Dekalb County School District Rigorous Curriculum Design Unit Planning Organizer

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DEKALB COUNTY SCHOOL DISTRICT RIGOROUS CURRICULUM DESIGN UNIT PLANNING ORGANIZER

Subject(s) Environmental Science Grade and High School (9-12) Course Unit of Unit 1: Abiotic Effects Study Timeframe: Date To Date: Timeframe: Date To Date: Traditional: Block: Pacing 9 weeks 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” “Unwrapped” Skills Concepts Bloom’s Taxonomy DOK (For Overall (Students Need (Students Need Levels Standard) to Be Able to Do) to Know)

SEV1.

• Information to investigate • 3 (Apply) • OBTAIN • Flow of energy • 5 (Evaluate) • EVALUATE • 3 (Evaluate) in ecosystem • 3 (Apply) • COMMUNICATE • Cycling of mater • 3 (Apply) in ecosystem • Investigation of how chemical and physical SEV1e properties impact • PLAN • 6 (Create) aquatic biomes in • 4 (Create) Georgia • 3 (Apply) • CARRY OUT • Streams • Ponds

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• 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? 1. The many dynamic and delicate feedbacks 2. How does data support the short term and between the biosphere and other Earth long-term natural cyclic fluctuations systems cause a continual co-evolution of Earth’s surface and the life that exists on it. associated with climate change? 2. Through computer simulations and other 3. What data can be used to determine how studies, important discoveries are still being changes in atmospheric chemistry impact made about how the ocean, the atmosphere, the greenhouse effect? 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.

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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

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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: Student Version:

HS_EnvironmentalScience_Unit1_Pre- Dekalb Benchmark Assessment assessment_Student Teacher Version:

Teacher Version:

HS_EnvironmentalScience_Unit1_Pre- assessment_Teacher

Big Ideas Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

All “proficient” criteria • States all Big Ideas • Meets one of the two • Not yet able to plus: correctly in own “proficient” criteria respond correctly • Provides example(s) words as part of responses • Includes vocabulary • Makes connections terms in responses to other areas of school or life

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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.

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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.

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Performance Task 1 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

Each organizer will have the following: • Earth based source of material • Complete cyclic steps Each organizer will • Organisms included have the following: in each appropriate step Each organizer will have • Earth based source the following: • Scientific vocabulary of material of each step • Complete cyclic Argument supporting • Complete cyclic steps All “3” criteria plus: steps Argument supporting that • Global quantities at that biogeochemical Argument supporting biogeochemical cycles each step cycles drive that biogeochemical ecosystem drive ecosystem • Specific examples cycles drive sustainability should sustainability should (genus/species) of ecosystem include: include: organisms involved sustainability should • Evidence provided does • Evidence provided include: supports that the not supports that matter • Evidence provided cycles through the cycling of matter supports that matter ecosystem. through the cycles through the

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

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Performance Task 2 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 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 Performance Task 2 Scoring Guide 4 Advanced 3 Proficient 2 Basic 1 Below Basic All “3” criteria plus: The explanation of the The explanation of the The explanation of the • Includes information relationship between relationship between relationship between on the feedback physical factors and physical factors and physical factors and within the biosphere organismal adaptations organismal adaptations organismal adaptations that causes a should include: should include: should include: continual co- • The rainfall, • The rainfall, • The rainfall, evolution of Earth’s topography and topography topography and surface average and average average • and life that exists temperatures of temperatures on it. three biomes of three biomes temperatures of • Includes examples • One animal and • One animal three biomes of what can happen plant and/or plant • There are no to organisms when representative representative representatives of their biome’s of each biome of each biome each biome is accurate is accurate physical • There are no characteristics • Two examples • One example examples of change drastically, of adaptations of adaptation of the population may of the the adaptations of the

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Performance Task 2 In Detail not be able to representative representative representative survive in the new organisms organism organisms physical • Explanation of • Explanation of environment. relationship relationship includes how does not the organism’s include how adaptations the organism’s allow them to adaptations survive in their allow them to biome. survive in their biome.

