Sparta High School 9th Grade Environmental Science
Unit 1: Science As A Way of Knowing
Crosscutting Ideas: Inquiry and Evidence
Established Goals:
NJCCCS 5.1 (Scientific Processes) All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning
experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results.
A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and
interpreting the natural and designed world.
5.1.12.A.3 Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence.
 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence.
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and
evaluating claims.
5.1.12.B.1 Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations.
 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms.
5.1.12.D.1 Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work.
 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences.
5.1.12.D.2 Science involves using language, both oral and written, as a tool for making thinking public.
 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams.
Students will understand that
Essential Questions:
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Observations are facts. Theories and hypotheses are not facts; they are efforts to explain
facts.
A hypothesis is NOT an educated guess.
Science is a process of asking questions about the natural world and gathering evidence to
test our answers to those questions.
Scientific explanations are tentative, but represent the best explanation for the available
data and can change as new evidence is collected.
Science eliminates alternative explanations through thorough research and testing and
develops explanations that fit all of the collected evidence. Pseudoscience ignores
alternative explanations and contradictory evidence and seeks only specific evidence that
fits its particular explanations.
Science can easily disprove ideas, but only really proves ideas through rigorous process of
elimination. (The only things that are 100% true are what has been proven false.)
How do I know what is really true?
How do we learn about the natural world through science?
How do scientists communicate about their research and the natural world?
How can scientific data provide a basis for decision making?
Students will know:
Students will be able to:
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Experimental design principles
Inference is a valid scientific tool
Field studies differ from experiments
Hypotheses vs. Theories vs. Laws
Scientific Models
Identify independent and dependent variables in experiments and graphs.
Use the road map of science to analyze completed experiments
Design their own controlled experiment
Distinguish between scientific questions and claims and non-scientific questions and claims
Construct accurate labeled graphs
Distinguish between correlation and causation
Identify/describe cause and effect relationships
Benchmark Assessments:
Other Evidence:
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Learning Activities
Activity: Road Map of Science Guided Discussion Flowchart (Key)
Activity: Inference vs. Observation PPT Discussion (Proposing Explanations for Fossil Footprints
NAP 1998)
Activity: Experimental Design Analysis #1, #2, #3and #4
Activity: Scientific American Frontiers Beyond Science Video + Evaluating claims worksheet
Activity: Graphing Guided and Independent Practice
Activity: WISE Deformed Frogs Debate GONE Will Require Reconstruction
Case Study: Salem’s Secrets: A Case Study on Hypothesis Testing and Data Analysis
Case Study: Life—The Final Frontier: A Case Study on the Characteristics of Life
Lab: Rotocopters – Experimental Design
Lab: Hypothesis Cubes Option #1 (Introducing Inquiry and the Nature of Science NAP 1998)&
Option #2 (Lesson Plan & Black Line Masters)
Lab: Science A Way of Gathering Knowledge
In Process:
Critical Analysis of Graphs
 Bad graphs
 Same data 2 scales
 Critical Graph reading
Causation vs. Correlation
 Stroke and diet soda
Graphs
Class discussion
Informal journal writing
Point/Counterpoint Debates
Use of scientific data to support claims
Quizzes
Ability to apply scientific concepts in class
conversations, debates and discussions.
Ability to play “devil’s advocate”
Use of appropriate vocabulary
Fast Five questions
Biweekly multiple choice 20 questions in 24
minutes (clickers or scantron quiz forms)
Reference Material
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Understanding Science: How Science Really Works
Models in Science
Design of Experiments by Professor Syd Sytstema
How To Construct a Line Graph On Paper
Basic Principles of Science
Text Reference:
 Environmental Science Inquiry and Applications: Excerpt from Chapter 1 pp. 11-25
 Miller Environmental Science 13th ed. Chapter 2: Science, Matter, and Energy
 Visualizing Environmental Science 3rd ed. Excerpt from Chapter 2 pp.16-20
Sparta High School 9th Grade Environmental Science
Unit 2: Goldilocks Earth
Crosscutting Idea: Sense of Place and Time
Established Goals:
NJCCCS 5.4 Earth Systems Science: Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
B. History of Earth: From the time that Earth formed from a nebula 4.6 billion years ago, it has been evolving as a result of geologic, biological, physical, and chemical processes.
