Pierce County Career and Technical Education Partners

Science and Natural Resources Natural Resources Biology CIP Code #030101 Clover Park School District Course # 40801-2 Curriculum Framework

Course Overview Natural Resources Biology is a full-year exploratory course in the Science and Natural Resources Career Pathway designed for 10 th grade students. The course is an equivalent option for fulfilling the Biology graduation requirement and can count as either 1.0 lab science or occupational credit. Natural Resources Biology is conducted in a manner that meets the standards for Career and Technical Education as defined by the Office of the State Superintendent of Public Instruction.

Course of Study Description Natural Resources Biology is designed for students to learn the major concepts and themes of biology through laboratory and field experiences which focus on the ecological interactions between and among living and physical systems. This course covers topics including the scientific process, development of biology as a science, characteristics of life, molecular and cellular biology, classification, ecology, biodiversity, water and land use issues and ecosystems/biomes. Students demonstrate knowledge, understanding, and application of the biological principles and concepts of the Washington State Science Essential Academic Learning Requirements (EALRs) through a problem-solving, project- based approach. Student leadership is emphasized and active participation in a student leadership organizationis encouraged.

Enduring Understandings/Essential Questions  Describe varying philosophies of natural resources management including preservation, conservation, multiple use, best management practices and human conflicts in decision making  Investigate various career opportunities, demonstrate leadership skills  Use mathematical models to represent systems in the natural world  Explain how scientists use inquiry and technology to conduct scientific investigations.  Follow safety directives, lab conduct, hygiene, chemical and biological materials handling and be able to read, identify and explain Material Safety Data Sheets. ______

Natural Resource Biology Page 1 of 24 May 5, 2010  Understand the concept of sustainability and how humans impact our natural resources  Explain how global climate relates to energy transfer and how our climate may be influenced or impacted by human activity  Understand the history of the Earth and its influence on current geologic, atmospheric and biological processes and how geologic time is determined  Demonstrate a working knowledge of the water cycle, describe the distribution and composition of Earth’s water resources and quality and its role in ecosystems  Demonstrate a fundamental knowledge of the importance of soil including quality, formation, and integral role with all life on earth  Understand the basic unit of life – the cell – and its importance to life functions and patterns of inheritance  Explain how evolution provides a scientific explanation for the diversity of living things.  Explain how organisms actively adjust to maintain homeostasis at various levels of organization.  Describe how living organisms obtain and transform matter and energy to build and maintain their systems.  Describe how energy and matter cycles through abiotic and biotic factors in an ecosystem, and how the process can be impacted by humans.  Describe how the genetic code provides continuity between generations and allows variations between individuals in a population.  Explain how populations can grow exponentially and what limits their growth in nature  Explain the different types of air pollution, how it can be reduced and how it impacts human health and ecosystem function  Understand our energy resources and how human use impacts the availability of these resources and their impact on our environment

Washington State Standards, EALRs and GLEs Taught and Assessed in this Course These standards should be practiced in each unit of this course. Science Students know that: 9-12 SYSA Feedback is a process in which the output of a system provides information used to regulate the operation of the system. Positive feedback increases the disturbance to a system. Negative feedback reduces the disturbance to a system. 9-12 SYSB Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs to be specified as clearly as possible. 9-12 SYSC In complex systems, entirely new and unpredictable properties may emerge. Consequently, modeling a complex system in sufficient detail to make reliable predictions may not be possible. 9-12 SYSD Systems can be changing or in equilibrium. 9-12 INQA (Question): Scientists generate and evaluate questions to investigate the natural world. 9-12 INQB (Investigate) Scientific progress requires the use of various methods appropriate for answering different kinds of research questions, a thoughtful plan for gathering data needed to answer the question, and care in collecting, analyzing, and displaying the data. 9-12 INQC (Explain) Conclusions must be logical, based on evidence, and consistent with prior established knowledge. 9-12 INQD (Communicate Clearly) The methods and procedures that scientists use to obtain evidence must be clearly reported to enhance opportunities for further investigation 9-12 INQE (Model) The essence of scientific investigation involves the development of a theory or conceptual model that can generate testable predictions. 9-12 INQF (Communicate) Science is a human endeavor that involves logical reasoning and creativity and entails the testing, revision, and occasional discarding of theories as new evidence comes to light. 9-12 INQG (Intellectual Honesty) Public communication among scientists is an essential aspect of research. Scientists evaluate the validity of one another’s investigations, check the reliability of results, and explain inconsistencies in findings. 9-12 INQH (Intellectual Honesty) Scientists carefully evaluate sources of information for reliability before using that information. When referring to the ideas or findings of others, they cite their sources of information. ______

Natural Resource Biology Page 2 of 24 May 5, 2010 9-12 APPA Science affects society and cultures by influencing the way many people think about themselves, others, and the environment. Society also affects science by its prevailing views about what is important to study and by deciding what research will be funded. 9-12 APPB The technological design process begins by defining a problem in terms of criteria and constraints, conducting research, and generating several different solutions. 9-12 APPC Choosing the best solution involves comparing alternatives with respect to criteria and constraints, then building and testing a model or other representation of the final design. 9-12 APPD The ability to solve problems is greatly enhanced by use of mathematics and information technologies. 9-12 APPE Perfect solutions do not exist. All technological solutions involve trade-offs in which decisions to include more of one quality means less of another. All solutions involve consequences, some intended, others not. 9-12 APPF It is important for all citizens to apply science and technology to critical issues that influence society. SKILLS Leadership 1.0 Individual Leadership 1.1 The student will analyze, refine and apply decision-making skills through classroom, family, community and business and industry (work related) experiences. 1.2 The student will identify and analyze the characteristics of family, community, business and industry leaders. 1.3 The student will demonstrate oral, interpersonal, written and electronic communications and presentation skills and understand how to apply those skills. 1.4 The student will apply leadership skills in real world, family, community and business and industry applications. 1.5 The student will be involved in activities that require applying theory, problem-solving, and using critical and creative thinking skills while understanding outcomes of related decisions. 1.6 The student will demonstrate self-advocacy skills by achieving planned, individual goals. 1.7 The student will conduct self in a professional manner in practical career applications, organizational forums and decision-making bodies. 2.0 Group Leadership 2.1 The student will communicate, participate and advocate effectively in pairs, small groups, teams and large groups in order to reach common goals. 2.2 The student will demonstrate knowledge of conflict resolution and challenge management. 2.3 The student will analyze the complex responsibilities of the leader and follower and demonstrate the ability to both lead and follow. 2.4 The student will demonstrate skills that assist in understanding and accepting responsibility to family, community and business and industry. 2.5 The student will demonstrate a working knowledge of parliamentary procedure. 2.6 The student will use knowledge, build interest, guide and influence decisions, organize efforts and involve members of a group to assure that a pre-planned group activity is completed. 2.7 The student will demonstrate the ability to train others to understand the established rules and expectations, rationale and consequences and to follow those rules and expectations. 2.8 The student will demonstrate the ability to incorporate and utilize the principles of group dynamics in a variety of settings. 3.0 Community and Careers Leadership 3.1 The student will analyze the roles and responsibilities of citizenship. 3.2 The student will demonstrate social responsibility in family, community and business and industry. 3.3 The student will understand their role, participate in and evaluate community service and service learning activities. 3.4 The students will understand the organizational skills necessary to be a successful leader and citizen and practices those skills in real-life. 3.5 The student will understand and utilize organizational systems to advocate for issues at the local, state, national and international level. 3.6 The student will understand the importance and utilize the components and structure of community-based organizations. 3.7 The student will participate in the development of a program of work or strategic plan and will work to implement the organization's goals.

