Download Environmental Science - Volusia County Schools

2015 - 2016
Volusia County Schools
Created For Teachers By Teachers
Curriculum Mapping Committee:
Hannah Hendricks
Aparna Hoskote
Tiffany McCann
Lashawnia Sheppard
Environmental
Science
Regular and Honors
Curriculum Map
2015-2016
Parts of the Curriculum Map
The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum
mapping and assessment committees. The following list describes the various parts of each curriculum map:
•
•
•
Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees.
Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees.
Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher
committees according to appropriate cognitive complexities.
• Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE.
• Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for
the EOC.
• Vocabulary: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment.
Some maps may also contain other helpful information, such as:
•
Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned
to the standards.
• Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course
descriptions on CPALMS in terms of state assessments.
• Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT
represent all the content that should be taught, but merely a sampling of it.
• Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per
week were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a
written lab report with analysis and conclusion.
• Common Labs (CL): Each grade level has one common Lab (CL) for each nine week period. These common labs have been designed by teachers to allow
common science experiences that align to the curriculum across the district.
• Volusia Literacy Tasks (VLT): Each grade level has one Volusia Literacy task (VLT) for each nine week period. These literacy experiences have been
designed by teachers to provide common literacy activities that align to the curriculum across the district.
• DIAS: (District Interim Assessments: Science) are content-specific tests developed by the district and teacher committees to assist in student progress
monitoring. The goal is to prepare students for the 8th grade FCAT 2.0 or Biology EOC using rigorous items developed using the FLDOE Item
Specifications Documents.
The last few pages of the map form the appendix that includes information about methods of instruction, cognitive complexities, and other Florida-specific
standards that may be in the course descriptions.
Appendix Contents
1. Volusia County Science 5E Instructional Model
2. FLDOE Cognitive Complexity Information
3. Florida ELA and Math Standards
Environmental Science
Page 2
2015-2016
High School Weekly Curriculum Trace
2015
Environmental
Biology
1
2015
Environmental
Biology
3
What is
Biology?
Nature of Science
Human
Health
Earth’s Layers
20
21
Biodiversity
Biology
DNA and Protein Synthesis
Plate Tectonics
Chemical Reactions
Earth/Space
Space Exploration
29
30
Non-Renewable and
Renewable Energy
Chemistry
Earth/Space
17
18 (2016)
Cell Cycle, Mitosis, Meiosis
Covalent Bonding &
Nomenclature
25
Chemical Composition
Climate
26
27
Evidence
Evolution
Mechanisms of Change
33
34
Atmosphere and Climate Change
Matter and Energy
Interdependence
Gas Laws
Stars
Stars
35
36
Waste Management
Human
Impact
Solutions & Equilibrium
Origin of The Universe
Taxonomy
Energy Changes and Reaction Rates
Solar System
32
28
Water Resources
Stoichiometry
31
19 (2016)
Biomes and Aquatic Ecosystems
Weather
Genetics and Biotechnology
Plants
States of Matter
16
Land Management
Chemistry
Taxonomy
The Ocean
24
Cell Theory
Electrons & Modern Atomic Theory
Earth as a System
23
9
Water, Macromolecules, Enzymes
Ionic Bonding & Nomenclature
22
Environmental
8
Population Ecology
10
11
12
13
14
15
Humans and the
Evolution and Community Ecology
Environment
Photosynthesis and
Cell Struct.
Cell Membrane and Transport
Respiration
& Function
Weathering, Erosion, and Deposition
Biology
7
Atomic Theory and Structure
Earth/Space
Environmental
6
Earth Environmental Systems
Measurement and Lab Skills
Periodic Table
2016
5
Human
Develop.
Science Process
Chemistry
2016
4
Introduction to Environmental Science
Chemistry
Earth/Space
2
Review EOC
Administer
EOC
37
Review
PLC Choice
Bridge Chem
Acids & Bases
Review
Evolution
Review
**Weeks 37-39 are set aside for course review and EOC administration.
Environmental Science
Page 3
2015-2016
2015-2016 Instructional Calendar
Week
Dates
Days
Quarter
Week
1
24 August - 28 August
5
Start 1st
2
31 August - 4 September
5
3
7 September - 11 September
4
↑
4
14 September - 18 September
5
9
5
21 September - 25 September
4
Weeks
6
28 September - 2 October
5
↓
7
5 October - 9 October
5
8
12 October - 16 October
5
9
19 October - 23 October
4
End 1st
10
26 October - 30 October
5
Start 2nd
11
2 November - 6 November
5
12
9 November - 13 November
4
↑
13
16 November - 20 November
5
10
14
23 November - 24 November
2
Weeks
15
30 November - 4 December
5
↓
16
7 December - 11 December
5
17
14 December - 18 December
5
18
4 January - 8 January
5
19
11 January - 15 January
4
End 2nd
* See school-based testing schedule for the course EOC administration time
Dates
Days
Quarter
Start 3rd
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
18 January - 22 January
25 January - 29 January
1 February - 5 February
8 February - 12 February
15 February - 19 February
22 February - 26 February
29 February - 4 March
7 March - 11 March
14 March - 18 March
28 March - 1 April
4 April - 8 April
11 April - 15 April
18 April - 22 April
25 April - 29 April
2 May - 6 May
9 May - 13 May
16 May - 20 May
23 May – 27 May
4
5
5
5
4
5
5
5
4
5
5
5
5
5
5
5
5
5
38
39
EOC Administration*
30 May – 3 June
6 June – 7 June
4
2
↑
9
Weeks
↓
End 3rd
Start 4th
↑
11
Weeks
↓
End 4th
Lab Information
Expectations:
The National Science Teacher Association, NSTA, and the district science office
recommend that all students experience and participate in at least one handson-based lab per week. At least one (1) lab per grading period should have a
written lab report with analysis and conclusion.
Environmental Science
Safety Contract:
http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf
Safety, Cleanup, and Laws:
http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1
http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS
Page 4
2015-2016
What is Environmental Science?
Topic
Unit 1: Introduction to Environmental Science
Learning Targets and Skills
Students will:
• describe science as the study of the natural world and environmental science as the study of how we
affect the environment and how it affects us
•
describe science as both durable (long-lasting), robust (strongly supported by data from repeated
experimentation) and yet open to change.
SC.912.N.2.1
SC.912.N.2.2
•
explain how scientific knowledge and reasoning provide empirically-based perspective to inform
society’s decision making.
SC.912.N.4.1
•
differentiate between science and non-science, citing examples of each
SC.912.N.2.4
•
explain why something would fail to meet the criteria for science
o criteria should include testability, repeatability, and replicability
discuss how the economy plays a role on the environment
•
•
discuss the need for adequate monitoring of environmental parameters when making policy
decisions
Students will:
• design a controlled experiment on an environmental science topic
Science Process
Week 1 – 3
Standards
Vocabulary
•
use tools (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)
•
collect, analyze, and interpret data from the experiment to draw conclusions
•
•
determine an experiment’s validity and justify its conclusions based on:
o control group, limiting variables and constants
o multiple trials (repetition) or large sample sizes
o bias
o method of data collection, analysis, and interpretation
o communication of results
differentiate between an observation and inference, cite examples of each
•
use appropriate evidence and reasoning to justify explanations to others
Environmental
Environmentalism
Non-science
Pseudoscience
Resources
Science
Sustainability
Quantitative
Qualitative
Economy
Policy
SC.912.17.20
SC.912.17.13
SC.912.N.1.1
also
SC.912.N.1.2
SC.912.N.1.3
SC.912.N.1.4
SC.912.N.1.5
SC.912.N.1.6
SC.912.N.3.1
Analysis
Bias
Control group
Empirical
Evidence
Inference
Interpretation
Limiting
variables
Multiple trials
Observation
Peer review
Reliability
Validity
End of Unit 1
Environmental Science
Page 5
2015-2016
Resources
Textbook
Unit 1: Environmental Science
2-29; 36-37; 42-43; 44-45
Fixing the hole in the sky (p.3)
•
•
Central Case
How do scientists uncover, research and solve environmental problems?