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

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Performance Task 3 In Detail Performance Task 3 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

• Argument is fully • All “3” criteria plus: supported by 3 sets • More than 3 sets of of data data points are • Argument is included presented in • Debate manner does • Debate manner does not professional debate not meet guidelines • Visual aids are meet guidelines (see manner (see appendix) included appendix) • Argument includes • Argument includes • Argument includes • Argument does not that changes in the that climate change types of greenhouse includes that climate atmosphere due to is occurring but is gasses added to the change is occurring but humans have missing the atmosphere that is missing the reasoning have lead to a rise in increased carbon reasoning • Data is not fully cited to global temperatures dioxide • Data is fully cited to original sources (e.g., methane, concentrations and original sources CFCs, carbon thus climate change dioxide) • Data is 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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Performance Task 4 In Detail Performance Task 4 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic Plan includes: • Support of beach organisms includes plans on providing Plan includes: safe habitats for • Support of beach impacted species organisms includes such as fences plans on informing around dunes where the community on turtles lay eggs Plan includes: ways to protect • Waste treatment • Support of beach them but does not plus suggestions should organisms is not All “3” criteria : include information include ways to present or incomplete • Examples will be on habitat protection provided for all ensure the waste • Waste treatment • Waste treatment water entering the suggestions are not proposal criteria suggestions should intertidal zone is not plausible • Presentation include how the overly contaminated includes imbedded waste water will • Plans for mitigating • Plans for mitigating videos enter the ecosystem human impact may human impact may are impractical • Presentation is truly • Plans for mitigating include a recycling professionally human impact may • Missing evidence of and beach cleaning presented (eye include a recycling research (sources contact, appropriate plan cited) • Evidence of • Evidence of research vocal levels, not research (sources • Data does support (sources cited) reading from the cited) policies or slides) • Data to support recommendations • Data does support policies or policies or • Time frame does not recommendations recommendations support 100 yrs. • Budget includes • Budget includes current pricing current pricing • Time frame to • Time frame to support 100 yrs. support 100 yrs. • Graphs and

diagrams are included in the plan

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Instructional Strategies

Instructional Strategies Research-Based Effective 21st Century Learning Skills Teaching Strategies  Learning Objectives (posted and referenced)  Teamwork and Collaboration  Identifying Similarities and Differences  Initiative and Leadership  Summarizing and Note Taking  Curiosity and Imagination  Reinforcing Effort, Providing Recognition  Innovation and Creativity  Homework and Practice  Critical thinking and Problem Solving  Nonlinguistic Representations  Flexibility and Adaptability  Cooperative Learning  Effective Oral and Written Communication  Purposeful small group instruction  Accessing and Analyzing Information  Increased think time  Other

 Setting Objectives, Providing Feedback  Check for Understanding  Generating and Testing Hypotheses  Cues, Questions, and Advance Organizers  Interdisciplinary Non-Fiction Writing

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Intervention Strategies Intervention Strategies Specially Designed (Tiers 1, 2, 3) Strategies for English Instruction for Special Additional Supports in Language Learners Education Students Classroom  Re-voicing  Conferencing  Visuals/Realia  Explaining  Additional time  Front-loading  Prompting for participation  Small group collaboration  Echoing/Choral response  Challenging or countering  Modify quantity of work  Color-coding  Asking “Why?” “How?”  Take student’s dictation  Multiple exposures in different media  Reread  Scaffold information  Pair-share  Practice new academic  Differentiated content vocab. process or product  Modeling  Assistive technology  Consistent reward system  Language scaffolds: eg, sentence frames  Pre-teach & re-teach in a  Refer to students’ IEP or different way 504 plan  Deconstruct complex sentences and texts  Repetition  Assistive technology  L1 support  Use of manipulatives  increased opportunities for  Collaborative work student-student talk  Direct/explicit instruction  Strategic vocabulary  “Chunking” instruction  Accommodating different  Additional think time learning styles  Create differentiated text sets  Providing additional guided practice

