Science
Second Nine Weeks
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 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:
Science
Second Nine Weeks
Environmental Science
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 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
Second Nine Weeks
Environmental Science
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.
Science
Second Nine Weeks
Environmental Science
Science
Second Nine Weeks
Environmental Science
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.
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.
Science
Content
CLE 3255.5.3 Examine the major
marine and freshwater biomes.
Second Nine Weeks
Environmental Science
Outcomes
Content
Standard 2 - Ecology/ Aquatic Ecosystems 1 Week
HRW Chapter 7 – Aquatic Ecosystems.
Research and create a visual to summarize
7.1 Freshwater Ecosystems
abiotic factors, location, plant adaptations,
7.2 Marine Ecosystems
animal adaptations, and human threats to
marine and freshwater biomes.
Activities/Labs
1. Map Skills:
 Aquatic Diversity
Describe the factors that determine where an
organism lives in an aquatic ecosystem.
 Wetlands In The United States, 1780s vs.
1980s p.206
2. Case Study
Describe the littoral zone and the benthic zone
 Restoration of the Chesapeake Bay pp. 192that make up a lake or pond.
193
 Hurricane Katrina and New Orleans, p. 207
Describe two environmental functions of
3. Exploration Labs:
wetlands.
 Lab: Eutrophication: Too Much of a Good
Thing, pp.204-205
Describe one threat against river ecosystems.
 Lab: Estuaries. p.192
 Inferring Water Quality, CRF Ch.7 pp. 24-27
Explain why an estuary is a very productive
ecosystem.
 CBL Probeware: How Do Pollutants Affect a
Lake?, CRF Ch. 7 pp. 32-37
Compare salt marshes and mangrove swamps.  Recognizing Relationships: Temperature,
Oxygen, and Bacteria, CRF Ch. 7 pp. 42-44
4.
Group
Activities:
Describe two threats to coral reefs.
 Wetlands In Your Neighborhood p. 189
 Save The Chesapeake Bay, p. 193
Describe two threats to ocean organisms.
 Coral Reefs, p. 195
 Marine Ecosystems, p. 196
 Field Activity: Make A Miniature Aquatic
Ecosystem, p. 196
 Internet Activity: Wetland Plants, p. 188
 Internet Activity: Tides and Estuaries, p. 193
6. Speaker: Wolf River Conservancy
Teaching Resources
1. Do Now Transparencies, CRF Ch. 7 Sect. 7.1
and 7.2
Connections
Academic Vocabulary
Wetland, plankton, nekton, benthos,
littoral zone, benthic zone, estuary, salt
marsh, mangrove swamp, barrier island,
coral reef
Performance Tasks
Natural Vs. Constructed Wetlands
Wetlands are sometimes destroyed
during construction projects. When a
project destroys wetland habitat, the
builder often has to create and maintain
constructed or human-made wetlands in
another area. Divide student into two
groups. Assign one group to be
supporters of protecting natural wetlands
and the other group to be supporters of
constructed wetlands. Ask each group
to research their subject and then debate
the issue. (Practice7/Literacy.RST.1112.1)
A Fish Tale
Students will imagine that they are a fish
journeying through three freshwater
ecosystems: a pond, a lake, and a river.
Students will describe what they see,
including details about the characteristics
of each body of water and the organisms
encountered along the way. Students will
prepare a report that includes
illustrations/diagram of the bodies of
water.(
Oceans of the World
Students will research the major
oceans of the world and create a
magazine-style article that compares
Science
Content
Second Nine Weeks
Outcomes
Content
2. PowerPoint Presentations: Sect. 7.1 and 7.2
3. Teaching Transparencies:
 Life Zones In A Lake
 Freshwater Wetlands In The United States
 The Formation of Estuary
 Coral Reefs Of The World
 Life Zones In The Ocean


CLE 3255.2.1 Cite examples of
populations limited by natural
factors, humans or both.
