Environmental Studies s1

ENVIRONMENTAL STUDIES (SECONDARY)

SELECTIVE UNIT 4 (S04)

(Biomass and Biodiversity) (June 2011)

Unit Statement: The student investigates the range of species inhabiting our planet and how species diversity can be lost over time. The student also compares major regions of the planet called biomes and what makes each a unique place for plants and animals.

Essential Outcomes: (assessed for mastery)

1. The Student Will define biodiversity, give current estimates as to the number of extant species, and briefly describe the importance of species diversity. (200-206)

2. TSW describe the causes of biodiversity loss. (209-211)

3. TSW define biome and identify the features that determine a biome. (164-167)

4. TSW compare and contrast the forest biomes; temperate, tropical and boreal. (168-178)

5. TSW compare and contrast the land biomes; savanna, desert, grassland and chaparral and tundra. (168-178)

6. TSW compare and contrast the aquatic biomes: freshwater, estuary and oceanic. (181-191)

7. TSW apply one or more aspects of the scientific method in a lab/investigation.

Introduced and Practiced:

1. The Student Will differentiate species diversity from genetic and ecosystem diversity. (201-202)

2. TSW briefly describe various legal efforts and strategies to protect biodiversity. (212-217)

SUGGESTED RECOURCES & RUBRIC FOUND ON FOLLOWING PAGES…………………………

28 QSI ENVIRONMENTAL STUDIES SEC S04 Copyright © 1988-2011 Suggested Text and Material: Pearson Environmental Science Textbook (PES Textbook), Withgott Pearson Environmental Science Workbook (PES Workbook), Withgott

Suggested Resources: PES Textbook: Chapter 6: 164-191; Chapter 7: 200-217 PES Workbook: 94-112, 113-130

Suggested Technology Resources: 1. www.myenvironmentalscience.com

2. Destiny Webpath Express (found on school’s automated library system)

3. PES Teacher Resource DVD

Suggested Assessment Tools and Strategies: 1. ExamView custom generated tests or teacher generated assessment 2. Reflective student assessment (see appendix A) 3. Student demonstrated activity 4. Class discussion of unit topic 5. Various labs from PES Teacher Resource DVD or teacher selected 6. Student responds to the unit “Big Question” 7. Student responds to the lesson “Guiding Question”

RUBRIC FOUND ON FOLLOWING PAGE…………………………..

TSW ‘A’ Level Mastery ‘B’ Level Mastery ‘P’ TSW 1: Define Student is able to define biodiversity, give current biodiversity, state the estimates as to the number approximate number of species of extant species, and that inhabit or planet and briefly describe the recognize that a variety of importance of species organisms benefit both humans diversity. and the environment. TSW 2: Discuss the causes Students recognize that when of biodiversity loss species go extinct there is a loss of biodiversity. TSW 3: Define biome and Student is able to identify key identify the features that features of a biome such as determine a biome. temperature, flora, fauna, rain fall, overall size and shape, etc… TSW 4: Compare and Student produces thoughtful and Student completes project contrast the forest biomes; visually pleasing models and/or visually comparing and temperate, tropical and illustrations of forest biomes that contrasting the forest biomes. boreal. clearly show similarities and differences in flora, fauna, temperature and rainfall. TSW 5: Compare and Student produces thoughtful and Student completes project contrast the land biomes; visually pleasing models and/or visually comparing and savanna, desert, grassland illustrations of land biomes that contrasting the land biomes. and chaparral and tundra. clearly show similarities and differences in flora, fauna, temperature, rainfall and land shape. TSW 6: Compare and Student produces thoughtful and Student completes project contrast the aquatic visually pleasing models and/or visually comparing and biomes: freshwater, illustrations of aquatic biomes contrasting the aquatic biomes. estuary and oceanic. that clearly show similarities and differences in source of water, salinity of water, flora, fauna and size of aquatic biome. TSW 7: Apply one or See tier II lab rubric See tier II lab rubric. more aspects of the scientific method in a lab/investigation. For “B” level mastery student must not have a “P” for any TSW For “A” level mastery student must have an “A” for “Applying the scientific method” and at least two additional TSW’s in the “A” category.