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PUBLIC SCHOOLS OF EDISON TOWNSHIP

DIVISION OF CURRICULUM AND INSTRUCTION

ENVIRONMENTAL SCIENCE 1-1

Length of Course: Term Elective/Required: Required School: High Schools Student Eligibility: Grades 9-12 Credit Value: 5 Credits Date Approved: August 23, 2011

Environmental Science 1-1 2

TABLE OF CONTENTS

Statement of Purpose 3 Introduction 4

Essential Instructional Behavior (Draft 14) 6 Unit One – Introduction to Environmental Science and Ecology 8

Unit Two – The Human Systems 12 Unit Three – Biomes and Aquatic Ecosystems 15

Unit Four – Water, Air, Land, Energy and Waste 19 Marking Period 25 Course Requirements 39

Modifications will be made to accommodate IEP mandates for classified students.


STATEMENT OF PURPOSE

The Environmental Science curriculum is a college preparatory, laboratory based, comprehensive survey of environmental science that meets local objectives and contributes to the accomplishment of the state and national standards. The program was chosen to complement the flow and sequence of scientific studies from eighth grade to high school while helping to prepare students for the expected Biology End Of Course state assessment that will become part of their graduation requirements. The course is designed to present environmental science in a logical sequence proceeding from the study of ecology through understanding populations, water, air land, energy resources, and the complexity of humans’ impact on the environment and the influence of the environment on humans. Throughout the course, attention is paid to the application of environmental awareness to our everyday lives and related career opportunities. The Holt Environmental Science (2008) text will serve as the content reference for the Environmental Science course in conjunction with the Holt Biology (2004) text as a supplemental reference. This guide was created by:

Joseph Terrazzino – Edison High School Michelle Anderson – Edison High School Anthony Barry – Edison High School Jennifer Przygoda – Edison High School Gena Stanislaski – Edison High School Leo Danik – John P. Stevens High School Kristen Gumina – John P. Stevens High School Joanna Ruch – John P. Stevens High School Jill Sotsky – Herbert Hoover Middle School Brian Murtagh – Edison High School

Coordinated by:

Peter Skarecki – Supervisor, Edison High School (retired) Laura Darrah – Supervisor, John P. Stevens High School Laurie Maier – Supervisor, Edison High School


Introduction

The most precious resource teachers have is time. Regardless of how much time a course is scheduled for, it is never enough to accomplish all that one would like. Therefore, it is imperative that teachers utilize the time they have wisely in order to maximize the potential for all students to achieve the desired learning. High quality educational programs are characterized by clearly stated goals for student learning, teachers who are well-informed and skilled in enabling students to reach those goals, program designs that allow for continuous growth over the span of years of instruction, and ways of measuring whether students are achieving program goals. The Edison Township School District Curriculum Template The Edison Township School District has embraced the backward-design model as the foundation for all curriculum development for the educational program. When reviewing curriculum documents and the Edison Township curriculum template, aspects of the backward-design model will be found in the stated enduring understandings/essential questions, unit assessments, and instructional activities. Familiarization with backward-design is critical to working effectively with Edison’s curriculum guides. Guiding Principles: What is Backward Design? What is Understanding by Design?

‘Backward design’ is an increasingly common approach to planning curriculum and instruction. As its name implies, ‘backward design’ is based on defining clear goals, providing acceptable evidence of having achieved those goals, and then working ‘backward’ to identify what actions need to be taken that will ensure that the gap between the current status and the desired status is closed.

Building on the concept of backward design, Grant Wiggins and Jay McTighe (2005) have developed a structured approach to planning programs, curriculum, and instructional units. Their model asks educators to state goals; identify deep understandings, pose essential questions, and specify clear evidence that goals, understandings, and core learning have been achieved.

Program based on backward design use desired results to drive decisions. With this design, there are questions to consider, such as: What should students understand, know, and be able to do? What does it look like to meet those goals? What kind of program will result in the outcomes stated? How will we know students have achieved that result? What other kinds of evidence will tell us that we have a quality program? These questions apply regardless of whether they are goals in program planning or classroom instruction. The backward design process involves three interrelated stages for developing an entire curriculum or a single unit of instruction. The relationship from planning to curriculum design, development, and implementation hinges upon the integration of the following three stages.

Stage I: Identifying Desired Results: Enduring understandings, essential questions, knowledge and skills need to be woven into curriculum publications, documents, standards, and scope and sequence materials. Enduring understandings identify the “big ideas” that students will grapple with during the course of the unit. Essential questions provide a unifying focus for the unit and students should be able to more deeply and fully answer these questions as they proceed through the unit. Knowledge and skills are the “stuff” upon which the understandings are built.


Stage II: Determining Acceptable Evidence: Varied types of evidence are specified to ensure that students demonstrate attainment of desired results. While discrete knowledge assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc…) will be utilized during an instructional unit, the overall unit assessment is performance-based and asks students to demonstrate that they have mastered the desired understandings. These culminating (summative) assessments are authentic tasks that students would likely encounter in the real-world after they leave school. They allow students to demonstrate all that they have learned and can do. To demonstrate their understandings students can explain, interpret, apply, provide critical and insightful points of view, show empathy and/or evidence self-knowledge. Models of student performance and clearly defined criteria (i.e.: rubrics) are provided to all students in advance of starting work on the unit task.

Stage III: Designing Learning Activities: Instructional tasks, activities, and experiences are aligned with stages one and two so that the desired results are obtained based on the identified evidence or assessment tasks. Instructional activities and strategies are considered only once stages one and two have been clearly explicated. Therefore, congruence among all three stages can be ensured and teachers can make wise instructional choices.

At the curricular level, these three stages are best realized as a fusion of research, best practices, shared and sustained inquiry, consensus building, and initiative that involves all stakeholders. In this design, administrators are instructional leaders who enable the alignment between the curriculum and other key initiatives in their district or schools. These leaders demonstrate a clear purpose and direction for the curriculum within their school or district by providing support for implementation, opportunities for revision through sustained and consistent professional development, initiating action research activities, and collecting and evaluating materials to ensure alignment with the desired results. Intrinsic to the success of curriculum is to show how it aligns with the overarching goals of the district, how the document relates to district, state, or national standards, what a high quality educational program looks like, and what excellent teaching and learning looks like. Within education, success of the educational program is realized through this blend of commitment and organizational direction.


Public Schools of Edison Township Divisions of Curriculum and Instruction

Draft 14

Essential Instructional Behaviors

Edison’s Essential Instructional Behaviors are a collaboratively developed statement of effective teaching from pre-school through Grade 12. This statement of instructional expectations is intended as a framework and overall guide for teachers, supervisors, and administrators; its use as an observation checklist is inappropriate.

1. Planning which Sets the Stage for Learning and Assessment

Does the planning show evidence of: a. units and lessons directly related to learner needs, the written curriculum, the New Jersey Core Content

Curriculum Standards (NJCCCS), and the Cumulative Progress Indicators (CPI)? b. measurable objectives that are based on diagnosis of learner needs and readiness levels and reflective of the

written curriculum, the NJCCCS, and the CPI? c. lesson design sequenced to make meaningful connections to overarching concepts and essential questions? d. provision for effective use of available materials, technology and outside resources? e. accurate knowledge of subject matter? f. multiple means of formative and summative assessment, including performance assessment, that are authentic in

nature and realistically measure learner understanding? g. differentiation of instructional content, processes and/or products reflecting differences in learner interests,

readiness levels, and learning styles? h. provision for classroom furniture and physical resources to be arranged in a way that supports student interaction,

lesson objectives, and learning activities?

2. Observed Learner Behavior that Leads to Student Achievement

Does the lesson show evidence of: a. learners actively engaged throughout the lesson in on-task learning activities? b. learners engaged in authentic learning activities that support reading such as read alouds, guided reading, and

independent reading utilizing active reading strategies to deepen comprehension (for example inferencing, predicting, analyzing, and critiquing)?

c. learners engaged in authentic learning activities that promote writing such as journals, learning logs, creative pieces, letters, charts, notes, graphic organizers and research reports that connect to and extend learning in the content area?

d. learners engaged in authentic learning activities that promote listening, speaking, viewing skills and strategies to understand and interpret audio and visual media?

e. learners engaged in a variety of grouping strategies including individual conferences with the teacher, learning partners, cooperative learning structures, and whole-class discussion?

f. learners actively processing the lesson content through closure activities throughout the lesson? g. learners connecting lesson content to their prior knowledge, interests, and personal lives? h. learners demonstrating increasingly complex levels of understanding as evidenced through their growing

perspective, empathy, and self-knowledge as they relate to the academic content? i. learners developing their own voice and increasing independence and responsibility for their learning? j. learners receiving appropriate modifications and accommodations to support their learning?


