rigorous curriculum design...aquatic biomes in georgia. (clarification statement: consider the...

Rigorous Curriculum Design—Unit Planning Organizer Blank

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DEKALB COUNTY SCHOOL DISTRICT RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) Environmental Science Grade and Course High School (9-12)

Unit of Study Unit 1: Abiotic Effects

Pacing

Timeframe: Date To Date:

Traditional:

9 weeks

Timeframe: Date To Date:

Block:

4 weeks

“Unwrapped” Priority Science Georgia Standards of Excellence – Disciplinary Core Ideas Skills and

Concepts

SEV1. OBTAIN, EVALUATE, and COMMUNICATE information to investigate the flow of energy and cycling of matter within an ecosystem.

SEV1e: PLAN and CARRY OUT an investigation of how chemical and physical properties impact aquatic biomes in Georgia. (Clarification statement: Consider the diverse aquatic ecosystems across the state such as streams, ponds, coastline, estuaries, and lakes.)

“Unwrapped” Priority Elements “Unwrapped”

Skills (Students Need

to Be Able to Do)

“Unwrapped” Concepts

(Students Need to Know)

Bloom’s Taxonomy Levels

DOK (For Overall Standard)

SEV1.

• OBTAIN • EVALUATE • COMMUNICATE

• Information to investigate • Flow of energy

in ecosystem • Cycling of mater

in ecosystem

• 3 (Apply) • 5 (Evaluate) • 3 (Apply) • 3 (Apply)

• 3 (Evaluate)

SEV1e • PLAN

• CARRY OUT

• Investigation of how chemical and physical properties impact aquatic biomes in Georgia • Streams • Ponds

• 6 (Create) • 3 (Apply)

• 4 (Create)



• Coastline • Estuaries • lakes

Supporting Standards SEV1c: ANALYZE and INTERPRET DATA to CONSTRUCT an argument of the necessity of biogeochemical cycles (hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem.

SEV1d: EVALUATE claims, evidence, and reasoning of the relationship between the physical factors (e.g., insolation, proximity to coastline, topography) and organismal adaptations within terrestrial biomes.

SEV2. OBTAIN, EVALUATE, and COMMUNICATE information to construct explanations of stability and change in Earth’s ecosystems.

SEV2a: ANALYZE and INTERPRET DATA related to short-term and long-term natural cyclic fluctuations associated with climate change.

SEV2b: ANALYZE and INTERPRET DATA to determine how changes in atmospheric chemistry (carbon dioxide and methane) impact the greenhouse effect.

Essential Questions Corresponding Big Ideas 1. How can chemical and physical properties

impact biomes? 2. How does data support the short term and

long-term natural cyclic fluctuations associated with climate change?

3. What data can be used to determine how changes in atmospheric chemistry impact the greenhouse effect?

1. The many dynamic and delicate feedbacks

between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it.

2. Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.

3. Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise due to the amounts of human-generated greenhouse gasses.



Crosscutting Concepts & Science and Engineering Practices Crosscutting Concepts (All Daily)

1. Patterns, Similarity, & Diversity

2. Cause & Effect

3. Scale, Proportion, & Quantity

4. Systems & System Models

5. Energy & Matter

6. Structure & Function

7. Stability & Change

 

Science & Engineering Practices: #1, 2, & 6 (Daily)

1. Asking Questions (Science) and Defining Problems (Engineering)

2. Developing & Using Models

3. Planning and Carrying Out Investigations

4. Analyzing & Interpreting Data

5. Using Mathematics & Computational Thinking

6. Constructing Explanations (Science) & Designing Solutions (Engineering)

7. Engaging in Argument from Evidence

8. Obtaining, Evaluating, & Communicating Information 



Unit Assessments Directions: (Delete the italicized directions in this template when no longer needed)

Include two versions of each assessment:

1. Student Version: A ready-to-print copy of the student assessment including scoring guide when age appropriate.

2. Teacher Version: Include answer key for selected response questions and a scoring guide for constructed-response questions and the corresponding priority standard code.

Consider including a “Big Ideas” questions on the Post-Assessment (sample template on subsequent page).

Choose whether to: attach the assessments within this document, link to the assessments, or provide the specific path to find the assessments.

Also, add a scoring guide for each assessment (template below).