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Natural Resource Biology Page 3 of 24 May 5, 2010 Employability 1.1 The student will demonstrate the ability to identify, organize, plan, and allocate resources. This means that the student is able to demonstrate allocating time, money, materials, space, and staff. A. Time – Select goal-relevant activities, rank them, allocate time, and prepare and follow schedules. B. Money – Use or prepare budgets, make forecasts, keep records, and make adjustments to meet objectives. C. Materials and Facilities – Acquire, store, allocate, and use materials or space efficiently. D. Human Resources – Assess skills and distribute work accordingly, evaluate performance and provide feedback. 1.2 The student will demonstrate the ability to acquire and use information in family, community, business and industry settings. This means that the student can acquire and evaluate data, organize and maintain files, interpret and communicate, and use computers to process information. A. Acquire and Evaluate information B. Organize and Maintain C. Interpret and Communicate information D. Use Computer to process information 1.3 The student will demonstrate an understanding of complex inter-relationships (systems). This means that the student understands social, organizational, and technological systems; they can monitor and correct performance; and they can design and improve systems. A. Understand Systems – Know how social, organizational, and technological systems work and operate with them B. Monitor and Correct Performance – Distinguish trends, predict impacts on system operations, diagnose deviations in systems’ performance and corrects malfunction C. Improve or Design Systems – Suggest modifications to existing systems and develop new or alternative systems to improve performance 1.4 The student will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technologies. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment. A. Select Technology – Choose procedures, tools or equipment including computers and related technologies B. Apply Technology to task – Understand overall intent and proper procedures for setup and operation of equipment C. Maintain and Troubleshoot equipment – Prevent, identify, or solve problems with equipment, including computers and other technologies

Equivalency/Dual Credit

To be applied for at the conclusion of this process.

The following courses within this program of study are eligible for college credit at several local colleges if students earn a “B” or better:

High School Course Credits Possible College College Course

Biology—Natural Resources 2 Bates TC BTL 100 (9018) “ 4 CPTC ENV 109 (451T) Biology—Natural Resources and Natural Resource Management 2 CPTC ENV 152

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Natural Resource Biology Page 4 of 24 May 5, 2010 Unit Outline Hours Unit 1: Intro to Natural Resources Biology 10 Unit 2: Geosphere 15 Unit 3: Atmosphere and Climate 15 Unit 4: Water 15 Unit 5: Cells and Genetics 30 Unit 6: Plant and Animal Biology 25 Unit 7: Ecology 30 Unit 8: Resource Management and Sustainability 30 a. Agriculture b. Timber/Forestry c. Fish and Game d. Mining and Metals e. Waste f. Pest Management Unit 9: Careers in Natural Resources 10 TOTAL 180

Unit 1: Intro to Natural Resources Biology 10 Hours Standards and Competencies Performance Assessments Teaching Strategies History/Resources in Crisis/Abuse  Demonstration of GPS skills  Learning & Assessing Science Process Skills by Rezba, Tools  Demonstration of lab equipment skills Sprague & Field GPS/Compass  Describe the scientific method  Lab Safety Video Introduction to Lab Equipment  Use the scientific method to solve  Flinn Safety Contract Lab Safety problems and use an appropriate  Calcium Chloride Lab (using Vernier probes)  Plan a safety component of every laboratory or field format to report results of the  Glow Stick Lab experiment processes used and state a correctly  Paper Airplane (variables)  Demonstrate correct technique, protective equipment, and derived conclusion with application to  Meal Worm Investigation (see Turner) behavior when working in laboratory or field experiences real-life situations  Cricket Fest (see Sage) Measurement/Metrics  Phenolthalene dissolved in gelatin (surface to volume) Scientific Method  Gummy Bear Lab (see Sage) Science Process Skills (Observation/Inference Activities, variables,  Surface Area vs. Mass (see Sage) Data Collection and Reporting, Scientific Design, Design Solutions)  Establish a long term research project Study the history and mission of the national park service. ______

Natural Resource Biology Page 5 of 24 May 5, 2010  Bruce’s Quiz Lab (see Hoeft)  Simpson’s Variables Worksheet  SpongeBob Variables Worksheet (Science Spot Website)  Inquiry Boards  Termite Lab EALRs and GLEs Taught and Assessed in Learning Targets Science 9-11 ES2D The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources and it depletes those resources that cannot be renewed. Math A1.6.B Make valid inferences and draw conclusions based on data. SKILLS Analytical, Logical and Creative Thinking X Observe X Cause/Effect Finding Evidence Decision Making Originality X Patterns Fact/Opinion X Evaluation X Reasoning Risking Sequence Main Idea Detect Bias X Problem Solving X Inquisitiveness Classify Summary X Inference X Goal Setting Attending Compare/Contrast Point of View X Conclusion Fluency Persistence X Predict X Analysis Metacognition Elaboration X Precision Flexibility Relevance to Work Following directions, finishing a task, orientation

