Curriculum And Instruction –Office Of Science –Environmental Science

Purpose of Science Curriculum Maps

This map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students. The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor —high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.

Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Page 1 of 17 2016-2017 Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), and informational text (specific writing activities).

The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining science and engineering practices and disciplinary core ideas is stated in the Framework as follows:

Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)

To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.

An instructional model or learning cycle, such as the 5E model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that Page 2 of 17 2016-2017 enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.

Science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a common core in all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.

of 17 2016-2017 Science Curriculum Maps Overview The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices)

At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.

At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.

of 17 2016-2017 As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

How to Use the Science Curriculum Maps

Tennessee State Standards The TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

Content The performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.

Connections District and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

Content Embedded Standards Outcomes Adopted Resources Core Ideas Standard 1 – Earth System – 3 Weeks Academic Vocabulary CLE 3260.1.1 CLE 3260.Inq.2 Design and Describe the HRW Environmental Science Geosphere, crust, mantle, Explain how earth’s conduct scientific investigations to composition and – The core, lithosphere, position in the solar explore new phenomena verify structure of the earth. Dynamic Earth- Chapter 3 asthenosphere, tectonic system creates previous results test how well a plate, erosion, atmosphere, global climate theory predicts, and compare Create a graphic Activities/Labs troposphere, stratosphere, opposing theories. organizer show the 1. Active Readings, CRF Ch. 3 ozone, radiation, compositional and Sect. 3.1 and 3.2, and 3.3, conduction, convection, CLE 3260.1.2 Use CLE.Inq.6 Communicate and physical layers of the cite the location of the greenhouse effect, water the theory of plate defend scientific findings. earth. answer, i.e. line, paragraph cycle, evaporation, tectonics to explain 2. Map Skills: condensation, the occurrence of CLE 3260.Ing.1 Recognize that Describe the Earth’s  Flowing Downhill, CRF precipitation, salinity, fresh earthquakes, science is a progressive endeavor tectonic plates. Ch. 3 p. 13 water, biosphere volcanoes, and that reevaluates and extends  Earthquake Hazard Map

of 17 2016-2017 Content Embedded Standards Outcomes Adopted Resources Core Ideas what is already accepted. Explain the main of the Contiguous United Performance Tasks cause of earthquakes States, p. 94 The Big Event CLE 3260.1.3 CLE 3260.Inq.5 Compare and their effects. 3. Case Study: Explain the rock experimental evidence and  Hydrothermal Vents, pp. Students will write a short cycle and its conclusions with those drawn by Identify the 78-79 story in which they are association with soil others about the same testable relationship between 4. Exploration Labs scientists (either question. volcanic eruptions  Whole Lotta’ Shakin’, CRF seismologists or and climate change. Ch.3 pp. 40-41 vulcanologists CLE 3260.1.4 Relate  Quick Lab-The Heat Is event is about to occur the atmosphere, Describe how wind On, p. 74 (either an earthquake or a hydrosphere and and water alter the  Beaches, pp. 92-93 volcanic eruption), and they are following its lithosphere to the Earth’s surface.  Recognizing Seismic progress. Have students Patterns, CRF pp. 42-43 tell the story of what Describe the  Analyzing S- and P- happened and how the composition and Waves, CRF Ch.3 pp. 27- phenomenon progressed, layers of the Earth’s 30 describing events in as atmosphere.  Predicting Coastal Winds, much scientific detail as CRF Ch. 3 pp. 34-39 possible. (Practice 6/ Explain the three 5. Group Activities mechanisms of heat Literacy.RST.9-10.1  Tectonic Jigsaw Puzzle, p. Birthing a Weather transfer in Earth’s 63 atmosphere. Event  Plate Movement, p. 66 Students will “birth” a  Analyzing Seismograms, weather event such as a Explain the p. 68 hurricane, tornado, or greenhouse effect  Locating Volcanoes, p. 69 thunderstorm. Student will and global climate  How Heavy Is A Cloud? create the conditions change. p.71 necessary for that event to  Mapping The Aurora, p. occur and then track it as it Name the three major 73 progresses. Students will processes in the  Modeling Convection describe the consequences water cycle. Currents, p. 75 of the event on local  Exploring The human populations and the Describe the Greenhouse Effect, p. 76 environment. properties of ocean  Tracking Icebergs, p. 79 Global Navigation water.  Local Aquifers, p. 83 Ask students to imagine they are planning a voyage Describe the two  Internet Activity: Eratosthenes around the world. They types of ocean can choose any route they currents. Experiment, p. 6 6. Interactive Tutor CD: wish, but they must sail with the currents.  Geosphere Explain how the Students will map out their  Atmosphere ocean regulates selected route, showing the  Earth’s temperature. Hydrosphere names of the currents,  Biosphere their point of origin, and Discuss the factors their point of destination. Teaching Resources: that confine life to the (Practice 2/ 1. Do Now Transparencies, CRF biosphere. Literacy.RST.9-10.1 Ch. 3 Sect.3.1, 3.2, and 3.3 Explain the difference 2. PowerPoint Presentations, between open and Sect. 3.1, 3.2, and 3.3 Page 6 of 17 2016-2017 Content Embedded Standards Outcomes Adopted Resources Core Ideas closed systems. 3. Teaching Transparencies:  Earth’s Layers  Tectonic Plates  Earth’s Atmosphere  Energy in Earth’s Atmosphere  Surface Currents of the World  Earthquake Hazard Map of the Contiguous United States

