Madras High School Unit Plan Grades: 11‐12 Subject: Environmental Science Semester: 1 Unit of Study: Large Scale Earth Systems Pacing‐Teaching: Interactive Notes: 5‐6 class periods Practice work assignments: 6 class periods, see 6 practice work assignments linked on Worona’s website. Activities: 5 class periods. 2 videos, 2 days of photosynthesis and cellular respiration modeling, 2 online interactive activities. Assessments: 6‐7 class periods, 1 quiz, 1 research paper (4 class periods allotted), 1 unit test Assessment Pacing: This unit takes about 6 weeks to complete. Essential Questions: 1) What are the organic and inorganic carbon pools in ecosystems? 2) What is the biomass pyramid? 3) How do carbon pools change in size over time and why? 4) How does carbon cycle through ecosystems and what processes are responsible for this cycling? 5) What are the stages of cellular respiration and how does carbon move during cellular respiration? 6) What are the stages in photosynthesis and how does carbon move during photosynthesis? 7) What is a carbon flux? 8) How does energy flow through ecosystems? 9) How does human diet choice influence ecosystems and carbon fluxes? Oregon State Standards (including Madras High School Priority Standards in Bold, and Supporting Standards non‐bolded)  HS‐LS1‐7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.  HS‐LS1‐5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 
HS‐ESS2‐6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere and biosphere. Common Core Writing Standards: CCSS.ELA‐LITERACY.W.9‐10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA‐LITERACY.W.9‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Concepts (Need to Know) Skills Blooms Level Observation, mathematical Interactive Notes: 1 1) Locate organic and inorganic reasoning, problem solving, and 2 carbon pools in natural Practice work ecosystems (e.g., meadow) and writing, reading, research, formulation of opinions human‐managed ecosystems assignments: 1, 2, 3, (e.g., farm) 4 2) Describe the “biomass pyramid” Activities: 4,5 (producers > herbivores > Assessments: carnivores) as a consistent 1,2,3,4,5,6 pattern in terrestrial ecosystems. 3) Describe carbon pools as changing in size over time. 4) Describe carbon cycling within ecosystems as movement of carbon atoms among carbon pools associated with movement of materials and carbon‐transforming processes. 5) Explain changes in size of carbon pools in terms of fluxes into and out of carbon pools. 6) Identify energy transformations involved in carbon fluxes. 7) Describe energy as flowing through ecosystems, from sunlight to chemical energy to heat that is radiated into space. 8) Explain the implications for resource use of humans eating meat or plant products *Blooms level: 1 ‐Remember, 2‐Understand, 3‐Apply, 4‐ Analyze, 5‐Evaluate, 6‐Create *Assessment levels: 1‐Beginning to identify, 2‐ Developing simple knowledge & skills, 3 Proficient‐ demonstrates knowledge & skills along with applying details, 4‐ Mastery‐
demonstrates knowledge & skills along with analyzing, evaluating, and being able to create. Vocabulary: Biomass  Biomass Pyramid  Biosynthesis Carbon Cycle  Carbon Flux  Carbon Pool  Cellular Respiration  Chemical Energy  Combustion  Consumer  Decomposer  Defecation  Digestion  Ecosystem  Energy Pyramid  Inorganic Matter  Meat‐based Diet  Organic Carbon  Inorganic Carbon  Organic Matter  Photosynthesis  Plant‐based Diet  Producer Assessments: GRADED ASSESSMENTS
COMPLETION DATE
GRADE
Tracing Carbon and Energy Quiz
Food Solutions Research Paper
Large Scale Systems Test
SCORING GUIDE
F
Tracing
Carbon
and
Energy
Quiz
C
B
(0.0)
(2.0)
(3.0)
Discussion
Questions:
Missing,
incomplete, or
assessment has
several significant
errors. Little effort
producing a poor
quality product.
Does not
demonstrate a
Discussion
Questions:
All questions
attempted, may lack
detail and/or contain
errors. Shows a
basic knowledge of
the standard.