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Strategies for Gifted Learners Tier 1: Low Preparation Tier 2: Medium Preparation  Flexible-Learning Groups by Readiness, Interest,  Gifted Education Cluster Classes Learning Profiles  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  Group Investigations Profiles  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,  Above grade level accelerated English/language mathematics, science and/or social studies courses 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: Toxic Algae Bloom Lake Erie picture Directions: Identify a variety of http://earthobservatory.nasa.gov/IOTD/view.php?id=76127 tangible resources that include selected texts and hands-on Seismograph video manipulatives, maps, charts, https://www.youtube.com/watch?v=re2cAblGXs4 diagrams, multimedia, etc., to use while teaching students the Ring of fire volcanoes and earthquakes “unwrapped” Priority Standards http://nationalgeographic.org/encyclopedia/ring-fire/ concepts and skills, supporting standards, interdisciplinary https://www.youtube.com/watch?v=usKrUHNksjY connections, unit vocabulary terms, and extension/enrichment activities. Aurora Borealis https://www.youtube.com/watch?v=fVsONlc3OUY Include tools/tutorials needed for instruction. (i.e. creating a double https://www.youtube.com/watch?v=fVMgnmi2D1w number line) NGSS Disciplinary Core Ideas Matrix Climate Change Data Matrix of Crosscutting Concepts in NGSS

Science and Engineering Practices in the NGSS

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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 Unit-Specific / Academic / Tier 2 Domain / Tier 3 Sustainable Ecosystem Science and Engineering Practices in the Fluctuation Chemical properties NGSS Cycles/cyclic Physical properties Stability Aquatic 1. Asking questions (for science) and Factors Biome defining problems (for engineering) Proximity Estuary Effect Marine 2. Developing and using models Essential Coastline Atmosphere Biogeochemical 3. Planning and carrying out investigations Maintain Hydrology Protect Topography Structure Organismal 4. Analyzing and interpreting data Function Adaptation Flow Insolation 5. Using mathematics and computational Terrestrial thinking Greenhouse Abiotic 6. Constructing explanations (for science) Biotic and designing solutions (for engineering) Biosphere Conservation 7. Engaging in argument from evidence Open system Closed system Phase 8. Obtaining, evaluating, and Phase change communicating information Evaporation Condensation Crosscutting Concepts in the NGSS Sublimation Precipitation • Patterns: observed patterns in nature Deposition guide organization and classification and prompt Run-off questions about relationships and causes Nitrogen fixation underlying them. Ammonification • Cause and Effect: Mechanism and Bacteria Prediction: Events have causes, sometimes Organism simple, sometimes multifaceted. Deciphering Plate tectonics causal relationships, and the mechanisms by Convergent which they are mediated, is a major activity of Divergent science and engineering Transform • Scale, Proportion, and Quantity: In Boundary considering phenomena, it is critical to recognize Saline what is relevant at different size, time and energy Fresh water scales, and to recognize proportional Filter relationships between different quantities as Ultraviolet scales change.

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Infrared • Systems and System Models: A system Troposphere is an organized group of related objects or Tropopause components; models can be used Stratosphere for understanding and predicting the behavior of Stratopause systems. Ozone • Energy and Matter: Flows, Cycles, and Mesosphere Conservation: Tracking energy and matter flows, Ionosphere into, out of, and within systems helps one Exosphere understand their system’s behavior. Radiation • Structure and Function: The way an Altitude object is shaped or structured determines many of Latitude its properties and functions. Anthropogenic • Stability and Change: For both designed Acidification and natural systems, conditions that affect pH stability and factors that control rates of change Acid are critical elements to consider and understand. Base Climate change LAGSE9-10W1: Write arguments to support Salinity claims in an analysis of substantive topics or Density texts, using valid reasoning and relevant and Equator 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

