Curriculum and Instruction – Office of Science—Environmental Science
Second 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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Curriculum and Instruction – Office of Science—Environmental Science
Second Nine Weeks
Construct
explanations
and design
solution
Obtain,
evaluate, and
communicate
information
Engage in
argument
Ask questions
and define
problems
Patterns
Develop and
use models
Practices
in
Science
Use math,
technology,
and
computational
thinking
Plan and carry
out
investigations
Cause and
Effect
Stability and
change
Cross Cutting
Concepts
Analyze and
interpret data
Energy and
matter
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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Curriculum and Instruction – Office of Science—Environmental Science
Second Nine Weeks
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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Curriculum and Instruction – Office of Science—Environmental Science
Second Nine Weeks
Content
CLE 3255.5.3 Examine the
major marine and
freshwater biomes.
Embedded
Standards
CLE3260.Inq.1 Recognize
that science is a
progressive endeavor that
reevaluates and extends
what is already accepted.
CLE 3260.Inq.3 Use
appropriate tools and
technology to collect
precise and accurate data.
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 3260.Inq.4 Apply
qualitative and
quantitative measures to
analyze data and draw
conclusions that are free
of bias.
CLE.I 3260 Inq.6
Outcomes
Adopted Resources
Unit 2.1 Ecology/ Aquatic Ecosystems 1 Week
HRW Chapter 7 – Aquatic Ecosystems pp.
Research and create a visual to
184-197
summarize abiotic factors, location,
7.1 Freshwater Ecosystems
plant adaptations, animal
7.2 Marine Ecosystems
adaptations, and human threats to
marine and freshwater biomes.
Activities/Labs
1. Map Skills:
 Aquatic Diversity
Describe the factors that determine
where an organism lives in an
 Wetlands In The United States, 1780s vs.
aquatic ecosystem.
1980s p.206
2. Case Study
 Restoration of the Chesapeake Bay pp.
Describe the littoral zone and the
benthic zone that make up a lake or
192-193
pond.
 Hurricane Katrina and New Orleans, p. 207
3. Exploration Labs:
Describe two environmental functions  Lab: Eutrophication: Too Much of a Good
of wetlands.
Thing, pp.204-205
 Lab: Estuaries. p.192
Describe one threat against river
 Inferring Water Quality, CRF Ch.7 pp. 24-27
ecosystems.
 CBL Probeware: How Do Pollutants Affect a
Lake?, CRF Ch. 7 pp. 32-37
Explain why an estuary is a very
 Recognizing Relationships: Temperature,
productive ecosystem.
Oxygen, and Bacteria, CRF Ch. 7 pp. 42-44
4. Group Activities:
Compare salt marshes and
 Wetlands In Your Neighborhood p. 189
mangrove swamps.
 Save The Chesapeake Bay, p. 193
 Coral Reefs, p. 195
Describe two threats to coral reefs.
 Marine Ecosystems, p. 196
CLIP Connections
Academic Vocabulary
Wetland, plankton, nekton,
benthos, littoral zone,
benthic zone, estuary, salt
marsh, mangrove swamp,
barrier island, coral reef
Determine the central ideas
or conclusions of a complex
process, phenomenon, or
concept; provide an
accurate summary of the
text.
Active Reading: CRF
Ch.7 Sect 7.1 and 7.2,
cite the location of the
answer, i.e. line,
paragraph
NGSS
Practices:
8. Obtaining, evaluating,
and communicating
information
Crosscutting Concepts:
1. Patterns
4. System and System
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Curriculum and Instruction – Office of Science—Environmental Science
Second Nine Weeks
Content
Embedded
Standards
Communicate and
defend scientific
findings.
Outcomes
Adopted Resources
CLIP Connections
Models
6. Structure and Function
7. Stability and Change
Core Ideas
LS1.C. Organization for
Matter and Energy Flow
Teaching Resources
In Organisms
1. Do Now Transparencies, CRF Ch. 7 Sect. 7.1
LS2.B. Cycles of Matter
and 7.2
and Energy Transfer in
2. PowerPoint Presentations: Sect. 7.1 and 7.2
Ecosystems
3. Teaching Transparencies:

Field Activity: Make A Miniature Aquatic
Ecosystem, p. 196
 Internet Activity: Wetland Plants, p. 188
 Internet Activity: Tides and Estuaries, p. 193
6. Speaker: Wolf River Conservancy
Describe two threats to ocean
organisms.