Pre-Assessment Post-Assessment Student Version: HS_EnvironmentalScience_Unit1_Pre-assessment_Student

Teacher Version:

HS_EnvironmentalScience_Unit1_Pre-assessment_Teacher

Student Version: Dekalb Benchmark Assessment Teacher Version:

Big Ideas Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

All “proficient” criteria plus: • Provides example(s)

as part of responses • Makes connections

to other areas of school or life

• States all Big Ideas correctly in own words

• Includes vocabulary terms in responses

• Meets one of the two “proficient” criteria

• Not yet able to respond correctly



Performance Assessment

Engaging Scenario

Directions: Incorporate the five elements of effective scenarios: current situation; student challenge; student role; intended audience; product, or performance.

Science and Engineering Practices: Develop and Use Models, Analyze and Interpret Data, Engaging in Argument from Evidence, Plan and Carry Out Investigations, Designing Solutions

Priority Standard: SEV1e

Suggested Phenomena: Humans impact the environment in various ways.

Georgia beaches are experiencing a decrease in biodiversity due to increases in changes in atmospheric and material cycling. As an environmental engineer, you have been given the opportunity to create a sustainable plan to protect and maintain Georgia beaches for 100 years. You will present your proposal to a local environmental foundation for approval and funding.

Performance Task Synopses

Directions: 1) Brainstorm three or four possible Performance Tasks. 2) Write a brief synopsis (1–2 sentences) for each selected task and list the tasks in a “learning

progressions” sequence. 3) Include the standards code for each task.

Task 1: SEV1, SEV1c Obtain and evaluate information on chemical and material cycling in the biosphere: biogeochemical cycles, hydrological cycle Task 2: SEV1, SEV1d Evaluate claims, evidence, and reasoning of the relationship between physical factors and organismal adaptations within terrestrial biomes Task 3: SEV2, SEV2a, SEV2b Evaluate climate change data including anthropogenic effects on the biosphere. Task 4: SEV1, SEV1c, SEV1d, SEV1e, SEV2, SEV2a, SEV2b Georgia beaches are declining due to increases in changes in atmospheric and material cycling. As an environmental engineer, you have been given the opportunity to create a sustainable plan to protect and maintain Georgia beaches for 100 years. You will present your proposal to a local environmental foundation for approval and funding.



Performance Task 1 In Detail

Directions: Describe the task in full detail making the connection to the overall engaging scenario. Check that the task directly reflects the level of rigor for each targeted skill and related concept(s). Task 1: SEV1, SEV1c Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles to support a sustainable ecosystem. Task 1: Using graphic organizers (Water, Carbon/Oxygen, Nitrogen, Phosphorus, and Sulfur) obtain information on the biogeochemical cycles. The graphic organizer should include information about the sources of the material, the phases at each step/process, organisms involved in the step, and specific vocabulary of each step/process. Engage:

Watch the Seismograph video https://www.youtube.com/watch?v=re2cAblGXs4

Explore/Explain: Plate Tectonics (as class, take individual notes for project Task 4) - Ring of fire volcanoes and earthquakes using http://nationalgeographic.org/encyclopedia/ring-fire/ Engage: Use video without sound. Students hypothesize what is happening. https://www.youtube.com/watch?v=usKrUHNksjY Explore/Explain: Watch the video with sound and explain what was happening. Engage: Watch video of Aurora Borealis https://www.youtube.com/watch?v=fVsONlc3OUY Students describe and explain what they have observed. Explore: Watch video from space station showing location in atmosphere; https://www.youtube.com/watch?v=fVMgnmi2D1w Explain: Explain layers of atmosphere: Complete graphing activity of altitude and temperature of the layers (see appendix)

Engage: How long does it takes for water to go around the world? Explore: review video with class http://oceanservice.noaa.gov/facts/current.html Elaborate: Analyze and interpret data on biogeochemical cycles using the internet and other resources provided by the instructor. Evaluate: Using the data as evidence, construct an argument of the necessity of biogeochemical cycles to support a sustainable ecosystem.