CLE 3255.3.1 Explain ecological
niches within various habitats.
CLE 3255.3.2 Relate species
interactions such as competition,
predation and symbiosis to co
evolution survival.
Chapter Review and Assessment
1. Section Reviews, p. 190 and p. 197
2. Chapter Review, pp 199-201
3. Standardized Test Prep, pp. 202-203
4. Concept Review, pp.1-2
5. Critical Thinking, pp. 3-6
Websites:
1. www.scilinks.org
 Lakes and Ponds HE 4058
 Estuaries HE 4037
2. www.explorelearning.com
 Pond Ecosystem
http://www.aurumscience.com/env_science.html
 Aquatic Ecosystems
Standard 3 Populations/Understanding Populations 2 Weeks
Describe the three main properties of a
HRW Chapter 8 – Understanding Populations
population.
pp. 210-223
8.1 How Populations Change in Size
Describe exponential population growth.
8.2 How Species Interact with Each Other
Describe how the reproductive behavior of
individuals can affect the growth rate of their
population.
Explain how population sizes in nature are
regulated.
Activities / Labs
1. Map Skills:
 Tracking Cichlids
2. Case Studies:
 Predator- Prey Adaptations, pp. 220-221
 Where Should The Wolves Roam, pp. 232233
Environmental Science
Connections
the oceans. Students are to include
descriptive examples of living
organisms unique to each ocean.
Society and the Environment –
Hurricane Katrina and New
Orleans
Students will read the article on p.
207. Many engineers and
environmental scientists had
predicted that the risk of flooding in
New Orleans had been increased by
poorly designed levees and canals,
and by massive erosion. What do
you think? In a short easy answer
the following: Should a large city
have been built in such an unstable
environment? (Practice
8/Literacy.RST.11-12.8)
Academic Vocabulary
Population, density, dispersion, growth
rate, reproductive potential, exponential
growth, carrying capacity, niche,
competition, predation, mutualism,
commensalism, symbiosis
Performance Tasks
Predatory Strategies
In pairs, students will research a specific
predator-prey relationship of their choice.
Students should consider a variety of
Science
Content
Second Nine Weeks
Outcomes
Explain the difference between niche and
habitat.
Give examples of parts of a niche.
Describe the five major types of interactions
between species.
Explain the difference between parasitism and
predation.
Explain how symbiotic relationships may
evolve.
Environmental Science
Content
3. Exploration Labs:
 Studying Population Growth pp. 230-231
 Quick Lab – Population Growth p. 212
 Estimating Wild Animal Populations, CRF Ch.
8 pp. 24-27
 CBL Probeware: Determining Growth Rate,
CRF Ch. 8 pp. 28-35
 Bug Off, CRF Ch. 8 pp.36-38
 Calculating Generation Rate, CRF Ch. 8 pp.
39-43
4. Group Activities
 Two Types of Growth, p. 211
 Constructing A Personal Niche Map, p. 217
 Field Activity: Observing Competition, p.218
 Species Interaction Skit, p. 218
 Internet Activity: Restricted and Potential
Niches, p. 219
 Evolving Relationships, p. 222
 Internet Activity: Island Carrying Capacities,
p. 214
Teaching Resources
1. Do Now Transparencies, CRF Ch. 8 Sect. 8.1
and 8.2
2. PowerPoint Presentations: Sect. 8.1 and 8.2
3. Teaching Transparencies:
 Population Change and Exponential Growth
 Population Changes and Carrying Capacity
 Types of Species Interactions
 Niche Restriction Due To Competition
Chapter Review and Assessment
1. Section Reviews, p. 216 and p.223
2. Chapter Review, pp. 225-227
3. Standardized Test Prep, pp.228-229
4. Concept Review, pp.1-2
5. Critical Thinking, pp. 3-6
Websites:
1. www.scilinks.org
Connections
types of organisms. Students will
produce a report or poster describing the
effects of this relationship on each of the
species. Students are to include
information related to concepts in
chapter 8, such as the size, dispersal, or
habitat of each population, as well as the
special adaptations of each species.