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Natural Resource Biology Page 6 of 24 May 5, 2010 Unit 2: Geosphere 15 Hours Standards and Competencies Performance Assessments Teaching Strategies 2.01 Describe the Theory of Plate Tectonics and the influence of Students will:  Analyze garden soils tectonic activity on the current location of continents.  Demonstrate knowledge of soil types  Soil Chemistry Test 2.02 Outline the processes of volcanism and mountain building, using and classifications.  Soil Profile at Multiple Sites the Olympic and Cascade ranges as examples.  Describe soil chemistry and its relation  Chemistry of fertilizers (N-P-K) 2.03 List the stages of soil formation. to land use.  Effects of Soil types and fertilizers on plant growth 2.04 Determine the USDA texture class of a variety of soil samples.  Use soil surveys to determine the best lab 2.05 Identify the structure class of different soil samples. practical use for land.  Plate tectonics demonstration 2.06 Use soil surveys to classify soils for their best primary use.  Recognize different rock and mineral  Physical properties of minerals Lab 2.07 Evaluate the practices of soil conservation for their efficacy. samples based on physical and chemical  Stream table demo/lab 2.08 Identify the causes of soil erosion and outline ways to prevent characteristics.  Crystal Models website/Lab erosion.  Demonstrate the ability to use mapping  Map Activities 2.09 Select the Best Management practices for a variety of soil resources.  Ring of Fire Activity conditions.  Explain the history of earth.  Land Use Capability Classification System 2.10 Collect soil samples for physical and chemical analysis.  Geology of Washing State Activity 2.11 Identify rock and mineral samples from the Pacific Northwest.  Pangea Cutout/Puzzle Lab 2.12 Outline the physical and chemical properties of different rocks  “ and minerals. Dirt” the movie 2.13 Outline the importance of agriculture as a human system. 2.14 Use and create a variety of maps for different purposes. EALRs and GLEs Taught and Assessed in Learning Targets Science 9-11 PS2G Chemical reactions change the arrangement of atoms in the molecules of substances. Chemical reactions release or acquire energy from their surroundings and result in the formation of new substances. 9-11 ES2C Earth is a system that contains a fixed amount of each stable chemical element existing in different chemical forms. Each element on Earth moves among reservoirs in the solid Earth, oceans, atmosphere, and organisms as part of biogeochemical cycles driven by energy from Earth’s interior and from the Sun. 9-11 ES2D The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources and it depletes those resources that cannot be renewed. 9-11 ES3A Interactions among the solid Earth, the oceans, the atmosphere, and organisms have resulted in the ongoing evolution of the Earth system. We can observe changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years. 9-11 ES3B Geologic time can be estimated by several methods (e.g., counting tree rings, observing rock sequences, using fossils to correlate sequences at various locations, and using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed). 9-11 LS2F The concept of sustainable development supports adoption of policies that enable people to obtain the resources they need today without limiting the ability of future generations to meet their own needs. Sustainable processes include substituting renewable for nonrenewable resources, recycling, and using fewer resources.

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Natural Resource Biology Page 7 of 24 May 5, 2010 9-11 LS3C The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled available ecosystem niches on Earth with life forms. Math A1.1.A Select and justify functions and equations to model and solve problems. A1.3.B Represent a function with a symbolic expression, as a graph, in a table, and using words, and make connections among these representations. A1.6.B Make valid inferences and draw conclusions based on data. A1.8.B Select and apply strategies to solve problems. A1.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem. A1.8.D Generalize a solution strategy for a single problem to a class of related problems, and apply a strategy for a class of related problems to solve a specific problem. G.7.C Evaluate a solution for reasonableness, verify its accuracy, and interpret it in the context of the original problem. SKILLS Analytical, Logical and Creative Thinking X Observe X Cause/Effect Finding Evidence Decision Making Originality Patterns Fact/Opinion X Evaluation X Reasoning Risking Sequence Main Idea Detect Bias Problem Solving Inquisitiveness X Classify X Summary X Inference Goal Setting X Attending Compare/Contrast Point of View Conclusion Fluency Persistence X Predict X Analysis Metacognition Elaboration X Precision Flexibility Relevance to Work Environmental Technician: Using the Environmental/Natural Resource Technology Skills Standards Manual created by the Northwest Natural Resource Technologies Consortium as a guide point, students will be able to meet the following critical work functions and key activities from this unit: A-Conduct Field Investigations  A2 Collect field data C-Analyze Samples  C2 Prepare samples  C3 Analyze field and laboratory samples  C4 Record Analyses data/results

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Natural Resource Biology Page 8 of 24 May 5, 2010 Unit 3: Atmosphere/Climate 15 Hours Standards and Competencies Performance Assessments Teaching Strategies 3.01 Describe the earth’s overall energy budget. Students will:  Greenhouse effect lab 3.02 Outline the components of weather and climate.  Explain how Earth’s weather and climate are  Daily Weather Journal 3.03 Deduce the effect that insulation has on the earth’s climate from a formed.  Atmospheric Pressure Lab data set.  Describe the composition of Earth’s  Cloud in a Bottle 3.04 Create a diagram illustrating the composition of the atmosphere and atmosphere.  Dew Point Lab its major structural components.  Describe the effect humans have on the 3.05 Describe the processes of conduction, convection and radiation as it atmosphere, weather, and climate. relates to the transfer of energy in the atmosphere.  Read and explain a local weather map. 3.06 Outline the factors that contribute to weather conditions.  Explain how geography influences weather 3.07 Identify the different kinds of clouds and the types of weather and climate. associated with each.  Compare/Contrast la Nina and el nino 3.08 Explain the greenhouse effect and its relationship with global climate  Show how weather/climate impacts society change.  Explain how climate impacts ocean currents 3.09 Explain the possible consequences of ozone depletion. and how currents impact climates 3.10 Identify the consequences of acid deposition, including in oceans. 3.11 Describe how the earth’s atmosphere has changed throughout geologic time. EALRs and GLEs Taught and Assessed in Learning Targets Science 9-11 PS3A Although energy can be transferred from one object to another and can be transformed from one form of energy to another form, the total energy in a closed system is constant and can neither be created nor destroyed. (Conservation of Energy) 9-11 PS3D Waves (including sound, seismic, light, and water waves) transfer energy when they interact with matter. Waves can have different wavelengths, frequencies, and amplitudes, and travel at different speeds. 9-11 ES2A Global climate differences result from the uneven heating of Earth’s surface by the Sun. Seasonal climate variations are due to the tilt of Earth’s axis with respect to the plane of Earth’s nearly circular orbit around the Sun. 9-11 ES2B Climate is determined by energy transfer from the sun at and near Earth's surface. This energy transfer is influenced by dynamic processes such as cloud cover and Earth's rotation, as well as static conditions such as proximity to mountain ranges and the ocean. Human activities, such as burning of fossil fuels, also affect the global climate. 9-11 ES2C Earth is a system that contains a fixed amount of each stable chemical element existing in different chemical forms. Each element on Earth moves among reservoirs in the solid Earth, oceans, atmosphere, and organisms as part of biogeochemical cycles driven by energy from Earth’s interior and from the Sun. 9-11 ES2D The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources and it depletes those resources that cannot be renewed. 9-11 ES3A Interactions among the solid Earth, the oceans, the atmosphere, and organisms have resulted in the ongoing evolution of the Earth system. We can observe changes

