Science Second Nine Weeks Environmental Science

Purpose of Science Curriculum MapsThis map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards. Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), and informational text (specific writing activities).

The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining science and engineering practices and disciplinary core ideas is stated in the Framework as follows:

Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas

Science Second Nine Weeks Environmental Science

without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)

To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.

An instructional model or learning cycle, such as the 5E model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.

Science Second Nine Weeks Environmental Science

Science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a common core in all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.

Science Second Nine Weeks Environmental Science

Science Curriculum Maps Overview

Science Second Nine Weeks Environmental Science

The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices) At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.

At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.

As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

How to Use the Science Curriculum MapsTennessee State StandardsThe TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.

ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

Content Outcomes Content ConnectionsStandard 2 - Ecology/ Aquatic Ecosystems 1 Week

HRW Chapter 7 – Aquatic Ecosystems. Academic Vocabulary

Science Second Nine Weeks Environmental Science

Content Outcomes Content ConnectionsCLE 3255.5.3 Examine the major marine and freshwater biomes.

Research and create a visual to summarize abiotic factors, location, plant adaptations, animal adaptations, and human threats to marine and freshwater biomes.

Describe the factors that determine where an organism lives in an aquatic ecosystem.

Describe the littoral zone and the benthic zone that make up a lake or pond.

Describe two environmental functions of wetlands.

Describe one threat against river ecosystems.

Explain why an estuary is a very productive ecosystem.

Compare salt marshes and mangrove swamps.

Describe two threats to coral reefs.

Describe two threats to ocean organisms.

7.1 Freshwater Ecosystems7.2 Marine Ecosystems

Activities/Labs1. Map Skills: Aquatic Diversity Wetlands In The United States, 1780s vs.

1980s p.2062. Case Study Restoration of the Chesapeake Bay pp. 192-

193 Hurricane Katrina and New Orleans, p. 2073. Exploration Labs: Lab: Eutrophication: Too Much of a Good

Thing, pp.204-205 Lab: Estuaries. p.192 Inferring Water Quality, CRF Ch.7 pp. 24-27 CBL Probeware: How Do Pollutants Affect a

Lake?, CRF Ch. 7 pp. 32-37 Recognizing Relationships: Temperature,

Oxygen, and Bacteria, CRF Ch. 7 pp. 42-444. Group Activities: Wetlands In Your Neighborhood p. 189 Save The Chesapeake Bay, p. 193 Coral Reefs, p. 195 Marine Ecosystems, p. 196 Field Activity: Make A Miniature Aquatic

Ecosystem, p. 196 Internet Activity: Wetland Plants, p. 188 Internet Activity: Tides and Estuaries, p. 1936. Speaker: Wolf River Conservancy

Teaching Resources 1. Do Now Transparencies, CRF Ch. 7 Sect. 7.1 and 7.22. PowerPoint Presentations: Sect. 7.1 and 7.23. Teaching Transparencies: Life Zones In A Lake Freshwater Wetlands In The United States The Formation of Estuary

Wetland, plankton, nekton, benthos, littoral zone, benthic zone, estuary, salt marsh, mangrove swamp, barrier island, coral reef

Performance TasksNatural Vs. Constructed WetlandsWetlands are sometimes destroyed during construction projects. When a project destroys wetland habitat, the builder often has to create and maintain constructed or human-made wetlands in another area. Divide student into two groups. Assign one group to be supporters of protecting natural wetlands and the other group to be supporters of constructed wetlands. Ask each group to research their subject and then debate the issue. (Practice7/Literacy.RST.11-12.1)A Fish TaleStudents will imagine that they are a fish journeying through three freshwater ecosystems: a pond, a lake, and a river. Students will describe what they see, including details about the characteristics of each body of water and the organisms encountered along the way. Students will prepare a report that includes illustrations/diagram of the bodies of water.(Oceans of the WorldStudents will research the major oceans of the world and create a magazine-style article that compares the oceans. Students are to include descriptive examples of living organisms unique to each ocean.Society and the Environment – Hurricane Katrina and New

Science Second Nine Weeks Environmental Science

Content Outcomes Content Connections Coral Reefs Of The World Life Zones In The Ocean