CLE 3260.Inq.5 Compare
experimental evidence.
CLE 3260.T/E.2
Differentiate among
elements of the
engineering design cycle:
design constraints, model
building, testing,
evaluating, modifying, and
retesting.







Life Zones In A Lake
Freshwater Wetlands In The United States
The Formation of Estuary
Coral Reefs Of The World
Life Zones In The Ocean
Chapter Review and Assessment
1. Section Reviews, p. 190 and p. 197
2. Chapter Review, pp 199-201
3. Standardized Test Prep, pp. 202-203
4. Concept Review, pp.1-2
5. Critical Thinking, pp. 3-6
Websites:
1. www.scilinks.org
 Lakes and Ponds HE 4058
 Estuaries HE 4037
2. www.explorelearning.com
 Pond Ecosystem
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Curriculum and Instruction – Office of Science—Environmental Science
Second Nine Weeks
Content
CLE 3255.2.1 Cite
examples of populations
limited by natural factors,
humans or both.
CLE 3255.3.1 Explain
ecological niches within
various habitats.
CLE 3255.3.2 Relate
species interactions such
as competition, predation
and symbiosis to co
evolution survival.
Embedded
Standards
Outcomes
Adopted Resources
http://www.aurumscience.com/env_science.html
 Aquatic Ecosystems
Unit 2.2 Populations/Understanding Populations 2 Weeks
Describe the three main properties
HRW Chapter 8 – Understanding Populations
CLE 3260.Inq.22 Design
of a population.
pp. 210-223
and conduct scientific
8.1 How Populations Change in Size
investigations to explore
Describe exponential population
8.2 How Species Interact with Each Other
new phenomena, verify
growth.
previous results, test how
Activities / Labs
well a theory predicts and Describe how the reproductive
1. Map Skills:
compare opposing
behavior of individuals can affect the  Tracking Cichlids
theories.
growth rate of their population.
2. Case Studies:
 Predator- Prey Adaptations, pp. 220-221
Explain how population sizes in
 Where Should The Wolves Roam, pp. 232nature are regulated.
233
3. Exploration Labs:
Explain the difference between niche  Studying Population Growth pp. 230-231
and habitat.
 Estimating Wild Animal Populations, CRF
Ch. 8 pp. 24-27
Give examples of parts of a niche.
 CBL Probeware: Determining Growth Rate,
CRF Ch. 8 pp. 28-35
Describe the five major types of
 Bug Off, CRF Ch. 8 pp.36-38
interactions between species.
 Calculating Generation Rate, CRF Ch. 8 pp.
39-43
Explain the difference between
4. Group Activities
parasitism and predation.
 Two Types of Growth, p. 211
 Constructing A Personal Niche Map, p. 217
Explain how symbiotic relationships
 Field Activity: Observing Competition, p.218
may evolve.
 Species Interaction Skit, p. 218
CLIP Connections
Academic Vocabulary
Population, density,
dispersion, growth rate,
reproductive potential,
exponential growth, carrying
capacity, niche, competition,
predation, mutualism,
commensalism, symbiosis
Follow precisely a complex
multistep procedure when
carrying out experiments,
taking measurements, or
performing technical tasks,
attending to special cases
or exceptions defined in the
text.