Chapter Reviews and Assessments 1. Section Reviews, p. 70, p. 76, and p. 85 2. Chapter Review pp. 87-89 3. Standardized Test Prep pp. 90-91 4. Concept Review CRF Ch. 3 pp.1-2 5. Critical Thinking CRF Ch. 3 pp. 3-6 6. Alternative Assessments p.70, p. 76 and p.85

Websites 1. www.scilinks.org  Composition Of The Earth, HE80329  Layers Of The Atmosphere, HE80861  The Biosphere, HE80162 2. www.explorelearning.com  Earthquake - Determination of Epicenter  Earthquake - Recording Station  Greenhouse Effect  Plate Tectonics  Rock Cycle  Water Cycle 3. http://www.mnh.si.edu/earth/ main_frames.html 4. http://pubs.usgs.gov/gip/dyn amic/dynamic.html 5. http://www.learner.org/intera ctives/dynamicearth/

of 17 2016-2017 Content Embedded Standards Outcomes Adopted Resources Core Ideas 6. http://www.ucar.edu/learn/1_ 1_1.htm 7. http://earthguide.ucsd.edu/e arthguide/diagrams.html#ge oscience Standard 2 – The Living World - 2 Weeks CLE 3260.2.1 CLE 3250.Inq.2 Design and Distinguish between HRW Environmental Science Academic Vocabulary Employ the first and conduct scientific investigations to the biotic and abiotic – The Organization of Life - Ecosystem, biotic factor, second laws of explore new phenomena verify factors in an Chapter 4 Text abiotic factor, organism, thermodynamics to previous results test how well a ecosystem. species, population, explain energy flow theory predicts, and compare Activities/Labs community, habitat, opposing theories. Describe how a 1. Active Readings, CRF Ch. 4 natural selection, the ecosystems. CLE 3255.1.1 Analyze strategies population differs Sect. 4.1 and 4.2, and 4.3, evolution, adaptation, for classifying organisms. from a species. cite the location of the artificial selection, CLE 3260.2.2 answer, i.e. line, paragraph resistance, Archaebacteria, Discuss the roles of CLE 3255.1.2 Identify organisms Explain how habitats 2. Map Skills: Eubacteria, protest, biodiversity and co based on how they obtain energy. are important for  Park Habitat, CRF Ch. 4, gymnosperm, angiosperm, organisms. p.13 invertebrate, vertebrate CLE 3255.1.3 Relate specific 3. Case Study: animal behaviors and plant Explain the process  Darwin’s Finches, pp. Performance Tasks CLE 3255.1.2 tropisms to survival. of evolution by 104-105 Organism Biographies Identify organisms . natural selection. 4. Exploration Labs Students will pick their CLE 3255.2.3 Summarize how  CBL Probeware: Plant and favorite organism and write how they obtain natural selection influences a a “biography” for that Explain the concept Animal Interrelationships, population over organism that includes of adaptation. CRF Ch. 4 pp. 34-39  How Do Brine Shrimp three chapters: one on CLE 3255.Inq.5 Compare CLE 3255.1.3 Relate Select a Habitat?, CRF habitat, a second on the experimental evidence and Describe the steps specific