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Environmental Field Studies I

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Course Description

This full year course draws on the knowledge and skills that students bring from introductory environmental studies. It focuses on individual and

group projects in which students must take the initiative and work with community partnerships and outside agencies. A strong emphasis is placed

upon developing skills essential for the student interesting in future environmental studies careers.

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Pacing Chart

Unit 1 Biodiversity 8 weeks

Unit 2 Biological Evolution: Unity and Diversity 8 weeks

Unit 3 Populations 8 weeks

Unit 4 Animal Behavior 5 weeks

Unit 5 Independent Study/Research 5 weeks

Review & Final Exam 2 weeks

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Educational Technology

Standards

8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1

Technology Operations and Concepts- Create a personal digital portfolio which reflects personal and academic interests,

achievements, and career aspirations by using a variety of digital tools and resources Produce and edit a multi-page

digital document for a commercial or professional audience and present it to peers and/or professionals in that related

area for review.

Creativity and Innovation- Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Communication and Collaboration- Develop an innovative solution to a real world problem or issue in collaboration with

peers and experts, and present ideas for feedback through social media or in an online community.

Digital Citizenship- Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original

work. Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal

information. Compare and contrast policies on filtering and censorship both locally and globally.

Research and Information Literacy- Produce a position statement about a real world problem by developing a systematic

plan of investigation with peers and experts synthesizing information from multiple sources.

Critical Thinking, Problem Solving, and Decision Making- Evaluate the strengths and limitations of emerging

technologies and their impact on educational, career, personal and or social needs.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are

practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career

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Career Ready Practices

exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of

study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this

understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the

environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to

the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and

in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They

make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the

use of an academic skill in a workplace situation.

CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that

understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to

contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute

more fully to their own career success.

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They

communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they

master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting

with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their

communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions.

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Career Ready Practices

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate

negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures,

materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability

of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and

productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or

problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of

sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an

organization.

CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use

reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external

information or practices in their workplace situation.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the

problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause

of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow

through to ensure the problem is solved, whether through their own actions or the actions of others.

CRP9. Model integrity, ethical leadership and effective management. Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to

positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use

a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change

others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on

productivity, morals and organizational culture.

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Career Ready Practices

CRP10. Plan education and career paths aligned to personal goals. Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals.

They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them

and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step

in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek

counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve

workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications.

They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid

barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and

facilitate effective team meetings.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture notes/outline

Processing

Extra Response time

Have students verbalize steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step directions

Short manageable tasks

Brief and concrete directions

Provide immediate feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic organizers

Reference resources to

promote independence

Visual and verbal reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily structured

routine

Simple and clear classroom

rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

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Enrichment

Accommodate Based on Students individual Needs: Strategies

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Independent Student Options

Projects completed individual or with Partners

Self Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Independent Book Studies

Open-ended activities

Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Unit Assessments, Chapter Assessments, Quizzes

DBQ, Essays, Short Answer

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

Projects, Portfolio, Presentations, Prezi, Gallery Walks

Homework

Concept Mapping

Primary and Secondary Source analysis

Photo, Video, Political Cartoon, Radio, Song Analysis

Create an Original Song, Film, or Poem

Glogster to make Electronic Posters

Tumblr to create a Blog

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Interdisciplinary Connections

Fueling Our Future: Exploring Sustainable Energy Use

http://www.wwu.edu/ee/ftf/FOF/index.shtml

NARA Energy Literacy Principles Matrix

http://energyliteracyprinciples.org/

Say Hi to Haibun Fun

http://edsitement.neh.gov/lesson-plan/say-hi-haibun-fun

Horai (mythology on seasons and time)

http://www.theoi.com/Ouranios/Horai.html

Build Your Own Stonehenge Activity (Seasons and time)

http://fun.familyeducation.com/outdoor-games/ancient-world/35028.html

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Grade: 11

Unit: 1 Topic: Biodiversity

Description: Ecosystems have carrying

capacities that limit the numbers of

organisms it can support and other factors

that affect the populations in ecosystems.

NGSS: HS-LS2-1; HS-LS2-2:HS-LS2-6;HS-LS2-7

Common Core State Standards (CCSS): RST.9-10.8; RST.11-12.1; RST.11-12.7; RST.11-12.8; WHST.9-12.2; WHST.9-12.7; MP.2; MP.4

HSN.Q.A.1, HSN.Q.A.2; HSN.Q.A.3; HSS-ID.A.1;

HSS-IC.B.6

NJDOE Student

Learning

Objective

Essential

Questions

Skills Resources Sample Activities

Use mathematical

and/or computational

representations to

support explanations

of factors that affect

carrying capacity of

ecosystems at

different scales. (HS-

LS2-1)

What are the levels

of biodiversity?

Why is biodiversity

important to

ecosystems and

humans?

What is the

potential value of a

single species?

