Environmental Biology Task List

Introduction to Task Lists and Environmental Biology The tasks below are based on the Academic Standards for Science and Technology, the Academic Standards for Ecology and the Environment, and the Assessment Anchors for the Biology Keystone Exam. The tasks are loosely divided by subject or unifying theme of biology.

As we move through the year, you will receive instruction and complete activities that relate to many of these tasks. Because you are in charge of learning and have some choice in the activities you complete, you may not complete all of these tasks and you may complete some of these tasks more than once.

A hard copy of the task list is provided for you to work with. However, a digital copy has been shared with you as well. On a regular basis, be sure to transfer your evidence and task grade from your working hard copy to the digital record so that it can be used in determining your progress and assigning your progress and quarter grades.

Using Your Task List As you complete work in class, think about how that activity or instruction relates to the task list. In particular, be sure to look at the standards included on any handouts – these will correlate to the standards on the task list and help you match activities to tasks.

You will be evaluating yourself on each task when you complete it. Think about how well you learned the material and performed the task. Below is a good rule of thumb for self evaluating your task list.

1 – Task Attempted by Not Completed, Present for Instruction but didn’t pay attention or don’t understand the material at all 2 – Task Completed with help from teacher, Understand the material a little but probably wouldn’t do well on a quiz 3 – Task Completed without help. I would be comfortable taking a quiz on the material 4 – I could show others how to complete the task. I could tutor other students on the material

Every time you complete a task or receive instruction related to this list, complete the evidence and task evaluation. Be sure to date your entry. As you repeat the tasks through new and different activities, you should see your task list self evaluation improve. Be honest for two reasons. First, I reserve the right to change your grade if I think you inflated it (or deflated it for that matter). Second, if your self-evaluation is a 4, I think you’re ready for a quiz or test or I may ask you to help someone who is not there yet. Are you sure you want that?

Your Task List And Your Grade So how does this task list relate to your grade in science? For each marking period you will receive a task list grade. The grade is 100 points and is the average of all the task list self evaluations combined. For each grading period you need a minimum of five new tasks attempted. Zeros will be added in if you don’t have enough tasks completed. You can improve your grade by repeating tasks and improving your self evaluation. Task List

General Science Concepts Task Related Standards Evidence Task Eval Define Science

Compare Hypotheses, Theories, Laws, and Facts

Compare Direct and Indirect Observations

Compare Dependent and Independent Variables

Compare Hypothesis Driven Science with Discovery Science

Use different methods to carry out a scientific investigation

Analyze Data

Evaluate scientific conclusions based on data

General Biology Concepts Task Related Standards Evidence Task Eval Describe the characteristics of Living Things BIO.A.1.1.1 3.1.B.A1 3.1.10.A1 Compare prokaryotes and eukaryotes BIO.A.1.2.1 3.1.B.A1 Compare plant and animal cells

Identify the advantages of multi-cellularity and differentiation in 3.1.10.A6 organisms 3.1.B.A6 3.1.12.A6 Describe the five unifying themes of biology

Compare and contrast a virus and a cell. 3.1.10.A4

Describe and interpret relationships between structure and function BIO.B.4.1.1 at various levels of biological organization BIO.A.1.2.2

Water and Living Things Task Related Standards Evidence Task Eval Describe the unique properties of water and how these properties BIO.A.2.1.1 support life on Earth 3.1.B.A8 Explain the role of water in cell metabolism. 3.1.B.A5

Bioenergetics Task Related Standards Evidence Task Eval Describe the fundamental roles of plastids (e.g., chloroplasts) and BIO.A.3.1.1 mitochondria in energy transformations Compare the basic transformation of energy during photosynthesis BIO.A.3.2.1 and cellular respiration. 3.1.10.A2 Evaluate how organisms must derive energy from their environment 3.1.10.A2 or their food in order to survive 3.1.12.A2 Evaluate the efficiency of energy flow within a food web BIO.B.4.2.1 4.1.10.C. Research how humans affect energy flow within an ecosystem. 4.1.12.C

Describe how energy is converted from one form to another as it 4.1.10.C moves through a food web (photosynthetic, geothermal). Describe biotic interactions in an ecosystem (e.g., competition, BIO.B.4.2.2 predation, symbiosis).

Homeostasis and Transport Task Related Standards Evidence Task Eval Explain how factors such as pH, temperature, and concentration BIO.A.2.3.1 levels can affect cell processes like enzyme function and the BIO.A.2.3.2 regulation of biochemical reactions 3.1.10.A2 3.1.B.A7 3.1.B.A2 3.1.B.A2 Describe how the structure of the plasma membrane allows it to BIO.A.4.1.1. function as a regulatory structure and/or protective barrier for a cell 3.1.B.A5 Compare the mechanisms that transport materials across the BIO.A.4.1.2 plasma membrane 3.1.B.A5 3.1.B.A8 Explain how organisms maintain homeostasis BIO.A.4.2.1 3.1.B.A8 3.1.12.A8 3.1.12.A1 Describe how matter cycles through an ecosystem BIO.B.4.2.3

Explain the processes of the hydrologic cycle and the ocean’s role 3.3.10.A5 in that cycle.

