Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download 3 periods - Newark Public Schools
Document related concepts
Conservation psychology wikipedia , lookup
Environmental education wikipedia , lookup
Environmental sociology wikipedia , lookup
Environmental law wikipedia , lookup
Environmental history wikipedia , lookup
Environmental resource management wikipedia , lookup
Transcript
NEWARK PUBLIC SCHOOLS ENVIRONMENTAL SCIENCE CURRICULUM GUIDE (Draft) 2008 NEWARK PUBLIC SCHOOLS ADVISORY BOARD MEMBERS 2008-2009 Mr. Samuel Gonzalez, Chairperson Ms. Shanique L. Davis-Speight, Vice Chairperson Mr. Tharien Arnold Ms. Barbara King Mr. Anthony Machado Ms. Eliana Pintor Ms. Arelis Romero Mr. Felix A. Rouse Mr. Carlos Valentin, Jr. 2 NEWARK PUBLIC SCHOOLS ADMINISTRATION 2008-2009 State District Superintendent .............................................................................................................................................Dr. Clifford B. Janey State District Deputy Superintendent................................................................................................................................................................... Chief Financial Officer .............................................................................................................................................................. Mr. Ronald Lee School Business Administrator Chief of Staff............................................................................................................................................................................. Ms. Sadia White Assistant Superintendent ........................................................................................................................................... Ms. Joanne C. Bergamotto School Leadership Team I Assistant Superintendent ............................................................................................................................................................ Mr. Roger Leon School Leadership Team II Assistant Superintendent ...........................................................................................................................................Dr. Glenda Johnson-Green School Leadership Team III Assistant Superintendent ............................................................................................................................................................ Ms. Lydia Silva School Leadership Team IV Assistant Superintendent .........................................................................................................................................................Dr. Don Marinaro School Leadership Team V Assistant Superintendent .................................................................................................................................................... Dr. Gayle W. Griffin Department of Teaching and Learning Assistant Superintendent ............................................................................................................................................................ Dr. Kevin West Department of Special Programs 3 TABLE OF CONTENTS Title Page .........................................................................................................................................................................................................................................1 Board Members ................................................................................................................................................................................................................................2 Administration .................................................................................................................................................................................................................................3 Table of Contents .............................................................................................................................................................................................................................4 District Mission Statement ...............................................................................................................................................................................................................5 District Goals and Guiding Principles .............................................................................................................................................................................................6 Curriculum Committee ....................................................................................................................................................................................................................8 Course Philosophy ...........................................................................................................................................................................................................................9 Course Description.........................................................................................................................................................................................................................10 Recommended Textbooks ..............................................................................................................................................................................................................11 Course Proficiencies ......................................................................................................................................................................................................................12 Course Units and Suggested Pacing Guide ....................................................................................................................................................................................13 Standards, Goals, and Objectives...................................................................................................................................................................................................14 Appendix ........................................................................................................................................................................................................................................63 4 Mission Statement The Newark Public Schools recognize that each child is a unique individual possessing talents, abilities, goals, and dreams. We further recognize that each child can only be successful when we acknowledge all aspects of that child’s life – addressing their needs, enhancing their intellect, developing character, and uplifting their spirit. Finally, we recognize that individuals learn, grow, and achieve differently; and it is therefore critical that as a district, we provide a diversity of programs based on student needs. As a district, we recognize that education does not exist in a vacuum. In recognizing the rich diversity of our student population, we also acknowledge the richness of the diverse environment that surrounds us. The numerous cultural, educational and economic institutions that are part of the greater Newark community play a critical role in the lives of our children. It is equally essential that these institutions become an integral part of our educational program. To this end, the Newark Public Schools is dedicated to providing a quality education, embodying a philosophy of critical and creative thinking and designed to equip each graduate with the knowledge and skills needed to be a productive citizen. Our educational program is informed by high academic standards, high expectations, and equal access to programs that provide and motivate a variety of interests and abilities for every student based on his or her needs. Accountability at every level is an integral part of our approach. As a result of the conscientious, committed, and coordinated efforts of teachers, administrators, parents, and the community, ALL CHILDREN WILL LEARN. DISTRICT SUPERINTENDENT 5 GOALS AND GUIDING PRINCIPLES Reaching for the Brass Ring GOALS Goal 1 IMPROVE STUDENT ACHIEVEMENT Provide all students with equal access to opportunities that demonstrate high academic standards, high expectations, instructional rigor and alignment with the NJCCCS, and which embody a philosophy of critical and creative thinking. Goal 2 DEVELOP STUDENT MORAL AND SOCIAL RESPONSIBILITY Equip students to be productive citizens by addressing needs, enhancing intellect, developing character, and instilling pride and hope. Goal 3 STRUCTURE THE ORGANIZATION TO BE EFFICIENT, EFFECTIVE AND ALIGNED WITH THE DISTRICT MISSION Allocate and align resources on the basis of student needs with high achievement as the ultimate goal. --Schools and district offices will have effective and efficient programs, processes, operations and services to assure that all students and other customers will have access to certificated, highly trained professionals. --Budget and fiscal systems will support the focus on student achievement through timely and accurate processing of documents. Goal 4 ENFRANCHISE COMMUNITY / EMPOWER PARENTS Engage community and family in meaningful decision-making and planning for Newark children. 6 GOALS AND GUIDING PRINCIPLES Reaching for the Brass Ring GUIDING PRINCIPLES FOCUS ON STUDENTS Every Newark Public Schools employee must be committed to high achievement for all students and assume responsibility for that success. Everyone clearly communicates the vision, focus, and goals of the district. All district policies, procedures and activities are aligned in support of student achievement. HIGH EXPECTATIONS / STANDARDS DRIVEN All district personnel are constantly analyzing data and feedback to ensure high standards and support to enable all students to be successful. All school communities are constantly monitoring data and feedback to ensure that each student has the necessary personalized support and quality-learning environment to meet high standards and expectations for learning. CARING AND SAFE ENVIRONMENT The district is committed to safe, clean, aesthetically pleasing educational work environments. Students’ and employees’ diverse backgrounds, abilities, interests, and needs are respected. Structures and practices that promote personalization and equity of access are provided. SHARED DECISION MAKING The district participates openly and honestly in productive, collaborative and reflective communication and systemically solicits feedback from multiple stakeholders. Systemic feedback loops are established to ensure that all stakeholders (including district offices, administrators, teachers, parents and students) are engaged in dialogue for the purpose of shared decision-making. 7 CURRICULUM COMMITTEE Joylette Mills-Ransome - Director Joseph Stanish - Supervisor Hafeezah Abdullah – Biology Teacher Sobakin Akinronbi – Chemistry Teacher Ivory Kilpatrick – Biology Teacher Sonya Rolle-Hinton – Biology Teacher LaKeisha Sewell – Biology Teacher 8 Newark Public Schools Environmental Science Course Philosophy "The weight of our civilization has become so great, it now ranks as a global force and a significant wild card in the human future along with the Ice Ages and other vicissitudes of a volatile and changeable planetary system". Dianne Dumanoski, Rethinking Environmentalism It has been a longstanding belief that nature should be controlled by humans and that the earth was designed for humanity (Cicero 106-43 BC). Ironically, the human quest to bend the environment to suit its growing needs has decreased the environment’s ability to sustain our life demands. It is our belief that through this course, students will gain insight and an understanding of the balance that must exist between humankind and the environment. Students will identify, analyze and evaluate both natural and man-made environmental issues. Through the use of critical thinking and problemsolving skills and the application of scientific principles students will be able to assess the associated risks and benefits of environmental policies and practices. Ultimately, this course will enable them to become more informed and conscientious agents of environmental change! 9 Newark Public Schools Environmental Science Course Description Environmental Science Course Description Environmental Science is designed to prepare students for entrance into their high school level Biology course. This is a multidisciplinary course that draws from all the sciences, as well as other disciplines. Traditional lecture is integrated with demonstrations, critical thinking and problem solving activities to enable students to gain a better understanding of the relationship between humans and the world in which we live. The essential themes of the course include: Introduction to Environmental Science, Ecology, Populations, Air, Water and Land, Mineral and Energy Resources, and Our Health and Our Future. The following unifying concepts form the foundation of this course: 1. Science is a process. Science is a method of learning more about the world. Science constantly changes the way we understand the world. 2. An Ecosystem is a system of interdependent living and non-living factors necessary for life. Ecosystems can be as large as the earth or as small as a puddle of water. The earth is a large ecosystem. 3. An ecosystem can continue perpetually; it is dynamic due to energy conversions. Energy can neither be created nor destroyed. As energy flows through systems, at each stem more of it becomes unusable. 4. Humans alter natural systems. Humans have had an impact on the environment for millions of years. Technology and population growth have enabled humans to increase both the rate and scale of their impact on the environment. 5. Environmental problems have a cultural and social context. Understanding the role of cultural, social and economic factors is vital to the development of solutions. 6. Human Survival depends on developing practices that will achieve sustainable systems. 