Chapter Review and Assessment1. Section Reviews, p. 190 and p. 1972. Chapter Review, pp 199-2013. Standardized Test Prep, pp. 202-2034. Concept Review, pp.1-25. Critical Thinking, pp. 3-6Websites:1. www.scilinks.org Lakes and Ponds HE 4058 Estuaries HE 40372. www.explorelearning.com Pond Ecosystemhttp://www.aurumscience.com/env_science.html Aquatic Ecosystems

OrleansStudents will read the article on p. 207. Many engineers and environmental scientists had predicted that the risk of flooding in New Orleans had been increased by poorly designed levees and canals, and by massive erosion. What do you think? In a short easy answer the following: Should a large city have been built in such an unstable environment? (Practice 8/Literacy.RST.11-12.8)

Standard 3 Populations/Understanding Populations 2 Weeks

CLE 3255.2.1 Cite examples of populations limited by natural factors, humans or both.

CLE 3255.3.1 Explain ecological niches within various habitats.

CLE 3255.3.2 Relate species interactions such as competition, predation and symbiosis to co evolution survival.

Describe the three main properties of a population.

Describe exponential population growth.

Describe how the reproductive behavior of individuals can affect the growth rate of their population.

Explain how population sizes in nature are regulated.

Explain the difference between niche and habitat.

Give examples of parts of a niche.

Describe the five major types of interactions between species.

HRW Chapter 8 – Understanding Populations pp. 210-2238.1 How Populations Change in Size8.2 How Species Interact with Each Other

Activities / Labs1. Map Skills: Tracking Cichlids2. Case Studies: Predator- Prey Adaptations, pp. 220-221 Where Should The Wolves Roam, pp. 232-

2333. Exploration Labs: Studying Population Growth pp. 230-231 Quick Lab – Population Growth p. 212 Estimating Wild Animal Populations, CRF Ch.

8 pp. 24-27 CBL Probeware: Determining Growth Rate,

CRF Ch. 8 pp. 28-35 Bug Off, CRF Ch. 8 pp.36-38

Academic VocabularyPopulation, density, dispersion, growth rate, reproductive potential, exponential growth, carrying capacity, niche, competition, predation, mutualism, commensalism, symbiosis

Performance TasksPredatory StrategiesIn pairs, students will research a specific predator-prey relationship of their choice. Students should consider a variety of types of organisms. Students will produce a report or poster describing the effects of this relationship on each of the species. Students are to include information related to concepts in chapter 8, such as the size, dispersal, or habitat of each population, as well as the special adaptations of each species.

Science Second Nine Weeks Environmental Science

Content Outcomes Content ConnectionsExplain the difference between parasitism and predation.

Explain how symbiotic relationships may evolve.

Calculating Generation Rate, CRF Ch. 8 pp. 39-43

4. Group Activities Two Types of Growth, p. 211 Constructing A Personal Niche Map, p. 217 Field Activity: Observing Competition, p.218 Species Interaction Skit, p. 218 Internet Activity: Restricted and Potential

Niches, p. 219 Evolving Relationships, p. 222 Internet Activity: Island Carrying Capacities,

p. 214Teaching Resources 1. Do Now Transparencies, CRF Ch. 8 Sect. 8.1 and 8.22. PowerPoint Presentations: Sect. 8.1 and 8.23. Teaching Transparencies: Population Change and Exponential Growth Population Changes and Carrying Capacity Types of Species Interactions Niche Restriction Due To CompetitionChapter Review and Assessment1. Section Reviews, p. 216 and p.2232. Chapter Review, pp. 225-2273. Standardized Test Prep, pp.228-2294. Concept Review, pp.1-25. Critical Thinking, pp. 3-6Websites:1. www.scilinks.org Populations and Communities, HE81192 Co evolution, HE803092. 2015 World Population Data Sheet/Activity http://www.prb.org/Publications/Lesson-Plans/WorldPopulationDataSheet.aspx3.http://www.aurumscience.com/env_science.htmlSpecies, Population, and Communities

Parasite RexStudents will read chapter 1 from Carl Zimmer’s Parasite Rex: Inside the Bizarre World of Nature’s Most Dangerous Creatures.http://www.carlzimmer.com/books/parasiterex/excerpt.htmlStudents will write an essay on their understanding of the significance of parasites in ecosystems has changed.Point of View- Where Should the Wolves Roam?Students will read the article on pp. 232-233. Like many plans to protect endangered species, the plan to reintroduce wolves causes some people to weigh their own interests against the needs of a single species. What Do You Think? Student will write an essay on the following: Do you feel that the decision is a simple one? Can you think of other ways to look at this issue? Explain your answers.

