<p> CURRICULUM CALENDAR/PLANNER</p><p>SUBJECT & GRADE LEVEL: Environmental Science</p><p>MONTH & CONTENT/TOPIC Performance Standards Skills for Student Assessment SY Addressed/GLE Achievement/DOK</p><p>SC-FE-4-1 Define ecosystems and Textbook, CD-ROM and Laser disk, Level Four: Assess, Compare, Critique Ch.3 Test 60% mastery:Energy Oct. 09 interaction of worksheets, lecture, and activities. Flow in Ecosystems Nov.09 organisms and their Level Three: Construct, Cite, Evidence, A2993 - The students have been environment. Students will survey the region near our school Investigate learning about ecosystems and their A. Divide ecosystems into biomes. and classify the ecosystems they find. (Forest, biotic and abiotic interactions. B. Illustrate food chains and food grassland, pond, etc.) webs. The students will choose an C. Recognize nonfeeding Student groups of three will make a detailed ecosystem and describe the biomes relationships among organisms. report on a four square meter section of a in the sections of a portfolio. Each D. Describe characteristics of a chosen eco-system. Count different plant biome will include pictures, balanced ecosystem. species and animal species. diagrams, graphs, and written discussion of the interactions (a Resources: CD ROM, lecture and library. semester project).</p><p>Evaluate student activities in portfolio using a rubric SC-FE-4-3 Identify types of biota Economic evaluation of biotic or abiotic Level Three: Construct, Compose, Investigate Evaluate student activity with rubric. destruction and destruction relating to local culture. Dec.09 express reasons for Level Four: Design, Apply Concept, Create Quiz over human influence on living Jan.09 such loss. Students in groups of three will pick a biome systems. A. Identify consequences of human and identify human influences on that biome. activities on living systems. 20 pt. paper on human interactions B. Recognize the implications of Lecture, textbook, library, and internet. and the effects on the environment naturally occurring in different cultures. events on living systems. Test Ch.4: 60% mastery. How Ecosystems Work </p><p>1 SC-FE-5-1 Identify the relevance Set up a pond ecosystem in a glass jar; snail, Level Three: Construct and investigate A2994 - Students have been of elemental and plankton, fish, elodea seal for one weekend observe studying the elemental and nutrient Nov.09 nutrient cycles. and report. Level Four: Create, apply concept cycles. A. Diagram the carbon, nitrogen and water cycles. Obtain samples of garden or soy bean roots with Students, in assigned groups, will nodules. Use microscope to examine (stained) root B. Describe the cycling of illustrate visually an assigned cycle section. Mount specimen and drawings on poster nutrients in aquatic and boards. Include their nitrogen cycles. in a specific ecosystem. They will terrestrial ecosystems. write an assessment of the effects their cycles will incur bases on that disruption. Criteria Rubric: --correct cycles --give evidence of effects on their cycle --know current disruptions to cycles --neat and clear visuals</p><p>Test over objectives-60% mastery Feb 10 SC-FE-5-2 Identify the effects of Students will analyze samples of soil that they Level Two: graph, classify, estimate, compare Evaluate lab activities. Mar10 soil formation and have collected. The class will share data and Lab report 60% mastery composition on make conclusions about the ecosystems based Level Three: critique, formulate, cite evidence -conclusion must be present. ecosystems. on that data. A. Describe soil types and their Test over objectives Ch.9-60% formations. See motivate pg.T95; beans for students mastery B. Identify types of organisms Internet search “the Green Revolution” associated with soil ecosystems. C. Evaluate the biotic potential of soil ecosystems. SC-FE-5-3 Identify the CD-ROM, textbook, lecture, library. Level Three: construct, investigate, develop a A2995 - Students have been significance of water model, investigate studying the importance of water in Jan10 in maintaining Students will gather information on yearly determining the type of biome that is Level Four: critique, analyze, create environmental precipitation in all of the world biomes. established. balance. A. Identify precipitation as a Construct a bar graph of average determining factor in biome yearly precipitation in each of the distinction. biomes discussed. B. Climate patterns Evaluate graph C. Ocean currents --Graphs should include biomes arranged least to greatest precipitation. --Include sources (Internet, almanac). 2 --Use graphical program on Cont. ^ Cont. ^ computer. Test-60% mastery Jan.10 SC-FE-5-4 Assess the effects of Text, laser disk, lab activities. Level Three: construct, develop, investigate, Investigation of effects of Acid. Precip. Feb.10 atmospheric critique On historical monuments composition on living Air purification device-Students will systems. Level Two: graph, interpret, predict, collect Evaluation of lab: Must use scientific determine if classroom air contains and display method technique- rubric developed A. Identify gases which compose the particulates atmosphere. Ch.6 test 60% mastery. Internet reports B. Determine pollutants of Investigation: How does acid precipitation on clean air standards atmosphere and what causes affect plants see T67 pollutants. C. Laws that EPA pass to purify air. Internet, library, CD-ROM, texts. Level Three: Hypothesis, draw conclusions, A2996 - Choose an environmental SC-FE-7-1 Demonstrate investigate, compare topic that is timely. Define the topic Oct.09 proficiency in data Investigation: “showdown” on the prairie. See T33. and research current activities Nov.09 analysis and scientific A lab inquiry on exotic vs. native species of Level Four: design, construct, apply concept involving the topic (semester writing using the grasses project). scientific method. Ch.2 Test 60% mastery A. Collect, record, and analyze data. Criteria for lab investigation: B. Compose a written or oral --Research of topic presentation based on scientific data. --Articles from current periodicals C. Demonstrate an understanding --Internet sources of the scientific --Possible solutions method --Summary of topic over this time period SC-FE-7-2 Demonstrate Conservation agent lecture. Level Three: investigate, differentiate, Evaluate fish population activity. April 10 proficiency in determining fish compare, construct, draw conclusion populations. Students in groups of three will use fish seines Lab report with conclusion  Collect, record, and analyze data to gather fish species from school pond.  Present a written presentation Student will take length measurement, weight, 60% mastery based on scientific data. and scale samples. Students will be able to  Demonstrate an understanding classify species and determine age. They will of the scientific method. determine if the pond is in ecological balance.</p><p>SC-FE-8-1 Recognize and assess Students will develop relevant questionnaires to Level Four: critique, analyze, create, connect, Evaluate essay on the human effect on environmental problems. determine air, water, and land pollution concerns. design air, water, and land pollution. A. Recognize significant pollution The class data will be assimilated and comparisons problems of air, water, and land. made to past civilizations. Lab report 60% mastery and/or written B. Evaluate the effects of human pop. Water quality kit, text, library, CD-ROM. paper Levels in land, air, and water systems. Students will determine dustfall measurement of C. Compare the relationships of particulate air pollution. civilizations with their environments. Students will participate in picking up trash. 3 4</p>