Use examples from story to illustrate how science often relies on not merely on individuals but on the entire scientific
community to achieve its goals.
SLAM: Cleaning the Tides of San Diego and Tijuana (p.35)
•
•
Should countries be allowed to impose their laws on other countries?
Argument Circles: discuss how this article relates to economics and environmental policy.
Teacher Created Labs:
1. Students design lab to find out what habitats certain herbs or worms or rolly-pollies prefer. Give students access to various
solutions that vary in salinity, pH or different soil types etc.
Labs
Teacher Hints
1. Complete Lab Safety Contract.
2. Create a controlled experiment in your classroom that
introduces students to some of the concepts they will be
learning more about during this course.
3. Do a walk around campus and ask students to observe a
certain place at school observing the flora or fauna over a
period of time. Ask students to collect both quantitative and
qualitative data. Next have students make inferences from
those observations.
4. Make local connections! Ask local environmental
organizations to come speak to students on various
environmental issues and careers in their area.
5. Students will learn how the economy affects
environmental policy throughout the course. Unit 1 is only
understanding that there is a relationship. They will learn
specifics as the year progresses.
6. Make a class timeline of economic and environmental
policies which you add to as the year goes on.
VLT #1
VLT 1 OPTION A: Central Case Study : Cleaning the tides of San Diego and Tijuana (p.35)
•
WRITING PROMT/POSTER: How can we best balance our own interest and needs with the health of the environment?
o Use close reading strategies; students identify and organize the facts; ask students how this relates to their own pets and local
ecosystem.
o Analyze the data: make bar graphs from data chart presented; ask students to summarize the trends that occurred in the data in one
or two sentences.
VLT 1 OPTION B: Science behind the stories: The Lesson of Easter Island (p.28-29)
•
WRITING PROMT/LETTER/POSTER: What could the people of Easter Island have done differently to avoid what happened?
Common Lab: CL #1
CL #1: Green vs. Conventional Cleaners, “Lip Stick Lab” (Environmental Science Resource CD, referred to in TE pg. 12) www.edmodo.com
•
Lab Sheet is on EDMODO along with a PowerPoint
Environmental Science
Page 6
2015-2016
Unit 2: Earth Environmental Systems
Learning Targets and Skills
Topic
Interactions and Energy in Earth’s Systems
Students will:
•
describe systems as a network interactions among parts, elements, and components
influence one another through the exchange of energy, matter, and information
•
differentiate between an open and closed environmental system
•
list the inputs and outputs of a system to determine what factors influence the system
•
identify and describe the interaction between the earth’s spheres, including:
o geosphere, biosphere, hydrosphere, and atmosphere
•
relate the interactions (and roles) between producers, consumers, and decomposers to the
pathways of energy and matter between them
Week 4-6
Vocabulary
Standards
Open system
Closed system
SC.912.E.7.7 Geosphere
Hydrosphere
Atmosphere
SC.912.P.10.1 Biospheres
Input
Output
Feedback loop
Decomposers
Producers
Consumers
SC.912.L.17.9
Biogeochemical Cycles
Students will:
•
differentiate among the various forms of energy and describe their role in the
biogeochemical cycles
•
diagram and explain the biochemical cycles of an ecosystem, including:
o water cycle, nitrogen cycle, and carbon cycle
•
describe the distribution of water among Earth’s spheres
•
identify the major carbon reservoirs as the oceans, atmosphere, limestone, and organisms
•
explain why nitrogen is scarce in the biosphere
Carbon
reservoirs
SC.912.P.10.2 Carbon cycle
Carbon sinks
SC.912.P.17.10 Nitrogen cycle
Water cycle
End of Unit 2
Environmental Science
Page 7
2015-2016
Resources
Textbook
Central Case
Labs &
Activities
Teacher Hints
Interactions (roles) and Energy in Earth’s Systems
p. 72-75, 144-148
Biogeochemical Cycles
p. 76-89
Cleaning the Tides of San Diego and Tijuana (p. 89)
•
Potential Solutions to the Dead Zone
1. Inquiry: Students can design a controlled experiment
1. Map It (p.77)
to test the effect that adding nutrients has on the
2. Quick Lab: Distribution of Earth’s Water (p.80)
growth of plants.
3. Inquiry: Ask students to create an open and a closed
2. Students can diagram the biogeochemical cycles and
system and observe the changes that result.
include their role(s) .
3. Inquiry: ask students to design a terrarium that speeds
up or slows down the water cycle.
4. Dinosaur Breath Labs:
http://www.rsc.org/Education/Teachers/Resources/jes
ei/dinosaur/home.htm
1. Create models of the Earth “spheres”.
2. Create foldable on each layer sphere and include
components of each.
3. Teachers will not need to go in to detail of Plate Tectonics
or types of plate boundaries.
4. SC.912.E.7.7 is introduced here but fully addressed in
Climate Change.
5. Food webs and food chains are taught later in Unit:
Evolution and Community Ecology.
1. Students have learned the water cycle since
elementary school. It is important to go beyond the
cycle and terminology and include groundwater, runoff
and human impacts. In addition, discuss how changes
in certain abiotic and biotic factors would change the
water cycle in a local ecosystem.
Teacher Notes:
Environmental Science
Page 8
2015-2016
Unit 3: Population Ecology
Learning Targets and Skills
Topic
Weeks 7-9 (continues)
Standards
Vocabulary
Studying Ecology
Students will:
•
differentiate between the levels of ecological organization, including:
o individuals, populations, communities, ecosystems and the biosphere
•
describe the resources, biotic and abiotic factors, that organisms require to survive in a
particular habitat, such as:
o food, water, light, nutrients, space, etc.
SC.912.L.17.6
SC.912.L.17.5
Describing Populations
Students will:
•
describe a population in terms of the number of individuals, age structure, density, sex ratio,
and distribution patterns
•
describe how population density is influenced by the availability of local resources
•
differentiate between the different population distributions and cite specific populations
that are examples of each distribution
•
explain how changes in population size can indicate the health of a population
•
explain why defining a distinct human population on a local scale is difficult compared to
other organism populations
Environmental Science
SC.912.L.17.1
Abiotic
Biosphere
Biotic
Communities
Ecosystems
Habitat
Individuals
Populations
Limiting Factors
Distribution
patterns
Population
Population
density
Sex Ratio
Page 9
2015-2016
Resources
Textbook
Studying Ecology
Describing Populations
p. 100-103
p. 104-109
Finding gold in a Costa Rican cloud forest, p. 99
Central Case
Labs and
Activities
Teacher Hints
1. What are the abiotic and biotic factors found in the Costa
Rican cloud forest?
2. What happened to the golden toad?
3. What is the ecological organization in the cloud forest?
(individual, population, community, ecosystem, biosphere)
1. Go Outside: Abiotic and Biotic Factors, p. 102
2. www.facingthefuture.org
3. SLAM: Science behind the stories: The Cloudless Forest, p.
118-119
•
World-wide patterns can include climate change.
4. What is the ecological organization in the cloud forest?
(individual, population, community, ecosystem,
biosphere)
5. How do changes in population size relate to the
environmental conditions?
1. Inquiry: Students model sampling using a “population”
of marbles.
2. Inquiry: Using Mark and Recapture Lab: (p.120)
a. Pull “populations” from a cup of beans and
calculate the total “population” in the cup.
•
•
Age Structure Diagrams are also taught in Unit: Human
Populations. If students do not master this concept
here they will have more practice.