Priority (in bold) and Engaging Learning Formative Pacing Core Instruction (in bold) and additional resources Supporting Experiences Assessments Standards SEV1. OBTAIN, EVALUATE, and COMMUNICATE information to investigate the flow of energy and cycling of matter within an ecosystem. Before Unit (previous Pre-Assessment buffer week) SEV1e: PLAN and CARRY OUT an investigation of how chemical and physical properties impact aquatic biomes in Georgia.

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Priority (in bold) and Engaging Learning Formative Pacing Core Instruction (in bold) and additional resources Supporting Experiences Assessments Standards Intro Engaging Scenario Construct an argument of the necessity of Task 1: Obtain and biogeochemical cycles(hydrologic, nitrogen, Discussion of the evaluate information on phosphorus, oxygen, and carbon) Essential Questions chemical and material (throughout unit) cycling in the biosphere: Toxic Algae Bloom Lake Erie picture

biogeochemical cycles, http://earthobservatory.nasa.gov/IOTD/view.php?id=761 Task 1 scoring guide hydrological cycle 27

Suggested informal Cause and Effect graphic organizer using information SEV1. progress monitoring Week 1 from web page checks:

SEV1e Start date: Biogeochemical cycles Jigsaw Activity (see appendix); Ticket out the door ______and Sulfur (see appendix) SEV1c

Teacher-made quiz Web quest quantities of materials in sources and sinks

for each cycle) Writing prompt

Create Graphic Organizers (5 in total) of the Thumbs up, middle, biogeochemical cycles or down

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

Task 2: Evaluate claims, Suggested informal evidence, and reasoning progress monitoring of the relationship The physical characteristics of its biomes checks: between physical factors Task 2 Scoring guide and organismal Organismal adaptations help it survive in its habitat Ticket Out the Door adaptations within KWL Week 2 SEV1, SEV1d terrestrial biomes Select three different terrestrial biomes and list the Four corners physical factors that exist (e.g., average temperatures, Teacher made quiz rainfall). Select one plant and one animal from each Doodle it biome. Quick nod Red, green card Clickers

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Priority (in bold) and Engaging Learning Formative Pacing Core Instruction (in bold) and additional resources Supporting Experiences Assessments Standards 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

Provide information that either supports or opposes the Task 3: Evaluate climate argument that climate change is an inevitable event and change data including is man-made. anthropogenic effects on KWL the biosphere. Eroding Beach Image Task 3 Scoring guide http://a.abcnews.com/images/US/GT_Alaska_Eroding_ Check for transfer SEV2, SEV2a, Week 3 Village1_MEM_160818_4x3_992.jpg Teacher made quiz SEV2b Writing prompt IPCC executive summary Exit slip https://www.ipcc.ch/pdf/technical-papers/ccw/executive- Clickers summary.pdf

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Priority (in bold) and Engaging Learning Formative Pacing Core Instruction (in bold) and additional resources Supporting Experiences Assessments Standards

Research and design a sustainable plan that helps preserve Georgia beaches from destruction due to sea level changes and imbalances in chemical/material cycling.

Task 4: As an Aquatic ecosystem physical and biological environmental engineer, characteristics you have been given the SEV1, SEV1c, opportunity to create a SEV1d, SEV1e, Understanding the working of waste water treatment Task 4 Scoring Guide Week 4 sustainable plan to SEV2, SEV2a, Post Assessment protect and maintain SEV2b Humans impact the environment in many ways that can Georgia beaches for 100 cause harm or help to the ecosystem years.

Jekyll Island Conservation plan

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

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

Buffer days (Consider (_1__) administering pre-

Buffer days to differentiate based on post-assessment assessment for next Unit end unit during these date: buffer days) ______