1. Active Reading: CRF
Ch.8 Sect 8.1 and 8.2, cite
the location of the answer,
i.e. line, paragraph
NGSS
Practices:
1. Asking questions (for
science) and defining
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Curriculum and Instruction – Office of Science—Environmental Science
Second Nine Weeks
Content
Embedded
Standards
Outcomes
Adopted Resources
CLIP Connections
Internet Activity: Restricted and Potential
Niches, p. 219
 Evolving Relationships, p. 222
 Internet Activity: Island Carrying Capacities,
p. 214
Teaching Resources
1. Do Now Transparencies, CRF Ch. 8 Sect. 8.1
and 8.2
2. PowerPoint Presentations: Sect. 8.1 and 8.2
3. Teaching Transparencies:
 Population Change and Exponential Growth
 Population Changes and Carrying Capacity
 Types of Species Interactions
 Niche Restriction Due To Competition
Chapter Review and Assessment
1. Section Reviews, p. 216 and p.223
2. Chapter Review, pp. 225-227
3. Standardized Test Prep, pp.228-229
4. Concept Review, pp.1-2
5. Critical Thinking, pp. 3-6
Websites:
1. www.scilinks.org
 Populations and Communities, HE81192
 Co evolution, HE80309
2. www.explorelearning.com
 Estimating Population Size
 Food Chain
 Rabbit Population by Season
 Rainfall and Bird Beaks
problems (for engineering)
3. Planning and carrying out
investigations
4. Analyzing and
interpreting data
8. Obtaining, evaluating,
and communicating
information

Crosscutting Concepts:
1. Patterns
2. Cause and Effect:
Mechanism and Explanation
3. Scale, Proportion, and
Quantity
6. Structure and Function
7. Stability and Change
Core Ideas
LS2.A Interdependent
Relationships in
Ecosystems
LS2.D. Social Interactions
and Group Behavior
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Curriculum and Instruction – Office of Science—Environmental Science
Second Nine Weeks
Content
CLE 3260.3.1 Demonstrate
how human population
growth over time has been
affected by improved food
production, healthcare,
sanitation and industrial
advances.
CLE 3260.3.2 Research
demographics and
economics status of
countries to infer ecological
and economic
consequences of human
population growth.
CLE 3260.3.3 Explain how
social and economic
factors affect the fertility
Embedded
Standards
.
CLE 3260.Inq.5 Compare
experimental evidence
and conclusions with
those drawn by others
about the same testable
question.
CLE 3260.Inq.12 Develop
a logical argument about
cause-and-effect
relationships in an
experiment.
CLE 3260.T/E.1 Explore
the impact of technology
on social, political, and
economic systems.
Outcomes
Adopted Resources
CLIP Connections
3.
http://www.worldof7billion.org/teacher_resources
4.
http://www.prb.org/Publications/LessonPlans/WorldPopulationDataSheet.aspx
5.
http://www.aurumscience.com/env_science.html
Species, Population, and Communities
Unit 2.3 Populations/ The Human Population – 2 Weeks
Describe how the size and growth HRW Chapter 9- The Human Population pp.
rate of the human population has 234-247
9.1 Studying Human Populations
changed in the last 200 years.
9.2 Changing Population Trends
Define four properties that
scientists use to predict population
sizes.
Make predictions about population
trends based on age structure.
Describe the four stages of the
demographic transition.
Explain why different countries
may be at different stages of the
demographic transition.
Describe three problems caused
Academic Vocabulary
Demography, age structure,
survivorship, fertility tube,
migration, life expectancy,
demographic transition,
Activities / Labs
infrastructure, arable land,
1. Map Skills:
urbanization, least
 Fertility Rates and Female Literacy in Africa, developed countries
p. 256
Synthesize information from
 Population Density
a range of sources (e.g.
2. Case Study:
texts, experiments,
 Thailand’s Population Challenges pp. 244simulations) into a coherent
245
understanding of a
process, phenomenon, or
3. Exploration Labs:
concept, resolving
 Studying Population Growth pp. 230-231
conflicting information when
 Estimating Wild Animal Populations, CRF
possible
Ch. 8 pp. 24-27
 Vernier Probeware: Determining Growth
Active Reading: CRF Ch.9
Rate, CRF Ch. 8 pp. 28-35
Sect 9.1 and 9. , cite the
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Curriculum and Instruction – Office of Science—Environmental Science
Second Nine Weeks
Content
rate and life expectancy of
the human population.
Embedded
Standards
Outcomes
by rapid human population
growth.
Compare population growth
problems in more developed
countries and less developed
countries.
Analyze strategies countries may
use to reduce their population
growth.
Describe worldwide population
projections into the next century.
