High School
Environmental Science
Instructional Plan
Seminole County Public Schools
Dept of Teaching and Learning
2013-2014
School Board of Seminole County:
Karen Almond - Chair
Dede Schaffner – Vice Chair
Diane Bauer
Dr Tina Calderone
Amy Lockhart
Superintendent:
Dr Walt Griffin
Deputy Superintendent of Instructional Excellence and Equity:
Dr Anna-Marie Cote
High School Executive Director:
Dr Michael Blasewitz
Director of Teaching and Learning:
Dr Corbet Wilson
Secondary Science Specialist:
Dr Rachel Hallett-Njuguna
Writing Committee:
Derek Jensen (CAOIT)
Louis Reyes (LMHS)
Aracelis Torres (WSHS)
Lourdes Hilson (LBHS)
James Cutler (OHS)
Instructional Plan for High School
Environmental Science
Purpose of the course: Environmental Science is the first in a two year sequence for students
who scored below grade level on 8th grade Reading and/or Math FCAT 2.0. The intent of the
sequence is to give more time for these students to process the information required for mastery
on the Biology End of Course (EOC) exam. Students will take this Environmental Science
course as freshman and then will take a modified Biology course in 10th grade which had been
designed to provide extended time to process the remaining Biology content while still allowing
time to review the material from 9th grade.
This Instructional Plan has been designed to support a common scope and sequence of
classroom instruction while allowing teachers to exercise their creativity when generating
lessons.
Explanation of contents
NGSSS Standards: these are the Next Generation Sunshine State Standards as mandated by
the Florida DOE to be covered during the course
Common Core Standards: these are the national standards that have been adopted by Florida
for Math and Language Arts. Every science course has a few Common Core standards from
both content areas embedded. These standards will not be assessed during the science course,
but should be infused throughout as part of best practices.
Learning Goals: these goals were selected/created to address the core concepts of each unit; a
student who is able to meet the learning goal with confidence and accuracy, will have mastered
the benchmarks in the unit
Concepts: shorthand reference to the content covered in the indicated benchmarks to help
teachers understand the focus of the unit in a glance
Academic Vocabulary: these words are to be included in Biology EOC items and will not be
assessed directly but are assumed to be part of the students’ working vocabulary.
Additional Text vocabulary: these are words that could be assessed directly on the Biology
EOC and therefore should be a part of instruction
Textbook references: relate to Glencoe, Biology, Adopted 2010
Lab Component Definition from FLDOE:
Laboratory investigations that include the use of scientific inquiry, research, measurement,
problem solving, laboratory apparatus and technologies, experimental procedures, and safety
procedures are an integral part of this course. The National Science Teachers Association
(NSTA) recommends that at the middle school level, all students should have multiple
opportunities every week to explore science laboratory investigations (labs). School laboratory
investigations are defined by the National Research Council (NRC) as an experience in the
laboratory, classroom, or the field that provides students with opportunities to interact directly
with natural phenomena or with data collected by others using tools, materials, data collection
techniques, and models (NRC, 2006, p.3). Laboratory investigations in the middle school
classroom should help all students develop a growing understanding of the complexity and
ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used
to make observations. Learners should understand measurement error; and have the skills to
aggregate, interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007).
Instructional Practices suggested by FLDOE:
Teaching from a range of complex text is optimized when teachers in all subject areas
implement the following strategies on a routine basis:
1. Ensuring wide reading from complex text that varies in length.
2. Making close reading and rereading of texts central to lessons.
3. Emphasizing text specific complex questions, and cognitively complex tasks, reinforce focus
on the text and cultivate independence.
4. Emphasizing students supporting answers based upon evidence from the text.
5. Providing extensive research and writing opportunities (claims and evidence).
Nature of Environmental Science
1st Nine Weeks
Time Frame: 9 weeks
*Intent is to use this first nine weeks to get students familiar with the methods and tools of science as well as the big concepts of Environmental
Science (ex. human impact, policy decisions) which will continue to be readdressed throughout the year.
