Curriculum Map: Environmental Science (Part 2) Enduring Understanding/Esse ntial Questions Unit , - Man.

Planets/ 0ne Eart( 1(at transitions (as Eart( gone t(roug( and '(.) &o' does evidence o2 t(e deep past in2orm us a$out toda.3s conditions) &o' does t(e Eart(3s geological car$on c.cle act as a t(ermostat) NYS Common Core !earning Standards "ddressed Earths Systems (HS-ESS2) &S4ESS245 Earths Place in the Universe (HS-ESS1) &S4ESS645 S.stematic collection o2 evidence and scienti2ic data Predict and evaluate t(e in2luence o2 (uman activities on t(e car$on c.cle ar!on ycle and H"man #n$l"ence% Computer Simulation "ctivit. (ttp://'''7learner7org/courses/en vsci/interactives/car$on/ "&ca'e (eolo)y: Soil Sampling "ctivit. 1riting "ssignment: Students c(oose a (uman activit. ('ee#l. cell p(one use/ use o2 car to travel to 'or# dail.) 8ased on researc( and estimation (i7e7 'aste generated/ electricit. consumed)/ 'rite a summative essa. descri$ing t(e e22ects o2 t(at activit. on t(e Car$on C.cle S#ills to $e %argeted Strategies/"ctivities (&o' 'ill students demonstrate t(eir understanding)) Many Planets/One Earth Video: 1(. is Eart( appears to $e t(e onl. planet 'it( a li2e4sustaining environment) *ormative and Summative "ssessments C(ec#4in 'it( Essential Questions (t'ice per unit)6 +esources

Understand scienti2ic researc( as a descriptive process

%(e &a$ita$le Planet

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Curriculum Map: Environmental Science (Part 2)

Unit 2 - Ecos.stems 1(. do ecos.stems li#e %ropical +ain2orests (ave suc( immense diversit.) 1(at (ave scientists discovered t(at determines (o' man. individuals o2 a species can $e supported 'it(in an ecos.stem) &o' does science restore t(e diversit. to areas '(ere (uman activit. (as inter2ered 'it( t(e natural structure o2 a (a$it/ecos.stem)

Ecosystems% #nteractions* Ener)y* and +ynamics (HS-,S2) &S4!S246 &S4!S245 &S4!S24@

Evaluate t(e roll o2 di22erent organisms in t(e 2lo' o2 energ. t(roug( a 2ood c(ain/2ood 'e$ >etermine t(e carr.ing capacit. o2 a given ecos.stem >escri$e t(e conditions t(at determine a$undance and diversit. (glo$al circulation patterns and geograp(.) >escri$e t(e impact o2 (uman alteration o2 ecos.stem interactions and on glo$al sta$ilit. (and propose strategies to reverse t(ese impacts)

Ecolo)y ,a!% Computer !a$ Simulation (ttp://'''7learner7org/courses/env sci/interactives/ecolog./ -ro&ical .ain$orest Video: 1(. do tropical rain2orests (ave suc( immense diversit.) 1(at role do t(e. plan in sta$iliAing climate and atmosp(ere on Planet Eart() &o' can t(e data 2rom tropical rain2orests $e (elp2ul in managing and protecting temperate 2orests and ot(er ecos.stems on Planet Eart() O/l Pellets000% ,ocal Ecosystem +iversity: Students 'ill 'al# an undistur$ed or unmanaged part o2 t(e sc(ool grounds/local par# to collect lea2 specimens and evaluate t(e level o2 plant $iodiversit. Ho/ Soil is 1ormed ,a! 2ctivity% Students 'ill per2orm a series o2 (ands4on e9periments to gain an understanding o2 t(e c(emical/ p(.sical/ and organic processes involved in roc# and soil 2ormation7

Prior 3no/led)e 2ssessment2 C(ec#4in 'it( Essential Questions (t'ice per unit)B 2do&t a .ain$orest (ttp://'''7rain 2orest4 alliance7org/ad opt Students 'ill researc( t(e rain2orests t(at are supported $. t(e +ain2orest "lliance >evelop a presentation in support o2 adopting one o2 t(e rain2orests