Genetics and Reproduction Task Related Standards Evidence Task Eval Summarize the events that occur during the cell cycle: interphase, BIO.B.1.1.1 nuclear division (i.e., mitosis or meiosis), cytokinesis 3.1.10.A4. 3.1.B.A4 Explain the role of mitosis in the formation of new cells and its 3.1.B.A4 importance in maintaining chromosome number during asexual reproduction Compare the processes and outcomes of mitotic and meiotic nuclear BIO.B.1.1.2 divisions 3.1.10.A4. 3.1.10.B2 Explain how the cell cycle is regulated 3.1.12.A4

Describe how the process of DNA replication results in the BIO.B.1.2.1 transmission and/ or conservation of genetic information 3.1.B.B1 Explain the structure and functional relationships between DNA, BIO.B.1.2.2 genes, alleles, and chromosomes and their roles in inheritance. 3.1.10.B1 3.1.10.B3 3.1.C.B3 Cite evidence to support that the genetic code is universal. 3.1.10.B3.

Describe and/or predict observed patterns of inheritance BIO.B.2.1.1

Explain how genetic engineering has impacted the fields of BIO.B.2.4.1 medicine, forensics, and agriculture 3.1.10.B4 Evaluate the societal impact of genetic engineering techniques and 3.1.12.B4 applications Compare and contrast the life cycles of different organisms. 3.1.10.A3

Explain how all organisms begin their life cycles as a single cell and 3.1.B.A3 that in multicellular organisms, successive generations of embryonic cells form by cell division.

Change Over Time Task Related Standards Evidence Task Eval Explain the mechanisms of biological evolution 3.1.10.C1

Compare and contrast various theories of evolution. 3.1.B.C3. 3.1.B.C2 Interpret evidence supporting the theory of evolution BIO.B.3.2.1 3.3.10.A7 3.1.10.C3 3.3.12.A3 3.1.B.C3 3.1.12.C3 Discuss the implications of a universal genetic code for evolution 3.1.B.C3.

Analyze how increasingly complex, multicellular organisms 3.1.B.C2 evolved once cells with nuclei developed. Describe the factors that can contribute to the development of BIO.B.3.1.2 new species 3.1.B.C1 3.1.12.C1 Explain how natural selection can impact allele frequencies of a BIO.B.3.1.1 population Explain how genetic mutations may result in genotypic and BIO.B.3.1.3 phenotypic variations within a population. 3.1.12.B2 3.1.10.C2 Describe the relationship between environmental changes and 3.1.B.C2 changes in the gene pool of a population. Describe how mutations in sex cells may be passed on to 3.1.B.C2 successive generations and that the resulting phenotype may help, harm, or have little or no effect on the offspring’s success in its environment. Analyze how genotypic and phenotypic variation can result in 3.1.12.C2. adaptations that influence an organism’s success in an environment Evaluate survival of the fittest in terms of species that have remained 3.1.12.C3 unchanged over long periods of time

Describe how ecosystems change in response to natural and human BIO.B.4.2.4 disturbances and research solutions addressing human impacts on 4.1.10.E ecosystems 4.1.12.E Explain the consequences of and research solutions to interrupting 4.1.10.B natural cycles. 4.1.12.B 3.3.12.A7 Describe and interpret dynamic changes in stable systems. 3.1.12.A8

Analyze the effects on the environment and the carbon cycle of 3.3.10.A2 using both renewable and nonrenewable sources of energy Describe factors that contribute to global climate change. 3.3.10.A7

Explain how the ocean dominates the Earth’s carbon cycle 3.3.12.A5

Interpret and analyze a combination of ground-based observations, 3.3.12.A7 satellite data, and computer models to demonstrate Earth systems and their interconnections

Describe the effects of limiting factors on population dynamics and BIO.B.4.2.5 potential species extinction 4.1.10.A 4.1.12.A Explain how limiting factors affect the growth and reproduction of 4.2.10.C. freshwater organisms Explain the concept of carrying capacity in an ecosystem 4.1.10.A

Analyze possible causes of population fluctuations 4.1.10.A 4.5.10.D Analyze the significance of biological diversity in an ecosystem. 4.1.12.A.

Research practices that impact biodiversity in specific ecosystems. 4.5.10.D 4.5.12.D Describe how organisms become classified as threatened or 4.1.10.A endangered. 4.1.12.A Research wildlife management laws and their effects on biodiversity 4.1.12.A. and evaluate their impact on threatened and endangered species 4.5.12.D

Use the theory of natural selection to examine the causes and 4.5.8.D. consequences of extinction.

Watersheds and Water Quality Task Related Standards Evidence Task Eval Describe factors that affect the quality of ground and surface waters 4.2.8.A

Examine the interactions between abiotic and biotic factors and BIO.B.4.1.2 land use within a watershed. 4.2.10.A.

Examine environmental laws related to land use management and its 4.2.12.A. impact on the water quality and flow within a watershed Explain the value of wetlands to other living things 4.2.8.B

Examine how human interactions impact wetlands and their 4.2.10.B surrounding environments Analyze the effects of policies and regulations at various 4.2.12.B. governmental levels on wetlands and their surrounding 4.2.12.C environments and water quality Describe how a diversity index is used to assess water quality 4.2.8.C. 4.2.10.C