Task 1 Teacher Notes: Strategies for managing: 1) set up separate groups for each process and gallery walk or have groups do presentations. Students can have teacher made information sheets to complete from each presentation for review purposes. Allow students to search for data on the biogeochemical cycles. Assist students in evaluating their resources to ensure they are reliable sources. When students construct their arguments, they should include data from their research that supports their claim. Crosscutting Concepts: Cause and Effect, Systems and System Models, Energy and Matter

Note: Remember to develop the “proficient” level of each scoring guide first. Base the other levels off the “proficient” level as in the sample below.

https://www.youtube.com/watch?v=re2cAblGXs4

http://nationalgeographic.org/encyclopedia/ring-fire/

https://www.youtube.com/watch?v=usKrUHNksjY

https://www.youtube.com/watch?v=fVsONlc3OUY

https://www.youtube.com/watch?v=fVMgnmi2D1w

http://oceanservice.noaa.gov/facts/current.html



Performance Task 1 Scoring Guide


All “3” criteria plus: • Global quantities at

each step • Specific examples

(genus/species) of organisms involved

Each organizer will have the following: • Earth based source

of material • Complete cyclic

steps • Organisms included

in each appropriate step

• Scientific vocabulary of each step

Argument supporting that biogeochemical cycles drive ecosystem sustainability should include: • Evidence provided

supports that the cycling of matter through the ecosystem causes a co-evolution between Earth’s surface, atmosphere and the organisms that exist on it.

Each organizer will have the following: • Earth based source

of material • Complete cyclic

steps Argument supporting that biogeochemical cycles drive ecosystem sustainability should include: • Evidence provided

supports that matter cycles through the ecosystem.

Each organizer will have the following: • Complete cyclic steps Argument supporting that biogeochemical cycles drive ecosystem sustainability should include: • Evidence provided does

not supports that matter cycles through the ecosystem.




Directions: Describe the task in full detail making the connection to the overall engaging scenario. Check that the task directly reflects the level of rigor for each targeted skill and related concept(s). Task 2 Standards: SEV1, SEV1d Evaluate claims, evidence and reasoning of the relationship between the physical factors and organismal adaptations within terrestrial biomes. Task 2 Student Directions: Engage: Examine the picture of a cactus in its ecosystem. What are the physical characteristics of its biome? What adaptations help it survive in this environment? Explore: Select three different terrestrial biomes and list the physical factors that exist (e.g., average temperatures, rainfall). Select one plant and one animal from each biome. Explain: Explain how each of your organisms (three plants, three animals) are adapted to their physical environments. Elaborate: Research an area that is experiencing an unusual physical change and gather information relating to the effect on the populations within the ecosystem. How did the environmental change affect their population? Evaluate: Use evidence to support your reasoning to explain the relationship between the physical factors and organismal adaptations in a biome. Task 2 Teacher Notes: A picture of a cactus in its natural habitat will serve as the image for the engagement activity. Students can use the text, internet or teacher provided resources to find information for this task. Student explanations should include how the organism’s adaptations allow them to survive in their surroundings. For our engage, the cactus lives in a desert biome with warm temperatures and very little rainfall. The cactus’ adaptations include large water storage capabilities and spikes for protection against thirsty predators. It may be necessary to create a document for students to gather information for this task. Crosscutting Concepts: Systems and System Models, Stability and Change, Cause and Effect, Patterns


4 Advanced 3 Proficient 2 Basic 1 Below Basic All “3” criteria plus: • Includes information

on the feedback within the biosphere that causes a continual co-evolution of Earth’s surface

• and life that exists on it.

• Includes examples of what can happen to organisms when their biome’s physical characteristics change drastically, the population may

The explanation of the relationship between physical factors and organismal adaptations should include:

• The rainfall, topography and average temperatures of three biomes

• One animal and plant representative of each biome is accurate

• Two examples of adaptations of the



• One animal and/or plant representative of each biome is accurate

• One example of adaptation of the



• There are no representatives of each biome

• There are no examples of adaptations of the


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Performance Task 2 In Detail not be able to survive in the new physical environment.

representative organisms

• Explanation of relationship includes how the organism’s adaptations allow them to survive in their biome.

representative organism

• Explanation of relationship does not include how the organism’s adaptations allow them to survive in their biome.