Learning Goal(s): Students will be able to demonstrate the methods of science through research and experimentation.
Students will be able to describe how humans can affect the environment both positively and negatively.
Academic
NGSSS Benchmarks
Concepts
Vocabulary
SC.912.N.1.1: Define a problem based on a specific body of knowledge and do the following: pose questions about the natural world,
- Classroom Orientation/ - Inference
conduct systematic observations, examine books and other sources of information to see what is already known, review what is known
- Investigation
Lab safety and conduct
in light of empirical evidence, plan investigations, use tools to gather, analyze, and interpret data (this includes the use of measurement
in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and
graphs), pose answers, explanations, or descriptions of events, generate explanations that explicate or describe natural phenomena
(inferences), use appropriate evidence and reasoning to justify these explanations to others, communicate results of scientific
investigations, and evaluate the merits of the explanations produced by others. (H)
SC.912.N.1.3: Recognize that the strength or usefulness of a scientific claim is evaluated through scientific
argumentation, which depends on critical and logical thinking, and the active consideration of alternative
scientific explanations to explain the data presented. (L)
SC.912.N.1.4: Identify sources of information and assess their reliability according to the strict standards of
scientific investigation. (H)
SC.912.N.1.6: Describe how scientific inferences are drawn from scientific observations and provide examples
from the content being studied. (M)
SC.912.N.2.1: Identify what is science, what clearly is not science, and what superficially resembles science
(but fails to meet the criteria for science). (H)
SC.912.N.2.2: Identify which questions can be answered through science and which questions are outside the
boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art,
philosophy, and religion. (H)
SC.912.N.3.1: Explain that a scientific theory is the culmination of many scientific investigations drawing
together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory
represents the most powerful explanation scientists have to offer. (H)
SC.912.N.3.4: Recognize that theories do not become laws, nor do laws become theories; theories are well
supported explanations and laws are well supported descriptions. (M)
- Student Performance
Strategies
- Science as a Process
- Science and Society
- Tools of Measurement
and Data Expression
- Methods of Science
- Law
- Model
- Observation
- Scientist
- Theory
SC.912.L.17.13: Discuss the need for adequate monitoring of environmental parameters when making policy
decisions
SC.912.L.14.6: Explain the significance of genetic factors, environmental factors, and pathogenic
agents to health from the perspectives of both individual and public health.
SC.912.L.17.14: Assess the need for adequate waste management strategies
SC.912.L.17.15: Discuss the effects of technology on environmental quality
-Monitoring and
protecting environment
SC.912.L.17.20: Predict the impact of individuals on environmental systems and examine how human lifestyles -Human Impact on the
affect sustainability. (H)
Environment
SC.912.L.17.16: Discuss the large scale environmental impacts resulting from human activity,
including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and
groundwater pollution.
SC.912.L.17.18: Describe how human population size and resource use relate to environmental
quality.
**The highlighted benchmarks on this and the following pages are NOT assessed on the Biology EOC but are part of the Environmental
Science course description and will serve to support the Biology benchmarks.**
Textbook references
Ancillary Materials
**Key Changes**
Chapter 1
Altamonte Springs Science Incubator (Lake Lotus Field trip)
For 2013-2014: this unit has been extended so that NOS can be adequately covered, and so students can be exposed to
the foundational ideas behind environmental science including how humans and the environment effect each other.
Suggestion is to have a research and/or inquiry projects throughout the semester as well as for the final exam for this
nine weeks.
2nd Nine Weeks
Principles of Ecology
Time Frame: 4 weeks
Learning Goal(s): Students will be able to explain how energy is transferred throughout a food web.
Students will be able to describe the causes and effects of the loss of biodiversity in an ecosystem.
Students will be able to diagram and explain how water, carbon, nitrogen, and heat are cycled throughout ecosystems.
