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2016 - 2017 Volusia County Schools Created For Teachers By Teachers Curriculum Mapping Committee: Bridget Bosco Jennifer Cherry Lorri Lightner Tiffany McCann Environmental Science Curriculum Map Regular and Honors 2016 – 2017 Volusia County Schools 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. 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. These resources can be accessed through the county Environmental Science Edmodo page. Contact the District Science Office to gain access to the code and log in at www.Edmodo.com . • 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. • Science Literacy Connections (SLC): Each grade level has one common Science Literacy Connection (Common SLC) for each nine week period. These literacy experiences have been designed by teachers to provide complex text analysis that aligns to the curriculum across the district. Additional SLCs are provided to supplement district textbooks and can be found on the Edmodo page. • DIA: (District Interim Assessments) 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 SSA 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 2016 – 2017 Volusia County Schools High School Weekly Curriculum Trace 2016 Enviro. Science 1 Introduction to Enviro. 2 3 5 6 Earth’s Systems Biology 7 Earth’s Layers Chemistry Matter and Measurement 11 8 Biodiversity Earth as a System Understand the Atom 13 Humans and The Environment 10 Cell Structure and Function Plate Tectonics 12 9 Biomes and Aquatic Ecosystems Macromolecules Earth Space 2016 Enviro. Science 4 14 15 The Ocean The Periodic Table 16 17 Population Ecology 18 19 Community Ecology Biology Cell Processes Genetics Earth Space Weather and Climate Weathering and Erosion Chemistry 2017 Enviro. Science Ionic Bonding & Nomenclature 20 21 22 23 Evolution Biology 24 26 Toxicology Biology 28 31 32 29 Waste Management Evolution Humans Stars Chemical Reactions 30 27 Water Origin of The Universe Chemistry Chemical Composition 25 Genetics Earth Space 2017 Enviro. Science Covalent Bonding & Nomenclature Solar System Stoichiometry 33 34 35 Land Management Renewable and Nonrenewable Resources Ecology Review/Administer Biology EOC 36 37 Atmosphere/Climate Change 38 EOC Review Bridge to Chemistry Earth Space Solar System Space Exploration Evolution EOC Review Chemistry Energy Changes & Reaction Rates States of Matter Gas Laws EOC Review **Weeks 38 – 39 are set aside for course review and EOC administration. Environmental Science Page 3 2016 – 2017 Volusia County Schools 2016 – 2017 Instructional Calendar Week Dates 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 15 August - 19 August 22 August - 26 August 29 August - 2 September 6 September - 9 September 12 September - 16 September 20 September - 23 September 26 September - 30 September 3 October - 7 October 10 October - 14 October 17 October - 20 October 24 October - 28 October 31 October - 4 November 7 November - 10 November 14 November - 18 November 21 November - 22 November 28 November - 2 December 5 December - 9 December 18 12 December - 16 December 19 December - 20 December 19 Days 5 5 5 4 5 4 5 5 5 4 5 5 4 5 2 5 5 5 2 Quarter Start 1st Week 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 ↑ 10 Weeks ↓ End 1st Start 2nd ↑ 9 Weeks ↓ 37 End 2nd 38 39 * See school-based testing schedule for the course EOC administration time Dates Days 3 4 January - 6 January 5 9 January - 13 January 4 17 January - 20 January 5 23 January - 27 January 5 30 January - 3 February 5 6 February - 10 February 5 13 February - 17 February 4 21 February - 24 February 5 27 February - 3 March 4 6 March - 9 March 5 20 March – 24 March 5 27 March - 31 March 5 3 April - 7 April 5 10 April - 14 April 5 17 April - 21 April 5 24 April - 28 April 5 1 May - 5 May 5 8 May - 12 May Start Review and Administer EOC* 15 May - 19 May 5 22 May - 26 May 5 Quarter Start 3rd ↑ 10 Weeks ↓ End 3rd Start 4th ↑ 10 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 2016 – 2017 What is Environmental Science? Topic Volusia County Schools The Nature of Science (To be taught all year) 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 – 38 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 Science 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 Page 5 2016 – 2017 Volusia County Schools Resources Introduction to Environmental Science Textbook 2-29; 36-37; 42-43; 44-45 Central Case Fixing the hole in the sky (p.3) • 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 • How can we best balance our own interest and needs with the health of the environment? • Argument Circles: discuss how this article relates to economics and environmental policy. This year we celebrate the 50th Annual Tomoka Regional Science Fair! Time has been given throughout the first semester to allow and encourage students to participate in this annual event. Teacher Hints 1. 2. 3. 