whether a resource is renewable by
analyzing its relative regeneration time (SE-HB1)
SE 25 Discuss how education and collaboration can
affect the prevention and control of a selected
pollutant (SE-H-D2) (SE-H-D3)
Resources
Vocabulary
Central Case
Modeling Lab
Quick Lab
Real Data
Science Behind the Stories
Inquiry Labs and Activities
Ecological Footprints
Greenhouse effect,
thermohaline
circulation, El Niño,
topography, global
climate change,
global warming,
proxy indicator, fossil
fuel, carbon footprint,
Kyoto Protocol,
prevailing winds,
Energy efficiency,
combustion,
electricity, renewable
& nonrenewable
energy
How Earth's Tilt Causes Seasons
Central Case
Quick Lab
Energy, Climate Change and
Our Environment-The White
House
Combination of Science as Inquiry and Environmental
Science GLEs
Review & Assessment
Monroe City School District  Revised Spring 2012
Page 12
21st CT – 21st Century Tools
LCC- LA Comprehensive Curriculum
STEM – Science Technology Engineering &
Mathematics
DE – Discovery Education
Monroe City School District
Environmental Science
Scope, Sequence, and Timeline/Curriculum Map
Fourth Nine Weeks
TOPIC
Days
Fossil Fuels
and Nuclear
Power
5
GLE
SE 13 Evaluate whether a resource is renewable by
analyzing its relative regeneration time
(SE-H-B1)
NGSS
Resources
Vocabulary
Bellringer Video
Graph It
Map It
Inquiry Labs and Activities
Strip mining, subsurface
mining, petroleum,
petrochemical, oil sands,
oil shale, methane
hydrate, acid drainage,
energy conservation,
fracking, net energy
Biomass energy, biofuel,
biopower, geothermal
energy, hydropower,
solar heating,
photovoltaic cell, tidal
energy, wind turbine,
electrolysis, fuel cell,
Waste, sanitary landfill,
leachate, incineration,
source reduction,
composting, recycling, ewaste, Superfund, surface
impoundments,
EPA Response to BP Spill in
the Gulf of Mexico
Renewable
Energy
Alternatives
9
Waste
Management
8
SE 17 Analyze data to determine when reuse,
recycling, and recovery are applicable (SE-H-B5)
SE 28 Discuss the reduction of combustible engines
needed to significantly decrease CO2 in the
troposphere (SE-H-D6)
ESS 1 Describe what happens to the solar energy
received by Earth every day (ESS-H-A1)
SE 11 Explain why biodiversity is essential to the
survival of organisms (SE-H-A9)
SE 17 Analyze data to determine when reuse, recycling,
and recovery are applicable (SE-H-B5)
using disposable items versus reusable items
(SE-H-D1)
SI 1 Write a testable question or hypothesis when
given a topic (SI-H-A1)
SI 2 Describe how investigations can be observation,
description, literature survey, classification, or
experimentation (SI-H-A2)
Central Case
Bellringer Video
Real Data
Go Outside
Map It
Central Case
Scientific Method Lab
Graph It
Quick Lab
Real Data
Ecological Footprints
http://www.epa.gov/superfund
DE: Ecopolis: A World of Trash
Monroe City School District  Revised Spring 2012
Page 13
TOPIC
Days
Project-based
Activity
10
GLE
NGSS
SI 3 Plan and record step-by-step procedures for a
valid investigation, select equipment and
materials, and identify variables and controls (SIH-A2)
SI 4 Conduct an investigation that includes multiple
trials and record, organize, and display data
appropriately (SI-H-A2)
SI 5 Utilize mathematics, organizational tools, and
graphing skills to solve problems (SI-H-A3)
SI 6 Use technology when appropriate to enhance
laboratory investigations and presentations of
findings (SI-H-A3)
SI 7 Choose appropriate models to explain scientific
knowledge or experimental results (e.g., objects,
mathematical relationships, plans, schemes,
examples, role-playing, computer simulations)
(SI-H-A4)
SI 8 Give an example of how new scientific data can
cause an existing scientific explanation to be
supported, revised, or rejected (SI-H-A5)
SI 9 Write and defend a conclusion based on logical
analysis of experimental data (SI-H-A6) (SI-HA2)
SI 10 Given a description of an experiment, identify
appropriate safety measures (SI-H-A7)
SI 11 Evaluate selected theories based on supporting
scientific evidence (SI-H-B1)
SI 12 Cite evidence that scientific investigations are
conducted for many different reasons (SI-H-B2)
Semester Review
Semester Assessment
Resources
Vocabulary
Unit Project
DE: PLANET EARTH: The Future:
Living Together
Monroe City School District  Revised Spring 2012
Page 14
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