NGSSS Benchmarks
Concepts
SC.912.L.17.9: Use a food web to identify and distinguish producers, consumers, and
decomposers. Explain the pathway of energy transfer through trophic levels and the reduction
of available energy at successive trophic levels.
SC.912.P.10.1: Differentiate among the various forms of energy and recognize that they
can be transformed from one form to others.
SC.912.P.10.2: Explore the Law of Conservation of Energy by differentiating among
open, closed, and isolated systems and explain that the total energy in an isolated system
is a conserved quantity.
SC.912.L.17.6: Compare and contrast the relationships among organisms, including
predation, parasitism, competition, commensalism, and mutualism.
SC.912.L.17.8: Recognize the consequences of the losses of biodiversity due to catastrophic
events, climate changes, human activity, and the introduction of invasive, non-native species.
- Trophic Structures (Food Web)
SC.912.L.17.10: Diagram and explain the biogeochemical cycles of an ecosystem, including
water, carbon, and nitrogen cycle. (Assessed on Bio EOC as SC.912.E.7.1)
SC.912.E.7.9: Cite evidence that the ocean has had a significant influence on climate change
by absorbing, storing, and moving heat, carbon, and water.
- Biogeochemical Cycles
- 10% Rule
Academic Vocabulary
- Abiotic
- Biotic
- Matter
- Energy Pyramid
- Ecological Relationships
- Laws of Conserv of Matter & Energy
- Loss of Biodiversity
Additional Text Vocabulary: autotroph, biogeochemical cycle, biological community, biomass, biome, biosphere, carbon cycle, carnivore, commensalism, dentrification,
dentritivore, ecology, ecosystem, food chain, food web, habitat, herbivore, heterotroph, mutualism, niche, nitrogen fixation, nutrient, omnivore, parasitism, population,
predation, symbiosis, trophic level, extinction, biodiversity, overexploitation, habitat fragmentation, edge effect, introduced species. eutrophication
Textbook references
Ancillary Materials
**Key Changes**
Chapter 2 and Chapter 5 Sections 1 and 2
For 2013-2014: The focus of this unit has been narrowed to allow for more indepth discussion
2nd Nine Weeks
Biomes, & Ecosystems
Time Frame: 4 weeks
Learning Goal(s): Students will be able to explain the biotic and abiotic components of water and terrestrial
ecosystems.
Students will be able to describe changes in ecosystems due to weather and climate change and
ecological succession.
NGSSS Benchmarks
Concepts
SC.912.L.17.2: Explain the general distribution of life in aquatic systems as a
function of chemistry, geography, light, depth, salinity, and temperature.
SC.912.L.17.7: Characterize the biotic and abiotic components that define
freshwater systems, marine systems and terrestrial systems.
- Ecosystems
SC.912.L.17.4: Describe changes in ecosystems resulting from seasonal
variations, climate change and succession.
SC.912.E.7.7: Identify, analyze, and relate the internal (Earth system) and
external (astronomical) conditions that contribute to global climate change.
- Ecological Succession
- Biomes
Academic Vocabulary
- Abiotic
- Aquatic
- Biotic
-Climate change
SC.912.E.7.8: Explain how various atmospheric, oceanic, and hydrologic
conditions in Florida have influenced and can influence human behavior, both
individually and collectively.
Additional Text Vocabulary: abyssal zone, aphotic zone, atmosphere, benthic zone, boreal forest, climate, climax community, community,
desert, estuary, grassland, humidity, intertidal zone, latitude, limiting factor, limnetic zone, littoral zone, photic zone, plankton, primary
succession, profundal zone, secondary succession, sediment, temperate forest, tolerance, tropical rain forest, tropical savanna, tropical seasonal
forest, tundra, weather, woodland
Textbook references
Chapter 3
Ancillary Materials
**Key Changes**
For 2013-2014: The focus of this unit has been narrowed to allow for more indepth discussion
3rd Nine Weeks
Population Ecology
Time Frame: 2-3 weeks
Learning goal: Students will be able to analyze how population size is effected by a variety of factors including (births,
deaths, immigration, emigration, limiting factors)
NGSSS Benchmarks
SC.912.L.17.5: Analyze how population size is determined by
births, deaths, immigration, emigration, and limiting factors
(biotic and abiotic) that determine carrying capacity.