How do landscapes

change over time

and how might

these changes affect

plant and animal

communities?

Questioning of

Scientific

Assumptions,

Search for data

and its

meaning,

Analyzing,

Communicatin

g,

Collecting,

recording and

interpreting

data

(See Gr. 11 Unit 1 Resource folder)

(Life Sciences Outreach at Harvard University)

website

outreach.mcb.harvard.edu/materials.htm

(See Gr. 11 Unit 1 Resource folder)

(Bird Island: What is biodiversity?)

http://www.crossingboundaries.org/bird-island-

1570.php

Investigate the diversity of

species types on Earth.

1. Exploring Biodiversity:

Representing Biodiversity

2. Biodiversity in Your Own

Backyard

3. Bird Island

4. Bird’s Eye View of

Changing Landscapes

5. VoiceThread: What is

Biodiversity?

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Use mathematical

representations to

support and revise

explanations based

on evidence about

factors affecting

biodiversity and

populations in

ecosystems of

different scales.

(HS-LS2-2)

What species are

endangered and

threatened?

Which threats are

having the largest

impact on

biodiversity?

Questioning of

Scientific

Assumptions,

Search for data

and its

meaning,

Analyzing,

Communicatin

g, Expressing

ideas,

Evaluating

#1 (see Gr. 11 Unit 1 Resource folder) Human

Impact

http://www.coastal.ca.gov/publiced/unbweb/hu

man.pdf

#2 (see Gr. 11 Unit 1 Resource folder)

(Life Sciences Outreach at Harvard University)

www.outreach.mcb.harvard.edu/materials.htm

Research for Debate

http://www.actionbioscience.org/biodiversity/si

mberloff.html

Describe ways species are

being threatened with

extinction globally.

1. Changes Over Time

Activity and Extension

Projects #1 and #2

2. Conservation of

Biodiversity Through

Agricultural Practices:

(Biodiversity Debate)

Evaluate the claims,

evidence, and

reasoning that the

complex interactions

in ecosystems

maintain relatively

consistent numbers

and types of

organisms in stable

conditions, but

changing conditions

may result in a new

ecosystem.

(HS-LS2-6)

Why is it more

advantageous to

save an entire

ecosystem rather

than a species?

What is the

Endangered Species

Act? What are the

main provisions?

Questioning of

Scientific

Assumptions,

Search for data

and its

meaning,

Analyzing,

Communicatin

g, Generating

ideas,

Expressing

ideas,

Evaluating,

Solving

Problems

#1 Unit of Study: Human Impacts on

Biodiversity

http://keec.ky.gov/Documents/Curricula/Science

_High%20School%20Environment%20Based%

20Education%20Unit_Human%20Impacts%20o

n%20Biodiversity.pdf

Investigate efforts to protect

ecosystems.

1. (Unit of Study p. 8-9)

Research a biodiversity case

study. Student teams produce

a solutions roundtable where

each team discusses one

possible solution to a real-

world problem of

biodiversity. Include in that

discussion a description of

the limitations or constraints

of that solution. Students

may present these solutions

in the form of display boards,

infographics, or audiovisual

presentations.

Evaluate the claims, Why can protecting Analyzing, #1 Saving Species Projects Investigate efforts to prevent

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evidence, and

reasoning that the

complex interactions

in ecosystems

maintain relatively

consistent numbers

and types of

organisms in stable

conditions, but

changing conditions

may result in a new

ecosystem.

(HS-LS2-6)

endangered species

lead to controversy?

What are the

cooperative efforts

for protecting and

saving species?

Evaluating,

Search for data

and its

meaning,

http://www.savingspecies.org/projects/submit-

project/

#2(see Gr. 11 Unit 1 Resource folder)

http://www.mercerislandschools.org/Page/7113

extinctions.

1. Saving Species Request

Proposals for critically

engendered, endangered or

vulnerable on the IUCN list.

2. Students will write a grant

proposal to save a hotspot.

Unit 1 Biodiversity Field Study

Student will perform a Biodiversity Index at Westside Park (shoreline, baseball field and hill area with trees). They will take a survey of each

area and calculate the biodiversity index for the Westside Park ecosystem. This study will allow students to learn about biodiversity in a

tangible and available environment. Later in Unit 3 student will utilize this data as it relates to human impact and invasive species.