4. Complete Lab Safety Contract. Create a controlled experiment in your classroom that introduces students to some of the concepts they will be learning more about during this course. 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. VCS Science Fair Packet Common Science Literacy Connection (Common SLC) Common SLC 1 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? Environmental Science 5. Make local connections! Ask local environmental organizations to come speak to students on various environmental issues and careers in their area. 6. 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. 7. Make a class timeline of economic and environmental policies which you add to as the year goes on. 8. The video in the Curriculum Map and Resource folder can be used to introduce many Historical Environmental Disasters. Optional Activities found in Introduction to Environmental Science Folder 1. SLC Fl Case Study #1 : Invasion from Earth (T.38-T.39, Found in Front of Teacher Edition and Student Edition FL38-FL 39) • WRITING PROMT/POSTER: How do we balance the rights of an individual with the rights of the environment? 2. Lab Green vs. Conventional Cleaners, “Lip Stick Lab” (Environmental Science Resource CD, referred to in TE pg. 12) Lab Sheet and PowerPoint 3. Lab Inquiry Lab - Students design lab to find out what habitats certain herbs or worms or roly-polies prefer. Give students access to various solutions that vary in salinity, pH or different soil types etc. Page 6 2016 – 2017 Volusia County Schools Unit 1: Earth’s Systems Learning Targets and Skills Topic 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 Biogeochemical Cycles Students will: • 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 Week 1 – 4 Vocabulary Standards Open system Closed system SC.912.E.7.7 Geosphere Hydrosphere Atmosphere Biospheres Input Output Feedback loop Carbon reservoirs SC.912.P.17.10 Carbon cycle Carbon sinks Nitrogen cycle Water cycle End of Unit 1 Environmental Science Page 7 2016 – 2017 Volusia County Schools Unit 1: Earth’s Systems Resources Earth’s Systems Biogeochemical Cycles Textbook p. 72-75, 144-148 p. 76-89 Central Case 1. 2. 3. Labs & Activities from Textbook Teacher Hints 1. 2. 3. Cleaning the Tides of San Diego and Tijuana (p. 89) • Potential Solutions to the Dead Zone Map It (p.77) 1. Inquiry: Students can design a controlled experiment to test the Quick Lab: Distribution of Earth’s Water (p.80) effect that adding nutrients has on the growth of plants. 2. Students can diagram the biogeochemical cycles and include their Inquiry: Ask students to create an open and a closed system and role(s). observe the changes that result. 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/jesei/dinosau r/home.htm Create models of the Earth “spheres”. Teachers will not need to go in to detail of Plate Tectonics or types of plate boundaries. SC.912.E.7.7 is introduced here but fully addressed in Climate Change. 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. Optional Activities found in the Earth’s Systems Folder Activity Carbon Cycle Game SLC How Phase Change Materials Keep Your Material Hot Online Article Link SLC How Phase Change Materials Keep Your Material Hot Printable Article SLC How Phase Change Materials Keep Your Material Hot Student Questions SLC How Phase Change Materials Keep Your Material Hot Text Analysis Environmental Science Page 8 2016 – 2017 Volusia County Schools Unit 2: Biodiversity Learning Targets and Skills Topic Week 5 – 7 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 • Monitoring 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 • 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.912.17.13 Biodiversity Endangered species Extirpation Genetic diversity Habitat fragmentation Poaching Species diversity Threatened species Endangered Species Act Captive breeding Programs Selective breeding Cloning CITES Invasive Native species Nonnative species SC.912.L.17.8 End of Unit 2 Environmental Science Page 9 2016 – 2017 Volusia County Schools Resources Unit 2: Biodiversity Textbook p. 199-217 Central Case Labs and Activities From Textbook Teacher Hints • Saving the Siberian Tiger (pg. 199) Give examples from the case story why biodiversity is so important. 1. 2. 3. 4. 5. 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. Success Stories: A couple of birds make big comebacks (p. 218-219) Ecological Footprints: biodiversity loss (p. 223) Go to : http://myfwc.com/ Common Lab (CL) CL 1 – Parking Lot Biodiversity Lab Students will collect data in school parking lots to show biodiversity. Environmental Science Optional Activities found in the Biodiversity Folder Unit 2 Project Brochure Unit 2 Project Brochure List Unit 2 Project Essay SLC Invasive Pythons Put A Squeeze On Florida’s Everglades Online Article Link SLC Invasive Pythons Put A Squeeze On Florida’s Everglades Printable Article SLC Invasive Pythons Put A Squeeze On Florida’s Everglades Student Questions SLC Invasive Pythons Put A Squeeze On Florida’s