representative organisms

Performance Task 3 In Detail Directions: Describe the task in full detail making the connection to the overall engaging scenario. Check that the task directly reflects the level of rigor for each targeted skill and related concept(s). Task 3 Standards: SEV2, SEV2a, SEV2b Analyze and interpret data related to short-term and long-term natural cyclic fluctuations associated with climate change. Analyze and interpret data to determine how changes in atmospheric chemistry impact the greenhouse effect. Task 3 Student Directions: Engage: Review current data on this website https://climate.nasa.gov/evidence/ What do you notice about the trends in the data? Explore: You have been hired as a consultant to provide information to the US House Committee on Science, Space, and Technology that either supports or opposes the argument that climate change is an inevitable event and is man-made. You will need to research climate data both historical and current to support your argument. Explain: How do changes in atmospheric chemistry impact the greenhouse effect? Use evidence to support your reasoning. Elaborate: Continue your research to analyze how short term cyclic fluctuations, such as volcanoes, are associated with climate change. Also research how long-term cyclic fluctuations, such as the Milankovitch cycles, are associated with climate change. Evaluate: Using your research explain how cyclic fluctuations are associated with climate change and describe how humans are contributing to this change. Task 3 Teacher Notes: This activity allows students to debate the concept in class with a back and forth exchange. You may need to review the rules and etiquette of debating –see notes. The NASA website provided contains current data about climate change and can be used by students to obtain information for this task. It is important to evaluate the validity of the resources to ensure it is accurate information. Crosscutting Concepts: Patterns, Cause and Effect, Systems and System Models, Energy and Matter, Stability and Change

https://climate.nasa.gov/evidence/



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• All “3” criteria plus: • More than 3 sets of

data points are included

• Visual aids are included

• Argument includes types of greenhouse gasses added to the atmosphere that have lead to a rise in global temperatures (e.g., methane, CFCs, carbon dioxide)

• Argument is fully supported by 3 sets of data

• Argument is presented in professional debate manner

• Argument includes that changes in the atmosphere due to humans have increased carbon dioxide concentrations and thus climate change

• Data is fully cited to original sources

• Debate manner does not meet guidelines (see appendix)

• Argument includes that climate change is occurring but is missing the reasoning

• Data is fully cited to original sources

• Debate manner does not meet guidelines (see appendix)

• Argument does not includes that climate change is occurring but is missing the reasoning

• Data is not fully cited to original sources



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Performance Task 4 In Detail Directions: Describe the task in full detail making the connection to the overall engaging scenario. Check that the task directly reflects the level of rigor for each targeted skill and related concept(s). Task 4 Standard(s): SEV1e. Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia. Georgia beaches are degrading due to increases in changes in atmospheric and material cycling. As an environmental engineer, you have been given the opportunity to create a sustainable plan to protect and maintain Georgia beaches for 100 years. You will present your proposal to a local environmental foundation for approval and funding. Task 4 Student Directions: Engage: Imagine you are on Tybee Island on a beautiful summer day. Describe the scene as you lay on the beach. How is the weather? What organisms do you see? Explore: In a small group, plan and carry out an investigation of how chemical properties impact aquatic biomes using elodea plants, three test tubes, water and varying concentrations of sodium chloride solutions. Explain: Using your data as evidence, explain how chemical properties impact aquatic biomes. Elaborate As an environmental engineer, research and design a sustainable plan that helps preserve Georgia beaches from destruction due to sea level changes and imbalances in chemical/material cycling. Evaluate The plan should include policy proposals that:

1) support beach organisms 2) facilitate waste treatment systems, and 3) mitigate human impact.

The plan should include a budget and timeframe. Presentation can be in report, PowerPoint, Prezi, or video format. Task 4 Teacher Notes: An image of the Tybee Island beach may be provided after students have made their initial responses. Additional questions may be asked that guide students to mentioning the breeze, the warm weather, insects, crabs, fish, grasses etc. A graphic organizer may be used for students to gather and present their investigation, data, evidence and/or explanations. The student investigation should have a control group and two varying concentrations of sodium chloride. The experiment may require two or more days to see a change in the plants. They can make qualitative observations such as color change or turgor pressure. The microscope can be used to quantify the percentage of healthy cells on leaves. The leaves in the sodium chloride solution will begin to brown and wilt and the effects should increase with concentrations. Form of presentation and audience of the presentation is up to the teacher’s discretion and timing. Grading rubric is also up to the teacher’s discretion. (examples are included in the notes) Crosscutting Concepts: Stability and Change, Energy and Matter, Systems and System Models, Cause and Effect



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All “3” criteria plus: • Examples will be

provided for all proposal criteria

• Presentation includes imbedded videos

• Presentation is truly professionally presented (eye contact, appropriate vocal levels, not reading from the slides)

Plan includes: • Support of beach

organisms includes plans on providing safe habitats for impacted species such as fences around dunes where turtles lay eggs

• Waste treatment suggestions should include ways to ensure the waste water entering the intertidal zone is not overly contaminated

• Plans for mitigating human impact may include a recycling and beach cleaning plan

• Evidence of research (sources cited)

• Data to support policies or recommendations

• Budget includes current pricing

• Time frame to support 100 yrs.