3. Reflective Teaching which Informs Instruction and Lesson Design

Does the instruction show evidence of: a. differentiation to meet the needs of all learners, including those with Individualized Education Plans? b. modification of content, strategies, materials and assessment based on the interest and immediate needs of

students during the lesson? c. formative assessment of the learning before, during, and after the lesson, to provide timely feedback to learners

and adjust instruction accordingly? d. the use of formative assessment by both teacher and student to make decisions about what actions to take to

promote further learning? e. use of strategies for concept building including inductive learning, discovery-learning and inquiry activities? f. use of prior knowledge to build background information through such strategies as anticipatory set,

K-W-L, and prediction brainstorms? g. deliberate teacher modeling of effective thinking and learning strategies during the lesson? h. understanding of current research on how the brain takes in and processes information and how that information

can be used to enhance instruction? i. awareness of the preferred informational processing strategies of learners who are technologically sophisticated

and the use of appropriate strategies to engage them and assist their learning? j. activities that address the visual, auditory, and kinesthetic learning modalities of learners? k. use of questioning strategies that promote discussion, problem solving, and higher levels of thinking? l. use of graphic organizers and hands-on manipulatives? m. creation of an environment which is learner-centered, content rich, and reflective of learner efforts in which

children feel free to take risks and learn by trial and error? n. development of a climate of mutual respect in the classroom, one that is considerate of and addresses

differences in culture, race, gender, and readiness levels? o. transmission of proactive rules and routines which students have internalized and effective use of relationship-

preserving desists when students break rules or fail to follow procedures?

4. Responsibilities and Characteristics which Help Define the Profession

Does the teacher show evidence of: a. continuing the pursuit of knowledge of subject matter and current research on effective practices in teaching and

learning, particularly as they tie into changes in culture and technology? b. maintaining accurate records and completing forms/reports in a timely manner? c. communicating with parents about their child’s progress and the instructional process? d. treating learners with care, fairness, and respect? e. working collaboratively and cooperatively with colleagues and other school personnel? f. presenting a professional demeanor?

MQ/jlm 7/2009


Unit One: Introduction to Environmental Science and Ecology (To be taught during the 1

st Marking Period)

Targeted State Standards:

1. NJCCCS 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. 2. NJCCCS 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity diversity, and interconnectedness of life on Earth. 3. NJCCCS 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.

Unit Objectives/Enduring Understandings: (Students will be able to understand that …..)

The Earth operates as a set of complex, dynamic and interconnected systems, and is part of the all encompassing system of the universe.

Internal and external sources of energy drive Earth systems.

Human population size can have adverse environmental effects along with increased resource consumption rates.

In order to sustain our large human population, improvements in agriculture, public health, resource recovery and waste disposal is needed

Essential Questions:

How am I connected to the Earth and other living things?

What is a system?

How does energy move? Where does it go?

Why is the human population increasing in an apparently unsustainable manner on planet Earth?

What can be done to address the human population size crisis without violating human rights

Unit Assessment: Holt Unit Assessments and/or Teacher Created Tests

Core Content

Instructional Actions

Cumulative Progress

Indicators

Concepts

What students will know.

Skills

What students will be able to do.

Associated Activities/Strategies

Technology Implementation/ Interdisciplinary Connections

Assessment Check Points


1. 5.3.12.B.1. Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting.

2. 5.3.12.B.3 Predict what would happen to an ecosystem if an energy source was removed.

3. 5.3.12.B.5 Investigate and describe the relationship (cycling of matter and flow

of energy) between photosynthesis and cellular respiration. 4. 5.3.12.B.6 Explain how the

process of cellular respiration is similar to the burning of fossil fuels.

5. 5.3.12.C.1 Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem.

6. 5.4.12.C.1 Model the interrelationships among the spheres in the Earth systems by creating a flow chart.

7. 5.4.12.C.2 Analyze the vertical structure of Earth’s atmosphere, and account for the global, regional, and local variations of these characteristics and their impact on life.

8. 5.4.12.E.1 Model and explain the physical science principles that account for the global

1. The earth has components and systems similar to that of a human.

2. That Earth’s systems are interdependent and all life depends on and contributes to them.

3. The cycle of life (growth, reproduction, death, decay) is a continuous process of taking and returning various atoms from the environment.

4. The law of Conservation of Matter.

5. The environment is comprised of interdependent systems: geosphere, atmosphere, hydrosphere, and biosphere.

6. The solid part of the earth that consists of all rock is the geosphere.

7. The Earth’s surface is broken into pieces called tectonic plates.

8. The causes of geothermal energy and how it serves as a source of “internal” energy.

9. Earth’s surface features are continuously altered by the action of wind, water, and numerous natural events.

10. The composition of the Earth’s atmosphere.

11. The evolution of life caused dramatic changes in the composition of the Earth’s atmosphere, which did not originally contain oxygen gas

12. How and why energy moves through the atmosphere.

13. The composition of the hydrosphere.

14. Oceans act as a global

1. Compare/analogize human systems to Earth’s systems.

2. Recall their previous knowledge of atoms, elements and molecules.

3. Identify the elements that are essential to life.

4. Recall the composition and structure of the Earth.

5. Explain why the tectonic plates move and how.

6. Describe how wind, water and time alter the Earth’s surface.

7. Recall the composition and layers of the atmosphere.

8. Trace the evolution of our atmosphere and relate the changes in rock types and life forms to the evolving atmosphere.

9. Explain the mechanisms of heat transfer in the Earth’s atmosphere.

10. Explain the greenhouse effect.

11. Recall the phases of the water cycle.

12. Recall the properties of ocean and fresh water.

13. Explain how the ocean regulates the Earth’s temperature.

14. Discuss the factors that confine life to the biosphere.

15. Explain how the sun’s energy warms the planet, powers the weather and the water cycle, and is converted to chemical energy by plants.

16. Trace the energy of the sun through a food web/food chain.

17. Investigate and describe the

1. What is an Ecosystem? Exploration Lab: Field Activity (Holt, pg. 28 & 29) to identify the biotic and abiotic factors – evidence of the “spheres”

2. Earth’s Changing Surface Activity & Video

3. Land & Water Temp. Lab 4. Layers of the Atmosphere

Graphing Activity 5. EPA Water Cycle Animation 6. Mini-Water Cycle Lab 7. Water Cycle Activity 8. Understanding Oceans Activity 9. Biosphere Bottle Project Note:

Use to reinforce understanding of the “spheres” and then as a reference to teach energy flow and the cycling of matter.

10. Rotting Log Lab 11. The Journey of an Atom

reading 12. Ecological Succession Lab 13. American Field Guide –

Activity #2 Which Came First. (only if video streaming is able.)

14. American Field Guide – Activity #3 Succession Field Trip (You can revisit site of What is an Ecosystem? Exploration Lab: Field Activity (Holt, pg. 28 & 29) from earlier in unit.)

Formative Assessments: 1. Diagnostic pre- and post- assessments. 2. Class Discussions 3. Worksheets with teacher feedback 4. Homework Summative Assessments: 1. Quizzes 2. Tests 3. Performance Assessments 4. Research Lab

Reports


energy budget. 9. 5.4.12.E.2 Predict what the

impact on biogeochemical systems would be if there were an increase or decrease in internal and external energy.

10. 5.4.12.G.3 Demonstrate, using models, how internal and external sources of energy drive the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles.

11. 5.4.12.G.7 Relate information to detailed models of the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles, identifying major sources, sinks, fluxes, and residence times.

12. 5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations.

13. 5.1.12.B.2 Build, refine, and represent evidence-based models using mathematical, physical, and computational tools.