Everglades Text Analysis Activity Invasive Non-Native Species Game Activity Panther Passage Perils Instructions Activity Panther Passage Perils Powerpoint Page 10 2016 – 2017 Volusia County Schools Unit 3: Biomes and Aquatic Ecosystems Learning Targets and Skills Topic Biomes and Aquatic Systems Students will: • differentiate between an ecosystem and a biome • identify the abiotic and biotic factors that influence all types of ecosystems, including freshwater systems, marine systems, and terrestrial systems: o abiotic: salinity, depth, currents, temperature, available oxygen, nutrients, upwelling, soil 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 Students will: • predict which biome is most likely present given yearly average temperature and average precipitation • 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 • 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 Week 8 – 10 Standards Vocabulary SC.912.L.17.7 Biomes Climate Bogs Estuaries Intertidal ecosystems Mangroves Open-ocean ecosystems Salinity Wetlands SC.912.L.17.4 End of Unit 3 End of 1st 9 weeks Environmental Science Page 11 2016 – 2017 Volusia County Schools Unit 3: Biomes and Aquatic Ecosystems Resources Biomes Aquatic systems Textbook p. 164-180 p. 181-192 Central Case Labs and Activities from Textbook Too Much of a Good Thing? (p. 163) • 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. 1. Research online the average monthly temperature and 1. Go outside: Who’s in the water? (p. 183) precipitation last year for your city. Graph your data to find out 2. What do you think? (p. 186) A developer wants to build a large marina on an which biome your city matches. estuary in your coastal town. The marina would boost the town’s economy but 2. Foldable: Biomes include unique data and examples would eliminate salt marshes. Debate. 3. Real Data: Which Biome? (p. 179) 3. Point Counterpoint: Should Elephant culling be allowed? (p. 192-193) 1. Teacher Hints 2. Keep in mind that students have been building biomes in boxes since elementary school. If you are going to assign a biome model include a rigorous rubric that is paired with a speech or research paper. Focus on accuracy vs. decorations. Describe changes in ecosystems due to seasonal variations and climate change. 1. Just because we live in Florida doesn’t mean all of your students have been to a beach or marsh. Bring in local connections and visuals when possible. Ecological Footprints: Commercial Fishing (p. 197) Optional Activities found in the Biomes Folder RAFT “Should Elephant culling be allowed?” Powerpoint Biomes Guided Notes 1 Powerpoint Biomes Guided Notes 2 Biome Lab Blubber Glove Biome Activity Cold Climate Video Reflection Biome Activity Coral Reef Biome Activity Freshwater Video Reflection Biome Activity Marine Video Reflection Biome Virtual Field Trip America’s Rainforest and Desert Environmental Science Biome Lab Freshwater Virtual Field Trip The Deserts and Grasslands of Africa Activity Biome In A Bag Biome Quiz Biome Activity Ocean Acidification Visualization Biome Activity Ocean Temperature and Salinity Biome Activity Review Game Biome Activity Deciduous Forest Biome Activity The Impact Of A Raindrop on Soil Biome Activity Wet Climate Making It Rain Biome Activity Wet Climate Video Reflection Biome Lab Aquatic Who’s In The Water? Biome Lab Wet Climate Carbon Dioxide and Raisins Biome Lab Wet Climate Biome Project Biome Quiz Dry Biomes Page 12 2016 – 2017 Volusia County Schools Unit 4: Human Population Learning Targets and Skills Topic People and Their Environment Human Population Students will: • describe a population in terms of the number of individuals, age structure, density, sex ratio, and distribution patterns • 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 • describe the effects of human migration patterns on the ecological population Week 11 – 12 Standards Vocabulary SC.912.L.17.1 Age Structure Pyramid Census Demographictransition Demography Growth rate IndustrialRevolution Infant mortality Life expectancy Replacementfertility Sex Ratio Total fertility rate Wealth gap Students will: SC.912.L.17.20 • 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 SC.912.L.17.15 • explain how human population size and resource use relate to environmental quality SC.912.L.17.18 End of Unit 4 Environmental Science Page 13 2016 – 2017 Volusia County Schools Unit 4: Human Population Resources Human Population People and Their Environment Textbook p. 227-241 p. 242-247 Central Case Labs and Activities from Textbook Teacher Hints China’s One-Child Policy (p. 227) 8. Quick Lab: Build and Compare Age Structure Diagrams A Closer Look: The United States Census (p. 248-249) Quick Labs: Build and Compare Age Structure Diagrams (p. 237) Longevity Activity: Research local obituaries and compare to local and national figures on life expectancies. Graph trends. Real Data: Population Growth Rates, (p.230) Point Counterpoint: Should BPA be regulated? (p. 284-285) WRITING PROMPT: “Should BPA be regulated?” Point Counterpoint: Should BPA be regulated? (p. 284-285) WRITING PROMPT: “Based on what you have learned about the use of DDT, would you support continued use in third world countries?” Ecological Footprints Project (pg. 253) • • 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. 