10 Recommended Textbooks/Resources The required student text for this course is: Karen Arms. (2008). Environmental Science. Austin: Holt, Rinehart and Winston. ISBN-13:978-03-078137-7 Teacher Reference Texts There are extensive teacher reference materials that are designed to supplement the Holt, Rinehart, and Winston 2008 ed. Text. Teachers using this guide should make sure to obtain the following reference materials: Holt Environmental Science: Holt Environmental Science: Holt Environmental Science: Holt Environmental Science: Holt Environmental Science: Holt Environmental Science: Holt Environmental Science: Holt Environmental Science: Holt Environmental Science: Holt Environmental Science: Holt Environmental Science: Holt Environmental Science: Holt Environmental Science: Holt Environmental Science: Holt Environmental Science: Teacher’s Edition; ISBN-10: 0-03-078137-X Teacher’s One-Stop Planner [CD-ROM]; ISBN# 0030931088 Chapter Resources; ISBN# 0030413036 NOVA Videos; ISBN# 0030742730 Teaching Transparencies; ISBN# 0030931002 Active Reading Workbook; ISBN# 0030931010 Guided Reading Audio Program (CD); ISBN# 0030931037 Study Guide, Holt Environmental Science ISBN# 0030931126 Lab Generator CD-ROM; ISBN# 0030941709 Chapter Resources on CD-R; ISBN# 0030425549 Dissection Labs (CD-ROM), Holt Environmental Science ISBN# 0030932424 Transparencies [CD-ROM]; ISBN# 0030951089 Mindpoint Quiz Show CD-R; ISBN# 0030992516 Spanish Study Guide; ISBN# 0030931134 Spanish Assessments; ISBN# 0030931142 Further Resources Recommended- Essential Questions Essential questions are included in this curriculum guide. Below are links that will help in understanding how essential questions are developed and used in teaching. http://www.thirteen.org/edonline/concept2class/interdisciplinary/implementation.html#4d http://www.tnellen.com/alt/essential.html http://www.galileo.org/tips/essential questions.html http://www.fno.org/sept96/questions.html http://www.kn.sbc.com/wired/fil/pages/listessentiaca1.html 11 Course Proficiencies Title: Environmental Science ....................... Department: Science Credits: 5.00 Course Description: Environmental Science is designed to prepare students for entrance into their high school level Biology course. This is a multidisciplinary course that draws from all the sciences, as well as other disciplines. Traditional lecture is integrated with demonstrations, critical thinking and problem solving activities to enable students to gain a better understanding of the relationship between humans and the world in which we live. The essential themes of the course include: Introduction to Environmental Science, Ecology, Populations, Air, Water and Land, Mineral and Energy Resources, and Our Health and Our Future. To successfully complete the course requirements in environmental science, students will: COURSE CONTENT/ PERFORMANCE OBJECTIVES 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. Develop problem solving, decision-making, and inquiry skills. Integrate mathematics and metric measurements, as a tool for problem solving in science, and as a means of expressing and/or modeling scientific theories. Apply safety principles in the laboratory and in daily activities. Learn to identify systems of interacting components and understand how their interactions combine to produce the overall behavior of the system. Use technology and instrumentation. Identify ways in which the study of Environmental Science serves as a foundation for many career opportunities. Demonstrate an understanding of how people of various cultures have contributed to the advancement of science and technology. Develop an understanding of how major environmental issues have impacted on society and discuss their ethical implications. Develop workplace readiness skills. Explain the concept of open and closed systems. Describe the factors which influence the proper functioning of a healthy ecosystem. Describe the flow of energy and the movement of nutrients through the biosphere and their effect on organisms. Discuss the properties, phases, composition, and interactions of matter. Discuss the relationship between photosynthesis and respiration. Apply natural selection to changes in the inherited characteristics of a population. Analyze the role organisms play in a typical ecosystem. Explain ecological succession, differentiating between primary and secondary succession. Differentiate between the world’s forest biomes, identify where each is located and the man-made threats to each. Explain why clean fresh water is vital to life on Earth and examine the threats to the Earth’s fresh water supply. Describe the effects of air, water and land pollutants on both man and society. Describe major causes and effects of climate change. Analyze possible solutions to solve the urban crisis and implement practical urban planning practices. Discuss strategies of food production, maintenance of soil productivity, and the challenges of feeding the world. Debate the ethical and practical arguments about the feasibility of preserving biodiversity. Discuss the environmental consequences of relying on fossil fuels for energy and list the advantages and disadvantages of alternative fuel sources. Analyze the growth history of the human population. Identify examples of how all citizens can act as stewards for the Earth. Describe the flow of energy and the movement of nutrients through the biosphere and their effect on organisms. Explain why environmental cooperation is necessary on the international, national and local level. 12 Course Units & Suggested Pacing Guide SEMESTER I UNIT Unit 1: Intro to Environmental Science Unit 2: Ecology Unit 3: Populations CHAPTER 1. Science and the Environment 2. Tools of Environmental Science 3. The Dynamic Earth 4. The Organization of Life 5. How Ecosystems Work 6. Biomes 7. Aquatic Ecosystems 8. Understanding Populations 9. The Human Population 10. Biodiversity Investigative Science Project REVIEWS & ASSESSMENTS BLOCK 3 periods 5 periods 1 periods 3 periods 4 periods 2 periods 2 periods 3 periods 3.5 periods 3.5 periods 5 periods 5 periods REGULAR 6 periods 10 periods 2 periods 6 periods 8 periods 4 periods 4 periods 6 periods 7 periods 7 periods 10 periods 10 periods TOTAL 40 periods 80 periods Water Air Atmosphere & Climate Change Land Food & Agriculture Nonrenewable Energy Renewable Energy Waste BLOCK 3.5 periods 3.5 periods 2 periods 3 periods 3 periods 2.5 periods 2.5 periods 2 periods REGULAR 7 periods 7 periods 4 periods 6 periods 6 periods 5 periods 5 periods 4 periods 20. The Environment & Human Health 1.5 periods 3 periods 21. Economics, Policy and the future 1.5 periods 3 periods Investigative Science Project REVIEWS & ASSESSMENTS 5 periods 6 periods 10 periods 12 periods TOTAL 36 periods 72 periods SEMESTER II UNIT CHAPTER 11. 12. Unit 4: Water, Air 13. and Land 14. 15. 17. Unit 5: Minerals and 18. Energy Resources 19. Unit 6: Our Health and Our Future 13 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How is environmental science different from ecology? How do the five major fields of study contribute to environmental science? How did hunter-gatherers, the Agricultural Revolution, and the Industrial Revolution affect the Earth? 1. 2. 3. (NPS) Define environmental science and compare environmental science with ecology. (NPS) List and describe the five major fields of study that contribute to environmental science. (NPS) Compare the environmental practices of hunter-gathering, Agricultural and Industrial societies. Text Activities: TE: Inclusion Strategies, p. 6 TE: Group Activity, p. 8 TE: Student Opportunities, p. 8 SE: Graphic Organizer, p. 9 TE: Skill Builder, p. 11 SE: Case Study, pp. 12, 13 SE: Quick Lab, p. 14 SE: Exploration Lab, pp. 28, 29 Chapter 1- Section 1 Transparencies: Major Fields that Contribute to Environmental Science Chapter 1 Resource File: Science and the Environment Hunter-gatherer Lifestyle Information http://museums.ncl.ac.uk/flint/archh unt.html Additional Activities: How are environmental problems classified? 4. Department of Teaching & Learning ©2008 Hunter-gatherer Lifestyle http://www.wsu.edu/gened/learnmodules/top_agrev/3-Hunting-andGathering/hunt-gathering1.html Agricultural Revolution http://www.wsu.edu/gened/learnmodules/top_agrev/4Agriculture/agriculture1.html (NPS) Classify environmental problems into three major categories. 14 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How does the law of Supply and Demand influence environmental policy? How does sustainability affect the development of the environment? 5. (NPS) Explain how the Law of Supply and Demand drives environmental issues. 6. (NPS) List 3 Differences between Developed and Developing countries. 7. (EOC-TS) Describe how sustainability can be achieved and explain why it is a primary goal of environmental science. Text Activities: TE: Group Activity, p. 16 SE: Pre-Reading Activity, p. 4 TE: Interpreting Statistics, p. 17 TE: Reading Skill Builder, p. 17 SE: Math Practice, p. 17 TE: Using the Figure, pp. 18,19 TE: Inclusion Strategies, p. 18 SE: Exploration Lab, pp. 28, 29 SE: Making a Difference, pp. 30, 31 Chapter 1 – Section 2 Chapter 1 Resource File: Science and the Environment Additional Activities: Department of Teaching & Learning ©2008 The Sustainability Kit http://www.environmentaldefense.o rg/documents/1247_ESK.pdf 15 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What is the scientific method and how is it used? Why is the correlation method useful to investigation and what are its limitations? 8. (EOC-TS) List and describe the steps of the scientific method. 9. (EOC-TS) Analyze the essential parts of a good experiment. 10. (NPS) Define correlation and explain why correlation is useful. 11. (NPS) Describe how scientists study subjects in which experiments are not possible. Text Activities: Additional Activities: Department of Teaching & Learning ©2008 TE: Using the Figure, p. 32 SE: Pre-Reading Activity, p. 32 SE: Case Study, p. 35 TE: Skill Builder, p. 35 TE: Group Activity, p. 36 TE: Using the Figure, p. 37 TE: Inclusion Strategies, p. 38 TE: Alternative Assessment, p. 39 Chapter 2–Section 1 Transparencies: John Snows Cholera Spot Map Chapter 2 Resource File: Tools of Environmental Science Experiment Variables http://www.lessonplansinc.com/scie nce.php/biology/detail/experiment_ variables/ Scientific Modeling http://www.nas.nasa.gov/About/Edu cation/Ozone/modeling.html Scientific Method activity http://www.scienceteacherprogram. org/genscience/AMeyer05.html Scientific Method Activity http://www.lessonplansinc.com/scie nce.php/biology/detail/scientific_me thod_activity/ Scientific Method Lab http://www.lessonplansinc.com/scie nce.php/biology/detail/scientific_me thod_senses_lab/ Design an experiment http://www.longwood.edu/cleanva/i mages/sec6.designexperiment.pdf Experimental Design Lab http://www.lessonplansinc.com/scie nce.php/biology/detail/slime_lab/ 16 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How is experimental data analyzed and interpreted? What is the metric system and why it an international standard of measurement? 12. 13. 14. (EOC-TS) Appropriately interpret, construct, and label a bar graph, line graph, and circle graph according to the data provided. (NPS) Describe the measurement system used by most scientists. Text Activities: Additional Activities: (NPS) Perform calculations and conversions using the metric system. Department of Teaching & Learning ©2008 SE: Graphing Skills Appendix, pp. 623, 624 Formulating Hypotheses & Graphing Skills http://www.accessexcellence.org/A E/ATG/data/released/0076PeggyWelch/description.php SI Prefixes http://www.lessonplansinc.com/scie nce.php/biology/detail/si_prefixes/ SI Measurements http://www.lessonplansinc.com/scie nce.php/biology/detail/si_measurem ents/ Chapter 2 – Section 2 Chapter 2 Resource File: Tools of Environmental Science Graphing Skills http://go.hrw.com/resources/go_sc/ mc/HK1PE835.PDF SI Conversion Chart http://go.hrw.com/resources/go_sc/h st/HP1PE729.PDF 17 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Stand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How do scientists use statistics to analyze data? How do scientists use models to analyze data? 15. (NPS) Explain the importance of statistics to scientists. 16. (NPS) Analyze the effect of the size of a statistical sample on the validity of experiment. 17. (NPS) Differentiate between the types of models commonly used by scientists. 18. (NPS) Explain the conditions under which one model may be selected over another. Department of Teaching & Learning ©2008 Text Activities: SE: Graphic Organizer, p. 41 SE: Math Practice, p. 42 TE: Activity, p. 42 TE: Skill Builder, p. 43 TE: Alternate Assessment, p. 46 Chapter 2–Section 2 Transparencies: Size Distribution of Dwarf Wedge Mussels Chapter 2 Resource File: Tools of Environmental Science Additional Activities: Hyper-fishing Statistics Game http://www.statgames.ucr.edu/Hype rfishing/game.html 18 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives Why is a decision-making model helpful for making environmental decisions? 19. (NPS) Describe the four steps in a simple environmental decision-making model. Text Activities: TE: Skill Builder, p. 47 TE: Discussion, p. 47 SE: Case Study, pp. 48, 49 TE: Inclusion Strategies, p. 49 Chapter 2–Section 3 Chapter 2 Resource File: Tools of Environmental Science Additional Activities: Department of Teaching & Learning ©2008 SciLinks: Decision Making www.scilinks.org code: HE80525 Decision-Making Model Activity http://www.woodrow.org/teachers/b i/1992/ecologyanddecision.html 19 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. interdependent affected by human activity natural phenomena. Strand A1: Distinguish naturally occurringcomponents processes from those believed to have been and modified by human interaction or activity. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What makes life possible in the Biosphere? 20. (EOC-TS) Define and describe elements of the biosphere. 21. (EOC-TS) Explain the difference between open and closed systems. Text Activities: Chapter 3–Section 3 pp. 84-85 TE: Biology Connection, p. 84 TE: Alternative Assessment, p. 86 Additional Activities: Department of Teaching & Learning ©2008 Creating a Biosphere http://www.usoe.k12.ut.us/CURR/S cience/sciber00/8th/energy/sciber/bi ospher.htm 20 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What elements comprise an ecosystem? Why might an organism become threatened by habitat destruction? 22. (EOC-TS) Distinguish between the biotic and abiotic factors in an ecosystem. 23. (NPS) Identify the levels of organization that ecologists study. 24. (EOC-TS) Explain the relationship between organisms and their habitats. Text Activities: TE: Using the Figure, p. 98 SE: Pre-Reading, p. 98 TE: Activity, p. 99 TE: Demonstration, p. 100 TE: Using the Figure, p. 101 TE: Alternative Assessment, p. 102 Chapter 4–Section 1 Transparency: Levels of Ecological Organization Chapter Resource 4 File: The Organization of Life Additional Activities: Department of Teaching & Learning ©2008 Design an Ecosystem http://www.accessexcellence.org/A E/ATG/data/released/0079KarinWesterling/description.php Abiotic and Biotic Factors Activities http://www.uen.org/Lessonplan/pre view.cgi?LPid=1997 How Evolution Works Activities http://www.pbs.org/wgbh/evolution/ educators/lessons/lesson4/teach.htm l 21 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How does natural selection drive evolution? How could a population of insects develop resistance to pesticides and what are the consequences of that resistance? 