14. 5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories.

15. 5.1.12.C.1 Reflect on and revise understandings as

temperature regulator. 15. The biosphere is a narrow

layer around the Earth’s surface in which life can exist.

16. The biosphere is comprised of the other “spheres”.

17. Energy External Flow – Sun, Chemical, Food Web/Food Chains 18. The Sun is the major external source of energy for Earth’s global energy budget. 19. After a disturbance, organism in and environment follow a pattern of change over time. 20. Classify environmental

problems into three major categories

21. Describe, in detail, the steps by which a population becomes resistant to a pesticide

22. Cycling of Matter: Carbon Cycle, Phosphorus Cycle and Nitrogen Cycle

23. Exponential growth is a mathematical expression which can be used to model population size

(Concepts listed in Bold Font will be emphasized in great

detail for Honor Level classes)

complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration.

18. Explain how the process of cellular respiration is similar to that of burning fossil fuel.

19. Analyze the interrelationships and interdependencies among different organism, and explain how these relationships contribute to the stability of the ecosystem.

20. Predict what would happen to an ecosystem if an energy source was removed.

21. Explain two types of ecological succession.


new evidence emerges. 16. 5.1.12.C.2 Use data

representations and new models to revise predictions and explanations.

17. 5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences.

18. 5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams.

Resources: Holt Environmental Science (2008) Ch 1,4,5,8,9

Instructional Adjustments: Modifications, student

difficulties, possible misunderstandings


Unit Two: The Human Systems (To be taught in conjunction with Unit Three during the 2

nd and 3

rd Marking Periods)

Targeted State Standards: 1. NJCCCS 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise

that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.

2. NJCCCS 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.

Unit Objectives/Enduring Understandings: (Students will be able to…..)

Understand that human systems work together to create an interconnected system. Understand how organisms attain, transform, transport, release, and eliminate matter and energy to sustain life. Understand how the human body is designed to respond and adapt to the external environment. Understand that human organ systems are designed to regulate the body’s internal environment.


How is the human body organized? How does the human body maintain homeostasis? How is human body homeostasis affected by environmental agents or conditions?


Core Content


Cumulative Progress

Indicators

Concepts


Skills





1. 5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences. 2. 5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and

1. Humans are organized by a structural hierarchy. 2. Humans are composed of organ systems that work together to maintain a suitable internal environment 3. Humans must maintain /regulate homeostasis within the body to survive changes in the external environment 4. The trachea, bronchial tubes

1. Identify the levels of organization in humans down to the level of cells. 2. List the human organ systems, describe their structures and functions and give examples of how they are interdependent. 3. Describe aspects of the internal environment that need to be regulated.

1. Levels of organization activity 2. Human systems foldable 3. Cell respiration foldable 4. Integumentary play-dough activity 5. Building an artificial heart activity 6. Modeling a human lung activity 7. Report on disorders

Formative Assessments: 1. Diagnostic pre- and post- assessments. 2. Class Discussions 3. Worksheets with teacher feedback 4. Homework


diagrams. 3. 5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. 4. 5.3.12.A.3: Predict a cell’s response in a given set of environmental conditions. 2. 5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to possible treatment interventions (e.g., diabetes, cystic fibrosis) l 5. 5.3.12.B.1 Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting. 6. 5.3.12.B.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration. 7. 5.3.12.B.6 Explain how the process of cellular respiration is similar to the burning of fossil fuels.

and lungs are designed to support cellular respiration. 5. The respiratory system is responsible for obtaining and releasing gasses to maintain homeostasis. 6. Cellular respiration is the process that cells use to produce energy from food. 7. The energy contained in food used in cellular respiration originated as the environmental light energy 8. Cellular respiration and photosynthesis are processes that link all organisms to producers. 10. Cellular respiration releases the stored energy in foods just as burning releases the stored energy in fuels. 11. The integumentary system maintains homeostasis through protection, temperature and moisture regulation. 12. The circulatory system transports nutrients, hormones, and gases and disposes of wastes to maintain homeostasis. 13. The digestive and excretory systems are responsible for digesting nutrients and eliminating wastes necessary for human body t maintain homeostasis 14. The malfunctioning of organs and cells is often the result of external agents or stress 15. The human body is protected from pathogens by the immune system. 16. The structures and functions

4. List the human organ systems and give examples of how they are interdependent. 5. Describe aspects of the internal environment that need to be regulated. 6. Describe how the body maintains homeostasis under normal and environmentally stressful conditions 7. Identify the reactants and products of cellular respiration and how they are obtained by cells. 8. Describe the structures and functions of the human respiratory system. 9. Identify the pathway of gasses obtained and released by the human body by modeling the lungs and diaphragm and tracing the gas pathways. 10. Describe how the human respiratory system supports respiration at the cellular level so that a human’s energy needs are provided for. 11. Explain the interrelationship between cellular respiration and photosynthesis. 12. Describe and model the organization of the integumentary system. 13. Explain how the integumentary system serves as the interface between the internal and external environments. 14. Describe and identify the organization of the circulatory system and how the heart is

associated with humans that have an essential nutrient deficiency 8. From Food to Feces pathway foldable 9. Mini-Medical Doctor Game 10. Science of the Skin activities 11. Integumentary System Labs 12. Circulatory activities 13. Respiratory activities 14. Excretory activities 15. Digestive activities 16. Reflexes lab 17. Investigating vision lab 18. Analyzing Blood Glucose Regulation Activity

Summative Assessments: 1. Quizzes 2. Tests 3. Performance Assessments 4. Research Lab Reports


of organs determine their relationships within body systems of an organism. 17. The nervous system is composed of a network of nerves which allows the organism to interact with its environment. 18. The human brain is a major adaptation allowing people to thrive in various environmental extremes. 19. The endocrine system is an interconnected network of ductless glands which control and coordinate all other systems in the body. 20. The mother’s uterus accommodates a developing fetus while it along with fetal extra embryonic structures provide for all of the developing baby’s needs. 21. The human musculature system contributes to movement as well as organ system functions. 22. Muscles move by contracting which requires energy. 23. Bones serve many vital functions within the body. 24. Organ systems include

not only the major organs but numerous supporting organs and tissues which greatly affect the overall success of the systems



the essential “pump” that regulates the flow of essential nutrients and gasses. (heart pump activity) 15. Identify essential nutrients to humans. 16. Summarize the pathway of food and waste through the digestive and excretory systems. 17. Identify the roles of major organs and glands of the digestive and excretory systems. 18. Describe the components of the human immune system. 19 Describe the process that takes a signal through sensory neurons and motor neurons to cause a reaction to the environment. 20. Describe the human brain and how it is designed to allow Homo sapiens to thrive in various environments. 21. Describe the basic mechanism of hormone response. 22. Describe how the placenta provides all life’s necessities for the growing fetus. 23. Describe the three types of muscles, where they are found and their functions. 24. Describe how muscles work in pairs. 25. Describe the mechanism of muscle contraction. 26. Describe the structure and list the functions of bone

Resources: Holt Biology (2004) Ch 37,38,39,40,41,43




Unit Three: Biomes and Aquatic Ecosystems (To be taught in conjunction with Unit Two during the 2

nd and 3

rd Marking Periods)

Targeted State Standards: 1. NJCCCS 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building

enterprise that continually extends, refines, and revises knowledge. 2. NJCCCS - 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the

complexity, diversity, and interconnectedness of life on Earth. 3. NJCCCS - 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected

systems, and is a part of the all-encompassing system of the universe.

Unit Objectives/Enduring Understandings: (Students will understand that)

The major biomes of our planet are characterized primarily by the region’s seasonal temperature and annual rainfall or humidity.

Geographical features, including mountains and bodies of water, influence the boundaries of biomes and political regions.

Specialized adaptations to plants and animals help organisms survive through extreme environmental conditions.

Humans have developed adaptations that allow them to live on every continent of the world.

Human activity has changed the Earth’s biomes and threaten biodiversity.

Types of biomes are the results of: latitude and angle of sunlight; latitude and seasonal variations; latitude and atmospheric circulation; global wind patterns; influences of oceanic circulation; topography (variations in altitude, distribution of rain shadows)


Why are there seasons on Earth?