Age Structure Diagrams may include Histograms and
Pyramids
Teacher Notes:
Environmental Science
Page 10
2015-2016
Unit 3: Population Ecology (continued)
Learning Targets and Skills
Topic
Week 8-9
Standards
Vocabulary
Population Growth
Students will:
•
analyze how population size is determined by births, deaths, migration patterns, and the
limiting factors that determine carrying capacity
•
predict how the population size will change based on a survivorship curve
•
describe population stability based on the birth-rate and mortality rates of those
populations (using a survivorship curve)
•
explain how migration patterns (immigration vs. emigration) contribute to the size of a
population.
•
describe the effects of human migration patterns on the ecological population
•
differentiate periods of population growth as exponential or logistic and predict which
limiting factors and biotic potential affect the carrying capacity of an environment
SC.912.L.17.5
Policy and Technology
Students will:
•
discuss how government policies can impact population size, including:
o native, nonnative, invasive, and endangered species
•
discuss how biotechnology plays a role in population size and the ethical dilemmas
associated with those technologies (large-scale cattle ranches and genetic engineering)
SC.912.L.17.13
SC.912.L.16.10
Biotic Potential
Carrying
capacity
Emigration
Exponential
growth
Fluctuating
Logistic growth
Migration
Population
growth
Rise-and-crash
SurvivorshipCurve
Biotechnology
Endangered
Ethics
Invasive
Native species
Nonnative
species
End of Unit 3
End of 1st 9 weeks
Environmental Science
Page 11
2015-2016
Resources
Textbook
Population Growth
Policy and Technology
http://www.un.org/en/development/desa/population/theme/polic
y/
p. 110-119
Finding gold in a Costa Rican cloud forest, p. 99
Central Case
Labs and
Activities
Teacher Hints
1. How do changes in population size relate to the
environmental conditions?
2. Why were immigration and emigration not a factor in
golden toad population growth?
• Inquiry: Yeast Population Growth (p. 120)
o Compare the sizes of yeast populations by counting
cells. Graph the growth and decline.
• Inquiry: Migrating Populations (p. 120)
• Find out when and where a local migration happens
and how it affects the ecosystem.
3. What policies would support the growth of the golden
toad?
4. What technology could be developed and used to
improve research on the golden toads?
•
•
Real Data: Turkey Vultures, p. 112
Students can research local population policies related
to hunting and debate how they would support or
change those policies.
Teacher Notes:
Environmental Science
Page 12
2015-2016
Unit 4: Humans and the Environment
Learning Targets and Skills
Topic
Environmental Health
Human Population
Students will:
• identify factors that have impacted human population throughout history, including:
o development of agriculture, industrial revolution, sanitation and medical advances,
and increased mobility
•
describe recent trends in human population growth in terms of infant mortality vs. life
expectancy (age structure diagrams) for specific regions and the world as a whole
•
use an age structure diagram to predict changes in population size, such as:
o pre-reproductive, or bottom-heavy, populations are capable of rapid growth
•
describe the demographics of a region in terms of population size, density, and distribution
and relate them to the availability of resources
Students will:
• compare the impact of affluent and poor societies have on the environment, including:
o overwhelmed governments, land overuse, land clearing, and development
•
describe the impact the stage of a society may have on the environment
•
describe the positive and negative impacts of technology on the environment
•
explain how human population size and resource use relate to environmental quality
Week 10-11
Standards
Vocabulary
SC.912.L.17.1
SC.912.L.17.20
SC.912.L.17.15
Age Structure Pyramid
Census
Demographictransition
Demography
Growth rate
IndustrialRevolution
Infant mortality
Life expectancy
Replacementfertility
Total fertility
rate
Wealth gap
Environmentalhealth
Riskassessment
Risk
SC.912.L.17.18
(CONTINUED NEXT PAGE )
Environmental Science
Page 13
Toxic Substances & the
Environment
2015-2016
Students will:
• Identify different types of chemical hazards, such as:
o carcinogens, chemical mutagens, teratogens, neurotoxins, allergens, asbestos, radon,
carbon monoxide, and lead
•
compare chemical hazards found on land, in the water, and in the air
•
explain how bioaccumulation and bio-magnification are related and describe their at each
level of the food chain
Allergen
HE.912.C.1.3
HE.912.C.1.7
SC.912.L.14.6
Biomagnification
Carcinogen
Epidemiology
Pathogen
Toxin
SC.912.L.17.16
End of Unit 4
Environmental Science
Page 14
2015-2016
Resources
Human Population
Textbook
p. 227-241
Central Case
China’s One-Child Policy (p. 227)
Labs and
Activities
Teacher Hints
People and Their Environment
p. 242-247
Toxic substances and the Environment
256-276
The Rise and Fall of DDT (p. 255)
Quick Lab: Build and Compare Age Structure Diagrams
1. Ecological Footprints (p. 289)
A Closer Look: The United States Census (p. 248-249)
2. Map it: Predicting Earthquakes (p.
Quick Labs: Build and Compare Age Structure Diagrams (p. 237)
278)
Longevity Activity: Research local obituaries and compare to local and national
3. Quick Lab: How diseases spread?
figures on life expectancies. Graph trends.
(p. 263)
5. Real Data: Population Growth Rates, (p.230)
6. EDMODO: Ecological Footprints Project
• www.facingthefuture.org “When women do better, everyone does better.”
• Find census data on age structure for your town and compare it to national and historical data.
1.
2.
3.
4.
Common Lab : CL #2
CL #2: Demography: Human Population Ecology “Cemetery Lab”
Prep: Print out Tomb stones. One per student. (You need a minimum of 100 so you may have to add some yourself if not enough students. More is too many.)
Day before Lab: Randomly assign students a name and date to create a tomb stone. Designate Male or Female on Tomb Stone. (Should only take 10 minutes)
•
Teacher will collect tomb stones and post in hallway or other place to create a “cemetery.”
Day 1: Divide Students in to groups of 4. (Females Who died before 1950, Females who died after 1950, Males who died before 1950, Males who died after
1950) Students go to “cemetery” and collect their data to record on Data Table 1 and meet as a group to share data.
Day 2: Teacher need to model how to calculate survivorships and mortality rates. Students complete Data Table 2 Individually and then share with their group.
Day 3: Students will complete “Data Analysis” individually.
•
VLT # 2 Options
VLT #2 Option A: Point Counterpoint: Should BPA be regulated? (p. 284-285)
•
WRITING PROMPT/DEBATE/ARTICLE/POSTER: “Should BPA be regulated?”
o Randomly assign your class view point 1, view point 2, or view point 3. Give students additional time to find research to support
their viewpoint. Create a class debate. In conclusion, ask students to write their own view point after hearing the debate.
VLT # 2 Option B: The rise and fall of DDT…and rise…of DDT. (p.254-255)
•
WRITING PROMPT/DEBATE/ARTICLE/POSTER: “Based on what you have learned about the use of DDT, would you support continued use
in third world countries?”