Sustainability Task Related Standards Evidence Task Eval Compare and contrast alternative sources of energy and evaluate 4.3.8.A their advantages and disadvantages 3.4.10.E3 3.4.12.E3 3.3.12.A2 4.3.12.A Evaluate factors affecting the distribution and use of natural 4.3.10.A. resources. 4.5.10.A 4.5.12.A 4.3.12.B 3.3.12.A2 Evaluate the advantages and disadvantages of using renewable and 4.3.12.A. nonrenewable resources. Describe the use and management of a natural resource with an 4.3.10.A emphasis on the environmental consequences of extraction, 4.3.10.B processing, transport, use, and disposal Describe the impact of industrial, agricultural, and commercial 4.1.12.C enterprises on an ecosystem Analyze the impact of technology and consumption on the 4.3.10.B management, distribution, and disposal of natural resources 4.3.12.A Explain how Best Management Practices (BMP) can be used to 4.5.8.A. mitigate environmental problems Evaluate various methods of managing waste as related to economic, 4.5.10.D environmental, and technological factors. 4.5.12.D Analyze current solid waste regulations 4.5.12.D

Research the impact of new and emerging technologies in the use, 4.5.12.D reuse, recycling and disposal of materials Evaluate ways that waste could be reduced during the production of 4.5.8.D specific product or energy source 4.5.12.D

Agriculture and IPM Task Related Standards Evidence Task Eval Research and analyze the interactions between agriculture and the 4.4.10.A social, political, economic, and environmental factors of society 4.4.12.A 4.4.10.B Research and evaluate laws and policies that affect the food and 4.4.12.B fiber system 4.4.12.D Analyze how agricultural sciences and technologies strive to 4.4.10.C increase efficiency without adversely impacting society 4.4.10.D Analyze research and development initiatives as they relate to 4.4.12.C agriculture Describe the impact of IPM practices on the environment 4.5.10.B

Evaluate pest management using different methods of analysis 4.5.12.B

Pollution and Human Health Task Related Standards Evidence Task Eval Analyze real- world data and explain how point and non-point 4.5.10.C source pollution can be detected and eliminated. Compare and contrast the environmental effects of different 4.5.10.C industrial strategies Analyze the role of technology in the reduction of pollution 4.5.12.C

Explain mitigation and its role in maintaining environmental health. 4.5.12.C

Describe the impact of occupational exposure to pollutants. 4.5.10.E

Analyze laws and regulations designed to protect human health. 4.5.10.E 4.5.12.C Analyze efforts to prevent, control, and/or reduce pollution through 4.5.10.E cost and benefit analysis and risk management 4.5.12.C Analyze how consumer demands promote the production of 4.5.12.E pollutants that affect human health

Technology Task Related Standards Evidence Task Eval Demonstrate how technological progress promotes the advancement 3.4.12.A3 of science, technology, engineering and mathematics (STEM). Demonstrate how humans devise technologies to reduce the negative 3.4.10.B2 consequences of other technologies Illustrate the concept that not all problems are technological and not 3.4.10.C3 every problem can be solved using technology Apply the concept that many technological problems require a multi- 3.4.12.C3 disciplinary approach Verify that engineering design is influenced by personal 3.4.12.D2 characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly Synthesize data, analyze trends, and draw conclusions regarding the 3.4.10.D3 effect of technology on the individual, society, and the environment Analyze how biomedical technology has improved human health 3.4.10.E1 3.4.12.E1 Analyze how biotechnology and agricultural technology effect 3.4.10.E2 ecosystems and human society 3.4.12.E2

Compare and contrast the major forms of energy as they relate to the 3.4.10.E3 conservation of resources and pollution 3.4.12.E3 Evaluate the purpose and effectiveness of information and 3.4.10.E4 communication systems 3.4.12.E4 Analyze the development of transportation services and methods and 3.4.10.E5. their impact on society 3.4.12.E5 Compare and contrast the importance of STEM as it pertains to the 3.4.10.E6 manufactured world. 3.4.12.E6 Evaluate structure design and prefabrication as related to function. 3.4.10.E7 3.4.12.E7 Apply the components of the technological design process. 3.4.10.C1

Analyze a prototype and/or create a working model to test a design 3.4.10.C2 concept by making actual observations and necessary adjustments. Apply the concept that engineering design is influenced by personal 3.4.12.C2 characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly Refine a design by using prototypes and modeling to ensure quality, 3.4.10.D1 efficiency, and productivity of a final product. Diagnose a malfunctioning system and use tools, materials, and 3.4.10.D2 knowledge to repair it. Task List

General Science Concepts Task Related Standards Evidence Task Grade Define Science Lab – Chemical Reactions Celebrate the Mouse Video Essay Compare Hypotheses, Theories, Laws, and Facts Little Ice Age Lab – Cell Cycle Celebrate the Mouse Video Essay 7 Billion Compare Direct and Indirect Observations Going Outside Lab – Chemical Reactions Scientific Journal Review Google Science Fair Compare Dependent and Independent Variables Lab – Chemical Reactions Scientific Journal Review Google Science Fair Compare Hypothesis Driven Science with Discovery Science Scientific Journal Review Google Science Fair Celebrate the Mouse Video Essay Use different methods to carry out a scientific investigation PBL – Water Quality Lab – Chemical Reactions Scientific Journal Review Google Science Fair Lab – Cell Cycle Analyze Data PBL – Water Quality Lab – Chemical Reactions Scientific Journal Review Google Science Fair Little Ice Age Lab – Cell Cycle Food Web Activity Biogeochemical Cycle Activity 7 Billion Evaluate scientific conclusions based on data Lab – Chemical Reactions Scientific Journal Review Google Science Fair Little Ice Age 7 Billion