Parasite Rex
Students will read chapter 1 from Carl
Zimmer’s Parasite Rex: Inside the
Bizarre World of Nature’s Most
Dangerous Creatures.
http://www.carlzimmer.com/books/parasit
erex/excerpt.html
Students will write an essay on their
understanding of the significance of
parasites in ecosystems has changed.
Point of View- Where Should the
Wolves Roam?
Students will read the article on pp. 232233. Like many plans to protect
endangered species, the plan to
reintroduce wolves causes some people
to weigh their own interests against the
needs of a single species. What Do
You Think? Student will write an essay
on the following: Do you feel that the
decision is a simple one? Can you think
of other ways to look at this issue?
Explain your answers.
Science
Second Nine Weeks
Content
CLE 3260.3.1 Demonstrate how
human population growth over
time has been affected by
improved food production,
healthcare, sanitation and
industrial advances.
CLE 3260.3.2 Research
demographics and economics
status of
countries to infer ecological and
economic consequences of
human population growth.
CLE 3260.3.3 Explain how social
and economic factors affect the
fertility rate and life expectancy of
the human population.
Outcomes
Environmental Science
Content
 Populations and Communities, HE81192
 Co evolution, HE80309
2. 2015 World Population Data Sheet/Activity
http://www.prb.org/Publications/LessonPlans/WorldPopulationDataSheet.aspx
3.
http://www.aurumscience.com/env_science.html
Species, Population, and Communities
Standard 3 Populations/ The Human Population – 2 Weeks
.
HRW Chapter 9- The Human Population
9.1 Studying Human Populations
Describe how the size and growth rate of
9.2 Changing Population Trends
the human population has changed in the
last 200 years.
Define four properties that scientists use to
predict population sizes.
Make predictions about population trends
based on age structure.
Describe the four stages of the
demographic transition.
Explain why different countries may be at
different stages of the demographic
transition.
Describe three problems caused by rapid
human population growth.
Compare population growth
problems in more developed countries and
less developed countries.
Activities / Labs
1. Map Skills:
 Fertility Rates and Female Literacy in Africa,
p. 256
 Population Density
2. Case Study:
 Thailand’s Population Challenges pp. 244245
3. Exploration Labs:
 Studying Population Growth pp. 230-231
 Estimating Wild Animal Populations, CRF Ch.
8 pp. 24-27
 Vernier Probeware: Determining Growth
Rate, CRF Ch. 8 pp. 28-35
 Bug Off, CRF Ch. 8 pp.36-38
 Calculating Generation Rate, CRF Ch. 8 pp.
39-43
5. Group Activities
 Growth Rates, p. 235
 Modeling Infant Mortality, p. 238
 Suburban, Metropolitan, Rural, or? p. 242
 UN Population Goals, p. 246
Connections
Academic Vocabulary
Demography, age structure,
survivorship, fertility tube, migration, life
expectancy, demographic transition,
infrastructure, arable land, urbanization,
least developed countries
Performance Tasks
Life Expectancy
Read the article in the link below.
http://www.newsmedical.net/health/What-is-LifeExpectancy.aspx
In a report, explain why the oldest people
in a population may be much older than
the average life expectancy.
Opinion Paper
Students will write an opinion paper
about China’s campaign to reduce birth
rates. The paper should include
information about the current population
of China and China’s strategies for
reducing birth rates. Students should
take a position in favor of or against
population control in China. (Practice
8/Literacy.RST.11-12.9)
Science
Content
Second Nine Weeks
Outcomes
Analyze strategies countries may use to
reduce their population growth.
Describe worldwide population projections
into the next century.