How do seasons and variations in temperature change with changes in latitude?

How does atmospheric circulation vary with latitude?

How do variations in atmospheric gases affect & impact biomes?

What are global wind patterns and how do they impact biomes?

How does oceanic circulation affect & impact biomes?

How do variations in topography affect & impact biomes?

What are the characteristics that define each of the seven major biomes?

Given the latitude and key geographic features, how can someone predict the characteristics of a region?

What are the expected adaptations of a plant or animal that help it survive in a specific biome?

How do human adaptations to the environment contribute to origin and race?

How can humans create a stable, mutualistic relationship with the environment that can be sustained in the long term?


Core Content


Cumulative Progress

Concepts

Skills


Assessment


Indicators What students will know. What students will be able to do. Technology Implementation/ Interdisciplinary Connections

Check Points


2. 5.1.12.C.1 Reflect on and revise understandings as new evidence emerges.

3. 5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences.

4. 5.4.12.C.2 Analyze the vertical structure of Earth’s atmosphere and account for the global, regional, and local variations of these characteristics and their impact on life.

5. 5.4.12.F.1 Explain that it is warmer in summer and colder in winter for people in New Jersey because the intensity of sunlight is greater and the days are longer in summer than in winter. Connect these seasonal changes in sunlight to the tilt of Earth’s axis with respect to the plane of its orbit around the sun.

6. 5.4.12.F.2 Explain how the climate in regions throughout

7. 5.3.12.B.1- Cite evidence

1. Scientific knowledge, models, and theories can change and be revised as scientific evidence grows. 2. Science isn’t constant; concepts and understanding changes as knowledge grows. 3. Understanding of concepts is fostered by cooperating, questioning, and working with others. 4. The atmosphere makes life possible on Earth 5. Vertically the atmosphere varies in temperature, air pressure and atmospheric density. 6. Vertical variations in the atmosphere affect and impact life globally, regionally, and locally 7. The Earth and its atmosphere are like a greenhouse 8. The Ozone Layer is a protective shield in our atmosphere 9. The latitude and angle of sunlight affect surface temperature on Earth. 10. Seasons on Earth are the result of cyclic variations in day length and sunlight angles at different latitudes. 11. New Jersey’s climate is the result of its location in the northern hemisphere at approximately 40 degrees north latitude

1. Evaluate evidence to prove or disprove existing scientific models and theories. 2. Recognize that science can change as research is performed and more evidence is gathered. 3. Identify questions and make predictions that can be addressed by conducting investigations to reach conclusions. 4. Explain how the atmosphere makes life possible on Earth. 5. Recount the composition of Earth’s atmosphere. 6. Explain how the Earth is like a greenhouse. 7. Explain how the Ozone Layer shields the Earth from harmful radiation 8. Describe the damaging effects of excessive ultraviolet light 9. Describe how the northern hemisphere has summer while the southern hemisphere has winter and visa versa. 10. Locate various places on Earth and identify whether they have summer when New Jersey does or whether they have winter. 11. Explain either written or verbally the difference between weather and climate 12. Identify and describe different climates zones

1. Form hypotheses before beginning classroom and/or lab activities. 2. Perform classroom and/or lab activity. 3. Revise/ revisit hypotheses at completion of activities. 4. Draw conclusions. 5. Research relevant scientific Concepts to see how understanding and knowledge have changed over time. 6. Form hypotheses before beginning classroom and/or lab activities. 7. Revise/ revisit hypotheses at completion of activities. 8. Draw conclusions. 9. LEARN: Atmospheric Science Explorers, Activity 1: The Goldilocks Principle: A Model of Atmospheric Gases. 10. LEARN: Atmospheric Science Explorers, Activity 2: How High Does the Atmosphere Go? 11. LEARN: Atmospheric Science Explorers, Activity 5: Atmospheric Processes – Radiation. 12. LEARN: Atmospheric Science Explorers, Activity 12: What is a Greenhouse? 13. LEARN: Atmospheric Science Explorers, Activity 14: What Do Concentrations Mean? 14. LEARN: Atmospheric Science Explorers, Activity 17: Where in the World is CO2? 15. LEARN: Atmospheric Science Explorers, Activity 21: What Do You Know About Ozone?

Formative Assessments: 1. Diagnostic pre- and post- assessments. 2. Class Discussions 3. Worksheets with teacher feedback Summative Assessments: 1. Quizzes 2. Tests 3. Performance Assessments 4. Research Lab Reports


that the transfer and transformation of matter and energy links organisms to one another and to their physical setting.

8. 5.3.12.B.3- Predict what would happen to an ecosystem if an energy source was removed.

9. 5.3.12.C.1- Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem.

10. 5.3.12.C.2 - Model how natural and human-made changes in the environment will affect individual organisms and the dynamics of populations.

11. 5.3.12.E.4 - Account for the evolution of a species by citing specific evidence of biological mechanisms.

12. 5.4.12.E.2 - Predict what the impact on biogeochemical systems would be if there were an increase or decrease in internal and external energy.

13. 5.4.12.F.2- Explain how the climate in regions throughout the world is affected by seasonal weather patterns, as well as other factors, such as the addition of greenhouse gases to the atmosphere

12. Climate is the average weather of a region over a long period of timer. 13. Climate is determined by a number of factors, including latitude, altitude air circulation, ocean currents and local geography. 13. The earth is divided into different climate zones. 14. Global winds on Earth are the result of convection currents and Earth’s rotation. 16. Latitude largely affects climate by determining seasonal variations. 17. Atmospheric circulation affects climate through influencing atmospheric temperature and moisture. 18. Ocean currents affect climate through influencing atmospheric temperature and moisture. 19. Altitude affects climate through influencing atmospheric temperature. 20. The world is affected by seasonal weather patterns, as well as other factors, such as the addition of greenhouse gases to the atmosphere and proximity to mountain ranges and to the ocean 21. Many basic concepts

indigenous to various scientific disciplines must be applied to the understanding of biomes.

22. The seven major biomes of our planet have specific

around the world. 13. Locate and describe global wind patterns of Earth. 14. Describe how climate is affected by latitude, atmospheric circulation, oceanic circulation, and altitude. 15. Apply essential concepts of

life science, earth science and physical science to explain the locations and characteristics of biomes.

16. Identify the location of biomes across the globe.

17. Describe the basic characteristics of each biome.

18. Describe the extreme conditions of various biomes that must be overcome by organisms that inhabit them.

19. Explain the reasons for each biome’s location.

20. Predict plant and animal adaptations that would increase survival rates in each of the biomes.

21. Explain the biological, behavioral and cultural adaptations that have allowed humans to thrive in the extreme conditions presented by various biomes.

22. Identify the adaptive differences between human races as specializations for survival in varied biomes.

23. Explain the particular aspects of each biome that has been impacted by the activities of man.

16. LEARN: Atmospheric Science Explorers, Activity 25: Stratospheric Ozone: A Balancing Act. 17. LEARN: Atmospheric Science Explorers, Activity 27: Special Frisbees Detect Ultraviolet Radiation. 18. LEARN: Atmospheric Science Explorers, Activity 28: Ozone Attack. 19. LEARN: Atmospheric Science Explorers, Activity 29: Making and Using Schoenbein Paper. 20. Windows to the Universe, CO2:How Much Do You Spew 21. Earth Storm: The Seasons. 22. LEARN: Atmospheric Science Explorers, Activity 8: Differences Between Climate and Weather. 23. LEARN: Atmospheric Science Explorers, Activity 9: Climate Variability.. 24. LEARN: Atmospheric Science Explorers, Activity 20: Human Activity and Climate Change. 25. Windows to the Universe, Using the Very, Very Simple Climate Model in the Classroom. 26. Project Earth Science: Physical Oceanography. Activity 10: Current Events in the Ocean, pgs. 91-99. 27. Why Are Some Deserts Hot &

Dry? 28. Making a Biome Book. 29. Desert Biomes Through Time.


and proximity to mountain ranges and to the ocean.

locations and characteristics 23. Each biome’s location is the

result of a confluence of specific geographic, geologic and atmospheric factors.