Adopted Resources


Bug Off, CRF Ch. 8 pp.36-38
Calculating Generation Rate, CRF Ch. 8 pp.
39-43
5. Group Activities
 Growth Rates, p. 235
 Modeling Infant Mortality, p. 238
 Suburban, Metropolitan, Rural, or? p. 242
 UN Population Goals, p. 246
 Internet Activity: Demographic Data, p. 239
 Field Activity: Does Your Local Area Have
Population Pressured? P. 243
Teaching Resources
1. Do Now Transparencies, CRF Ch. 9 Sect. 9.1
and 9.2
2. PowerPoint Presentations: Sect. 9.1 and 9.2
3. Teaching Transparencies:
 Human Population Over Time
 Age Structure Diagrams
 Total Fertility Rate & Population Growth
in the U.S.
 The Demographic Transition
 Worldwide Trends in Fertility &
Population Growth
 Female Literacy & Fertility in Africa
4. Video: The People Bomb
CLIP Connections
location of the answer, i.e.
line, paragraph
NGSS
Practices:
1. Asking questions (for
science) and defining
problems (for engineering)
4. Analyzing and
interpreting data
5. Using mathematics and
computational thinking
7. Engaging in argument
from evidence
8. Obtaining, evaluating,
and communicating
information
Crosscutting Concepts:
1. Patterns
2. Cause and Effect:
Mechanism and Explanation
3. Scale, Proportion, and
Quantity
6. Structure and Function
7. Stability and Change
Chapter Review and Assessment
1. Section Reviews, p. 240 and p.247
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Curriculum and Instruction – Office of Science—Environmental Science
Second Nine Weeks
Content
Embedded
Standards
Outcomes
Adopted Resources
CLIP Connections
2. Chapter Review, pp. 249-251
3. Standardized Test Prep, pp.252-253
4. Concept Review, CRF Ch. 9 pp.1-2
5. Critical Thinking, CRF Ch.9 pp. 3-6
Websites:
1. www.scilinks.org
 Demographic Transition HE 4018
 Human Demographics HE 4056
 Developed and Developing Countries HE
4021
2.
http://www.populationeducation.org/content/findlesson
 7 Billion: Where Do You Stand?
 A Hill of Beans
 A Matter of Timing
 A Nation of Immigrants
 All in the Family
CLE 3255.1.4 Investigate
various approaches to
maintain biodiversity.
CLE 3255.4.4 Summarize
the human impact on
ecosystems.
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.
Unit 2.4 Populations/Biodiversity --- 2 Weeks
Describe the diversity of species
HRW Chapter 10 - Biodiversity - pp. 258-275
types on Earth, relating the difference 10.1 What is Biodiversity?
between known numbers and
10.2 Biodiversity at Risk
estimated numbers.
10.3 The Future of Biodiversity
Activities / Labs
List and describe three levels of
1. Map Skills:
biodiversity.
 Animal Ranges
2. Case Study:
Academic Vocabulary
Biodiversity, gene, keystone
species, ecotourism,
endangered species,
threatened species, exotic
species, poaching, endemic
species, germ plasm,
Endangered Species Act,
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Curriculum and Instruction – Office of Science—Environmental Science
Second Nine Weeks
Content
CLE 3255.4.5 Describe
how biodiversity relates to
stability of an ecosystem.
Embedded
Standards
CLE 3260.Inq.6
Communicate and defend
scientific findings.
Outcomes
Explain four ways in which
biodiversity is important to
ecosystems and humans.
CLE 3255.5.4 Infer how
organisms in different
biomes occupy similar
niches.
.
CLE 3255.Inq.5 Compare
experimental evidence and
conclusions with those
drawn by others about the
same testable question.
Analyze the potential value of a
single species.
CLE 3260.2. Discuss the
roles of biodiversity and coevolution in ecosystems.
Explain which types of threats are
having the largest impact on
biodiversity.
Define and give examples of
endangered and threatened species.
Describe several ways that species
are being threatened with extinction
globally.
List areas of the world that have high
levels of biodiversity and many
threats to species.
Compare the amount of biodiversity
in the United States to that of the rest
of the world.