• Graphs and diagrams are included in the plan


organisms includes plans on informing the community on ways to protect them but does not include information on habitat protection

• Waste treatment suggestions should include how the waste water will enter the ecosystem

• Plans for mitigating human impact may include a recycling

• Evidence of research (sources cited)

• Data does support policies or recommendations

• Budget includes current pricing

• Time frame to support 100 yrs.


organisms is not present or incomplete

• Waste treatment suggestions are not plausible

• Plans for mitigating human impact may are impractical

• Missing evidence of research (sources cited)

• Data does support policies or recommendations

• Time frame does not support 100 yrs.



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Instructional Strategies Instructional Strategies

Research-Based Effective Teaching Strategies 21st Century Learning Skills

� Learning Objectives (posted and referenced)

� Identifying Similarities and Differences

� Summarizing and Note Taking

� Reinforcing Effort, Providing Recognition

� Homework and Practice

� Nonlinguistic Representations

� Cooperative Learning

� Purposeful small group instruction

� Increased think time

� Setting Objectives, Providing Feedback

� Check for Understanding

� Generating and Testing Hypotheses

� Cues, Questions, and Advance Organizers

� Interdisciplinary Non-Fiction Writing

� Teamwork and Collaboration

� Initiative and Leadership

� Curiosity and Imagination

� Innovation and Creativity

� Critical thinking and Problem Solving

� Flexibility and Adaptability

� Effective Oral and Written Communication

� Accessing and Analyzing Information

� Other



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Intervention Strategies Intervention Strategies

(Tiers 1, 2, 3) Additional Supports in

Classroom

Specially Designed Instruction for Special

Education Students Strategies for English Language Learners

� Re-voicing

� Explaining

� Prompting for participation

� Challenging or countering

� Asking “Why?” “How?”

� Reread

� Practice new academic vocab.

� Assistive technology

� Pre-teach & re-teach in a different way

� Repetition

� Use of manipulatives

� Collaborative work

� Direct/explicit instruction

� “Chunking”

� Accommodating different learning styles

� Create differentiated text sets

� Providing additional guided practice

� Conferencing

� Additional time

� Small group collaboration

� Modify quantity of work

� Take student’s dictation

� Scaffold information

� Differentiated content process or product

� Consistent reward system

� Refer to students’ IEP or 504 plan

� Assistive technology

� Visuals/Realia

� Front-loading

� Echoing/Choral response

� Color-coding

� Multiple exposures in different media

� Pair-share

� Modeling

� Language scaffolds: eg, sentence frames

� Deconstruct complex sentences and texts

� L1 support

� increased opportunities for student-student talk

� Strategic vocabulary instruction

� Additional think time



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Strategies for Gifted Learners Tier 1: Low Preparation Tier 2: Medium Preparation

� Flexible-Learning Groups by Readiness, Interest, Learning Profiles

� Gifted Education Cluster Classes

� Choice of Books � Gifted Education Collaboration Classes

� Homework Options � Tiered Activities and Products

� Use of Reading Buddies � Use of Literature Clubs

� Various Journal Prompts � Multiple Testing Options

� Student/Teacher Goal Setting � Multiple Texts

� Varied Pacing with Anchor Options � Alternative Assessments

� Work Alone or Together � Subject Advancement within class

� Flexible Seating � Curriculum Compacting

� Varied Scaffolding � Tiered Centers

� Varied Computer Programs � Spelling by Readiness

� Design-A-DAY � Varying Organizers

� Varied Supplemental Materials � Community Mentorships

� Computer Mentors � Stations

� Think-Pair-Share by Readiness, Interest, Learning Profiles

� Group Investigations

� Open-ended Activities � Students are Assessed in Multiple Ways

� Explorations by Interest � Student choice in selecting learning activities.