5.4.12.B.1: Trace the evolution of our atmosphere and relate the changes in rock types and life forms to the evolving atmosphere. (Content: The evolution of life caused dramatic changes in the composition
of Earth’s atmosphere, which did not originally contain oxygen gas.)
5.4.12.B.2: Correlate stratigraphic columns from various locations by using index fossils and other dating techniques. (Content: Relative dating uses index fossils and stratigraphic sequences to determine
the sequence of geologic events.)
5.4.12.B.3: Account for the evolution of species by citing specific absolute-dating evidence of fossil samples.(Content: Absolute dating, using radioactive isotopes in rocks, makes it possible to determine how
many years ago a given rock sample formed.)
C. Properties of Earth Materials: Earth’s composition is unique, is related to the origin of our solar system, and provides us with the raw resources needed to sustain life.
5.4.12.C.2: Analyze the vertical structure of Earth’s atmosphere, and account for the global, regional, and local variations of these characteristics and their impact on life (Content: The chemical and physical
properties of the vertical structure of the atmosphere support life on Earth.)
E. Energy in Earth Systems: Internal and external sources of energy drive Earth systems.
5.4.12.E.1: Model and explain the physical science principles that account for the global energy budget. (Content: The Sun is the major external source of energy for Earth’s global energy budget.)
5.4.12.E.2: Predict what the impact on biogeochemical systems would be if there were an increase or decrease in internal and external energy. (Content: Earth systems have internal and external sources of
energy, both of which create heat.)
G. Biogeochemical Cycles: The biogeochemical cycles in the Earth systems include the flow of microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere, or biosphere to
another, are driven by Earth's internal and external sources of energy, and are impacted by human activity.
5.4.12.G.7: Relate information to detailed models of the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles, identifying major sources, sinks, fluxes, and residence times. (Content: Earth is a
system in which chemical elements exist in fixed amounts and move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles)
Students will understand that
Essential Questions:
 Earth’s conditions are special and support the only known life in the universe.
 Time perspective is relative and a sense of time is critical to human response to
environmental crises.
 Negative feedback systems produce stability. Positive feedback systems produce runaway
train scenarios.
 Earth is a dynamic system involving interactions of the Lithosphere, Hydrosphere,
Atmosphere, and Biosphere.
 Earth is a closed system in regard to matter and an open system in regard to energy.
 The Earth has shaped the life that lives on it just as the life on Earth has shaped the Earth.
 Biodiversity is the key to a healthy functioning planet that can sustain human life.
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Students will know:
Students will be able to:
Concepts:
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Radiation balance
Specific heat
Phase changes
Conservation of matter
1st & 2nd Laws of Thermodynamics (open vs. closed
systems)
Superposition
Stratigraphic correlation
Index fossils
Relative Dating
Absolute dating
Half Life/Decay Constant
Polarity
Positive + Negative Feedback Systems
Content:
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Albedo
Greenhouse effect
Eukaryotic vs. prokaryotic cells
Water Chemistry/Properties of Water
Composition and formation of the atmosphere,
especially as it relates to free oxygen
Geologic records as evidence of both physical and
biological evolution
Snowball Earth Theory
Cambrian Explosion and its relation to climate change
4 Spheres: Hydro, Atmo, Geo(Litho), Bio
Electromagnetic spectrum
Modes of heat transmission.
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What conditions make Earth a “Goldilocks Planet”?
How long is a long time?
How do I know what is really true?
What is the justification for saying that the earth and life on it have evolved together and
that each has deeply influenced the other?
What do bio-geochemical cycles have to do with me?
How can I use scientific concepts and data to make decisions in life?
Assemble an accurately scaled time line of earth’s history.
Measure with the metric system.
Assemble and Interpret graphical data correctly.
Use scientific concepts and data to inform decisions.
Predict environmental consequences/outcomes of human choices within socio-political
settings.
Determine the relative age of sedimentary layers.
Correlate strata from different locations using
Assemble an accurate graph.
