Curriculum Guide for Environmental Science Content Area: Environmental Essential Questions: Science Target Course/Grade level: 10-12 Unit Title: Science Practices ? Unit Overview: learn knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. Standards / CPI’s Unit Learning Targets As a result of this segment of learning, students will… Lessons and Activities The learning experiences that will facilitate engagement and achievement Evidence of Learning Resources Books, articles, text, etc. 5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations See Actives in: 5.3.12.B.1, 5.3.12.B.3, 5.3.12.B.5, 5.3.12.B.6, 5.3.12.C.1, 5.4.12.C.2, and 5.4.12.F.2 See Evidence in: 5.3.12.B.1, 5.3.12.B.3, 5.3.12.B.5, 5.3.12.B.6, 5.3.12.C.1, 5.4.12.C.2, and 5.4.12.F.2 See Resources in: 5.3.12.B.1, 5.3.12.B.3, 5.3.12.B.5, 5.3.12.B.6, 5.3.12.C.1, 5.4.12.C.2, and 5.4.12.F.2 5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories. See Actives in: 5.3.12.B.2, 5.3.12.B.6, 5.3.12.C2, 5.4.12.E.1, 5.4.12.F.2, and 5.4.12.G.3 See Evidence in: 5.3.12.B.2, 5.3.12.B.6, 5.3.12.C2, 5.4.12.E.1, 5.4.12.F.2, and 5.4.12.G.3 See Resources in: 5.3.12.B.2, 5.3.12.B.6, 5.3.12.C2, 5.4.12.E.1, 5.4.12.F.2, and 5.4.12.G.3 5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. See Actives in: 5.3.12.B.2, 5.3.12.C2 and 5.4.12.G.3 See Evidence in: 5.3.12.B.2, 5.3.12.C2 and 5.4.12.G.3 See Resources in: 5.3.12.B.2, 5.3.12.C2 and 5.4.12.G.3 5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlation relationships, and anomalous data. See Actives in: 5.3.12.B.1, 5.3.12.B.2, 5.3.12.B.3, 5.3.12.B.4, 5.3.12.B.5, 5.3.12.B.6, 5.3.12.C1, 5.3.12.C2, 5.4.12.C.2, 5.4.12.E.1, 5.4.12.E.2, 5.4.12.F.2, 5.4.12.F.3, 5.4.12.G.1, 5.4.12.G.2, 5.4.12.G.3, 5.4.12.G.4, and 5.4.12.G.6 See Evidence in: 5.3.12.B.1, 5.3.12.B.2, 5.3.12.B.3, 5.3.12.B.4, 5.3.12.B.5, 5.3.12.B.6, 5.3.12.C1, 5.3.12.C2, 5.4.12.C.2, 5.4.12.E.1, 5.4.12.E.2, 5.4.12.F.2, 5.4.12.F.3, 5.4.12.G.1, 5.4.12.G.2, 5.4.12.G.3, 5.4.12.G.4, and 5.4.12.G.6 See Resources in: 5.3.12.B.1, 5.3.12.B.2, 5.3.12.B.3, 5.3.12.B.4, , 5.3.12.B.6, 5.3.12.C1, 5.3.12.C2, 5.4.12.C.2, 5.4.12.F.2, , 5.4.12.G.1, 5.4.12.G.3, 5.4.12.G.4, and 5.4.12.G.6 Content Area: Environmental Essential Questions: Science Target Course/Grade level: 10-12 Unit Title: Science Practices ? Unit Overview: learn knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. Standards / CPI’s Unit Learning Targets As a result of this segment of learning, students will… Lessons and Activities The learning experiences that will facilitate engagement and achievement Evidence of Learning Resources Books, articles, text, etc. 5.1.12.B.2 Build, refine, and represent evidencebased models using mathematical, physical, and computational tools. See Actives in: 5.3.12.B.2, 5.3.12.B.6, 5.3.12.C2, 5.4.12.E.1, 5.4.12.F.2, and 5.4.12.G.3 See Evidence in: 5.3.12.B.2, 5.3.12.B.6, 5.3.12.C2, 5.4.12.E.1, 5.4.12.F.2, and 5.4.12.G.3 See Resources in: 5.3.12.B.2, 5.3.12.B.6, 5.3.12.C2, 5.4.12.E.1, 5.4.12.F.2, and 5.4.12.G.3 5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/ arguments to established scientific knowledge, models, and theories See Actives in: 5.3.12.B.1, 5.3.12.B.3, 5.3.12.C2,and 5.4.12.G.4 See Evidence in: 5.3.12.B.1, 5.3.12.B.3, 5.3.12.C2,and 5.4.12.G.4 See Resources in: 5.3.12.B.1, 5.3.12.B.3, 5.3.12.C2,and 5.4.12.G.4 5.1.12.C.1 Reflect on and revise understandings as new evidence emerges. Weekly current events articles in science that students will have to describe to the class and then the class will discuss The students will be evacuated on their participation in the scientific article discussion Science Daily, The Records, New York Times, or any other newspaper with a science section 5.1.12.C.2 Use data representations and new models to revise predictions and explanations. See Actives in: 5.3.12.B.1, 5.3.12.B.3, 5.3.12.B.6, 5.3.12.C.2, and 5.4.12.G.3 See Evidence in: 5.3.12.B.1, 5.3.12.B.3, 5.3.12.B.6, 5.3.12.C.2, and 5.4.12.G.3 See Resources in: 5.3.12.B.1, 5.3.12.B.3, 5.3.12.B.6, 5.3.12.C.2, and 5.4.12.G.3 5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence-based arguments Students will be assigned a controversial environmental issue and then debate the different sides of the issue The information provided to support their side of the environmental issue World book and any internet search engine the students want Content Area: Environmental Essential Questions: Science Target Course/Grade level: 10-12 Unit Title: Science Practices ? Unit Overview: learn knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. Standards / CPI’s Unit Learning Targets As a result of this segment of learning, students will… Lessons and Activities The learning experiences that will facilitate engagement and achievement Evidence of Learning Resources Books, articles, text, etc. 5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences See Actives in: : 5.3.12.B.1, 5.3.12.B.2, 5.3.12.B.3, 5.3.12.B.4, 5.3.12.B.5, 5.3.12.B.6, 