General Biology Concepts Task Related Standards Evidence Task Grade Describe the characteristics of Living Things BIO.A.1.1.1 Living Things Field Walk and Poster 3.1.B.A1 Biological Collection 3.1.10.A1 Lab – Cell Cycle Compare prokaryotes and eukaryotes BIO.A.1.2.1 Lab – Cell Cycle 3.1.B.A1 Compare plant and animal cells Lab – Cell Cycle Identify the advantages of multi-cellularity and differentiation in 3.1.10.A6 Levels of Organization Activity organisms 3.1.B.A6 Lab – Cell Cycle 3.1.12.A6 Describe the five unifying themes of biology Compare and contrast a virus and a cell. 3.1.10.A4 Lab – Cell Cycle Celebrate the Mouse Video Essay Describe and interpret relationships between structure and function BIO.B.4.1.1 Levels of Organization Activity at various levels of biological organization BIO.A.1.2.2 Biological Collection Lab – Cell Cycle

Water and Living Things Task Related Standards Evidence Task Grade Describe the unique properties of water and how these properties BIO.A.2.1.1 PBL – Water Quality support life on Earth 3.1.B.A8 Lab – Chemical Reactions Lab – Water and Living Things Lab – Passive Transport Explain the role of water in cell metabolism. 3.1.B.A5 Lab – Chemical Reactions Lab – Water and Living Things Lab – Energy in a Cell Collecting Syrup

Bioenergetics Task Related Standards Evidence Task Grade Describe the fundamental roles of plastids (e.g., chloroplasts) and BIO.A.3.1.1 Lab – Energy in a Cell mitochondria in energy transformations Collecting Syrup Compare the basic transformation of energy during photosynthesis BIO.A.3.2.1 Lab – Energy in a Cell and cellular respiration. 3.1.10.A2 Lab – Chemical Reactions Collecting Syrup Evaluate how organisms must derive energy from their environment 3.1.10.A2 Lab – Energy in a Cell or their food in order to survive 3.1.12.A2 Collecting Syrup Evaluate the efficiency of energy flow within a food web BIO.B.4.2.1 Food Web Activity 4.1.10.C. Research how humans affect energy flow within an ecosystem. 4.1.12.C Collecting Syrup Going Outside Food Web Activity Describe how energy is converted from one form to another as it 4.1.10.C Collecting Syrup moves through a food web (photosynthetic, geothermal). Going Outside Food Web Activity Describe biotic interactions in an ecosystem (e.g., competition, BIO.B.4.2.2 Lab – Invert Husbandry predation, symbiosis). Going Outside Food Web Activity

Homeostasis and Transport Task Related Standards Evidence Task Grade Explain how factors such as pH, temperature, and concentration BIO.A.2.3.1 Lab – Water and Living Things levels can affect cell processes like enzyme function and the BIO.A.2.3.2 Lab – Chemical Reactions regulation of biochemical reactions 3.1.10.A2 Lab – Thermal Regulation 3.1.B.A7 Collecting Syrup 3.1.B.A2 Lab – Energy in a Cell Describe how the structure of the plasma membrane allows it to BIO.A.4.1.1. Lab – Passive Transport function as a regulatory structure and/or protective barrier for a cell 3.1.B.A5 Lab – Water and Living Things Collecting Syrup Compare the mechanisms that transport materials across the BIO.A.4.1.2 Lab – Passive Transport plasma membrane 3.1.B.A5 Lab – Water and Living Things 3.1.B.A8 Collecting Syrup Explain how organisms maintain homeostasis BIO.A.4.2.1 Lab – Passive Transport 3.1.B.A8 Lab – Water and Living Things 3.1.12.A8 Lab – Chemical Reactions 3.1.12.A1 Lab – Thermal Regulation Going Outside

Describe how matter cycles through an ecosystem BIO.B.4.2.3 Lab – Water and Living Things Collecting Syrup Biogeochemical Cycle Activity Explain the processes of the hydrologic cycle and the ocean’s role 3.3.10.A5 Lab – Water and Living Things in that cycle. Going Outside Biogeochemical Cycle Activity

Genetics and Reproduction Task Related Standards Evidence Task Grade Summarize the events that occur during the cell cycle: interphase, BIO.B.1.1.1 Lab – Cell Cycle nuclear division (i.e., mitosis or meiosis), cytokinesis 3.1.10.A4. DNA Day Essay 3.1.B.A4 GMO Position Paper Explain the role of mitosis in the formation of new cells and its 3.1.B.A4 Lab – Cell Cycle importance in maintaining chromosome number during asexual DNA Day Essay reproduction GMO Position Paper Compare the processes and outcomes of mitotic and meiotic nuclear BIO.B.1.1.2 DNA Day Essay divisions 3.1.10.A4. Lab – Cell Cycle 3.1.10.B2 GMO Position Paper Explain how the cell cycle is regulated 3.1.12.A4 DNA Day Essay Lab – Cell Cycle GMO Position Paper Describe how the process of DNA replication results in the BIO.B.1.2.1 DNA Day Essay transmission and/ or conservation of genetic information 3.1.B.B1 GMO Position Paper Explain the structure and functional relationships between DNA, BIO.B.1.2.2 DNA Day Essay genes, alleles, and chromosomes and their roles in inheritance. 3.1.10.B1 GMO Position Paper 3.1.10.B3 3.1.C.B3 Cite evidence to support that the genetic code is universal. 3.1.10.B3. DNA Day Essay GMO Position Paper Describe and/or predict observed patterns of inheritance BIO.B.2.1.1 DNA Day Essay GMO Position Paper Explain how genetic engineering has impacted the fields of BIO.B.2.4.1 Shop IPM Plan medicine, forensics, and agriculture 3.1.10.B4 DNA Day Essay GMO Position Paper Evaluate the societal impact of genetic engineering techniques and 3.1.12.B4 Shop IPM Plan applications DNA Day Essay GMO Position Paper Compare and contrast the life cycles of different organisms. 3.1.10.A3 Lab – Invert Husbandry Going Outside Shop IPM Plan