animal Ch. 4, pp. 23-26 survival of that organism’s behaviors and plant conclusions with those drawn by by which a population within the  Observing Organisms tropisms to survival. others about the same testable community, and a third on population of Through the Seasons, question. abiotic characteristics that insects becomes CRF Ch. 4, pp. 44-47 are crucial to the survival resistant to a  Identifying Medically of the organism. pesticide. Important Plants, CRF Ch. Extinction Tribune 4, pp. 40-43 CLE 3255.Inq.6 Communicate and Divide students into groups  defend scientific findings. Relating Natural of four. Have student Selection and groups prepare a  Frequency of Traits ,CRF newspaper that provides Ch. 4, pp. 27-30 information about the  Misbehaving Mealworms, extinction of species and CRF Ch. 4, pp. 31-33 incorporates the concept of 5. Group Activities natural selection. Topics  Connections Web, p.99 could include extinction of  Ecosystem Connections, dinosaurs, twentieth- p. 100 century extinctions, and  Golf Course Impacts, prehistoric mass p.101 extinctions. Each student  Internet Activity: Self- should produce one major sustaining Colonies, news story in addition to  p.101 helping with other features, such as headlines, Page 8 of 17 2016-2017 Content Embedded Standards Outcomes Adopted Resources Core Ideas  Natural Variety, p. 103 cartoons, obituaries,  Adaptations Worldwide, advertisements and advice p. 104 columns.  Internet Activity: Gardens Kingdoms and and Artificial Selection, p. Ecosystems 106 Students will create an  Artificial Selection, p. 107 “ecosystem brochure.”  Mushroom Walk, p. 109 Suggest that students give  Angiosperms In The the brochure an exciting Classroom, p. 111 cover that clearly identifies the chosen ecosystem.  Pollinator Game, p. 112 Inside the brochure, 6. Interactive Tutor CD: student could show  Ecosystem Structure pictures of representative plants, animals, protists, Teaching Resources: fungi, and bacteria. The 1. Do Now Transparencies, CRF habitat for each organism Ch. 4 Sect.4.1, 4.2, and 4.3 should be includes as well. 2. 2PowerPoint Presentations, Students should also show Sect. 4.1, 4.2, and 4.3 pictures of relevant abiotic 3. Teaching Transparencies: factors, such as minerals,  Levels of Ecological water, and rocks. Student Organization should explain the role of  The Evolution of Thicker the abiotic factors in the Fur in a Deer Population ecosystem.  The Evolution of Pesticide Resistance  Classification Of Living Organisms

Chapter Reviews and Assessments 1. Section Reviews, p. 102, p. 107, and p. 113 2. Chapter Review pp. 115-117 3. Standardized Test Prep pp. 118-119 4. Concept Review CRF Ch. 4 pp.1-2 5. Critical Thinking CRF Ch. 4 pp. 3-6

Websites 1. www.scilinks.org  Ecosystems HE 4027  Evolution HE 4039  Invertebrates HE 4057