Average quality
product.
Discussion
Questions:
All questions
answered, some extra
details provided, few
errors. Above
average final
product.
A
(4.0)
Discussion
Questions:
All questions
answered in
complete,
informational
sentences. Highly
detailed answers
with no errors.
Exceptional final
product.
minimal level of
understanding.
Diagrams: Mostly
accurate diagrams. (4
minor errors)
Diagrams: Neat and
accurate diagrams.
(2 or 3 minor errors)
Diagrams: Neat and
accurate diagrams.
(1 or less errors)
C
(2.0)
B
(3.0)
A
(4.0)
Opening ¶: Does
not provide an
opening paragraph
or paragraph does
not describe the
contents of the
paper accurately.
Opening ¶: Provides
a partial review of
the content of the
essay.
Opening ¶: Provides
a basic review of the
content of the essay.
A few supporting
details supplement
the review of
content.
Opening ¶: Provides
a complete review of
the content of the
essay. Succinct
supporting details
and a strong
concluding sentence
“hook” the reader
and encourage them
to read on.
Body ¶s: Student
does not include 3
solutions to the
global food crisis,
their pros and cons
and applicable
scientific
technology/research
relevant to the
solution.
Body ¶s: Basic
information on 3
solutions to the
global food crisis.
Student provides
minimal information
on pros and cons of
each solution and
may only include
information on 1-2
applicable scientific
technologies/research
relevant to their
solutions.
Body ¶s: Detailed
information on 3
solutions to the
global food crisis.
Student provides
pros and cons of each
solution and supplies
basic information on
applicable scientific
technologies/research
relevant to their
solutions.
Body ¶s: Detailed
information on 3
solutions to the
global food crisis.
Student examines
several pros and cons
of each solution from
multiple angles
(economic, political
and environmental).
Student supplies
detailed descriptions
of applicable
scientific
technologies/research
relevant to their
solutions.
Closing ¶: Student
does not include a
closing paragraph
or paragraph does
not support the
content of the
essay.
Closing ¶: Provides
a partial review of
the content of the
essay.
Closing ¶: Provides
a basic review of the
content of the essay.
A few supporting
details supplement
the review of
content.
Closing ¶: Provides
a complete review of
the content of the
essay. Succinct
supporting details
and a strong
concluding sentence
support the tone of
the essay and
establish the
importance of this
Diagrams:
Inaccurate or
incomplete
diagrams.
F
(0.0)
Food
Solutions
Research
Paper
environmental issue.
Sentence
Structure: Errors
in sentence
structure are
frequent enough to
be a
major distraction to
the reader
Sentence Structure:
Some sentences are
awkwardly
constructed so that
the reader is
occasionally
distracted
Use of References:
References are not
cited to support
statements.
Use of References:
Although at least
three references are
given, many
statements seem
unsubstantiated. The
reader is confused
about the source of
information and
ideas.
Questions left blank
or incomplete.
Little effort
Unit Test producing poor
Short
answers. Does not
demonstrate a
Answer
Questions minimal level of
understanding.
All questions
attempted, may lack
detail and/or contain
errors. Shows a
basic knowledge of
the standard.
Average answers to
questions.
Sentence Structure:
Sentences are wellphrased and there is
some variety in
length and structure.
The flow from
sentence to sentence
is generally smooth.
Use of References:
Three professionally
legitimate sources
that support claims
are
present. Citation
follows APA format
with few errors.
All questions
answered, some extra
details provided, few
errors. Above
average answers to
questions.
Sentence Structure:
Sentences are wellphrased and varied in
length and structure.
They flow smoothly
from one to another.
Use of References:
Compelling evidence
from three or more
professionally
legitimate sources is
given to support
claims. Works cited
page and in text
citations follow APA
format with no
noticeable errors.
All questions
answered in
complete,
informational
sentences. Highly
detailed answers
with minimal errors.
Exceptional answers
to questions.