25. (NPS) Define evolution. 26. (EOC-TS) Apply natural selection to changes in the inherited characteristics of a population. 27. (NPS) Describe the steps by which a population of insects becomes resistant to a pesticide. Department of Teaching & Learning ©2008 Text Activities: TE: Group Activity, pp. 103, 104 SE: Case Study, pp. 104, 105 SE: Math Practice, p. 106 TE: Demonstration, p. 106 SE: Field Activity, p. 107 TE: Alternative Assessment, p. 107 Chapter 4–Section 2 Transparencies: The Evolution of Thicker Fur in a Deer Population; The Evolution of Pesticide Resistance Chapter 4 Resource File: The Organization of Life Pesticide Resistance http://entweb.clemson.edu/pesticid/I ssues/pestrest.pdf 22 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How do producers and consumers obtain and process energy from the sun? 28. 29. 30. (EOC-TS) Describe how energy is transferred from the sun to producers and then to consumers. (EOC-TS) State the overall equation for photosynthesis and recognize photosynthesis as essentially the reverse of cellular respiration. (EOC-TS) Explain why each step in a food web or a food chain is called a trophic level. Text Activities: TE: Using the Figure, p. 124 SE: Pre-Reading Activity, p. 124 TE: Identifying Preconception, p. 125 TE: Using the Figure, p. 126 SE: Math Practice, p. 127 TE: Group Activity, p. 127 TE: Skill Builder, p. 127 TE: Demonstration, p. 128 SE: Case Study, pp. 128, 129 Chapter 5–Section 1 Transparencies: A Food Chain; A Food Web Chapter 5 Resource File: How Ecosystems Work Additional Activities: Department of Teaching & Learning ©2008 Photosynthesis and Respiration Activities http://www.theaps.org/education/k12curric/activiti es/pdfs/carswell.pdf Food Chains and Webs http://www.vtaide.com/png/foodcha ins.htm Create a Food Chain http://perso.orange.fr/prof.danglais/ animations/foodchain/chainreaction. swf Food Webs and Trophic Levels http://www.accessexcellence.org/A E/ATG/data/released/0313GreenspanBradley/description.php 23 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How is water cycled through ecosystems? 31. (EOC-TS) Explain the three major processes in the water cycle. Text Activities: 32. How is matter cycled through living and nonliving parts of an ecosystem? (EOC-TS) Evaluate the efficiency of energy transfer among organisms in an ecosystem. 33. (EOC-TS) Describe the short-term and long-term process of the carbon cycle. 34. (EOC-TS) List the three stages of the nitrogen cycle. 35. (EOC-TS) Describe the role that nitrogenfixing bacteria play in the nitrogen cycle. 36. (EOC-TS) Explain how the excess use of fertilizer can affect the nitrogen and phosphorus cycles. How are nutrients important in living systems? Chapter 5–Section 2 Transparencies: The Carbon Cycle; The Nitrogen Cycle; The Phosphorus Cycle Chapter 5 Resource File: How Ecosystems Work Nitrogen Cycle http://www.backyardnature.net/econ itro.htm TE: Group Activity, p. 130 TE: Inclusion Strategies, p. 130 TE: Skill Builder, p. 130 TE: Alternative Assessment, p. 131 TE: Activity, p. 132 TE: Quick Lab, p. 133 TE: Using the Figure, p. 134 TE: Activity, p. 134 TE: Alternative Assessment, p. 136 Additional Activities: Department of Teaching & Learning ©2008 Chapter 3 – Section 3, pp. 77 TE: Demonstration, p. 77 TE: Inclusion Strategies, p. 77 Text Activities: The Water Cycle http://ga.water.usgs.gov/edu/waterc ycle.html The Carbon Cycle http://users.rcn.com/jkimball.ma.ultr anet/BiologyPages/C/CarbonCycle. html The Nitrogen Cycle http://users.rcn.com/jkimball.ma.ultr anet/BiologyPages/N/NitrogenCycle .html 24 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How does primary succession differ from secondary succession? 37. 38. What is an example of primary succession in a city? (NPS) List and describe two types of ecological succession. (NPS) Explain how a pioneer species contributes to ecological succession. How do humans contribute to ecological succession? Text Activities: TE: Bellringer, p. 137 TE: Discussion, p. 137 SE: Graphic Organizer, p. 137 SE: Case Study, pp. 138, 139 TE: Skill Builder, pp. 138, 139 TE: Activity, p. 140 SE: Field Activity, p. 140 TE: Alternative Assessment, p. 141 TE: Alternative Assessment, p. 142 Chapter 5–Section 3 Transparency: Secondary Succession: Old-Field Succession Chapter 5 Resource File: How Ecosystems Work Ecological Succession Information http://library.thinkquest.org/17456/s uccession1.html Additional Activities: Department of Teaching & Learning ©2008 Stages of Ecological Succession Worksheet http://www.nclark.net/Succession.d oc 25 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How does climate determine which organisms can thrive in a certain biome? 39. (NPS) Explain how temperature and precipitation determine which organisms thrive in an area. Text Activities: TE: Using the Figure, pp. 152, 154 SE: Pre-Reading Activity, p. 152 TE: Bellringer, p. 153 TE: Alternative Assessment, p. 155 Chapter 6–Section 1 Transparency: Temperature vs. Precipitation Chapter 6 Resource File: Biomes Additional Activities: Department of Teaching & Learning ©2008 Plants and Climate http://www.atmosphere.mpg.de/enid /basics/1__Plants_and_climate_260. html 26 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What are the different types of forest biomes? 40. (NPS) List and describe the characteristics of the forest biomes. How are the various forest biomes being affected by human activities? 41. (EOC-TS) Name two major threats to the world’s forest biomes. Text Activities: TE: Bellringer, p. 156 TE: Group Activity, p. 157 TE: Demonstration, p. 157 TE: Activity, p. 159 TE: Activity, p. 160 TE: Cultural Awareness, p. 160 SE: Case Study, pp. 160, 161 TE: Inclusion Strategies, p. 161 TE: Activity, p. 163 TE: Group Activity, p. 163 TE: Skill Builder, p. 163 TE: Alternative Assessment, p. 164 Chapter 6–Section 2 Transparency: Biomes of the World Chapter 6 Resource File: Biomes The World’s Biomes http://www.ucmp.berkeley.edu/exhi bits/biomes/index.php Major Biomes of the World http://www.runet.edu/~swoodwar/C LASSES/GEOG235/biomes/main.ht ml Earth Observatory http://earthobservatory.nasa.gov/La boratory/Biome/bioconiferous.html Additional Activities: Department of Teaching & Learning ©2008 Eco-Tour/Biome Studies http://www.accessexcellence.org/A E/ATG/data/released/0270KarenGoldman/description.php 27 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What are the different types of non-forest biomes? 42. 43. (NPS) Compare and contrast the grassland, chaparral, desert, and tundra biomes. (NPS) Identify threats to grassland, chaparral, desert and tundra biomes. Department of Teaching & Learning ©2008 Text Activities: TE: Bellringer, p. 165 TE: Discussion, p. 166 TE: Activity, p. 167 SE: Quick Lab, p. 168 TE: Skill Builder, p. 169 TE: Inclusion Strategies, p. 169 SE: Field Activity, p. 171 TE: Activity, p. 172 TE: Internet Activity, p. 171 TE: Debate, p. 171 SE: Graphic Organizer, p. 172 SE: Math Practice, p. 173 TE: Alternative Assessment, p. 174 SE: Exploration Lab, pp. 180, 181 SE: Making a Difference, pp. 182, 183 Chapter 6–Section 3 Transparencies: Biome Climatogram A; Biome Climatogram B Chapter 6 Resource File: Biomes 28 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives Why are freshwater and marine ecosystems ecologically important? 44. 45. (NPS) Describe the factors that determine where an organisms lives in an aquatic ecosystem. (NPS) Describe two environmental functions of wetlands. Text Activities: TE: Using the Figure, p. 184 SE: Pre-Reading Activity, p. 184 TE: Skill Builder Reading, p. 187 TE: Skill Builder Writing, p. 187 TE: Math Practice, p. 189 TE: Reteaching, p. 190 TE: Alternative Assessment, p. 190 Department of Teaching & Learning ©2008 Chapter 7- Section 1 Transparencies: Freshwater Wetlands in the U.S; Wetlands in the U.S. 1780s vs. 1980s Chapter 7 Resource File: Aquatic Ecosystems Importance of Wetlands http://legacy.ncsu.edu/classes/nr400 001/gradpage/Wetland_Mitigation_ Home/wetland_importance.html Wetlands http://www.epa.gov/OWOW/wetlan ds/vital/nature.html Estuaries http://www.estuaries.gov/about.html Estuary Live http://www.estuarylive.org/ 29 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives Why are estuaries ecologically important? 46. (NPS) Explain why estuaries are very productive ecosystems. 47. (EOC-TS) Describe threats to coral reefs and ocean organisms. Text Activities: TE: Bellringer, p. 191 TE: Identify Preconceptions, p. 191 TE: Quick Lab, p. 192 TE: Demonstration, p. 192 SE: Case Study, pp. 192, 193 TE: Demonstration, p. 194 SE: Graphic Organizer, p. 195 TE: Inclusion Strategies, p. 195 TE: Group Activity, p. 196 SE: Field Activity, p. 196 TE: Reteaching, p. 197 TE: Quiz, p. 197 TE: Alternative Assessment, pp. 197, 198 SE: Skills Practice Lab, pp. 204, 205 SE: Maps in Action, p. 206 SE: Society & Environment, p. 207 Chapter 7–Section 2 Transparencies: The Formation of Estuaries; Coral Reefs of the World Chapter 7 Resource File: Aquatic Ecosystems Coral Reef Protection http://www.epa.gov/owow/oceans/c oral/index.html#what Additional Activities: Department of Teaching & Learning ©2008 Coral Reefs http://oceanworld.tamu.edu/students /coral/coral5.htm 30 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What are the properties of a population? 48. (NPS) Identify the levels of organization that ecologists study. 49. (NPS) Describe the size, density, and dispersion of a population. 50. (NPS) Describe exponential population growth. Text Activities: How do changes in populations affect ecosystems? 51. (NPS) Explain how population sizes in nature are regulated. 52. (EOC-TS) Identify the interdependent components of the environment. TE: Using the Figure, pp. 210, 213, 214 SE: Pre-Reading Activity, p. 210 TE: Bellringer, p. 211 TE: Activity, p. 211 TE: Demonstration, p. 212 TE: Quick Lab, p. 212 TE: Discussion, p. 213 TE: Inclusion Strategy, p. 214 TE: Math Practice, p. 215 TE: Discussion, p. 215 TE: Skill Builder, p. 215 TE: Reteaching, p. 216 TE: Quiz, p. 216 TE: Alternative Assessment, p. 216 Chapter 8–Section 1 Review Chapter 4 p. 101-102 Transparencies: Population Changes and Exponential Growth; Population Changes and Carrying Capacity Chapter 8 Resource File: Understanding Populations Math in Daily Life: Population Growth http://www.learner.org/exhibits/dail ymath/population.html Math in Daily Life http://www.learner.org/interactives/ dailymath/getpicture.html Additional Activities: . Department of Teaching & Learning ©2008 Population Growth http://www.k12science.org/curricul um/popgrowthproj/activities.html Population Dynamics of Duckweed http://www.accessexcellence.org/A E/ATG/data/released/0515TrumanHoltzclaw/description.php Hunting Dilemma http://www.accessexcellence.org/A E/ATG/data/released/0254peggywelch/description.php 31 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How is it possible for different species to have the same habitat but not the same niche? What determines how species interaction is categorized? 53. (NPS) Explain the differences between niche and habitat. 54. (NPS) Explain how a niche is essential to species survival. 55. (NPS) Describe parasitism, competition, predation, commensalism, and symbiotic interactions between species. How do species coevolve? Text Activities: TE: Bellringer, p. 217 TE: Activity, p. 217 TE: Using the Figure, p. 218 TE: Group Activity, p. 218 SE: Graphic Organizer, p. 219 TE: Demonstration, p. 220 SE: Case Study, pp. 220, 221 TE: Using the Figure, p. 221 TE: Skill Builder, pp. 221, 222 TE: Quiz, p. 223 TE: Alternative Assessment, p. 223 TE: Skills Practice Lab, pp. 230, 231 TE: Points of View, pp. 232, 233 Chapter 8–Section 2 Transparencies: Types of Species Interactions; Niche Restriction Due to Competition Chapter 8 Resource File: Understanding Populations From Niche to Biosphere http://www.backyardnature.net/econ iche.htm Additional Activities: Department of Teaching & Learning ©2008 Niche Activity http://www.pbs.org/wgbh/nova/teac hers/activities/2714_eden.html 32 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives Why does the human population change over time? 56. (NPS) Examine the four factors that scientists use to predict human population sizes. 57. (NPS) Describe the four stages of the demographic transition. 58. (NPS) Predict population trends based on age structure. Text Activities: SE: Pre-Reading Activity, p. 234 TE: Using the Figure, p. 234 TE: Bellringer, p. 235 TE: Skill Builder, p. 235 TE: Skill Builder Graphing, p. 236 SE: Math Practice, p. 237 TE: Activity, p. 238 TE: Inclusion Strategies, p. 238 TE: Using the Figure, p. 239 TE: Quiz, p. 240 Chapter 9–Section 1 Transparencies: Human Population Over Time; Age Structure Diagrams; The Demographic Transition Chapter 9 Resource File: The Human Population Additional Activities: Department of Teaching & Learning ©2008 Human Population Distribution http://www.globalchange.umich.edu /globalchange2/current/lectures/hum an_pop/human_pop.html Human Population Growth – Graphing http://www.accessexcellence.org/A E/ATG/data/released/0527JamesMariner/description.php 33 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What environmental and economic problems are caused by rapid human population growth? 59. (NPS) Discuss three problems caused by rapid human population growth. 60. (NPS) Compare human population growth problems in more developed countries to less developed countries. 61. (NPS) Analyze strategies countries may use to reduce their population growth. Text Activities: TE: Bellringer, p. 241 TE: Identifying Preconceptions, p. 241 SE: Graphic Organizer, p. 242 TE: Group Activity, p. 242 TE: Debate, p. 242 SE: Case Study, pp. 244, 245 TE: Inclusion Strategies, p. 245 TE: Group Activity, p. 246 TE: Interpreting Statistics, p. 246 TE: Alternative Assessment, p. 248 SE: Skills Practice Lab, pp. 254, 255 SE: Maps in Action, p. 256 SE: Society & Environment, p. 257 Additional Activities: Department of Teaching & Learning ©2008 Chapter 9–Section 2 Transparencies: Total Fertility Rate and Population Growth in the U.S.; Fertility Rates and Female Literacy in Africa; World Wide Trends in Fertility Chapter 9 Resource File: The Human Population Overpopulation Issues http://www.globalissues.org/EnvIss ues/Population.asp Human Population – A Numbers Game http://www.globalissues.org/EnvIss ues/Population/Numbers.asp Population Control Programs – China http://countrystudies.us/china/34.ht m Earth Day Birthday Party http://www.accessexcellence.org/A E/ATG/data/released/0084CatherineRoss/description.php 34 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives Why is genetic diversity important for the survival of a species? 