of 17 2016-2017 Content Embedded Standards Outcomes Adopted Resources Core Ideas 2. www.explorelearning.com  Dichotomous Keys  Evolution: Mutation and Selection  Food Chain  Forest Ecosystem  Natural Selection  Pond Ecosystem  Prairie Ecosystem  Rainfall and Bird Beaks 3. http://www.aurumscience.co m/env_science.html  Species, Populations, and Communities 4. http://enviroliteracy.org/ca tegory.php/1.html  Ecosystem 5. http://jrscience.wcp.muohi o.edu/downloads/connecti vity_donna.pdf Standard 1 – Earth System – 2 Weeks CLE 3255.3.3 Apply Describe how energy Academic Vocabulary the first and second is transferred from HRW Environmental Science Photosynthesis, producer, the sun to producers – How Ecosystems Work - consumer, decomposer, thermodynamics to and then to Chapter 5 Text cellular respiration, food explain the flow of consumers. chain, food web, trophic energy through a Activities/Labs level, carbon cycle, food chain or web. Describe one way in 1. Active Readings, CRF Ch. 5 nitrogen-fixing bacteria, which consumers Sect. 5.1 and 5.2, and 5.3, nitrogen cycle, phosphorus CLE 3255.3.4 depend on producers. cite the location of the cycle, ecological Analyze how answer, i.e. line, paragraph succession, primary biomass is related Identify the two types succession, secondary to trophic levels. of consumers. 2. Map Skills: succession, pioneer  Global Warming, CRF p. species, climax community Explain how energy 14 3255.4.1Describe transfer in a food web  Doppler Radar Tracking Performance Tasks the flow of energy is more complete of Bats and Insects in Global Food Web flow through an than Central Texas, p. 150 Divide the students into energy transfer in a 3. Case Studies: five groups. Give each food chain. group one of the following CLE 3255.4.2  DDT In An Aquatic Food Chain, pp. 128-129 locations, and tell them Describe how Explain why an that their task is to matter cycles  Communities Maintained energy pyramid is a By Fair, pp. 138-139 determine a food web that through various representation of exists there: a salt marsh 4. Exploration Labs biogeochemical tropic levels. in Florida, a coral reef in  Dissecting Owl Pellets, the Caribbean, the Sonoran pp. 148-149 Examine how Desert in Arizona; the CLE 3255.4.3 ecosystem structure  CBL Probeware: Best Kodiak motional Wildlife Evaluate the is related to Food for Yeast CRF Ch. 5 Refuge in Alaska, and the pp 32-37 Page 10 of 17 2016-2017 Content Embedded Standards Outcomes Adopted Resources Core Ideas population changes  Calculating Land Area, Ft Pierre National and the transfer of CRF Ch. 5 pp. 38-41 Grassland in South Dakota. CLE 3260.1.1 pollutants.  Creating New Habitats, Students should report Explain how earth’s CRF Ch. 5 pp. 42-45 their findings in the form of List the three stages  Explaining the Carbon posters, oral presentations, in the solar system of the carbon cycle. Cycle in Fermentation, or video documentaries. creates global CRF Ch. 5 pp. 28-31 Connecting to the Describe where fossil 5. Group Activities Carbon Cycle fuels are located.  Classroom Hydrothermal Students will write an Vent Community, p. 126 essay describing the role CLE 3260.2.2 Identify one way that  Creating Food Chains and they play in the carbon Discuss the roles of humans are affecting Food Webs, p. 127 cycle. biodiversity and co the carbon cycle. Succession Animation  Human Diets, p. 130 Give students 50 index  Internet Activity: List the three stages cards. On the cards, have Biomagnifications p. 129 of the nitrogen cycle. them illustrate succession  CLE 3260.2.4 Carbon Cycle Stories, p. in an ecosystem of their Distinguish between Describe the role that 132 choice. The cards should primary and nitrogen-fixing  Observing Nitrogen show gradual changes in secondary biological bacteria play in the Fixing Bacteria, p. 134 the same area over time. succession using nitrogen cycle.  Investigating Succession, Have them clip the index common plants and p. 140 cards together, and Explain how the  Musical Succession, p. animate the scene by excess use of fertilizer 140 flipping through the cards CLE 3260.2.5 can affect the 6. Interactive Tutor CD: rapidly using their thumb. nitrogen and  Ecosystem Structure biogeochemical phosphorus cycles. Teaching Resources: ecosystems. List two examples of 1. Do Now Transparencies, CRF ecological succession. Ch. 5, Sect.5.1, 5.2, and 5.3 2. PowerPoint Presentations, Explain how a pioneer Sect. 5.1, 5.2, and 5.3 species 3. Teaching Transparencies: contributes to  A Food Chain ecological succession.  A Food Web  The Carbon Cycle Explain what  The Nitrogen Cycle happens during old-  The Phosphorus Cycle field succession.  Secondary Succession: Old-Field Succession Describe how lichens  Doppler Radar Tracking contribute to primary of Bats and Insects in succession. Central Texas Chapter Reviews and Assessments 1. Section Reviews, p. 131, p. 136, and p. 141 2. Chapter Review pp. 143- 145 3. Standardized Test Prep pp.

of 17 2016-2017 Content Embedded Standards Outcomes Adopted Resources Core Ideas 146-147 4. Concept Review CRF Ch. 5 pp.1-2 5. Critical Thinking CRF Ch. 5 pp. 3-6