5. 6. 7. Optional Activities found in the Human Population Folder Cemetery Lab Cemetery Lab Teacher Instructions Cemetery Demo Names Safari Montage Video “World In Balance: The People Paradox” Video “World In Balance: The People Paradox” Student Questions Activity Demography Graphing Activity Census Environmental Science Page 14 2016 – 2017 Volusia County Schools Unit 5: Population Ecology (continues on pg. 17) Learning Targets and Skills Studying Ecology Topic 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. Describing Population Ecology Students will: • 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 • 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. • differentiate periods of population growth as exponential or logistic and predict which limiting factors and biotic potential affect the carrying capacity of an environment Environmental Science Week 13 – 15 Standards Vocabulary SC.912.L.17.6 SC.912.L.17.5 SC.912.L.17.1 Abiotic Biosphere Biotic Communities Ecosystems Habitat Individuals Populations Limiting Factors Distribution patterns Population Population density Sex Ratio Page 15 2016 – 2017 Volusia County Schools Unit 5: Population Ecology (continues on pg. 17) Resources Studying Ecology Describing Population Ecology Textbook p. 100-103 p. 104-109 Central Case Labs and Activities from Textbook Finding gold in a Costa Rican cloud forest, p. 99 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. 2. 3. Go Outside: Abiotic and Biotic Factors, p. 102 www.facingthefuture.org SLAM: Science behind the stories: The Cloudless Forest, p. 118-119 • World-wide patterns can include climate change. Teacher Hints 2. 1. 2. • • Common Lab (CL) CL 2 – Mark and Recapture Students will estimate population size using beans and ratios of marking and recapturing. Environmental Science 1. What is the ecological organization in the cloud forest? (individual, population, community, ecosystem, biosphere) How do changes in population size relate to the environmental conditions? Inquiry: Students model sampling using a “population” of marbles. 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 Optional Activities found in the Population Ecology Folder Article Volcano Could Mean Extinction for The Rocket Frog Printable Article Activity Graphing Activity Deer Predation Activity Limiting Factors and Eagle Populations Page 16 2016 – 2017 Volusia County Schools Unit 5: Population Ecology (cont.) Learning Targets and Skills Topic Week 13 – 15 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 Biotic Potential Carrying capacity Emigration Exponential growth Fluctuating logistic growth Immigration Migration Population growth Rise-and-crash SurvivorshipCurve Biotechnology Ethics SC.912.L.16.10 End of Unit 5 Environmental Science Page 17 2016 – 2017 Volusia County Schools Unit 5: Population Ecology (cont.) Resources Textbook Central Case Labs and Activities from Textbook Population Growth Policy and Technology http://www.un.org/en/development/desa/population/theme/policy/ p. 110-119 Finding gold in a Costa Rican cloud forest, p. 99 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. 1. SC.912.L.17.5 is an annually assessed benchmark on the Biology EOC. 1. 2. What policies would support the growth of the golden toad? 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 Hints Optional Activities found in the Population Ecology Folder Article Volcano Could Mean Extinction for The Rocket Frog Printable Article Activity Graphing Activity Deer Predation Activity Limiting Factors and Eagle Populations Environmental Science Page 18 2016 – 2017 Volusia County Schools Unit 6: Community Ecology Learning Targets and Skills Ecological Communities Species Interactions Topic Students will: • 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 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 • 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. • predict how the loss of specific organisms will impact a food web within a community in terms of biodiversity Week 16 – 19 Standards Vocabulary SC.912.L.17.6 SC.912.L.17.9 SC.912.P.10.2 SC.912.L.17.8 Biodiversity Co-evolution Commensalism Competition Mutualism Niche Parasitism Predation Symbiosis Autotrophs Carnivores Food Web Food Chain Chemosynthesis Photosynthesis Consumers Primary Secondary Tertiary Decomposers Detrivores Herbivores Heterotrophs Omnivores Primary producers Keystone species End of Unit 6 End of 2nd 9 weeks Environmental Science Page 19 2016 – 2017 Volusia County Schools Unit 6: Community Ecology Resources Species Interactions Textbook p. 133-140 Central Case Ecological Communities p. 141-148 The Central Case study for this unit is the same for Evolution. This topic can be discussed in detail in both units. Black and White, and Spread All Over, p.125 • How did the zebra and quagga mussels manage to spread so far so fast? • Why did so many populations collapse while these mussels continue to thrive and spread? • How do organisms affect one another’s survival and environment? Science Behind the Stories: A broken mutualism (p. 156-157) WRITING PROMPT: Design an experiment to test if tambalacoque seeds must be eaten by dodo bird before they can sprout. Labs and Activities from Textbook 1. 