Explain how all organisms begin their life cycles as a single cell and 3.1.B.A3 Lab – Invert Husbandry that in multicellular organisms, successive generations of embryonic Going Outside cells form by cell division. Shop IPM Plan

Change Over Time Task Related Standards Evidence Task Grade Explain the mechanisms of biological evolution 3.1.10.C1 T&E Species Compare and contrast various theories of evolution. 3.1.B.C3. T&E Species 3.1.B.C2 Interpret evidence supporting the theory of evolution BIO.B.3.2.1 Shop IPM Plan 3.3.10.A7 T&E Species 3.1.10.C3 3.3.12.A3 3.1.B.C3 3.1.12.C3 Discuss the implications of a universal genetic code for evolution 3.1.B.C3. T&E Species

Analyze how increasingly complex, multicellular organisms 3.1.B.C2 T&E Species evolved once cells with nuclei developed. Describe the factors that can contribute to the development of BIO.B.3.1.2 T&E Species new species 3.1.B.C1 3.1.12.C1 Explain how natural selection can impact allele frequencies of a BIO.B.3.1.1 Shop IPM Plan population T&E Species Explain how genetic mutations may result in genotypic and BIO.B.3.1.3 Shop IPM Plan phenotypic variations within a population. 3.1.12.B2 T&E Species 3.1.10.C2 Describe the relationship between environmental changes and 3.1.B.C2 Little Ice Age changes in the gene pool of a population. T&E Species Describe how mutations in sex cells may be passed on to 3.1.B.C2 Shop IPM Plan successive generations and that the resulting phenotype may help, T&E Species harm, or have little or no effect on the offspring’s success in its environment. Analyze how genotypic and phenotypic variation can result in 3.1.12.C2. Shop IPM Plan adaptations that influence an organism’s success in an environment T&E Species Evaluate survival of the fittest in terms of species that have remained 3.1.12.C3 T&E Species unchanged over long periods of time

Describe how ecosystems change in response to natural and human BIO.B.4.2.4 Little Ice Age disturbances and research solutions addressing human impacts on 4.1.10.E PBL – Water Quality ecosystems 4.1.12.E Going Outside T&E Species Food Web Activity 7 Billion Earth Science Week Explain the consequences of and research solutions to interrupting 4.1.10.B Little Ice Age natural cycles. 4.1.12.B PBL – Water Quality 3.3.12.A7 T&E Species Food Web Activity Biogeochemical Cycle Activity Earth Science Week 7 Billion Describe and interpret dynamic changes in stable systems. 3.1.12.A8 Little Ice Age PBL – Water Quality Food Web Activity Biogeochemical Cycle Activity 7 Billion Analyze the effects on the environment and the carbon cycle of 3.3.10.A2 Little Ice Age using both renewable and nonrenewable sources of energy Biogeochemical Cycle Activity 7 Billion Describe factors that contribute to global climate change. 3.3.10.A7 Little Ice Age Biogeochemical Cycle Activity 7 Billion Earth Science Week Explain how the ocean dominates the Earth’s carbon cycle 3.3.12.A5 Little Ice Age Biogeochemical Cycle Activity 7 Billion Interpret and analyze a combination of ground-based observations, 3.3.12.A7 Little Ice Age satellite data, and computer models to demonstrate Earth systems Biogeochemical Cycle Activity and their interconnections 7 Billion

Describe the effects of limiting factors on population dynamics and BIO.B.4.2.5 7 Million Video Contest potential species extinction 4.1.10.A Lab – Invert Husbandry 4.1.12.A Little Ice Age Shop IPM Plan T&E Species Food Web Activity 7 Billion Explain how limiting factors affect the growth and reproduction of 4.2.10.C. Shop IPM Plan freshwater organisms Lab – Invert Husbandry T&E Species Food Web Activity Explain the concept of carrying capacity in an ecosystem 4.1.10.A Lab – Invert Husbandry Little Ice Age Shop IPM Plan T&E Species Food Web Activity Analyze possible causes of population fluctuations 4.1.10.A Lab – Invert Husbandry 4.5.10.D 7 Million Video Contest Little Ice Age Shop IPM Plan T&E Species Food Web Activity Analyze the significance of biological diversity in an ecosystem. 4.1.12.A. Going Outside Shop IPM Plan T&E Species Research practices that impact biodiversity in specific ecosystems. 4.5.10.D Going Outside 4.5.12.D Shop IPM Plan T&E Species Food Web Activity Earth Science Week Essay Earth Science Week Video Earth Science Week Photography Describe how organisms become classified as threatened or 4.1.10.A T&E Project endangered. 4.1.12.A Research wildlife management laws and their effects on biodiversity 4.1.12.A. T&E Project and evaluate their impact on threatened and endangered species 4.5.12.D

Use the theory of natural selection to examine the causes and 4.5.8.D. T&E Project consequences of extinction.