Field Studies Resources

See Gr. 11 Resource folder

Schoolyard Biodiversity Investigation Educator Guide

http://www.fishwildlife.org/files/ConEd-Schoolyard-Biodiversity-Guide.pdf

Life Sciences Outreach at Harvard University website www.outreach.mcb.harvard.edu/materials.htm

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Unit 1 Vocabulary Mass extinction

Endangered species

Threatened species

Exotic species

Invasive species

Germ Plasm

Species Red list

Hotspots

Poaching

Biodiversity hotspots

Endemic species

Habit Conservation Plan

Species Recovery Plan

Captive Breeding programs

Endangered Species Act

USFWS= U.S. Fish and Wildlife Service

Unit Project (Choose 1)

Option 1 Option 2

Students will research a local/global ecosystem approved by the teacher

and do a class presentation using a display board or multimedia. The

presentation will include the following: Choose a local/global ecosystem

and within that ecosystem: 1. List 2 keystone species 2. Evaluate the

impact of the removal of one of those species 3. Identify one real world

threat and describe the human role in that threat to biodiversity within

that ecosystem 4. Identify an economic, ecological, and aesthetic value of

biodiversity within the ecosystem 5. Design a solution to mitigate the

identified threat, including identifying appropriate real world constraints

of that solution 6. Develop a model to demonstrate the threat and a

possible solution to solve the problem 7. Evaluate the pros and cons to

identified solution, using data and evidence to support your assertions

Students will choose a role to research/play in a Town Meeting to

discuss an impact on the biodiversity, such as a major highway on

the local level. Students could represent engineers, landowners, local

government leaders, etc.

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Grade: 11

Unit: 2 Topic: Biological Evolution

Description: Biological evolution is the

process in which groups or organisms

change in their genetic makeup and

heritable characteristics over time.

NGSS: HS-ESS2-7; HS-LS2-2; HS-LS4-5

Common Core State Standards (CCSS): RST.11-

12.1

Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author

makes and to any gaps or inconsistencies in the account. (HS-ESS1-5),(HS-ESS1-6), (HS-LS4-4)

RST.11-

12.8

Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and

corroborating or challenging conclusions with other sources of information. (HS-ESS1-5),(HS-ESS1-6), (HS-LS4-5)

WHST.9-

12.1

Write arguments focused on discipline-specific content. (HS-ESS1-6); (HS-ESS2-7)

WHST.9-

12.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical

processes. (HS-ESS1-2), (HS-ESS1-5), (HS-LS4-4)

SL.11-12.5

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance

understanding of findings, reasoning, and evidence and to add interest. (HS-ESS2-1)

NJDOE Student

Learning

Objective

Essential

Questions

Skills Resources Sample Activities

Evaluate the

evidence supporting

claims that changes

in environmental

conditions may result

in: (1) increases in

the number of

How has

biodiversity on

Earth changed over

time?

Did humans

Search for data

and its meaning,

Analyzing,

Communicating,

Collecting,

recording and

interpreting data,

#1 (See Gr. 11 Unit 2 Resource

folder)

(Cornell Institute for Biology

Teachers) website

http://cibt.cornell.edu/labs-

activities/labs/mystery-of-the-

hominin-skulls/

1. Students will examine nine skulls

for specialized features and take

measurements that will enable them

to determine the relatedness of these

species.

2. Students will evaluate three

explanations for the phylogenetic

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individuals of some

species, (2) the

emergence of new

species over time,

and (3) the extinction

of other species. HS-

LS4-5

evolved from

chimpanzees?

Developing and

using models,

Planning and

carrying out

investigations,

Using

mathematics and

computational

thinking,

Constructing

explanations

#2 (See Gr. 11 Unit 2 Resource

folder)

(Scientific Argumentation In

Biology)

Lab #17 Hominid Evolution

#3 (see Gr. 11 Unit 2 Resource

folder)

Argument-Driven Inquiry in Biology

Lab #22 Biodiversity and the Fossil

Record: How has biodiversity on

Earth changed over time?

Lab #26 Human Evolution: How Are

Humans Related to Other Members

of the Family Hominidae?

relationship of hominids that have

been proposed by different scientists.

3. Students will analyze three given

hypotheses to determine if the fossil

records support the statement.

Construct an

argument based on

evidence about the

simultaneous

coevolution of

Earth's systems and

life on Earth. HS-

ESS2-7

How does a

predation affect the

characteristics of a

prey over time?

What is natural

selection?

What is survival of

the fittest?

Questioning of

Scientific

Assumptions,

Search for data

and its meaning,

Analyzing,

Communicating,

Expressing ideas,

Evaluating,

Planning and

carrying out

investigations.

#1 (see Gr. 11 Unit 2 Resource

folder)

Argument-Driven Inquiry in Biology

Lab #23 Mechanisms of Evolution:

Why will the characteristics of a bug

population change in different ways

in response to different types of

predation?

#2 (see Gr. 11 Unit 2 Resource

folder)

(Cornell Institute for Biology

Teachers) website

1. Students will use a simulation to

develop an explanation for a natural

phenomenon.

2. Students will design their own

experiment to investigate a variable

that caused an adaptation for

successful pollination.

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http://cibt.cornell.edu/labs-

activities/labs/bouquet-of-flowe

Use mathematical

representations to

support and revise

explanations based

on evidence about

factors affecting

biodiversity and

populations in

ecosystems of

different scales. HS-

LS2-2

Why Darwin’s

finches have

different beaks?

Why does

allopatric speciation

affect genetic

diversity?