24. Plant and animal adaptations help organisms survive in different biomes.

25. Humans have developed adaptations through evolution to survive across the globe.

26. Various biomes present environmental extremes that challenge our ability to survive.

27. The human brain is the major biological adaptation that has allowed humans to develop behavioral and cultural adaptations which allow us to live in extreme environments.

28. Each of the world’s biomes has been and is being affected by human activities

29. Climatographs illustrating precipitation & temperature can be used to identify a biome

30. Geographic structures across the globe can be used to predict where specific biomes can exist



Resources: Holt Environmental Science (2008) Ch 6,7 www.ucar.edu – Learn: Atmospheric Science Explorers




Unit Four: Water, Land, Air, Energy and Waste (To be taught during the 4

th Marking Period)

Targeted Standards: 1. NJCCCS 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model- building enterprise that continually extends, refines, and revises knowledge. 2. NJCCCS 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. 3. NJCCCS 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. 4. NJCCCS 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.

Unit Objectives/Conceptual Understandings: (Students will understand that)

Ecosystems can be negatively impacted by human changes.

People can be negatively impacted by human changes made to the environment.

Humans attempt to limit and remediate their impact on the environment.

Modern civilization depends greatly on the continued availability of energy sources.

Renewable sources must be used in tandem with fossil fuels for our energy needs until non-polluting, safe, sustainable energy technologies are developed.

Pests are organisms that compete with humans for food, spread diseases or create annoyances.

There are often adverse human and environmental consequences to the use of chemical pesticides necessitating the development of alternative methods pest control.

It is not possible to throw anything away.

The solid waste produced by human societies poses an environment threat in various ways including its bulk, concentration, and sometimes hazardous nature.

Along with efforts to minimize the amount of solid waste produced by human societies, landfill technologies can be employed to decrease contamination of ground and surface water, increase the rate of settling, maximize the life of the disposal site and even maximize the production and capture of methane as an energy source.

Essential Questions: How do human actions impact the land, air and water of planet Earth?

How have the three primary fossil fuels been harnessed in recent history and what is their impact upon people and the environment?

How does a nuclear power plant work and what are the hazards and potential problems surrounding it?

What is the potential for harnessing solar, wind and other renewable energy sources?

How can alternative methods such as cultural control, control by natural enemies, genetic control, natural chemical control and integrated pest management effectively and safely be used to manage pests?

What are the possible long and short term consequences of a disposable society?

Is it possible to create a society and social conscience that helps us act in a sustainable manner?



Core Content Objectives


Cumulative Progress

Indicators

Concepts


Skills





1. 5.2.12.A6 Relate the pH scale to the concentrations of various acids and bases.

2. 5.2.12.D.3 Describe the products and applications of fission and fusion reactions.

3. 5.3.12.C.2. Model how natural and human-made changes in the environment will affect individual organisms and the dynamics of populations.

4. 5.4.12. E.2 Predict what the impact on biogeochemical systems would be if there were an increase or decrease in internal and external energy.

5. 5.4.12.G.1 Analyze and explain the sources and impact of a specific industry on a large body of water (e.g., Delaware or Chesapeake Bay).

6. 5.4.12.G.4 Compare over time the impact of human activity on the cycling of matter and energy through ecosystems.

7. 5.4.12.G.5 Assess (using maps, local planning documents, and historical records) how the natural environment has changed since humans have inhabited the region.

8. 5.4.12.G.6 Assess (using scientific, economic, and other data) the potential environmental impact of large-scale adoption of emerging technologies (e.g., wind farming, harnessing geothermal energy).

9. 5.1.12.A.1 Refine interrelationships

1. Changing pH levels affects ecosystems (particularly aquatic) and human body systems. 2. A byproduct of nuclear energy production is thermal pollution of waterways. 3. Thermal pollution establishes an increase in energy that will impact the biogeochemical systems of a body of water changing the biodiversity that can survive there. 4. Man-made changes in the composition and energy levels of the atmosphere, and hydrosphere affect humans and other organisms 5. Greenhouse gases trap heat and are responsible for global warming. 6. Global warming will upset the balance of biogeochemical systems that maintain terrestrial and aquatic biomes. 7. The ozone layer blocks UV radiation and is in jeopardy of destruction. 8. Ozone at ground level is damaging

1. Read and interpret the pH scale. -How to conduct a pH test

2. Describe the impact of thermal pollution on an aquatic environment.

3. Model how natural and human-made changes in The environment will affect individual organisms and the dynamics of the population.

4. Predict how changes to the

ozone layer and atmosphere will impact humans and organisms

5. Analyze and explain the sources and impact of a specific industry on a large body of water.

6. Formulate an informed opinion concerning the evidence, cause and potential impact of global warming.

7. Explain the importance of the ozone layer to Earth’ biosphere.

8. Discuss the mechanism of the ozone layer’s destruction and the destruction’s impact on the biosphere.

9. Describe how the misuse and overuse of water resources jeopardizes our survival.

10. Differentiate between point and nonpoint pollution.

11. Describe how natural

1. Water/Air Testing Activity 2. Finding Sources of Air 3. Pollution 4. The Greenhouse Effect Lab 5. Build your Own Watershed 6. Biodiversity Assessment

Lab 7. Analysis of Environmental 8. Case Studies 9. Ecotourism Activity 10. Making Landfill Gas Lab 11. Clean Energy from Landfill

Project 12. Active Biomass Energy

Program-Research Project 13. Calculating the calories of a

Nut activity 14. Energy and Cars: What

does The Future Hold Lab. 15. EPA Energy Kids Activity 16. An IPM Super sleuth Lab 17. Waste: Where Does It

Come From? Where Does It Go?

18. What is an Aquifer?

Formative Assessments: 1. Diagnostic pre- and post- assessments. 2. Class Discussions 3. Worksheets with teacher feedback 4. Homework Summative Assessments: 1. Quizzes 2. Tests 3. Performance Assessments 4. Research Lab Reports

http://www.epa.gov/superfund/students/clas_act/haz-ed/act01.htm



http://www.epa.gov/superfund/students/clas_act/haz-ed/aquifer.htm


among concepts and patterns of evidence found in different central scientific explanations.

10. 5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories.

11. 5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence.

12. 5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlation relationships, and anomalous data.

13. 5.1.12.B.2 Build, refine, and represent evidence-based models using mathematical, physical, and computational tools.


15. 5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations

16. 5.1.12.C.1 Reflect on and revise understandings as new evidence emerges.

17. 5.1.12.C.2 Use data representations and new models to revise predictions and explanations.

18. 5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence-based arguments.

19. 5.1.12.D.1 Engage in multiple forms

9. Water resources are in jeopardy due to manmade changes. 10. Freshwater bodies and organisms dependent on them are jeopardized by point pollution, nonpoint pollution, thermal pollution, artificial eutrophication, pathogen contamination and over usage. 11. Oceans, estuaries and bays, as well as organisms dependent on them, are jeopardized by manmade pollution. 12. The atmosphere is being contaminated by manmade pollutants to the detriment of Earth’s biosphere. 13. Land itself is a limited resource and its misuse through time jeopardizes the stability of terrestrial biomes. 14. Decomposition processes are impeded in landfills rendering land unusable. 15. Mining, logging, ranching, farming urban and suburban sprawl consume natural biomes jeopardizing biodiversity. 16. Biodiversity is decreasing in many ecosystems due to manmade habitat destruction. 17. Maps, local planning documents, and historical records of a region

eutrophication differs from artificial eutrophication and discuss how accelerated eutrophication alters biodiversity and threatens

the ecosystem’s survival. 12. Explain how the pollution and destruction of estuaries impacts the marine biome, coastlines and the fishing industry. 13. Discuss how Earth’s

atmospheric oxygen is dependent upon our protection of the marine biomes. 14. List the various types of atmospheric pollution and human health risks associate with each. 15. Explain how the destruction of rain forests can impact the environment globally. 16. Describe current waste disposal processes 17. List the ways in which terrestrial habitats are being destroyed through misuse and overuse. 18. Assess Earth’s biodiversity risk and its impact on environmental systems as well as the quality of life for humans. 19. Use maps, local planning documents, and historical records of a region chronicle how the natural environment has changed due to human habitation. 20. Identify ways that humans can

reduce, remediate and


of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences.