Standard 3 Populations/ The Human Population – 2 Weeks

Science Second Nine Weeks Environmental Science

Content Outcomes Content Connections

CLE 3260.3.1 Demonstrate how human population growth over time has been affected by improved food production, healthcare, sanitation and industrial advances.

CLE 3260.3.2 Researchdemographics and economics status ofcountries to infer ecological and economic consequences of human population growth.

CLE 3260.3.3 Explain how social and economic factors affect the fertility rate and life expectancy of the human population.

.Describe how the size and growth rate of the human population has changed in the last 200 years.

Define four properties that scientists use to predict population sizes.

Make predictions about population trends based on age structure.

Describe the four stages of the demographic transition.

Explain why different countries may be at different stages of the demographic transition.

Describe three problems caused by rapid human population growth.

Compare population growth

problems in more developed countries and less developed countries.

Analyze strategies countries may use to reduce their population growth.

Describe worldwide population projections into the next century.

HRW Chapter 9- The Human Population9.1 Studying Human Populations9.2 Changing Population Trends

Activities / Labs1. Map Skills: Fertility Rates and Female Literacy in Africa,

p. 256 Population Density2. Case Study: Thailand’s Population Challenges pp. 244-

245

3. Exploration Labs: Studying Population Growth pp. 230-231 Estimating Wild Animal Populations, CRF Ch.

8 pp. 24-27 Vernier Probeware: Determining Growth

Rate, CRF Ch. 8 pp. 28-35 Bug Off, CRF Ch. 8 pp.36-38 Calculating Generation Rate, CRF Ch. 8 pp.

39-435. Group Activities Growth Rates, p. 235 Modeling Infant Mortality, p. 238 Suburban, Metropolitan, Rural, or? p. 242 UN Population Goals, p. 246 Internet Activity: Demographic Data, p. 239 Field Activity: Does Your Local Area Have

Population Pressured? P. 243

Teaching Resources1. Do Now Transparencies, CRF Ch. 9 Sect. 9.1 and 9.22. PowerPoint Presentations: Sect. 9.1 and 9.23. Teaching Transparencies:

Human Population Over Time Age Structure Diagrams Total Fertility Rate & Population Growth

in the U.S. The Demographic Transition

Academic VocabularyDemography, age structure, survivorship, fertility tube, migration, life expectancy, demographic transition, infrastructure, arable land, urbanization, least developed countries

Performance TasksLife ExpectancyRead the article in the link below.http://www.news-medical.net/health/What-is-Life-Expectancy.aspxIn a report, explain why the oldest people in a population may be much older than the average life expectancy.Opinion PaperStudents will write an opinion paper about China’s campaign to reduce birth rates. The paper should include information about the current population of China and China’s strategies for reducing birth rates. Students should take a position in favor of or against population control in China. (Practice 8/Literacy.RST.11-12.9)

Society and the Environment – Lost Populations: What Happened?Students will read the article on p. 257. What Do You Think?Industrialized countries have started to invest in environmental improvements, such as replanting forests that have been destroyed and protecting endangered species. Do you think this makes these countries safe from the kind of environmental disasters that destroyed the Easter Island civilization? Students will write an essay expressing their opinion.