Environmental Science
Page 15
2015-2016
Unit 5: Evolution and Community Ecology
Learning Targets and Skills
Topic
Week 12-16
Standards
Vocabulary
Evolution
Students will:
•
differentiate between the mechanisms of biological evolution, including:
o mutation, migration, genetic drift, and natural selection
•
describe an adaptation as an inherited trait that increases an individual’s fitness
•
describe the conditions required for natural selection and their impact on reproductive
success, including:
o overproduction of offspring, inherited variation, individual fitness, and the struggle to
survive
•
describe the benefits and limitations of artificial selection (selective breeding)
•
explain why geographic isolation is important to speciation
•
differentiate between speciation and extinction
•
explain how biological diversity is increased by the number of new species and the natural
process of extinction decreases it
Environmental Science
SC.912.L.15.13
SC.912.L.17.20
SC.912.L.15.3
Acquired
Adaptation
Artificial
selection
Diversity
Evolution
Extinction
Fitness
Genetic drift
Inherited
Inherited
variation
Mutation
Natural
selection
Overproduction
Selective
breeding
Speciation
Page 16
2015-2016
Topic
Learning Targets and Skills
Standards
Species Interactions
Students will:
•
describe the niche of an organism in terms of resource usage and community role/impact
•
describe the tolerance of an organisms in terms of:
o where it lives and what it lives in; what it eats; how and when it reproduces; what
other organisms interact with it
•
cite specific examples of competition and its effect, including:
o intraspecific competition, interspecific competition, competitive exclusion
•
differentiate between predation, parasitism, mutualism, and commensalism
•
explain patterns observed in a population cycle chart (see teacher hints) and describe the
impact predation has on evolution and coevolution
•
explain how symbiosis can impact the biodiversity of a community, including:
o competition for resources after catastrophic events, climate change, and the
introduction of both native and nonnative species to an area
Environmental Science
SC.912.L.17.6
Vocabulary
Biodiversity
Co-evolution
Commensalism
Competition
Mutualism
Niche
Parasitism
Predation
Symbiosis
SC.912.L.17.8
Page 17
2015-2016
Topic
Learning Targets and Skills
Students will:
• use a food chain and food web to identify and distinguish roles of organisms, including:
o producers, consumers and decomposers.
o herbivores, carnivores, omnivores, detritivores, and decomposers
o primary, secondary, and tertiary consumers
Standards
SC.912.L.17.9
Ecological Communities
SC.912.P.10.1
•
explain the pathway of energy transfer through trophic levels and the reduction of available
energy at each trophic level and how it relates to the Law of Conservation of Energy.
Students will:
• recognize the consequences of the loss of biodiversity due to catastrophic events.
o catastrophic events, climate change, human activity, induction of invasive and
noninvasive species
SC.912.P.10.2
SC.912.L.17.8
Community Stability
•
predict how the loss of specific organisms will impact a food web within a community in
terms of biodiversity
Students will:
• identify specific disturbances that may result in succession occurring in a community, such as:
o climate change, exotic species, invasive species, habitat destruction, etc.
•
describe succession as a series of relatively predictable changes to a community over time
•
describe the characteristics of a pioneer species and their impact on succession
•
explain why primary succession usually occurs slower than secondary succession
SC.912.L.17.4
Vocabulary
Autotrophs
Carnivores
Food Web
Food Chain
Chemosynthesis
Photosynthesis
Consumers
Primary
Secondary
Tertiary
Decomposers
Detrivores
Herbivores
Heterotrophs
Omnivores
Primary
producers
Keystone
species
Invasive
Non-Invasive
Species
Climate change
Habitat
destruction
Succession
Pioneer species
End of Unit 5
Environmental Science
Page 18
2015-2016
Resources
Textbook
Evolution & Species Interactions
Ecological Communities & Community Stability
p. 126-132
Black and White, and Spread All Over, p.125
•
Central Case
•
•
p. 141-155
Black and White, and Spread All Over, p.125
How did the zebra and quagga mussels manage to
•
Why did so many populations collapse while these
•
How do organisms affect one another’s survival and
•
spread so far so fast?
mussels continue to thrive and spread?
environment?
Labs and
Activities
Teacher Hints
How do you think the United States should address the
problem of invasive species?
Should this be a local, state, national or international
problem and solution?
Use examples from Black and White to support your
answer.
1. Real Data: Energy Flow in Communities, p.144
2. Food Web Games: Students began learning food chains
and webs in elementary school. Focus on energy flow
and predict what would happen if changes occurred.
3. Natural Selection/Adaptation Labs
a. Use a variety of tools to simulate different bird
beaks and collect colored cereal in grass. Give
point values to different cereal. Collect data,
analyze and make predictions.
4. Foldable: Symbiosis roles
1. Quick Labs: Successful Succession?, p. 152
2. Create a model of an ecological community and label
roles in community.
3. Create energy pyramids and calculate units of energy at
each level.
4. Create a Model of succession
5. Ecological Footprints (p.161)
1. Class discussion: What role does the environment play in
an organism’s survival and reproduction? Give examples.
2. Class discussion: How do species interact in nature? Give
examples.
3. Predator Prey Cycles, Figure 10, pg. 136
4. Ask students to choose a local department or agency that
manages invasive species in your area (plant or animal).
Find out about current projects they are working on and
find out how your students could get involved.
5. Class discussion: How do energy and nutrients move
through communities? Give examples.
6. Class discussion: How do communities respond to a
disturbance in the environment? Justify.
VLT 2 Options:
VLT #2 OPTION C: Science Behind the Stories: A broken mutualism (p. 156-157)
o WRITING PROMPT: Design an experiment to test if tambalacoque seeds must be eaten by dodo bird before they can sprout.
Environmental Science
Page 19
2015-2016
Unit 6: Biomes and Aquatic Ecosystems
Learning Targets and Skills
Topic
Week 17 – 19
Standards
Vocabulary
Students will:
differentiate between an ecosystem and a biome
SC.912.L.17.7
•
describe the unique characteristics of the major biomes and their occurrence to the average
temperature and precipitation, including:
o tropical rainforest, tropical dry forest, savanna, desert, temperate rain forest,
temperate forest, temperate grassland, chaparral, boreal forest, tundra, polar ice,
mountains
SC.912.L.17.4
•
predict which biome is most likely present given yearly average temperature and average
precipitation
Biomes
•
Students will:
Aquatic Ecosystems
•
identify the abiotic and biotic factors that influence aquatic ecosystems, including:
o abiotic: salinity, depth, currents, temperature, available oxygen, nutrients, upwelling
o biotic: living organisms
•
describe the impact depth, temperature, flowing water, and standing water have on aquatic
systems, including:
o distribution of life and the availability of resources
•
describe the unique characteristics of the major aquatic ecosystems, including:
o ponds, lakes, and inland seas
o wetlands, freshwater marshes, swamps, bogs, and fens
o rivers and streams
o estuaries, salt marshes, and mangrove forest
o oceans, intertidal ecosystems, kelp forests, coral reefs, and open-ocean ecosystems
SC.912.L.17.7
SC.912.L.17.4
Biomes
Climate
Bogs
Estuaries
Intertidal
ecosystems
Mangroves
Open-ocean
ecosystems
Salinity
Wetlands
End of Unit 6
End of 2nd 9 weeks
Environmental Science
Page 20
2015-2016
Resources
Textbook
Biomes
p. 164-180
Aquatic systems
p. 181-192
Too Much of a Good Thing?(p. 163)
Central Case
•
•
•
1.
Labs and
Activities
Teacher Hints
2.
3.
1.
How does the environment affect where and how an organism lives?
What major effects are the elephants having on Africa’s ecosystems and biomes?
How do you think African nations should handle elephant overpopulation? Use examples from Central Case and the lesson to
support your answer.
Research online the average monthly temperature
1. Go outside: Who’s in the water? (p. 183)
and precipitation last year for your city. Graph your
2. What do you think? (p. 186) A developer wants to build a
data to find out which biome your city matches.
large marina on an estuary in your coastal town. The marina
Foldable: Biomes include unique data and examples
would boost the town’s economy but would eliminate salt
Real Data: Which Biome? (p. 179)
marshes. Debate.
Keep in mind that students have been building
1. Just because we live in Florida doesn’t mean all of your
biomes in boxes since elementary school. If you are
students have been to a beach or marsh. Bring in local
going to assign a biome model include a rigorous
connections and visuals when possible.
rubric that is paired with a speech or research
Ecological Footprints: Commercial Fishing (p. 197)
paper. Focus on accuracy vs. decorations.
