COURSE TITLE. Environmental Science LENGTH. Full Year DEPARTMENT. STEM Department SCHOOL. Rutherford High School DATE

Transcription

1 COURSE TITLE Environmental Science LENGTH Full Year DEPARTMENT STEM Department SCHOOL Rutherford High School DATE Spring 2017

2 Environmental Science I. Introduction/Overview/Philosophy Environmental Science introduces students to a broad view of the biosphere and the physical parameters that affect it. The full year course emphasizes Physical and Earth Science components involved in biogeochemical cycles that impact biomes. Students study a variety of topics including biotic and abiotic factors in habitats, ecosystems, and biomes; interrelationships between resources and environmental systems; sources and flow of energy through environmental systems; factors that influence carrying capacity; and natural and man-made environmental changes. The course encourages critical thinking, use of the scientific method, integration of technology, and application of knowledge and skills learned to practical questions/problems. Safe field and laboratory investigations are used in instruction to illustrate scientific concepts and principles and support inquiry instruction. II. Objectives Students will demonstrate the ability to: A. Skills 1. Discuss science as a body of knowledge and an investigative process. 2. Conduct scientific investigations systematically. 3. Form a hypothesis 4. Develop a practical and logical procedure 5. Present conclusions based on investigation/previous research 6. Exhibit behaviors appropriate to the scientific enterprise consistently. Examples: curiosity, creativity, integrity, patience, skepticism, logical reasoning, attention to detail, openness to new ideas 7. Demonstrate correct care and safe use of instruments, equipment, and living organisms. 8. Demonstrate the ability to choose, construct, and/or assemble appropriate equipment for scientific investigations. 9. Apply critical and integrated science thinking skills. 10. Measure with appropriate units and significant figures 11. Use mathematical models, simple statistical models, and graphical models to express patterns and relationships determined from sets of scientific data. 12. Use written and oral communication skills to present and explain scientific phenomena and concepts individually or in collaborative groups using technical

3 and non-technical language. B. Content 1. Chemistry of the Universe a. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. b. Communicate scientific ideas about the way stars, over their life cycle, produce elements. c. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun s core to release energy that eventually reaches Earth in the form of radiation. d. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. e. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth s formation and early history. 2. Physics of the Earth System a. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. b. Analyze data to support the claim that Newton s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. c. Develop a model to illustrate how Earth s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. d. Develop a model based on evidence of Earth s interior to describe the cycling of matter by thermal convection. e. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. f. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. 3. Dynamic Earth Systems

4 a. Analyze geoscience data to make the claim that one change to Earth s surface can create feedbacks that cause changes to other Earth systems. b. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. c. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. d. Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. 4. Human Activity and the Climate System a. Use a model to describe how variations in the flow of energy into and out of Earth s systems result in changes in climate. b. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. c. Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems. d. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. e. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. f. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. 5. Human Sustainability a. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. b. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. c. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. d. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. e. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

5 f. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 6. Human Activity & Energy a. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. b. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. c. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). d. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. e. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. f. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. g. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy. New Jersey Student Learning Standards Technology Standards 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. 21 st Century Life and Career Standards

6 CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP12. Work productively in teams while using cultural global competence. III. Proficiency Levels Environmental Science is an inquiry-based science course for students completing Biology. IV. Methods of Assessment The teacher will provide a variety of assessments including homework, class participations, tests and quizzes, laboratory reports, and projects. V. Grouping Environmental Science is appropriate for heterogeneously grouped sophomore/junior/seniors students. VI. Articulation/Scope and Sequence/Time Frame Course length is one year. VII. Resources Resources include but are not limited to: 1. Text a. Environmental Science, Holt, Reinhart, and Winston, Ancillary Textbooks a. Exercises in Physical Geology, Hamblin and Howard, 1986 b. Essential Biology, Campbell, Reece, and Simon, 2007 c. Environmental Science, Holt, Web-based Resources a. b. c. d.

7 e. Crash Course: f. Discovery News: g. SciShow VIII. Methodologies The following methods of instruction are suggested: lecture, group projects, demonstration, hands-on applications, and class presentations. IX. Suggested Activities Appropriate activities are listed below on the curriculum map. X. Interdisciplinary Connections Connections are made to mathematics by means of collaborative projects. Discussions as to the historical significance and background of scientific experiments and discoveries strengthen the connection to history. The significance of particular biomes to various cultures around the world also connects environmental science to world studies. Writing assignments in the form of laboratory reports and open-ended questions makes use of skills learned in language arts literacy. Differentiating Instruction for Students with Special Needs: Students with Disabilities, English Language Learners, and Gifted & Talented Students Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students. Examples of Strategies and Practices that Support: Students with Disabilities Use of visual and multi-sensory formats Use of assisted technology Use of prompts Modification of content and student products Testing accommodations Authentic assessments English Language Learners Pre-teaching of vocabulary and concepts Visual learning, including graphic organizers

8 Use of cognates to increase comprehension Teacher modeling Pairing students with beginning English language skills with students who have more advanced English language skills Scaffolding word walls sentence frames think-pair-share cooperative learning groups Gifted & Talented Students Adjusting the pace of lessons Curriculum compacting Inquiry-based instruction Independent study Higher-order thinking skills Interest-based content Student-driven Real-world problems and scenarios XI. Professional Development The teacher will continue to improve expertise through participation in a variety of professional development opportunities. XII. Curriculum Map Month Topics Suggested Activities September- October October- November Unit 1: Chemistry of the Universe Unit 2: Physics of Earth s Systems Star Activities Nuclear Fusion with Marshmallow Activity Sun and Energy Big Bang Theory Earth s formation Newton s Second Law Applications Formation of continental and ocean floor features Cycling of Matter Properties of Waves Activities Magnetic Fields and Electric Currents

9 December Unit 3: Dynamic Earth Systems Properties of Water Effect of water on Earth s surfaces Cycling of Carbon January- February Unit 4: Human Activity and the Climate System Regional Climate Change Electromagnetic Radiation Effects of changes on Earth s systems Global Climate Change March-April Unit 5: Human Sustainability Natural Resources Natural Hazards Biodiversity Activities Sustainability of Human Populations Human Activities impact on Earth s Systems May-June Human Activity and Energy Mineral Resources Activities Energy Conversions Wave Behavior and Interaction Activities Electromagnetic Radiation Activities