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Natural Resource Biology Page 9 of 24 May 5, 2010 such as earthquakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years. 9-11 ES3C Evidence for one-celled forms of life—the bacteria—extends back billions of years. The appearance of life on Earth caused dramatic changes in the composition of Earth's atmosphere, which did not originally contain oxygen 9-11 ES3D Data gathered from a variety of methods have shown that Earth has gone through a number of periods when Earth was much warmer and much colder than today. 9-11 LS1B The gradual combustion of carbon-containing compounds within cells, called cellular respiration, provides the primary energy source of living organisms; the combustion of carbon by burning of fossil fuels provides the primary energy source for most of modern society. Math A1.3.B Represent a function with a symbolic expression, as a graph, in a table, and using words, and make connections among these representations. A1.6.B Make valid inferences and draw conclusions based on data. A1.7.D Solve an equation involving several variables by expressing one variable in terms of the others. G.6.F Solve problems involving measurement conversions within and between systems, including those involving derived units, and analyze solutions in terms of reasonableness of solutions and appropriate units. SKILLS Analytical, Logical and Creative Thinking X Observe X Cause/Effect X Finding Evidence Decision Making Originality X Patterns X Fact/Opinion X Evaluation X Reasoning Risking Sequence Main Idea Detect Bias Problem Solving Inquisitiveness Classify Summary X Inference Goal Setting Attending X Compare/Contrast Point of View Conclusion Fluency Persistence X Predict X Analysis Metacognition Elaboration Precision Flexibility Relevance to Work Environmental Technician: Using the Environmental/Natural Resource Technology Skills Standards Manual created by the Northwest Natural Resource Technologies Consortium as a guide point, students will be able to meet the following critical work functions and key activities from this unit: D Process and Report Data  D1 Perform Data Entry  D2 Analyze, sort, retrieve and plot data  D3 Write technical reports

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Natural Resource Biology Page 10 of 24 May 5, 2010 Unit 4: Water 15 Hours Standards and Competencies Performance Assessments Teaching Strategies 4.01 Design a diagram illustrating the processes of the water cycle The student will:  Water Quality Testing and explain the significance of each process  Describe the importance of water in life  Identifying Ocean Factors 4.02 Outline the physical and chemical properties of fresh water processes  How Do Pollutants Affect a Lake?...see Jackie for and salt water  Demonstrate a working knowledge of the adaptation 4.03 Describe the distribution of freshwater, salt water and ice on water cycle.  Forming an Opinion on Farm Raised Salmon the earth’s surface  Describe the distribution and composition  Incredible Journey—Project WET 4.04 Identify sources of fresh water for human consumption of Earth’s water resources.  Adopt a Stream SAE 4.05 Design an experiment to analyze a water sample for chemical  Describe the importance of protecting  Salmon Rearing SAE properties Earth’s waters.  Rainwater Garden SAE 4.06 Identify sources of water pollution and the effects that  Plan water quality investigation and report. pollution has on the biotic integrity of aquatic ecosystems  Map and evaluate local water sources EALRs and GLEs Taught and Assessed in Learning Targets Science 9-11 PS3A Although energy can be transferred from one object to another and can be transformed from one form of energy to another form, the total energy in a closed system is constant and can neither be created nor destroyed. 9-11 ES2C Earth is a system that contains a fixed amount of each stable chemical element existing in different chemical forms. Each element on Earth moves among reservoirs in the solid Earth, oceans, atmosphere, and organisms as part of biogeochemical cycles driven by energy from Earth’s interior and from the Sun. 9-11 ES2D The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources and it depletes those resources that cannot be renewed. 9-11 ES3A Interactions among the solid Earth, the oceans, the atmosphere, and organisms have resulted in the ongoing evolution of the Earth system. We can observe changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years. 9-11 LS2A Matter cycles and energy flows through living and nonliving components in ecosystems. The transfer of matter and energy is important for maintaining the health and sustainability of an ecosystem. 9-11 LS2F The concept of sustainable development supports adoption of policies that enable people to obtain the resources they need today without limiting the ability of future generations to meet their own needs. Sustainable processes include substituting renewable for nonrenewable resources, recycling, and using fewer resources. Math A1.2.B Recognize the multiple uses of variables, determine all possible values of variables that satisfy prescribed conditions, and evaluate algebraic expressions that involve variables. A1.3.B Represent a function with a symbolic expression, as a graph, in a table, and using words, and make connections among these representations. A1.6.B Make valid inferences and draw conclusions based on data. A1.7.D Solve an equation involving several variables by expressing one variable in terms of the others. A1.8.A Analyze a problem situation and represent it mathematically. ______

Natural Resource Biology Page 11 of 24 May 5, 2010 A1.8.G Synthesize information to draw conclusions and evaluate the arguments and conclusions of others. G.6.F Solve problems involving measurement conversions within and between systems, including those involving derived units, and analyze solutions in terms of reasonableness of solutions and appropriate units. SKILLS Analytical, Logical and Creative Thinking X Observe X Cause/Effect X Finding Evidence Decision Making Originality X Patterns X Fact/Opinion X Evaluation X Reasoning Risking X Sequence Main Idea X Detect Bias X Problem Solving Inquisitiveness Classify Summary X Inference Goal Setting X Attending Compare/Contrast Point of View X Conclusion Fluency X Persistence X Predict X Analysis Metacognition Elaboration X Precision Flexibility Relevance to Work Environmental Technician: Using the Environmental/Natural Resource Technology Skills Standards Manual created by the Northwest Natural Resource Technologies Consortium as a guide point, students will be able to meet the following critical work functions and key activities from this unit:

A-Conduct Field Investigations  A1 Assist in designing an investigation  A2 Collect field data B-Collect Samples  B1 Collect information/samples for chemical analysis  B2 Collect information/samples for biological analysis C-Analyze Samples C1 Analyze field and laboratory samples