Benchmark Assessments:
Other Evidence:
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Learning Activities
Activity: Stratigraphy #1 and #2
Activity: Graphing the Atmospheric Layers
Homework: Environmental Current Events
Homework: Unit One Review Questions
Homework: Student Self-constructed Section Study Guides
MINILAB: Modeling Concentration of Atmospheric Gases
LAB: Explaining the Carbon Cycle Through Fermentation with Teacher’s Guide
LAB: Cupcake Stratigraphy
LAB: Properties of Water with Teacher’s Guide
LAB: Geologic Timeline
LAB: Radioactive Decay and Absolute Dating – M&Mium + Half Life Bingo –or– Wards Radioactive Dating
Kit (uploading soon)
LAB: Predicting Coastal Winds
LAB: Simulation Carbon Cycle and Human Influence
LAB: Simulation Atmospheric Layers: What Can You Learn from a Thermometer on a Rising Balloon?
Classzone.com
LAB: Simulation Earth’s Layers: How Do We Know about Layers Deep within Earth? Classzone.com
PPT: Age of the Earth and Radio Active Dating
PPT: Goldilocks Planet
PPT: Goldilocks and the Hydrogen Bonds
PPT: Layer’s (Earth and Atmosphere)
Graphs
Class discussion
Informal journal writing
Point/Counterpoint Debates
Use of scientific data to support claims
Quizzes
Ability to apply scientific concepts in class
conversations, debates and discussions.
Ability to play “devil’s advocate”
Use of appropriate vocabulary
Fast Five questions
Biweekly multiple choice 20 questions in 24
minutes (clickers or scantron quiz forms)
Reference Material
Text Reference:
 Habitable Planet Unit 1 Many Planets, One Earth
 Environmental Science Inquiry and Applications: pp.26-37 & 40-47
 Holt Environmental Science Ch. 3: The Dynamic Earth
 Miller Environmental Science 13th ed. Chapter 2: Science, Matter, and
Energy pp.27-37
 Visualizing Environmental Science 3rd ed. pp. 101-113
 Environmental Science Global Concern 11th ed. pp. 51-61 & 66-67
 Environmental Science Demystified: Chapter 1 Our Planet Earth;
Chapter 11 Geochemical Cycling
Sparta High School 9th Grade Environmental Science
Unit 3: BioDiversity
Crosscutting Idea: Interconnections
Established Goals:
NJCCCS 5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in
accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
B. Matter and Energy Transformations : Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms.
5.3.12.B.1 As matter cycles and energy flows through different levels of organization within living systems (cells, organs, organisms, communities), and between living systems and the physical environment, chemical elements are
recombined into different products. (Content: Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting.)
5.3.12.B.3 Continual input of energy from sunlight keeps matter and energy flowing through ecosystems. (Content: Predict what would happen to an ecosystem if an energy source was removed.)
5.3.12.B.4 Plants have the capability to take energy from light to form sugar molecules containing carbon, hydrogen, and oxygen. (Content: Explain how environmental factors (such as temperature, light intensity, and the amount of
water available) can affect photosynthesis as an energy storing process)
C. Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs.
5.3.12.C.1 Biological communities in ecosystems are based on stable interrelationships and interdependence of organisms. (Content: Analyze the interrelationships and interdependencies among different organisms, and explain how
these relationships contribute to the stability of the ecosystem.)
5.3.12.C.2 Stability in an ecosystem can be disrupted by natural or human interactions. (Content: Model how natural and human-made changes in the environment will affect individual organisms and the dynamics of populations).
NJCCCS 5.4 Earth Systems Science: Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
C. Properties of Earth Materials: Earth’s composition is unique, is related to the origin of our solar system, and provides us with the raw resources needed to sustain life.
5.4.12.C.1 Model the interrelationships among the spheres in the Earth systems by creating a flow chart. (Content: Soils are at the interface of the Earth systems, linking together the biosphere, geosphere, atmosphere, and
hydrosphere)
F. Climate and Weather: Earth’s weather and climate systems are the result of complex interactions between land, ocean, ice, and atmosphere.
5.4.12.F.2 Explain how the climate in regions throughout the world is affected by seasonal weather patterns, as well as other factors, such as the addition of greenhouse gases to the atmosphere and proximity to mountain ranges
and to the ocean. (Content: 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 the burning of fossil fuels, also affect the global climate.)
G. Biogeochemical Cycles: The biogeochemical cycles in the Earth systems include the flow of microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by
Earth's internal and external sources of energy, and are impacted by human activity.
5.4.12.G.3 Demonstrate, using models, how internal and external sources of energy drive the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles. (Content: Movement of matter through Earth’s system is driven by
Earth’s internal and external sources of energy and results in changes in the physical and chemical properties of the matter.)
