Curriculum and Instruction Office of Science Environmental Science

Curriculum and Instruction –Office of Science –Environmental Science

First Nine Weeks

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,



80% of our students will graduate from high school college or career ready



90% of students will graduate on time



100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career

Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundation for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students across content areas. Destination

2025 and the CLIP establish common goals and expectations for student learning across schools. CLIP connections are evident throughout the science curriculum maps.

The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in postsecondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.

Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important

“processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information.

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Construct explanations and design solution

Obtain, evaluate, and communicate information

Engage in argument

Ask questions and define problems

Practices in

Science

Develop and use models

Plan and carry out investigations

Analyze and interpret data

Use math, technology, and computational thinking

Stability and change

Energy and matter

Patterns

Cross Cutting

Concepts

Cause and

Effect

Systems and system models

Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. Throughout the year, students should continue to develop proficiency with the eight science practices.

Crosscutting concepts can help students better understand core ideas in science and engineering. When students encounter new phenomena, whether in a science lab, field trip, or on their own, they need mental tools to help engage in and come to understand the phenomena from a scientific point of view.

Familiarity with crosscutting concepts can provide that perspective. A next step might be to simplify the phenomenon by thinking of it as a system and modeling its components and how they interact. In some cases it would be useful to study how energy and matter flow through the system, or to study how structure affects function (or malfunction). These preliminary studies may suggest explanations for the phenomena, which could be checked by predicting patterns that might emerge if the explanation is correct, and matching those predictions with those observed in the real world.

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Science Curriculum Maps

This curriculum map is designed to help teachers make effective decisions about what science content to teach so that, our students will reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for science.

To ensure that all student will be taught science content and processes in a comprehensive, consistent, and coherent manner,

Science Curriculum Maps are provided. Foundation texts for the maps include Shelby County Schools Framework for Standards

Based Curriculum, Science Curriculum Frameworks-K-12 ( State of Tennessee Board of Education, and National Science Education

Standards).

Teachers function most effectively and students learn best within an “aligned” curriculum delivery system. An aligned system begins with a concerted effort to implement the state curriculum frameworks. Many districts have developed curriculum guides built around these frameworks to ensure that what is taught in particular grades and courses is closely linked with student Learning Expectations found in the state standards. Classroom teachers use these locally-generated curriculum guides to plan and implement their individual grade or course Pacing Guides. Expectations for student performance are clear and carefully tied to daily instructional events and classroom assessment practices. In theory, a fully aligned system closes the loop between state standards and student learning.

Additionally, a coherent instructional/assessment system offers the potential for heightening student learning as reflected by their performance on state-mandated standardized tests. Our collective goal is to ensure our students graduate ready for college and career.

Most of the elements found in the state Curriculum Frameworks were incorporated into the curriculum mapping materials prepared by Shelby County Schools. Additional features were included to add clarity and to offer avenues that could assist teacher in developing grade level lessons.

A district-wide, K-12, standards-based curriculum is implemented in science. This curriculum is articulated in the form of individual

SCS curriculum maps for each grade and subject. These SCS curriculum maps enable the district to implement a single curriculum that emphasizes specific standards. Since Shelby County has a high rate of mobility among the student population, the SCS curriculum maps ensure that all students receive the same program of high-level instructional content and academic expectations, regardless of which school they attend. The utilization of a district-wide standards-based curricular program ensures that students in

SCS are engaged in hands-on inquiry based activities as teachers implement the curriculum maps.

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Content

CLE 3260.1.1 Explain how earth’s position in the solar system creates global climate patterns.

CLE 3260.1.2 Use the theory of plate tectonics to explain the occurrence of earthquakes, volcanoes, and tsunamis.

CLE 3260.1.3 Explain the rock cycle and its association with soil formation.

CLE 3260.1.4 Relate the atmosphere, hydrosphere and lithosphere to the biosphere.

Embedded Outcomes Adopted Resources

Standards

Unit 1.1 Introduction to Environmental Science/The Dynamic Earth – 3 Weeks

CLE 3260.Inq.2

Design and conduct scientific investigations to explore new phenomena verify previous results test how well a theory predicts, and compare opposing theories.

