GREENWOOD PUBLIC SCHOOL DISTRICT Environmental Science Pacing Guide FIRST NINE WEEKS Semester 1

Transcription

1 FIRST NINE WEEKS Semester 1 1 Aug. 6 1 Aug Aug Aug Requisite Introduction to Course Science and the Earth Structure Components of an Ecosystem Evolution and Diversity of Organisms Classroom Expectations/Syllabus/Overview of Course Requirements/Administer Learning Styles Inventories Define environmental science, and compare environmental science with ecology. List the five major fields of study that contribute to environmental science. Describe the major environmental effects of hunter-gatherers, the agricultural revolution, and the Industrial Revolution. Distinguish between renewable and nonrenewable resources. Classify environmental problems into three major categories. Describe The Tragedy of the Commons. Explain the law of supply and demand. List three differences between developed and developing countries. Explain what sustainability is, and describe why it is a goal of environmental science. Describe composition and properties of the geosphere, atmosphere, hydrosphere, and biosphere. List and describe the levels of ecological organization Distinguish between the biotic and abiotic factors in an ecosystem. Explain how habitats are important to organisms. Explain the process of evolution by natural selection. (adaptations, artificial selection, pesticide resistance). List and describe characteristics of the 6 kingdoms of organisms: Importance of bacteria and fungi in environment. Role of protists in the ocean environment. 4 Aug ENV Sept. 4 7 (Sept.3 Labor Day) 4 ENV Sept Sept Sept ENV ENV.1.1 ENV.1.6 ENV.1.7 ENV.1.8 Energy Flow Biogeochemical Cycles Changes to Ecosystems Terrestrial Biomes Aquatic Biomes Populations Use models to explain why the flow of energy through an ecosystem can be illustrated by a pyramid with less energy available at the higher trophic levels compared to lower levels. (photosynthesis and cellular respiration, types of consumers, food chains, food webs, energy pyramids) Develop and use models to diagram the flow of nitrogen, carbon, and phosphorus through the environment. Evaluate evidence in nonfiction text to explain how biological or physical changes within biomes affect populations and communities and how changing conditions may result in altered ecosystems. (e.g., natural selection, succession, etc.) Identify, investigate, and evaluate the interactions of the abiotic and biotic factors that determine the types of organisms that live in major biomes. Use mathematics, graphics, and informational text to determine how population density-dependent and density-independent limiting factors affect populations and diversity within ecosystems. Use technology to illustrate and compare a variety of population-growth curves. Analyze and interpret quantitative data to construct explanations of how the carrying capacity of an ecosystem may change as the availability of resources changes. Utilize data to communicate changes within a given population and the environmental factors that may have impacted these changes (e.g., weather patterns, natural disasters). 9 Oct st 9 s Exam

2 SECOND NINE WEEKS Semester 1 1 Oct. 8 9 (Oct. 10-Parent Conf.) (Oct Fall Break.) 2 Oct Oct ENV.1.4 Symbiosis ENV.1.9 ENV.1.10 ENV.2.1 ENV.2.5 ENV.2.6 Biodiversity Food Agriculture Renewable Nonrenewable Water Quality Air Quality Describe symbiotic relationships (e.g., mutualism, parasitism, and commensalism) and other co-evolutionary (e.g., predator-prey, cooperation, competition, and mimicry) relationships within specific environments. Evaluate and communicate data that explains how human activity may impact biodiversity (e.g., introduction, removal, and reintroduction of an organism within an ecosystem; land usage) and genetic variations of organisms, including endangered and threatened species. Enrichment: Engage in scientific argument from evidence the benefits versus harm of genetically modified organisms. Differentiate between renewable and nonrenewable resources, and compare and contrast the pros and cons of using these resources. Research various resources related to water quality and pollution (e.g., nonfictional text, EPA s Surf Your Watershed, MDEQ publications) and communicate the possible effects on the environment and human health. Enrichment: Obtain water from a local source (e.g., stream on campus, rainwater, ditch water) to monitor water quality over time, using a spreadsheet program to graphically represent collected data. 4 Oct. 29- Nov. 2 5 ENV.3.1 ENV.3.2 ENV.3.3 Human Activities Climate Change Use a model to describe cycling of carbon through the ocean, atmosphere, soil, and biosphere and how increases in carbon dioxide concentrations have resulted in atmospheric and climate changes. Interpret data and climate models to predict how global and regional climate change can affect Earth s systems (e.g., precipitation, temperature, impacts on sea level, global ice volumes, and atmosphere and ocean composition). Use satellite imagery and other resources to analyze changes in biomes over time (e.g., glacial retreat, deforestation, desertification) and propose strategies to reduce the impact of human activities leading to these issues. ENV.3.4 Enrichment: Determine mathematically an individual s impact on the environment (carbon footprint, water usage, landfill contribution) and develop a plan to reduce personal contribution. 2 nd Nine s Continues on the Next Page