62. (NPS) List and describe the three levels of biodiversity. What is the potential value of a single species? 63. (NPS) Define a keystone species. 64. (NPS) Explain the significance of a keystone species to an ecosystem. Text Activities: Additional Activities: 65. (NPS) Explain four ways in which biodiversity is important to ecosystems and humans. 66. (EOC-TS) Explain how humans attempt to maintain balance within an ecosystem through protection, conservation and preservation of natural resources. Department of Teaching & Learning ©2008 SE: Pre-Reading Activity, p. 258 TE: Discussion, p. 259 TE: Activity, p. 260 TE: Internet Activity, p. 261 TE: Alternative Assessment, p. 262 Biodiversity Activities http://www.accessexcellence.org/A E/ATG/data/released/0534KathyParis/description.php Biodiversity Around Our School http://www.accessexcellence.org/A E/ATG/data/released/0325TrumanHoltzclaw/description.php Chapter 10–Section 1 Transparencies: Known and Estimated Numbers of Species on Earth; Sea Otters as an Example of Keystone Species Chapter 10 Resource File: Biodiversity Why is Biodiversity Important? http://isis.csuhayward.edu/alss/geog raphy/mlee/envt2000/biodivf99.htm Consequences of Loss of Biodiversity http://www.gcrio.org/CONSEQUE NCES/vol3no1/biodiversity.html The Significance of Biodiversity http://serendip.brynmawr.edu/biolog y/b103/f01/web1/trowbridge.html 35 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives Why should we be concerned about threats and endangerments to species? How has human activity impacted the Earth’s biodiversity? 67. (EOC-TS) Define and give examples of endangered and threatened species. 68. (EOC-TS) Describe several ways that species are being threatened with extinction globally. 69. (EOC-TS) Explain which types of threats are having the largest impact on biodiversity. 70. (NPS) Compare the amount of biodiversity in the United States to that of the rest of the world. Text Activities: TE: Bellringer, p. 263 TE: Homework, p. 263 TE: Group activity, p. 264 SE: Math Practice, p. 266 SE: Case Study, pp. 266, 267 TE: Using the Figure, p. 268 TE: Activity, p. 268 TE: Inclusion Strategies, p. 268 TE: Reteaching, p. 269 Additional Activities: Endangered Species Newsletter http://www.accessexcellence.org/A E/ATG/data/released/0345EllynDaugherty/description.php Department of Teaching & Learning ©2008 Chapter 10 –Section 2 Transparencies: Biodiversity and Extinctions Over Geological Time; Global Biodiversity Hotspots; Species Known to be Threatened on Extinction Worldwide Chapter 10 Resource File: Biodiversity Endangered Species Basics http://www.endangeredspecie.com/ U.S. Endangered Species http://ecos.fws.gov/tess_public/ Endangered Species Protection http://www.worldwildlife.org/specie s/item9135.html U.S. Biodiversity in Jeopardy http://archives.cnn.com/2000/NAT URE/03/17/biodiversity.enn/ Environmental Statistics – Country Snapshots http://unstats.un.org/unsd/environm ent/Questionnaires/country_snapsho ts.htm Biodiversity Hotspots http://www.biodiversityhotspots.org /xp/Hotspots/ 36 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How have humans attempted to prevent species extinction? What is the significance of the Endangered Species Act? Why have some species protection efforts become global? 71. (EOC-TS) List and describe four types of efforts to save individual species. 72. (EOC-TS) Explain the advantages of protecting entire ecosystems rather than individual species. 73. (EOC-TS) Describe the main provisions of the Endangered Species Act. 74. (EOC-TS) Describe three examples of worldwide cooperative efforts to prevent extinctions. Department of Teaching & Learning ©2008 Text Activities: TE: Bellringer, p. 270 TE: Group Activity, p. 270 SE: Graphic Organizer, p. 271 SE: Quick Lab, p. 272 TE: Discussion, p. 273 TE: Debate, p. 273 SE: Math Practice, p. 274 SE: Field Activity, p. 275 TE: Alternative Assessments, pp. 275, 276 SE: Making a Difference, pp. 284, 285 Chapter 10-Section 3 Transparency: Biodiversity and Extinctions Over Geological Time Chapter 10 Resource File: Biodiversity Organizations Protecting Endangered Species http://animals.about.com/cs/endange red/a/endangered.htm Benefits of Species Protection http://www.panda.org/news_facts/n ewsroom/index.cfm?uNewsID=637 00 The Endangered Species Act http://www.nmfs.noaa.gov/pr/laws/e sa/ 37 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What factors impact a region’s fresh water supply? 75. (NPS) Describe the distribution of Earth’s water resources. 76. (NPS) Identify three sources of freshwater. 77. (NPS) Explain why fresh water is one of earth’s limited resources. Text Activities: SE: Pre-Reading Activity, p. 288 TE: Using the Figure, p. 288 TE: Bellringer, p. 289 TE: Demonstration, p. 289 TE: Interpreting Statistics, p. 290 TE: Group Activity, p. 291 TE: Discussion, p. 292 TE: Inclusion Strategy, p. 292 SE: Case Study, pp. 292,293 TE: Group Activity, p. 294 TE: Alternative Assessment, p. 295 Department of Teaching & Learning ©2008 Chapter 11-Section 1 Transparencies: Watersheds of the World; Groundwater and the Water Table Chapter 11 Resource File: Water Earth’s Water http://ga.water.usgs.gov/edu/mearth. html Freshwater Information http://www.theglobaleducationproje ct.org/earth/fresh-water.php Definition of Freshwater Resources http://webworld.unesco.org/water/ih p/publications/waterway/webpc/defi nition.html Freshwater Facts & Figures http://www.idrc.ca/en/ev-34502201-1-DO_TOPIC.html Groundwater and Surface Water http://www2.ctic.purdue.edu/KYW/ Brochures/GroundSurface.html Groundwater and Drinking Water http://www.epa.gov/OGWDW/ 38 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How does human society consume the supply of fresh water? 78. How does potable water make its way to your home? 79. (NPS) Identify how water is used in homes, in industry, and in agriculture. Text Activities: (EOC-TS) Explain how water is treated and transferred so it can be used for drinking. How have humans attempted to supply water to areas once lacking fresh water? 80. (EOC-TS) Describe how dams and water diversion projects are used to manage freshwater resources. How does water conservation impact the supply of drinkable water? 81. (EOC-TS) Identify five ways that water can be conserved. TE: Bellringer, p. 296 TE: Identifying Preconceptions, p. 296 TE: Interpreting Statistics, p. 297 TE: Skill Builder, p. 297 TE: Homework, p. 297 TE: Debate, p. 298 SE: Graphic Organizer, p. 298 TE: Activity, p. 299 TE: Skill Builder, p. 300 SE: Math Practice, p. 301 TE: Discussion, p. 301 TE: Skill Builder Reading p. 302 TE: Homework, p. 302 TE: Inclusion Strategies, p. 302 TE: Quiz, p. 303 Chapter 11-Section 2 Transparencies: Drinking-Water Treatment; The Wastewater Treatment Process Chapter 11 Resource File: Water Water Usage Maps http://ga.water.usgs.gov/edu/mapgal lery.html Everything You Wanted To Know About Drinking Water http://www.cyber-nook.com/water/ Water Conservation Tips http://www.earth911.org/master.asp ?s=lib&a=Water/WaterConservatio n/waterconservation.inc Urban Water Conservation http://www.gdrc.org/uem/water/con servation.html Additional Activities: Department of Teaching & Learning ©2008 Water Opinion Surveys http://ga.water.usgs.gov/edu/sacsos. html Water Questionnaires http://ga.water.usgs.gov/edu/sacsq.h tml Water Challenge Questions http://ga.water.usgs.gov/edu/sacsc.h tml 39 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity. Essential Questions Instructional Objectives / Skills and Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How have human activities impacted the quality of fresh water? 82. (EOC-TS) Compare point-source pollution and nonpoint source pollution. 83. (NPS) Describe the five classifications of water pollutants. 84. (EOC-TS) Describe the major sources of ocean pollution, and explain the effects of pollution on ecosystems. 85. (EOC-TS) Explain why groundwater pollution is difficult to clean up. How does limiting nonpoint sources of oil pollution help to keep the oceans clean? 86. (EOC-TS) Describe six major laws designed to improve water quality in the United States. What actions has the U.S. government taken to protect and improve water quality? Text Activities: Chapter 11-Section 3 Transparency: How Pollutants Enter Groundwater Chapter 11 Resource File: Water Pollution Sources: Point and Nonpoint http://www.waterencyclopedia.com/ Po-Re/Pollution-Sources-Point-andNonpoint.html Nonpoint Source Pointers Factsheet http://epa.gov/owow/nps/facts/ Tutorial on Groundwater Pollution http://www.mqtinfo.org/planninged uc0020.asp Ocean Pollution http://library.thinkquest.org/CR0215 471/ocean_pollution.htm Aquatic Ecosystems – Effects of Pollution http://www.ecologyactioncenter.org /cleanwater/aquatic_ecosystems.shtml Additional Activities: Department of Teaching & Learning ©2008 TE: Bellringer, p. 304 TE: Discussion, p. 304 SE: Field Activity, p. 305 TE: Discussion, pp. 305, 306 TE: Homework, p. 307 TE: Activity, p. 309 SE: Math Practice, p. 310 TE: Using the Figure, p. 310 TE: Homework, p. 310 TE: Using the Figure, p. 311 TE: Group Activity, p. 312 TE: Demonstration, p. 312 TE: Skill Builder, p. 312 TE: Homework, p. 312 TE: Quiz, p. 313 TE: Alternative Assessment, p. 314 SE: Exploration Lab, pp. 320,321 SE: Points of View, pp. 322,323 TE: Internet Activity, p. 322 Water Pollution Sources http://protectingwater.com/ 40 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How has human activity impacted air quality? 87. (NPS) Distinguish between primary and secondary pollutants and give examples of each. How does the air quality differ in urban, suburban, and rural areas? 88. (NPS) Name and describe the two major sources of air pollution in urban areas. How are smog and thermal inversion linked to air pollution? 89. (NPS) Describe the way in which smog forms. 90. (NPS) Explain the way in which a thermal inversion traps air pollution. Text Activities: SE: Pre-Reading, p. 324 TE: Using the Figure, p. 324 TE: Discussion, p. 325 TE: Inclusion Strategies, p. 325 TE: Group Activity, p. 326 TE: Skill Builder, p. 326 TE: Math Practice, p. 328 TE: Group Activity, p. 328 TE: Quiz, p. 330 TE: Alternative Assessment, p. 330 Department of Teaching & Learning ©2008 Chapter 12- Section 1 Transparencies: The Formation of Smog; Temperature Inversion Chapter 12 Resource File: Air EPA Air Pollution Site http://www.epa.gov/ebtpages/air.ht ml Indoor Air Pollution http://www.epa.gov/iaq/ Real Time Pollution Monitoring, Newark http://www.hazecam.net/newark.ht ml Current Air Quality, Newark http://airnow.gov/index.cfm?action= airnow.showlocal&CityID=165 Urban Air Pollution http://www.worldbank.org/depweb/ english/beyond/beyondco/beg_10.p df Thermal Inversions and Smog http://daphne.palomar.edu/calenviro nment/smog.htm 41 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system . Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How is human health impacted by air and noise pollution? How does light pollution affect the environment? 91. (EOC-TS) Describe three short-term effects and three long-term effects of air pollution on human health. 92. (EOC-TS) Explain what causes indoor air pollution and how it can be reduced. 93. (NPS) Explain the phenomenon of sickbuilding syndrome. 94. (NPS) Describe three human health problems caused by noise pollution. 95. (NPS) Describe solutions to energy waste caused by light pollution. Department of Teaching & Learning ©2008 Text Activities: TE: Bellringer, p. 331 TE: Discussion, p. 331 TE: Health Connection, p. 331 TE: Discussion, p. 332 SE: Case Study, pp. 332,333 TE: Group Activity, p. 333 TE: Using the Figure, p. 333 TE: Group Activity, p. 334 SE: Field Activity, p. 335 TE: Reteaching, p. 335 TE: Quiz, p. 335 Chapter 12- Section 2 Transparencies: Indoor Air Pollutants; Light Sources Chapter 12 Resource File: Air Air Pollution and Human Health http://www.ecology.org/biod/docs/s uzuki/AirPollutionImpacts.html Resources for Noise Pollution http://www.ehponline.org/topic/nois epol.html Environmental Issues Articles Pollution http://environment.about.com/od/po llution/Environmental_Issues_Pollut ion.htm Light Pollution http://www.astrosociety.org/educati on/publications/tnl/44/lightpoll.html 42 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How do pollutants cause acid precipitation? 96. (NPS) Identify the causes of acid precipitation. What are the effects of acid precipitation on ecosystems? 97. (EOC-TS) Explain how acid precipitation affects plants, soils, and aquatic ecosystems. 98. (EOC-TS) Describe three ways that acid precipitation affects humans. 99. (NPS) Describe ways that countries are working together to solve the problem of acid precipitation. What global efforts have been proposed to combat acid precipitation? Department of Teaching & Learning ©2008 Text Activities: TE: Discussion, p. 336 SE: Graphic Organizer, p. 337 TE: Inclusion Strategies, p. 337 TE: Skill Builders, p. 338 SE: Quick Lab, p. 338 TE: Quiz, p. 339 TE: Alternative Assessment, p. 339 SE: Exploration Lab, pp. 346,347 SE: Maps in Action, p. 348 SE: Society & Environment, p. 349 Chapter 12- Section 3 Transparencies: The pH Scale; How Acid Precipitation Forms; A Global Look at Acid Precipitation Chapter 12 Resource File: Air Acid Rain Information http://www.atmosphere.mpg.de/enid /2f102d1e4fcd01a2ed200f195c1e10 06,0/more/3__Acid_Rain_3vo.html EPA Acid Rain Site http://www.epa.gov/acidrain/ How Acid Rain Affects Forests http://www.ec.gc.ca/acidrain/ Asia’s Efforts to Control Acid Rain http://www.china.org.cn/english/20 02/Feb/27381.htm 43 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand 2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity. Essential Questions Instructional Objectives / Skills and Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What is the function of the Earth’s ozone layer? How do chlorofluorocarbons affect the ozone layer? What human activities are damaging the ozone layer? What are the effects of ultraviolet radiation? 100. (EOC-TS) Explain how the ozone layer shields the Earth from much of the sun’s harmful radiation. 101. (EOC-TS) Explain how chlorofluorocarbons damage the ozone layer. Text Activities: TE: Bellringer, p. 359 TE: Discussion, p. 359 TE: Activity, p. 360 TE: Inclusion, p. 361 TE: Quiz, p. 362 TE: Alternative Assessment, p. 362 102. (EOC-TS) Explain the process by which the ozone hole forms. 