What is a

cladogram?

Search for data

and its meaning,

Analyzing,

Communicating,

Generating ideas,

Expressing ideas,

Evaluating,

Solving

Problems,

Developing and

using models

See Gr. 11 Unit 1 Resource folder

(Argument-Driven Inquiry in

Biology)

#1 Lab #24 Descent with

modification: Does Mammalian

Brain Structure Support or Refute the

Theory of Descent with

Modification?

#2 Lab #25 Mechanisms of

Speciation: Why Does Geographic

Isolation Lead to the Formation of a

New Species?

(see Gr. 11 Unit 2 Resource folder)

(Scientific Argumentation in Biology)

#3 Lab #6 Evolutionary

Relationships in Mammals

(Argument-Driven Inquiry in

Biology)

#4 Lab #27 Whale Evolution: How

Are Whales Related to Other

Mammals?

(see Gr. 11 Unit 2 Resource folder)

1. Students will apply the theory of

descent with modification to explain

similarities in mammalian brain

structure.

2. Students will apply what they

know about natural selection to

explain the process of allopatric

speciation.

3. Students will understand how

modern phylogenetic systematics is

based on cladistics analysis.

4. Students will apply their

understanding of protein synthesis,

descent of modification and

cladograms to identify evolutionary

relationships.

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Unit 2 Biological Evolution Field Study

Students will do a field study on land birds and water birds in Westside Park area. They will watch the birds in the park and around the river to

see the variety of bird species. They will compare the take off and landing techniques of the different birds. They will analyze the take off and

landing techniques and compare the feathers and wing structures. They will also try to identify the different species of birds and analyze the

anatomical structures (take pics and computer research in class).

Teachers will design and provide a data chart for the students to complete. Student will share their findings in lab groups of four to six students

and then prepare to share data with other classes or schools using http://www.epals.com.

Designing a study similar to Journey North at http://www.learner.org/jnorth/.

Field Study Resources

Bird Identification Methods http://www.erols.com/r.smith/hawk-id.html

Field Guide: Birds Calls and Photographs http://www.clark.edu/Academics/AppliedTech/EP/

BioWeb/wildlife/birds/birds.htm.

Roger Tory Peterson's Bird Guide may also be found online at

http://www.petersononline.com/birds/.

1. View different feathers under a microscope.

2. Describe and sketch some of the significant differences between flight and non-flight feathers.

3. Dissect a bird wing to examine the structure of bones in birds (or view a museum mount of a bird skeleton.)

4. Describe some of the characteristics of bones that probably contribute to successful flight.

5. How might an archeologist differentiate between the bones of birds, mammals or

reptiles?

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Unit 2 Vocabulary

Adaptive radiation

Allopatric speciation

Theory of Descent with Modification

Speciation

Geologic Time Scale

Competition

Adaptation

Homologous Structure

Genetic Drift

Punctuated Equilibrium

Cladogram Stabilizing Select

Natural selection Directional Selection

Evolution Disruptive Selection

Variation

Fossil

Hominid

Overproduction

Analogous structure

Vestigial Structure

Coevolution

Unit Project (Suggested)

Option 1 Option 2

Your Task You are living in the 23rd century. All knowledge of scientific things have

been hidden from the human race by evil dictators during the last 2

generations of humans. One brilliant scientist, Albert Einstein the 16th has

rebelled against the dictators. He has devised a time machine and is asking

for volunteers to go back in time and bring back important scientific

discoveries. Your assignment is to go back to the 1800's and bring back

everything you can find about Charles Darwin's theory of evolution.

Einstein has asked you to include the following: 1. Describe Darwin's contribution to science and his experiences which

led to him formulating his ideas.

*Things you must include for this part of the assignment:

-Who Charles Darwin is?

-What is he given credit for?

-Describe the voyage Darwin took on the HMS Beagle and include a map

Project Name: Branching Out

Driving Question: How does the process of evolution drive the

diversity and unity of life?

Project Context: A being from the future sends students a

message. He is the descendent of modern cats that have coevolved

into a humanoid form. His challenge to the students is to research

cladistics, population genetics, and global climate change in order

to predict how a species might adapt and evolve.

https://sites.google.com/a/newtech.coppellisd.com/ap-biology-

evolution-project/home/big-idea-1-project-evolution/rubric

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of the voyage.

-List and describe 3 observations Darwin made while aboard the HMS

Beagle.

*Choose ONE of the following to also include: -Include a picture of 3 Galapagos tortoises and explain why they are

different from one another.

-Describe how each of the following scientists contributed to Darwin's

discoveries: Hutton & Lyell, Malthus, and Lamark.

2. Explain the process of natural selection (You must include the terms

adaptation, fitness, and survival of the fittest)

3. Explain the evidence that supports the theory of evolution.

*Things you must include: -Fossil Records

-Common Ancestors

-DNA Structures

-Vestigial structures, homologous structures, and analogous structures

4. Evaluate how the changes in the physical environment have contributed

to a change in a species over time.