2. 3. 4. 5. 6. 1. Teacher Hints 2. 3. 4. Class discussion: What role does the environment play in an organism’s survival and reproduction? Give examples. Class discussion: How do species interact in nature? Give examples. Predator Prey Cycles, Figure 10, pg. 136 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. Common Science Literacy Connection (Common SLC) Common SLC 2 – Common SLC 2 The Sloth’s Busy Inner Life Printable Article Common SLC 2 The Sloth’s Busy Inner Life Online Article Common SLC 2 The Sloth’s Busy Inner Life Student Questions Common SLC 2 The Sloth’s Busy Inner Life Text Analysis Environmental Science 1. 2. Create a model of an ecological community and label roles in community. Create energy pyramids and calculate units of energy at each level. Ecological Footprints (p.161) Real Data: Energy Flow in Communities, p.144 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. Foldable: Symbiosis roles Science Behind the Stories: A broken mutualism (p. 156-157) Class discussion: How do energy and nutrients move through communities? Give examples. Class discussion: How do communities respond to a disturbance in the environment? Justify. Optional Activities found in the Community Ecology Folder Ecological Communities Foldable Lab Energy Flow in an Ecosystem Student Directions Lab Energy Flow in an Ecosystem Student Questions Symbiosis Card Game Sloth Named Velcro Documentary Questions Sloth Named Velcro Documentary Food Web Drawings Competition Lab Species Interaction Lab Page 20 2016 – 2017 Volusia County Schools Unit 7: Evolution Learning Targets and Skills Topic Week 20 – 22 Standards Vocabulary Students will: describe the conditions required for natural selection and their impact on reproductive success, including: o overproduction of offspring, inherited variation, and the struggle to survive and reproduce SC.912.L.15.13 • explain why geographic isolation is important to speciation SC.912.L.15.3 • 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 Evolution • Acquired Adaptation Artificial selection Diversity Evolution Extinction Inherited Inherited variation Mutation Natural selection Overproduction Speciation End of Unit 7 Environmental Science Page 21 2016 – 2017 Volusia County Schools Unit 7: Evolution Resources Evolution Textbook p. 124 – 132 Central Case Black and White, and Spread All Over, p.125 • 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. Labs and Activities from Textbook 1. 2. Class discussion: What role does the environment play in an organism’s survival and reproduction? Give examples. Use textbook pages 124 – 132 to build stations for understanding evolution. Teacher Hints Optional Activities found in the Evolution Folder Activity Squirrely Squirrels Lab Eat Like A Bird Lab Peppered Moth Environmental Science Page 22 2016 – 2017 Volusia County Schools Unit 8: Toxicology Learning Targets and Skills Topic 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 HE.912.C.1.3 HE.912.C.1.7 SC.912.L.14.6 Allergens Biomagnification Carcinogen Epidemiology Pathogen Toxin SC.912.L.17.16 Toxic Substances & the Environment • Week 23 – 24 Standards Vocabulary End of Unit 8 Environmental Science Page 23 2016 – 2017 Volusia County Schools Unit 8: Toxicology Resources Toxicology Textbook p. 254 – 276 Central Case Labs and Activities from Textbook The Rise and Fall and Rise of DDT (pg. 255) • Discuss how our choices as consumers and waste producers affect our environment. 1. Ecological Footprints pg. 289 2. Quicklab pg. 263 How Diseases Spread 3. Should BPA Be Regulated pg. 284 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 Hints Common Science Literacy Connection (Common SLC) Common SLC 3Common SLC 3 Benefits Versus Hazards of Using DDT pg. 255 Common SLC 3 DDT EPA General Information Printable Article Common SLC 3 Benefits Versus Hazards of Using DDT Direction Sheet Environmental Science Optional Activities found in the Toxicology Folder BPA Activity BPA Powerpoint Toxicology Learning Stations Part A Labsheet Toxicology Learning Stations (MODIFIED FOR SPECIAL LEARNERS) Labsheet Toxicology Learning Stations Instructions Page 24 2016 – 2017 Water Pollution Uses of Fresh Water Topic Volusia County Schools 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 25 – 27 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 Environmental Science Page 25 