List and describe four types of efforts
to save individual species.
Adopted Resources
CLIP Connections
 A Genetic Gold Rush, pp. 266-267
3. Exploration Labs:
 Differences In Diversity, pp. 282-283
 Comparing and Contrasting Organisms,
CRF Ch. 10 pp. 27-30
 Exploring Local Biodiversity, CRF Ch. 10
pp. 31-34
 Modeling Diversity and Disease, CRF Ch.
10 pp. 40-45
 Foreign Invasion, CRF Ch. 10 pp. 46-50
5. Group Activities
 Keystone Metaphor, p. 260
 Public Perceptions, p. 264
 Exotic Alert, p. 265
 Special Bulletin, p. 265
 Fun Park USA p. 270
 Internet Activity: A Wild Pharmacy, p. 261
habitat conservation plan,
Biodiversity Treaty
Teaching Resources
1. Do Now Transparencies, CRF Ch. 10 Sect.
10.1, 10.2, and 10.3
2. PowerPoints Presentations: Sect. 10.1, 10.2
and 10.3
3. Teaching Transparencies:
 Known and Estimated Numbers of Species
on Earth
 Sea Otters as an Example of a Keystone
Species
 A Genetic Bottleneck
RST.11-12.3.Follow
precisely a complex
multistep procedure when
carrying out experiments,
taking measurements, or
performing technical tasks,
attending to special cases
or exceptions defined in the
text.
Compare and contrast
findings presented in a text
to those from other sources
(including their own
experiments), noting when
the findings support or
contradict previous
explanations or accounts
1. Active Reading: CRF
Ch.10 Sect 10.1, 10.2 and
10.3, cite the location of the
answer, i.e. line, paragraph
NGSS
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Curriculum and Instruction – Office of Science—Environmental Science
Second Nine Weeks
Content
Embedded
Standards
Outcomes
Adopted Resources
Explain the advantages of protecting
entire ecosystems rather than
individual species.

Describe the main provisions of the
Endangered Species Act.

Discuss ways in which efforts to
protect endangered species can lead
to controversy.
Describe three examples of
worldwide cooperative efforts to
prevent extinctions.

Biodiversity and Extinction Over Geologic
Time
Species Known to Be Threatened or Extinct
Worldwide
Global Biodiversity Hotspots
Chapter Review and Assessment
1. Section Reviews, p. 262, p. 269, and p.275
2. Chapter Review, pp. 277-279
3. Standardized Test Prep, pp. 280-281
4. Concept Review, pp.1-2
5. Critical Thinking, pp. 3-6
Websites:
1. www.scilinks.org
 Endangered Species, HE80502
 Preserving Ecosystems, HE 81214
 Biodiversity HE 4005
 Medicines from Plants HE4065
2. www.explorelearning.com
 Dichotomous Key
3. http://sciencenetlinks.com/lessons
 Preserving Health through Biological
Diversity
 Biodiversity and Health
.http://www.aurumscience.com/env_science.html
 What is Biodiversity?
CLIP Connections
Practices:
1. Asking questions (for
science) and defining
problems (for engineering)
4. Analyzing and
interpreting data
7. Engaging in argument
from evidence
8. Obtaining, evaluating,
and communicating
information
Crosscutting Concepts:
1. Patterns
2. Cause and Effect:
Mechanism and Explanation
3. Scale, Proportion, and
Quantity
6. Structure and Function
7. Stability and Change
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Curriculum and Instruction – Office of Science—Environmental Science
Second Nine Weeks
Content
Embedded
Standards
Examine common resource
use practices in agriculture,
forestry, urban/suburban
development, mining, and
fishing.
CLE3260.Inq.12
Formulate and revise
scientific explanations and
models using logic and
evidence.
CLE3260.4.2 Explore best
management policies
related to water and soil
resources.
CLE3260.Inq.6
Communicate and defend
scientific findings.
CLE3260.4.3 Compare and
contrast preservation and
conservation.
CLE3260.4.4 Evaluate the
impact of human activities
on natural resources.
CLE 3260.Inq.5
Compare experimental
evidence and conclusions
with those drawn by
others about the same
testable question.