%(e &a$ita$le Planet %ree and S(ru$ *ield :uide

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Curriculum Map: Environmental Science (Part 2)

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Curriculum Map: Environmental Science (Part 2)

Unit C - &uman Population >.namics 1(at are t(e trends in (uman population gro't() 1(at do 2actors li#e (uman population densit./ movement/ and composition mean 2or t(e sustaina$ilit. o2 t(e planet) 1(at is our ecological 2ootprint and (o' does it relate to our impact on t(e planet3s resources and ecos.stems)

Ecosystems% #nteractions* Ener)y* and +ynamics (HS-,S2) &S4!S245 &S4!S24@ &S4!S24D H"man S"staina!ility (HS-ESS4) &S4ESSC46 &S4ESSC4C &S4ESSC4E

Use mat(ematics to determine (uman population d.namics and trends SummariAe data in c(arts and grap(s Construct in2ormation to empo'er t(ose around t(e 'orld to advance t(e 'ell4$eing o2 current and 2uture generations "nal.Ae t(e advantages and disadvanta)es o2 land2ill disposal Evaluate 'aste management alternatives 'it( respect to sustaina$ilit. and long term (ealt( e22ects 2or t(e eart(

"rrent Events and Editorial artoons History o$ H"man Po&"lation (ro/th: E9ponential :ro't( (mat(ematics o2 gro't() Po&"lation +ynamics% Mat(ematical Models Po&"lation and Ener)y .eso"rces: >escri$e relations(ip $et'een energ. use/ population/ and timeF discuss alternatives to continuation o2 t(ese trends and t(e potential outcomes Po&"lation +ynamics and the Earths arryin) a&acity Video: &as t(e Eart( reac(ed its carr.ing capacit.) 1(. are t(ere so man. di22ering opinions on t(is) +emo)ra&hics ,a!: online computer simulation (students 'ill investigate t(e population c(aracteristics 2or D di22erence countries 'it( t(e general environmental and natural resource c(aracteristics o2 t(ose countries) ,and$ill +ecom&osition ,a!

Prior Gno'ledge "ssessment C(ec#4in 'it( Essential Questions (t'ice per unit)B "nal.Ae (uman population gro't( data develop grap(s to demonstrate trends and consider t(e e22ects o2 (uman population gro't( &ave students consider t(is Huestion and develop a 'ritten re2lection: &o' (as tec(nolog.

%(e &a$ita$le Planet :lo$al 0Aone ProIect

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Curriculum Map: Environmental Science (Part 2) 2ctivity: Students 'ill engage in an introductor. la$ activit. and researc( 'aste management issues7 0pen4air vs7 Sanitar. !and2ills 'ill $e discussed7 "dditionall./ students 'ill investigate 'aste management alternatives to land2ills7 in2luenced t(e (uman gro't( curve) >evelop a presentation/p oster $oard to promote one o2 t(e alternatives to land2ill disposal (Plasma :asi2ication/ +ec.cling) or to promote t(e closure o2 a particular land2ill

Ne9t :eneration Science Standards Source: (ttp://'''7ne9tgenscience7org/searc(4standards4dci)tid;6<=8<=>?6= 2ield;idea;tid<=8<=>?625 ?Searc(

Curriculum Map: Environmental Science (Part 2)

Unit E - 1ater +esources Can 'e meet t(e $asic (uman and ecological needs 2or 'ater/ improve 'ater Hualit./ and eliminate t(e overdra2t o2 ground'ater) Can 'e develop a model to understand a 'aters(ed s.stem in order to manage 'ater resources)

Earths Systems (HS-ESS2) &S4ESS246 &S4ESS24= &S4ESS24D H"man S"staina!ility (HS-ESS4) &S4ESSC46 &S4ESSC45

Using a s.stems approac( to stud. 'aters(eds and 'ater issues Evaluate 'ater as a critical natural resource Evaluate t(e stresses on 'ater as a natural resource