5.4.12.G.7 Relate information to detailed models of the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles, identifying major sources, sinks, fluxes, and residence times. (Content: Earth is a system in which chemical
elements exist in fixed amounts and move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles.)
5.4.12.G.4 Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. (Content: Natural and human activities impact the cycling of matter and the flow of energy through ecosystems.)
Students will understand that
Essential Questions:
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Organisms and their environments are interconnected. Changes in one part of the system
will affect other parts of the system.
Matter needed to sustain life is continually recycled among and between organisms and
the environment. Energy from the sun flows irreversibly through ecosystems and is
conserved as organisms use and transform it.
Humans can alter the living and non-living factors within an ecosystem, thereby creating
changes to the overall system.
Data needs to be used in order to assess environmental risks and benefits.
Ecosystems provide several important services related biological diversity.
Life is complex and difficult to define
Soil is the primary interface between the living and non-living worlds.
Students will know:
Concepts:
 Range of Tolerance
 Niche concept
 10% rule
 Open Vs. Closed systems
 Natural Selection
 Coevolution
Content:
• 3 types of BioD: Species, Community, Genetic and
threats related to each
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How can change in one part of an ecosystem affect change in other parts of the
ecosystem?
How does matter and energy link organisms to each other and their environments? Why is
sunlight essential to life on Earth?
What is the human impact on Biodiversity in the industrial era?
Why should Biodiversity matter to me?
What is the justification for saying that earth and life on earth have evolved in response to
one another?
How do I know what is really true?
How can I use scientific concepts and data to make decisions in life?
Students will be able to:
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Interactions (symbioses)
Biogeochemical cycles (N, C, H2O)
Biomes Terrestrial and Marine
Human Impacts on each Biome
Levels of Organization (Population, Community,
Ecosystem, Biosphere)
Classification (Surface diagnostic features Kingdoms)
Adaptations of plants and animals to specific biomes
Soil Horizons
Soil types
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Construct an accurate climatogram based on provided data.
Predict the biome for a given climatogram.
Use range of tolerance to explain how abiotic factors determine the distribution of
biomes on earth.
Construct a food web
Build and explain an ecological pyramid
Construct a soil monolith
Benchmark Assessments:
Other Evidence:
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Learning Activities
Reference Material
LAB: Soil Monoliths PDF instructions Instructional Video
LAB: Biomes of the World (Graphing and Identification of Unknowns/NO Graphing Identification of Unknowns Only)
LAB: Salinity Tolerance of Brine Shrimp
LAB: Food Web
LAB: Owl Pellet Dissection: Owl Pellet Eco Pyramid / Skull Identification / Virtual Owl Pellet Dissection
PPT Characteristics of Life
PPT Classification and Biodiversity
PPT Climate and Biomes
PPT Modeling Ecosystem Structure
PPT Range of Tolerance
Reading: Devonian Mass Extinction
Reading: The Sixth Extinction
Reading: Geology Times: Trees cause Devonian Extinction Reading
Project: Extinct/Endangered Animal Have You Seen Me Milk Carton (List/Assignment)
Habitable Planet Ch. 8
Miller Environmental Science 13ed Ch. 4
Visualizing Environmental Science Chs. 5, 6 & 15
Teaching Entry Level GeoScience
Graphs
Class discussion
Informal journal writing
Point/Counterpoint Debates
Use of scientific data to support claims
Quizzes
Ability to apply scientific concepts in class
conversations, debates and discussions.
Ability to play “devil’s advocate”
Use of appropriate vocabulary
Fast Five questions
Biweekly multiple choice 20 questions in 24
minutes (clickers or scantron quiz forms)
Sparta High School 9th Grade Environmental Science
Unit 4: Resources and Human Impacts
Crosscutting Idea: There Is No Free Lunch
Established Goals:
NJCCCS 5.4 Earth Systems Science: Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
G. Bio-geochemical Cycles: The bio-geochemical cycles in the Earth systems include the flow of microscopic and macroscopic resources from one reservoir in the hydrosphere, lithosphere, atmosphere, or biosphere to
another, are driven by Earth's internal and external sources of energy, and are impacted by human activity.