VLT #2 OPTION
VLT #2 OPTION D: Point Counterpoint: Should Elephant culling be allowed? (p. 192-193)
•
WRITING PROMPT: POSTER/DEBATE/ARTICLE “Should Elephant culling be allowed?”
• Close read the article on page 192 as a class. Randomly assign your class either view point 1 or view point 2. Give students additional
time to find research to support their viewpoint. Create a class debate or argument circles. In conclusion, ask students to write their own
view point after hearing the debate.
Environmental Science
Page 21
2015-2016
Unit 7: Biodiversity
Learning Targets and Skills
Topic
Week 20-21
Standards
Vocabulary
Biodiversity
Students will:
•
describe biodiversity as the variety of life across all levels of ecological organization
•
differentiate between species, genetic, and ecosystem diversity and describe their patterns
of distribution
•
describe the economic, agricultural, medicinal, and ecological benefits of biodiversity and
species richness
•
compare the impact extirpation, background rates of extinction, and mass extinctions have
biodiversity
SC.912.L.17.11
SC.912.L.15.3
•
Policy and Technology
describe and cite specific examples of biodiversity loss, including:
o habitat change and loss (fragmentation)
o invasive species
o pollution
o overharvesting (and poaching)
o climate change
o over feeding
Students will:
•
differentiate between threatened and endangered species
•
explain how the Endangered Species Act helps to protect biodiversity and relate those
benefits to the costs of implementation, including:
o restrictions on private land, loss of jobs, and governmental funding
•
discuss how biotechnology plays a role in protecting biodiversity, including:
o captive breeding programs, selective breeding, and cloning
Biodiversity
Endangered
species
Extirpation
Genetic
diversity
Habitat
fragmentation
Poaching
Species
diversity
Threatened
species
SC.912.17.13
SC.912.L.16.10
End of Unit 7
Environmental Science
Page 22
2015-2016
Resources
Textbook
Central Case
Labs and
Activities
Teacher Hints
Biodiversity
p. 199-217
Saving the Siberian Tiger (pg. 199)
• Give examples from the case story why biodiversity is so important.
What do you think? (p. 204)
Mark an outdoor area at school and classify the variety of plants and animals and calculate diversity.
Overharvesting Lab (p.220)
Endangered Species lab (p.220)
Map it: Invading Mussels (p. 210)
1.
2.
3.
4.
5.
6.
1. Success Stories: A couple of birds make big comebacks (p. 218-219)
2. Ecological Footprints: biodiversity loss (p. 223)
3. Go to : http://myfwc.com/
VLT #3 Options
VLT #3 OPTION A: Ecology Unit 2 Project: Seeing the past, foreseeing the future (p. 224)
•
WRITING PROMPT/POSTER/REPORT: How do non-native and invasive species alter habitats over time?
o Lion Fish
o Python Hunting Season
o Lizards in Florida
o Bofu Frogs/Cane Toad
o Potato vines
Environmental Science
Page 23
2015-2016
Unit 8: Land Management
Learning Targets and Skills
Topic
Week 22-25
Standards
Vocabulary
Forestry Management
Students will:
•
describe resource management approaches, including:
o maximum sustainable yield, ecosystem-based management, and adaptive
management
•
explain why maintaining specific renewable resources is important, including:
o soil, freshwater, wild animals, and timber
•
list the ecological and economical values of forest resources
•
describe the current levels of deforestation in the US and in developing countries
•
explain why there is less biodiversity in a tree plantation than in similar-sized forest
•
describe the potential effects of fire suppression on an ecosystem and on future fires
•
explain how the National Forest Management Act and the Healthy Forest Restoration Act
help to create sustainable forestry
Environmental Science
SC.912.L.17.13
SC.912.L.17.11
clear-cutting
deforestation
infrastructure
land cover
land use
rural area
salvage logging
seed-tree
shelter wood
urban area
urbanization
SC.912.L.17.12
Page 24
2015-2016
Topic
Learning Targets and Skills
Standards
Students will:
•
describe the factors that can influence soil formation, such as:
o climate, organisms, landforms, parent material, and time
•
identify the various soil horizons found in a soil profile and describe their role in terms of
agriculture, nutrient and mineral transport, and access to groundwater
•
classify different types of soil
o such as, color, texture, structure, and pH
SC.912.L.17.19
Students will:
Soil and Agriculture
•
describe the factors that led to The Dust Bowl during the 1930s in the Midwestern US and
explain how specific conservation policies help to prevent it from reoccurring
o discuss how sustainable farming practices conserve soil and reduce erosion, such as:
SC.912.L.17.20
intercropping, crop rotation, shelterbelts (windbreaks,) conservation tillage, terracing, and
contour farming
•
describe the factors that contribute to soil pollution, such as:
o irrigation, salinization, and pesticides
Students will:
•
explain the importance of industrial agriculture and the green revolution
•
describe the advantages and disadvantages of monoculture
•
identify different types of pest control and cite specific examples of their use, including:
o chemical pesticides, biological pest control, and integrated pest management
•
explain the importance of pollinators to agriculture and identify factors leading the decline
in pollinator populations
•
describe the role technology and biotechnology plays in food production, including:
o GMOs, feedlots, aquaculture, seed banks, and organic foods
Environmental Science
SC.912.L.17.15
SC.912.L.17.12
Vocabulary
Bedrock
Clay
Desertification
Leaching
Leaf litter
Loam
Parent material
Sand
Silt
Soil profile
Weathering
Overgrazing
Pesticide
Salinization
Soil
degradation
Biological pestcontrol
GMO
Green
revolution
Industrial
agriculture
integrated pestmanagement
Organic
Traditional
agriculture
Yield
SC.912.L.16.10
Page 25
2015-2016
Topic
Learning Targets and Skills
Mining
Students will:
•
identify what materials are mined, such as:
o Metals and ores
o Sand, gravel, limestone, salt, gemstones
o Uranium, coal, natural gas, oil sands, methane hydrates, groundwater
•
describe the various methods of mining and mineral extraction, including:
o strip mining, subsurface mining, open-pit mining, mountaintop removal, solution
mining, placer mining, and undersea mining
•
describe the positive and negative impact mining has on both the environment and on
society, such as:
o increased erosion, sediment and debris, water pollution (acid drainage,) air pollution,
property damage, and conflicts
Students will:
Policy and Technology
•
•
Standards
SC.912.L.17.11
SC.912.L.17.15
Vocabulary
Acid drainage
Mountaintop
removal
Open pit mining
Ore
Placer mining
Smelting
Strip mining
Subsurface
mining
Tailings
SC.912.L.17.13
discuss that mining has been regulated in the US and include historical events that brought
about change in US mining policy, such as:
o California gold rush and Westward Expansion
o Industrial revolution and the need for fuels
o Uranium prospecting after World War II
SC.912.L.16.10
discuss how biotechnology has impacted the mining industry, such as:
o Hydrogen fuel vs. fossil fuel
o Biomaterials with metallic properties
End of Unit 8
Environmental Science
Page 26
2015-2016
Resources
Textbook
Central Case
Labs and
Activities
Forestry Management & Soil and Agriculture
p. 324-343; p. 352-383
Mining & Policy and Technology
p. 398-411
Battling over Clayquot’s Big Trees, (p. 323)
Possible Transgenic Maize in Oaxaca, Mexico, (p. 351)
1. Real Data: From trees to paper (p. 332)
2. Quick Lab: A Tree’s History (p. 334)
3. Make Recycled Paper and compare old and new paper under
microscope.
4. Ecological Footprints, (p. 349)
5. Go Outside: Classify Soil, (p. 356)
6. Map it: Origins of Agriculture, (p. 366)
7. Test Soil Properties and Compare different soils under microscope
8. Build a model or find a place on campus to see if students can build
an erosion barrier.