103. (EOC-TS) Explain why the threat to the ozone layer is still continuing today. Chapter 13 –Section 2 Transparencies: CFCs and Ozone Depletion; Ozone Depletion and UV Radiation Chapter 13 Resource File: Atmosphere and Climate Change Ozone Facts http://www.epa.gov/ozone/science/s c_fact.html Ozone and Ozone Depletion Information http://environment.about.com/od/oz onedepletio1/Environmental_Issues _Ozone_Depletion.htm Environmental Effects of Ozone Depletion http://www.ciesin.org/TG/OZ/o3dep l.html 104. (NPS) Describe the damaging effects of ultraviolet radiation. Department of Teaching & Learning ©2008 44 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity. Essential Questions Instructional Objectives / Skills and Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What is the Greenhouse Effect? 105. (EOC-TS) Explain why Earth’s atmosphere is like the glass in a greenhouse. What factors influence the amount of carbon dioxide in our atmosphere? 106. (EOC-TS) Explain why the carbon dioxide content of the atmosphere is increasing. What would life be like in the future if temperatures continue to rise? 107. (EOC-TS) Identify one possible explanation for the increase in average global temperature. Text Activities: TE: Bellringer, p.363 TE: Demonstration, p. 363 TE: Internet Activity, pp. 364, 365 SE: Graphic Organizer, p. 367 SE: Case Study, pp. 354, 355 TE: Group Activity, p. 367 TE: Skill Builder, p. 368 TE: Quiz, p. 369 TE: Alternative Assessment, p. 369 TE: Inquiry Lab, pp. 376, 377 Additional Activities: Department of Teaching & Learning ©2008 Global Warming: Causes, Effects and Solutions http://environment.about.com/od/gl obalwarming/u/globalwarming.htm Chapter 13 – Section 3 Transparencies: How the Greenhouse Effect Works; Increase in Atmospheric Carbon Dioxide 1958-2005; The Global Temperature Record Chapter 13 Resource File: Atmosphere and Climate Change Climate Change Information http://www.epa.gov/climatechange/ Global Warming Information http://www.globalwarming.org/gw1 01 New York Times Articles http://topics.nytimes.com/top/news/ science/topics/globalwarming/index .html?inline=nyt-classifier Guide to An Inconvenient Truth http://www.climatecrisis.net/ 45 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Essential Questions Instructional Objectives / Skills and Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How do humans use land? 108. (NPS) Distinguish between urban and rural land. 109. (NPS) Compare the use of land resources in urban and rural areas. Department of Teaching & Learning ©2008 Text Activities: TE: Pre-Reading Activity, p. 380 TE: Using the Figure, p. 380 TE: Bellringer, p. 381 TE: Activity, p. 381 TE: Math Practice, p. 383 TE: Alternative Assessment, p. 383 Chapter 14- Section 1 Transparency: Urban vs. Rural Populations by World Region Chapter 14 Resource File: Land World Land Use Article http://www.news.wisc.edu/11357.ht ml Defining Rural America http://www.ers.usda.gov/AmberWa ves/June08/Features/RuralAmerica. htm 46 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity. Essential Questions Instructional Objectives / Skills and Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How does urban crisis lead to urban sprawl? 110. (NPS) Differentiate between urban sprawl and suburban sprawl. 111. (NPS) Explain how urban sprawl affects the environment. 112. (NPS) Describe the urban crisis, and proffer solutions. How do people use the geographic information system as a tool for land-use planning? Text Activities: TE: Bellringer, p. 384 TE: Activity, p. 385 TE: Group Activity, p. 385 SE: Field Activity, p. 385 TE: Using the Figure, p. 387 TE: Discussion, p. 387 TE: Quiz, p. 388 TE: Alternative Assessment, p. 388 Chapter 14- Section 2 Chapter 9 p. 243 Chapter 14 Resource File: Land Urban sprawl Article http://www.converge.org.nz/pirm/sp rawl.htm Heat-island Effect http://www.epa.gov/heatisland/ 113. (NPS) Explain how open spaces provide urban areas with environmental benefits. Department of Teaching & Learning ©2008 47 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Essential Questions Instructional Objectives / Skills and Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What is the importance of preserving farmland? 114. (EOC-TS) Explain the benefits of preserving farmland. How does rangeland become degraded? 115. (EOC-TS) Describe two ways that rangeland can be managed sustainably. What effect does deforestation have upon the earth? 116. (EOC-TS) Describe the environmental effects of deforestation. How can we offset the effects of deforestation? 117. (NPS) Describe some methods of reforestation. Why are parks and wilderness areas beneficial to humans and other organisms? 118. (NPS) Explain the function of parks and of wilderness areas. Department of Teaching & Learning ©2008 Text Activities: TE: Bellringer, p. 389 TE: Discussion, p. 389 SE: Graphic Organizer, p. 390 SE: Quick Lab, p. 391 SE: Case Study, pp. 392,393 TE: Inclusion Strategies, p. 393 TE: Quiz, p. 395 SE: Inquiry Lab, pp. 402, 403 SE: Making a Difference, pp. 404, 405 Chapter 14 – Section 3 Chapter 14 Resource File: Land Farmland Preservation in NJ http://www.nj.gov/agriculture/sadc/f armpreserve/ Deforestation Information http://www.bcb.uwc.ac.za/Envfacts/ facts/deforestation.htm Deforestation in the Amazon http://www.mongabay.com/brazil.ht ml 48 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity. Essential Questions Instructional Objectives / Skills and Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What factors contribute to malnutrition? 119. (NPS) Identify and explain the major causes of malnutrition. What can be done to increase food productivity and distribution? 120. (NPS) Compare the environmental costs of producing different types of food. 121. (NPS) Explain the importance of the green revolution. Text Activities: SE: Pre-Reading Activity, p. 406 TE: Using the Figure, pp. 406, 408 TE: Bellringer, p. 407 SE: Math Practice, p. 409 TE: Discussion, p. 409 TE: Skill Builder, p. 410 TE: Quiz, p. 411 TE: Alternative Assessment, p. 411 Department of Teaching & Learning ©2008 Chapter 15 – Section 1 Transparency: World Green Production vs. Green Production per Person Chapter 15 Resource File: Food and Agriculture Causes of Malnutrition http://www.malnutrition.org/malnut rition.html The Hamburger and Hunger Editorial http://www.ithaca.edu/ithacan/articl es/0404/01/opinion/2eating_chees.h tm Food by the Mile http://www.mcspotlight.org/media/r eports/foodmiles.html Local Food Greener than Organic http://news.bbc.co.uk/2/hi/science/n ature/4312591.stm Livestock’s Threat to the Environment http://www.fao.org/newsroom/en/ne ws/2006/1000448/index.html 49 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity. Essential Questions Instructional Objectives / Skills and Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What methods are used to protect and manage topsoil? 122. (NPS) Compare and contrast traditional and modern agricultural techniques. 123. (EOC-TS) Describe the need for soil conservation. What effects do pesticides have on ecosystems? 124. (NPS) Explain the benefits and environmental impacts of pesticide use. Text Activities: TE: Identify Preconception, p. 412 TE: Group Activity, p. 413 TE: Using the Figure, p. 414 TE: Activity, p. 415 TE: Group Activity, p. 418 TE: Homework, p. 418 TE: Activity, p. 419 TE: Debate, p. 421 TE: Quiz, p. 422 Additional Activities: 125. (NPS) Discuss the hazards of DDT usage. Is it necessary to label genetically modified food for identification? 126. (NPS) Explain how genetic engineering is used in agriculture. Department of Teaching & Learning ©2008 Soil Conservation http://www.nrcs.usda.gov/feature/ed ucation/squirm/skQ13.html Genetically Modified Foods Lesson & Activity http://www.pbs.org/now/printable/cl assroom_genes_print.html Chapter 15 – Section 2 Transparencies: The Steps of Integrated Pest Management; Engineering Plant Resistance to Insect Pests Chapter 15 Resource File: Food and Agriculture History of American Farming Machinery & Techniques http://inventors.about.com/library/in ventors/blfarm1.htm A History of American Agriculture http://www.agclassroom.org/gan/ti meline/index.htm Report on Genetically Engineered Crops http://members.tripod.com/c_rader0 /gemod.htm 50 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Essential Questions Instructional Objectives / Skills and Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How is overharvesting affecting the ocean’s animal population? 127. (EOC-TS) Explain how overharvesting affects the supply of aquatic organisms used for food. 128. (NPS) Discuss alternatives to current seafood harvesting practices. What is aquaculture? 129. (EOC-TS) Describe the current role of aquaculture in providing seafood. How is the growing of livestock and food crops essential to man’s survival? 130. (NPS) Describe the importance of livestock in providing food and other products. Department of Teaching & Learning ©2008 Text Activities: TE: Bellringer, p. 423 TE: Inclusion Strategies, p. 423 SE: Case Study, p. 424 SE: Graphic Organizer, p. 425 TE: Group Activity, p. 425 TE: Using the Table, p. 426 TE: Reteaching, p. 427 TE: Quiz, p. 427 SE: Points of View, pp. 436, 437 Chapter 15- Section 3 Chapter 15 Resource File: Food and Agriculture Aquaculture vs. Capture Fishing http://www7.taosnet.com/platinum/ data/environment/environment.html Aquaculture Environmental Impact http://www.providence.edu/polisci/s tudents/aquaculture/EnvironmentalI mpact.html 51 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Essential Questions Instructional Objectives / Skills and Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What determines fuel prices? 131. (NPS) List five factors that influence the value of a fuel. How does energy consumption compare in the developed countries compared to developing countries? 132. (NPS) Identify patterns of energy consumption and production in the world and in the United States. How has man’s reliance on fossil fuels impacted both the economy and the environment? 133. (NPS) Explain how fossil fuels form and how they are used. What determines the suitability of a fuel? 134. (NPS) Compare the advantages and disadvantages of using different fossilfuels. Department of Teaching & Learning ©2008 Text Activities: SE: Pre-Reading Activity, p. 466 TE: Using the Figure, p. 466 TE: Bellringer, p. 467 TE: Discussion, p. 467 TE: Skill Builder, p. 468 SE: Quick Lab, p. 469 TE: Skill Builder, p. 469 TE: Interpreting Statistics, p. 469 TE: Graphic Organizer, p. 470 TE: Group Activity, p. 470 TE: Interpreting Statistics, p. 471 TE: Inclusion Strategies, p. 471 TE: Ecology Connection, p. 471 SE: Case Study, pp. 472, 473 TE: Demonstration, p. 473 TE: Homework, p. 473 SE: Math Practice, p. 474 TE: Quiz, p. 475 Chapter 17– Section 1 Chapter 17 Resource File: Nonrenewable Energy How Gas Prices Work http://www.howstuffworks.com/gas -price.htm Energy Information http://eia.doe.gov/ Country Energy Profiles http://tonto.eia.doe.gov/country/inde x.cfm Fossil Fuel Formation http://www.usoe.k12.ut.us/CURR/S cience/sciber00/8th/energy/sciber/fu el.htm Fossil Fuel Formation http://www.fossil.energy.gov/educat ion/energylessons/coal/gen_howfor med.html Energy Sources http://library.thinkquest.org/C01108 81/energy_en.html 52 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity. Essential Questions Instructional Objectives / Skills and Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives Is nuclear energy a practical energy alternative? 135. (NPS) List three advantages and three disadvantages of nuclear energy. Text Activity: Department of Teaching & Learning ©2008 TE: Discussion, p. 478 TE: Quiz, p. 479 TE: Alternative Assessment, p. 479 Chapter 17 - Section 2 Chapter 17 Resource File: Nonrenewable Energy Nuclear Energy Pros & Cons http://www.smh.com.au/news/natio nal/nuclear-power-pros-andcons/2005/09/09/1125772675462.ht ml 53 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What are the advantages and disadvantages of renewable energy? How is biomass being used to replace fossil fuels? 136. (NPS) List and describe six forms of renewable energy, and compare their advantages and disadvantages. 137. (NPS) Explain the differences in biomass fuel use between developed and developing nations. Text Activities: SE: Pre-Reading Activity, p. 490 TE: Using the Figure, p. 490 SE: Case Study, pp. 492,493 TE: Inclusion Strategy, p. 492 SE: Field Activity, p. 496 TE: Homework, p. 497 TE: Activity Alternative Energy, p. 498 SE: SciLinks, p. 499 Chapter 18- Section 1 Transparencies: How Hydropower Works; Geothermal Energy and Geothermal Heat Pumps Chapter 18 Resource File: Renewable Energy Alternative Energy Pros & Cons http://ezinearticles.com/?SomePros-And-Cons-Of-The-MostPopular-Forms-Of-AlternativeEnergy&id=422952 Additional Activities: Department of Teaching & Learning ©2008 Biomass Energy http://www.eia.doe.gov/kids/energy facts/sources/renewable/biomass.ht ml 54 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Instructional Objectives / Skills and Essential Questions Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What new sources of energy are being used to produce electricity? 138. (NPS) Describe three alternative energy technologies. 139. What is the relationship between energy conservation and energy efficiency? (NPS) Explain the difference between energy efficiency and energy conservation. How are hybrid cars energy efficient? What can you do to reduce your energy consumption? What are the advantages of using hydrogen as a fuel source? 140. (EOC-TS) Identify three ways that you can conserve energy in your daily life. 141. (NPS) Identify two reasons why hydrogen could be used as a fuel source in the future. Text Activities: TE: Bellringer, p. 500 TE: Identifying Preconceptions, p. 500 TE: Homework, p. 500 TE: Discussion, p. 501 SE: Quick Lab, p. 502 TE: Demonstration, p. 503 SE: Math Practice, p. 504 SE: Graphic Organizer, p. 504 TE: Quiz, p. 505 TE: Alternative Assessment, p. 505 SE: Inquiry Lab, p. 512 SE: Maps in Action, p. 514 SE: Society & Environment, p. 515 Additional Activities: Energy Conservation Information & Activities http://www.epa.gov/reg5rcra/wptdiv /p2pages/energy.pdf Department of Teaching & Learning ©2008 Chapter 18 – Section 2 Transparencies: Tidal Power and OTEC; Fuel Cells and Hybrid Cars; Wind Power in the U.S. Chapter 18 Resource File: Renewable Energy Alternative Electrical Generation http://www.aesenergy.net/elec_gene ration.html Hydrogen Fuel Information http://www.commutercars.com/h2 Hydrogen Fuel Information http://www.whitehouse.gov/news/re leases/2003/02/20030206-2.html Hydrogen Fuel Information http://wwwformal.stanford.edu/jmc/progress/hy drogen.html Energy Efficient Transportation Article http://www.conservationcenter.org/a ssets/docs/AlternativeEnergyEfficie ntTransportation.pdf Energy Costs & Conservation Facts http://earth911.org/energy/energycosts-and-conservation-facts/ 55 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Essential Questions Instructional Objectives / Skills and Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives Why is it important to make biodegradable goods? 