5.3.12.C1, 5.3.12.C2, 5.4.12.C.2, 5.4.12.E.1, 5.4.12.E.2, 5.4.12.F.2, 5.4.12.F.3, 5.4.12.G.1, 5.4.12.G.2, 5.4.12.G.3, 5.4.12.G.4, and 5.4.12.G.6 See Evidence in: : 5.3.12.B.1, 5.3.12.B.2, 5.3.12.B.3, 5.3.12.B.4, 5.3.12.B.5, 5.3.12.B.6, 5.3.12.C1, 5.3.12.C2, 5.4.12.C.2, 5.4.12.E.1, 5.4.12.E.2, 5.4.12.F.2, 5.4.12.F.3, 5.4.12.G.1, 5.4.12.G.2, 5.4.12.G.3, 5.4.12.G.4, and 5.4.12.G.6 See Resources in: : 5.3.12.B.1, 5.3.12.B.2, 5.3.12.B.3, 5.3.12.B.4, 5.3.12.B.5, 5.3.12.B.6, 5.3.12.C1, 5.3.12.C2, 5.4.12.C.2, 5.4.12.E.1, 5.4.12.E.2, 5.4.12.F.2, 5.4.12.F.3, 5.4.12.G.1, 5.4.12.G.2, 5.4.12.G.3, 5.4.12.G.4, and 5.4.12.G.6 5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. See Actives in: 5.3.12.B.1, 5.3.12.B.3, 5.3.12.B.6, 5.3.12.C1, 5.4.12.E.1, 5.4.12.F.2, 5.4.12.G.1, 5.4.12.G.3, and 5.4.12.G.4 See Evidence in: 5.3.12.B.1, 5.3.12.B.3, 5.3.12.B.6, 5.3.12.C1, 5.4.12.E.1, 5.4.12.F.2, 5.4.12.G.1, 5.4.12.G.3, and 5.4.12.G.4 See Resources in: 5.3.12.B.1, 5.3.12.B.3, 5.3.12.B.6, 5.3.12.C1, 5.4.12.E.1, 5.4.12.F.2, 5.4.12.G.1, 5.4.12.G.3, and 5.4.12.G.4 5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. See Actives in: 5.4.12.C.2, 5.4.12.F.2, 5.4.12.F.3, and 5.4.12.G.3 See Evidence in: 5.4.12.C.2, 5.4.12.F.2, 5.4.12.F.3, and 5.4.12.G.3 See Resources in: 5.4.12.C.2, 5.4.12.F.2, 5. 4.12.F.3, and 5.4.12.G.3 Content Area: Environmental Science Target Course/Grade level: 10-12 Unit Title: Matter and Energy Transformations Essential Questions: To what extent does understanding the flow of matter and energy through living systems effect personal and public policy decisions? Unit Overview Student will discover the conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Standards/ CPI’s Unit Learning Targets As a result of this segment of learning, students will… Lessons and Activities The learning experiences that will facilitate engagement and achievement Evidence of Learning Resources Books, articles, text, etc. Content Area: Environmental Science Target Course/Grade level: 10-12 Unit Title: Matter and Energy Transformations Essential Questions: To what extent does understanding the flow of matter and energy through living systems effect personal and public policy decisions? Unit Overview Student will discover the conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Standards/ CPI’s 5.3.12.B.1 Unit Learning Targets As a result of this segment of learning, students will… Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting. Lessons and Activities The learning experiences that will facilitate engagement and achievement Food Web Activity- using string allow students to follow the transfer of energy in the ecosystem between organisms. The string represent energy and students will be able to feel when there is a change in energy Building Food Web Activity: Students will be assigned organisms and have to figure out the connections between them. Evidence of Learning Posters of food webs for assigned ecosystem Participation in debate on whether we should use DDT. Use mathematical formulas to justify the concept of an efficient diet. Limiting Nutrients Lab- students grow different species of algae in isolation in a medium containing different nutrients. For each algal species they have to figure out which nutrient is limiting, and what happens when that nutrients is increased. Math Skills Builder Practice Problems on energy lost in tropic levels Group Activity -use an on-line grocery store to calculate the cost per calorie on a meat diet and articles, text, etc. Holt’s Environmental Science Textbook: Ch 4 Pg 98- 114 Ch 5 Pg 124-131 Build your own food web: http://www.gould. edu.au/foodwebs/ kids_web.htm Case Study on DDT in an Aquatic Food Chain where students will read an article about how DDT biomagnifications 5.3.12.B.2 Resources Books, Lab Write-Up Answers to practice math problems Decrease in trophic levels: http://www.eco marres.com/FD MFW2.html Analysis of diet cost. Holt’s Environmental Science Textbook: Page 131 Content Area: Environmental Science Target Course/Grade level: 10-12 Unit Title: Matter and Energy Transformations Essential Questions: To what extent does understanding the flow of matter and energy through living systems effect personal and public policy decisions? Unit Overview Student will discover the conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Standards/ CPI’s Unit Learning Targets As a result of this segment of learning, students will… Lessons and Activities The learning experiences that will facilitate engagement and achievement Evidence of Learning Resources Books, articles, text, etc. a grain diet. 5.3.12.B.3 Predict what would happen to an ecosystem if an energy source was removed. Food Web Activity- using string allow students to follow the transfer of energy in the ecosystem between organisms. The string represent energy and students will be able to feel when there is a change in energy Quiz on food webs and food chains. Building Food Web Activity: Students will be assigned organisms and have to figure out the connections between them. 5.3.12.B.4 Explain how environmental factors (such as temperature, light intensity, and the amount of water available) can affect photosynthesis as an energy storing process. Holt’s Environmental Science Textbook: Page 125-131 Build your own food web: http://www.gould. edu.au/foodwebs/ kids_web.htm Make a connection web of a local animal with all of its interactions. Student’s brainstorm on animal connections Organism biographies students pick their favorite organism and pick their favorite organism and write three chapters, one on habitat, second on population and survival and the third on abiotic characteristics that are crucial. Write Biographies Section 4.1 and 4.2 Holt’s Environmental Science Textbook: Chapter 4 Section 1 and Chapter 5 Section 1 World Book Content Area: Environmental Science Target Course/Grade level: 10-12 Unit Title: Matter and Energy Transformations Essential Questions: To what extent does understanding the flow of matter and energy through living systems effect personal and public policy decisions? Unit Overview Student will discover the conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Standards/ CPI’s 5.3.12.B.5: 5.3.12.B.6: Unit Learning Targets As a result of this segment of learning, students will… Lessons and Activities The learning experiences that will facilitate engagement and achievement Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration Skill building worksheet. On identifying consumers vs. producers. Explain how the process of cellular respiration is similar to the burning of fossil fuels Have students draw a diagram of both a human’s intake and outtake through respiration, and an engines intake and outtake through combustion. Evidence of Learning Worksheet on producers and consumers. Comparing photosynthesis and cellular respiration formulas. Diagrams and their maps. Resources Books, articles, text, etc. Holt’s Environmental Science Textbook: Chapter 5.1 Holt’s Environmental Science Textbook: Chapter 5.1 Website: http://caferguson. wordpress.com/2 010/10/27/lecture -102510/ http://pbjots.blogs pot.com/2008/07/ electric-vscombustionengine.html Content Area: Environmental Science Target Course/Grade level: 10-12 Unit Title: Matter and Energy Transformations Essential Questions: To what extent does understanding the flow of matter and energy through living systems effect personal and public policy decisions? Unit Overview Student will discover the conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Standards/ CPI’s 5.3.12.C1 Unit Learning Targets As a result of this segment of learning, students will… Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem. Lessons and Activities The learning experiences that will facilitate engagement and achievement Make a connection web of a local animal with all of its interactions Food Web Activity- using string allow students to follow the transfer of energy in the ecosystem between organisms. The string represent energy and students will be able to feel when there is a change in energy Building Food Web Activity: Students will be assigned organisms and have to figure out the connections between them. Evidence of Learning Students completed food webs for local area and assigned group area Food web test Resources Books, articles, text, etc. Holt’s Environmental Science Textbook: Chapters 4 and 5 Students ability to connect the different organisms in a garden Students will have to have the ability to do an on-line search of their assigned location Students list of selected characteristics for Holt’s Environmental Give students a list of specific garden organisms and ask students to all the possible connections Give the students work in groups, assign each group a different location and then have the students determine a food web for that area 5.3.12.C.2 Model how natural and human-made changes in the environment will affect individual organisms and the dynamics of Have students pick a flower or vegetable and research the plant from which it originated. Have students then compare the differences Content Area: Environmental Science Target Course/Grade level: 10-12 Unit Title: Matter and Energy Transformations Essential Questions: To what extent does understanding the flow of matter and energy through living systems effect personal and public policy decisions? Unit Overview Student will discover the conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Standards/ CPI’s Unit Learning Targets As a result of this segment of learning, students will… populations. Lessons and Activities The learning experiences that will facilitate engagement and achievement Evidence of Learning between the artificially selected plant and the original. their plant. Students will define a keystone species then use the internet to identify a keystone species then students will write a report on how that species