� Options for Competition � Simulations Tier 3: High Tier 4: Advanced/Autonomous

� Advanced Content English/language arts, mathematics, science and/or social studies courses

� Above grade level accelerated English/language arts, mathematics, science and/or social studies courses

� Resource Classes � Advanced Placement Classes

� Independent/Directed Study � International Baccalaureate Classes

� Socratic Seminars � Internship/Mentorships � Whole Grade Acceleration



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Instructional Resources and Materials Suggested Resources Suggested Technology Resources

Directions: Identify a variety of tangible resources that include selected texts and hands-on manipulatives, maps, charts, diagrams, multimedia, etc., to use while teaching students the “unwrapped” Priority Standards concepts and skills, supporting standards, interdisciplinary connections, unit vocabulary terms, and extension/enrichment activities.

Include tools/tutorials needed for instruction. (i.e. creating a double number line)

Climate Change Data

Directions: Toxic Algae Bloom Lake Erie picture http://earthobservatory.nasa.gov/IOTD/view.php?id=76127 Seismograph video https://www.youtube.com/watch?v=re2cAblGXs4

Ring of fire volcanoes and earthquakes http://nationalgeographic.org/encyclopedia/ring-fire/ https://www.youtube.com/watch?v=usKrUHNksjY

Aurora Borealis https://www.youtube.com/watch?v=fVsONlc3OUY https://www.youtube.com/watch?v=fVMgnmi2D1w

NGSS Disciplinary Core Ideas Matrix

Matrix of Crosscutting Concepts in NGSS

Science and Engineering Practices in the NGSS

https://climate.nasa.gov/evidence/

http://earthobservatory.nasa.gov/IOTD/view.php?id=76127






http://nstahosted.org/pdfs/ngss/20130509/matrixofdisciplinarycoreideasinngss-may2013.pdf

http://nstahosted.org/pdfs/ngss/MatrixOfCrosscuttingConcepts.pdf

http://www.nextgenscience.org/sites/default/files/Appendix%20F%20%20Science%20and%20Engineering%20Practices%20in%20the%20NGSS%20-%20FINAL%20060513.pdf



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Unit Vocabulary Directions: Identify and list academic vocabulary from the unit’s priority and supporting standards. Include unit-specific vocabulary terms from the performance tasks.

Include the code and text of any cross-curricular standards included in this unit.

Unit Vocabulary Terms Interdisciplinary Connections

Academic / Tier 2 Unit-Specific / Domain / Tier 3

Sustainable Fluctuation Cycles/cyclic Stability Factors Proximity Effect Essential Atmosphere Maintain Protect Structure Function Flow

Ecosystem Chemical properties Physical properties Aquatic Biome Estuary Marine Coastline Biogeochemical Hydrology Topography Organismal Adaptation Insolation Terrestrial Greenhouse Abiotic Biotic Biosphere Conservation Open system Closed system Phase Phase change Evaporation Condensation Sublimation Precipitation Deposition Run-off Nitrogen fixation Ammonification Bacteria Organism Plate tectonics Convergent Divergent Transform Boundary Saline Fresh water Filter Ultraviolet

Science and Engineering Practices in the NGSS

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Crosscutting Concepts in the NGSS

• Patterns: observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them. • Cause and Effect: Mechanism and Prediction: Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering • Scale, Proportion, and Quantity: In considering phenomena, it is critical to recognize what is relevant at different size, time and energy scales, and to recognize proportional relationships between different quantities as scales change.



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Infrared Troposphere Tropopause Stratosphere Stratopause Ozone Mesosphere Ionosphere Exosphere Radiation Altitude Latitude Anthropogenic Acidification pH Acid Base Climate change Salinity Density Equator

• Systems and System Models: A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems. • Energy and Matter: Flows, Cycles, and Conservation: Tracking energy and matter flows, into, out of, and within systems helps one understand their system’s behavior. • Structure and Function: The way an object is shaped or structured determines many of its properties and functions. • Stability and Change: For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand.

LAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. ELAGSE9

MGSE9-12.F.IF.4 Using tables, graphs, and verbal descriptions, interpret the key characteristics of a function which models the relationship between two quantities. Sketch a graph showing key features including: intercepts; interval where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

MGSE9-12.F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

MGSE9-12.F.IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.



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Weekly Planner

Course: Environmental Science (Block times 2 for Traditional) Unit: Unit 1: Abiotic Effects

Pacing Priority (in bold) and Supporting Standards

Engaging Learning Experiences Core Instruction (in bold) and additional resources Formative

Assessments

Before Unit (previous buffer week)

SEV1. OBTAIN, EVALUATE, and COMMUNICATE information to investigate the flow of energy and cycling of matter within an ecosystem.

