Curriculum Map - Beverly High School - Science - Environmental Science (July 2019 draft)
Topic 1: Earth’s Ecosystems and Biomes
Stage 1 Desired Results - What students should be able to know and do | |||
ESTABLISHED GOALS- Students will be able to: describe an overview of our earth’s atmosphere and oceans describe various biomes and threats that are associated with each one. | |||
Standards- | |||
Students will be able to independently use their learning to… LS-Inquiry: Asking questions and defining problems. Developing and carrying out investigations. Analyzing and interpreting data. Communicating evidence. HS-LS2-7 Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health. HS-ESS3-1. Construct an explanation based on evidence for how the availability of key natural resources and changes due to variations in climate have influenced human activity. HS-LS2.A Ecosystems have carrying capacities resulting from biotic and abiotic factors. The fundamental tension between resource availability and organism populations affects genetic diversity within populations and biodiversity within ecosystems.
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Meaning | |||
ESSENTIAL QUESTIONS- What is environmental science and what are some of the major environmental concerns we are faced with today? What are the differences between the processes of the scientific method and environmental problem solving? How does climate affect biome distribution and the organisms that live there? What are some current threats to each biome? | |||
Acquisition | |||
Students will be skilled at… Comparing the processes of the scientific method and environmental decision making. Recalling various vocabulary terms from freshmen biology/ecology unit (ecosystem, biotic/abiotic, population, community, etc) Describing key features (climate and organisms) of various biomes and the various factors threatening each one. Understanding that humans are impacting the environment in various ways both locally and globally. | |||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
Summatives | PERFORMANCE TASK(S): End of unit test Labs | |
Formatives | OTHER EVIDENCE: Scientific method lab Climatograms Biome projects | |
Stage 3 – Learning Plan | ||
Unit 1 - Many Planets, One Earth Unit 4 - Ecosystems Unit 13 - Looking Forward, Global Experience
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Topic 2: Water
Stage 1 Desired Results - What students should be able to know and do | ||
ESTABLISHED GOALS- The Global Water Cycle Distribution of Freshwater Resources (Watersheds) Groundwater Hydrology: How Water Flows World Demand for Water Depletion of Freshwater Resources Water Salinization Water Pollution Wetland Protection Water-Related Diseases Major Laws and Treaties | ||
Standards | ||
Students will be able to independently use their learning to…
HS-ESS3-1. Construct an explanation based on evidence for how the availability of key natural resources and changes due to variations in climate have influenced human activity. HS-LS2-7 Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health. HS-ESS2.C Water cycles among land, ocean, and atmosphere, and is propelled by sunlight and gravity. The planet’s dynamics are greatly influenced by water’s unique chemical and physical properties.
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Meaning | ||
ESSENTIAL QUESTIONS What factors influence the current availability of our freshwater supply? What are the causes and consequences of freshwater and ocean pollution? | ||
Acquisition | ||
Students will be skilled at… Understanding that the freshwater on earth is limited. Ways they can conserve water in their own home. Understanding causes and consequences of both freshwater and ocean pollution. Ways they can contribute to limiting the amount of pollution in our waters. Describing the regional watersheds and human impacts Benefits of wetland protection regulations | ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
Summatives | PERFORMANCE TASK(S): End of unit test Labs | |
Formatives | OTHER EVIDENCE: Labs, group work, quizzes | |
Stage 3 – Learning Plan | ||
Unit 8 - Water Resources
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Topic 3: Atmosphere and Air Pollution
Stage 1 Desired Results - What students should be able to know and do | ||
ESTABLISHED GOALS- Atmosphere layers Atmospheric circulation (climate zones and weather patterns) Atmospheric pollution and health impacts Ozone layer Majors laws and treaties | ||
Standards | ||
Students will be able to independently use their learning to… HS-ESS2-6 Use a model to describe the cycling of carbon through the ocean, atmosphere, soil and biosphere and how increases in carbon dioxide concentrations due to human activity have resulted in atmospheric and climate changes HS-ESS3-1. Construct an explanation based on evidence for how the availability of key natural resources and changes due to variations in climate have influenced human activity. HS-LS2-7 Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health. HS - ESS2.A Feedback effects exist within and among Earth’s systems. HS - ESS2.D Complex interactions determine local weather patterns and influence climate, including the role of the ocean. Human activities affect global warming. HS - ESS2.D The role of radiation from the Sun and its interactions with the atmosphere, ocean, and land are the foundation for the global climate system. | ||
Meaning | ||