Environmental Science
Content
Internet Activity: Demographic Data, p. 239
Field Activity: Does Your Local Area Have
Population Pressured? P. 243
Teaching Resources
1. Do Now Transparencies, CRF Ch. 9 Sect. 9.1
and 9.2
2. PowerPoint Presentations: Sect. 9.1 and 9.2
3. Teaching Transparencies:
 Human Population Over Time
 Age Structure Diagrams
 Total Fertility Rate & Population Growth
in the U.S.
 The Demographic Transition
 Worldwide Trends in Fertility &
Population Growth
 Female Literacy & Fertility in Africa
4. Video: The People Bomb
Chapter Review and Assessment
1. Section Reviews, p. 240 and p.247
2. Chapter Review, pp. 249-251
3. Standardized Test Prep, pp.252-253
4. Concept Review, CRF Ch. 9 pp.1-2
5. Critical Thinking, CRF Ch.9 pp. 3-6
Websites:
www.scilinks.org
 Demographic Transition HE 4018
 Human Demographics HE 4056
 Developed and Developing Countries HE
4021
http://www.populationeducation.org/content/findlesson
 7 Billion: Where Do You Stand?
 A Hill of Beans
 A Matter of Timing
Connections
Society and the Environment – Lost
Populations: What Happened?
Students will read the article on p. 257.
What Do You Think?
Industrialized countries have started to
invest in environmental improvements,
such as replanting forests that have
been destroyed and protecting
endangered species. Do you think this
makes these countries safe from the kind
of environmental disasters that
destroyed the Easter Island civilization?
Students will write an essay expressing
their opinion.
Science
Content
Second Nine Weeks
Outcomes


CLE 3255.1.4 Investigate various
approaches to maintain
biodiversity.
CLE 3255.4.4 Summarize the
human impact on ecosystems.
CLE 3255.4.5 Describe how
biodiversity relates to stability of
an ecosystem.
CLE 3255.5.4 Infer how organisms
in different biomes occupy similar
niches.
.
CLE 3255.Inq.5 Compare
experimental evidence and
conclusions with those drawn by
others about the same testable
question.
CLE 3260.2. Discuss the roles of
biodiversity and co-evolution in
ecosystems.
Environmental Science
Content
A Nation of Immigrants
All in the Family
Standard 3 - Populations/Biodiversity --- 2 Weeks
Describe the diversity of species types on
HRW Chapter 10 - Biodiversity - pp. 258-275
Earth, relating the difference between known
10.1 What is Biodiversity?
numbers and estimated numbers.
10.2 Biodiversity at Risk
10.3 The Future of Biodiversity
List and describe three levels of biodiversity.
Activities / Labs
1. Map Skills:
Explain four ways in which biodiversity is
 Animal Ranges
important to ecosystems and humans.
2. Case Study:
 A Genetic Gold Rush, pp. 266-267
Analyze the potential value of a single species. 3. Exploration Labs:
 Differences In Diversity, pp. 282-283
 Comparing and Contrasting Organisms, CRF
Define and give examples of endangered and
Ch. 10 pp. 27-30
threatened species.
 Exploring Local Biodiversity, CRF Ch. 10 pp.
31-34
Describe several ways that species are being
 Modeling Diversity and Disease, CRF Ch. 10
threatened with extinction globally.
pp. 40-45
 Foreign Invasion, CRF Ch. 10 pp. 46-50
Explain which types of threats are having the
5. Group Activities
largest impact on biodiversity.
 Keystone Metaphor, p. 260
 Public Perceptions, p. 264
List areas of the world that have high levels of
 Exotic Alert, p. 265
biodiversity and many threats to species.
 Special Bulletin, p. 265
Connections
Academic Vocabulary
Biodiversity, gene, keystone species,
ecotourism, endangered species,
threatened species, exotic species,
poaching, endemic species, germ plasm,
Endangered Species Act, habitat
conservation plan, Biodiversity Treaty
Performance Tasks
How Many Species on Earth?
Determining the total number of species
on Earth is neither simple nor precise.
Students will research to find out why the
total number of species on the earth is
so how to determine. Students will
present their findings in the form of a
report.