3 SECOND NINE WEEKS Semester 1 5 Nov ENV Nov ENV.2.2 Mineral Alternative Sources of Energy 7 Nov ENV.2.3 Waste Examine solutions for developing, conserving, managing, recycling, and reusing energy and mineral resources to minimize impacts in natural systems (e.g., agricultural soil use, mining for coal, construction sites, and exploration of petroleum and natural gas sources). Investigate and research the pros and cons of using traditional sources of energy (e.g., fossil fuels) and alternative sources of energy (e.g., water, wind, geothermal, biomass/biofuels, solar). Compare and contrast biodegradable and nonbiodegradable wastes and their significance in landfills. 8 Dec Dec ENV.4.1 ENV.4.2 ENV.4.3 ENV.4.4 Sustainability of the Human Health Identify human impact and develop a solution for protection of the atmosphere, considering pollutants (e.g., acid rain, air pollution, smog, ozone layer, or increased levels of greenhouse gases) and the impacts of pollutants on human health (e.g., asthma, COPD, emphysema, and cancer). Evaluate data and other information to explain how key natural resources (e.g., water sources, fertile soils, concentrations of minerals, and fossil fuels), natural hazards, and climate changes influence human activity (e.g., mass migrations, human health) Enrichment: Research and analyze case studies to determine the impact of human-related and natural environmental changes on human health and communicate possible solutions to reduce/resolve the dilemma. Enrichment: Explore online resources related to air pollution to determine air quality in a geographic area and communicate the possible effects on the environment and human health. 10 Dec (Dec. 20, 60% Day) 4 Final Exam Overarching Science Engineering Practices (SEPs) These concepts and skills should be continuously embedded during instruction, as well as through laboratory experiences, throughout the course/year. Plan and conduct controlled scientific investigations to produce data to answer questions, test hypotheses and predictions, and develop explanations or evaluate design solutions, which require the following: Select and use appropriate tools or instruments to collect data, and represent data in an appropriate form. ADD: safety symbols, procedures, SI measurement. Identify dependent and independent variables and appropriate controls. Analyze and interpret various types of data sets, using appropriate mathematics, in order to verify or refute the hypothesis or determine an optimal design solution. Graphing Construct an explanation of observed relationships between variables. Communicate scientific and/or technical information in various formats. ************************************************************************************************* NOTE: It is recommended that students should actively engage in inquiry activities, laboratory experiences, and scientific research (projects) for a minimum of 30% of class time. Objectives identified by Enrichment: are considered enrichment material that may be expanded upon as time permits. Engineering standards are represented in some performance objectives with specific wording that will prompt students to approach learning and exploration using the engineering process. These performance objectives are marked with an * at the end of the statement.

4 THIRD NINE WEEKS Semester 2 1 Jan Jan (Jan. 14, MLK) 3 Jan Requisite Introduction to Course Science and the Earth Structure Components of an Ecosystem Evolution and Diversity of Organisms 4 Jan. 28 Feb ENV.1.3 Energy Flow 5 Feb ENV Feb ENV Feb ENV.1.1 Biogeochemical Cycles Changes to Ecosystems Terrestrial Biomes Aquatic Biomes Classroom Expectations/Syllabus/Overview of Course Requirements/Administer Learning Styles Inventories Define environmental science, and compare environmental science with ecology. List the five major fields of study that contribute to environmental science. Describe the major environmental effects of hunter-gatherers, the agricultural revolution, and the Industrial Revolution. Distinguish between renewable and nonrenewable resources. Classify environmental problems into three major categories. Describe The Tragedy of the Commons. Explain the law of supply and demand. List three differences between developed and developing countries. Explain what sustainability is, and describe why it is a goal of environmental science. Describe composition and properties of the geosphere, atmosphere, hydrosphere, and biosphere. List and describe the levels of ecological organization Distinguish between the biotic and abiotic factors in an ecosystem. Explain how habitats are important to organisms. Explain the process of evolution by natural selection. (adaptations, artificial selection, pesticide resistance). List and describe characteristics of the 6 kingdoms of organisms: Importance of bacteria and fungi in environment. Role of protists in the ocean environment. Use models to explain why the flow of energy through an ecosystem can be illustrated by a pyramid with less energy available at the higher trophic levels compared to lower levels. (photosynthesis and cellular respiration, types of consumers, food chains, food webs, energy pyramids) Develop and use models to diagram the flow of nitrogen, carbon, and phosphorus through the environment. Evaluate evidence in nonfiction text to explain how biological or physical changes within biomes affect populations and communities and how changing conditions may result in altered ecosystems. (e.g., natural selection, succession, etc.) Identify, investigate, and evaluate the interactions of the abiotic and biotic factors that determine the types of organisms that live in major biomes. 8 Feb. 25 Mar. 1 5 ENV.1.6 ENV.1.7 ENV.1.8 Populations Use mathematics, graphics, and informational text to determine how population density-dependent and density-independent limiting factors affect populations and diversity within ecosystems. Use technology to illustrate and compare a variety of population-growth curves. Analyze and interpret quantitative data to construct explanations of how the carrying capacity of an ecosystem may change as the availability of resources changes. Utilize data to communicate changes within a given population and the environmental factors that may have impacted these changes (e.g., weather patterns, natural disasters). 9 Mar rd 9 s Exam