5. Include an explanation of Disruptive Selection, Stabilizing Selection,

and Directional Selection

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Grade: 11

Unit: 3 Topic: Population

Description: Populations are all the

members of a species living in the same

place at the same time.

NGSS: HS-ESS3-3; HS-LS2-1;HS-LS2-2

Common Core State Standards (CCSS): RST.11-

12.1

Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes

and to any gaps or inconsistencies in the account. (HS-ESS1-5),(HS-ESS1-6), (HS-LS4-4)

RST.11-

12.8

Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and

corroborating or challenging conclusions with other sources of information. (HS-ESS1-5),(HS-ESS1-6), (HS-LS4-5)

WHST.9-

12.1

Write arguments focused on discipline-specific content. (HS-ESS1-6); (HS-ESS2-7)

WHST.9-

12.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical

processes. (HS-ESS1-2), (HS-ESS1-5), (HS-LS4-4)

SL.11-12.5

Reason abstractly and quantitatively. (HS-ESS3-1),(HS- ESS3-2),(HS-ESS3-3),(HS-ESS3-4),(HS-ESS3-6)

NJDOE Student

Learning

Objective

Essential

Questions

Skills Resources Sample

Activities

Create a

computational

simulation to

illustrate the

relationships among

management of

natural resources, the

What are the main

properties of a

population size?

How are population

sizes in nature

regulated?

Search for data

and its meaning,

Analyzing,

Communicating,

Collecting,

recording and

interpreting

see Gr. 11 Unit 3 Resource Folder

Argument Driven Inquiry

#1 Lab #10 Predator Prey Population Size

Relationships: Which factors affect the stability of a

Predator-Prey population size relationship?

#2 Everything is Connected (see Gr. 11 Unit 3

1. Students will

design and carry

out an

investigation using

a simulation.

2. Students will

23 | P a g e

sustainability of

human

populations, and

biodiversity. HS-

ESS3-3

How does

reproductive

behavior affect the

growth rate of their

population?

data,

Developing and

using models,

Planning and

carrying out

investigations,

Using

mathematics and

computational

thinking,

Constructing

explanations

Resource folder)

https://www.worldof7billion.org/teacher-

resources/high-school-activities/

identify possible

environment,

social, political

and economic

effects of a

growing world

population.

Use mathematical

and/or computational

representations to

support

explanations of

factors that affect

carrying capacity of

ecosystems at

different scales . HS-

LS2-1

What are

population

limitations?

Describe how the

size and growth rate

of the human

population has

changed in the last

200 years.

Why are different

countries at

different stages of

the demographic

transition?

Critical

thinking,

interpreting and

analyzing

graphs and

charts, essay

writing, problem

solving,

conducting

research,

drawing

connections

(see Gr. 11 Unit 3 Resource folder)

#1 A Quick Trip to 7 billion: Where do we grow from

here?

https://www.worldof7billion.org/teacher-

resources/high-school-activities/

#2 Development in Motion

https://www.worldof7billion.org/teacher-

resources/high-school-activities/

#3 Food for Thought

https://www.worldof7billion.org/teacher-

resources/high-school-activities/

A Report Card for the Planet (a companion for ”A

Quick Trip to 7 Billion”)

https://www.worldof7billion.org/teacher-

resources/high-school-activities/

1. Students will

understand and

discuss certain

events from the

past that

influenced

population and

contribute to

continued

population growth.

2. Students will

construct dynamic

graphs using

current data and

the “trendalyzer”

software, make

connections

between quality of

life indicators for

24 | P a g e

several countries.

(Identify data as

means to research

historical periods

and identify

geographical

regions)

3. Students will

state at least two

factors that will

determine the

relative well-being

of a region.

Use mathematical

representations to

support and revise

explanations based

on evidence about

factors affecting

biodiversity and

populations in

ecosystems of

different scales. HS-

LS2-2

What is a niche?

Does a habitat

affect the

biodiversity and

population in an

ecosystem?

Explain.

How do organisms

interact with other?

Why would a

symbiotic

relationship evolve?

Asking

questions,

developing and

using models,

planning and

carrying out

investigations,

analyzing and

interpreting

data, obtaining,

evaluating and

communicating

information

(see Gr. 11 Unit 3 Resource folder)

#1 Lab 11 Ecosystems and Biodiversity: How does the food web complexity affect the biodiversity of an ecosystem?

#2 NOVA (see Gr. 11 Unit 3 Resource folder)

http://www.pbs.org/wgbh/nova/education/activities/310

8_worldbal.html

1. Students will

understand the

concepts of

ecosystems, food

chains, food webs

and biodiversity.

2. Students will

calculate how long

it takes a country’s

population to

double in size and

to investigate

factors affecting

growth rate.