20. 5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams.

21. 5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare.

22. 5.2.12.D.5 Model the change in rate of a reaction by changing a factor.

23. 5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, cause/correlation relationships, and anomalous data

24. 5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanation/arguments to established scientific knowledge, models, and theories.

25. 5.1.12.C.1 Reflect on and revise understandings as new evidence emerges

26. 5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams

27. 5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to possible treatment interventions.

28. 5.3.12.B.3 Explain how environmental factors(such as temperature, light intensity, and the amount of water available)can effect photosynthesis as an energy storing process

chronicle how the natural environment has changed since humans have inhabited that region. 18. Large-scale adoption of emerging technologies such as wind farming and harnessing geothermal energy may provide a substantial advantage in man’s attempt to remediate environmental degradation . 19. Humans must repair or remediate man-made deleterious changes in the environment through informed, responsible practices and the use of emerging technologies. 20. All scientific models are subject to critical analysis in order to evaluate their validity and usefulness. 21. New models should be scrutinized and, if necessary, revised or replaced with alternatives. 22. The formulation of new models or the evaluation of old models requires discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences. 23. Models can be used to predict subsequent events. 24. Ideas and scientific

reverse their impact on the environment 21. Participate in discussions

concerning the validity and usefulness of established models and consider revisions and alternatives.

22. Represent Ideas and scientific models by using literal representations, such as graphs, tables, journals, concept maps, and diagrams. 23. Use scientific models to

predict subsequent events. 24. Demonstrate appropriate

methods of using scientific tools and instruments in the lab and field.

25. Demonstrate appropriate methods for handling organisms with respect for their safety and welfare in the lab or field.

26. Explain that global warming will lead to anoxic aquatic environments to the detriment of aquatic biodiversity.

32. Summarize our current energy sources, and explain briefly how energy use has changed through history.

33. Analyze the resources and reserves of fossil fuels in the world.

34. Evaluate the costs and benefits of using coal, oil and natural gas.

35. List the renewable sources of energy and the environmental impact of each technology.

36. Understand how active and passive systems capture solar energy and how photovoltaic

Environmental Science 1-1 23 29. 5.3.12.B.6 Explain how the process

of cellular respiration is similar to the burning of fossil fuels.

30. 5.3.12.C.2 Model how natural and human-made changes in the environment will affect individual organisms and the dynamics of populations

31. 5.4.12.E.2 Predict what the impact on biogeochemical systems would be if there were an increase or decrease in internal and external energy.

models can be represented by using literal representations, such as graphs, tables, journals, concept maps, and diagrams. 25. Appropriate methods exist concerning how to use scientific tools and instruments. 26. Appropriate methods exist concerning how to handle organisms with respect for their safety and welfare. 27. Global warming and the subsequent warming of the hydrosphere will affect the rates at which atmospheric gases will dissolve in aquatic environments. 28. Describe international

meetings and agreements related to the environment

29. Describe two major developments in U.S. environmental history

30. Identify three federal agencies responsible for environmental issues

31. Explain how citizens, the media and independent groups can affect environmental policy



collectors generate electricity. 37. Understand how nuclear

reactors work, why they are dangerous, and how they might be made safer.

38. Identify how species are actively removed through physical, chemical or biological processes.

39. Analyze the differences between traditional and organic gardening methods.

40. Model how integrated pest management strategies will affect the immediate environment.

41. Identify alternatives to using pesticides.

42. Analyze some alternatives for reducing the waste we generate.

43. Understand what hazardous and toxic wastes are and how we “dispose” of them

44. Summarize the benefits, problems, and potential of recycling and reusing wastes.

45. Evaluate the options for hazardous waste management.

46. Explain how most municipal waste is disposed of and alternatives to that disposal.

47. Explain how individual and corporate efforts can contribute to creating a sustainable society.

Resources: Holt Environmental Science (2008) Ch 11,12,13,14,17,18,19 Honors: Ch 21 http://www.epa.gov

http://www.prb.org




http://accessexcellence.org http://www.greeningschools.org/resources/view_cat_teacher.cfm?id=124 http://www.beyondpesticides.org/schools/resources/index.htm http://www.ipminstitute.org/supersleuth.htm http://www.infinitepower.org/lessonplans.htm http://school.discoveryeducation.com/lessonplans/programs/energyandcars/


ENVIRONMENTAL SCIENCE

1st MP 2nd MP 3rd MP 4th MP

Sep-Oct Oct-Nov Nov-Dec Jan-Feb Feb-Mar Mar-Apr Apr-May May-Jun

Unit 1: Our Planet Unit 2: Humanity and the World Biomes Unit 3: Achieving Sustainability

Section 1: What’s Environmental Science?

Section 2: Organization of Life

Section 3: How Ecosystems Work

Section 4: Global Populations

Section 1: Understanding Terrestrial Biomes

Section 2: Tundra & Savanna

Section 3: Tropical Rain Forest, Grassland & Desert

Section 4: Temperate Forest & Taiga

Section 5: Aquatic Biomes

Section 1: Water, Atmosphere & Land

Section 2: Our Energy Resources

Section 3: Managing Waste

Section 4: (Honors)

Economics, Policy & the Future

Each unit and section is developed around five different types of assessment

1. Classwork (CW): These are research and/or review dittos completed in school or at home with textbook, notebook, or internet

resources.

2. Activity: These assignments ask students to complete a moderately challenging task that can generally be completed in one class

period.

3. Lab: These are based upon an activity in which data will be collected and students will produce a complete lab report with a

conclusion.

4. Project: These assignments can be comprised of multiple elements including research, construction, data collection and case study work

that culminates in a assessment that is typically developed over several class periods.


5. AltAssessment: These include the five alternate assessment project which will make up the midterm grade.



1st & 2nd Marking Period SEPTEMBER – OCTOBER – NOVEMBER – DECEMBER

Unit One: Our Planet

Unit 1-1 – What is Environmental Science?

Unit 1-2 – Organization of Life Unit 1-3 – How

Ecosystems Work Unit 1-4 – Global Populations

Objectives Define environmental science and

compare it to other fields of science

Describe the changes in society and the environment from the time of hunter-gatherers through the industrial revolution

Explain how our global resources are used by different countries

Classify environmental problems into three major categories

Describe the “Tragedy of the Commons”

Explain the Law of Supply and Demand

Explain sustainability and how it applies to developed and undeveloped countries

Objectives Explain the hierarchy of an

ecosystem

Distinguish between biotic and abiotic factors in an ecosystem

Describe how a population differs from a species

Explain how habitats are important for organisms

Describe the process of evolution by natural selection

Explain the concept of adaptation

Explain how a population can become resistant, such as insects to pesticides

Name the six kingdoms and identify two characteristics of each

Describe the importance of organisms in each kingdom to the biosphere

Objectives Describe how energy is transferred

from the sun to producers and then to consumers

Identify four types of consumers

Explain how energy is stored and released through chemical reactions

Compare and contrast the usefulness of food chains and food webs

Explain how an energy pyramid represents trophic levels

Describe how invasive species can greatly affect a foreign ecosystem

Describe the elements of a species niche

Compare and contrast the five types of interactions between different species

Objectives Describe the three main properties

of a population

Identify exponential population growth through mathematical models

Explain how population sizes in nature are regulated

Describe how the human population has changed over the past 2,000 years

Define the four properties used to predict population sizes

Make predictions about population trends using population properties

Describe the four stages of demographic transition

TEXTBOOK RESOURCES

EnvSci - Ch 1 (1,2) EnvSci - Ch 4 (1,2,3) EnvSci - Ch 5 (1); Ch 8 (2) EnvSci - Ch 8 (1); Ch 9 (1)


Vocabulary Environmental Science, Biology, Physics, Chemistry, Earth Science, Social Science, Ecology, Hunter-Gatherer, Agriculture, Natural Resources, Developed/Developing Countries, Industrial Revolution, Pollution, Biodiversity, Supply & Demand, Ecological Footprint, Sustainability

Vocabulary Biosphere, Ecosystem, Biotic, Abiotic, Organism, Species, Population, Habitat, Community, Mutation, Natural Selection, Evolution, Adaptation, Artificial Selection, Metabolism, Homeostasis, Archaebacteria, Eubacteria, Fungi, Protists, Vascular Tissue, Gymnosperm, Angiosperm, Invertebrate, Vertebrate

Vocabulary Photosynthesis, Producer, Autotroph, Consumer, Heterotroph, Herbivore, Carnivore, Omnivore, Decomposer, Chemotroph, Cellular Respiration, Food Chain, Food Web, Trophic Level, Invasive Species, Niche, Competition, Predation, Parasitism, Mutualism, Commensalism, Mimicry

Vocabulary Density, Dispersion, Growth Rate, Reproductive Potential, Carrying Capacity, Exponential Growth, Limiting Resource, Demography, Age Structure, Survivorship, Fertility Rate, Life Expectancy, Migration, Demographic Transition



1st & 2nd Marking Period SEPTEMBER – OCTOBER – NOVEMBER – DECEMBER

Unit One: Our Planet

Unit 1-1 – What is Environmental Science?