142. (NPS) Name one characteristic that makes a material biodegradable. Where does your trash go when you throw it away? 143. (NPS) Identify two types of solid wastes and their sources. What environmental problems caused by landfills? 144. (NPS) Describe how a modern landfill works and name two environmental problems caused by landfills. Department of Teaching & Learning ©2008 Text Activities: SE: Pre-Reading Activity, p. 516 TE: Using the Figure, p. 516 TE: Bellringer, p. 517 TE: Inclusion Strategies, p. 517 TE: Interpreting Statistics, p. 518 TE: Skill Builder, p. 518 SE: Scilinks, p. 518 TE: Discussion, p. 519 SE: Math Practice, p. 520 TE: Interpreting Statistics, p. 520 TE: Real Life Connection, p. 520 TE: Activity, p. 521 TE: Debate, p. 522 TE: Skill Builder, p. 522 TE: Skill Builder Reading, p. 522 TE: Quiz, p. 523 TE: Alternative Assessment, p. 523 Chapter 19 –Section 1 Transparencies: Sanitary Landfills, How Solid-Waste Incinerator Works Chapter 19 Resource File: Waste Article on Biodegradable Products http://ezinearticles.com/?The-FactsAbout-BiodegradableProducts&id=781685 Solid Waste Disposal http://www.epa.gov/msw/disposal.h tm Landfill Construction Simulation http://www.umuc.edu/ade/bp/envm/ 02-constr/constr.html 56 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity. Essential Questions Instructional Objectives / Skills and Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives Why is it important to reduce the amount of waste you produce? 145. (EOC-TS) Identify three ways you can produce less waste. 146. (NPS) Identify three benefits of reducing waste. How are materials recycled? 147. (NPS) List the steps that an item must go through to be recycled. What is the role of degradable plastic in the environment? 148. (NPS) Name one advantage and one disadvantage to producing degradable plastic. Department of Teaching & Learning ©2008 Text Activities: TE: Bellringer, p. 524 SE: Field Activity, p. 525 TE: Using the Figure, p. 525 SE: Case Study, pp. 526, 527 TE: Group Activity, p. 527 SE: Graphic Organizer, p. 528 TE: Quiz, p. 528 Additional Activities: Making Recycled Paper Activity http://earth911.org/forstudents/teachers/games-andactivities/learn-how-to-makerecycled-paper/ Chapter 19 – Section 2 Chapter 19 Resource File: Waste Recycling in New Jersey http://www.state.nj.us/dep/dshw/rec ycling/index.html Recycling http://earth911.org/recycling/ Plastics Information Sheet http://www.wasteonline.org.uk/reso urces/InformationSheets/Plastics.ht m Advantages and Disadvantages of Plasticulture http://www.virtualsciencefair.org/20 04/kwol4s0/public_html/adv.dis.ht m 57 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Essential Questions Instructional Objectives / Skills and Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What makes waste material hazardous? 149. (NPS) Name two characteristics of hazardous waste. How has the government tried to control hazardous wastes? 150. (NPS)Describe one law that governs hazardous waste. How is hazardous waste disposed? 151. (EOC-TS) Describe two ways to treat hazardous waste safety. Text Activities: Department of Teaching & Learning ©2008 TE: Bellringer, p. 529 TE: Discussion, p. 529 TE: Quick Lab, p. 531 SE: Case Study, pp. 532, 533 TE: Demonstration, p. 532 TE: Internet Activity, p. 533 TE: Group Activity, p. 534 TE: Quiz, p. 535 TE: Alternative Assessment, p. 535 TE: Alternative Assessment, p. 536 SE: Skills Practice Lab, pp. 542, 543 SE: Points of View, pp. 544, 545 Chapter 19 – Section 3 Transparency: Hazardous-Waste; Deep Well Injection Chapter 19 Resource File: Waste Hazardous Waste Information http://www.epa.gov/osw/hazwaste.h tm Hazardous Products http://www.govlink.org/hazwaste/ho use/products/ Treatment, Storage and Disposal of Hazardous Wastes http://www.epa.gov/osw/tsds.htm 58 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Essential Questions Instructional Objectives / Skills and Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What pollutants pose the greatest threat to human health? 152. (NPS) List five pollutants, their sources, and possible effects on human health. 153. (NPS) Explain how pollution can come from both natural sources and human activity. What is the importance of toxicology and epidemiology in exploring the relationship between pollution and public health? 154. (NPS) Explain how scientists use toxicology and epidemiology. How does pollution affect human health? 155. (NPS) Describe the relationship between waste, pollution, and human health. Department of Teaching & Learning ©2008 Text Activities: TE: Pre-Reading Activity, p. 548 TE: Using the Figure, p. 548 TE: Bellringer, p. 549 TE: Skill Builder, p. 550 TE: Inclusion Strategies, p. 550 SE: Graphic Organizer, p. 551 SE: Field Activity, p. 553 SE: Math Practice, p. 554 SE: Case Study, pp. 554, 555 TE: Alternative Assessment, p. 556 Chapter 20 –Section 1 Chapter 20 Resource File: The Environment and Human Health Environment and Health Articles http://environment.about.com/lr/env ironment_and_health/164338/4/ 59 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Essential Questions Instructional Objectives / Skills and Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What is the role of the environment in the spread of disease? How do changes in the environment affect the spread of disease? 156. (NPS) Explain why the environment is an important factor in the spread of disease. 157. (NPS) List two changes to the environment that can lead to the spread of infectious diseases. Text Activities: TE: Bellringer, p. 557 TE: Demonstration, p. 557 TE: Biology Connection, p. 557 SE: Quick Lab, p. 558 TE: Debate, p. 559 TE: Economics Connection, p. 560 TE: Alternative Assessments, pp. 561, 562 SE: Skills Practice Lab, pp. 568, 569 SE: Maps in Action, p. 570 SE: Society & Environment, p. 571 Chapter 20- Section 2 Chapter 20 Resource File: The Environment and Human Health Environmental Disruption & Disease http://www.zkea.com/archives/archi ve04002.html Additional Activities: Department of Teaching & Learning ©2008 Cholera http://www.cdc.gov/ncidod/dbmd/di seaseinfo/cholera_g.htm 60 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Stand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity. Essential Questions Instructional Objectives / Skills and Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives What is meant by sustainability? 158. (EOC-TS) Describe some of the challenges to achieving sustainability. What are some international efforts to protect the environment? 159. (NPS) Describe the Kyoto Protocol and other major international meetings and agreements relating to the environment. What role does economics play in environmental protection? 160. (EOC-TS) Explain how economics and environmental science are related. Department of Teaching & Learning ©2008 Text Activities: SE: Pre-Reading Activity, p. 572 TE: Using the Figure, p. 572 TE: Discussion, p. 573 TE: Debate, p. 574 TE: Internet Activity, p. 575 SE: Case Study, pp. 576, 577 TE: Internet Activity, p. 577 TE: Inclusion Strategies, p. 577 Chapter 21- Section 1 Transparency: Major International Environmental Agreement Chapter 21 Resource File: Economics, Policy and the Future Sustainability http://www.epa.gov/region2/sustain ability/index.html 61 The Newark Public Schools 2008 Environmental Science Standard 5.10.12 (Environmental Science) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Stand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity. Essential Questions Instructional Objectives / Skills and Suggested Resources Types of Research Based Activities and Assessments Benchmarks (CPIs) that could illustrate Objectives How has the American attitude towards the environment changed over the past two centuries? 161. (NPS) Describe two major developments in the U.S. environmental history. What government agencies are involved in regulating the environment? 162. (NPS) Give examples of three federal agencies that have environmental responsibilities. How can citizens affect public policy? 163. (NPS) Give an example of how citizens can affect environmental policy at each level of government – local, state, and national. Department of Teaching & Learning ©2008 Text Activities: TE: Bellringer, p. 579 TE: Activity, p. 579 TE: History Connection, p. 580 TE: Internet Activity, p. 580 TE: Activity, p. 581 TE: Inclusion Strategies, p. 581 SE: Field Activity, p. 582 TE: Quiz, p. 583 SE: Making A Difference, pp. 596, 597 Chapter 21 – Section 2 Transparency: U.S. Agencies and Environmental Laws Chapter 21 Resource File: Economics, Policy and the Future Environmental Agencies US Environmental Protection Agency http://www.epa.gov/ NJ Department of Environmental Protection http://www.state.nj.us/dep/ Friends of the Earth International http://www.foei.org/ Greenpeace International http://www.greenpeace.org/internati onal/ 62 The Newark Public Schools 2008 Environmental Science APPENDICES Appendix A - Helpful Hints for Teachers Appendix B - Evaluation Criteria and Abbreviation Key Appendix C - Tips for Reducing Test Anxiety Appendix D - NJ Core Curriculum Content Standards- Science Technology Literacy/ Career Education, and Consumer, and Family, and Life Skills National Technology Standards: Grades 9-12 Appendix E - Changing Emphasis Appendix F - Holistic Scoring Guide (Generic Rubric) Appendix G - Multiculturalism in Mathematics, Science, and Technology Appendix H - Bloom’s Taxonomy & Higher Order of Learning Appendix I - Science Safety Department of Teaching & Learning ©2008 63 The Newark Public Schools 2008 Environmental Science APPENDIX A Helpful Hints for Teachers Online Coding for Active Art: Please be aware that the coding for Active Art in the text is different for students and teachers. The student code will bring the student to a web site that has a guided activity with questions for them to answer. The teacher code will bring to a web site that contains the answers to the student questions. Teaching Resources: The Holt Environmental Science Teaching Series contains transparencies and chapter resource files for each chapter. Additional resources are listed on page 11 of this document. Investigative Project: An investigative project has been suggested in the curriculum guide. This project can be used for the science fair or for your other school functions. Please make sure these projects are experimental in design. Science Fair: The district science fair occurs each year. Please start thinking about a science fair project at the beginning of the year. There is usually a theme each year so check with your DC before you start to work on it. Projects should be experimental/ investigative in nature and follow the scientific method. Try to avoid making models and research-based projects that do not follow the scientific method. In addition to the district science fair, there are many others that you can enter with your students. Below are some helpful links about science fairs and projects: http://www.northwesternenergy.com/safety/educators/science_fair/science-intro.htm http://www.sciencebuddies.org/mentoring/science-fairs.shtml http://www.showboard.com/ http://www.accessexcellence.org/AE/ATG/data/released/0327-JudyWilliams/index.html Department of Teaching & Learning ©2008 64 The Newark Public Schools 2008 Environmental Science APPENDIX B Evaluation Criteria The assessment of the student’s achievement in Environmental Science should be based on a variety of evaluative tools. Some suggestions are offered below. There has been no weight assigned to the following tools. As the classroom teacher you are best equipped to assign weights to each item based on the composition and dynamics of your classes. We suggest, however, that consideration be given to assigning a greater weight to formal tests. A well- constructed comprehensive test should give you a fairly accurate picture of a students’ mastery of content as well as identify the areas of strength and weaknesses. Suggested criteria for evaluation include, but are not limited to: Adherence to district-wide attendance policy Formal Tests and Quizzes Laboratory Performance Performance- based Assessments Special Projects Standardized Test Performance District-wide Mid-Term and Final Computer-assisted Assessments Writing Assignments Class Participation Abbreviation Key SE EOC-TS CPI Student Edition End-of-Course Biology Test Specifications Cumulative Progress Indicator Department of Teaching & Learning ©2008 TE NPS Teacher’s Edition Newark Public Schools 65 The Newark Public Schools 2008 Environmental Science APPENDIX C TIPS FOR REDUCING TEST ANXIETY In order to reduce test anxiety, it is necessary for students to know all about the test. Nothing should be left to chance. The scope and format of the Environmental Science Mid-term and Final Examinations are provided in the table below. Things to Know Topics covered in the test Exact content of the test Time limits of the test If there is a penalty for guessing Strategies for answering the questions Good preparation in study skills Mid-term Final Units 1- 3 60 multiple choice questions; 4 of 7 open-ended questions; 1 prompt. 2 hours No, but points are only earned for correct responses. Read all choices; use the process of elimination; pay careful attention to units; identify the known and unknown; outline thoughts before you write; provide a response for each question even if you are unsure Do not cram – study daily in short session, organize materials, be well rested, be well nourished. Units 4 - 6 60 multiple choice questions; 4 of 7 open-ended questions; 1 Prompt. 