Outcomes
Adopted Resources
Unit 2.5 Water, Air and Land/Water --- 1 Week
Differentiate between renewable and HRW Chapter 11 Water pp. 288-313
non-renewable resources.
11.1 Water Resources
11.2 Water use and Management
Summarize how environmental
11.3 Water Pollution
problems ae associated with farming
practices and soil conservation.
Activities / Labs
1. Map Skills:
Investigate the impact of the green
 Canada’s Water
revolution on world food production
2. Case Study:
and on the environment.
 The Ogallala Aquifer, pp. 292-293
 The Three Gorges Dam, pp. 322-323
4. Exploration Labs:
 CBL Probeware: Testing Water Quality,
CRF Ch. 11 pp. 37-42
 Comparing Hard and Soft Water, CRF Ch.
11 pp. 43-46
 Modeling Water Budgets, CRF Ch. 11
pp.32-36
 Groundwater Filters, CRF Ch. 11 pp. 23-26
 Operation Oil Spill Cleanup, CRF Ch. 11 pp.
27-31
5. Group Activities
 Why Can’t We Drink Salt Water? p. 291
 Modeling An Aquifer, p. 294
 Modeling Water Management Projects, p.
299
 Identifying Sources of Pollution, p. 305
CLIP Connections
Academic Vocabulary
Surface water, river system,
watershed, groundwater,
aquifer, porosity,
permeability, recharge
zone, potable, pathogen,
dam, reservoir, desalination,
water pollution, point source
pollution, nonpoint source
pollution, wastewater,
artificial eutrophication,
thermal pollution, biomagnification
1. Active Reading: CRF
Ch.11 Sect 11.1, 11.2, and
11.3, cite the location of the
answer, i.e. line, paragraph
interpreting data
Core Ideas
ESS2.C. The Role of Water
in Earth’s Surface
Processes
ESS3.A. Natural Resources
ESS3.B. Natural Hazards
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Content
Embedded
Standards
Outcomes
Adopted Resources




CLIP Connections
Mapping Pollution, p. 308
Artificial Eutrophication In A Fishbowl, p.
309
Demonstrating Bio-magnification, p. 312
Internet Activity: Researching Phosphates,
p. 309
Teaching Resources
1. Do Now Transparencies, CRF Ch. 11 Sect.
11.1, 11.2, and 11.3
2. PowerPoints Presentations: Sect. 11.1, 11.2
and 11.3
3. Teaching Transparencies:
 Watershed Of The World
 Groundwater And The Water Table
 Drinking Water Treatment
 The Wasterwater Treatment Process
 How Pollutants Enter Groundwater
Chapter Review and Assessment
1. Section Reviews, p. 295, p. 303, and p. 313
2. Chapter Review, pp. 315-317
3. Standardized Test Prep, pp. 318-319
4. Concept Review, pp.1-2
5. Critical Thinking, pp. 3-6
Websites:
1. www.scilinks.org
 Aquifers, HE80089
 Water Conservation, HE81625
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Content
Embedded
Standards
Outcomes
Adopted Resources
CLIP Connections
 Water Pollution, HE81629
2. www.explorelearning.com
 Water Cycle
 Water Pollution
3. http://thewaterproject.org/resources/lessonplans.php
4. http://www.seametrics.com/water-lessonplans
5.
http://www.aurumscience.com/env_science.html
Water pollution
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Curriculum and Instruction – Office of Science—Environmental Science
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TOOLBOX
Unit 2.1 Ecology/ Aquatic Ecosystems 1 Week
Plans
This plan provides an introduction to the concept of a biome with examples. Emphasis is on the relationship between climate, plant life, and animal life.
http://www.lessonsnips.com/lesson/biomeworld
Teachers can easily include an overview of biomes into their classrooms using some of the ideas for lesson plans at http://suite101.com/article/biome-lesson-plana181045
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.