9. Science behind the stories: Dark Earth in the Amazon, (p. 384)
Mining for cell phones, (p. 391)
1. Map it: Distributions of Minerals, (p. 402)
2. Success Stories: Reforesting Africa, (p. 344-345)
3. Ecological Footprints, (p. 417)
Teacher Hints
VLT Option #3
VLT #3 OPTION B:
•
WRITING PROMPT/POSTER/REPORT: Point Counterpoints: Is it safe to mine in Restof, New York? (p. 412-413)
• Randomly assign your class either view point 1 or view point 2. Give students additional time to find research to support their viewpoint.
Create a class debate. In conclusion, ask students to write their own view point after hearing the debate.
VLT #3 Option C: GMO (p.375-377)
•
WRITING PROMPT: Should GMO foods be labeled in the United States?
Environmental Science
Page 27
2015-2016
Water Pollution
Uses of Fresh Water
Topic
Students will:
UNIT 9: Water Resources
Learning Targets and Skills
•
identify the major locations of fresh water and explain how fresh water can be both
renewable and limited
•
explain the importance of a watershed
•
describe how most ground water is accessed
•
explain how a water table might drop
Week 26-28
Standards
Vocabulary
SC.912.L.17.19
SC.912.E.7.8
Students will:
•
cite examples of the three primary categories of fresh water use, including:
o agricultural, industrial, and personal
•
describe some causes of surface water depletion
•
explain how a dam can have both positive and negative effects on agriculture
•
describe some of the causes of ground water depletion and compare the various solutions used to
stop ground water depletion
Students will:
• describe the main causes of water pollution
o compare point source to non-point source pollution
o describe some major forms of ocean pollution
•
explain why ground water pollution is difficult to clean up
•
explain how nitrogen-rich fertilizers can affect algal blooms in the ocean
•
discuss how the Clean Water Act addresses water pollution
SC.912.L.17.20
SC.912.L.17.14
Aquifer
Dam
Desalination
Fresh water
Groundwater
Impermeable
Permeable
Recharge Zone
Reservoir
River system
Runoff
Salinization
Surface water
Water diversion
Water table
Watershed
Well
Xeriscaping
Algal bloom
Cultural
eutrophication
Non-pointsource pollution
Pathogen
Point sourcepollution
Red tide
Septic system
Wastewater
End of Unit 9
End of 3rd 9 weeks
Environmental Science
Page 28
2015-2016
Resources
Sources of Water
Text book
p. 420-425
Central Case
Looking for water in the desert, (419)
Labs and
Activities
1. Map it: The Mississippi River watershed,
(p. 422)
Uses of Fresh Water
Water Pollution
p. 426-434
p. 435-443
1. Real Data: Lake Powell, (p. 431)
2. Ecological Footprints, (p. 449)
3. A Closer Look: Wastewater Treatment, (p.
444-445)
1. Test the quality of water at home and
school.
Analyze local EPA-required drinking water
quality reports.
2. Quick Lab: Cultural Eutrophication, (p. 437)
VLT Option #3
VLT #3 OPTION D:
•
WRITING PROMPT/POSTER/REPORT: “Explain how dams can have both positive and negative effects on Florida Agriculture.”
CL #3
CL # 3 Building a Water Filtration System (EDMODO)
Teacher Notes:
Environmental Science
Page 29
2015-2016
Unit 10: Nonrenewable and Renewable Energy
Learning Targets and Skills
Topic
Weeks 29-30
Standards
Vocabulary
Renewable Energy
Nonrenewable Energy
Students will:
•
describe the conditions under which fossil fuels form
•
explain why fossil fuels are nonrenewable energy resources
•
compare benefits and limitations for the fossil fuels in terms of mining, extraction, refining,
transportation, and energy density
•
describe possible solutions to the dwindling of fossil fuels, such as:
o energy conservation, alternative fossil fuels, and other energy sources
•
explain how pollutants released by fossil fuels damage human health and the environment
SC.912.L.17.19
SC.912.L.17.11
SC.912.E.6.6
• describe the implications of dependence on foreign nations for fossil fuels
Students will:
•
describe the reasons for investing in the development and use of renewable energy sources
•
compare the costs and benefits of various renewable energy sources, including:
o biofuel, biopower, geothermal, hydropower, ocean sources (tidal and thermal,) solar,
wind, and hydrogen
SC.912.L.17.11
Students will:
Policy and Technology
Coal
Energyconservation
Fossil fuels
Methane
hydrate
Natural gas
Oil sands
Oil shale
Petrochemical
Petroleum
•
discuss how the supply of fossil fuels (i.e. peak oil) have influence both US domestic and
foreign policy, such as:
o funding of alternative energy sources
o relations with other nations and multi-national organizations
SC.912.L.17.13
•
discuss the role of biotechnology in alternative energy sources and describe the economic
and political investments made by both government and non-government entities
SC.912.L.16.10
Active solar
heating
Biofuel
Biomass
Biopowersolar collector
Fuel cell
Geothermal
Ground source
heat pump
Hydropower
Ocean thermal
Passive solarheating
Photovoltaic
Tidal energy
Wind farm
Wind turbine
End of Unit 10
Environmental Science
Page 30
2015-2016
Resources
Textbook
Nonrenewable Energy
P. 516-541
p. 550-573
Oil or Wilderness on Alaska’s North Slope?, (p. 515)
Germany’s big bet on renewable energy, (p. 549)
•
•
Central Case
•
Labs and
Activities
Renewable Energy
1.
2.
3.
4.
5.
6.
Discuss whether students feel we can depend on
nonrenewable energy resources for our energy needs.
Provide examples from the case study.
After reading this article asks students to create to compare
the costs and benefits of drilling for oil.
Based on what you have learned at the end of this unit,
create an updated list of cost and benefits of drilling for oil.
Compare to the first day of the unit.
Quick Lab: Where’s the energy? (p. 520)
Real Data: Carbon Dioxide from fossil fuels, (p.530)
Map it: Imports and Exports, (p.534)
Inquiry: Home Energy Use Survey, (p. 544)
Inquiry: Design an Insulator
Ecological Footprints, (p.547)
•
Germany’s renewable energy law specifies that
Germany has to obtain at least 10 percent of its energy
from renewable energy sources by 2020. Ask students
to write or discuss comparing the benefits and costs of
the law.
1. Real Data: Biodiesel, (p.552)
2. Go Outside: Does the temperature change?, (p. 564)
3. Map it: Weather patterns, (p. 568)
4. Ecological Footprints, (p.579)
5. Inquiry: Design the rotor and blades for a model wind turbine
and test its efficiency at lifting weights. (p.576)
Teacher Hints
VLT Options #4
VLT #4: Option A: A Closer Look: Using Coal to Generate Electricity, (p. 542-543)
•
WRITING PROMPT: “Is clean coal, really clean?”
o Research “clean coal” technology. Ask students to research online different resources and compare their findings. Based on what
they find, ask them to write a persuasive essay on whether or not they think clean coal is really clean.
VLT #4: Option B: Point Counterpoint: Are Biofuels better for the Environment? (p. 574-575)
•
WRITING PROMPT: “Are biofuels better for the Environment?”
o Randomly assign your class either view point 1 or view point 2. Give students additional time to find research to support their
viewpoint. Create a class debate. In conclusion, ask students to write their own view point after hearing the debate.
