Curriculum Standard One: The student will understand that land, water, air, and energy are all resource components of an ecosystem.

Transcription

1 Curriculum Standard One: The student will understand that land, water, air, and energy are all resource components of an ecosystem. 1A. The student will demonstrate an understanding that soil taxonomy is influenced by topography and biome characteristics. 1B. The student will demonstrate an understanding that Earth's fresh water supply is determined by natural water distribution and human impact. 1C. The student will demonstrate an understanding of how the chemical composition of Earth's atmosphere is maintained. 1D. The student will demonstrate an understanding of solar, nuclear, tidal, and fossil fuels. Can the student describe how topography and biomes determine soil type? Can the student describe how natural water distribution and human impact effect Earth's fresh water supply? Can the student describe how the chemical composition of the atmosphere is maintained? Can the student explain how energy is generated through solar, nuclear, tidal, and fossil fuel energies? Given a variety of soil samples, the student will be able to estimate the sand, silt, and clay content in each sample. Given five gallons of water, the student will calculate the estimated amounts of fresh water available for human use. (Extension-further divide this into specific uses and simulate effects of humans.) The student will be able to identify what gases compose the atmosphere and how the percentages of these gases have changed through time. The student will become an expert on one energy source and make a presentation, with visuals, on how that energy source is generated (i.e., biomass group = corn to fuel). 1

2 Curriculum Standard Two: The student will understand the levels of organization within an ecosystem. 2A. The student will demonstrate an understanding of the characteristics of terrestrial and aquatic ecosystems. 2B. The student will demonstrate an understanding of the relationship between energy flow and nutrient cycling within a community. 2C. The student will demonstrate an understanding of how species interact and the effect of introducing nonnatives species to an ecosystem. Can the student differentiate between terrestrial and aquatic ecosystems? Can the student model the relationship between energy flow and nutrient cycling? Can the student describe the effect of non-native species introduction into a habitat? Working in groups of four, the student will study one of the eight ecosystems in California. Each student will research two parts of their ecosystem (1 biotic and 1 abiotic), write a paper, and participate in a presentation to the class. Presentations will include visuals and a class assignment put together by the group. See above. See above. 2

3 Curriculum Standard Three: The student will understand how growth patterns effect populations and data collecting techniques. 3A. The student will demonstrate an understanding of the differences between developed and underdeveloped countries. 3B. The student will demonstrate an understanding of data collection for population studies. 3C. The student will demonstrate an understanding of the types of growth patterns within a population. Can the student distinguish between developed and underdeveloped countries? Can the student use a variety of methods to gather population data? Can the student analyze different growth patterns within a population? The student will use maps and numerical data to make a "Project Earth" connections poster. The student will write several population census studies. Using the Project Wild "Turkey Trouble" activity, the student will compare exponential and linear growth by simulating the two growth patterns and graphing his/her calculations. 3

4 Curriculum Standard Four: The student will understand land use planning. 4A. The student will demonstrate an understanding of how solid waste, air quality, and water resources are managed on urban lands. 4B. The student will demonstrate an understanding of how solid waste, air quality, and water resources are managed on agricultural lands. 4C. The student will demonstrate an understanding of how forestry, mining, and range land management practices effect distribution of products and water quality. Can the student identify urban land management practices? Can the student identify agricultural land management practices? Can the student identify forestry, mining, and range land management practices? The student will complete a plant growth study (grow rice in soil and hydroponically) to simulate growth in urban and rural settings, and participate in a panel discussion with the members of the Rice Growers Association. Working with a group, the student will develop a plan to manage a 400 acre plot of forest land in terms of wildlife, forestry, water, and other natural resources. (400 Acres: If You Were the Boss) 4

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