Watersheds and Water Quality Task Related Standards Evidence Task Grade Describe factors that affect the quality of ground and surface waters 4.2.8.A PBL – Water Quality Shop Sustainability Earth Science Week Examine the interactions between abiotic and biotic factors and BIO.B.4.1.2 PBL – Water Quality land use within a watershed. 4.2.10.A. Lab – Water and Living Things Going Outside Shop Sustainability Earth Science Week Examine environmental laws related to land use management and its 4.2.12.A. PBL – Water Quality impact on the water quality and flow within a watershed Going Outside Shop Sustainability Explain the value of wetlands to other living things 4.2.8.B PBL – Water Quality Going Outside Lab – Water and Living Things Examine how human interactions impact wetlands and their 4.2.10.B PBL – Water Quality surrounding environments Going Outside Earth Science Week Analyze the effects of policies and regulations at various 4.2.12.B. PBL – Water Quality governmental levels on wetlands and their surrounding 4.2.12.C Going Outside environments and water quality Shop Sustainability Earth Science Week Describe how a diversity index is used to assess water quality 4.2.8.C. PBL – Water Quality 4.2.10.C Lab – Water and Living Things

Sustainability Task Related Standards Evidence Task Grade Compare and contrast alternative sources of energy and evaluate 4.3.8.A Shop Sustainability their advantages and disadvantages 3.4.10.E3 7 Billion 3.4.12.E3 Earth Science Week 3.3.12.A2 4.3.12.A Evaluate factors affecting the distribution and use of natural 4.3.10.A. Collecting Syrup resources. 4.5.10.A 7 Billion 4.5.12.A 4.3.12.B 3.3.12.A2 Evaluate the advantages and disadvantages of using renewable and 4.3.12.A. Collecting Syrup nonrenewable resources. Upcycling Made by Milk 7 Billion Describe the use and management of a natural resource with an 4.3.10.A Collecting Syrup emphasis on the environmental consequences of extraction, 4.3.10.B Made by Milk processing, transport, use, and disposal 7 Billion Earth Science Week Describe the impact of industrial, agricultural, and commercial 4.1.12.C PBL – Water Quality enterprises on an ecosystem Shop Sustainability Earth Science Week Analyze the impact of technology and consumption on the 4.3.10.B Collecting Syrup management, distribution, and disposal of natural resources 4.3.12.A Shop Sustainability Explain how Best Management Practices (BMP) can be used to 4.5.8.A. Collecting Syrup mitigate environmental problems PBL – Water Quality Shop Sustainability Evaluate various methods of managing waste as related to economic, 4.5.10.D Shop Sustainability environmental, and technological factors. 4.5.12.D Upcycling Made by Milk Analyze current solid waste regulations 4.5.12.D Shop Sustainability Research the impact of new and emerging technologies in the use, 4.5.12.D Shop Sustainability reuse, recycling and disposal of materials Upcycling Made by Milk Evaluate ways that waste could be reduced during the production of 4.5.8.D Shop Sustainability specific product or energy source 4.5.12.D Upcycling Made by Milk

Agriculture and IPM Task Related Standards Evidence Task Grade Research and analyze the interactions between agriculture and the 4.4.10.A Collecting Syrup social, political, economic, and environmental factors of society 4.4.12.A Earth Science Week 4.4.10.B Research and evaluate laws and policies that affect the food and 4.4.12.B Collecting Syrup fiber system 4.4.12.D Analyze how agricultural sciences and technologies strive to 4.4.10.C Collecting Syrup increase efficiency without adversely impacting society 4.4.10.D Analyze research and development initiatives as they relate to 4.4.12.C Collecting Syrup agriculture Describe the impact of IPM practices on the environment 4.5.10.B Shop IPM Plan Evaluate pest management using different methods of analysis 4.5.12.B Shop IPM Plan

Pollution and Human Health Task Related Standards Evidence Task Grade Analyze real- world data and explain how point and non-point 4.5.10.C PBL – Water Quality source pollution can be detected and eliminated. Shop IPM Plan Shop Sustainability Compare and contrast the environmental effects of different 4.5.10.C Shop IPM Plan industrial strategies Shop Sustainability Analyze the role of technology in the reduction of pollution 4.5.12.C Shop IPM Plan Shop Sustainability Explain mitigation and its role in maintaining environmental health. 4.5.12.C PBL – Water Quality Shop Sustainability 7 Billion Describe the impact of occupational exposure to pollutants. 4.5.10.E Shop IPM Plan Shop Sustainability Analyze laws and regulations designed to protect human health. 4.5.10.E Shop IPM Plan 4.5.12.C PBL – Water Quality Shop Sustainability 7 Billion Analyze efforts to prevent, control, and/or reduce pollution through 4.5.10.E Shop Sustainability cost and benefit analysis and risk management 4.5.12.C 7 Billion Analyze how consumer demands promote the production of 4.5.12.E Shop IPM Plan pollutants that affect human health Shop Sustainability Technology Task Related Standards Evidence Task Grade Demonstrate how technological progress promotes the advancement 3.4.12.A3 STEM & CTE of science, technology, engineering and mathematics (STEM). PBL – Water Quality Demonstrate how humans devise technologies to reduce the negative 3.4.10.B2 STEM & CTE consequences of other technologies PBL – Water Quality Shop Sustainability 7 Billion Illustrate the concept that not all problems are technological and not 3.4.10.C3 STEM & CTE every problem can be solved using technology PBL – Water Quality Shop Sustainability 7 Billion Apply the concept that many technological problems require a multi- 3.4.12.C3 STEM & CTE disciplinary approach PBL – Water Quality Upcycling Made by Milk 7 Billion Verify that engineering design is influenced by personal 3.4.12.D2 STEM & CTE characteristics, such as creativity, resourcefulness, and the ability to Upcycling visualize and think abstractly Made by Milk 7 Billion Synthesize data, analyze trends, and draw conclusions regarding the 3.4.10.D3 STEM & CTE effect of technology on the individual, society, and the environment 7 Billion Analyze how biomedical technology has improved human health 3.4.10.E1 STEM & CTE 3.4.12.E1 GMO Position Paper Analyze how biotechnology and agricultural technology effect 3.4.10.E2 STEM & CTE ecosystems and human society 3.4.12.E2 GMO Position Paper Collecting Syrup Compare and contrast the major forms of energy as they relate to the 3.4.10.E3 STEM & CTE conservation of resources and pollution 3.4.12.E3 Evaluate the purpose and effectiveness of information and 3.4.10.E4 STEM & CTE communication systems 3.4.12.E4 Analyze the development of transportation services and methods and 3.4.10.E5. STEM & CTE their impact on society 3.4.12.E5 Compare and contrast the importance of STEM as it pertains to the 3.4.10.E6 STEM & CTE manufactured world. 3.4.12.E6 Evaluate structure design and prefabrication as related to function. 3.4.10.E7 STEM & CTE 3.4.12.E7