CLE.Inq.6 Communicate and defend scientific findings.

CLE 3260.Ing.1

Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted.

CLE 3260.Inq.5

Compare experimental evidence and conclusions with those drawn by others about the same testable









Describe the composition and structure of the earth.

layers of the earth.

 Describe the Earth’s tectonic plates.

 Explain the main cause of earthquakes and their effects.

 Identify the relationship between volcanic eruptions and climate change.

Create a graphic organizer show the compositional and physical

Describe how wind and water alter the Earth’s surface.

heat transfer in Earth’s atmosphere.

 Describe the composition and layers of the Earth’s atmosphere.

Explain the three mechanisms of

HRW Chapter 3 Text pp. 62-85

Activities/Labs

1. Active Readings, CRF Ch. 3 Sect. 3.1 and

3.2, and 3.3, cite the location of the answer, i.e. line, paragraph

2. Map Skills:

 Flowing Downhill, CRF Ch. 3 p. 13

 Earthquake Hazard Map of the Contiguous

United States, p. 94

3. Case Study:

• Hydrothermal Vents, pp. 78-79

4. Exploration Labs

 Whole Lotta’ Shakin’, CRF Ch.3 pp. 40-41

 The Heat Is On, p. 74

 Beaches, pp. 92-93

 Recognizing Seismic Patterns, CRF pp. 42-

43

 Analyzing S- and P-Waves, CRF Ch.3 pp.

27-30

 Predicting Coastal Winds, CRF Ch. 3 pp.

34-39

5. Group Activities

 Tectonic Jigsaw Puzzle, p. 63

 Plate Movement, p. 66

 Analyzing Seismograms, p. 68

 Locating Volcanoes, p. 69

 How Heavy Is A Cloud? p.71

 Mapping The Aurora, p. 73

Core Ideas

Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

Integrate and evaluate multiple sources of information presented in diverse formats and media

(e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

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Content Embedded

Standards question.

Outcomes

 Explain the greenhouse effect and global climate change.

 Name the three major processes in the water cycle.

 Describe the properties of ocean water.

 Describe the two types of ocean currents.

 Explain how the ocean regulates

Earth’s temperature.

 Discuss the factors that confine life to the biosphere.

 Explain the difference between open and closed systems.

Adopted Resources

 Modeling Convection Currents, p. 75

 Exploring The Greenhouse Effect, p. 76

 Tracking Icebergs, p. 79

 Local Aquifers, p. 83

 Internet Activity: Eratosthenes Experiment, p. 6

6. Interactive Tutor CD:

 Geosphere

 Atmosphere

 Hydrosphere

 Biosphere

Teaching Resources:

1.Do Now Transparencies, CRF Ch. 3 Sect.3.1,

3.2, and 3.3

2. PowerPoint Presentations, Sect. 3.1, 3.2, and

3.3

3. Teaching Transparencies:

 Earth’s Layers

 Tectonic Plates

 Earth’s Atmosphere

 Energy in Earth’s Atmosphere

 Surface Currents of the World

 Earthquake Hazard Map of the Contiguous

United States

Chapter Reviews and Assessments

1. Section Reviews , p. 70, p. 76, and p. 85

2. Chapter Review pp. 87-89

3. Standardized Test Prep pp. 90-91

Core Ideas

NGSS

Practices:

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

Crosscutting Concepts:

1. Patterns

2. Cause and Effect:

Mechanism and

Explanation

4. System and System

Models

7. Stability and Change

Core Ideas:

ESS1.C The History of

Planet Earth

ESS2.A Earth Materials and Systems

ESS2.B. Plate Tectonics

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Standards

Outcomes Adopted Resources

4. Concept Review CRF Ch. 3 pp.1-2

5. Critical Thinking CRF Ch. 3 pp. 3-6

6. Alternative Assessments p.70, p. 76 and p.85

Websites

1. www.scilinks.org

 Composition Of The Earth, HE80329

 Layers Of The Atmosphere, HE80861

 The Biosphere, HE80162

2. www.explorelearning.com

 Earthquake - Determination of Epicenter

 Earthquake - Recording Station

 Greenhouse Effect

 Plate Tectonics

 Rock Cycle

 Water Cycle

3. http://www.mnh.si.edu/earth/main_frames.html

4. http://pubs.usgs.gov/gip/dynamic/dynamic.html

5. http://www.learner.org/interactives/dynamicearth/

6. http://www.ucar.edu/learn/1_1_1.htm

7. http://earthguide.ucsd.edu/earthguide/diagrams.

html#geoscience

Core Ideas and Large-Scale System

Interactions

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Standards


CLE 3260.2.1 Employ the first and second laws of thermodynamics to explain energy flow within the ecosystems.

CLE 3260.2.2 Discuss the roles of biodiversity and co evolution in ecosystems.

CLE 3255.1.2 Identify organisms based on how they obtain energy.

CLE 3255.1.3 Relate specific animal behaviors and plant tropisms to survival.

CLE 3250.Inq.2 Design and conduct scientific investigations to explore new phenomena verify previous results test how well a theory predicts, and compare opposing theories.

CLE 3255.1.1 Analyze strategies for classifying organisms.

CLE 3255.1.2 Identify organisms based on how they obtain energy.

CLE 3255.1.3 Relate specific animal behaviors and plant tropisms to survival.

.

CLE 3255.2.3

Summarize how natural selection influences a population over

Unit 1.2 Ecology/The Organization of Life -- 2 Weeks

 Distinguish between the biotic and abiotic factors in an ecosystem.

 Describe how a population differs from a species.

 Explain how habitats are important for organisms.

 Explain the process of evolution by natural selection.

 Explain the concept of adaptation.

 Describe the steps by which a population of insects becomes resistant to a pesticide.


Activities/Labs

1. Active Readings, CRF Ch. 4 Sect. 4.1 and 4.2, and 4.3, cite the location of the answer, i.e. line, paragraph

2. Map Skills:

 Park Habitat, CRF Ch. 4, p.13

3. Case Study:

 Darwin’s Finches, pp. 104-105

4. Exploration Labs

 CBL Probeware: Plant and Animal

Interrelationships, CRF Ch. 4 pp. 34-39

 How Do Brine Shrimp Select a Habitat?, CRF

Ch. 4, pp. 23-26

 Observing Organisms Through the Seasons,

CRF Ch. 4, pp. 44-47

 Identifying Medically Important Plants, CRF

Ch. 4, pp. 40-43

 Relating Natural Selection and

 Frequency of Traits ,CRF Ch. 4, pp. 27-30

 Misbehaving Mealworms, CRF Ch. 4, pp. 31-

33

5. Group Activities

 Connections Web, p.99

 Ecosystem Connections, p. 100

 Golf Course Impacts, p.101

 Internet Activity: Self-sustaining Colonies, p.101

Core Ideas


Synthesize information from a range of sources (e.g. texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible

NGSS

Practices:



3. Planning and carrying out investigations.

4. Analyzing and interpreting data

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Standards

CLE 3255.Inq.5

Compare experimental evidence and conclusions with those drawn by others about the same testable question.

CLE 3255.Inq.6

Communicate and defend scientific findings.


 Natural Variety, p. 103

 Adaptations Worldwide, p. 104

 Internet Activity: Gardens and Artificial

Selection, p. 106

 Artificial Selection, p. 107

 Mushroom Walk, p. 109

 Angiosperms In The Classroom, p. 111

 Pollinator Game, p. 112


 Ecosystem Structure


1.Do Now Transparencies, CRF Ch. 4 Sect.4.1,

4.2, and 4.3


4.3


 Levels of Ecological Organization

 The Evolution of Thicker Fur in a Deer

Population

 The Evolution of Pesticide Resistance

 Classification Of Living Organisms







6. Alternative Assessments p.102, p. 107, and p.

Core Ideas



Mechanism and

Explanation

3. Scale, Proportion, and

Quantity

6. Structure and Function

Core Ideas:

LS2.C. Ecosystem

Dynamics, Functioning, and Resilience

LS4.B. Natural Selection

LS4.C. Adaptation

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Standards


113

Websites

1. www.scilinks.org

 Ecosystems HE 4027

 Evolution HE 4039

 Invertebrates HE 4057


 Dichotomous Keys

 Evolution: Mutation and Selection

 Food Chain

 Forest Ecosystem

 Natural Selection

 Pond Ecosystem

 Prairie Ecosystem

 Rainfall and Bird Beaks

3. http://www.aurumscience.com/env_science.html

 Species, Populations, and Communities

4. http://enviroliteracy.org/category.php/1.html

 Ecosystem

5. http://jrscience.wcp.muohio.edu/downloads/con nectivity_donna.pdf

Core Ideas

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CLE 3255.3.3 Apply the first and second laws of thermodynamics to explain the flow of energy through a food chain or web.

CLE 3255.3.4 Analyze how biomass is related to trophic levels.

CLE 3255.4.1Describe the flow of energy flow through an ecosystem.

CLE 3255.4.2 Describe how matter cycles through various biogeochemical cycles.

CLE 3255.4.3 Evaluate the process of succession.

CLE 3260.1.1 Explain how earth’s position in the solar system creates global climate patterns.




Standards

Outcomes Adopted Resources Core Ideas

Unit 1.3 Ecology/How Ecosystems Work – 2 Weeks

 Describe how energy is transferred from the sun to producers and then to consumers.

 Describe one way in which consumers depend on producers.

 Identify the two types of consumers.

 Explain how energy transfer in a food web is more complete than energy transfer in a food chain.

 Explain why an energy pyramid is a representation of tropic levels.

 Examine how ecosystem structure is related to population changes and the transfer of pollutants.

 List the three stages of the carbon cycle.

 Describe where fossil fuels are located.

 Identify one way that humans are affecting the carbon cycle.


Activities/Labs


2. Map Skills:

 Global Warming, CRF p. 14

 Doppler Radar Tracking of Bats and Insects in Central Texas, p. 150

3. Case Studies:

 DDT In An Aquatic Food Chain, pp. 128-129

 Communities Maintained By Fair, pp. 138-

139

4. Exploration Labs

 Dissecting Owl Pellets, pp. 148-149

 CBL Probeware: Best Food for Yeast CRF

Ch. 5 pp 32-37

 Calculating Land Area, CRF Ch. 5 pp. 38-41

 Creating New Habitats, CRF Ch. 5 pp. 42-45

 Explaining the Carbon Cycle in Fermentation,

CRF Ch. 5 pp. 28-31

5. Group Activities

 Classroom Hydrothermal Vent Community, p.

126

 Creating Food Chains and Food Webs, p.

127

 Human Diets, p. 130

CLIP


ST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g. in an equation into words.

NGSS

Practices:



3. Planning and carrying out investigations

4. Analyzing and

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Standards

CLE 3260.2.2 Discuss the roles of biodiversity and co evolution in ecosystems.

CLE 3260.2.4 Distinguish between primary and secondary biological succession using common plants and animals.

CLE 3260.2.5 Explain biogeochemical cycling in ecosystems.

Outcomes Adopted Resources Core Ideas

 List the three stages of the nitrogen cycle.

 Describe the role that nitrogenfixing bacteria play in the nitrogen cycle.

 Explain how the excess use of fertilizer can affect the nitrogen and phosphorus cycles.

 List two examples of ecological succession.

 Explain how a pioneer species contributes to ecological succession.

 Explain what happens during oldfield succession.

 Describe how lichens contribute to primary succession.