2016 – 2017 Volusia County Schools Unit 9: Water Resources Resources Text book Central Case Labs and Activities from Textbook Uses of Fresh Water p. 420-425 p. 426-434 Looking for water in the desert, (419) 1. Map it: The Mississippi River watershed, (p. 422) 2. Real Data: Lake Powell, (p. 431) 3. Ecological Footprints, (p. 449) 4. A Closer Look: Wastewater Treatment, (p. 444-445) 5. Writing Prompt – Explain how dams can have both positive and negative effects on Florida Agriculture (pg. 429) Common Lab (CL) CL 3 – Water Filtration Lab Students will learn how to build a water filtration to filter various pollutants. Environmental Science Water Pollution p. 435-443 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) Optional Activities found in the Water Resources Folder Article Fish Kill 2016 – Indian River Lagoon Article Lake Okeechobee Water Release Could Harm Delicate Parts of Florida Article On BP Oil Spill Anniversary Article Water Quality Improving Article Water Woes Oil Spill Lab Page 26 2016 – 2017 Volusia County Schools Unit 10: Waste Management Learning Targets and Skills Topic Week 28 – 29 Standards Vocabulary Municipal and Industrial Waste Students will: • describe the major components of municipal and industrial wastes • 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 • describe the ways in which hazardous wastes are classified and cite examples of each, including: o ignitable, corrosive, reactive, and toxic SC.912.L.17.14 Hazardous Waste Students will: • 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. • discuss problems associated with toxic waste dumping o Love Canal, Pincher OK, Times Beach, Pearl Harbor SC.912.L.17.20 Biodegradable Composting Hazardous waste Incineration Industrial waste Leaching Material recovery facility Municipal solid waste Recycling Sanitary landfill Source reduction Waste SC.912.L.17.16 End of Unit 10 End of 3rd 9 Weeks Environmental Science Page 27 2016 – 2017 Volusia County Schools Unit 10: Waste Management Resources Waste Management Textbook p. 582-603 Central Case Labs and Activities from Textbook Transforming New York’s Fresh Kills Landfill, (p.581) • 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 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. 1. 2. 3. 4. 5. 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 Hints Optional Activities found in the Waste Management Folder Guided Reading Waste Management Article 10 Dangerous Everyday Things In Your Home Article Sea Turtle Face Plastic Pollution Lab Design A Landfill Group Sheet Lab Design A Landfill Individual Summative WS 10-20 Hazardous Chemical Comparison Chart Environmental Science Page 28 2016 – 2017 Volusia County Schools Unit 11: Land Management (cont. on page 31 and 33) Learning Targets and Skills Succession and Community Stability Topic 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 Week 30 – 32 Standards Vocabulary SC.912.L.17.4 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 • 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 Climate change Habitat destruction Succession Pioneer species 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 29 2016 – 2017 Volusia County Schools Unit 11: Land Management Resources Succession and Community Stability Forestry Management Textbook p. 149 – 155 p. 322 – 345 Battling over Clayquot’s Big Trees, (p. 323) Possible Transgenic Maize in Oaxaca, Mexico, (p. 351) Central Case Labs and Activities from Textbook 1. 2. 3. 4. 5. Quick Labs: Successful Succession? p. 152 Create a model of an ecological community and label roles in community. Create energy pyramids and calculate units of energy at each level. Create a Model of succession Ecological Footprints (p.161) 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. Success Stories: Reforesting Africa, (p. 344-345 Teacher Hints Optional Activities found in the Land Management Folder Fire Suppression Lesson Plan Guided Reading Harvesting Forest Article Oklahoma Fires Erosion Lab Environmental Science Page 30 2016 – 2017 Volusia County Schools Unit 11: Land Management (cont. on page 33) Learning Targets and Skills Topic Students will: • 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: Agriculture intercropping, crop rotation, shelterbelts (windbreaks,) conservation tillage, terracing, and contour farming • describe the factors that contribute to soil degradation as a result of technology, such as: o irrigation, salinization, and pesticides • explain the importance of industrial agriculture and the green revolution • identify different types of pest control and cite specific examples of their use, including: o chemical pesticides, biological pest control, organic and inorganic fertilizer, and integrated pest management • explain the importance of pollinators to agriculture and identify factors leading the decline in pollinator populations • describe the advantages and disadvantages of monoculture • describe the role technology and biotechnology