"rrent Events and Editorial artoons 5ater -estin) ,a!: Students 'ill evaluate t(e Hualit. o2 local 'ater sources (ocean 'ater/ tap 'ater/ la#es) 6"ild 7o"r O/n 5atershed: Students 'ill use (ouse(old items to $uild a 'aters(ed and evaluate 'ater accumulation and runo227 " topograp(ic map and aerial p(oto o2 t(e local area 'ill $e used to evaluate t(e 'aters(ed o2 0.ster 8a.7 (:oogle Eart() omm"nity 5ater .eso"rces: students 'ill researc( '(ere t(e 'ater suppl. originates and '(ere it goes a2ter it is used 2or @ di22erent areas o2 t(e United States (researc( 'ill include local uses o2 'ater/ $iggest consumers/ 'ater prices and potential sources o2 'asted 'ater)

Prior Gno'ledge "ssessment C(ec#4in 'it( Essential Questions (t'ice per unit)B Students 'ill 'rite a 'ritten re2lection on t(e impact o2 t(e local 'aters(ed Present communit. 'ater resource 2indings (@ groups)

%(e &a$ita$le Planet

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Curriculum Map: Environmental Science (Part 2)

Unit = - Energ. C(allenges 1(at 2orms o2 energ. are availa$le) 1(at are t(e $ene2its and dra'$ac#s o2 current energ. sources) &o' can 'e provide t(e energ. 'e need '(ile maintaining ecological $alance)

Earth and H"man 2ctivity (HS-ESS4) &S4ESSC42 &S4ESSC4E

Compare and contrast rene'a$le energ. sources Evaluate t(e pros and cons o2 top rene'a$le energ. sources +esearc( and present 2indings related to current events and t(e science o2 rene'a$le energ. sources >e$ate t(e most e22ective and e22icient rene'a$le energ. sources ((o' s(ould 'e proceed))

"rrent Events and Editorial artoon &ome Energ. QuiA Video: 8atelle Memorial and t(e National +ene'a$le Energ. !a$oratories researc( "dvantages and >isadvantages o2 8io2uels >esign an energ. plan to minimiAe t(e amount o2 car$on dio9ide put into t(e atmosp(ere .ene/a!le Ener)y Pro8ect students 'ill investigate and present in2ormation on one 2orm o2 rene'a$le energ. (solar/ geot(ermal/ 'ind/ (.droelectric/ (.drogen/ $io2uels/ and met(ane) 2rom t(e perspective o2 a scientist/ environmentalist/ or economist 8io2uels Presentation (8N! Presenter) Ener)y #nteractive ,a!: online computer simulation (meeting t(e 'orld3s energ. needs '(ile limiting dangerous atmosp(eric C0

Prior Gno'ledge "ssessment C(ec#4in 'it( Essential Questions (t'ice per unit)B Students 'ill use a computer simulator to predict c(anges in energ. use over 6J .ears and =J .ears complete a 'ritten response Students 'ill participate in a de$ate - eac( team 'ill consist o2 a scientist/ environmentali st/ and economist to

%(e &a$ita$le Planet :lo$al 0Aone ProIect

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Curriculum Map: Environmental Science (Part 2) concentrations) Electrolysis o$ 5ater: &.drogen as a rene'a$le energ. source de$ate t(e pros and cons o2 2 2orms o2 rene'a$le energ.

Ne9t :eneration Science Standards Source: (ttp://'''7ne9tgenscience7org/searc(4standards4dci)tid;6<=8<=>?6= 2ield;idea;tid<=8<=>?625 ?Searc(

Curriculum Map: Environmental Science (Part 2)

Unit 5 - "tmosp(eric 5eather and Pollution limate (HS-ESS2) 0ver t(e course o2 industrial (istor./ &S4ESS24E '(at (ave 'e &S4ESS24= learned a$out atmosp(eric pollution) &o' does toda.3s increased population and industrial use impact t(e atmosp(ere) 1(at does t(e 2uture (old in terms o2 prevention o2 atmosp(eric pollution)

Use o2 a spatial approac( due to t(e d.namic nature o2 t(e Eart( "tmosp(eric pollution is comple9 due to interactions 'it( ot(er Eart( s.stems Plot and anal.Ae atmosp(eric data (oAone/ particulates/ C0/ N09/ etc7)