5.4.12.G.2 Explain the unintended consequences of harvesting natural resources from an ecosystem. (Content: Natural ecosystems provide an array of basic functions that affect humans. These functions
include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic cycle, disposal of wastes, and recycling of nutrients.)
5.4.12.G.3 Demonstrate, using models, how internal and external sources of energy drive the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles. (Content: Movement of matter through
Earth’s system is driven by Earth’s internal and external sources of energy and results in changes in the physical and chemical properties of the matter.)
5.4.12.G.4 Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. (Content: Natural and human activities impact the cycling of matter and the flow of energy
through ecosystems.)
5.4.12.G.5 Assess (using maps, local planning documents, and historical records) how the natural environment has changed since humans have inhabited the region. (Content: Human activities have changed
Earth’s land, oceans, and atmosphere, as well as its populations of plant and animal species.)
5.4.12.G.6 Assess (using scientific, economic, and other data) the potential environmental impact of large-scale adoption of emerging technologies (e.g., wind farming, harnessing geothermal energy).
(Content: Scientific, economic, and other data can assist in assessing environmental risks and benefits associated with societal activity.)
5.4.12.G.7 Relate information to detailed models of the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles, identifying major sources, sinks, fluxes, and residence times. (Content: Earth is a
system in which chemical elements exist in fixed amounts and move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles.)
Students will understand that
Essential Questions:
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In many cases the difference between renewable and nonrenewable is careful management.
I am actually part of a food chain and energy pyramid.
Most of my environmental impact is hidden from my view (explicit costs vs. implicit costs).
Fossil fuels are, in a certain sense, fossilized sunlight.
Farms differ from natural ecosystems in very significant ways, including nutrient input and
output.
In what ways is my daily life affected by mineral resources?
What is my energy footprint?
What does "no free lunch" actually mean?
How does my food get to my plate?
Why can you never truly throw anything away?
How do I know what is really true?
How do we learn about the natural world through science?
How can scientific data provide a basis for decision making?
Students will know:
Students will be able to:
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Minerals vs. Rocks.
Minerals are non-renewable on human time scales.
Some minerals are recyclable.
Mineral extraction may have intense explicit and implicit costs.
Fresh water resources may be renewable or non-renewable.
Potential human impacts on the water cycle.
Types of water pollution.
Geologic cycles: Rock water carbon cycle
Equations for photosynthesis and cellular respiration.
1st & 2nd laws of thermodynamics
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Identify common minerals based upon defining properties.
Calculate ecological footprint.
Explain the water cycle in terms of concepts(sources, sinks, flux)
Identify implicit and explicit resource uses.
Differentiate between sources and formation as well as extraction methods of various fossil
fuels.
Assess environmental impacts of resources and critique different methods of obtaining
resources.
Apprise the effectiveness various alternative energy sources
Link food on their plates to various types of agriculture practiced in the USA
Benchmark Assessments:
Other Evidence:
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Learning Activities
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Activity: Paper Crystal System
Case Study: The Real Cost of Gold Mining (Miller)
Case Study: Mining For Cell Phones (Pearson)
LAB: Identifying Minerals (Student/Teacher)
LAB: Local Geology (Student/Teacher)
LAB: What do people throw away?
LAB: Cookie Mining (In Development)
LAB: Do Plants Grow as Well in Gray Water as in Tap Water?
LAB: Water Quality Testing (Student/Teacher)
LAB: Fossil Fuel Use (Student/Teacher)
LAB: Comparing Biofuels (Student/Teacher)
LAB: Overharvesting (Student/Teacher)
LAB: Finite Resources (Student/Teacher)
LAB: The Water You Drink (Student/Teacher)
Graphs
Class discussion
Informal journal writing
Point/Counterpoint Debates
Use of scientific data to support claims
Quizzes
Ability to apply scientific concepts in class
conversations, debates and discussions.
Ability to play “devil’s advocate”
Use of appropriate vocabulary
Fast Five questions
Biweekly multiple choice 20 questions in 24
minutes (clickers or scantron quiz forms)
Reference Material
Habitable
Planet
Mineral
Biotic
Fossil Fuel
Water
7
10
8
Miller Env.
Sci 13th
12
10
13
11
Visualizing
Env. Sci. 3rd
12
13/14
17
10
Pearson Env.
Sci.
13
11/12
17
14
Sparta High School 9th Grade Environmental Science