Science Second Nine Weeks Environmental Science

Content Outcomes Content Connections Worldwide Trends in Fertility &

Population Growth Female Literacy & Fertility in Africa

4. Video: The People Bomb

Chapter Review and Assessment1. Section Reviews, p. 240 and p.2472. Chapter Review, pp. 249-2513. Standardized Test Prep, pp.252-2534. Concept Review, CRF Ch. 9 pp.1-25. Critical Thinking, CRF Ch.9 pp. 3-6

Websites:www.scilinks.org Demographic Transition HE 4018 Human Demographics HE 4056 Developed and Developing Countries HE

4021http://www.populationeducation.org/content/find-lesson

7 Billion: Where Do You Stand? A Hill of Beans A Matter of Timing A Nation of Immigrants All in the Family

Standard 3 - Populations/Biodiversity --- 2 WeeksCLE 3255.1.4 Investigate various approaches to maintain biodiversity.

CLE 3255.4.4 Summarize the human impact on ecosystems.

CLE 3255.4.5 Describe how biodiversity relates to stability of an ecosystem.

CLE 3255.5.4 Infer how organisms in different biomes occupy similar niches.

.

Describe the diversity of species types on Earth, relating the difference between known numbers and estimated numbers.

List and describe three levels of biodiversity.

Explain four ways in which biodiversity is important to ecosystems and humans.

Analyze the potential value of a single species.

Define and give examples of endangered and threatened species.

HRW Chapter 10 - Biodiversity - pp. 258-27510.1 What is Biodiversity?10.2 Biodiversity at Risk10.3 The Future of BiodiversityActivities / Labs1. Map Skills: Animal Ranges2. Case Study: A Genetic Gold Rush, pp. 266-2673. Exploration Labs: Differences In Diversity, pp. 282-283 Comparing and Contrasting Organisms, CRF

Ch. 10 pp. 27-30 Exploring Local Biodiversity, CRF Ch. 10 pp.

31-34

Academic VocabularyBiodiversity, gene, keystone species, ecotourism, endangered species, threatened species, exotic species, poaching, endemic species, germ plasm, Endangered Species Act, habitat conservation plan, Biodiversity Treaty

Performance TasksHow Many Species on Earth?Determining the total number of species on Earth is neither simple nor precise. Students will research to find out why the total number of species on the earth is so how to determine. Students will

Science Second Nine Weeks Environmental Science

Content Outcomes Content ConnectionsCLE 3255.Inq.5 Compare experimental evidence and conclusions with those drawn by others about the same testable question.

CLE 3260.2. Discuss the roles of biodiversity and co-evolution in ecosystems.

Describe several ways that species are being threatened with extinction globally.

Explain which types of threats are having the largest impact on biodiversity.

List areas of the world that have high levels of biodiversity and many threats to species.

Compare the amount of biodiversity in the United States to that of the rest of the world.

List and describe four types of efforts to save individual species.

Explain the advantages of protecting entire ecosystems rather than individual species.

Describe the main provisions of the Endangered Species Act.

Discuss ways in which efforts to protect endangered species can lead to controversy.

Describe three examples of worldwide cooperative efforts to prevent extinctions.

Modeling Diversity and Disease, CRF Ch. 10 pp. 40-45

Foreign Invasion, CRF Ch. 10 pp. 46-505. Group Activities Keystone Metaphor, p. 260 Public Perceptions, p. 264 Exotic Alert, p. 265 Special Bulletin, p. 265 Fun Park USA p. 270 Internet Activity: A Wild Pharmacy, p. 261

Teaching Resources 1. Do Now Transparencies, CRF Ch. 10 Sect. 10.1, 10.2, and 10.32. PowerPoints Presentations: Sect. 10.1, 10.2 and 10.33. Teaching Transparencies: Known and Estimated Numbers of Species

on Earth Sea Otters as an Example of a Keystone

Species A Genetic Bottleneck Biodiversity and Extinction Over Geologic Time Species Known to Be Threatened or Extinct

