Planned Instruction
Course: College Prep Ecology
Standards:
4.1.10 A-E
4.1.12 A-E
4.2.10 A-D
4.3.10 A-C
4.3.12 A-C
4.4.10 A-D
4.4.12 A-D
4.5.10 A-C
4.5.12 A-C
4.6.10 A-C
4.6.12 A-C
4.7.12 A-C
4.8.10 A-C
4.8.12 A-D
4.9.10 A
Watersheds and Wetlands
Watershed and Wetlands
Renewable and Non-renewable Resources
Environmental Health
Environmental Health
Agriculture and Society
Agriculture and Society
Integrated Pest Management
Integrated Pest Management
Ecosystems and their Interactions
Ecosystems and their Interactions
Threatened, Endangered and Extinct Species
Humans and the Environment
Humans and the Environment
Environmental Laws and Regulations
Course Description:
The high school science program provides diverse experiences to account for differences in
students’ interests and abilities. Common goals of the program include helping students develop
as observers and problem-solvers who are equipped to cope in an increasingly complex scientific
world. Each student will be actively engaged in thinking processes which include: observation,
inquiry, communication, comparison, organization, relationships, inferences, and application. The
range of planned courses has been designed to interest and challenge all students, whether they
will apply science literacy to everyday life as members of society or will enter the science
profession as active participants.
Using an inquiry-based approach, students will develop an understanding of the importance of
being a steward of the earth. The College Prep Ecology course emphasizes the necessity of
balancing the needs of a growing human population with maintaining a healthy, viable,
environment. There will be a focus on the interdependence between abiotic and biotic factors in
an environment as well as the flow of matter and energy in an ecosystem. The learner will study
the complexity of environmental issues. Local environmental issues will also be addressed
through the use of newspapers, field studies and appropriate field trips.
Specific and measurable objectives directly related to the academic standards to be
achieved by students:
Specific objectives for this course are stated as benchmarks for the standards in the District
High School Science Scope and Sequence document for Environmental Science.
Content to be used to reach objectives:
In order to provide a comprehensive, inquiry-based, “hands-on” approach for active learning, a
variety of instructional activities and materials will be utilized. There will be extensive use of the
stream and meadow area on the school property for field work.
April 2005
UMTSD
Materials:
Environmental Science – Holt, Rinehart and Winston; 2006
Holt ancillary materials
Live Specimens, Preserved Specimens
Teacher Generated Materials
DVD’s, Videos
Discover Magazine, Current Science Magazine, Local Newspapers
Microscopes, Lab Ware, Balances, Hotplates, Soil Test Kits
Dichotomous Keys, Models, Posters
Technology (Inspiration, Web based resources, MS Office)
Safety goggles, safety posters
Instructional Activities
A variety of instructional formats will be used to deliver instructional activities and differentiate
instruction.
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Hands-on learning with manipulative and appropriate materials
Reflective journals and writing to learn
Student to student collaboration (cooperative learning)
Direct instruction labs
Student generated collections of specimens
Library research, Big6 inquiry research
Power point presentations
Directed reading activities
Extensive field work that utilize the meadow and stream sites
Demonstrations
Estimated instructional time to be devoted to achieving objectives:
180 days, 46-48 minutes per day
Procedure for measurement of student progress on the objective:
A variety of assessments will be used to measure student progress. These assessments will be
based on Bloom’s Taxonomy and will include:
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Rubrics
Performance Assessments
Tests and quizzes
Standardized test questions
Lab reports
Posters
Written responses
Graphic mapping
Collections and identification of specimens
Research generated projects
An explanation of how student grades will be determined:
A student’s grade will be determined through a minimum of 5 assessments per marking period.
The assessments will vary in weight and will be used collectively to calculate each marking period
grade.
April 2005
UMTSD