Websites 1. www.scilinks.org  Food Chains, Food Webs, and Trophic Levels  HE 4043  Nitrogen Cycle HE 4073  Ecological Succession HE 4024 2. www.explorelearning.com  Food Chain  Forest Ecosystem  Pond Ecosystem  Prairie Ecosystem  Rock Cycle  Water Cycle 3. http://www.aurumscience.co m/env_science.html  Biomes: Ecosystems On Land Standard 2 Earth System -- 2 Weeks

of 17 2016-2017 Content Embedded Standards Outcomes Adopted Resources Core Ideas Identify the location Academic Vocabulary CLE 3255.5.1 CLE 3260.Inq.2 Design and of earth’s HRW Chapter Environmental Biome, climate, latitude, Explain how climate conduct scientific investigations to major biomes using a Science –Biomes - Chapter 6 altitude, tropical rain influences terrestrial explore new phenomena, verify globe or map. forest, emergent layer, previous results, test how well a Activities/Labs canopy, epiphyte, theory predicts and compare Describe why 1. Active Readings, CRF Ch. 6 understory, temperate rain CLE 3255.5.2 opposing theories. Communicate vegetation Sect. 6.1 and 6.2, and 6.3, forest, temperate Compare and and determines the name cite the location of the deciduous forest, taiga, contrast the major defend scientific of a biome. answer, i.e. line, paragraph savanna, temperate terrestrial biomes: findings. 2. Map Skills: grassland, chaparral, deserts, temperate Explain how  African Biomes, CRF Ch. desert, tundra, permafrost temperature and 6, p 13 precipitation 3. Case Study: Performance Tasks forests, tropical determine which  Deforestation, Climate, World Biomes grasslands, tropical plants grow in an and Floods, pp. 160-161 Have students look at forests, taiga and area. 4. Exploration Labs Figure 1 on page 153  CBL Probeware: and write down at least Explain how latitude Assessing Abiotic Factors three biomes that do not CLE 3260.2.3 Using and altitude affect In The Environment, CRF seem to fit the latitude which plants grow in temperature, Ch. 6 pp. 34-41 and altitude model latitude and an area.  Identify Your Local presented in Figure 4 on altitude, infer the Biome, CRF Ch. 6 pp. 23- page 155. Ask them to types of animal and Describe the 26 difference between decide why the biomes plant life found in  Climatic Adaptations, tropical and do not fit and write their each of earth’s CRF Ch. 6 pp. 27-29 major biomes. temperate reasons in a short essay.  Modeling Mini-Biomes, grasslands. Detailing a Biome CRF Ch. 6 pp.46-49 Organize the class into  Identifying Sustainable Describe the climate groups of five or six Rainforest Products, in a chaparral biome. students. Give each group  CRF Ch. 6 pp. 42-46 a detailed picture of a Describe two desert  Factors That Influence forest biome, and ask them animals and the Ecosystems, CRF Ch. 6 to describe the adaptations that help pp. 30-33 characteristics of the them survive. 5. Group Activities biome in a short  Rain Forest Collage, p. presentation to the class. Describe one threat 157 Similar Adaptations to the tundra biome.  Light In The Forest, p. Ask students to list similar 158 plant and animal List the  We’re All Thumbs, p. 159 adaptations for desert and characteristics of  Ecotourism, p. 160 tundra biomes. Have tropical rain forests.  Pacific Northwest Food students describe why Web, p. 161 animals would evolve Name and describe  Forest Soil Field Trip, p. similar strategies to the main 162 different situations. layers of a tropical  Touring The Forest, p. Students should prepare a rain forest. 163 research report.  Biome Components, p. Describe one plant in 163 a temperate  Plant A Prairie, p. 167 deciduous forest and  Arctic Science, p. 172 an adaptation that Page 13 of 17 2016-2017 TOOLBOX Unit 1.1 Introduction to Environmental Science/The Dynamic Earth – 3 Weeks Lesson focuses on exploring how the development of seismographs has helped save lives around the world. Students work in teams to design their own seismograph out of everyday items, and test its ability to record a simulated classroom earthquake. Students evaluate their own seismographs, those of classmate teams, and present findings to the class. http://www.teacherstryscience.org/lp/shake-it-seismographs

In this lesson students will participate in a kinesthetic activity that guides them through the rock cycle. Then, students will design their own experiment that will simulate the rock cycle using crayons. http://www.teacherstryscience.org/lp/ride-rock-cycle

