Download Environmental Science - Volusia County Schools

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
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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
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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
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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
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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
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Cognitive Complexity
The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level,
with the underlying expectation that students also demonstrate critical thinking.
The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student.
Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map.
Low
Moderate
High
This category relies heavily on the recall and
recognition of previously learned concepts and
principles. Items typically specify what the student
is to do, which is often to carry out some
procedure that can be performed mechanically. It
is not left to the student to come up with an
original method or solution.
This category involves more flexible thinking and
choice among alternatives than low complexity
items. They require a response that goes beyond
the habitual, is not specified, and ordinarily has
more than a single step or thought process. The
student is expected to decide what to do—using
formal methods of reasoning and problem-solving
strategies—and to bring together skill and
knowledge from various domains.
This category makes heavy demands on student
thinking. Students must engage in more abstract
reasoning, planning, analysis, judgment, and
creative thought. The items require that the
student think in an abstract and sophisticated way
often involving multiple steps.
Students will:
Students will:
Students will:
•
•
•
•
•
retrieve information from a chart, table,
diagram, or graph
recognize a standard scientific representation
of a simple phenomenon
complete a familiar single-step procedure or
equation using a reference sheet
•
•
•
•
•
•
interpret data from a chart, table, or simple
graph
determine the best way to organize or present
data from observations, an investigation, or
experiment
describe examples and non-examples of
scientific processes or concepts
specify or explain relationships among different
groups, facts, properties, or variables
differentiate structure and functions of different
organisms or systems
predict or determine the logical next step or
outcome
apply and use concepts from a standard
scientific model or theory
•
•
•
•
•
analyze data from an investigation or
experiment and formulate a conclusion
develop a generalization from multiple data
sources
analyze and evaluate an experiment with
multiple variables
analyze an investigation or experiment to
identify a flaw and propose a method for
correcting it
analyze a problem, situation, or system and
make long-term predictions
interpret, explain, or solve a problem involving
complex spatial relationships
*Adapted from Webb’s Depth of Knowledge and FLDOE Specification Documentation, Version 2.
Environmental Science
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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.
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Grades 11 - 12 ELA Florida Standards
LAFS.1112.RST.1.1 – Cite specific textual evidence to support analysis of
LAFS.1112.WHST.1.2 - Write informative/explanatory texts, including the
science and technical texts, attending to important distinctions the author
narration of historical events, scientific procedures/ experiments, or technical
makes and any gaps or inconsistencies in the account.
processes.
a. Introduce a topic and organize complex ideas, concepts, and
LAFS.1112.RST.1.3 – Follow precisely a complex multistep procedure when
information so that each new element builds on that which precedes it
carrying out experiments, taking measurements, or performing technical tasks;
to create a unified whole; include formatting (e.g., headings), graphics
analyze the specific results based on explanations in the text.
(e.g., figures, tables), and multimedia when useful to aiding
comprehension.
LAFS.1112.RST.2.4 – Determine the meaning of symbols, key terms, and other
b. Develop the topic thoroughly by selecting the most significant and
domain-specific words and phrases as they are used in a specific scientific or
relevant facts, extended definitions, concrete details, quotations, or
technical context relevant to grades 11 – 12 texts and topics.
other information and examples appropriate to the audience’s
knowledge of the topic.
LAFS.1112.RST.3.7 – Integrate and evaluate multiple sources of information
c. Use varied transitions and sentence structures to link the major
presented in diverse formats and media (e.g., quantitative data, video,
sections of the text, create cohesion, and clarify the relationships
multimedia) in order to address a question or solve a problem.
among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such
LAFS.1112.RST.4.10 – By the end of grade 12, read and comprehend science /
as metaphor, simile, and analogy to manage the complexity of the
technical texts in grades 11 – 12 text complexity band independently and
topic; convey a knowledgeable stance in a style that responds to the
proficiently.
discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and
LAFS.1112.WHST.3.9 – Draw evidence from information texts to support
supports the information or explanation provided (e.g., articulating
analysis, reflection, and research.
implications or the significance of the topic).
Grades 9 - 12 Math Florida Standards (all courses)
MAFS.912.F-IF.3.7 - Graph functions expressed symbolically and show key
MAFS.912.N-Q.1.1 – Use units as a way to understand problems and to guide
features of the graph, by hand in simple cases and using technology for more
the solution of multi-step problems; choose and interpret units consistently in
complicated cases.
formulas; choose and interpret the scale and the origin in graphs and data
displays.
a. Graph linear and quadratic functions and show intercepts, maxima,
and minima.
b. Graph square root, cube root, and piecewise-defined functions,
MAFS.912.N-Q.1.3 – Choose a level of accuracy appropriate to limitations
including step functions and absolute value functions.
measurement when reporting quantities.
c. Graph polynomial functions, identifying zeros when suitable
factorizations are available, and showing end behavior.
d. Graph rational functions, identifying zeros and asymptotes when
suitable factorizations are available, and showing end behavior.
e. Graph exponential and logarithmic functions, showing intercepts and
end behavior, and trigonometric functions, showing period, midline,
and amplitude.
Environmental Science
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Environmental Science
Volusia County Schools
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