 Internet Activity: Biomagnifications p. 129

 Carbon Cycle Stories, p. 132

 Observing Nitrogen Fixing Bacteria, p. 134

 Investigating Succession, p. 140

 Musical Succession, p. 140


 Ecosystem Structure


1.Do Now Transparencies, CRF Ch. 5, Sect.5.1,

5.2, and 5.3


5.3


 A Food Chain

 A Food Web

 The Carbon Cycle

 The Nitrogen Cycle

 The Phosphorus Cycle

 Secondary Succession: Old-Field Succession

 Doppler Radar Tracking of Bats and Insects in Central Texas







Websites interpreting data


1. Patterns

2. Cause and Effect

4. System and System

Models

5. Energy and Matter:

Flows, Cycles, and

Conservation

Core Ideas:

LS1.C. Organization for

Matter and Energy Flow

In Organisms

LS2.B. Cycles of Matter and Energy Transfer in

Ecosystems

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Standards


CLE 3255.5.1 Explain how climate influences terrestrial biomes.

CLE 3255.5.2 Compare and contrast the major terrestrial biomes: deserts, temperate grasslands, temperate forests, tropical grasslands, tropical forests, taiga and tundra.

CLE 3260.Inq.2 Design and conduct scientific investigations to explore new phenomena, verify previous results, test how well a theory predicts and compare opposing theories.

Communicate and defend scientific findings.

1. www.scilinks.org

 Food Chains, Food Webs, and Trophic

Levels

HE 4043

 Nitrogen Cycle HE 4073

 Ecological Succession HE 4024


 Food Chain


 Pond Ecosystem


 Rock Cycle

 Water Cycle


 Biomes: Ecosystems On Land

Unit 1.4 Ecology/Biomes -- 2 Weeks

 Identify the location of earth’s major biomes using a globe or map.

 Describe why vegetation determines the name of a biome.

 Explain how temperature and precipitation determine which plants grow in an area.

 Explain how latitude and altitude


Activities/Labs


2. Map Skills:

 African Biomes, CRF Ch. 6, p 13

3. Case Study:

 Deforestation, Climate, and Floods, pp. 160-

161

4. Exploration Labs

Core Ideas


Follow precisely a complex

multistep procedure when carrying out experiments, taking measurements, or

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Standards

CLE 3260.2.3 Using temperature, latitude and altitude, infer the types of animal and plant life found in each of earth’s major biomes.

Outcomes Adopted Resources affect which plants grow in an area.

 Describe the difference between tropical and temperate grasslands.

 Describe the climate in a chaparral biome.

 Describe two desert animals and the adaptations that help them survive.

 Describe one threat to the tundra biome.

 List the characteristics of tropical rain forests.

 Name and describe the main layers of a tropical rain forest.

 Describe one plant in a temperate deciduous forest and an adaptation that helps the plant survive.

 Describe one adaptation that may help an animal survive in the taiga.

 CBL Probeware: Assessing Abiotic Factors In

The Environment, CRF Ch. 6 pp. 34-41

 Identify Your Local Biome, CRF Ch. 6 pp. 23-

26

 Climatic Adaptations, CRF Ch. 6 pp. 27-29

 Modeling Mini-Biomes, CRF Ch. 6 pp.46-49

 Identifying Sustainable Rainforest Products,

CRF Ch. 6 pp. 42-46

 Factors That Influence Ecosystems, CRF Ch.

6 pp. 30-33

5. Group Activities

 Rain Forest Collage, p. 157

 Light In The Forest, p. 158

 We’re All Thumbs, p. 159

 Ecotourism, p. 160

 Pacific Northwest Food Web, p. 161

 Forest Soil Field Trip, p. 162

 Touring The Forest, p. 163

 Biome Components, p. 163

 Plant A Prairie, p. 167

 Arctic Science, p. 172


1.Do Now Transparencies, CRF Ch. 6, Sect.6.1,

6.2, and 6.3


6.3


 Temperature Vs. Precipitation

Core Ideas performing technical tasks; analyze the specific results based on explanations in the text

NGSS

Practices:

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information.


1. Patterns


Mechanism and

Explanation

3. Scale, Proportion and

Quantity

6. Structure and Function

7. Stability and Change

Core Ideas

LS4.C. Adaptation

LS4.D. Biodiversity and

Humans

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Standards


 Name two threats to the world’s forest biomes.

 Describe plant and animal adaptations found in each of earth’s major biomes.

 Research and create a visual to summarize the climate, soil, location, plant adaptations, animal adaptations, and human threats to each of the major terrestrial biomes.