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Natural Resource Biology Page 12 of 24 May 5, 2010 Unit 5: Cells and Genetics 30 Hours Standards and Competencies Performance Teaching Strategies Assessments 5.01 Differentiate between structure and function of cells  Students will demonstrate an  Bacteria Slides/Microscope Labs and organelles. understanding of the processes of  Cell/City Analogy 5.02 Identify and demonstrate proper use of photosynthesis and cellular respiration  Mutation activities microscopes.(revisit if already hit in intro weeks) by being able to do a detailed  Onion/Cheek Cell Lab (see Peters) 5.03 Explain how a cell uses active transport for cellular explanation of their interrelationship.  Osmosis and diffusion activities/labs functions.  Draw and label and describe the  Egg Lab (see Woodbury) 5.04 Compare and contrast mechanisms of osmosis and organelles of a cell as well as explain how  Potato Lab (see Beddes) diffusion each functions as part of a whole cell.  Photosynthesis Song (see Sage) 5.05 Describe the various organelles of a typical animal  Show competency using a microscope.  Vernier Labs for photosynthesis and respiration (see Biology and/or plant cell and how they interact in the  Describe the relationships between cell Lab Book) production, transfer and use of energy metabolic processes and transport  Snail Lab (see Sage or Thompson BIS Spiral books)—cellular 5.06 Understand the process of photosynthesis within through a cell membrane. Explain how reps and photosynthesis plant and single cell organisms. these processes effect homeostasis  Mitosis/meiosis activities 5.07 Understand the process of respiration as the reverse  Describe the roles of DNA, RNA in cellular  Photosysthesis labs of photosysthesis. processes of mitosis/meiosis and how  DNA extraction of fruit 5.08 Describe the components and roles of DNA, genes they determine the genetics of the  Gel electrophoresis/reading gel results activity and chromosomes. affected organism and/or its offspring.  Punnett squares/Probability 5.09 Understand the processes of DNA replication, Understand how heredity is linked to  DNA Art Project (see SHS Science) transcription and translation. mechanisms of evolution. 5.10 Identify the steps and purposes of mitosis and  Letter Activity (see Slater) compare them to meiosis.  Silly Sentences (see Woodbury/Peters)  Genetic Code Worksheet (see Woodbury)  Gold Key Activity (see Turner)  Meiosis Square Dance (see Woodbury)  SpongeBob Genetics Worksheets (Science Spot) Electrophoresis (see Peters)  PBS Evolution Series Videos  Berkley Evolution Website EALRs and GLEs Taught and Assessed in Learning Targets Science 9-11PS2F All forms of life are composed of large molecules that contain carbon. Carbon atoms bond to one another and other elements by sharing electrons, forming covalent bonds. Stable molecules of carbon have four covalent bonds per carbon atom.

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Natural Resource Biology Page 13 of 24 May 5, 2010 9-11 PS2G Chemical reactions change the arrangement of atoms in the molecules of substances. Chemical reactions release or acquire energy from their surroundings and result in the formation of new substances. 9-11 PS3A Although energy can be transferred from one object to another and can be transformed from one form of energy to another form, the total energy in a closed system is constant and can neither be created nor destroyed. (Conservation of Energy) 9-11 ES3C Evidence for one-celled forms of life—the bacteria—extends back billions of years. The appearance of life on Earth caused dramatic changes in the composition of Earth's atmosphere, which did not originally contain oxygen. 9-11 ES3D Data gathered from a variety of methods have shown that Earth has gone through a number of periods when Earth was much warmer and much colder than today. 9-11 LS1A Carbon-containing compounds are the building blocks of life. Photosynthesis is the process that plant cells use to combine the energy of sunlight with molecules of carbon dioxide and water to produce energy-rich compounds that contain carbon (food) and release oxygen. 9-11 LS1B The gradual combustion of carbon-containing compounds within cells, called cellular respiration, provides the primary energy source of living organisms; the combustion of carbon by burning of fossil fuels provides the primary energy source for most of modern society. 9-11 LS1C Cells contain specialized parts for determining essential functions such as regulation of cellular activities, energy capture and release, formation of proteins, waste disposal, the transfer of information, and movement. 9-11 LS1D The cell is surrounded by a membrane that separates the interior of the cell from the outside world and determines which substances may enter and which may leave the cell. 9-11 LS1E The genetic information responsible for inherited characteristics is encoded in the DNA molecules in chromosomes. DNA is composed of four subunits (A,T,C,G). The sequence of subunits in a gene specifies the amino acids needed to make a protein. Proteins express inherited traits (e.g., eye color, hair texture) and carry out most cell function. 9-11 LS1F All of the functions of the cell are based on chemical reactions. Food molecules are broken down to provide the energy and the chemical constituents needed to synthesize other molecules. Breakdown and synthesis are made possible by proteins called enzymes. Some of these enzymes enable the cell to store energy in special chemicals, such as ATP, that are needed to drive the many other chemical reactions in a cell. 9-11 LS1G Cells use the DNA that forms their genes to encode enzymes and other proteins that allow a cell to grow and divide to produce more cells, and to respond to the environment. 9-11 LS1H Genes are carried on chromosomes. Animal cells contain two copies of each chromosome with genetic information that regulate body structure and functions. Cells divide by a process called mitosis, in which the genetic information is copied so that each new cell contains exact copies of the original chromosomes. 9-11 LS1I Egg and sperm cells are formed by a process called meiosis in which each resulting cell contains only one representative chromosome from each pair found in the original cell. Recombination of genetic information during meiosis scrambles the genetic information, allowing for new genetic combinations and characteristics in the offspring. Fertilization restores the original number of chromosome pairs and reshuffles the genetic information, allowing for variation among offspring. 9-11 LS3B Random changes in the genetic makeup of cells and organisms (mutations) can cause changes in their physical characteristics or behaviors. If the genetic mutations occur in eggs or sperm cells, the changes will be inherited by offspring. While many of these changes will be harmful, a small minority may allow the offspring to better survive and reproduce. Math A1.3.B Represent a function with a symbolic expression, as a graph, in a table, and using words, and make connections among these representations. A1.6.B Make valid inferences and draw conclusions based on data. A1.7.D Solve an equation involving several variables by expressing one variable in terms of the others. A1.8.A Analyze a problem situation and represent it mathematically. A1.8.B Select and apply strategies to solve problems. A1.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem. ______