SC.912.L.17.1: Discuss the characteristics of populations,
such as number of individuals, age structure, density, and
pattern of distribution.
Concepts
- Populations
Academic Vocabulary
- Abiotic
- Biotic
Additional Text Vocabulary: age structure, carrying capacity, demographic transition, demography, density-dependent factor, densityindependent factor, dispersion, emigration, immigration, population, population density, population growth rate, zero population growth
Textbook references
Ancillary Materials
**Key Changes**
Chapter 4
For 2013-2014: The focus of this unit has been narrowed to allow for more indepth discussion and moved
to the 3rd nine weeks
3rd Nine Weeks
Resources and Energy
Time Frame: 3-4 weeks
Learning Goal: Students will be able to evaluate the costs and benefits of renewable and nonrenewable resources.
NGSSS Benchmarks
SC.912.L.17.11: Evaluate the costs and benefits of renewable and
nonrenewable resources, such as water, energy, fossil fuels, wildlife,
and forests.
SC.912.E.6.6: Analyze the past, present, and potential future
consequences to the environment resulting from various energy
production technologies.
SC.912.L.17.19: Describe how different natural resources are
produced and how their rates of use and renewal limit availability.
SC.912.L.17.12: Discuss the political, social, and environmental
consequences of sustainable use of land.
Concepts
- Renewable Vs.
Nonrenewable Resources
Academic Vocabulary
- Nonrenewable
resource
- Environmental Issues
Additional Text Vocabulary: renewable resource, nonrenewable resource, sustainable use, endemic, bioremediation, biological augmentation
Textbook references
Chapter 5 Section 3
Ancillary Materials
**Key Changes**
For 2013-2014: The focus of this unit has been narrowed to allow for more indepth discussion
3rd Nine Weeks
BioTechnology
Time Frame: 2-3 weeks
Learning Goals(s): Students will be able to evaluate the impact of biotechnology on the individual, society, and the
environment.
NGSSS Benchmarks
SC.912.L.16.10: Evaluate the impact of biotechnology on the individual,
society, and the environment, including medical and ethical issues.
Concepts
Academic Vocabulary
- Biotechnology
Additional Text Vocabulary: genetic engineering, genome, gel electrophoresis, cloning, bioinformatics, gene therapy, genomics (additional
words depend on topics chosen by teacher)
Textbook references
Ancillary Materials
**Key Changes**
Chapter 13 (at teachers discretion since some foundational content hasn’t been taught)
Suggest using outside articles, current events, etc…
For 2013-2014: The biotechnology benchmark has been separated and moved to the 3rd nine weeks to
allow for indepth discussion. Suggest having students participate in research projects during this unit.
4th Nine Weeks
Evolution
Time Frame: 3 weeks
Learning Goals(s): Students will be able to describe how natural selection, origin of new species, and extinction effect
biodiversity.
NGSSS Benchmarks
SC.912.L.15.13: Describe the conditions required for natural selection,
including: overproduction of offspring, inherited variation, and the struggle
to survive, which result in differential reproductive success.
SC.912.L.15.3: Describe how biological diversity is increased by the
origin of new species and how it is decreased by the natural process of
extinction.
Concepts
- Charles Darwin/Natural
Selection
Academic Vocabulary
- Natural selection
- Evolution
Additional Text Vocabulary: artificial selection, natural selection, evolution
Textbook references
Ancillary Materials
**Key Changes**
Chapter 15 Section 1
For 2013-2014: The focus of this unit has been narrowed to allow for more indepth discussion and moved
to the 4th nine weeks, remaining concepts for evolution will be covered in 10th grade
4th Nine Weeks
BioChemistry
Time Frame: 2-3 weeks
*intro to these concepts, will be covered in 10th grade Bio too
Learning Goal(s): Students will be able to describe the structure of atoms in terms of particles and forces.
