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CURRICULUM MAP Grade: 8 Course: General Science All skills introduced in this month are continually developed and are expected to be embedded throughout the school year. COMMON CORE/PA STATE STANDARDS 4.1.7.A. -Describe the relationships between biotic and abiotic components of an ecosystem. - Compare and contrast different biomes and their characteristics. 4.4.5.C. - Investigate the factors influencing plant and animal growth (e.g., soil, water, nutrients, and light). 4.2.5.A - Explain the water cycle. 4.1.7.B - Explain biogeochemical cycles within an ecosystem 4.1.7.E. -Identify factors that contribute to change in natural and human-made systems. -Explain the processes of primary and secondary succession in a given ecosystem. 4.5.7.C. -Explain how human actions UNIT/ MONTH 9 Weeks (1st quarter) TOPIC/CONTENT Interactions within ecosystems SKILLS Describe the levels of ecological organization (organism, population, community, ecosystem, biome, and biosphere) Levels of Organization Abiotic and biotic components Biomes Succession Compare and contrast the relationships between biotic and abiotic components within the biomes. Compare and contrast the different types of terrestrial and aquatic biomes (tundra, taiga, deciduous forest, grassland, desert, rainforest, savanna, marine and fresh). ESSENTIAL VOCABULARY Ecology Organism Population Community Species Interdependence Ecosystem Biosphere ASMT. Quiz: Intro to Ecology (levels, ab/bio) Abiotic Nutrients Biotic Biogeochemical cycles Compare and contrast primary and secondary succession. Explain how land changes through the process of succession. (Natural) Describe how human activities and natural events alter the process of succession. Identify how human actions change environmental conditions and lead to sources of pollution. Describe how matter recycles through an ecosystem (water cycle, carbon - oxygen cycle, nitrogen cycle, and phosphorus cycle). Create models or illustrations showing the Page 1 of 11 Biomes Littoral zone Limnetic zone Profundal zone Photoperiod Climatographs Climate Weather Latitude Longitude Succession Primary succession Secondary succession Pioneer species Climax community Quiz: Biomes (word list modificati on) LESSONS/RESOURCES Act: Ecology List Mania Notes: Levels of Organization Notes: Abiotic Biotic Factors Student Outline Notes Abiotic Biotic Levels of Org Power Point Living Earth text reading Living Earth text modified reading WS Abiotic Biotic Levels of Org Act: Levels of Organization pyramid Levels of Organization pyramid sample Levels of Organization modified Act: Levels of Organization Virtual Lab: Abiotic Biotic Interactions Act: Terrariums Notes: Biomes Student Outline Notes Biomes Power Point Biomes Aquatic Ecosystems text read Biomes Aquatic Ecosystems mod read Biomes Aquatic Ecosystems read ws Map: Coloring Biomes Location ws Coloring Biomes map answers Act: Biomes Characteristics Act: Climatograms Act: Biomes in the Bag student ws Biomes in a Bag teacher pkt Video clip: Study Jams Biomes Video clip: Study Jams Aquatic Ecosystems Act: Tic Tac Toe Biomes Writing Activity: Biomes CURRICULUM MAP affect the health of the environment. relationships between the biotic and abiotic components of the biogeochemical cycles. Page 2 of 11 Biogeochemical cycle Carbon-oxygen cycle Photosynthesis Combustion Respiration Nitrogen cycle Nitrogen fixation Legumes Phosphate cycle Water cycle Evaporation Condensation Precipitation Transpiration Runoff Infiltration Quiz: Successi on Notes: Succession Student notes outline Communities in Change text read How Communities Change mod read WS Succession types Mt St Helens Succession read Virtual lab: Ecological Succession Unit Test: Interactio ns within Ecosyste ms Notes: Biogeochemical Cycles TB: Biogeochemical Cycles Act: Incredible Journey Diagram & Label Individual Cycles Poster: Biome-Cycle CURRICULUM MAP COMMON CORE/PA STATE STANDARDS 4.1.7.A. - Describe symbiotic and predator/ prey relationships. 4.1.5.A. -Describe the roles of producers, consumers, and decomposers within a local ecosystem. 4.1.5.C. - Describe different food webs including a food web containing humans. 4.1.7.C. -Explain the flow of energy within an ecosystem. - Compare and contrast the flow of energy between organisms in different habitats. - Explain the concept of trophic levels. 