Natural Resource Biology Page 14 of 24 May 5, 2010 A1.8.D Generalize a solution strategy for a single problem to a class of related problems, and apply a strategy for a class of related problems to solve a specific problem. A1.8.F Summarize mathematical ideas with precision and efficiency for a given audience and purpose. A1.8.G Synthesize information to draw conclusions and evaluate the arguments and conclusions of others. A1.8.H Use inductive reasoning about algebra and the properties of numbers to make conjectures, and use deductive reasoning to prove or disprove conjectures. G.7.C Evaluate a solution for reasonableness, verify its accuracy, and interpret it in the context of the original problem. SKILLS Analytical, Logical and Creative Thinking X Observe X Cause/Effect X Finding Evidence Decision Making Originality X Patterns Fact/Opinion X Evaluation X Reasoning Risking X Sequence Main Idea Detect Bias X Problem Solving Inquisitiveness Classify Summary X Inference Goal Setting Attending Compare/Contrast Point of View Conclusion Fluency Persistence X Predict X Analysis Metacognition Elaboration X Precision Flexibility Relevance to Work Technology—Gel electrophoresis, DNA extraction process, microscope skills Biotechnology skills

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Natural Resource Biology Page 15 of 24 May 5, 2010 Unit 6: Plant and Animal Biology 25 Hours Standards and Competencies Performance Assessments Teaching Strategies 6.01 Use taxonomic systems to identify and categorize living things.  Explain how similar organisms have  Taxonomy Models 6.02 Compare and contrast monocots and dicots. similar genes due to common ancestry.  Internal Systems Models 6.03 Compare and contrast angiosperms and gymnosperms with  Model Biological Evolution using  Dissection Animal mosses, ferns, etc evidence from fossil record and  Compare ruminent/non-ruminent digestive systems 6.04 Compare structure and function of various animal systems and anatomical/molecular similarities.  Plant/seed dissection how they evolve.  Classify organisms based on physical  Monocot/Dicot 6.05 Compare structures and function of various plant systems and and functional characteristics.  Lower level plants how they evolve.  Explain similarities and differences  Who Ate the Cheese (see Slater) among closely related organisms in  Oompa Loompa Practice (see Slater) terms of biological evolution.  Sex Inheritance Lab (see Sage)  Judgment Day Video  Skittle Berries (Woodbury)  Beak Lab (Turner)  Bean Lab  Origami Birds (Slater) EALRs and GLEs Taught and Assessed in Learning Targets Science 9-11 PS3A Although energy can be transferred from one object to another and can be transformed from one form of energy to another form, the total energy in a closed system is constant and can neither be created nor destroyed. (Conservation of Energy) 9-11 ES3A Interactions among the solid Earth, the oceans, the atmosphere, and organisms have resulted in the ongoing evolution of the Earth system. We can observe changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years. 9-11 ES3B Geologic time can be estimated by several methods (e.g., counting tree rings, observing rock sequences, using fossils to correlate sequences at various locations, and using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed). 9-11 ES3C Evidence for one-celled forms of life—the bacteria—extends back billions of years. The appearance of life on Earth caused dramatic changes in the composition of Earth's atmosphere, which did not originally contain oxygen. 9-11 ES3D Data gathered from a variety of methods have shown that Earth has gone through a number of periods when Earth was much warmer and much colder than today. 9-11 LS1A Carbon-containing compounds are the building blocks of life. Photosynthesis is the process that plant cells use to combine the energy of sunlight with molecules of carbon dioxide and water to produce energy-rich compounds that contain carbon (food) and release oxygen. 9-11 LS1E The genetic information responsible for inherited characteristics is encoded in the DNA molecules in chromosomes. DNA is composed of four subunits (A,T,C,G). The sequence of subunits in a gene specifies the amino acids needed to make a protein. Proteins express inherited traits (e.g., eye color, hair texture) and carry out most cell function.

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Natural Resource Biology Page 16 of 24 May 5, 2010 9-11 LS3A Biological evolution is due to: (1) genetic variability of offspring due to mutations and genetic recombination, (2) the potential for a species to increase its numbers, (3) a finite supply of resources, and (4) natural selection by the environment for those offspring better able to survive and produce offspring. 9-11 LS3C The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled available ecosystem niches on Earth with life forms. 9-11 LS3D The fossil record and anatomical and molecular similarities observed among diverse species of living organisms provide evidence of biological evolution. 9-11 LS3E Biological classifications are based on how organisms are related, reflecting their evolutionary history. Scientists infer relationships from physiological traits, genetic information, and the ability of two organisms to produce fertile offspring. Math A1.6.B Make valid inferences and draw conclusions based on data. A1.8.B Select and apply strategies to solve problems. A1.8.D Generalize a solution strategy for a single problem to a class of related problems, and apply a strategy for a class of related problems to solve a specific problem. A1.8.G Synthesize information to draw conclusions and evaluate the arguments and conclusions of others. SKILLS Analytical, Logical and Creative Thinking X Observe X Cause/Effect X Finding Evidence Decision Making Originality X Patterns Fact/Opinion Evaluation X Reasoning Risking Sequence Main Idea Detect Bias X Problem Solving Inquisitiveness X Classify X Summary Inference X Goal Setting X Attending X Compare/Contrast Point of View X Conclusion Fluency X Persistence Predict X Analysis Metacognition Elaboration Precision Flexibility Relevance to Work