Students will be able to describe the structure and function of the four categories of macromolecules.
Students will be able to discuss how the special properties of water contribute to Earth’s suitability for life.
Students will be able to explain the role of enzymes in biological reactions.
NGSSS Benchmarks
SC.912.L.18.1: Describe the basic molecular structure and primary functions of
the four major categories of biological macromolecules.
SC.912.P.8.4 Explore the scientific theory of atoms (also known as atomic
theory) by describing the structure of atoms in terms of protons, neutrons and
electrons, and differentiate among these particles in terms of their mass,
electrical charges and locations within the atom
SC.912.L.18.12: Discuss the special properties of water that contribute to Earth’s
suitability as an environment for life: cohesive behavior, ability to moderate
temperature, expansion upon freezing, and versatility as a solvent.
SC.912.P.10.10 Compare the magnitude and range of the four fundamental
forces (gravitational, electromagnetic, weak nuclear, strong nuclear).
SC.912.L.18.11: Explain the role of enzymes as catalysts that lower the activation
energy of biochemical reactions. Identify factors, such as pH and temperature, and
their effect on enzyme activity.
Concepts
-Macromolecules
Academic Vocabulary
-Activation Energy
-Catalyst
-Enzyme
-Special Properties of Water
-Enzymes
Additional Text Vocabulary: atom, nucleus, proton, neutron, electron, element, isotope, compound, covalent bond, molecule, ion, ionic bond, van der Waals force, chemical
reaction, reactant, product, polar molecule, hydrogen bond, mixture, solution, solvent, solute, acid, base, pH, buffer, macromolecule, polymer, carbohydrate, lipid, protiens,
amino acids, nucleic acid, nucleotide
Textbook references
Ancillary Materials
**Key Changes**
Chapter 6
For 2013-2014: this unit has been moved to the 4th nine weeks and divided from the photosynthesis and atp content
to allow for more focus
4th Nine Weeks
Plants and Cellular Energy
Time Frame: 3-4 weeks
*intro to these concepts, will be covered in 10th grade Bio too
Learning Goal(s): Students will be able to relate the structure and function of major plant organs to photosynthesis and respiration.
Students will be able to explain the interrelated nature of photosynthesis and respiration.
Students will be able to explain the roles of ATP and enzymes in biological energy transfers.
NGSSS Benchmarks
SC.912.L.14.7: Relate the structure of each of the major plant organs and tissues
to physiological processes.
SC.912.L.18.7: Identify the reactants, products and basic functions of
photosynthesis
SC.912.L.18.8: Identify the reactants, products and basic functions of aerobic and
anaerobic cellular respiration
SC.912.L.18.9: Explain the interrelated nature of photosynthesis and cellular
respiration.
SC.912.L.18.10: Connect the role of ATP to energy transfers within the cell
Concepts
-Photosynthesis and
Respiration
Academic Vocabulary
-Adenosine triphosphate
(ATP)
-Aerobic
-Anaerobic
-Energy
-Photosynthesis
-ATP
Additional Text Vocabulary: energy, metabolism, photosynthesis, cellular respiration, thylakoid, granum, stroma, pigment, NADP-, Calvin cycle, rubisco, glycolysis, Krebs
cycle, fermentation, epidermis, guard cell, xylem, phloem, companion cell, root cap, cortex, endodermis, transpiration, ethylene, tropism, sepal, petal, stamen, pistil,
endosperm, seed coat, germination, stomata, vascular tissue, seed, cotyledon, cone
Textbook references
Ancillary Materials
**Key Changes**
Chapter 8, and Chapter 22 and Chapter 21 and 23 (as they relate to plant organ and tissue function)
For 2013-2014: this unit has been moved to the 4th nine weeks and divided from the molecules and water content to
allow for more focus