Information about the world’s major biomes: http://www.ucmp.berkeley.edu/exhibits/biomes/index.php
Background
for Teachers
Student
Activities
Teachers and students can use the following site to learn more about terrestrial and aquatic biomes by clicking on the name of the biomes at
http://bioexpedition.com/biomes/
The Biomes Project is an opportunity for you to do your own research on a particular biome. Your teacher may allow you to pick a biome, or he or she may select
one for you. You will work in teams to research critical issues of your biome from different points of view. After your research, you will create a project to teach your
classmates about the critical issues surrounding your biome. http://www.teachersfirst.com/lessons/biomes/project.php
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?
Other
Resources
Your mission, should you choose to accept it, is to investigate biomes, then test your knowledge about the biomes by completing each mission.
http://earthobservatory.nasa.gov/Experiments/Biome/
Click on the name of a biome to learn about it, and then explore the additional links to a variety of resources. http://www.worldbiomes.com/default.htm
Unit 2.2 Populations/Understanding Populations 2 Weeks
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Curriculum and Instruction – Office of Science—Environmental Science
Second Nine Weeks
TOOLBOX
Plans
Through a mix of modeling and direct instruction, learners are introduced to exponential data. They investigate the population of the United States using the TInspire calculator. Multiple data representations are used to explore aspects of the growing population. http://www.lessonplanet.com/teachers/lesson-plan-how-fastis-the-us-population-growing
Students study patterns of population growth in an ecosystem and why populations must remain in balance. They interpret basic population graphs and suggest
scenarios about different population growth patterns in an ecosystem. http://www.lessonplanet.com/teachers/lesson-plan-population-patterns
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.
Background
for Teachers
Student
Activities
Provides a general background on factors affecting population growth rate and some of the problems that may develop if a population grows too quickly.
http://www.worldbank.org/depweb/english/modules/social/pgr/
A summary of population distribution patterns with links to related topics is provided at http://www.geography.learnontheinternet.co.uk/topics/popn1.html
You will graph data on the Kaibab deer population of Arizona from 1905 to 1939, determine factors responsible for the changing populations and determine the
carrying capacity of the Kaibab Plateau. http://biologycorner.com/worksheets/kaibab.html#.UbX26dibtkQ
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?
A population distribution match-up activity: http://www.geography.learnontheinternet.co.uk/activities/popn_distribution.html
Other
Resources
What wiped out St. Matthew’s Island reindeer? http://www.alaskadispatch.com/article/what-wiped-out-st-matthew-islands-reindeer
Unit 2.3 Populations/ The Human Population – 2 Weeks
Plans
Food for Thought is a spatial graphing activity that uses the participants as part of the graph. The activity helps students develop a feeling for the similarities and
differences between populations. Many measures are used for comparison including population, population density, population growth rates, energy consumption,
CO2 emissions, and more. http://www.prb.org/Educators/LessonPlans/2000/FoodforThought.aspx
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Curriculum and Instruction – Office of Science—Environmental Science
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TOOLBOX
This lesson plan includes three activities that allow students to: develop a working vocabulary for population geography; understand relationships and implications
of demographic data; and construct and analyze population pyramids at different scales. Written for advanced high school students or may be adapted for other
grade levels. http://www.prb.org/Educators/LessonPlans/2005/PopulationBuildingaFoundation.aspx
Background
for Teachers
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.
This article summarizes facts about population growth: http://www.encyclopedia.com/topic/Population_growth.aspx
The following site contains links to many articles that focus on the global issue of population growth: http://www.globalissues.org/issue/198/human-population
Student
Activities
GeoSim IntlPop is an applet that exposes students to the population growth and age distribution of selected countries and regions of the world. Population
projections for each country can be simulated, and students may modify birth and death rates to investigate any resulting effects on the projected populations.
http://geosim.cs.vt.edu/Java/IntlPop/IntlPop.html
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 to
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?