 Latitude Vs. Altitude

 Biome Climatograms: A

 Biome Climatograms: B







Websites

1. www.scilinks.org

 Biomes, HE80158

 Threats To Rainforests, HE81521

 Temperate Deciduous Forests, HE81503





 Biomes: Ecosystems On Land

Core Ideas

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Plans

Background for

Teachers

Student

Activities

Other

Resources

TOOLBOX

Unit 1.1 Introduction to Environmental Science/The Dynamic Earth – 3 Weeks

Lesson focuses on exploring how the development of seismographs has helped save lives around the world. Students work in teams to design their own seismograph out of everyday items, and test its ability to record a simulated classroom earthquake. Students evaluate their own seismographs, those of classmate teams, and present findings to the class. http://www.teacherstryscience.org/lp/shake-it-seismographs

In this lesson students will participate in a kinesthetic activity that guides them through the rock cycle. Then, students will design their own experiment that will simulate the rock cycle using crayons. http://www.teacherstryscience.org/lp/ride-rock-cycle

Teachers register for SMART NoteBook, select SmartExchange, then search for lessons per topic for each chapter. You will have access to lessons that include objectives, Teacher notes, interactive lessons for the students, vocabulary, illustrations, animations, and closing questions.

A quick review of planet Earth’s dynamic systems also contains links to additional information. http://airandspace.si.edu/exhibitions/gal113/earthtoday/dynam.htm

Educational resources focused on the causes, types, locations, and impacts of ocean currents on organisms and aquatic systems. These resources may be useful to students as well as teachers. http://www.education.noaa.gov/Ocean_and_Coasts/Ocean_Currents.html

Delve into the earth's interior, learn about its tectonic plates and their movements, and discover how mountains, volcanoes, and earthquakes are formed. http://www.learner.org/interactives/dynamicearth/

Students can learn about the types of rocks and the rock cycle through an online tutorial at http://www.learner.org/interactives/rockcycle/

The latest research news is found at www.ScienceDaily.com

. Enter the topic per the chapter and/or section to read the related stories, journals, watch featured videos, and a wealth of each is available. The articles have the save/print options. Archives of news are available with options of select 30 days, 90 days, 1, 5, and 10 year(s) options. Mobile options are iPhone, Android, and the Web. Additional access includes Facebook, Twitter, and

Google+. Write your opinion, whether you agree or disagree with the news, and why?

This cutaway view of Earth shows where some common rock-forming processes occur. Embedded animations will illustrate the path of a rock moving through the rock cycle. http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page02.cfm

The students watch the list of video segments and write their opinion of each topic. Each segment is in alignment with the textbook. http://science.howstuffworks.com/environmental/plate-tectonics-videos-playlist.htm

The students copy the questions, watch the video, answer the quiz questions individually, and/or as a class with on-line grading. Jigsaw strategy to answer the quiz

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First Nine Weeks questions while the students view the video is engaging. http://studyjams.scholastic.com/studyjams/services/search-results?query=earthquake http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/rock-cycle.htm

Plans

Backgroun d for

Teachers

Student

Activities

In this animated activity, learners explore three major methods of heat transfer and practice identifying each. http://www.wisconline.com/Objects/ViewObject.aspx?ID=sce304

Unit 1.2 Ecology/The Organization of Life -- 2 Weeks

As a result of this lesson, students will become familiar with common organisms found in a pond and discover their importance in a balanced aquatic habitat as they create food webs. Students will also investigate how an environmental change (pollution, disease, introduction of exotic species, etc.) affects a pond habitat. http://sciencespot.net/Media/pondfoodwebinfo.pdf

Teachers register for SmartNote Book, select SmartExchange, then search for lessons per topic for each chapter. You will have access to lessons that include objectives, Teacher notes, interactive lessons for the students, vocabulary, illustrations, animations, and closing questions.