Apply the components of the technological design process. 3.4.10.C1 Upcycling Made by Milk Analyze a prototype and/or create a working model to test a design 3.4.10.C2 Upcycling concept by making actual observations and necessary adjustments. Made by Milk Apply the concept that engineering design is influenced by personal 3.4.12.C2 Upcycling characteristics, such as creativity, resourcefulness, and the ability to Made by Milk visualize and think abstractly Refine a design by using prototypes and modeling to ensure quality, 3.4.10.D1 Upcycling efficiency, and productivity of a final product. Made by Milk Diagnose a malfunctioning system and use tools, materials, and 3.4.10.D2 Upcycling knowledge to repair it. Made by Milk

Marking Period 1 9/4 – 9/15 Important Dates Major Units/Activities Fill-in/Independent Study Notes  9/4 – Introduce Class Rules,  Organization of Living Things  Vocab  __ Vocab, Task Lists  Chemical Reaction Lab  SSR  __  9/6 – Introduce Book Report  Earth Week  9/6 – Kickoff Give a Book  Biological Collection Project  9/11 – Introduce Earth Week  Scientific Journal  9/15 – Start STEM & CTE Unit

9/18 – 9/29 Important Dates Major Units/Activities Fill-in/Independent Study Notes  9/21 – Walk to Garden  STEM & CTE  Vocab  __  9/22 – Introduce Journey North  Lab – Cell Cycle  SSR  __  9/26 – Johnny Appleseed Day  Earth Week  9/29 – Progress Report 1  Biological Collection Project  Scientific Journal  Journey North

10/2 – 10/13 Important Dates Major Units/Activities Fill-in/Independent Study Notes  10/2 – Visit to DR lab  Water and Living Things Lab  Vocab  __  10/6 – Introd to Made by Milk  Passive Transport Lab  SSR  __  10/10 – Introduce Go Outside  Thermal Reg Lab  Earth Week  10/11 – Fossil Lab  Visit to Dr  Biological Collection Project  10/12 – Plant Seedlings  Fossil Lab  Scientific Journal  10/13 – Earth Science Week  Technical Design Process  Journey North Deadline  Made by Milk  Going Outside

10/16 – 10/27 Important Dates Major Units/Activities Fill-in/Independent Study Notes  10/21 – Reptile Lab  Invert Husbandry  Vocab  __  10/23 – Mole Lab  Energy in the Cell Lab  SSR  __  10/24 – Introduce 7 Billion  Reptile Lab  Biological Collection Project  10/24 – End of 1st MP  Mole Lab  Scientific Journal  Technical Design Process  Journey North  Made by Milk  Going Outside  7 Billion

2nd Marking Period 10/30 – 11/10 Important Dates Major Units/Activities Fill-in/Independent Study Notes  10/28 – Introduce Celebrate  GMO  Vocab  __ Mouse  Extracting DNA  SSR  __  10/31 – Extract DNA, Introduce  Biological Collection Project DNA Day Contest  Journey North  11/6 – Introduce PSBR Contest  Made by Milk  Going Outside  7 Billion  Celebrate Mouse  DNA Day  PSBR

11/13 – 11/22 Important Dates Major Units/Activities Fill-in/Independent Study Notes  11/13 - Introduce GIS  GMO  Vocab  __  11/15 – Made by Milk Deadline  SSR  __  Biological Collection Project  Journey North  Made by Milk  Going Outside  7 Billion  Celebrate Mouse  DNA Day  PSBR

11/28 – 12/8 Important Dates Major Units/Activities Fill-in/Independent Study Notes  12/7 – Progress Report 2  Ag in PA  Vocab  __  Biogeochemical Cycles  SSR  __  Biological Collection Project  Journey North  Going Outside  7 Billion  Celebrate Mouse  DNA Day  PSBR

12/11 – 12/22 Important Dates Major Units/Activities Fill-in/Independent Study Notes  12/31 – Celebrate Mouse  Shop IPM  Vocab  __ Deadline  Lee Schuler Guest Speaker  SSR  __  Biological Collection Project  Journey North  Going Outside  7 Billion  Celebrate Mouse  DNA Day  PSBR