ESSENTIAL QUESTIONS- What are the causes of air pollution and their effects on human health? What affects have regulations had on air quality? What are the causes of acid rain and its effects on ecosystems? What role does the ozone layer play in our atmosphere? What has caused a thinning of the ozone layer and how have treaties and regulations helped reduce the impact? What effects have regulations had on loss of ozone in our atmosphere? | ||
Acquisition | ||
Students will be skilled at… Understanding causes and consequences of air pollution. How acid rain can affect an ecosystem. Understanding the role the ozone layer plays in our atmosphere. Describing laws enacted to decrease air pollution. Understand the challenges of environmental justice | ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
Summative | PERFORMANCE TASK(S): End of unit test Labs | |
Formatives | OTHER EVIDENCE: Air pollution classroom activities Map sources of atmospheric pollution. | |
Stage 3 – Learning Plan | ||
Unit 2 - Atmosphere
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Topic 4: Earth’s Changing Climate
Stage 1 Desired Results - What students should be able to know and do | ||
ESTABLISHED GOALS- Regulating Earth's climate Atmospheric circulation creates climate zones and weather patterns Carbon cycling between atmosphere, land, and ocean reservoirs helps to regulate Earth's climate | ||
Standards | ||
Students will be able to independently use their learning to…
HS-ESS2-6 Use a model to describe cycling of carbon through the ocean, atmosphere, soil and biosphere and how increases in carbon dioxide concentrations due to human activity have resulted in atmospheric and climate changes HS-ESS3-1. Construct an explanation based on evidence for how the availability of key natural resources and changes due to variations in climate have influenced human activity. HS-LS2-7 Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health. HS-ESS3-5. Analyze results from global climate models to describe how forecasts are made of the current rate of global or regional climate change and associated future impacts to Earth systems. | ||
Meaning | ||
ESSENTIAL QUESTIONS- What is the greenhouse effect and how does it relate to global warming? How does carbon cycle through Earth systems? What are the impacts of climate change on various ecosystems? | ||
Acquisition | ||
Students will be skilled at… Describing the greenhouse effect. Understanding the causes of global warming and its impact on the earth. Describing laws and treaties enacted to limit emissions of CO2 and other greenhouse gases. | ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
Summatives | PERFORMANCE TASK(S): End of unit test Labs | |
Formatives | OTHER EVIDENCE: Climate change classroom activities | |
Stage 3 – Learning Plan | ||
Unit 12 - Earth’s Changing Climate
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Stage 1 Desired Results - What students should be able to know and do | ||
ESTABLISHED GOALS- Energy Use Patterns (buildings, transportation, industry, electricity) Energy Supply Options Fossil Fuels: Coal, Oil and Gas Nuclear Power Biomass Hydropower and Ocean Energy Geothermal Energy Wind Power Direct Solar Energy Conservation as an Energy Resource Energy in Transportation Future Energy Mix Options Energy Regulations | ||
Standards | ||
Students will be able to independently use their learning to… HS-ESS3-1. Construct an explanation based on evidence for how the availability of key natural resources and changes due to variations in climate have influenced human activity. HS-ESS3-2. Evaluate competing design solutions for minimizing impacts of developing and using energy and mineral resources, and conserving and recycling those resources, based on economic, social, and environmental cost-benefit ratios.*
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* | ||
Meaning | ||
ESSENTIAL QUESTIONS What are the energy use patterns locally and around the world? What are the environmental impacts of traditional energy systems? What are the alternatives to fossil fuels for heat and electricity production? What are the barriers to renewable energy technologies? How is energy used in buildings and how can they use less (insulation, solar, lighting, etc.)? How is energy used in transportation and what strategies would reduce the environmental impacts? | ||
Acquisition | ||
Students will be skilled at… Discussing the benefits and issues of traditional fossil fuels and alternative energy technologies Monitor energy use and identify conservation strategies Explore the potential benefits and challenges to replacing fossil fuels with cleaner energy sources Local, regional, national and international initiatives to change energy use patterns and supply options Describing the effects on the environment of using both nonrenewable and renewable energy sources | ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
Summatives | PERFORMANCE TASK(S): End of unit test Labs | |
Formatives | OTHER EVIDENCE: Classroom activities (worksheets, videos) | |
Stage 3 – Learning Plan | ||
Unit 10 - Energy Challenges
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Topic 6: Our Food Resources
Stage 1 Desired Results - What students should be able to know and do | ||
ESTABLISHED GOALS- Earth's Land Resources Impacts of food production (on climate and land use) Combating Pests and Disease Genetically modified foods Sustainable Agriculture Ocean Food Resources | ||
Standards | ||
Students will be able to independently use their learning to…
HS-ESS3-1. Construct an explanation based on evidence for how the availability of key natural resources and changes due to variations in climate have influenced human activity.