Documenting Extinction
Students are to research the history of a
plant or animal that has become extinct.
Students will analyze the factors that
contributed to the species’ demise and
create a powerpoint or video to present
their findings. Students will evaluate
Science
Content
Second Nine Weeks
Outcomes
Compare the amount of biodiversity in the
United States to that of the rest of the world.
List and describe four types of efforts to save
individual species.
Explain the advantages of protecting entire
ecosystems rather than individual species.
Describe the main provisions of the
Endangered Species Act.
Discuss ways in which efforts to protect
endangered species can lead to controversy.
Describe three examples of worldwide
cooperative efforts to prevent extinctions.


Content
Fun Park USA p. 270
Internet Activity: A Wild Pharmacy, p. 261
Teaching Resources
1. Do Now Transparencies, CRF Ch. 10 Sect.
10.1, 10.2, and 10.3
2. PowerPoints Presentations: Sect. 10.1, 10.2
and 10.3
3. Teaching Transparencies:
 Known and Estimated Numbers of Species
on Earth
 Sea Otters as an Example of a Keystone
Species
 A Genetic Bottleneck
 Biodiversity and Extinction Over Geologic
Time
 Species Known to Be Threatened or Extinct
Worldwide
 Global Biodiversity Hotspots
Chapter Review and Assessment
1. Section Reviews, p. 262, p. 269, and p.275
2. Chapter Review, pp. 277-279
3. Standardized Test Prep, pp. 280-281
4. Concept Review, pp.1-2
5. Critical Thinking, pp. 3-6
Websites:
1. www.scilinks.org
 Endangered Species, HE80502
 Preserving Ecosystems, HE 81214
 Biodiversity HE 4005
 Medicines from Plants HE4065
2. www.explorelearning.com
 Dichotomous Key
3. http://sciencenetlinks.com/lessons
 Preserving Health through Biological
Diversity
Environmental Science
Connections
which types of efforts to save species
were more or less effective, and which
might help to save other threatened or
endangered species.
The Biodiversity Treaty
When the Biodiversity Treaty was signed
in 1993, it was still uncertain how the
international community would raise the
funds and allocate the money for
protecting the biodiversity of developing
nations. Students will research what
leadership steps have been taken by the
United States since the treaty was
signed. Students will summarize their
findings in a “news report” or a critical
review.
Making a Difference – Dr. E. O Wilson:
Champion of Biodiversity
Read the article on pp. 284-285 and
research the job description for an
entomologist and write a report.
What Do You Think? Do you find
insects interesting? Could you imagine
yourself as an entomologist? Do you
think that Dr. Wilson made a goal early in
his life to be an internationally famous
conservationist? What has led him to
take on this role?
Science
Content
CLE 3260.4.1 Examine common
resource use practices in
agriculture, forestry,
urban/suburban development,
mining, and fishing.
CLE3260.4.2 Explore best
management policies related to
water and soil resources.
CLE3260.4.3 Compare and
contrast preservation and
conservation.
CLE3260.4.4 Evaluate the impact
of human activities on natural
resources.
Second Nine Weeks
Outcomes
Environmental Science
Content
 Biodiversity and Health
.http://www.aurumscience.com/env_science.html
 What is Biodiversity?
Standard 4 - Water, Air and Land/Water --- 1 Week
Differentiate between renewable and nonHRW Chapter 11 Water pp. 288-313
renewable resources.
11.1 Water Resources
11.2 Water use and Management
Summarize how environmental problems ae
11.3 Water Pollution
associated with farming practices and soil
conservation.
Activities / Labs
1. Map Skills:
Investigate the impact of the green revolution
 Canada’s Water
on world food production and on the
2. Case Study:
environment.
 The Ogallala Aquifer, pp. 292-293
 The Three Gorges Dam, pp. 322-323
Investigate the pros and cons of producing
crops through genetic engineering.