4.1.10.C -Evaluate the efficiency of energy flow within a food web. -Describe how energy is converted from one form to another as it moves through a food web. UNIT/ MONT H 9 Weeks (2nd quarter) TOPIC/CONTENT Organisms and their relationships Needs of Organisms Relationships of organisms Symbiosis Predation Competition Food chains and webs Energy flow through an ecosystem Populations Human and Environmental Impacts on Populations SKILLS Identify the basic abiotic/biotic needs for survival of an organism. Describe relationships or organisms in an ecosystem (competition, predation, and symbiosis). Describe relationships of organisms within symbiotic relationships (mutualism, commensalism, and parasitism). Identify the niche of producers, consumers, and decomposers within a food chain or food web. Describe examples of food chains and food webs in different ecosystems. Describe how energy flows through an ecosystem (food chains, food webs, and energy pyramids). ESSENTIAL VOCABULARY Niche Habitats Herbivore Carnivore Omnivore Detritivore/Dec omposers Symbiosis Mutualism Commensalism Parasitism Predation Competition Predator Prey Producers Consumers Decomposers Scavenger Explain the concept of trophic levels. Compare and contrast the flow of energy between organisms in different habitats. Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and transferred within a food chain from producers (plants) to consumers to decomposers. Explain the relationships between limiting Page 3 of 11 ASMT. Trophic levels Food Web Food Chain Energy pyramid Population Emigration Immigration Limiting factors Carrying capacity Biodiversity LESSONS/RESOURCES Notes: Needs of Organisms TB: Needs of Organisms WS: Needs of Organisms Act: EcoEvo_EcologicalInteraction Act: Oh Deer Quiz: Needs and Relationshi ps of Org. Notes: Relationships of Organisms TB: Relationships of Organisms WS: Relationships of Organisms WS: Symbiosis Act: Classifying Organisms Act: Good Buddies Act: Competition for Resources Act: Symbiosis Mix & Match Act: Symbiotic Relationship Act: Predator-Prey Relationship graph analysis Project: Relations Relationships WebQuest: Ecological Relationships Quiz: Energy Flow in Ecosystem s Notes: Energy Flow in Ecosystems TB: Food Webs and Food chains, energy pyramids WS: Energy Pyramids Act: Ocean Food Web Act: Energy Pyramids Video: Food Webs WebQuest: Energy transfer in community Project: Food Web Mobile (biome specific) Quiz: Populations Notes: Populations TB: Population WS: Population Video: Populations CURRICULUM MAP 4.4.5.A. - Explain why animal production is dependent upon plant production. factors and population size. 4.1.10.A -Examine the effects of limiting factors on population dynamics. -Analyze possible causes of population fluctuations. -Explain the concept of carrying capacity in an ecosystem. -Describe how organisms become classified as threatened or endangered. -Describe how limiting factors cause organisms to become extinct. Explain the relationship between biodiversity and the stability of an ecosystem Identify how carrying capacity affects population growth. Explain why predators are an important part of a balanced ecosystem. Create a model demonstrating the impacts of biodiversity with regards to the relationship between habitat changes and plant/animal population changes. Monoculture Invasive species Act: Estimating Populations Act: How many fish in Bud’s Lake Act: Population Sample Survey Act Lesson of the Kaibab Unit Test: Org. & their Relationshi ps Notes: Biodiversity / Invasive Species TB: Biodiversity WS: Biodiversity Video: Biodiversity Act: :A World of Difference WS: Zebra mussels Video: Invasive Species Articles: Invasive Species Project: Endangered/Invasive Species Research 4.5.7.D - Explain how biological diversity relates to the viability of ecosystems. -Compare and contrast monoculture with diverse ecosystems. - Explain how biological diversity relates to the ability of an ecosystem to adapt to change. 4.1.5.D -Explain the differences between threatened, endangered, and extinct organisms. Page 4 of 11 CURRICULUM MAP 4.1.7.D -Explain how biological diversity relates to the viability of ecosystems. -Explain how biological diversity relates to the ability of any ecosystem to adapt to change. 4.5.10.D -Research practices that impact biodiversity in specific ecosystems. -Analyze the relationship between habitat changes to plant and animal population fluctuations. Page 5 of 11 CURRICULUM MAP COMMON CORE/PA STATE STANDARDS UNIT/ MONTH 4.3.7.A - Explain how products are derived from natural resources. - Describe the process of converting raw materials to consumer goods. - Differentiate between renewable and nonrenewable resources. 9 Weeks (3rd quarter) 4.3.7.B - Explain the distribution and management of natural resources. - Differentiate between resource uses: conservation, preservation, and exploitation. 