SEV1e: PLAN and CARRY OUT an investigation of how chemical and physical properties impact aquatic biomes in Georgia.

Pre-Assessment



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Assessments

Week 1 Start date: ______

SEV1.

SEV1e SEV1c

Intro Engaging Scenario Task 1: Obtain and evaluate information on chemical and material cycling in the biosphere: biogeochemical cycles, hydrological cycle

Construct an argument of the necessity of biogeochemical cycles(hydrologic, nitrogen, phosphorus, oxygen, and carbon) Toxic Algae Bloom Lake Erie picture http://earthobservatory.nasa.gov/IOTD/view.php?id=76127 Cause and Effect graphic organizer using information from web page Biogeochemical cycles Jigsaw Activity (see appendix); and Sulfur (see appendix) Web quest quantities of materials in sources and sinks for each cycle) Create Graphic Organizers (5 in total) of the biogeochemical cycles Seismograph video https://www.youtube.com/watch?v=re2cAblGXs4

Discussion of the Essential Questions (throughout unit) Task 1 scoring guide Suggested informal progress monitoring checks: Ticket out the door Teacher-made quiz Writing prompt Thumbs up, middle, or down

Week 2 SEV1, SEV1d

Task 2: Evaluate claims, evidence, and reasoning of the relationship between physical factors and organismal adaptations within terrestrial biomes

The physical characteristics of its biomes Organismal adaptations help it survive in its habitat Select three different terrestrial biomes and list the physical factors that exist (e.g., average temperatures, rainfall). Select one plant and one animal from each biome.

Suggested informal progress monitoring checks: Task 2 Scoring guide Ticket Out the Door KWL Four corners Teacher made quiz Doodle it Quick nod Red, green card Clickers






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Assessments

Explain how each of your organisms (three plants, three animals) are adapted to their physical environments. Environmental change affects populations Relationship between the physical factors and organismal adaptations in a biome. Ring of fire volcanoes and earthquakes using http://nationalgeographic.org/encyclopedia/ring-fire/ Ocean Currents https://www.youtube.com/watch?v=usKrUHNksjY video of Aurora Borealis https://www.youtube.com/watch?v=fVsONlc3OUY video from space station showing location in atmosphere; https://www.youtube.com/watch?v=fVMgnmi2D1w

Week 3 SEV2, SEV2a, SEV2b

Task 3: Evaluate climate change data including anthropogenic effects on the biosphere.

Provide information that either supports or opposes the argument that climate change is an inevitable event and is man-made. Eroding Beach Image http://a.abcnews.com/images/US/GT_Alaska_Eroding_Village1_MEM_160818_4x3_992.jpg IPCC executive summary https://www.ipcc.ch/pdf/technical-papers/ccw/executive-summary.pdf

KWL Task 3 Scoring guide Check for transfer Teacher made quiz Writing prompt Exit slip Clickers





http://a.abcnews.com/images/US/GT_Alaska_Eroding_Village1_MEM_160818_4x3_992.jpg

http://a.abcnews.com/images/US/GT_Alaska_Eroding_Village1_MEM_160818_4x3_992.jpg

https://www.ipcc.ch/pdf/technical-papers/ccw/executive-summary.pdf

https://www.ipcc.ch/pdf/technical-papers/ccw/executive-summary.pdf



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Assessments

Week 4 SEV1, SEV1c, SEV1d, SEV1e, SEV2, SEV2a, SEV2b

Task 4: As an environmental engineer, you have been given the opportunity to create a sustainable plan to protect and maintain Georgia beaches for 100 years.

Research and design a sustainable plan that helps preserve Georgia beaches from destruction due to sea level changes and imbalances in chemical/material cycling. Aquatic ecosystem physical and biological characteristics Understanding the working of waste water treatment Humans impact the environment in many ways that can cause harm or help to the ecosystem Jekyll Island Conservation plan http://www.jekyllisland.com/conservation/ Waste water school https://water.usgs.gov/edu/wuww.html

Task 4 Scoring Guide Post Assessment

Buffer days (_1__) Unit end date: ______

Buffer days to differentiate based on post-assessment

(Consider administering pre-assessment for next unit during these buffer days)

http://www.jekyllisland.com/conservation/

https://water.usgs.gov/edu/wuww.html

rigorous curriculum design...aquatic biomes in georgia. (clarification statement: consider the...

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