1/2 – 1/12 Important Dates Major Units/Activities Fill-in/Independent Study Notes  1/9 – End of 2nd MP  Little Ice Age  Introduce Google Science Fair  __  Vocab  __  SSR  Biological Collection Project  Journey North  Going Outside  7 Billion  DNA Day  PSBR

3rd Marking Period 1/15 – 1/26 Important Dates Major Units/Activities Fill-in/Independent Study Notes  __  Shop Sustainability  Google Science Fair  __  Upcycling  Biological Collection Project  __  Journey North  Going Outside  7 Billion  DNA Day  PSBR

1/29 – 2/9 Important Dates Major Units/Activities Fill-in/Independent Study Notes  2/9 – DNA Day Essay Due  Shop Sustainability  Google Science Fair  __  Upcycling  Biological Collection Project  __  Journey North  Going Outside  7 Billion  DNA Day  PSBR

2/12 – 2/23 Important Dates Major Units/Activities Fill-in/Independent Study Notes  2/21 – Progress Report 3  Tree Tapping  Google Science Fair  __  Biological Collection Project  __  Journey North  Going Outside  7 Billion  PSBR

2/26 – 3/9 Important Dates Major Units/Activities Fill-in/Independent Study Notes  2/27 – World 7 Billion Deadline  Tree Tapping  Google Science Fair  __  Biological Collection Project  __  Journey North  Going Outside  7 Billion  PSBR

3/12 – 3/23 Important Dates Major Units/Activities Fill-in/Independent Study Notes  3/23 – End of 3rd MP  Food Web  Google Science Fair  __  3/16 – PSBR Essay/Art Due  Biological Collection Project  __  Journey North  Going Outside  PSBR

4th Marking Period 3/26 – 4/6 Important Dates Major Units/Activities Fill-in/Independent Study Notes  __  T & E Species Project  Google Science Fair  __  Biological Collection Project  __  Journey North  Nanotech  Going Outside

4/9 – 4/20 Important Dates Major Units/Activities Fill-in/Independent Study Notes  __  PBL – Water Quality  Google Science Fair  __  Biological Collection Project  __  Journey North  Nanotech  Going Outside

4/23 – 5/4 Important Dates Major Units/Activities Fill-in/Independent Study Notes  4/28 – Progress Report 4  PBL – Water Quality  Google Science Fair  __  Biological Collection Project  __  Journey North  Nanotech  Going Outside

5/7 – 5/18 Important Dates Major Units/Activities Fill-in/Independent Study Notes  __  __  Google Science Fair  __  Biological Collection Project  __  Journey North  Nanotech  Going Outside

5/21 – 6/1 Important Dates Major Units/Activities Fill-in/Independent Study Notes  __  __  Google Science Fair  __  Biological Collection Project  __  Journey North  Nanotech  Going Outside

Grade Summary by Marking Period

1st 2nd

Earth Week Competition Submission STEM and CTE Book Report Scientific Journal Review Vocab Project Visit to the Dr Made by Milk Water and Living Things Extracting DNA Thermal Regulation GMO Invertebrate Husbandry Ag in PA Reptile Lab Biogeochemical Cycles Mole Lab Shop IPM Organization of Living Things Celebrating the Mouse Chemical Reaction Cell Cycle Fossils Passive Transport Energy of the Cell 3rd 4th

Little Ice Age Google Science Fair Shop Sustainability Biological Collection Tree Tapping T&E Species World of 7 Billion Going Outside Food Web Water Quality Upcycling PSBR DNA Day

Date Day Project Notes 8/31 Diatomaceous Earth Day Earth Through A Microscope 9/4 National Wildlife Day Introduce Wyland National Art Contest 9/6 National Read A Book Day Introduce Book Report Kickoff Give a Book 9/15 National Tradesman Day STEM and CTE 9/19 Talk Like a Pirate Day 9/21 Teach Agriculture Day Walk to Garden 9/22 Autumnal Equinox Journey North 9/25 Comic Book Day Captain Planet Introduce Generation Nano Project 9/26 Johnny Appleseed Day Analyze Apple Insides Shrunken Head Dolls 9/28 Good Neighbor Day Introduce Apprentice Ecologist Contest 9/29 (30) Public Lands Day Introduce Going Outside Project 10/2 Child Health Day Visit to the Dr Lab 10/4 Pumpkin Seed Day Pumpkin Lab 10/5 Do Something Nice Day Introduce Paradigm Challenge 10/6 Mad Hatter Day Introduce Made by Milk Manufacturing Day 10/8 Earth Science Week Introduce Space Foundation Contest 10/9 NanoTech Day 10/10 No Child Left Inside Day Go outside and read No Child Left Inside 10/11 Fossil Day Fossil Lab 10/12 Farmers Day Plant Seedlings 10/16 World Food Day 10/21 Reptile Awareness Day Reptile Lab 10/23 Mole Day Mole Lab 10/24 National Food Day Introduce 7 Billion Contest 10/28 Make a Difference Day Introduce Celebrate a Mouse 10/31 Halloween Extract DNA Lab 11/6 Health Profession Week Introduce PSBR essay/poster contest 11/13 Geography Awareness Week Introduce GIS Contest 11/15 Recycle Day Introduce Upcycling Project 11/15 GIS Day 1/22 Drug and Alcohol Facts Week 2/12 Darwin Day 2/14 International Book Giving Day 4/21 Fish Migration Day 4/22 Earth Day 4/25 DNA Day 4/27 Arbor Day