For a quick review of energy flow through food chains, including various types of pyramids, go to http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/F/FoodChains.html

An online tutorial about food chains and cycles may be useful for both teachers and students. http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/foodchains/foodchains1.shtml

Scientists estimate that only 10 percent of the producers' energy is passed to the first-level consumer. This activity will help put that amount into perspective. http://www.education.com/reference/article/energy-flow-food-chain/

In this activity you job is to classify each organism into the correct kingdom. http://nortonbooks.com/college/biology/animations/ch03a01.htm




Other

Resources

This site provides a summary of the kingdoms with pictures: http://www.ric.edu/faculty/ptiskus/Six_Kingdoms/Index.htm

The students copy the questions, watch the video, answer the quiz questions individually, and/or as a class with on-line grading. Jigsaw strategy to answer the quiz

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Plans

Backgroun d for

Teachers

Student

Activities

First Nine Weeks questions while the students view the video is engaging. http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-chains.htm

http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-webs.htm

Select from a variety of games and hands-on activities related to biodiversity at http://www.amnh.org/explore/ology/biodiversity

Unit 1.3 Ecology/How Ecosystems Work – 2 Weeks

A comprehensive unit plan for introducing ecology can be downloaded from http://edhd.bgsu.edu/~sbanist/611/final/heather/heatherecology1.pdf

Teachers can select from a variety of lesson plans on ecology, human impact on ecosystems, biodiversity and carbon cycling at http://www.kbs.msu.edu/communityoutreach/k-12-partnership/lesson-plans


This site provides video clips and interactive resources for learning about life cycles and processes, ecosystems, and human influences on ecology. Find lessons on biomes, coral reef ecosystem, population growth, and exploring the "systems" in ecosystems. http://www.teachersdomain.org/browse/?fq_hierarchy=k12.sci.life.eco

Other

Resources

Plans

Grab your binoculars and pull on your wading boots as American Field Guide introduces you to some of America's most fascinating places. Learn about the importance of healthy Ecosystems and the interdependence of life in these delicate natural communities. Check out the featured video clips for a peek at some of our most intriguing segments on Ecosystems; or dig deeper into the collection by browsing the subtopic categories. http://www.pbs.org/americanfieldguide/topics/ecosystems/index.html




A collection of 4,500 photographs of natural environments, ecologies, and plant communities in the United States taken between 1891 and 1936 is available at http://memory.loc.gov/ammem/collections/ecology/index.html

The students copy the questions, watch the video, answer the quiz questions individually, and/or as a class with on-line grading. Jigsaw strategy to answer the quiz questions while the students view the video is engaging. http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/carbon-cycle.htm

Unit 1.4 Ecology/Biomes -- 2 Weeks

In this activity, students collect information about different biomes by watching videos and doing a Web activity. They share their information in a carousel brainstorm activity and locate the biomes on a world map. Then student teams research different biomes and present their information to the class. As an option, students design

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Backgroun d for

Teachers

Student

Activities

First Nine Weeks an imaginary plant or animal that is adapted to a particular biome. http://www.teachersdomain.org/resource/tdc02.sci.life.eco.lp_biomes/


For an introduction to biomes, go to https://php.radford.edu/~swoodwar/biomes/

An online review of six biomes is available at http://www.ucmp.berkeley.edu/exhibits/biomes/index.php

This interactive resource adapted from NASA features some of the physical and biological characteristics of seven of the world's biomes. http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.biomemap/

Other

Resources

The students copy the questions, watch the video, answer the quiz questions individually, and/or as a class with on-line grading. Jigsaw strategy to answer the quiz questions while the students view the video is engaging. http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm

http://studyjams.scholastic.com/studyjams/services/search-results?query=Biomes

Select a biomes from the world map to learn more at http://www.blueplanetbiomes.org/world_biomes.htm




Click on a biome on the above graph for more information, informative videos, and links to scientist profiles, travel information, lesson plans and species profiles for each region. http://www.thewildclassroom.com/biomes/index.html

The students copy the questions, watch the video, answer the quiz questions individually, and/or as a class with on-line grading. Jigsaw strategy to answer the quiz questions while the students view the video is engaging.

http://studyjams.scholastic.com/studyjams/services/search-results?query=Biomes

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