4. Exploration Labs:
 CBL Probeware: Testing Water Quality, CRF
Summarize the ecological services and
Ch. 11 pp. 37-42
economic benefits provided by forests.
 Comparing Hard and Soft Water, CRF Ch. 11
pp. 43-46
 Modeling Water Budgets, CRF Ch. 11 pp.3236
 Groundwater Filters, CRF Ch. 11 pp. 23-26
 Operation Oil Spill Cleanup, CRF Ch. 11 pp.
27-31
5. Group Activities
 Why Can’t We Drink Salt Water? p. 291
 Modeling An Aquifer, p. 294
 Modeling Water Management Projects, p.
299
 Identifying Sources of Pollution, p. 305
 Mapping Pollution, p. 308
 Artificial Eutrophication In A Fishbowl, p. 309
 Demonstrating Bio-magnification, p. 312
 Internet Activity: Researching Phosphates, p.
309
Connections
Academic Vocabulary
Surface water, river system, watershed,
groundwater, aquifer, porosity,
permeability, recharge zone, potable,
pathogen, dam, reservoir, desalination,
water pollution, point source pollution,
nonpoint source pollution, wastewater,
artificial eutrophication, thermal pollution,
bio-magnification
Performance Tasks
Where Does Your Water Come From?
Students are to research and find out
where their tap water comes from.
Students are to find out if their
community’s water comes mainly from
surface water of groundwater. How many
people can your current water sources
support? Students will present their
finding in the form of a report that
includes statistical data.
Cadillac Dessert
Students will use the link below to read
passages from Cadillac Dessert by Marc
Reisner. Students will present a
summary of the issues introduced by
Reisner, such as the history of water
projects in the American West and their
political and environmental
consequences.
http://www.ldeo.columbia.edu/~martins/h
ydro/case_studies/cadillac_desert.htm
Science
Content
Second Nine Weeks
Outcomes
Environmental Science
Content
Teaching Resources
1. Do Now Transparencies, CRF Ch. 11 Sect.
11.1, 11.2, and 11.3
2. PowerPoints Presentations: Sect. 11.1, 11.2
and 11.3
3. Teaching Transparencies:
 Watershed Of The World
 Groundwater And The Water Table
 Drinking Water Treatment
 The Wastewater Treatment Process
 How Pollutants Enter Groundwater
Chapter Review and Assessment
1. Section Reviews, p. 295, p. 303, and p. 313
2. Chapter Review, pp. 315-317
3. Standardized Test Prep, pp. 318-319
4. Concept Review, pp.1-2
5. Critical Thinking, pp. 3-6
Websites:
1. www.scilinks.org
 Aquifers, HE80089
 Water Conservation, HE81625
 Water Pollution, HE81629
3. http://thewaterproject.org/resources/lessonplans.php
4. http://www.seametrics.com/water-lesson-plans
5.
http://www.aurumscience.com/env_science.html
Connections
Science
Second Nine Weeks
Environmental Science
TOOLBOX
Unit 2.1 Ecology/ Aquatic Ecosystems 1 Week
Plans
This plan provides an introduction to the concept of a biome with examples. Emphasis is on the relationship between climate, plant life, and animal life.
http://www.lessonsnips.com/lesson/biomeworld
Teachers can easily include an overview of biomes into their classrooms using some of the ideas for lesson plans at http://suite101.com/article/biome-lesson-plana181045
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.
Information about the world’s major biomes: http://www.ucmp.berkeley.edu/exhibits/biomes/index.php
Background
for Teachers
Student
Activities
Teachers and students can use the following site to learn more about terrestrial and aquatic biomes by clicking on the name of the biomes at
http://bioexpedition.com/biomes/
The Biomes Project is an opportunity for you to do your own research on a particular biome. Your teacher may allow you to pick a biome, or he or she may select
one for you. You will work in teams to research critical issues of your biome from different points of view. After your research, you will create a project to teach your
classmates about the critical issues surrounding your biome. http://www.teachersfirst.com/lessons/biomes/project.php
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?