Worldwide Global Biodiversity Hotspots

Chapter Review and Assessment1. Section Reviews, p. 262, p. 269, and p.2752. Chapter Review, pp. 277-2793. Standardized Test Prep, pp. 280-2814. Concept Review, pp.1-25. Critical Thinking, pp. 3-6Websites:1. www.scilinks.org Endangered Species, HE80502 Preserving Ecosystems, HE 81214 Biodiversity HE 4005 Medicines from Plants HE40652. www.explorelearning.com

present their findings in the form of a report.Documenting ExtinctionStudents are to research the history of a plant or animal that has become extinct. Students will analyze the factors that contributed to the species’ demise and create a powerpoint or video to present their findings. Students will evaluate which types of efforts to save species were more or less effective, and which might help to save other threatened or endangered species.The Biodiversity TreatyWhen the Biodiversity Treaty was signed in 1993, it was still uncertain how the international community would raise the funds and allocate the money for protecting the biodiversity of developing nations. Students will research what leadership steps have been taken by the United States since the treaty was signed. Students will summarize their findings in a “news report” or a critical review.Making a Difference – Dr. E. O Wilson: Champion of BiodiversityRead the article on pp. 284-285 and research the job description for an entomologist and write a report.What Do You Think? Do you find insects interesting? Could you imagine yourself as an entomologist? Do you think that Dr. Wilson made a goal early in his life to be an internationally famous conservationist? What has led him to take on this role?

Science Second Nine Weeks Environmental Science

Content Outcomes Content Connections Dichotomous Key3. http://sciencenetlinks.com/lessons Preserving Health through Biological

Diversity Biodiversity and Health.http://www.aurumscience.com/env_science.html What is Biodiversity?

Standard 4 - Water, Air and Land/Water --- 1 WeekCLE 3260.4.1 Examine common resource use practices in agriculture, forestry, urban/suburban development, mining, and fishing.

CLE3260.4.2 Explore best management policies related to water and soil resources.

CLE3260.4.3 Compare and contrast preservation and conservation.

CLE3260.4.4 Evaluate the impact of human activities on natural resources.

Differentiate between renewable and non-renewable resources.

Summarize how environmental problems ae associated with farming practices and soil conservation.

Investigate the impact of the green revolution on world food production and on the environment.

Investigate the pros and cons of producing crops through genetic engineering.

Summarize the ecological services and economic benefits provided by forests.

HRW Chapter 11 Water pp. 288-31311.1 Water Resources11.2 Water use and Management11.3 Water Pollution

Activities / Labs1. Map Skills: Canada’s Water2. Case Study: The Ogallala Aquifer, pp. 292-293 The Three Gorges Dam, pp. 322-323

4. Exploration Labs: CBL Probeware: Testing Water Quality, CRF

Ch. 11 pp. 37-42 Comparing Hard and Soft Water, CRF Ch. 11

pp. 43-46 Modeling Water Budgets, CRF Ch. 11 pp.32-

36 Groundwater Filters, CRF Ch. 11 pp. 23-26 Operation Oil Spill Cleanup, CRF Ch. 11 pp.

27-315. Group Activities Why Can’t We Drink Salt Water? p. 291 Modeling An Aquifer, p. 294 Modeling Water Management Projects, p.

299 Identifying Sources of Pollution, p. 305 Mapping Pollution, p. 308 Artificial Eutrophication In A Fishbowl, p. 309 Demonstrating Bio-magnification, p. 312 Internet Activity: Researching Phosphates, p.

309

Academic VocabularySurface water, river system, watershed, groundwater, aquifer, porosity, permeability, recharge zone, potable, pathogen, dam, reservoir, desalination, water pollution, point source pollution, nonpoint source pollution, wastewater, artificial eutrophication, thermal pollution, bio-magnification

Performance TasksWhere Does Your Water Come From?Students are to research and find out where their tap water comes from. Students are to find out if their community’s water comes mainly from surface water of groundwater. How many people can your current water sources support? Students will present their finding in the form of a report that includes statistical data.Cadillac DessertStudents will use the link below to read passages from Cadillac Dessert by Marc Reisner. Students will present a summary of the issues introduced by Reisner, such as the history of water projects in the American West and their political and environmental consequences.http://www.ldeo.columbia.edu/~martins/hydro/case_studies/cadillac_desert.htm

Science Second Nine Weeks Environmental Science

Content Outcomes Content Connections

Teaching Resources 1. Do Now Transparencies, CRF Ch. 11 Sect. 11.1, 11.2, and 11.32. PowerPoints Presentations: Sect. 11.1, 11.2 and 11.33. Teaching Transparencies: Watershed Of The World Groundwater And The Water Table Drinking Water Treatment The Wastewater Treatment Process How Pollutants Enter Groundwater