Unit 3 Populations Field Study

Student will use the data they collected from the biodiversity survey to analyze the different populations that inhabits Westside Park and the

25 | P a g e

Unit 3 Vocabulary Predation

Carrying capacity

Prey

Symbiotic

Population

Life expectancy

Population Distribution

Birth rate

Death rate

Population density

Limiting factors

Immigration

Emigration

Demographic Transition Model

Replacement Rate

Demography

Community

Ecosystem

Biotic

Abiotic

Biosphere

Parameter

Statistic

Variable

School Yard. They will research native plant, animal and marine species to the area and compare with their findings from Unit 1. They will

determine if any species identified in the survey is considered an invasive species. If an invasive species lives in the Westside Park ecosystem,

they will utilize Unit 1 data from f the Westside Park biodiversity index surveys to assist students to critically think about a solution to a

possible problem (such as removing invasive species or introducing native species back into the area) or to advocate for a conservation policy

in Westside Park.

Field Study Resources

http://fergusonfoundation.org/bridging-the-watershed/prepare-for-a-field-study/

Schoolyard Biodiversity Investigation Educator Guide

http://www.fishwildlife.org/files/ConEd-Schoolyard-Biodiversity-Guide.pdf

Life Sciences Outreach at Harvard University www.outreach.mcb.harvard.edu/materials.htm

26 | P a g e

Unit Project This project is broken up into 9 lessons/activities. Each activity is designed to be used in one 45 minute class period. The level of the students

using the project and how much prior mathematics experience they have had will factor heavily into this time allotment.

http://www.ciese.org/curriculum/popgrowthproj/students/

Grade: 11

Unit: 4 Topic: Animal Behavior

Description: Behavior can be broken down

into three steps: stimulus, neural integration

and response.

NGSS: HS-LS2-6; HS-LS2-2; HS-LS2-1; HS-LS2-8

Common Core State Standards (CCSS):

ELA Mathematics

Cite specific textual evidence to support analysis of science and

technical texts, attending to important distinctions the author makes

and to any gaps or inconsistencies in the account. RST.11-12.1 (HS-

LS2-1),(HS-LS2-2),(HS-LS2-6)

Integrate and evaluate multiple sources of information presented in

diverse formats and media (e.g., quantitative data, video, multimedia)

in order to address a question or solve a problem. RST.11-12.7 (HS-

LS2-6)

Evaluate the hypotheses, data, analysis, and conclusions in a science or

technical text, verifying the data when possible and corroborating or

challenging conclusions with other sources of information. RST.11-

12.8 (HS-LS2-6)

Write informative/explanatory texts, including the narration of

historical events, scientific procedures/ experiments, or technical

Reason abstractly and quantitatively. MP.2 (HS-LS2-1),(HS-LS2-

2),(HS-LS2-6)

Model with mathematics. MP.4 (HS-LS2-1),(HS-LS2-2)

Use units as a way to understand problems and to guide the solution of

multi-step problems; choose and interpret units consistently in

formulas; choose and interpret the scale and the origin in graphs and

data displays. HSN.Q.A.1 (HS-LS2-1),(HS-LS2-2)

Define appropriate quantities for the purpose of descriptive modeling.

HSN.Q.A.2 (HS-LS2-1),(HS-LS2-2)

Choose a level of accuracy appropriate to limitations on measurement

when reporting quantities. HSN.Q.A.3 (HS-LS2-1),(HS-LS2-2)

Represent data with plots on the real number line. HSS-ID.A.1 (HS-

LS2-6)

27 | P a g e

processes. WHST.9-12.2 (HS-LS2-1),(HS-LS2-2) Understand statistics as a process for making inferences about

population parameters based on a random sample from that population.

HSS-IC.A.1 (HS-LS2-6)

NJDOE Student

Learning

Objective

Essential

Questions

Skills Resources Sample Activities

Evaluate the claims,

evidence, and

reasoning that the

complex interactions

in ecosystems

maintain relatively

consistent numbers

and types of

organisms in stable

conditions, but

changing conditions

may result in a new

ecosystem. (HS-LS2-

6)

What is behavior?

Why do animals

respond to sensory

input?

What are sensory

inputs?

Asking questions,

Planning and

carrying out

investigations,

Analyzing and

interpreting data,

Constructing

explanations,

Communicating

information

#1 Animal Behavior Investigation (see Gr. 11

Unit 4 Resource folder)

You talkin’ to me? Investigation in animal

behavior

http://gk12.asu.edu/Lessons/Life_Science/Anim

alBehavior/Lesson_Plan_Draft4.pdf

#2 Lab #12 Explanation For Animal Behavior:

Why Do Great White Sharks Travel Over Long

Distances?

1. Students will use an

ethogram to quantify

animal behavior.

2. Students will explain

the long-range

movement of the Great

white sharks.

Use mathematical

and/or computational

representations to

support

explanations of

factors that affect

carrying capacity of

ecosystems at

How do climate and

weather affect an

ecosystem?