4.3.6.D. -Explain the costs and benefits of recycling in controlling resource use. 4.5.6.A. - Examine how historical events have shaped the sustainable use of natural resources. PSSAs TOPIC/CONTENT SKILLS ESSENTIA L VOCABUL ARY ASMT. Human Impacts on the Ecosystem Use of Natural Resources: Process of Raw materials to Consumer goods Renewable and nonrenewable resources Sustainable and non-sustainable practices Recycling Explain how products are derived from natural resources. Describe the process of converting raw materials to consumer goods. Differentiate between renewable and nonrenewable resources. Differentiate between resource uses: conservation, preservation, and exploitation. Students will describe how natural resources have been impacted by the development of civilization. Students will compare and contrast sustainable and non-sustainable ways people use natural resources. Natural resources Conservati on Preservati on Exploitatio n Consumpti on Renewable resources Nonrenew able resources Recycling Sustainabil ity Quiz: Natural Resources Discuss the sustainability of old-growth forest ecosystems. Explain the costs and benefits of recycling in controlling resource use. 4.5.7.A. - Describe how the development of civilization affects the use of natural Page 6 of 11 Quiz: Sustainabilit y LESSONS/RESOURCES Notes: Naturals Resource and Sustainability Act: Intro - What are Natural Resources? Act: Mining for Chips Act: For the Common Good Act: Timber Act: Everything is Connected Read: Community Tried to Shrink Footprint WebQuest: PA Natural Resources WebQuest: Ecological Footprint NewsArticle: Discuss Human waste amounts Read: Old Growth Forest Video: Nye Garbage Video: Sustainable Actions at Greater Yellowstone Ecosystem Project: RAW to Product Project: Recycle Project: Household of the Future Project: Lorax Movie CURRICULUM MAP resources. - Compare and contrast how people use natural resources in sustainable and non-sustainable ways throughout the world. 4.1.10.E Analyze how humans influence the pattern of natural changes in ecosystems overtime. 4.4.7.A. - Describe how agricultural practices, the environment, and the availability of natural resources are related. 4.5.8.A. Explain how Best Management Practices (BMP) can be used to mitigate environmental problems. 4.5.7.B. Describe the impact of pests in different geographic locations and techniques used to manage those pests. - Identify introduced species that are classified as pests in their new environments. - Research integrated pest management practices. Human interactions Agriculture Best Management Practices Explain how best management practices (BMP) are used to reduce environmental problems. Pests/Controls/Pesticides Integrated pest management Contrast behaviors of insects that are beneficial with behaviors of insects that are pests. Point and Non-point source pollution Identify introduced species that are classified as pests in their new environments. Explain the relationship between monoculture's and pest populations. Identify and describe the process of integrated pest management (IPM). Compare advantages and disadvantages of cultural, physical, biological, and chemical controls. Read a pesticide label in order to identify the targeted pest, directions for use, storage, and disposal. Compare and contrast point and non-point source pollution. Identify residential and industrial sources of pollution and their effects on environmental health. Page 7 of 11 Best manageme nt practice Pests Introduced species Monocultur e Integrated pest manageme nt Cultural controls Physical controls Biological controls Chemical controls Pesticide Pollution Point source pollution Non-point source pollution Quiz: BMP and IPM Notes: BMP, IPM, Point & NPS pollutants Read: Pests & Pesticides Read: Rachael Carson Read: Water Pollution Act: Controlling the Pest, Choosing a Pesticides Newsela: Brown Marmorated Stink Bug Project: House Investigation (pesticides) WebQuest: IPM Project: Ag & BMP Project: Pests A to Z Project: Point Vs NPS Pollutants Essay: Restoration - BMP, IPM and their Impact on Water Pollution CURRICULUM MAP 4.5.7.C. -Explain how human actions affect the health of the environment. -Identify residential and industrial sources of pollution and their effects on environmental health. Identify best management practices to reduce non-point source pollution from residential, industrial, and agricultural areas. Identify agricultural practices and forestry management sources of pollution and their effects on environmental health. 4.5.5.C. -Explain the difference between point and nonpoint source pollution Unit Test:Huma n Impacts on the Ecosystem 4.5.8.C. -Describe how humans can reduce pollution. 4.5.7.C. -Explain how human actions affect the health of the environment. -Identify residential and industrial sources of pollution and their effects on environmental health. Page 8 of 11 CURRICULUM MAP COMMON CORE/PA STATE STANDARDS UNIT/ MONTH 9 Weeks (4th quarter) 4.2.6.A - Identify the five major watersheds of Pennsylvania. 4.2.7.A - Explain how water enters, moves through, and leaves a watershed. - Explain the concept of stream order TOPIC/CONTENT ESSENTIAL VOCABULARY ASMT. LESSONS/RESOURCES Watersheds, Wetlands & Water Quality Watersheds Watersheds Topography Stream order Stream classification Groundwater Identify Pennsylvania’s major watersheds and their related river systems. Describe how topography influences the flow water in a watershed. Delineate a watershed using the contour lines on a topographic map. Classify freshwater ecosystems as lentic or lotic. Compare and contrast the characteristics of a stream based on stream order. 