2 hours No, but points are only earned for correct responses. Read all choices; use the process of elimination; pay careful attention to units; identify the known and unknown; outline thoughts before you write; provide a response for each question even if you are unsure Do not cram – study daily in short session, organize materials, be well rested, be well nourished. It should be stressed that rote memory is not a substitute for reasoning. However, knowledge is necessary for understanding. The cumulative nature of the subject needs to be emphasized. Other questions that may be on students’ minds include: How will you answer the questions? How will the test be scored? How much will handwriting and spelling count? Are calculators permitted? Are there special gimmicks in the test? What supplies will you need to take the test? In addition to answering questions, activities for reducing anxiety include practice with old test copies, classroom unit testing with the parallel conditions. Consistent study never fails to reduce anxiety! Department of Teaching & Learning ©2008 66 The Newark Public Schools 2008 Environmental Science APPENDIX D New Jersey Core Curriculum Content Standards – Science (CCCS) 5.1 Scientific Processes All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results. 5.2 Science and Society All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology. 5.3 Mathematical Applications All students will integrate mathematics as a tool for problem solving in science, and as a means of expressing and/or modeling scientific theories. 5.4 Nature and Process of Technology All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology. 5.5 Characteristics of Life All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life. 5.6 Chemistry All students will gain an understanding of the structure and behavior of matter. 5.7 Physics All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. 5.8 Earth Science All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth. 5.9 Astronomy & Space Science All students will gain an understanding of the origin, evolution, and structure of the universe. 5.10 Environmental Studies All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Technological Literacy/ Career Education, and Consumer, and Family, and Life Skills (TL/CECFLS) 8.1 Physics All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. 8.2 Earth Science All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth. 9.1 Astronomy & Space Science All students will gain an understanding of the origin, evolution, and structure of the universe. Department of Teaching & Learning ©2008 67 The Newark Public Schools 2008 Environmental Science APPENDIX E - CHANGING EMPHASES The National Science Education Standards envision change throughout the system. The science content standards encompass the following changes in emphases: LESS EMPHASIS ON Knowing scientific facts and information MORE EMPHASIS ON Understanding scientific concepts and developing abilities of inquiry Studying subject matter disciplines (physical, life, earth sciences) for their own sake Learning subject matter disciplines in the context of inquiry, technology, science in personal and social perspectives, and history and nature of science Separating science knowledge and science process Integrating all aspects of science content Covering many science topics Studying a few fundamental science concepts Implementing inquiry as a set of processes Implementing inquiry as instructional strategies, abilities, and ideas to be learned CHANGING EMPHASES TO PROMOTE INQUIRY BASED LEARNING LESS EMPHASIS ON Activities that demonstrate and verify science content MORE EMPHASIS ON Activities that investigate and analyze science questions Investigations confined to one class period Investigations over extended periods of time Process skills out of context Process skills in context Covering many science topics Studying a few fundamental science concepts Emphasis on individual process skills such as observation or inference Using multiple process skills — manipulation, cognitive, procedural Getting an answer Using evidence and strategies for developing or revising an explanation Science as exploration and experiment Science as argument and explanation Providing answers to questions about science content Communicating science explanations Individuals and groups of students analyzing and synthesizing data without defending a conclusion Groups of students often analyzing and synthesizing data after defending conclusions Doing few investigations in order to leave time to cover large amounts of content Doing more investigations in order to develop understanding, ability, values of inquiry and knowledge of science content Concluding inquiries with the result of the experiment Private communication of student ideas and conclusions to teacher Applying the results of experiments to scientific arguments and explanations Public communication of student ideas and work to classmates Department of Teaching & Learning ©2008 68 The Newark Public Schools 2008 Environmental Science APPENDIX F Holistic Scoring Guide (Generic Rubric) for Science Open-Ended Items and Performance Assessment Tasks The zero-to-three-point generic scoring rubric below was created to help readers score open-ended responses consistently. In scoring, the reader should accept the use of appropriate diagrams, charts, formulas, and/or symbols, which are part of a correct answer even when the question does not specifically request their use. 3-point response: Student response is reasonably complete, clear, and satisfactory. 2-point response: Student response has minor omissions and/or some incorrect or non-relevant information. 1-point response: Student response includes some correct information, but most information included in the response is either incorrect or not relevant. 0-point response: Student attempts the task but the response is incorrect, irrelevant, or inappropriate. Department of Teaching & Learning ©2008 69 The Newark Public Schools 2008 Environmental Science APPENDIX G Addison-Wesley Multiculturalism in Mathematics, Science, and Technology: Readings and Activities GOALS Addison-Wesley publication Multiculturalism in Mathematics, Science, and Technology: Readings and Activities are designed to help infuse multicultural education into science and mathematics classrooms. Its goals are to: provide mathematics and science materials that help fulfill the vision of a global, multicultural education. provide role models that inspire all students to study mathematics and science. increase the mutual respect, pride, and understanding that come from the knowledge that all cultures have contributed to mathematics and science help teachers respond to requirements in many states that mandate multicultural education. improve instruction by relating high school mathematics and science to real-world situations. provide materials that help teachers integrate mathematics and science. ONLY A BEGINNING The materials in Multiculturalism in Multiculturalism in Mathematics, Science, and Technology: Readings and Activities are only a beginning in the ongoing effort to help teachers integrate multiculturalism into science and mathematics classes. Some of the most valuable multicultural examples and activities can be those that the teacher writes with the help of the class. Several local projects have been very successful by encouraging students to write their own problems. Naturally, these problems reflect the daily life of the student’s communities. Teachers may wish to network and share problems and activities that arise out of the real-world experiences of their own students. There are many ways teachers can go beyond the mathematics, scientists, and inventors discussed in this book. Every community has engineers, mathematicians, scientists, and inventors discussed in this book. Every community has engineers, mathematicians, and scientists-women as well as men-who can be invited to talk t a class. Many community and professional organizations stand ready to help in this type of effort. Department of Teaching & Learning ©2008 70 The Newark Public Schools 2008 Environmental Science Contributions to Science from Individuals with Broad Ethnic Backgrounds Equity has many facets. It also has a variety of "meaning" to different people. In Science, many different ethnicities have contributed to the disciplines we now call Science. Below are some of the individuals (and groups) who have made contributions over the span of many centuries. Table of Scientists of Diverse Ethnicity and their Discoveries Ethnicity Name Mexican-American Celestino Belfran Time 1980’s AD Achievement Invention of "flow chart " for organization of information Successful development of commercial products from the crops (especially peanut) Major contributions to agricultural development The making of butter Major contributions to cancer treatments 1930’s AD Pioneer of the research on the preservation of human blood for transfusion 1947 AD Research on the role of the pituitary gland in the disease "diabetes mellitus" Japanese-American Harvey Itano 1950’s AD Extensive research on sickle-cell anemia African-American Ernest Just 1883-1941 AD Discovery of cytoplasm in living cells African-American Lewis Howard Latimer 1890 AD Invention of the first practical electric light bulb African-American Jan Matzeliger 1846 AD Invention of the shoe-lasting machine Mexican-American Ynez Mexia 1926-1938 AD Significant contribution to the understanding of biological diversity (through the discovery of countless new plant species) African-American George Washington 1860-1943 AD Carver Western and Central The Celts 1000-100 BC Europe African-American Jewel Plummer Cobb 1950’s AD African-American Argentine Charles Richard Drew Bernardo Houssay Department of Teaching & Learning ©2008 71 The Newark Public Schools 2008 Ethnicity Native American Name Environmental Science Time Achievement The Native Americans Notion of the pattern of the universe as a circle that is applicable in understanding science such as Solar system, ecosystem, Bohr model of chemical elements etc. Development of Pan-American agriculture Invention of woven rugs and textiles Discovery of plant medicines Native American The Navajo Japan Hideyo Noguchi 1876-1928 AD Detection of syphilis Mexican-American Eloy Rodriguez 1970’s AD Isolation of the medically effective chemicals from herbs Arctic North The Sami Invention of the "savih" (now known as a ski) African-American Granville T. Woods 1856-1910 AD Invention of the Railway Induction-Telegraph System Invention of many electro-mechanical devices such as dynamotor, electric incubator, phonograph etc. American-Indian The Zuni 1500’s AD Development of technologies to maintain the ecological well-being of the lands Department of Teaching & Learning ©2008 72 The Newark Public Schools 2008 Environmental Science APPENDIX H BLOOM’S TAXONOMY OF THE COGNITIVE DOMAIN In 1956, Benjamin Bloom outlined six (6) levels of cognitive function: 1. 2. 3. 4. 5. 6. Knowledge Comprehension Application Analysis Synthesis Evaluation Bloom’s Taxonomy has been a valuable tool to educators when developing curriculum and determining instruction. We look at the six levels and think of them in terms of action verbs. Educators use this taxonomy as a guide when developing tests, projects, and other assessment measures. ASSESSMENT VOCABULARY BASED ON BLOOM’S TAXONOMY COGNITIVE DOMAIN DESCRIPTIVE VERB ASSORTMENT WORDS / PHRASE Knowledge List, describe, catalog, itemize, define, classify, organize, identify, name, show, explain, read Change, infer, outline, propose, replace, modify, summarize, alter, vary, condense, explain Who, what, where, when, why, how, how much, which one, describe…, select… Comprehension Application Analysis Synthesis Evaluation Solve, predict, explain, diagnose, estimate, plan, protect, judge Examine, compare, contrast, identify, equate, rank, deduce Create, brainstorm, predict, plan, design, set up, imagine Judge, rank, determine, critique, defend, conclude Department of Teaching & Learning ©2008 Which are the facts and/or opinions? What does this mean? Outline the information in… Restate in your own words… Summarize What would happen if… Explain the effects of… What and how much would change? What conclusions can be drawn from…? What is the theme or main idea? What is the relationship…? What are the most important ideas? What is the motive of…? Make up, choose, create, design, plan What is more important/ moral/logical/ appropriate/ valid? Compare and contrast… Critique 73 The Newark Public Schools 2008 Environmental Science HIGHER ORDER OF LEARNING A child enters school with little if any attainment in written expression and leaves capable of learning much from human culture. It was thought originally that this progress was just a matter of learning, memorizing, associating, and practicing. The work of psychologists has revealed, however, that the growth of the student’s intellectual powers must include a large element of development through different phases. Learning begins with simple psychomotor coordination, which leads to the beginnings of symbolizing, helped by the growth of language and play. Logical thought follows, provided the material is concrete. Finally, in mid-adolescence, the students acquire the ability to examine problems comprehensively, grasp their formal structure, and evoke explanation. Education must pace development, not follow it and / or ignore it. The components of a child’s overall educational growth are physical and mental maturation, experience, formal teaching through language, and an urge in the learner to resolve discrepancies, anomalies, and dissonance in his experience. In his emotional life, a child progresses from direct, immediate, uninhibited reactions to more complex, less direct, and more circumspect responses. Any attempt to educate a child intellectually and emotionally must take account of these characteristics. A large part of the teacher’s role is as a group leader providing stimulating learning situations, and the group life of the school and the classroom must influence the teaching situation. The individual student conducts himself under the influence of the group (led by the teacher) to which he belongs. The student’s achievements and attitudes are subject to evaluation by the group, leading to support or ostracism, and he sets his standards according to these influences. What is required of a teacher is that he enjoys and is capable of sharing work programs with children, designed to modify their behavior and experience. This means making relevant experience available to the student at the right time. The teacher must be mature, have humor with a sense of status, be firm yet unruffled, and be sympathetic but not overly personal. The subject matter taught also has a marked influence on the total teaching situation. It may be conveniently divided into broad headings of languages, humanities, sciences, mathematics, and arts. Although each group of subjects has something in common with others in terms of the demands it makes on the thinker (student), each area also has something that is quite specific in its mode of development. Languages call for verbal learning and production based