Teachers register for SMART NoteBook, select SmartExchange, then search for lessons per topic for each chapter. You will have access to lessons that include objectives, Teacher notes, interactive lessons for the students, vocabulary, illustrations, animations, and closing questions. A quick review of planet Earth’s dynamic systems also contains links to additional information. http://airandspace.si.edu/exhibitions/gal113/earthtoday/dynam.htm

Educational resources focused on the causes, types, locations, and impacts of ocean currents on organisms and aquatic systems. These resources may be useful to students as well as teachers. Page 14 of 17 2016-2017 TOOLBOX http://www.education.noaa.gov/Ocean_and_Coasts/Ocean_Currents.html Delve into the earth's interior, learn about its tectonic plates and their movements, and discover how mountains, volcanoes, and earthquakes are formed. http://www.learner.org/interactives/dynamicearth/

Students can learn about the types of rocks and the rock cycle through an online tutorial at http://www.learner.org/interactives/rockcycle/

The latest research news is found at www.ScienceDaily.com. Enter the topic per the chapter and/or section to read the related stories, journals, watch featured videos, and a wealth of each is available. The articles have the save/print options. Archives of news are available with options of select 30 days, 90 days, 1, 5, and 10 year(s) options. Mobile options are iPhone, Android, and the Web. Additional access includes Facebook, Twitter, and Google+. Write your opinion, whether you agree or disagree with the news, and why? This cutaway view of Earth shows where some common rock-forming processes occur. Embedded animations will illustrate the path of a rock moving through the rock cycle. http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page02.cfm The students watch the list of video segments and write their opinion of each topic. Each segment is in alignment with the textbook. http://science.howstuffworks.com/environmental/plate-tectonics-videos-playlist.htm The students copy the questions, watch the video, answer the quiz questions individually, and/or as a class with on-line grading. Jigsaw strategy to answer the quiz questions while the students view the video is engaging. http://studyjams.scholastic.com/studyjams/services/search-results?query=earthquake http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/rock-cycle.htm In this animated activity, learners explore three major methods of heat transfer and practice identifying each. http://www.wisc- online.com/Objects/ViewObject.aspx?ID=sce304 Unit 1.2 Ecology/The Organization of Life -- 2 Weeks As a result of this lesson, students will become familiar with common organisms found in a pond and discover their importance in a balanced aquatic habitat as they create food webs. Students will also investigate how an environmental change (pollution, disease, introduction of exotic species, etc.) affects a pond habitat. http://sciencespot.net/Media/pondfoodwebinfo.pdf

Teachers register for SmartNote Book, select SmartExchange, then search for lessons per topic for each chapter. You will have access to lessons that include objectives, Teacher notes, interactive lessons for the students, vocabulary, illustrations, animations, and closing questions. For a quick review of energy flow through food chains, including various types of pyramids, go to http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/F/FoodChains.html

An online tutorial about food chains and cycles may be useful for both teachers and students. http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/foodchains/foodchains1.shtml Scientists estimate that only 10 percent of the producers' energy is passed to the first-level consumer. This activity will help put that amount into perspective. http://www.education.com/reference/article/energy-flow-food-chain/ In this activity you job is to classify each organism into the correct kingdom. http://nortonbooks.com/college/biology/animations/ch03a01.htm The latest research news is found at www.ScienceDaily.com. Enter the topic per the chapter and/or section to read the related stories, journals, watch featured videos, and a wealth of each is available. The articles have the save/print Page 15 of 17 2016-2017 TOOLBOX options. Archives of news are available with options of select 30 days, 90 days, 1, 5, and 10 year(s) options. Mobile options are iPhone, Android, and the Web. Additional access includes Facebook, Twitter, and Google+. Write your opinion, whether you agree or disagree with the news, and why?