Chapter Review and Assessment1. Section Reviews, p. 295, p. 303, and p. 3132. Chapter Review, pp. 315-3173. Standardized Test Prep, pp. 318-3194. Concept Review, pp.1-25. Critical Thinking, pp. 3-6

Websites:1. www.scilinks.org

Aquifers, HE80089 Water Conservation, HE81625

Water Pollution, HE816293. http://thewaterproject.org/resources/lesson-plans.php4. http://www.seametrics.com/water-lesson-plans5. http://www.aurumscience.com/env_science.html

Science Second Nine Weeks Environmental Science

TOOLBOX

Unit 2.1 Ecology/ Aquatic Ecosystems 1 Week

PlansThis plan provides an introduction to the concept of a biome with examples. Emphasis is on the relationship between climate, plant life, and animal life. http://www.lessonsnips.com/lesson/biomeworld

Teachers can easily include an overview of biomes into their classrooms using some of the ideas for lesson plans at http://suite101.com/article/biome-lesson-plan-a181045

Teachers register for SmartNote Book, select SmartExchange, then search for lessons per topic for each chapter. You will have access to lessons that include objectives, Teacher notes, interactive lessons for the students, vocabulary, illustrations, animations, and closing questions.

Background for Teachers

Information about the world’s major biomes: http://www.ucmp.berkeley.edu/exhibits/biomes/index.php

Teachers and students can use the following site to learn more about terrestrial and aquatic biomes by clicking on the name of the biomes at http://bioexpedition.com/biomes/

Student Activities

The Biomes Project is an opportunity for you to do your own research on a particular biome. Your teacher may allow you to pick a biome, or he or she may select one for you. You will work in teams to research critical issues of your biome from different points of view. After your research, you will create a project to teach your classmates about the critical issues surrounding your biome. http://www.teachersfirst.com/lessons/biomes/project.php

The latest research news is found at www.ScienceDaily.com. Enter the topic per the chapter and/or section to read the related stories, journals, watch featured videos, and a wealth of each is available. The articles have the save/print options. Archives of news are available with options of select 30 days, 90 days, 1, 5, and 10 year(s) options. Mobile options are iPhone, Android, and the Web. Additional access includes Facebook, Twitter, and Google+. Write your opinion, whether you agree or disagree with the news, and why?

Your mission, should you choose to accept it, is to investigate biomes, then test your knowledge about the biomes by completing each mission. http://earthobservatory.nasa.gov/Experiments/Biome/

Other Resources

Click on the name of a biome to learn about it, and then explore the additional links to a variety of resources. http://www.worldbiomes.com/default.htm

Science Second Nine Weeks Environmental Science

TOOLBOX

Unit 2.2 Populations/Understanding Populations 2 Weeks

PlansThrough a mix of modeling and direct instruction, learners are introduced to exponential data. They investigate the population of the United States using the TI-nspire calculator. Multiple data representations are used to explore aspects of the growing population. http://www.lessonplanet.com/teachers/lesson-plan-how-fast-is-the-us-population-growing

Students study patterns of population growth in an ecosystem and why populations must remain in balance. They interpret basic population graphs and suggest scenarios about different population growth patterns in an ecosystem. http://www.lessonplanet.com/teachers/lesson-plan-population-patterns

Teachers register for SmartNote Book, select SmartExchange, then search for lessons per topic for each chapter. You will have access to lessons that include objectives, Teacher notes, interactive lessons for the students, vocabulary, illustrations, animations, and closing questions.

Background for Teachers

Provides a general background on factors affecting population growth rate and some of the problems that may develop if a population grows too quickly. http://www.worldbank.org/depweb/english/modules/social/pgr/

A summary of population distribution patterns with links to related topics is provided at http://www.geography.learnontheinternet.co.uk/topics/popn1.html

Student Activities

You will graph data on the Kaibab deer population of Arizona from 1905 to 1939, determine factors responsible for the changing populations and determine the carrying capacity of the Kaibab Plateau. http://biologycorner.com/worksheets/kaibab.html#.UbX26dibtkQ

The latest research news is found at www.ScienceDaily.com. Enter the topic per the chapter and/or section to read the related stories, journals, watch featured videos, and a wealth of each is available. The articles have the save/print options. Archives of news are available with options of select 30 days, 90 days, 1, 5, and 10 year(s) options. Mobile options are iPhone, Android, and the Web. Additional access includes Facebook, Twitter, and Google+. Write your opinion, whether you agree or disagree with the news, and why?