What are factors

that affect

organisms to

Critical thinking,

interpreting and

analyzing graphs and

charts, problem

solving, conducting

research, drawing

connections,

constructing

#1 Lab #13 Environmental Influences on

Animal Behavior: How has Climate Change

Affected Bird Migration?

(Animal Behavior Lab)

Predation and the Benefit of Group Living

(Exercise #3A-3B)

1. Students will apply

what they learned about

animal behavior and

the interactions among

species and their

environment to

determine if bird

migration patterns have

28 | P a g e

different scales. HS-

LS2-1

Evaluate evidence

for the role of group

behavior on

individual and

species chances to

survive and

reproduce. HS-LS2-8

migrate or settle? explanations

https://public.wsu.edu/~rlee/biol103/behavior20

10.pdf

been affected by

climate change.

2. Students will

evaluate if a diluted

effect is more or less

favorable than a

confused effect.

Use mathematical

representations to

support and revise

explanations based

on evidence about

factors affecting

biodiversity and

populations in

ecosystems of

different scales. HS-

LS2-2

What are instincts?

What is nature vs.

nurture?

Asking questions,

developing and using

models, planning and

carrying out

investigations,

analyzing and

interpreting data,

obtaining, evaluating

and communicating

information

#1 Lab 20 Termite Trails

1. Students will

evaluate instinctive

behaviors versus

environmental

experiences.

Unit 4 Animal Behavior Field Study

Students will build feeders and a weather station to observe factors that may affect animal behavior. They will daily collect data on barometric

and temperature changes while making observations on the animal/birds behavior and sightings in the area.

Questions to Guide The Study

1. Do feeders attract predators/raptors?

2. Does the squirrel population increase by offering food to birds?

3. Does the bird population increase by offering food?

29 | P a g e

4. Is having a feeder useful to the conservation of birds?

5. How do changes is barometric pressure affect animals specifically birds?

OR

Turtle Back Zoo (Field Trip)—An Animal Behavior Study

Field Study Resources

Zoo Atlanta-An Animal Behavior Study pdf. (see Resource Folder Gr.11 Environmental Science)

http://oceanservice.noaa.gov/education/for_fun/BuildyourownWeatherStation.pdf

http://www.topinspired.com/top-10-eco-friendly-diy-bird-feeders/

Unit 4 Vocabulary Behavior

Sensory Input

Proximate

Ultimate

Innate Behavior

Learned Behavior

Social behavior

Migratory

Social

Imprinting

Habituation

Confusion Effect

Environmental learning

Stimulus

Foraging

Anthropomorphism

External stimulus

Courtship

Parental care

Mating

Territorial

Vocalization

Natural selection

Dilution Effect

30 | P a g e

Unit Project Option 1 Option 2 Choose one of the following as a final project.

Develop a poster depicting a particular behavior type. Develop a prose to go with the

poster explaining what visual cues can be observed in this type of aggression including

distinguishing body postures, auditory cues, etc. The audience for this poster is clientele

at a veterinary office.

Write an informational article for a local newspaper or veterinary hospital

newsletter. The article may do one of the following: inform the reader about

recent events around aggressive dogs in the news or inform the reader about a

particular type of companion animal behavior.

Grade: 11 Unit: 5 Topic: Independent Study on

Environmental Sciences

Description: Research on an

environmental topic to seek knowledge,

awareness, critical thinking, advocacy and

problem solving.

New Jersey Core Curriculum Content Standards (NJCCCS):

HS-LS2-1; HS-LS2-2; HS-LS2-5; HS-LS2-6, HS-LS2-8, HS-ESS3-3;HS-LS2-7;HS-ETS1:1-4

Common Core State Standards (CCSS): ELA/Math Connections

MP2;MP4;HSN.Q.A.1;HSN.Q.A.2;HSN.Q.A.3 and RST.11-12.1 WHST.9-12.2;WHST.9-12.7

NJDOE Student

Learning

Objective

Essential

Questions

Skills Resources Environmental Inquiry

31 | P a g e

NJDOE Student

Learning

Objective

Essential

Questions

Skills Resources Environmental Inquiry

Construct an

argument based on

evidence about the

simultaneous

coevolution of

Earth's systems and

life on Earth. (HS-

ESS2-7)

Evaluate the

evidence supporting

claims that changes

in environmental

conditions may

result in: (1)

increases in the

number of

individuals of some

species, (2) the

emergence of new

species over time,

and (3) the

extinction of other

species. (HS-LS4-5)

What is

environmental

inquiry?

What is an

environmental

phenomenon?

What is a local

environmental

issue?