Your mission, should you choose to accept it, is to investigate biomes, then test your knowledge about the biomes by completing each mission.
Science
Second Nine Weeks
Environmental Science
TOOLBOX
http://earthobservatory.nasa.gov/Experiments/Biome/
Other
Resources
Plans
Click on the name of a biome to learn about it, and then explore the additional links to a variety of resources. http://www.worldbiomes.com/default.htm
Unit 2.2 Populations/Understanding Populations 2 Weeks
Through a mix of modeling and direct instruction, learners are introduced to exponential data. They investigate the population of the United States using the TInspire calculator. Multiple data representations are used to explore aspects of the growing population. http://www.lessonplanet.com/teachers/lesson-plan-how-fastis-the-us-population-growing
Students study patterns of population growth in an ecosystem and why populations must remain in balance. They interpret basic population graphs and suggest
scenarios about different population growth patterns in an ecosystem. http://www.lessonplanet.com/teachers/lesson-plan-population-patterns
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.
Background
for Teachers
Student
Activities
Provides a general background on factors affecting population growth rate and some of the problems that may develop if a population grows too quickly.
http://www.worldbank.org/depweb/english/modules/social/pgr/
A summary of population distribution patterns with links to related topics is provided at http://www.geography.learnontheinternet.co.uk/topics/popn1.html
You will graph data on the Kaibab deer population of Arizona from 1905 to 1939, determine factors responsible for the changing populations and determine the
carrying capacity of the Kaibab Plateau. http://biologycorner.com/worksheets/kaibab.html#.UbX26dibtkQ
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 population distribution match-up activity: http://www.geography.learnontheinternet.co.uk/activities/popn_distribution.html
Other
Resources
What wiped out St. Matthew’s Island reindeer? http://www.alaskadispatch.com/article/what-wiped-out-st-matthew-islands-reindeer
Unit 2.3 Populations/ The Human Population – 2 Weeks
Plans
Food for Thought is a spatial graphing activity that uses the participants as part of the graph. The activity helps students develop a feeling for the similarities and
Science
Second Nine Weeks
Environmental Science
TOOLBOX
differences between populations. Many measures are used for comparison including population, population density, population growth rates, energy consumption,
CO2 emissions, and more. http://www.prb.org/Educators/LessonPlans/2000/FoodforThought.aspx
This lesson plan includes three activities that allow students to: develop a working vocabulary for population geography; understand relationships and implications
of demographic data; and construct and analyze population pyramids at different scales. Written for advanced high school students or may be adapted for other
grade levels. http://www.prb.org/Educators/LessonPlans/2005/PopulationBuildingaFoundation.aspx
Background
for Teachers
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 article summarizes facts about population growth: http://www.encyclopedia.com/topic/Population_growth.aspx
The following site contains links to many articles that focus on the global issue of population growth: http://www.globalissues.org/issue/198/human-population
Student
Activities
GeoSim IntlPop is an applet that exposes students to the population growth and age distribution of selected countries and regions of the world. Population
projections for each country can be simulated, and students may modify birth and death rates to investigate any resulting effects on the projected populations.
http://geosim.cs.vt.edu/Java/IntlPop/IntlPop.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 to
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?
Using Avida-ED freeware, students control a few factors in an environment populated with digital organisms, and then compare how changing these factors affects
population growth. They experiment by altering the environment size (similar to what is called carrying capacity, the maximum population size that an environment
can normally sustain), the initial organism gestation rate, and the availability of resources.
