GPISD Curriculum Map
Environmental Systems
Unit 9 Impact of Natural Events
Dates:
Big Idea:
16 Days Dates: Jan 5-29
Regional changes in the environment have a global impact on ecosystem stability.
Teaching
Targets
TEKS:
(8) Science concepts. The student knows that
environments change naturally. The student is
expected to:
(A) analyze and describe the effects on
areas impacted by natural events such
as tectonic movement, volcanic events,
fires, tornadoes, hurricanes, flooding,
tsunamis, and population growth;
(B) explain how regional impact changes in
the environment may have a global
effect;
(C) examine how natural processes such as
succession and feedback loops restore
habitats and ecosystems;
ELPS
2E use visual, contextual, and linguistic
support to enhance and confirm understanding
of increasingly complex and elaborated spoken
language. (listening)
3E share information in cooperative learning
interactions. (speaking)
2015-2016
Student Objectives:
1. I can describe the effects of tornadoes, hurricanes, fires, and flooding on
local ecosystems.
2.
on
local ecosystems.
mountain building
tsunamis
volcanoes
earthquakes
3. I can describe the local and/or global impact of natural events.
tsunami
volcano
earthquake
hurricane
fires
4. I can explain primary and secondary succession.
5. I can explain how habitats and ecosystems are restored by feedback loops
and/or succession.
As a part of language acquisition, students will:
Suggested Teacher Behaviors by Level and Domain
1. Write, pronounce, and have students repeat vocabulary words. Use
accessible language to define each word. Practice words by saying a
sentence with a vocabulary word in it and then having students write or
say another sentence that uses the word correctly.
2. Provide pairs or groups with descriptions of roles or tasks, so that each
Teach English learners how to ask questions and make statements to
divide the workload, such as these:
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GPISD Curriculum Map
Environmental Systems
Unit 9 Impact of Natural Events
4F use visual and contextual support and
support from peers and teachers to read grade
-appropriate content area text, enhance and
confirm understanding, and develop
vocabulary, grasp of language structures, and
background knowledge needed to comprehend
increasingly challenging language. (reading)
2015-2016
3. Draw a three-column chart with column headings: Know, Want to Know,
and Learned. Use gestures, pictures, and simplified language to help
students understand the purpose of the chart. Then introduce an
upcoming topic of study. Use the same methods to determine what
students already know about the topic and what they would like to learn.
Fill in the K and W columns of the chart, writing and repeating aloud
learned more about the topic. Help students dictate their responses to
complete the L column of the chart. Have students copy the chart, or
provide copies, to help students review.
5F write using a variety of grade-appropriate
sentence lengths, patterns, and connecting
words to combine phrases, clauses, and
sentences in increasingly accurate ways as
more English is required. (writing)
4. Add
materials. Check comprehension by having students explain the term in
their own words. Students may also provide an e
When students comprehend a term, have them to create a dictionary
page, either paper or electronic. The page should include the term,
the term used in a sentence. Students may also want to include labeled
illustrations or audio of the correct pronunciation. Assist students in
saving and compiling their dictionary pages.
Prior
Knowledge
6.10D
7.8A
8.9A
8.9B
8.10B
8.10C
Distractor
Factors
TSW describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic
eruptions, and mountain building.
TSW predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes, or
tornadoes.
TSW describe the historical development of evidence that supports plate tectonic theory.
TSW relate plate tectonics to the formation of crustal features.
TSW identify how global patterns of atmospheric movement influence local weather using weather maps that show
high and low pressures and fronts.
TSW identify the role of the oceans in the formation of weather systems such as hurricanes.
Misconception: Students often believe that man can cause quick-changing fixes to the environment; for example, man can replant trees when they have cut them down, but they do not realize the time it takes to re-grow the forest.
Correction: Show time-lapse video or pictures to show how long recovery usually takes to reach climax community level.
Recommended Lessons
Where Do Earthquakes Happen?
Lab Activity
Resources
HMH pages 62-66, 74-75, 86, 129-133, 138, & 187
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GPISD Curriculum Map
Environmental Systems
Unit 9 Impact of Natural Events
Technology Integration
Succession Interactive
2015-2016
Extensions and Interventions
Interventions: TE wrap-around p. 132
Extensions: TE wrap-around p. 130
http://www.texaspsp.org/
Writing Prompts
How do ecosystems recover following a natural event?
Essential Questions
How can a large-scale volcanic eruption affect the global climate?
Explain how fire can regenerate an ecosystem.
Assessment
Which of the following is the most geologically active region on the
surface of Earth?
A glacial valleys
B mountain peaks
C boundaries between tectonic plates
D recharge zones
Vocabulary
Tectonic plates, earthquake, tsunami, volcano, tornado, hurricane, flood, primary succession, secondary succession, feedback loop
LEP Accommodations
Bilingual Dictionaries
Extended Time spreadsheet
STAAR L accommodations in computer
SPED Accommodations
Supplemental Aids
Manipulatives
Extended Time
TEA Accommodation Triangle
Lead4ward Accommodations Sheet
SPED/LEP Accommodations
Bilingual Glossary
Bilingual Dictionary
Extended Time
Reading Aloud of Text
Oral Translation
Clarification in English of Word Meaning
Note: Expected to be used in class routinely and
can ONLY be used on tests with students who
meet eligibility as documented on IEP. Should be
specific to individual student.
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updated: 6/10/2015