Unit 1-2 – Organization of Life Unit 1-3 – How

Ecosystems Work Unit 1-4 – Global Populations

CLASSWORK, ACTIVITIES, LABS & PROJECTS

CW – 1-1 NoteQs CW – 1-1 TextQs




Activity – Understand Learning 1 Activity – Understand Learning 2 Activity – Understand Learning 3 Activity – Fishing Activity – Society Changes Activity – World Clock

Activity – Natural Selection Activity – Eco Foldable Activity – Greenhouse

Activity – Food Chains & Webs Activity – Using the Balance Activity – Ecological Pyramids

Activity – Estimate Populations 1 Activity – Estimate Populations 2 Activity – Exponential Population Activity – Life of a Bubble

Project - None Project – Alien Species 1 Project – Alien Species 2 AltAssessment – Midterm Exam



2nd & 3rd Marking Period DECEMBER – JANUARY – FEBRUARY – MARCH – APRIL

Unit Two: Humanity and the World Biomes

Unit 2-1 – Understanding Terrestrial Biomes

Unit 2-2 – Tundra & Savanna Unit 2-3 – Tropical Rain Forest,

Grassland & Desert

Objectives Describe the role of abiotic variables in the

classification of a biome

Explain the effect of latitude and altitude on a biome

Identify seven different types of vegetation found in various biomes

Explain why vegetation is used as a factor in the classification of a biome

Identify each of the seven primary biomes by their temperature and precipitation

Describe the primary factors that affect human health and how they relate to each biome

Identify the four levels of organization within the human body

Explain the significance of embryonic stem cells

List the body’s major organ systems and describe their most basic function

Objectives Describe the temperature, precipitation and

other significant characteristics for tundras and savannas

Provide three plant and three animal adaptations for species in tundras and savannas

Compare and contrast the Inuit, Tutsi and Norwegian people

Explain the anatomy and responsibilities of the integumentary, skeletal and muscular systems

Explain how the characteristics of the Inuit, Tutsi and Norwegian people represent adaptations to their respective environments

Objectives Describe the temperature, precipitation and

other significant characteristics for tropical rain forests, grasslands, and deserts

Provide three plant and three animal adaptations for species in tropical rain forests, grasslands, and deserts

Compare the productivity of tropical rain forests, grasslands, and deserts

Explain how biomes can change through natural or artificial processes

Relate the roles of the five primary nutrients found in food to maintaining a healthy body

Explain the anatomy and responsibilities of the digestive system

TEXTBOOK RESOURCES

EnvSci - Ch 6 (1) Biology – Ch 37 (1)

EnvSci - Ch 6 (2,3) Biology – Ch 37 (2,3,4)

EnvSci – Ch 5 (3); Ch 6 (2,3) Biology – Ch 39 (1,2,3); Ch 40 (1,2,3)


Vocabulary Biome, Climate, Limiting Factor, Biodiversity, Latitude, Tropical, Temperate, Polar, Altitude, Precipitation, Tundra, Taiga, Temperate Forest, Grassland, Desert, Tropical Rain Forest, Savanna, Alpine, Cell, Embryonic Stem Cells, Pluripotent, Tissue, Epithelial, Nervous, Connective, Muscle, Organ, Organ Systems

Vocabulary Permafrost, Lichen, Caribou, Monsoon, Drought, Inuit, Epidermis, Dermis, Subcutaneous Layer, Keratin, Melanin, Skin Cancer, Carcinoma, Melanoma, Hypothermia, Hyperthermia, Axial Skeleton, Appendicular Skeleton, Osteoporosis, Arthritis, Leukemia, Joint, Ligament, Tendon, Flexor, Extensor

Vocabulary Emergent Layer, Canopy, Understory, Productivity, Calorie, Rain Shadow, Primary/Secondary Succession, Pioneer Species, Climax Community, Deforestation, Desertification, Natural Resources, Renewable, Nonrenewable, Mechanical Process, Pharynx, Esophagus, Stomach, Small/Large Intestines, Calorie, Carbohydrate, Protein, Lipid, Health, Pathogens, Nonspecific Defenses, Antigen, Antibodies



2nd & 3rd Marking Period DECEMBER – JANUARY – FEBRUARY – MARCH – APRIL


Unit 2-1 – Understanding Terrestrial Biomes

Unit 2-2 – Tundra & Savanna Unit 2-3 – Tropical Rain Forest,

Grassland & Desert





Activity – Using the Globe Activity – Measuring Our Senses

Activity – Biome Map Activity – Surface Area Activity – Muscle Sensitivity Activity – Touch Receptors

Activity – Digestion Journey Activity – Food Journal Activity – Nutrition

AltAssessment – Biomes & Systems Folder AltAssessment – begin The Avatar AltAssessment – complete The Avatar



2nd & 3rd Marking Period

DECEMBER – JANUARY – FEBRUARY – MARCH – APRIL


Unit 2-4 – Temperate Forest & Taiga Unit 2-5 – Aquatic Biomes

Objectives Describe the temperature, precipitation and other significant characteristics

for temperate forests and taiga biomes

Provide three plant and three animal adaptations for species in temperate forests and taiga biomes

Compare and contrast the biological processes of typical American citizens and indigenous Peruvians

Explain the anatomy and responsibilities of the circulatory, respiratory and reproductive systems

Explain how the characteristics of indigenous Peruvian people represent adaptations to their environment

Objectives Describe the importance and availability of freshwater is to life on

EarthDescribe the factors that determine where organisms live in an aquatic ecosystem

Identify the characteristics of the littoral and benthic zones in a lake or pond

Describe two environmental functions of wetlands

Explain why estuaries are very productive ecosystems

Describe the threats that humans impose on fresh and saltwater ecosystems

Explain the anatomy and responsibilities of the nervous system

Describe the process and effects for the biomagnification of mercury compounds in Minamata, Japan

TEXTBOOK RESOURCES

EnvSci - Ch 6 (2) Biology – Ch 38 (1,2,3); Ch 43 (3)

EnvSci - Ch 7 (1,2) Biology – Ch 41 (1,2,3)

Vocabulary Migration, Hibernation, Deciduous, Conifer, Artery, Vein, Capillary, Plasma, Red Blood Cells, White Blood Cells, Platelets, Hemoglobin, Atrium, Ventricle, Vena Cava, Aorta, Trachea, Bronchi, Lungs, Diaphragm, Gas Exchange, Embryo, Placenta, Umbilical Cord, Fetus

Vocabulary Salinity, Littoral Zone, Benthic Zone, Plankton, Nekton, Benthos, Wetlands, Marsh, Swamp, Estuary, Coral Reefs, Central Nervous System, Peripheral Nervous System, Cerebrum, Lower Brain, Neuron, Motor Neuron, Spinal Reflex, Sensory Neuron, Thermoreceptor, Photoreceptor, Chemoreceptor, Mechanoreceptor, Methyl Mercury, Biomagnification, Multiple Sclerosis, THC



2nd & 3rd Marking Period

DECEMBER – JANUARY – FEBRUARY – MARCH – APRIL


Unit 2-4 – Temperate Forest & Taiga Unit 2-5 – Aquatic Biomes




Activity – Circulatory Relay Activity – Heart & Lungs Activity – Lung Capacity Activity – Blood Pressure