Using Avida-ED freeware, students control a few factors in an environment populated with digital organisms, and then compare how changing these factors affects
population growth. They experiment by altering the environment size (similar to what is called carrying capacity, the maximum population size that an environment
can normally sustain), the initial organism gestation rate, and the availability of resources.
http://www.teachengineering.org/view_activity.php?url=collection/mis_/activities/mis_population/mis_population_activity1.xml
Other
Resources
World population reaching seven billion is a great opportunity for you to incorporate environmental education and global studies into your classroom. The following
teacher-friendly activities are classroom-ready and will get your students to actively engage in these timely issues. http://www.worldof7billion.org/teacher_resources
While population growth in Vietnam in general and migration into this region more specifically played a role in deforestation, the series of events and the causes of
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Curriculum and Instruction – Office of Science—Environmental Science
Second Nine Weeks
TOOLBOX
Plans
deforestation end up being more complex than might first appear. This case study helps you investigate this situation and to make more nuanced conclusions and
critiques of the theories presented in the conceptual framework. http://cgge.aag.org/PopulationandNaturalResources1e/CS_Vietnam_Sep10/index.html
Unit 2.4 Populations/Biodiversity --- 2 Weeks
The Schoolyard Biodiversity Investigation provides students with the opportunity to learn about biodiversity in a tangible and available
environment – their own schoolyard. Download the teacher’s guide at http://www.fishwildlife.org/files/ConEd-Schoolyard-Biodiversity-Guide.pdf
Background
for Teachers
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.
Evidence from multiple ecosystems at a variety of temporal and spatial scales, suggests that biological diversity acts to stabilize ecosystem functioning in the face
of environmental fluctuation. Learn more at http://www.nature.com/scitable/knowledge/library/biodiversity-and-ecosystem-stability-17059965
Student
Activities
In this unit we see how scientists measure biodiversity, how it benefits our species, and what trends might cause Earth's next mass extinction. Access this online
textbook at http://www.learner.org/courses/envsci/unit/text.php?unit=9&secNum=0
This activity illustrates how to use math to calculate the diversity index of a selected habitat. The closer to 1 the diversity index is the more diverse and healthy the
habitat is. This is a very simplified version of diversity index. The more accurate versions are called the Simpson and Shannon Indexes.
http://www.accessexcellence.org/AE/ATG/data/released/0534-KathyParis/
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 to
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?
Other
Resources
Plans
Examine the role of biodiversity in ecological systems. A 30 minute video can be downloaded or viewed at the following website:
http://www.learner.org/courses/biology/textbook/biodiv/index.html
Read about biodiversity in a chapter from the online textbook Environmental Decision-Making, Science and Technology at
http://telstar.ote.cmu.edu/environ/m3/s5/02biodiversity.shtml
Unit 2.5 Water, Air and Land/Water --- 1 Week
This lesson from Clemson University combines classroom work with a field trip to give middle school students hands-on experience in determining water quality. It
may be modified for high school students. Go to the following site, scroll to the bottom of the page, and download Using Biotic and Abiotic Parameters to Monitor
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Curriculum and Instruction – Office of Science—Environmental Science
Second Nine Weeks
TOOLBOX
Water Quality. http://www.clemson.edu/cafls/sclife/teacher_resources/lesson_plans.html
Background
for Teachers
This module is part of "Exploring the Environment"ª (ETE) from NASA's Classroom of the Futureª. In ETE, high school students are faced with a real life problem
and their goal is to use problem solving skills and internet-based data (e.g., remotely sensed satellite images) to propose and defend a solution. A Teacher's Guide
is available. This link is to the ETE home page since it gives the easiest access to necessary introductory and teacher information. To access the water quality
module, click on then "Water Quality" in the puzzle. http://ete.cet.edu/modules/modules.html
How do harmful substances enter the body, and how do they damage cells? Learn how dangers are assessed, what kind of regulations we use to reduce
exposures, and how we manage associated human health risks. Learn more at http://www.learner.org/courses/envsci/unit/text.php?unit=6&secNum=0
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.
Student
Activities
Examine this plan for controlling pollution of Lake Pontchartrain in Louisiana and use it as a model for making your own plan for a local body of water.
http://www.deq.louisiana.gov/portal/Default.aspx?tabid=1982
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 to
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?
Other
Resources
MWRA's "Water Quality Testing Manual" is a field-based program appropriate middle school and high school students. It contains background information, lesson
ideas, procedures, data collection and reporting forms, suggestions for interpreting the results and extension activities.
http://www.mwra.state.ma.us/publications/waterqualitytesting/waterqualitymanual.htm
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