4.2.10.A -Describe how topography influence the flow of water in a watershed. -Describe how vegetation affects water runoff. -Investigate and analyze the effects of land use on the quality of water in a watershed. 4.2.5.B SKILLS Describe the structures and characteristics of a stream from its origin to its outflow. Contrast the upper, middle, and lower reaches of a stream. Describe the basic structures of groundwater and how water flows within the system. Wetlands Identify characteristics that are used to Page 9 of 11 Watershed Divide Topography Elevation Contour line Contour interval Index contour Delineation Lentic Lotic Tributary Stream order Upper reaches Middle reaches Lower reaches Riparian Load Dissolved load Suspended load Bed load Levee Sand bar Point bar Delta Oxbow lake Meander Headwaters Floodplain Channel Mouth Quiz: Watershed s Quiz: Groundwat er Notes: Watershed characteristics / Drawing, Watershed Address, Groundwater, Stream Order Act: Color code watershed drainage maps - PA, Interstate,, & Eastern US Act: Play-doh Topo Map Act: Watershed Delineation Act: Stream Characteristics Pictures Act: Watershed Address Act: Color Me a Watershed Creative Writing: Raindrop in a Watershed Act: Get the Groundwater Picture Read: Groundwater (WP) WS: Groundwater Video: Nye Rivers & Streams Read: Streams (WP) Read: Watersheds (ES) Read: Stream biology WebQuest: CURRICULUM MAP - Identify important wetlands in the United States 4.2.6.B - Describe the characteristics of soils found in a wetland. identify wetlands. Wetlands characteristics Types of wetlands Functions of wetlands Wetland soils Values of wetlands Plants and animals in a wetland Compare and contrast different types of wetlands (swamp, marsh, and bog). Identify important wetlands in the United States (e.g. Everglades, Mississippi delta, Bogs in Maine) 4.2.7.B - Explain the primary functions of a wetland within a watershed - Providing habitat, flood control, water purification. - Serving as buffer zones, wildlife propagation areas. Describe the characteristics of soils found in a wetland. 4.2.8.B Explain the value of wetlands to other living things. Explain the role of wetlands functions to prevent and reduce erosion and flooding and to improve water quality. 4.2.10.B -Examine how human interactions impact wetlands an their surrounding environments. -Describe how land use decisions affect wetlands. 4.2.7.A Explain how water enters, moves through, and leaves a watershed. - Describe factors that affect the flow and water Wetland Swamp Marsh Bog Dichotomous key Notes: Wetland Characteristics Act: Wetland Metaphors Act: This Plant Key is all wet Act: Do you dig wetland soils Act: Wetland Habitats Video: Nye Wetlands Read: Wetlands (WP) Describe multiple functions that wetlands perform. Identify common plants and animals found in a wetland. Quiz: Wetlands Water quality Water quality Biodiversity Biological, Chemical and physical index Diversity Index Explain the relationship among landforms, vegetation and the amount and speed of water. Describe chemical and physical factors and explain how they affect water quality. Identify characteristics of a healthy aquatic ecosystem. Page 10 of 11 Water Quality CURRICULUM MAP quality within a watershed. 4.2.5.C -Identify physical, chemical and biological factors that affect water quality. 4.2.6.C -Identify natural and human-made factors that affect water quality. Explain the relationship between biodiversity and a healthy aquatic ecosystem. Compare and contrast the effects of land use (monoculture versus a diverse community) on an aquatic ecosystem. Indicators Macroinvertebr ate Diversity Index Grey water Potable water Notes: Water & Land Usage, Water Quality Indicators Act: What’s the Water Quality? Act: Water Sleuths Act: Macroinvertebrate Classification Act: Poisoned Waters (documentary Chesapeake Bay) Read: Pollution of Freshwater (WP) Read: Can We Save the Chesapeake (ES) Read: Water Quality Read: Creatures that Live in the Water Read: Plants in an Aquatic Ecosystem Video: Stream Keepers Act: Stream Study Identify macroinvertebrates that are index species and explain what their presence indicates about the water quality. 4.2.8.A Describe factors that affect the quality of ground and surface waters. 4.2.7.C -Use appropriate tools and techniques to analyze a freshwater environment. -Interpret physical, chemical and biological data as a means of assessing the environmental quality of a freshwater environment.. Unit Test: Watershed s, Wetland, &Water Quality 4.2.8.C Describe how a diversity index is used to assess water quality. Page 11 of 11