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Natural Resource Biology Page 17 of 24 May 5, 2010 Unit 7: Ecology 30 Hours Standards and Competencies Performance Assessments Teaching Strategies 7.01 Differentiate between biotic and abiotic factors Students will:  possible chicken wing and other BSCS-like Developmental Biology and identify factors in ecosystems.  Differentiate between food webs and food activities 7.02 Identify the units of study in ecology, including: chains.  How Do Brine Shrimp Select a Habitat? Or Mealworms./Pillbugs organisms, populations, species, communities,  Analyze the impact of introduced species.  Or Habitat/Modeling lab ecosystems, and the biosphere.  Explore the relationships between  Observing Organisms Through the Seasons 7.03 Identify and describe the major biomes of the humans and the environment.  Outdoor Observation: Forest/Pond/Stream earth.  Identify and describe Earth’s biomes.  Evodots? 7.04 Create food chains and food webs for  Understand the relationships between  Peppered Moths ecosystems in the Pacific Northwest. organisms and their environment.  Plant and Animal Interrelationships lab with powerpoint/research 7.05 Describe energy transfer processes and nutrient  Construct a Biome project cycles in ecosystems.  Predict the effect of changes in  Owl Pellets 7.07 Use field guides to identify and help describe biogeography on populations/species.  Calculating Land Area species native to the Pacific Northwest.  Describe the effect on population of  Create Cycling …..to be defined 7.08 Differentiate between an organism’s habitat Biogeography  Evidence of Succession activity….to be defined and its niche.  Explain origins of species diversity  Biome Project 7.09 Outline the process of evolution on earth and  Food web/Food Chain the importance of natural selection.  7.10 Explain the importance of protecting Ecological Footprint biodiversity in the Pacific Northwest and around  Mark and Recapture Lab the world.  Bottle Biome 7.11 Explain the process of succession in ecosystems.  “Islands of Nature” Video 7.12 Outline impacts that humans have on local and  PBS Evolution Series Video global ecosystems.  Berkley Evolution Website  Hare/Lynx simulation (Woodbury)  Rabbit/Wolf simulation (Peters) EALRs and GLEs Taught and Assessed in Learning Targets Science 9-11 ES3B Geologic time can be estimated by several methods (e.g., counting tree rings, observing rock sequences, using fossils to correlate sequences at various locations, and using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed). 9-11 ES3C Evidence for one-celled forms of life—the bacteria—extends back billions of years. The appearance of life on Earth caused dramatic changes in the composition of Earth's atmosphere, which did not originally contain oxygen 9-11 LS1E The genetic information responsible for inherited characteristics is encoded in the DNA molecules in chromosomes. DNA is composed of four subunits (A,T,C,G). The sequence of subunits in a gene specifies the amino acids needed to make a protein. Proteins express inherited traits (e.g., eye color, hair texture) and carry out most cell function. ______

Natural Resource Biology Page 18 of 24 May 5, 2010 9-11 LS2A Matter cycles and energy flows through living and nonliving components in ecosystems. The transfer of matter and energy is important for maintaining the health and sustainability of an ecosystem. 9-11 LS2B Living organisms have the capacity to produce very large populations. Population density is the number of individuals of a particular population living in a given amount of space. 9-11 LS2C Population growth is limited by the availability of matter and energy found in resources, the size of the environment, and the presence of competing and/or predatory organisms. 9-11 LS2D Scientists represent ecosystems in the natural world using mathematical models. 9-11 LS2E Interrelationships of organisms may generate ecosystems that are stable for hundreds or thousands of years. Biodiversity refers to the different kinds of organisms in specific ecosystems or on the planet as a whole. 9-11 LS3A Biological evolution is due to: (1) genetic variability of offspring due to mutations and genetic recombination, (2) the potential for a species to increase its numbers, (3) a finite supply of resources, and (4) natural selection by the environment for those offspring better able to survive and produce offspring. 9-11 LS3B Random changes in the genetic makeup of cells and organisms (mutations) can cause changes in their physical characteristics or behaviors. If the genetic mutations occur in eggs or sperm cells, the changes will be inherited by offspring. While many of these changes will be harmful, a small minority may allow the offspring to better survive and reproduce. 9-11 LS3D The fossil record and anatomical and molecular similarities observed among diverse species of living organisms provide evidence of biological evolution. 9-11 LS3E Biological classifications are based on how organisms are related, reflecting their evolutionary history. Scientists infer relationships from physiological traits, genetic information, and the ability of two organisms to produce fertile offspring. Math A1.1.A Select and justify functions and equations to model and solve problems. A1.2.B Recognize the multiple uses of variables, determine all possible values of variables that satisfy prescribed conditions, and evaluate algebraic expressions that involve variables. A1.3.B Represent a function with a symbolic expression, as a graph, in a table, and using words, and make connections among these representations. A1.6.B Make valid inferences and draw conclusions based on data. A1.7.A Sketch the graph for an exponential function of the form y = abn where n is an integer, describe the effects that changes in the parameters a and b have on the graph, and answer questions that arise in situations modeled by exponential functions. A1.7.D Solve an equation involving several variables by expressing one variable in terms of the others. A1.8.A Analyze a problem situation and represent it mathematically. A1.8.F Summarize mathematical ideas with precision and efficiency for a given audience and purpose. A1.8.G Synthesize information to draw conclusions and evaluate the arguments and conclusions of others. A1.8.H Use inductive reasoning about algebra and the properties of numbers to make conjectures, and use deductive reasoning to prove or disprove conjectures. G.7.C Evaluate a solution for reasonableness, verify its accuracy, and interpret it in the context of the original problem. SKILLS Analytical, Logical and Creative Thinking X Observe X Cause/Effect X Finding Evidence X Decision Making Originality X Patterns X Fact/Opinion X Evaluation X Reasoning Risking Sequence Main Idea X Detect Bias X Problem Solving X Inquisitiveness ______

Natural Resource Biology Page 19 of 24 May 5, 2010 X Classify Summary Inference X Goal Setting X Attending Compare/Contrast Point of View X Conclusion Fluency Persistence X Predict X Analysis Metacognition Elaboration Precision X Flexibility Relevance to Work

Environmental Technician: Using the Environmental/Natural Resource Technology Skills Standards Manual created by the Northwest Natural Resource Technologies Consortium as a guide point, students will be able to meet the following critical work functions and key activities from this unit:

A-Conduct Field Investigations  A1 Assist in designing an investigation  A2 Collect field data B-Collect Samples  B1 Collect information/samples for chemical analysis  B2 Collect information/samples for biological analysis C-Analyze Samples C1 Analyze field and laboratory samples