http://www.teachengineering.org/view_activity.php?url=collection/mis_/activities/mis_population/mis_population_activity1.xml
Other
Resources
Plans
World population reaching seven billion is a great opportunity for you to incorporate environmental education and global studies into your classroom. The following
teacher-friendly activities are classroom-ready and will get your students to actively engage in these timely issues. http://www.worldof7billion.org/teacher_resources
While population growth in Vietnam in general and migration into this region more specifically played a role in deforestation, the series of events and the causes of
deforestation end up being more complex than might first appear. This case study helps you investigate this situation and to make more nuanced conclusions and
critiques of the theories presented in the conceptual framework. http://cgge.aag.org/PopulationandNaturalResources1e/CS_Vietnam_Sep10/index.html
Unit 2.4 Populations/Biodiversity --- 2 Weeks
The Schoolyard Biodiversity Investigation provides students with the opportunity to learn about biodiversity in a tangible and available
Science
Second Nine Weeks
Environmental Science
TOOLBOX
environment – their own schoolyard. Download the teacher’s guide at http://www.fishwildlife.org/files/ConEd-Schoolyard-Biodiversity-Guide.pdf
Background
for Teachers
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.
Evidence from multiple ecosystems at a variety of temporal and spatial scales, suggests that biological diversity acts to stabilize ecosystem functioning in the face
of environmental fluctuation. Learn more at http://www.nature.com/scitable/knowledge/library/biodiversity-and-ecosystem-stability-17059965
Student
Activities
In this unit we see how scientists measure biodiversity, how it benefits our species, and what trends might cause Earth's next mass extinction. Access this online
textbook at http://www.learner.org/courses/envsci/unit/text.php?unit=9&secNum=0
This activity illustrates how to use math to calculate the diversity index of a selected habitat. The closer to 1 the diversity index is the more diverse and healthy the
habitat is. This is a very simplified version of diversity index. The more accurate versions are called the Simpson and Shannon Indexes.
http://www.accessexcellence.org/AE/ATG/data/released/0534-KathyParis/
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 to
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?
Other
Resources
Plans
Background
for Teachers
Examine the role of biodiversity in ecological systems. A 30 minute video can be downloaded or viewed at the following website:
http://www.learner.org/courses/biology/textbook/biodiv/index.html
Read about biodiversity in a chapter from the online textbook Environmental Decision-Making, Science and Technology at
http://telstar.ote.cmu.edu/environ/m3/s5/02biodiversity.shtml
Unit 2.5 Water, Air and Land/Water --- 1 Week
This lesson from Clemson University combines classroom work with a field trip to give middle school students hands-on experience in determining water quality. It
may be modified for high school students. Go to the following site, scroll to the bottom of the page, and download Using Biotic and Abiotic Parameters to Monitor
Water Quality. http://www.clemson.edu/cafls/sclife/teacher_resources/lesson_plans.html
This module is part of "Exploring the Environment"ª (ETE) from NASA's Classroom of the Futureª. In ETE, high school students are faced with a real life problem
and their goal is to use problem solving skills and internet-based data (e.g., remotely sensed satellite images) to propose and defend a solution. A Teacher's Guide
is available. This link is to the ETE home page since it gives the easiest access to necessary introductory and teacher information. To access the water quality
module, click on then "Water Quality" in the puzzle. http://ete.cet.edu/modules/modules.html
How do harmful substances enter the body, and how do they damage cells? Learn how dangers are assessed, what kind of regulations we use to reduce
exposures, and how we manage associated human health risks. Learn more at http://www.learner.org/courses/envsci/unit/text.php?unit=6&secNum=0
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.
Science
Second Nine Weeks
Environmental Science
TOOLBOX
Student
Activities
Examine this plan for controlling pollution of Lake Pontchartrain in Louisiana and use it as a model for making your own plan for a local body of water.
http://www.deq.louisiana.gov/portal/Default.aspx?tabid=1982
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 to
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?
Other
Resources
MWRA's "Water Quality Testing Manual" is a field-based program appropriate middle school and high school students. It contains background information, lesson
ideas, procedures, data collection and reporting forms, suggestions for interpreting the results and extension activities.
http://www.mwra.state.ma.us/publications/waterqualitytesting/waterqualitymanual.htm