upon oral work, particularly during the early phases. The humanities call for an understanding of cause-effect relations of immediate and remote connections between persons and institutions and the learner’s environment. The sciences call for induction from experience, though deductive processes are required when the laws of science are formalized into mathematical terms. The humanities and sciences both depend on the ability of the learner to hypothesize. Mathematics calls for the ability to abstract, symbolize, and deduce. An interest in the formal and structural properties of the acts of counting and measuring is fundamental. Arts and literature call for a fairly free opportunity to explore and create. The permeation of emotional learning throughout the whole educative process is not always obvious. The Computer Applications program includes tasks and skills derived from the three domains of learning: Psychomotor Cognitive Affective PSYCHOMOTOR SKILLS, such as typing a business letter or keyboarding, are manipulative in nature. These skills can be grouped by duties and objectives, which are then elevated through the use of performance standards that measure student proficiency in the manipulative aspect of the designed task. In the development of psychomotor learning, the teacher is concerned with the promotion of coordinated skills and their creative use. Department of Teaching & Learning ©2008 74 The Newark Public Schools 2008 Environmental Science Demonstrating higher order of learning, students will be to able organize, itemize, examine, compare, deduce, create, set up, and produce business documents such as letters, memorandums, spreadsheets, tables, and reports. COGNITIVE SKILLS refer to understanding the procedure(s) necessary to complete a specific task. To type a business letter, the student must know the format of a business letter. To keyboard a mailing list, the student must know how to use the various commands of the word processing program. Thus, cognition is what goes on in the mind of the learner about the specific task to be completed. Cognitive training produces a thinker-observer aware of the modes of thought and judgment making up human intellectual activity. In the final stages, the teacher aims at a thinker, critic, organizer, and creator. It is the process by which information is stored, retrieved, and used. The learner gains cognition through real and imaginary experiences such as reading, viewing instructional visual aides, or by memorizing a task or process until it is retained. Literature, art, and the humanities are all directly involved; and the teaching of science and mathematics can bring about a positive attitude toward cognitive and theoretical values. Evaluation of cognitive skills may require that a student decide upon the proper procedure, sequence, or method to perform a specific task. This is cognitive activity (decision-making) at its highest level. Good cognition (thinking) enhances an employee’s productivity at the work place. AFFECTIVE SKILLS result from the development of emotions, attitudes, and values in response to learning. The permeation of emotional learning throughout the whole educational process is not always obvious, in part because very often it is brought about incidentally. Motivation from instructors and supervisors assists students in the acquisition of positive attitudes towards self, their school, fellow students, job, and co-workers. The acquisition and application of values and attitudes are marked by the time of adolescence and dominate the general life of the young individual. Affective attributes are demonstrated by the emotional behavioral patterns displayed when an individual shows his/her ability to perform tasks, such as punctuality, following directions, getting along with others, and workplace housekeeping. Potential employers are interested in the student’s attitude, because a cheerful, confident student will often become an employee with good work ethics; whereas, an angry or uncertain student will often become an employee with poor work ethics. Department of Teaching & Learning ©2008 75 The Newark Public Schools 2008 Environmental Science APPENDIX I - Science Safety Science Safety Rules Working in the laboratory can be an exciting experience, but it can also be dangerous if proper safety rules are not followed at all times. To prepare yourself for a safe year in the laboratory, read the following safety rules. Make sure that you understand each rule. Ask your teacher to explain any rules you don't understand. Dress Code 1. Many materials in the laboratory can cause eye injury. To protect yourself from possible injury, wear safety goggles whenever you are working with chemicals, burners, or any substance that might get into your eyes. Avoid wearing contact lenses in the laboratory. Tell your teacher if you need to wear contact lenses to see clearly, and ask if there are any safety precautions you should observe. 2. Wear a laboratory apron or coat whenever you are working with chemicals or heated substances. 3. Tie back long hair to keep it away from any chemicals, burners, candles, or other laboratory equipment. 4. Before working in the laboratory, remove or tie back any article of clothing or jewelry that can hang down and touch chemicals and flames. General Safety Rules and First Aid 5. Read all directions for an experiment several times. Follow the directions exactly as they are written. If you are in doubt about any part of the experiment, ask your teacher for assistance. 6. Never perform investigations your teacher has not authorized. 7. Never handle equipment unless you have specific permission. 8. Take care not to spill any material in the laboratory. If spills occur, ask your teacher immediately about the proper cleanup procedure. Never pour chemicals or other substances into the sink or trash container. 9. Never eat, drink, or bring food into the laboratory. 10. Immediately report all accidents, no matter how minor, to your teacher. 11. Learn what to do in case of specific accidents, such as getting acid in your eyes or on your skin. (Rinse acids off your body with lots of water.) 12. Be aware of the location of the first-aid kit. Your teacher should administer any required first aid due to injury. Your teacher may send you to the school nurse or call a physician. Department of Teaching & Learning ©2008 76 The Newark Public Schools 2008 13. Environmental Science Know where and how to report an accident or fire. Find out the location of the fire extinguisher, fire alarm, and phone. Report any fires to your teacher at once. Heating and Fire Safety 14. Never use a heat source such as a candle or burner without wearing safety goggles. 15. Never heat a chemical you are not instructed to heat. A chemical that is harmless when cool can be dangerous when heated. 16. Maintain a clean work area and keep all materials away from flames. Be sure that there are no open containers of flammable liquids in the laboratory when flames are being used. 17. Never reach across a flame. 18. Make sure you know how to light a Bunsen burner. (Your teacher will demonstrate the proper procedure for lighting a burner.) If the flame leaps out of a burner toward you, turn the gas off immediately. Do not touch the burner. It may be hot. Never leave a lighted burner unattended! 19. When you are heating a test tube or bottle, point the opening away from yourself and others. Chemicals can splash or boil out of a heated test tube. 20. Never heat a closed container. The expanding hot air, vapors, or other gases inside may blow the container apart, causing it to injure you or others. 21. Never pick up a container that has been heated without first holding the back of your hand near it. If you can feel the heat on the back of your hand, the container may be too hot to handle. Use a clamp or tongs when handling hot containers. Using Chemicals Safely 22. Never mix chemicals for “the fun of it.” You might produce a dangerous, possibly explosive substance. 23. Many chemicals are poisonous. Never touch, taste, or smell a chemical that you do not know for certain is harmless. If you are instructed to smell fumes in an experiment, gently wave your hand over the opening of the container and direct the fumes toward your nose. Do not inhale the fumes directly from the container. 24. Use only those chemicals needed in the investigation. Keep all container lids closed when a chemical is not being used. Notify your teacher whenever chemicals are spilled. 25. Dispose of all chemicals as instructed by your teacher. To avoid contamination, never return chemicals to their original containers. 26. Be extra careful when working with acids or bases. Pour such chemicals from one container to another over the sink, not over your work area. 27. When diluting an acid, pour the acid into water. Never pour water into the acid. Department of Teaching & Learning ©2008 77 The Newark Public Schools 2008 28. Environmental Science If any acids or bases get on your skin or clothing, rinse them with water. Immediately notify your teacher of any acid or base spill. Using Glassware Safely 29. Never heat glassware that is not thoroughly dry. Use a wire screen to protect glassware from any flame. 30. Keep in mind that hot glassware will not appear hot. Never pick up glassware without first checking to see if it is hot. 31. Never use broken or chipped glassware. If glassware breaks, notify your teacher and dispose of the glassware in the proper trash container. 32. Never eat or drink from laboratory glassware. Thoroughly clean glassware before putting it away. Using Sharp Instruments 33. Handle scalpels or razor blades with extreme care. Never cut material toward you; cut away from you. 34. Notify your teacher immediately if you cut yourself when in the laboratory. Working With Live Organisms 35. No experiments that will cause pain, discomfort, or harm to animals should be done in the classroom or at home. 36. Your teacher will instruct you how to handle each species that is brought into the classroom. Animals should be handled only if necessary. Special handling is required if an animal is excited or frightened, pregnant, feeding, or with its young. 37. Clean your hands thoroughly after handling any organisms or materials, including animals or cages containing animals. End-of-Experiment Rules 38. When an experiment is completed, clean up your work area and return all equipment to its proper place. 39. Wash your hands before and after every experiment. 40. Turn off all burners before leaving the laboratory. Check that the gas line leading to the burner is off as well. Department of Teaching & Learning ©2008 78 The Newark Public Schools 2008 Environmental Science Appendix I Science Safety Safety Symbols These symbols appear in laboratory activities to alert you to possible dangers and to remind you to work carefully. Safety Goggles Always wear safety goggles to protect your eyes during any activity involving chemicals, flames or heating, or the possibility of flying objects, particles, or substances. Lab Apron Wear a laboratory apron to protect your skin and clothing from injury. Breakage Handle breakable materials such as thermometers and glassware with care. Do not touch broken glass. Heat-Resistant Gloves Use an oven mitt or other hand protection when handling hot materials. Heating plates, hot water, and glassware can cause burns. Never touch hot objects with your bare hands. Plastic Gloves Wear disposable plastic gloves to protect yourself from contact with chemicals or organisms that could be harmful. Keep your hands away from your face, and dispose of the gloves according to your teacher's instructions at the end of the activity. Heating Use a clamp or tongs to hold hot objects. Do not touch hot objects with your bare hands. Department of Teaching & Learning ©2008 79 The Newark Public Schools 2008 Environmental Science Sharp Object Scissors, scalpels, pins, and knives are sharp. They can cut or puncture your skin. Always direct sharp edges and points away from yourself and others. Use sharp instruments only as directed. Electric Shock Avoid the possibility of electric shock. Never use electrical equipment around water, or when the equipment or your hands are wet. Be sure cords are untangled and cannot trip anyone. Disconnect equipment when it is not in use. Corrosive Chemical This symbol indicates the presence of an acid or other corrosive chemical. Avoid getting the chemical on your skin or clothing, or in your eyes. Do not inhale the vapors. Wash your hands when you are finished with the activity. Poison Do not let any poisonous chemical get on your skin, and do not inhale its vapor. Wash your hands when you are finished with the activity. Physical Safety This activity involves physical activity. Use caution to avoid injuring yourself or others. Follow instructions from your teacher. Alert your teacher if there is any reason that you should not participate in the activity. Animal Safety Treat live animals with care to avoid injuring the animals or yourself. Working with animal parts or preserved animals may also require caution. Wash your hands when you are finished with the activity. Plant Safety Handle plants only as your teacher directs. If you are allergic to any plants used in an activity, tell your teacher before the activity begins. Avoid touching poisonous plants and plants with thorns. Department of Teaching & Learning ©2008 80 The Newark Public Schools 2008 Environmental Science Flames Tie back loose hair and clothing, and put on safety goggles before working with fire. Follow instructions from your teacher about lighting and extinguishing flames. No Flames Flammable materials may be present. Make sure there are no flames, sparks, or exposed sources of heat present. Fumes Poisonous or unpleasant vapors may be produced. Work in a ventilated area. Avoid inhaling a vapor directly. Test an odor only when directed to do so by your teacher, using a wafting motion to direct the vapor toward your nose. Disposal Chemicals and other materials used in the activity must be disposed of safely. Follow the instructions from your teacher. Hand Washing Wash your hands thoroughly when finished with the activity. Use antibacterial soap and warm water. Lather both sides of your hands and between your fingers. Rinse well. General Safety Awareness You may see this symbol when none of the symbols described earlier applies. In this case, follow the specific instructions provided. You may also see this symbol when you are asked to design your own experiment. Do not start your experiment until your teacher has approved your plan. Department of Teaching & Learning ©2008 81