Other Resources

A population distribution match-up activity: http://www.geography.learnontheinternet.co.uk/activities/popn_distribution.html

What wiped out St. Matthew’s Island reindeer? http://www.alaskadispatch.com/article/what-wiped-out-st-matthew-islands-reindeer

Unit 2.3 Populations/ The Human Population – 2 WeeksPlans Food for Thought is a spatial graphing activity that uses the participants as part of the graph. The activity helps students develop a feeling for the similarities and

differences between populations. Many measures are used for comparison including population, population density, population growth rates, energy consumption, CO2 emissions, and more. http://www.prb.org/Educators/LessonPlans/2000/FoodforThought.aspx

This lesson plan includes three activities that allow students to: develop a working vocabulary for population geography; understand relationships and implications of demographic data; and construct and analyze population pyramids at different scales. Written for advanced high school students or may be adapted for other grade levels. http://www.prb.org/Educators/LessonPlans/2005/PopulationBuildingaFoundation.aspx

Teachers register for SmartNote Book, select SmartExchange, then search for lessons per topic for each chapter. You will have access to lessons that include

Science Second Nine Weeks Environmental Science

TOOLBOX

objectives, Teacher notes, interactive lessons for the students, vocabulary, illustrations, animations, and closing questions.Background for Teachers

This article summarizes facts about population growth: http://www.encyclopedia.com/topic/Population_growth.aspx

The following site contains links to many articles that focus on the global issue of population growth: http://www.globalissues.org/issue/198/human-population

Student Activities

GeoSim IntlPop is an applet that exposes students to the population growth and age distribution of selected countries and regions of the world. Population projections for each country can be simulated, and students may modify birth and death rates to investigate any resulting effects on the projected populations. http://geosim.cs.vt.edu/Java/IntlPop/IntlPop.html

The latest research news is found at www.ScienceDaily.com. Enter the topic per the chapter and/or section to read the related stories, journals, watch featured videos, and a wealth of each is available. The articles have the save/print options. Archives of news are available with options to select 30 days, 90 days, 1, 5, and 10 year(s) options. Mobile options are iPhone, Android, and the Web. Additional access includes Facebook, Twitter, and Google+. Write your opinion, whether you agree or disagree with the news, and why?

Using Avida-ED freeware, students control a few factors in an environment populated with digital organisms, and then compare how changing these factors affects population growth. They experiment by altering the environment size (similar to what is called carrying capacity, the maximum population size that an environment can normally sustain), the initial organism gestation rate, and the availability of resources. http://www.teachengineering.org/view_activity.php?url=collection/mis_/activities/mis_population/mis_population_activity1.xml

Other Resources

World population reaching seven billion is a great opportunity for you to incorporate environmental education and global studies into your classroom. The following teacher-friendly activities are classroom-ready and will get your students to actively engage in these timely issues. http://www.worldof7billion.org/teacher_resources

While population growth in Vietnam in general and migration into this region more specifically played a role in deforestation, the series of events and the causes of deforestation end up being more complex than might first appear. This case study helps you investigate this situation and to make more nuanced conclusions and critiques of the theories presented in the conceptual framework. http://cgge.aag.org/PopulationandNaturalResources1e/CS_Vietnam_Sep10/index.html

Unit 2.4 Populations/Biodiversity --- 2 WeeksPlans The Schoolyard Biodiversity Investigation provides students with the opportunity to learn about biodiversity in a tangible and available

environment – their own schoolyard. Download the teacher’s guide at http://www.fishwildlife.org/files/ConEd-Schoolyard-Biodiversity-Guide.pdf

Teachers register for SmartNote Book, select SmartExchange, then search for lessons per topic for each chapter. You will have access to lessons that include objectives, Teacher notes, interactive lessons for the students, vocabulary, illustrations, animations, and closing questions.