affects the species around it. Students report on a keystone species Students will identify the four main ways that humans affect extinction then brainstorm a list of different species that have been effected by extinction cause Completed brainstorm list of species affected by a human process. Students will pick one species off their brainstorm list and use Microsoft publisher to create a pamphlet on how to save their species. The pamphlet will include : animal description, location, food source, reason for endangerment, and ways to help the species The finished pamphlet will count as a test grade Resources Books, articles, text, etc. Science Textbook: Chapters 5.2, 10.1, 10.2 Online internet search engine of the student choice Microsoft publisher Content Area: Environmental Science Target Course/Grade level: 10-12 Unit Title: Properties of Earth Essential Questions: Why is it important to think in terms of systems when considering environmental issues? Unit Overview Materials Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. Standards/ CPI’s 5.4.12.C.2 5.4.12.E.1 Evidence of Learning Unit Learning Targets As a result of this segment of learning, students will… Lessons and Activities The learning experiences that will facilitate engagement and achievement Analyze the vertical structure of Earth’s atmosphere, and account for the global, regional, and local variations of these characteristics and their impact on life. Students will make convection current using beakers. The students will fill 2 beakers with cold water and 2 with warm water then put yellow dye in the warm water and blue dye in the cold water. Students will in one case pour the warm into the cold and in the other pour the cold into the warm Students write up of their observations of the convection current. Holt’s Environmental Science Textbook: Chapters 3.2 and 13. Cover a globe with flour has the students spin the globe in a counterclockwise direction while using a dropper to drop water on the north pole. Students will describe the tracks made by the water Globe and flour Color pictures of each of the cycles and on that picture write what is happening next to each arrow. Labeled picture of each of the cycles Math Skills Builder Practice Problems on energy lost in tropic levels Answers to practice math problems Holt’s Environmental Science Textbook: Chapter 5 Model and explain the physical science principles that account for the global energy budget. Resources Books, articles, text, etc. Princeton Review Biology Coloring Book 5.4.12.E.2 Predict what the impact on biogeochemical systems would be if there were an increase or decrease in internal and external energy. Food Web Activity- using string allow students to follow the transfer of energy in the ecosystem between organisms. The string represent energy Quiz on food webs and food chains. Holt’s Environmental Science Textbook: Chapter 5 Content Area: Environmental Science Target Course/Grade level: 10-12 Unit Title: Matter and Energy Transformations Essential Questions: To what extent does understanding the flow of matter and energy through living systems effect personal and public policy decisions? Unit Overview Student will discover the conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Standards/ CPI’s 5.4.12.F.2 Unit Learning Targets As a result of this segment of learning, students will… Explain how the climate in regions throughout the world is affected by seasonal weather patterns, as well as other factors, such as the addition of greenhouse gases to the atmosphere and proximity to mountain ranges and to the ocean Lessons and Activities The learning experiences that will facilitate engagement and achievement Evidence of Learning Resources Books, articles, text, etc. Holt’s Environmental Science Textbook: Chapter 3.2, 6, 7, and 13 Students will make presentations pretending they are travel agents trying to sell you land in their assigned biome, during presentation students will describe the biomes location, climate, and species adaptations Each students presentation will count as a test for chapters 6 and 7 Students will diagram the greenhouse effect Labeled greenhouse diagram Students will pick a west coast city and draw a line graph of its annual precipitation over the span of four decades. The students will then note the five years with the highest annual precipitation and finally students will infer which years may have been El Nino years Precipitation graph and analysis questions on graph Internet search engine Have students look at satellite images of the Pacific Northwest and answers question based on where the students see vegetation growth. Answers to questions on satellite images Satellite images of the Pacific Northwest from the U.S. Geological Survey Model seasonal change in light by moving a globe around a light source Test on weather patterns and causes of change in weather Content Area: Environmental Science Target