Activity – Biomagnification Activity – Read & Write Braille Activity – Exploring Vision 1 Activity – Exploring Vision 2

AltAssessment – Hypoxic Pregnancy

AltAssessment – E-Messages or Waterpark



3rd & 4th Marking Period APRIL – MAY – JUNE

Unit Three: Achieving Sustainability

Unit 3-1 – Water, Atmosphere & Land

Unit 3-2 – Our Energy Resources

Unit 3-3 –Managing Waste

Objectives Describe the distribution of the Earth’s water

Explain how freshwater is cycled in the environment and its importance for life on Earth

Identify major uses of water in society and how it can be conserved

Compare sources and types of water pollution

Compare sources and types of air pollution

Describe the short and long term effects of air pollution on human health

Explain the importance of the ozone layer

Describe how the ozone layer has been depleted

Identify possible causes & results of global warming

Describe three ways humans use land

List the benefits of land preservation

Objectives Identify different forms of energy conversions

Describe global energy consumption and production

Compare the advantages and disadvantages for both nonrenewable and renewable forms of energy

Explain how fossil fuels form and how they’re used

Explain how nuclear power is used by society

Describe three forms of solar energy usage

Explain the differences in biomass fuel use between developed and developing nations

Describe how electricity can be created through the use of renewable energy

Describe three alternative energy technologies

Explain the difference between energy efficiency and energy conservation

Explain how society is improving energy efficiency and conservation

Objectives Describe the characteristics of biodegradable

waste

Identity two types of solid waste

Describe how a modern landfill works

Name two environmental problems caused by landfills

Identify different ways to produce less waste

Describe the process of recycling

Describe the process of composting

Name two characteristics of hazardous waste and how it can be safely treated

Identify laws concerning hazardous wastes

TEXTBOOK RESOURCES

EnvSci - Ch 11, 12, 13, 14 EnvSci - Ch 17 - 18 EnvSci - Ch 19


Vocabulary Surface water, Watershed, Groundwater, Aquifer, Permeable, Recharge Zone, Desalination, Point & Nonpoint-Source Pollution, Eutrophication, Thermal Pollution, Primary & Secondary Pollutant, Smog, Sick-Building Syndrome, Asbestos, Acid Precipitation, pH, Ozone Layer, CFCs, Greenhouse Gases, Global Warming, Infrastructure, Urban, Suburban, Rural, Land-use Planning, GIS

Vocabulary Kinetic Energy, Potential Energy, Law of Conservation of Energy, Nonrenewable & Renewable Energy, Fossil Fuels, Electric Generator, Petroleum, Plastic, Coal, Natural Gas, Nuclear Fusion, Nuclear Fission, Passive & Active Solar Heating, Photovoltaic Cells, Biomass Fuel, Hydroelectric Energy, Geothermal Energy, Tidal Power, Energy Conservation

Vocabulary Solid Waste, Biodegradable, Landfill, Leachate, Incinerator, Source Reduction, Recycling, Composting, Hazardous Waste, Deep-Well Injection, Surface Impoundment



3rd & 4th Marking Period APRIL – MAY – JUNE


Unit 3-1 – Nonrenewable Energy Unit 3-2 – Renewable Energy Unit 3-3 –Managing Waste





Activity – Nonpoint Source Pollution Activity – Water Resources Activity – Air Pollution Index Activity – Land Use

Activity – Lab -

Activity – Lab -

Project – Project – Project –



4th Marking Period – For Honors APRIL – MAY – JUNE


Unit 3-4 – Economics, Policy & the Future

Objectives List the challenges of sustainability

Describe international meetings and agreements relating to the environment

Explain how economics and environmental science are related

Compare two ways that governments influence economics

Give an example of a private effort to address environmental problems

Describe two major developments in U.S. environmental history

Identify three federal agencies responsible for environmental issues

Explain how citizens can affect environmental policy

Evaluate the media as a source of information about the environment

EnvSci - Ch 21

Vocabulary Sustainability, Economics, Environmental Impact Statement, Lobbying


PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION

COURSE REQUIREMENTS


Grades: 9 Length of Course: Term

I. COURSE OBJECTIVES - This course will consist of the following units of study:

A. Introduction to Environmental Science and Ecology: An understanding of major

themes in environmental science including other contributing scientific fields, the

history of human civilization and its impact on the environment, the hierarchy of

ecosystems, the classification of life on Earth, and understanding population

dynamics.

B. The Human Systems, Biomes and Aquatic Ecosystems: An understanding of the

characteristics for the primary biomes on Earth, the structure and function of the

human body, as well as how humans affect the environment and how the environment

affects human populations, now and in the future.

C. Water, Air, Land, Energy and Waste: An understanding of how human

populations depend upon numerous natural resources and how humans can greatly

impact the Earth in both positive and negative ways with a focus on maintaining a

sustainable lifestyle which can be preserved for future generations.

II. EVALUATION PROCESS – Throughout the course, students will be evaluated using:

A. Tests and Quizzes

B. Lab Reports and Major Projects

C. Presentations & Class Activities

D. Classwork & HW Assignments

E. Class Participation

F. Alternate Assessment Assignments


II: COURSE REQUIREMENTS – To complete this course successfully, students will

be required to demonstrate a satisfactory (or higher) level of proficiency in the following

concepts:

1. Understand that human systems work together to create an interconnected system. 2. Understand how organisms attain, transform, transport, release, and eliminate matter

and energy to sustain life. 3. Understand how the human body is designed to respond and adapt to the external

environment. 4. Understand that human organ systems are designed to regulate the body’s internal

environment. 5. Understand that human systems work together to create an interconnected system. 6. Understand that signals are used to allow for communication between different parts of

the body and different body systems. 7. Understand how the human body is designed to respond and adapt to the external

environment. 8. The Earth operates as a set of complex, dynamic and interconnected systems, and is

part of the all encompassing system of the universe. 9. Internal and external sources of energy drive Earth systems. 10. Types of biomes are the results of:

latitude and angle of sunlight

latitude and seasonal variations

latitude and atmospheric circulation

global wind patterns

influences of oceanic circulation

topography (variations in altitude, distribution of rain shadows)

11. The major biomes of our planet are characterized primarily by the region’s seasonal temperature and annual rainfall or humidity.

12. Geographical features, including mountains and bodies of water, influence the boundaries of biomes and political regions.

13. Specialized adaptations to plants and animals help organisms survive through extreme environmental conditions.

14. Humans have developed adaptations that allow them to live on every continent of the world.

15. Human activity has changed the Earth’s biomes and threaten biodiversity. 16. Identify the unique characteristics and organisms within aquatic biomes. 17. Describe the adaptations of aquatic organisms to the particular challenges of aquatic

ecosystems. 18. Describe the relationship between aquatic environments and human biological

systems. 19. Describe the impact of human activity on specific aquatic environments through case

studies. 20. Ecosystems can be negatively impacted by human changes. 21. People can be negatively impacted by human changes made to the environment . 22. Humans attempt to limit and remediate their impact on the environment. 23. Human population size can have adverse environmental effects along with increased

resource consumption rates. 24. In order to sustain our large human population, improvements in agriculture, public

health, resource recovery and waste disposal are needed. 25. Modern civilization depends greatly on the continued availability of energy sources. 26. Renewable sources must be used in tandem with fossil fuels for our energy needs until

non-polluting, safe, sustainable energy technologies are developed. 27. Pests are organisms that compete with humans for food, spread diseases or create

annoyances.

Environmental Science 1-1 41 28. There are often adverse human and environmental consequences to the use of

chemical pesticides necessitating the development of alternative methods pest control. 29. The solid waste produced by human societies poses an environment threat in various

ways including its bulk, concentration, and sometimes hazardous nature. 30. Along with efforts to minimize the amount of solid waste produced by human societies,

landfill technologies can be employed to decrease contamination of ground and surface water, increase the rate of settling, maximize the life of the disposal site and even maximize the production and capture of methane as an energy source.

environmental science 1-1 - edison · environmental science 1-1 ... unit one – introduction to...

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