Background for Teachers

Evidence from multiple ecosystems at a variety of temporal and spatial scales, suggests that biological diversity acts to stabilize ecosystem functioning in the face of environmental fluctuation. Learn more at http://www.nature.com/scitable/knowledge/library/biodiversity-and-ecosystem-stability-17059965

In this unit we see how scientists measure biodiversity, how it benefits our species, and what trends might cause Earth's next mass extinction. Access this online textbook at http://www.learner.org/courses/envsci/unit/text.php?unit=9&secNum=0

Student This activity illustrates how to use math to calculate the diversity index of a selected habitat. The closer to 1 the diversity index is the more diverse and healthy the habitat is. This is a very simplified version of diversity index. The more accurate versions are called the Simpson and Shannon Indexes.

Science Second Nine Weeks Environmental Science

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Activities http://www.accessexcellence.org/AE/ATG/data/released/0534-KathyParis/

The latest research news is found at www.ScienceDaily.com. Enter the topic per the chapter and/or section to read the related stories, journals, watch featured videos, and a wealth of each is available. The articles have the save/print options. Archives of news are available with options to select 30 days, 90 days, 1, 5, and 10 year(s) options. Mobile options are iPhone, Android, and the Web. Additional access includes Facebook, Twitter, and Google+. Write your opinion, whether you agree or disagree with the news, and why?

Other Resources

Examine the role of biodiversity in ecological systems. A 30 minute video can be downloaded or viewed at the following website: http://www.learner.org/courses/biology/textbook/biodiv/index.html

Read about biodiversity in a chapter from the online textbook Environmental Decision-Making, Science and Technology at http://telstar.ote.cmu.edu/environ/m3/s5/02biodiversity.shtml

Unit 2.5 Water, Air and Land/Water --- 1 WeekPlans This lesson from Clemson University combines classroom work with a field trip to give middle school students hands-on experience in determining water quality. It

may be modified for high school students. Go to the following site, scroll to the bottom of the page, and download Using Biotic and Abiotic Parameters to Monitor Water Quality. http://www.clemson.edu/cafls/sclife/teacher_resources/lesson_plans.html

This module is part of "Exploring the Environment"ª (ETE) from NASA's Classroom of the Futureª. In ETE, high school students are faced with a real life problem and their goal is to use problem solving skills and internet-based data (e.g., remotely sensed satellite images) to propose and defend a solution. A Teacher's Guide is available. This link is to the ETE home page since it gives the easiest access to necessary introductory and teacher information. To access the water quality module, click on then "Water Quality" in the puzzle. http://ete.cet.edu/modules/modules.html

Background for Teachers

How do harmful substances enter the body, and how do they damage cells? Learn how dangers are assessed, what kind of regulations we use to reduce exposures, and how we manage associated human health risks. Learn more at http://www.learner.org/courses/envsci/unit/text.php?unit=6&secNum=0

Teachers register for SmartNote Book, select SmartExchange, then search for lessons per topic for each chapter. You will have access to lessons that include objectives, Teacher notes, interactive lessons for the students, vocabulary, illustrations, animations, and closing questions.

Student Activities

Examine this plan for controlling pollution of Lake Pontchartrain in Louisiana and use it as a model for making your own plan for a local body of water.http://www.deq.louisiana.gov/portal/Default.aspx?tabid=1982

The latest research news is found at www.ScienceDaily.com. Enter the topic per the chapter and/or section to read the related stories, journals, watch featured videos, and a wealth of each is available. The articles have the save/print options. Archives of news are available with options to select 30 days, 90 days, 1, 5, and 10 year(s) options. Mobile options are iPhone, Android, and the Web. Additional access includes Facebook, Twitter, and Google+. Write your opinion, whether you agree or disagree with the news, and why?

Other Resources

MWRA's "Water Quality Testing Manual" is a field-based program appropriate middle school and high school students. It contains background information, lesson ideas, procedures, data collection and reporting forms, suggestions for interpreting the results and extension activities. http://www.mwra.state.ma.us/publications/waterqualitytesting/waterqualitymanual.htm