HS-ESS3-3. Illustrate relationships among management of natural resources, the sustainability of human populations, and biodiversity.
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Meaning | ||
ESSENTIAL QUESTIONS- What factors contribute to food shortages? What are some of the concerns regarding soil conservation? What are some issues regarding pests and invasive species? What are the impacts of fertilizer and pesticide use? What are the energy and environmental impacts of various diets? How do humans utilize the land? | ||
Acquisition | ||
Students will be skilled at… Understanding where our food comes from. Explaining how food choices can affect the environment Describing impacts of fertilizer, pesticide, water use on the ecosystem. Compare traditional food production with alternative techniques (GMO, organic, etc.) | ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
Summatives | PERFORMANCE TASK(S): End of unit test Labs | |
Formatives | OTHER EVIDENCE: Classroom activities | |
Stage 3 – Learning Plan | ||
Unit 7 - Agriculture
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Topic 7: Biodiversity
Stage 1 Desired Results - What students should be able to know and do | ||
ESTABLISHED GOALS- Habitat Loss/extinction Invasive species Diseases | ||
Standards | ||
Students will be able to independently use their learning to…
HS-ESS3-1. Construct an explanation based on evidence for how the availability of key natural resources and changes due to variations in climate have influenced human activity.
HS-ESS3-3. Illustrate relationships among management of natural resources, the sustainability of human populations, and biodiversity. HS-LS2-7. Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health. | ||
Meaning | ||
ESSENTIAL QUESTIONS What are some of the causes that lead to species extinction and endangerment? What are invasive species and how do they impact the environment? (Focus on local case studies) What laws and conservation strategies are currently being utilized to preserve biodiversity? | ||
Acquisition | ||
Students will be skilled at… Describing threats to biodiversity Explaining what invasive species are and their impact on the environment. (Use local case studies) Understanding US and international laws put in place to protect biodiversity Explaining the value of saving individual species and the ecosystem approach | ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
Summatives | PERFORMANCE TASK(S): End of unit test Labs | |
Formatives | OTHER EVIDENCE: Classroom activities | |
Stage 3 – Learning Plan | ||
Unit 9 - Biodiversity Decline Unit 4 - Ecosystems
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Topic 8: Waste
Stage 1 Desired Results - What students should be able to know and do | ||
ESTABLISHED GOALS- Types of solid waste Plastics around the world Solid waste disposal options and impacts Reduce, reuse, recycle strategies Regional initiatives and regulations | ||
Standards | ||
Students will be able to independently use their learning to…
HS-ESS3-1. Construct an explanation based on evidence for how the availability of key natural resources and changes due to variations in climate have influenced human activity.
HS-ESS3-2. Evaluate competing design solutions for minimizing impacts of developing and using energy and mineral resources, and conserving and recycling those resources, based on economic, social, and environmental cost-benefit ratios.* HS-LS2-7. Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health. | ||
Meaning | ||
ESSENTIAL QUESTIONS- Where does our solid waste come from? Where does waste go when it leaves our homes? What are the environmental problems caused by landfills and waste incinerators? What are effective strategies for producing less waste? | ||
Acquisition | ||
Students will be skilled at… Explaining the steps involved in recycling different materials Estimating their personal and family production of solid waste and recycling. Explain strategies for reducing solid waste (recycling, composting, etc.) | ||