Planning an

investigation,

Longing to know and

understand, Questioning

of scientific assumptions,

Observing, Measuring,

Communicating,

inferring, Predicting,

Collecting, Recording

and Interpreting Data,

Making Hypotheses,

Experimenting, Making

and Using Models,

Analyzing, Applying

http://link.springer.com/journal/11053

https://owl.english.purdue.edu/owl/reso

urce/552/03/

http://agupubs.onlinelibrary.wiley.com/

agu/journal/10.1002/(ISSN)1944-7973/

http://www.researchresources.info/

https://highschool.lib.ua.edu/

http://researchitct.org/classicschoo

https://bellinghamschools.org/departme

nt-owner/instructional-

technology/general-research-resources-

secondary-students

Use Website:

http://ei.cornell.edu/topics.html

Bioassays

Biodegradation and

Landfills

Bioremediation

Composting

Ecology

Invasive Species

Geographic Information

Systems (GIS)

Long Term Ecological

Research (LTER)

Toxicology

Watershed Science

Wastewater Treatment

32 | P a g e

Unit 5 Vocabulary Biome

Rain Forest

Savanna(h)

Taiga

Grassland

Desert

Tundra

Temperate Forest

Temperate Deciduous Forest

Coniferous Forest

Marine

Climate

Latitude

Altitude

Canopy

Understory

Chaparral

Epiphyte

Deforestation

Permafrost

Polar Ice

Debt-for-Nature Swap

Ecotourism

Behavior

Sensory Input

Proximate

Ultimate

Innate Behavior

Learned Behavior

Social behavior

Ecosystem

Energy

Energy Pyramid

Organism

Producer

Consumer

Autotroph

Heterotroph

Carnivore

Omnivore

Detritivore

Food Chain

Food Web

Primary Consumer

Secondary Consumer

Tertiary Consumer

Quaternary Consumer

Trophic Levels

Habitat

Niche

Community

Biotic

Abiotic

Environmental learning

Stimulus

Foraging

Anthropomorphism

External stimulus

Courtship

Parental care

Migratory

Social

Imprinting

Habituation

Confusion Effect

Demographic Transition Model

Replacement Rate

Demography

Community

Ecosystem

Biotic

Abiotic

Biosphere

Parameter

Statistic

Variable

Cladogram

Natural selection

Evolution

Variation

Fossil

Hominid

Overproduction

Analogous structure

Vestigial Structure

Coevolution

Directional Selection

S Life expectancy

Population Distribution

Birth rate

33 | P a g e

Allopatric speciation

Theory of Descent with Modification

Speciation

Geologic Time Scale

Competition

Adaptation

Homologous Structure

Genetic Drift

Punctuated Equilibrium

Mating

Territorial

Vocalization

Natural selection

Dilution Effect

Predation

Carrying capacity

Prey

Symbiotic

Death rate

Population density

Limiting factors

Immigration

Emigration

Adaptive radiation

Stabilizing Selection

Population

Disruptive Selection

Unit Project

Writing the Research Plan

Describe in detail the methodology you used to collect data, make observations, design apparatus, etc. Your research plan must be detailed enough so

that someone would be able to repeat the experiment from the information in your presentation. Include detailed photographs or drawings of self-

designed equipment. Only include this year’s work. (Taken from ISEF 2012 Student Handbook) This section is a narrative of the steps you took in

your experiment or study. You should assume that the other scientist has the same basic skills that you have, but does not know the specific details of

your experiment. Also, explain why each procedure was done. Example: The frog muscle was removed and rinsed with 10 mL of Ringer’s solution

to prevent it from drying out. The muscle was then attached to the kymograph in order to determine the minimum voltage required for contraction.

Once your topic has been approved and you have completed your literature review it is important to write a research plan. The research plan will

explain the experimental setup and what must be done to complete your controlled experiment.

34 | P a g e

Careers and Jobs

Website Resource: http://www.collegexpress.com/interests/science-and-engineering/articles/studying-

sciences/environmental-science-majors-and-potential-careers/

Environmental Science Careers agricultural agent

animal scientist

biochemist

chemical engineer

ecologist

environmental activist

environmental consultant

environmental researcher

environmental scientist

environmental lawyer

government regulator

microbiologist

parasitologist

pollution engineer

range manager

soil scientist

toxicologist

waste mgt. tech.

environmental educator

environmental engineer

environmental lobbyist

museum curator or naturalist

parks ranger or naturalist

recycling management

waste disposal management

Rubric(s): see Gr. 11 Unit 1 Resource folder

Structured Learning Experience:

New Jersey/New York Trail Conference Program

Great Falls National Park Program

Westside Park

Field Trip Ideas:

Virtual Field Trip presented by Nature Conservancy and Nature Works Everywhere

35 | P a g e

http://teachmama.com/the-nature-conservancy-virtual-field-trip-and-learning-resources-wild-biomes-from-americas-rainforest-to-americas-

desert/

Norvin Green State Park (Ringwood, NJ)

Meadowlands Environmental Center (Lyndhurst, NJ)

Huber Woods Environmental Center (Middletown Twp., NJ)

Manasquan Reservoir Environmental Center (Howell, NJ)

Bayshore Waterfront Park (Port Monmouth, NJ)

Sandy Hook, NJ