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Natural Resource Biology Page 20 of 24 May 5, 2010 Unit 8: Resource Management 30 Hours Standards and Competencies Performance Assessments Teaching Strategies 8.01 Understand the practices of sustainable agriculture. Students will:  Great Land Debate (see Slater) 8.02 Outline the practices of the forestry industry as  Explain and describe forestry industry practices and  Analyze tree rings related to conservation. conservation.  Quadrant Lab (see Woodbury and Turner) 8.03 Explain the importance of hatcheries as they relate  Explain and describe fisheries industry practices and  Native Plants and Trees to sustaining fish populations. conservation.  Leaf collections 8.04 Explore the principles of wildlife management.  Describe wildlife practices and management.  Food web websites 8.05 Understand recycling processes and outcomes.  Describe multiple use management.  Forestry/Ag/Fish and Game Lab 8.06 Create a list of types of outdoor recreation and  Evaluate conservation techniques and their importance  Compass and Pacing Lab resource use. and effectiveness.  Copper Extraction Lab 8.07 Outline the processes and effects of resource  Compare and analyze varying philosophies of natural  GPS Activities extraction. resource management.  GIS for Mapping 8.08 Define renewable vs. nonrenewable resources.  “Ecological Footprint” (Computer based) 8.09 Describe the concept of integrated pest  Draw a “systems” diagram (See 9-11 LS2D) management, using examples.  Field trips o Recycling centers and land fills o Water treatment plant o Streams o Forests o Hatcheries EALRs and GLEs Taught and Assessed in Learning Targets Science 9-11 ES2A Global climate differences result from the uneven heating of Earth’s surface by the Sun. Seasonal climate variations are due to the tilt of Earth’s axis with respect to the plane of Earth’s nearly circular orbit around the Sun. 9-11 ES2B Climate is determined by energy transfer from the sun at and near Earth's surface. This energy transfer is influenced by dynamic processes such as cloud cover and Earth's rotation, as well as static conditions such as proximity to mountain ranges and the ocean. Human activities, such as burning of fossil fuels, also affect the global climate. 9-11 ES2C Earth is a system that contains a fixed amount of each stable chemical element existing in different chemical forms. Each element on Earth moves among reservoirs in the solid Earth, oceans, atmosphere, and organisms as part of biogeochemical cycles driven by energy from Earth’s interior and from the Sun. 9-11 ES2D The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources and it depletes those resources that cannot be renewed. 9-11 LS1A Carbon-containing compounds are the building blocks of life. Photosynthesis is the process that plant cells use to combine the energy of sunlight with molecules of carbon dioxide and water to produce energy-rich compounds that contain carbon (food) and release oxygen. 9-11 LS1B The gradual combustion of carbon-containing compounds within cells, called cellular respiration, provides the primary energy source of living organisms; the

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Natural Resource Biology Page 21 of 24 May 5, 2010 combustion of carbon by burning of fossil fuels provides the primary energy source for most of modern society. 9-11 LS2A Matter cycles and energy flows through living and nonliving components in ecosystems. The transfer of matter and energy is important for maintaining the health and sustainability of an ecosystem. 9-11 LS2C Population growth is limited by the availability of matter and energy found in resources, the size of the environment, and the presence of competing and/or predatory organisms. 9-11 LS2D Scientists represent ecosystems in the natural world using mathematical models. 9-11 LS2E Interrelationships of organisms may generate ecosystems that are stable for hundreds or thousands of years. Biodiversity refers to the different kinds of organisms in specific ecosystems or on the planet as a whole. 9-11 LS2F The concept of sustainable development supports adoption of policies that enable people to obtain the resources they need today without limiting the ability of future generations to meet their own needs. Sustainable processes include substituting renewable for nonrenewable resources, recycling, and using fewer resources. Math A1.2.B Recognize the multiple uses of variables, determine all possible values of variables that satisfy prescribed conditions, and evaluate algebraic expressions that involve variables. A1.3.B Represent a function with a symbolic expression, as a graph, in a table, and using words, and make connections among these representations. A1.6.B Make valid inferences and draw conclusions based on data. A1.7.D Solve an equation involving several variables by expressing one variable in terms of the others. A1.8.A Analyze a problem situation and represent it mathematically. SKILLS Analytical, Logical and Creative Thinking X Observe X Cause/Effect X Finding Evidence X Decision Making Originality X Patterns X Fact/Opinion X Evaluation X Reasoning Risking Sequence X Main Idea X Detect Bias X Problem Solving Inquisitiveness X Classify Summary X Inference X Goal Setting X Attending X Compare/Contrast X Point of View X Conclusion Fluency X Persistence X Predict X Analysis Metacognition X Elaboration Precision Flexibility Relevance to Work Environmental Technician: Using the Environmental/Natural Resource Technology Skills Standards Manual created by the Northwest Natural Resource Technologies Consortium as a guide point, students will be able to meet the following critical work functions and key activities from this unit: A-Conduct Field Investigations A3 Collect background information

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Natural Resource Biology Page 22 of 24 May 5, 2010 Unit 9: Careers in Natural Resources 10 Hours Standards and Competencies Performance Assessments Teaching Strategies 9.1 demonstrate leadership skills List two jobs and the employers, related to  Guest speakers, employers, counselors, workers 9.2 investigate various career opportunities environmental science/natural resources in  Field trips to colleges, employers 9.3 participate in career development events the community.  Career Research 9.4 develop a working SAE project  Career Presentations 9.5 prepare for the various career options in natural resources and List environmental science/natural  ID common natural resources skills and practice for post-high school opportunities. resources degrees/certification programs in (sample collection, GPS, GIS, etc.) writing. the Pacific northwest.  Job Shadow  Debates on “Hot Topics” SKILLS Analytical, Logical and Creative Thinking Observe Cause/Effect Finding Evidence Decision Making Originality Patterns X Fact/Opinion Evaluation Reasoning Risking Sequence Main Idea X Detect Bias Problem Solving X Inquisitiveness Classify Summary Inference Goal Setting X Attending Compare/Contrast X Point of View Conclusion Fluency Persistence Predict Analysis Metacognition Elaboration Precision Flexibility Relevance to Work Preparing for post-high school career opportunities.

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Natural Resource Biology Page 23 of 24 May 5, 2010 Instructional Materials

Recommended Texts: Managing our Natural Resources, Fifth Edition: Camp and Daugherty. Delmar Publishing, 2008. Biology: Exploring Life, Prentice Hall, 2004; Science Explorer: Life Science, Prentice Hall, 2005 BSCS Biology: A Human Approach. Environmental Science, 1st Ed, Karen Arms. Published by Holt, Rinehard and Winston, 2004. Active Reading Workbook and Study Guide for Environmental Science

Supplemental Texts: Managing Our Natural Resources (4th Edition); William G. Camp; Delmar Publishing; 2002 Peterson’s Field Guide to Mammals, Trees, Birds, Reptiles and Amphibians Discover Our Natural Resources; DNR; 1998 Adopt-a-Wetland Project Learning Tree Project Wild

Audio-Visual Materials, Software and Websites:

Sexual Encounters of the Floral Kind: Plant Pollination, Wards Natural Science Map Skills, Forestry Suppliers, Inc. www.VirtualForest.com www.coolschoolschallenge.com

Equipment: Soil Test Kits Water Test Kits DNA Equipment Weather Stations Probeware Microscopes and slide kits Becker Bottle GPS GIS Software DNA Models

Common Assessments: Science notebook, field notes, written assignments, lab reports, special projects/presentations, homework, tests-both written AND practical exams There will be a comprehensive semester FINAL EXAM

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Natural Resource Biology Page 24 of 24 May 5, 2010