This site provides a summary of the kingdoms with pictures: http://www.ric.edu/faculty/ptiskus/Six_Kingdoms/Index.htm

The students copy the questions, watch the video, answer the quiz questions individually, and/or as a class with on-line grading. Jigsaw strategy to answer the quiz questions while the students view the video is engaging. http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-chains.htm http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-webs.htm

Select from a variety of games and hands-on activities related to biodiversity at http://www.amnh.org/explore/ology/biodiversity Unit 1.3 Ecology/How Ecosystems Work – 2 Weeks A comprehensive unit plan for introducing ecology can be downloaded from http://edhd.bgsu.edu/~sbanist/611/final/heather/heatherecology1.pdf

Teachers can select from a variety of lesson plans on ecology, human impact on ecosystems, biodiversity and carbon cycling at http://www.kbs.msu.edu/community-outreach/k-12-partnership/lesson-plans

Teachers register for SmartNote Book, select SmartExchange, then search for lessons per topic for each chapter. You will have access to lessons that include objectives, Teacher notes, interactive lessons for the students, vocabulary, illustrations, animations, and closing questions. This site provides video clips and interactive resources for learning about life cycles and processes, ecosystems, and human influences on ecology. Find lessons on biomes, coral reef ecosystem, population growth, and exploring the "systems" in ecosystems. http://www.teachersdomain.org/browse/?fq_hierarchy=k12.sci.life.eco Grab your binoculars and pull on your wading boots as American Field Guide introduces you to some of America's most fascinating places. Learn about the importance of healthy Ecosystems and the interdependence of life in these delicate natural communities. Check out the featured video clips for a peek at some of our most intriguing segments on Ecosystems; or dig deeper into the collection by browsing the subtopic categories. http://www.pbs.org/americanfieldguide/topics/ecosystems/index.html

The latest research news is found at www.ScienceDaily.com. Enter the topic per the chapter and/or section to read the related stories, journals, watch featured videos, and a wealth of each is available. The articles have the save/print options. Archives of news are available with options of select 30 days, 90 days, 1, 5, and 10 year(s) options. Mobile options are iPhone, Android, and the Web. Additional access includes Facebook, Twitter, and Google+. Write your opinion, whether you agree or disagree with the news, and why? A collection of 4,500 photographs of natural environments, ecologies, and plant communities in the United States taken between 1891 and 1936 is available at http://memory.loc.gov/ammem/collections/ecology/index.html

The students copy the questions, watch the video, answer the quiz questions individually, and/or as a class with on-line grading. Jigsaw strategy to answer the quiz questions while the students view the video is engaging. http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/carbon-cycle.htm Unit 1.4 Ecology/Biomes -- 2 Weeks Page 16 of 17 2016-2017 TOOLBOX

In this activity, students collect information about different biomes by watching videos and doing a Web activity. They share their information in a carousel brainstorm activity and locate the biomes on a world map. Then student teams research different biomes and present their information to the class. As an option, students design an imaginary plant or animal that is adapted to a particular biome. http://www.teachersdomain.org/resource/tdc02.sci.life.eco.lp_biomes/

Teachers register for SmartNote Book, select SmartExchange, then search for lessons per topic for each chapter. You will have access to lessons that include objectives, Teacher notes, interactive lessons for the students, vocabulary, illustrations, animations, and closing questions. For an introduction to biomes, go to https://php.radford.edu/~swoodwar/biomes/

An online review of six biomes is available at http://www.ucmp.berkeley.edu/exhibits/biomes/index.php

This interactive resource adapted from NASA features some of the physical and biological characteristics of seven of the world's biomes. http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.biomemap/ The students copy the questions, watch the video, answer the quiz questions individually, and/or as a class with on-line grading. Jigsaw strategy to answer the quiz questions while the students view the video is engaging. http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm http://studyjams.scholastic.com/studyjams/services/search-results?query=Biomes Select a biomes from the world map to learn more at http://www.blueplanetbiomes.org/world_biomes.htm

The latest research news is found at www.ScienceDaily.com. Enter the topic per the chapter and/or section to read the related stories, journals, watch featured videos, and a wealth of each is available. The articles have the save/print options. Archives of news are available with options of select 30 days, 90 days, 1, 5, and 10 year(s) options. Mobile options are iPhone, Android, and the Web. Additional access includes Facebook, Twitter, and Google+. Write your opinion, whether you agree or disagree with the news, and why? Click on a biome on the above graph for more information, informative videos, and links to scientist profiles, travel information, lesson plans and species profiles for each region. http://www.thewildclassroom.com/biomes/index.html

The students copy the questions, watch the video, answer the quiz questions individually, and/or as a class with on-line grading. Jigsaw strategy to answer the quiz questions while the students view the video is engaging.http://studyjams.scholastic.com/studyjams/services/search-results?query=Biomes

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