plays in food production, including: o GMOs, feedlots, aquaculture, seed banks, and organic foods Environmental Science Week 30 – 32 Standards Vocabulary SC.912.L.17.12 SC.912.L.17.20 SC.912.L.17.15 SC.912.L.16.10 Desertification Weathering Overgrazing Pesticide Salinization Soil degradation Biological pestcontrol GMO Green revolution Industrial agriculture integrated pestmanagement Organic Traditional agriculture Yield Page 31 2016 – 2017 Volusia County Schools Unit 11: Land Management Resources Agriculture Textbook p. 352-383 Central Case Labs and Activities Teacher Hints Possible Transgenic Maize in Oaxaca, Mexico, (p. 351) 1. Go Outside: Classify Soil, (p. 356) 2. Map it: Origins of Agriculture, (p. 366) 3. Test Soil Properties and Compare different soils under microscope 4. Build a model or find a place on campus to see if students can build an erosion barrier. 5. Science behind the stories: Dark Earth in the Amazon, (p. 384) 6. GMO (p.375-377) WRITING PROMPT: Should GMO foods be labeled in the United States? 1. 2. 3. 4. Make sure to work GMOs into your lessons. Food Inc video clips can be found on Youtube (please use caution and sensitivity when showing clips due to graphic nature). Always preview ALL videos for student use. Safari Montage Video – Eyes of Nye: Genetically Modified Foods; Benefits and Risks Common Science Literacy Connection (Common SLC) Common SLC 4 – Common SLC 4 Golden Rice Text Analysis Common SLC 4 Golden Rice Student Questions Common SLC 4 Golden Rice Online Article Common SLC 4 Golden Rice Printable Article Environmental Science Optional Activities found in the Land Management Folder Food Inc Video Guided Questions Case Study Frankenfoods_Advanced Enrichment SLC Genetically Modified Foods Bill Nye Directions and Rubric SLC GMO Food Labeling in the United States Printable Article SLC GMO Food Labeling in the United States Directions and Rubric Page 32 2016 – 2017 Volusia County Schools Unit 11: Land Management Learning Targets and Skills Topic 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 Week 30 – 32 Standards Vocabulary SC.912.L.17.11 SC.912.L.17.15 Acid drainage Mountaintop removal Open pit mining Ore Placer mining Smelting Strip mining Subsurface mining Tailings Mining Policy and Technology Students will: • 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.17.13 • discuss how biotechnology has impacted the mining industry, such as: o Hydrogen fuel vs. fossil fuel o Metals mined for medical implant purposes SC.912.L.16.10 End of Unit 11 Environmental Science Page 33 2016 – 2017 Volusia County Schools Unit 11: Land Management Resources Mining & Policy and Technology Textbook p. 391 – 413 Central Case Mining for cell phones, (p. 391) 1. 2. 3. 4. 5. Labs and Activities from Textbook Teacher Hints 1. 2. 3. 4. Map it: Distributions of Minerals, (p. 402) Success Stories: Reforesting Africa, (p. 344-345) Ecological Footprints, (p. 417) 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. You can order FREE coal samples for classroom use at Bozeman Science Mining Video Mining Video clips may be used as bellringers. Have students donate cookies for cookie mining lab. TeachCoal.org Optional Activities found in the Land Management Folder Mining Video Reflection Questions Cookie Mining Lab Environmental Science Page 34 2016 – 2017 Volusia County Schools Unit 12: Nonrenewable and Renewable Energy Learning Targets and Skills Topic Weeks 33 – 35 Standards Vocabulary Renewable Energy Nonrenewable Energy Students will: SC.912.L.17.19 • describe how different natural resources are produced • 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 SC.912.E.6.6 • explain how pollutants released by fossil fuels damage human health and the environment SC.912.L.14.6 SC.912.L.17.11 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 Policy and Technology Students will: • 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 • describe the implications of dependence on foreign nations for fossil fuels SC.912.L.17.12 • 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 Coal Energyconservation Fossil fuels Methane hydrate Natural gas Oil sands Oil shale Petrochemical Petroleum 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 12 Environmental Science Page 35 2016 – 2017 Volusia County Schools Unit 12: Nonrenewable and Renewable Energy Resources Nonrenewable Energy Renewable Energy Textbook P. 516-543 p. 548-575 Central Case Labs and Activities Oil or Wilderness on Alaska’s North Slope?, (p. 515) • 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. 1. Quick Lab: Where’s the energy? (p. 520) 2. Real Data: Carbon Dioxide from fossil fuels, (p.530) 3. Map it: Imports and Exports, (p.534) 4. Inquiry: Home Energy Use Survey, (p. 544) 5. Inquiry: Design an Insulator (pg. 544) 6. Ecological Footprints, (p.547) 7. A Closer Look: Using Coal to Generate Electricity, (p. 542-543) WRITING PROMPT: “Is clean coal, really clean?” 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. 