Course/Grade level: 10-12 Unit Title: Matter and Energy Transformations Essential Questions: To what extent does understanding the flow of matter and energy through living systems effect personal and public policy decisions? Unit Overview Student will discover the conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Standards/ CPI’s Unit Learning Targets As a result of this segment of learning, students will… Lessons and Activities The learning experiences that will facilitate engagement and achievement Evidence of Learning Resources Books, articles, text, etc. patterns 5.4.12.F.3 Explain variations in the global energy budget and hydrologic cycle at the local, regional, and global scales. Hydrothermal vent: Fill a large glass container with cold water tie one end of a piece of string around a neck of a small bottle. Fill the small bottle with hot water and food coloring. Keep the small bottle upright as you lower it into the glass container. Students written observations of the hydrothermal vent Holt’s Environmental Science Textbook: Chapter 3.2 and 11 5.4.12.G.1 Analyze and explain the sources and impact of a specific industry on a large body of water Students will draw a map of their state and draw in where the aquifers exist Students completed aquifer drawing USGS Internet resources 5.4.12.G.2 Explain the unintended consequences of harvesting natural resources from an ecosystem. Exotic Species: bring in pictures of various exotic organisms that are sold as pets or décor. Have students discuss if they have ever seen these organisms and how they think they were obtained Participation in group discussions Holt’s Environmental Science Textbook: Chapter 10 and 15 Content Area: Environmental Science Target Course/Grade level: 10-12 Unit Title: Matter and Energy Transformations Essential Questions: To what extent does understanding the flow of matter and energy through living systems effect personal and public policy decisions? Unit Overview Student will discover the conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Standards/ CPI’s 5.4.12.G.3 5.4.12.G.4 Unit Learning Targets As a result of this segment of learning, students will… Demonstrate, using models, how internal and external sources of energy drive the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles Compare over time the impact of human activity on the cycling of matter and energy through ecosystems Lessons and Activities The learning experiences that will facilitate engagement and achievement Evidence of Learning Carbon cycle: Pour water into beaker adds several drops of bromthymol blue. Exhale through straw into solution until it turns yellow. Pour yellow solution into test tube with Elodea. Stopper the test tube and place in sun. Observe the test tube every 15 min and record the observations. Observations of Elodea test tube Have the students use the diagrams in the book and list the similarities and differences of the carbon, nitrogen, and phosphorus cycles Analysis of the similarities and differences of the cycles Students will color the diagrams of the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles then use red sharpies to add in human activities to the diagram. Student will then discuss how the human activities affect the different cycles Students completed diagrams and participation in classroom discussion Watch the movie “The inconvenient truth” Paper on the movie “The inconvenient truth” Resources Books, articles, text, etc. Holt’s Environmental Science Textbook: Chapter 5.2 Beakers, bromthymol blue, straws, Elodea The biology coloring book by Princeton Review and red markers the movie “The inconvenient truth” I Content Area: Environmental Science Target Course/Grade level: 10-12 Unit Title: Matter and Energy Transformations Essential Questions: To what extent does understanding the flow of matter and energy through living systems effect personal and public policy decisions? Unit Overview Student will discover the conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Standards/ CPI’s 5.4.12.G.6 Evidence of Learning Unit Learning Targets As a result of this segment of learning, students will… Lessons and Activities The learning experiences that will facilitate engagement and achievement Resources Books, Assess (using scientific, economic, and other data) the potential environmental impact of large-scale adoption of emerging technologies Students will due an internet search to find a new technology that is environmentally helpful. Students will then use consumer reports, manufacturer information and governmental information to write a report on their new technology The completed research report nternet search engine of the student choice Watch the movie “Who killed the electric car?” and write a opinion paper on the effect on the environment of stopping production of the electric car in the 90’s Completed opinion paper DVD of “Who killed the electric car?” articles, text, etc.