"rrent Events and Editorial artoons -ree ,ea$ Symmetry: Students 'ill collect tree leaves 2rom di22erent ecos.stems ((omes/ sc(ools grounds/ local par#s/ industrial areas) and relate lea2 s.mmetr. to t(e (ealt( o2 a given environment 2ir Poll"tion Video ,ocal and 9ational 2ir :"ality: students 'ill collect data 2rom t(e EP" 'e$site and anal.Ae t(at data 'it( respect to air Hualit. in di22erent parts o2 t(e countr./ t(e 2actors t(at lead to strong or poor air Hualit./ and t(e data t(at is most relevant in anal.Aing air Hualit. Physical/ hemical Pro&erties o$ Soil ,a! 2ctivity &H and Plant (ro/th ,a! 2ctivity ollectin) 2tmos&heric Particles ,a! 2ctivity

Prior Gno'ledge "ssessment C(ec#4in 'it( Essential Questions (t'ice per unit)B 1ritten +esponse anal.sis o2 t(e (ealt( o2 a local ecos.stem ($ased on 2indings 2rom stud.)

%(e &a$ita$le Planet :lo$al 0Aone ProIect

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Curriculum Map: Environmental Science (Part 2)

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Curriculum Map: Environmental Science (Part 2)

Unit D - Eart(3s C(anging Climate 1(at do 'e #no' a$out glo$al climate c(anges over t(e course o2 Eart(3s (istor.) 1(at are t(e e22ects o2 glo$al climate c(ange on toda.3s 'orld) 1(at does t(e 2uture (old in terms o2 glo$al climate c(ange)

5eather and limate (HS-ESS2) &S4ESS24E &S4ESS24=

Science is a descriptive process Science is an e9perimental process Science (elps e9plain past/ present/ and 2uture events Use o2 'orld4'ide data on climate Use o2 data to anal.Ae t(e direct ecological conseHuences o2 climate c(ange

"rrent Events and Editorial artoons 92S2 O;one +e&letion Video (# +are 7o" to Move)% (ttp://'''7.outu$e7com/'atc() v?6Esl2UiE%9g 2eature?pla.er;em $edded 92S2 Video% 5hy does the o;one hole occ"r over 2ntarctica0 (ttp://'''7.outu$e7com/'atc() v?HU2KMog,dr@ 2eature?pla.er;e m$edded (reenho"se +emonstration Evidence $or (lo!al 5armin)/ limate han)e Video Com$ine e22ect o2 di22erent 2actors (C02 levels/ 'ater levels/ nutrients/ temperature/ species diversit.) &o' do scientists stud. glo$al climate c(ange in t(e past and (o' can 'e predict t(e 2uture) 2nalysis o$ Historical limate Statistics

Prior Gno'ledge "ssessment C(ec#4in 'it( Essential Questions (t'ice per unit)B 1ritten +esponse: 1(at 'ould .ou s(are 'it( .our local leaders regarding oAone depletion) Students 'ill plot and anal.Ae (istorical climate statistics position statement on glo$al 'arming

%(e &a$ita$le Planet :lo$al 0Aone ProIect

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Curriculum Map: Environmental Science (Part 2)

Plant (ro/th and 9"trient 2vaila!ility ,a!

67 *ormative "ssessment: C(ec#4in 'it( Essential Questions (at least t'o times per unit) >iscuss (o' students ideas (ave c(anged in regard to t(e Huestions >iscuss t(e most logical and complete ans'ers to t(e Huestions at eac( point in t(e unit Maintain an electronic 2ile so t(at students can revie'/ modi2. and supplement 2ormer responses7

27 Prior Gno'ledge "ssessment - &ave students re2lect on t(eir e9isting #no'ledge and opinion regarding t(e given topic7 "ll 'ill 'rite and su$mit: a7 Somet(ing students #no' a$out t(e given topic7 $7 " Huestion students (ave a$out t(e given topic7 C7

Ne9t :eneration Science Standards Source: (ttp://'''7ne9tgenscience7org/searc(4standards4dci)tid;6<=8<=>?6= 2ield;idea;tid<=8<=>?625 ?Searc(