1. Germany’s big bet on renewable energy, (p. 549) • 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) 6. Point Counterpoint: Are Biofuels better for the Environment? (p. 574575) WRITING PROMPT: “Are biofuels better for the Environment?” 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. Take students on a virtual tour of a coal fire power plant. Teacher Hints Optional Activities found in the Nonrenewable and Renewable Energy Folder Poster Renewable Energy Poster Non-Renewable Energy Group Poster Lab Biofuel Activity Energy Justified Article Wind Pros and Cons Environmental Science Page 36 2016 – 2017 Volusia County Schools Unit 13: The Atmosphere and Climate Change Learning Targets and Skills Climate Change Pollution of the Atmosphere Topic 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 various atmospheric oceanic and hydrologic conditions in Florida have influenced human behavior both individually and collectively (ie ocean acidification, sea level rising, coral bleaching, thermal expansion, and coastal flooding) • describe the effects of acid deposition to both the environment and society (effect of acid rain on soil) • 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: • explain why rising atmospheric temperatures, changes in precipitation levels, melting ice, and rise sea levels are evidence of climate change • cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon and water • describe how scientists study climate change using direct measurements, indirect measurements (proxy indicators,) and models • 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. • 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) • describe global climate change current and future impact on society in terms of agriculture, the economy, health, disease, sea levels, and water supply Week 36 – 38 Standards Vocabulary SC.912.L.17.16 SC.912.E.7.8 SC.912.L.17.13 SC.912.E.7.7 Acid deposition Air pollution Chlorofluorocarbon (CFC) Clean Air Act Coral bleaching El Nino Emission Fossil fuel Greenhouse effect Greenhouse gas inversion Thermohaline circulation Topography SC.912.E.7.9 SC.912.N.3.5 SC.912.L.17.4 SC.912.L.17.16 SC.912.L.17.13 End of Unit 13 End of 4th 9 Weeks Environmental Science Page 37 2016 – 2017 Volusia County Schools Unit 13: The Atmosphere and Climate Change Resources Pollution of Atmosphere Climate Change Textbook p. 461-475 p. 484-507 Central Case Labs and Activities from Textbook Charging toward cleaner air in London, (p. 451) Rising Seas May Flood the Maldive Islands, (p. 483) 1. Go Outside: Is the rainwater acidic? (p. 467) 2. Real Data: Effects of the Clean Air Act (p. 471) 3. Inquiry Lab: Acid Rain and Seeds (p. 476) 4. Inquiry Lab: What is in the air? (p. 476) 5. Ecological Footprints, (p. 479) 6. Fl Case Study: Rising Sea Levels (FLT 42-FLT43) WRITING PROMPT: “How can trends in sea levels cause people to change their behavior?” 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. 7.Climate Clues in Ice (p. 508-509) WRITING PROMPT: “What evidence does the EPICA Ice Core provide for global warming? 8. 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? 1. 2. 3. 4. 5. 6. 7. Quick Labs: Does the latitude affect the sun’s rays? (p. 486) Real Data: Changing Temperature of the atmosphere (p. 493) Inquiry Lab: Effects of Greenhouse Gases (p. 510) Activity: Tracking CO2 and Temperature (p. 510) Science Behind the Stories: Climate Clues in Ice, (p. 508-509) Success Stories: The Clean Air Act and Acid Rain, (p. 474-475) Unit 4 Project: Senate Hearing on Resource Management, (p. 480) 1. Teacher Hints Common Lab (CL) CL 4Ozone Lab Students will test for ground level ozone at various locations in the Earth. Teachers can collaborate across the county to share data. Environmental Science NASA: Climate Change Inquiry Labs: http://pmm.nasa.gov/education/ Optional Activities found in the Atmosphere and Climate Change Folder Foldable Atmosphere Foldable Guided Reading Climate Change Article Burning Remaining Fossil Fuels Article Climate Change 2016 Review Article Climate Change Summit in Paris Article NOAA Declares 3rd Ever Global Coral Bleaching Event SLC Coral Reefs Under Stress Online Article SLC Coral Reefs Under Stress Student Questions SLC Coral Reefs Under Stress Text Analysis SLC Jet Stream Printable Article SLC Jet Stream Student Questions SLC Jet Stream Text Analysis Page 38 2016 – 2017 Volusia County Schools 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. Environmental Science Page 39 2016 – 2017 Volusia County Schools 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 Specification Documentation, Version 2. Environmental Science Page 40 2016 – 2017 Volusia County Schools 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. Environmental Science Page 41 2016 – 2017 Volusia County Schools 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. Environmental Science Page 42 2016 – 2017 Environmental Science Volusia County Schools Page 43