Environmental Science
Page 31
2015-2016
Unit 11: The Atmosphere and Climate Change
Learning Targets and Skills
Topic
Week 31 – 34
Standards
Vocabulary
Climate Change
Pollution of the Atmosphere
Students will:
•
describe the sources of both primary and secondary air pollutants and explain how they can
affect human and environmental health, such as:
o carbon monoxide, sulfur dioxide, NOX, VOCs, particulates, lead, ozone, and acids
•
explain how a temperature inversion impacts the dispersion of emissions to create smog
•
describe the effects of acid deposition to both the environment and society
•
explain how the Clean Air Act has reduced air pollution in the United States in terms of
emissions, air quality standards, culpability, funding, and research
Students will:
SC.912.L.17.16
SC.912.E.7.8
SC.912.L.17.13
•
explain why rising atmospheric temperatures, changes in precipitation levels, melting ice,
and rise sea levels are evidence of climate change
SC.912.E.7.7
SC.912.E.7.9
•
describe how scientists study climate change using direct measurements, indirect
measurements (proxy indicators,) and models
SC.912.N.3.5
•
describe some of the probable causes of global climate change, such as:
o an increase in greenhouse gases, burning fossil fuels, and changes in land use
•
explain how global climate change effects ecosystems and organisms, such as:
o shifting habitats, changing migration times, food shortages, warming of oceans, etc.
•
describe global change current and future impact on society in terms of agriculture, the
economy, health, disease, sea levels, and water supply
•
explain how greenhouse gases can be reduced for electricity generation, transportation, and
industry, such as:
o advances in technology (and efficiency,) cap-and-trade, carbon tax, offsets, etc.
•
describe the international efforts to reduce global climate change, i.e. Kyoto Protocol
SC.912.L.17.4
Acid deposition
Air pollution
Chlorofluorocarbon (CFC)
Clean Air Act
Coral bleaching
El Nino
Emission
Fossil fuel
Greenhouse
effect
Greenhouse gas
Ozone hole
Primary air
pollutant
Scrubber
Secondary air
pollutant
Smog
Temperature
inversion
Thermohaline
circulation
Topography
SC.912.L.16.10
SC.912.L.17.13
End of Unit 11
Environmental Science
Page 32
2015-2016
Resources
Pollution of Atmosphere
Climate Change
Textbook
p. 452-473
p. 484-507
Central Case
Charging toward cleaner air in London, (p. 451)
Rising Seas May Flood the Maldive Islands, (p. 483)
Labs and
Activities
1.
2.
3.
4.
5.
6.
1. Quick Labs: Does the latitude affect the sun’s rays? (p. 486)
2. Real Data: Changing Temperature of the atmosphere (p. 493)
3. Inquiry Lab: Effects of Greenhouse Gases (p. 510)
4. Activity: Tracking CO2 and Temperature (p. 510)
5. Science Behind the Stories: Climate Clues in Ice, (p. 508-509)
6. Success Stories: The Clean Air Act and Acid Rain, (p. 474-475)
7. Unit 4 Project: Senate Hearing on Resource Management, (p.
480)
Quick Lab: How does the got water move? (p. 459)
Go Outside: Is the rainwater acidic? (p. 467)
Real Data: Effects of the Clean Air Act (p. 471)
Inquiry Lab: Acid Rain and Seeds (p. 476)
Inquiry Lab: What is in the air? (p. 476)
Ecological Footprints, (p. 479)
Teacher Hints
1. NASA: Climate Change Inquiry Labs:
http://pmm.nasa.gov/education/
VL # 4 Options
VLT #4: Option C: Fl Case Study: Rising Sea Levels (FLT 42-FLT43)
•
WRITING PROMPT: “How can trends in sea levels cause people to change their behavior?”
o Give students time to find research to support their viewpoint. Create a class debate or argument circles. In conclusion, ask
students to write their own view point after hearing the debate.
VLT #4: Option D: Climate Clues in Ice (p. 508-509)
•
WRITING PROMPT: “What evidence does the EPICA Ice Core provide for global warming?
VLT #4: Option E: Climate Clues in Ice (p. 508-509)
•
WRITING PROMPT: “What predictions can you make about the present climate based on EPICA findings about past climates?
CL # 4
CL # 4: Troposheric Ozone Lab (EDMODO)
Environmental Science
Page 33
2015-2016
Unit 12: Waste Management
Learning Targets and Skills
Topic
Week 35 – 36
Standards
Vocabulary
Municipal and Industrial Waste
Students will:
•
describe the major components of municipal and industrial wastes
•
describe the methods of solid waste disposal and energy recovery
•
describe the ways in which solid waste generation can be reduced, such as:
o packaging, biodegradable plastics, design-to-last, and incentives
•
compare the methods of waste recovery, including:
o composting, recycling, material recovery, and incineration
SC.912.L.17.14
Hazardous Waste
Students will:
•
describe the ways in which hazardous wastes are classified and cite examples of each,
including:
o ignitable, corrosive, reactive, and toxic
•
identify sources of hazardous wastes and propose ways in which those sources can be
reduced
•
compare the costs and benefits for the methods of hazardous waste disposal, including:
o landfill, surface impoundment, and deep-well injection
•
explain how hazardous waste disposal is monitored and regulated in terms of RCRA, CERCLA,
Superfund sites, National Priority List, etc.
SC.912.L.17.20
Biodegradable
Composting
Hazardous
waste
Incineration
Industrial waste
Material
recovery
facility
Municipal solid
waste
Recycling
Sanitary landfill
Source
reduction
Waste
End of Unit 12
Review and Administer EOC
End of 4th 9 weeks
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Resources
Textbook
Waste Management
p. 582-603
Transforming New York’s Fresh Kills Landfill, (p.581)
•
Central Case
1.
2.
3.
4.
5.
Labs and
Activities
Discuss how our choices as consumers and waste producers affect our environment.
Quick Lab: Reduce, Reuse, Recycle, (p. 591)
Real Data: Radiation and Human Health, (p.601)
Activity: Over-packaging, (p.606)
Ecological Footprints: Solid Waste, (p. 609)
A Closer Look: The recycling process, (p. 604-605)
•
Research how aluminum, plastic or paper is recycled. Create a pamphlet or PowerPoint that explains the recycling process
for the items you have selected.
6. Unit 5 Project: Toward a Sustainable Future, (p. 610)
• Energy Audit
7. It’s your World, (p. 611-618)
Ask students to design a project that would support the saying, “Think Globally but act locally.” If time inspire them to act on their project.
Teacher Hints
1. Contact waste management for a tour of the facility.
2. Contact your local recycling company and have students research their city or counties guidelines for recycling and disposal. Then have
students create a brochure to help their community better understand how to properly dispose of their waste.
Teacher Notes:
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Description
Implementation
Learners engage with an activity that captures their attention, stimulates
their thinking, and helps them access prior knowledge. A successful
engagement activity will reveal existing misconceptions to the teacher and
leave the learner wanting to know more about how the problem or issue
relates to his/her own world. (e.g. ISN-preview, Probe, Teacher
Demonstration…)
The diagram below shows how the elements of the 5E model are
interrelated. Although the 5E model can be used in linear order (engage,
explore, explain, elaborate and evaluate), the model is most effective when it
is used as a cycle of learning.
Explain
Learners explain through analysis of their exploration so that their
understanding is clarified and modified with reflective activities. Learners
use science terminology to connect their explanations to the experiences
they had in the engage and explore phases. (e.g. Lecture, ISN-notes,
Research, Close-reading, reading to learn, videos, websites…)
Elaborate
Learners explore common, hands-on experiences that help them begin
constructing concepts and developing skills related to the learning target.
The learner will gather, organize, interpret, analyze and evaluate data. (e.g.
investigations, labs…)
Learners elaborate and solidify their understanding of the concept and/or
apply it to a real world situation resulting in a deeper understanding.
Teachers facilitate activities that help the learner correct remaining
misconceptions and generalize concepts in a broader context. (e.g. labs,
web-quest, presentations, debate, discussion, ISN-reflection…)
Evaluate
Explore
Engage
Volusia County Science 5E Instructional Model
Teachers and Learners evaluate proficiency of learning targets, concepts
and skills throughout the learning process. Evaluations should occur
before activities, to assess prior knowledge, after activities, to assess
progress, and after the completion of a unit to assess comprehension. (i.e.
formatives and summatives)
Explore
Engage
Discuss
and
Evaluate
Elaborate
Explain
Each lesson begins with an engagement activity, but evaluation occurs
throughout the learning cycle. Teachers should adjust their instruction
based on the outcome of the evaluation. In addition, teachers are
encouraged to differentiate at each state to meet the needs of individual
students.
*Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34.
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Cognitive Complexity
The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level,
with the underlying expectation that students also demonstrate critical thinking.
The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student.
Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map.
Low
Moderate
High
This category relies heavily on the recall and
recognition of previously learned concepts and
principles. Items typically specify what the student
is to do, which is often to carry out some
procedure that can be performed mechanically. It
is not left to the student to come up with an
original method or solution.
This category involves more flexible thinking and
choice among alternatives than low complexity
items. They require a response that goes beyond
the habitual, is not specified, and ordinarily has
more than a single step or thought process. The
student is expected to decide what to do—using
formal methods of reasoning and problem-solving
strategies—and to bring together skill and
knowledge from various domains.
This category makes heavy demands on student
thinking. Students must engage in more abstract
reasoning, planning, analysis, judgment, and
creative thought. The items require that the
student think in an abstract and sophisticated way
often involving multiple steps.
Students will:
Students will:
Students will:
•
•
•
•
•
retrieve information from a chart, table,
diagram, or graph
recognize a standard scientific representation
of a simple phenomenon
complete a familiar single-step procedure or
equation using a reference sheet
•
•
•
•
•
•
interpret data from a chart, table, or simple
graph
determine the best way to organize or present
data from observations, an investigation, or
experiment
describe examples and non-examples of
scientific processes or concepts
specify or explain relationships among different
groups, facts, properties, or variables
differentiate structure and functions of different
organisms or systems
predict or determine the logical next step or
outcome
apply and use concepts from a standard
scientific model or theory
•
•
•
•
•
analyze data from an investigation or
experiment and formulate a conclusion
develop a generalization from multiple data
sources
analyze and evaluate an experiment with
multiple variables
analyze an investigation or experiment to
identify a flaw and propose a method for
correcting it
analyze a problem, situation, or system and
make long-term predictions
interpret, explain, or solve a problem involving
complex spatial relationships
*Adapted from Webb’s Depth of Knowledge and FLDOE FCAT 2.0 Specification Documentation, Version 2.
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Grades 9 - 10 ELA Florida Standards
LAFS.910.RST.1.1 – Cite specific textual evidence to support analysis of science LAFS.910.WHST.3.9 – Draw evidence from informational texts to support
and technical texts, attending to the precise details of the explanations or
analysis, reflection, and research.
descriptions.
LAFS.910.WHST.1.2 - Write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or technical
LAFS.910.RST.1.3 – Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical tasks, processes.
a. Introduce a topic and organize ideas, concepts, and information to
attending to special cases or exceptions defined in the text.
make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful
LAFS.910.RST.2.4 – Determine the meaning of symbols, key terms, and other
to aiding comprehension.
domain-specific words and phrases as they are used in a specific scientific or
b. Develop the topic with well-chosen, relevant, and sufficient facts,
technical context relevant to grades 9 – 10 texts and topics.
extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of
LAFS.910.RST.2.5 – Analyze the structure of the relationship among concepts in
the topic.
a text, including relationships among key terms (e.g., force, friction, reaction
c. Use varied transitions and sentence structures to link the major
force, energy.)
sections of the text, create cohesion, and clarify the relationships
among ideas and concepts.
LAFS.910.RST.3.7 – Translate quantitative or technical information expressed
d. Use precise language and domain-specific vocabulary to manage the
in words in a text into visual form (e.g., a table or chart) and translate
complexity of the topic and convey a style appropriate to the discipline
information expressed visually or mathematical (e.g., in an equation) into
and context as well as to the expertise of likely readers.
words.
e. Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they
LAFS.910.RST.4.10 – by the end of grade 10, read and comprehend science /
are writing.
technical texts in the grades 9 – 10 text complexity band independently and
f. Provide a concluding statement or section that follows from and
proficiently.
supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
Grades 9 - 12 Math Florida Standards (select courses)
MAFS.912.A-CED.1.4 – Rearrange formulas to highlight a quantity of interest,
MAFS.912.N-VM.1.1 – Recognize vector quantities as having both magnitude
using the same reasoning as in solving equations.
and direction. Represent vector quantities by directed line segments, and use
appropriate symbols for vectors and their magnitudes.
MAFS.912.S-IC.2.6 – Evaluate reports based on data.
MAFS.912.N-VM.1.2 – Find the components of a vector by subtracting the
coordinates of an initial point from the coordinates of a terminal point.
MAFS.912.N-VM.1.3 – Solve problems involving velocity that can be
represented as vectors.
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Grades 11 - 12 ELA Florida Standards
LAFS.1112.RST.1.1 – Cite specific textual evidence to support analysis of
LAFS.1112.WHST.1.2 - Write informative/explanatory texts, including the
science and technical texts, attending to important distinctions the author
narration of historical events, scientific procedures/ experiments, or technical
makes and any gaps or inconsistencies in the account.
processes.
a. Introduce a topic and organize complex ideas, concepts, and
LAFS.1112.RST.1.3 – Follow precisely a complex multistep procedure when
information so that each new element builds on that which precedes it
carrying out experiments, taking measurements, or performing technical tasks;
to create a unified whole; include formatting (e.g., headings), graphics
analyze the specific results based on explanations in the text.
(e.g., figures, tables), and multimedia when useful to aiding
comprehension.
LAFS.1112.RST.2.4 – Determine the meaning of symbols, key terms, and other
b. Develop the topic thoroughly by selecting the most significant and
domain-specific words and phrases as they are used in a specific scientific or
relevant facts, extended definitions, concrete details, quotations, or
technical context relevant to grades 11 – 12 texts and topics.
other information and examples appropriate to the audience’s
knowledge of the topic.
LAFS.1112.RST.3.7 – Integrate and evaluate multiple sources of information
c. Use varied transitions and sentence structures to link the major
presented in diverse formats and media (e.g., quantitative data, video,
sections of the text, create cohesion, and clarify the relationships
multimedia) in order to address a question or solve a problem.
among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such
LAFS.1112.RST.4.10 – By the end of grade 12, read and comprehend science /
as metaphor, simile, and analogy to manage the complexity of the
technical texts in grades 11 – 12 text complexity band independently and
topic; convey a knowledgeable stance in a style that responds to the
proficiently.
discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and
LAFS.1112.WHST.3.9 – Draw evidence from information texts to support
supports the information or explanation provided (e.g., articulating
analysis, reflection, and research.
implications or the significance of the topic).
Grades 9 - 12 Math Florida Standards (all courses)
MAFS.912.F-IF.3.7 - Graph functions expressed symbolically and show key
MAFS.912.N-Q.1.1 – Use units as a way to understand problems and to guide
features of the graph, by hand in simple cases and using technology for more
the solution of multi-step problems; choose and interpret units consistently in
complicated cases.
formulas; choose and interpret the scale and the origin in graphs and data
displays.
a. Graph linear and quadratic functions and show intercepts, maxima,
and minima.
b. Graph square root, cube root, and piecewise-defined functions,
MAFS.912.N-Q.1.3 – Choose a level of accuracy appropriate to limitations
including step functions and absolute value functions.
measurement when reporting quantities.
c. Graph polynomial functions, identifying zeros when suitable
factorizations are available, and showing end behavior.
d. Graph rational functions, identifying zeros and asymptotes when
suitable factorizations are available, and showing end behavior.
e. Graph exponential and logarithmic functions, showing intercepts and
end behavior, and trigonometric functions, showing period, midline,
and amplitude.
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