5 FOURTH NINE WEEKS Semester 2 1 Mar (Mar. 22, Parent/ Teacher Conference ) 2 Mar Apr ENV.1.4 ENV.1.9 ENV.1.10 ENV.2.1 ENV.2.5 ENV.2.6 ENV.3.1 Symbiosis Biodiversity Food Agriculture Renewable Nonrenewable Water Quality Air Quality Describe symbiotic relationships (e.g., mutualism, parasitism, and commensalism) and other coevolutionary (e.g., predator-prey, cooperation, competition, and mimicry) relationships within specific environments. Evaluate and communicate data that explains how human activity may impact biodiversity (e.g., introduction, removal, and reintroduction of an organism within an ecosystem; land usage) and genetic variations of organisms, including endangered and threatened species. Enrichment: Engage in scientific argument from evidence the benefits versus harm of genetically modified organisms. Differentiate between renewable and nonrenewable resources, and compare and contrast the pros and cons of using these resources. Research various resources related to water quality and pollution (e.g., nonfictional text, EPA s Surf Your Watershed, MDEQ publications) and communicate the possible effects on the environment and human health. Enrichment: Obtain water from a local source (e.g., stream on campus, rainwater, ditch water) to monitor water quality over time, using a spreadsheet program to graphically represent collected data. Use a model to describe cycling of carbon through the ocean, atmosphere, soil, and biosphere and how increases in carbon dioxide concentrations have resulted in atmospheric and climate changes. 4 Apr ENV.3.2 ENV.3.3 ENV.3.4 Human Activities Climate Change Interpret data and climate models to predict how global and regional climate change can affect Earth s systems (e.g., precipitation, temperature, impacts on sea level, global ice volumes, and atmosphere and ocean composition). Use satellite imagery and other resources to analyze changes in biomes over time (e.g., glacial retreat, deforestation, desertification) and propose strategies to reduce the impact of human activities leading to these issues. Enrichment: Determine mathematically an individual s impact on the environment (carbon footprint, water usage, landfill contribution) and develop a plan to reduce personal contribution. 4 th Nine s Continues on the Next Page

6 FOURTH NINE WEEKS Semester 2 5 Apr (Apr. 19, Good Friday) 6 Apr (Apr. 22, Easter Monday) 4 ENV ENV.2.2 Mineral Alternative Sources of Energy 7 Apr. 29 May 3 5 ENV.2.3 Waste Examine solutions for developing, conserving, managing, recycling, and reusing energy and mineral resources to minimize impacts in natural systems (e.g., agricultural soil use, mining for coal, construction sites, and exploration of petroleum and natural gas sources). Investigate and research the pros and cons of using traditional sources of energy (e.g., fossil fuels) and alternative sources of energy (e.g., water, wind, geothermal, biomass/biofuels, solar). Compare and contrast biodegradable and nonbiodegradable wastes and their significance in landfills. 8 May May ENV.4.1 ENV.4.2 ENV.4.3 ENV.4.4 Sustainability of the Human Health Identify human impact and develop a solution for protection of the atmosphere, considering pollutants (e.g., acid rain, air pollution, smog, ozone layer, or increased levels of greenhouse gases) and the impacts of pollutants on human health (e.g., asthma, COPD, emphysema, and cancer). Evaluate data and other information to explain how key natural resources (e.g., water sources, fertile soils, concentrations of minerals, and fossil fuels), natural hazards, and climate changes influence human activity (e.g., mass migrations, human health) Enrichment: Research and analyze case studies to determine the impact of human-related and natural environmental changes on human health and communicate possible solutions to reduce/resolve the dilemma. Enrichment: Explore online resources related to air pollution to determine air quality in a geographic area and communicate the possible effects on the environment and human health. 10 May Final Exam Overarching Science Engineering Practices (SEPs) These concepts and skills should be continuously embedded during instruction, as well as through laboratory experiences, throughout the course/year. Plan and conduct controlled scientific investigations to produce data to answer questions, test hypotheses and predictions, and develop explanations or evaluate design solutions, which require the following: Select and use appropriate tools or instruments to collect data, and represent data in an appropriate form. ADD: safety symbols, procedures, SI measurement. Identify dependent and independent variables and appropriate controls. Analyze and interpret various types of data sets, using appropriate mathematics, in order to verify or refute the hypothesis or determine an optimal design solution. Graphing Construct an explanation of observed relationships between variables. Communicate scientific and/or technical information in various formats. ************************************************************************************************* NOTE: It is recommended that students should actively engage in inquiry activities, laboratory experiences, and scientific research (projects) for a minimum of 30% of class time. Objectives identified by Enrichment: are considered enrichment material that may be expanded upon as time permits. Engineering standards are represented in some performance objectives with specific wording that will prompt students to approach learning and exploration using the engineering process. These performance objectives are marked with an * at the end of the statement.