Environmental Systems
HS/Science
Unit: 02 Lesson: 01
Instructions for Performance Indicator KEY
Biosphere3 Model
Performance Indicator
•
Create a model of the Earth system. The model must contain at least three components of the system and be
used to demonstrate how matter cycles and energy flows through each component. Design an investigation on
how a change or fluctuation in abiotic cycles will impact the model. Use local data to develop a hypothesis and
predict outcomes that may impact the system.
(E.1A, E.1B; E.2A, E.2B, E.2E, E.2F, E.2G, E.2H, E.2I, E.2K; E.3B; E.4C, E.4D; E.6A, E.6C, E.6D, E.6E)
1E; 5B, 5G
Attachments:
•
Teacher Resource: Instructions for Performance Indicator KEY
Instructional Procedures:
1. As groups begin Phase 2 of the project, review expectations outlined in the Biosphere3 Request for Proposals PI
(Entry Document). This may not be able to be done as an entire class if all some group proposals have not been
approved.
2. The model students create must represent a specific component of their approved Biosphere3 design proposal.
3. The model must be used to visually demonstrate interactions between components addressed in the proposal and
how a change or fluctuation in abiotic cycles would impact the sustainability of the design.
4. Models can take any form as long as they meet the requirements from the Biosphere3 Request for Proposals PI
(Entry Document). Students can create physical structure or utilize technology. Campus or classroom constraints
may limit the type of model created.
5. Provide students with a schedule of due dates to assist in organizing time. An example is provided below:
• Day 18 – Complete design plans including materials
• Day 22 – Individual group run through presentations of models to demonstrate interactions.
• Day 23 – Revise and practice presentations
6. On Day 24, groups give 7–10 minute presentations highlighting their model and how they addressed the guidelines
listed in this Request for Proposals.
7. On Day 25, debrief the project with students and wrap up any content gaps you have identified through the
presentations.
8. Review content understandings and questions for the lesson with students to ensure content understanding:
• Fluctuations in abiotic cycles can have positive and negative affects on the components of an ecosystem.
— How do natural occurrences impact abiotic cycles, and what affects can that impact have on an ecosystem?
• Energy flows through the environmental systems in a variety of forms and drives the cycling of matter. Energy
flows through an ecosystem.
— What role does energy play in the cycling of matter through an ecosystem?
— By altering the Earth’s atmosphere and landscape, human activities have affected biogeochemical cycling
9. In what ways have human activities affected biogeochemical cycling?
Instructional Notes:
©2012, TESCCC
04/29/13
page 1 of 2
Environmental Systems
HS/Science
Unit: 02 Lesson: 01
The Performance Indicator (PI) for this lesson will be assessed throughout the project. The expectations in the PI are
covered and extended through the entire project culminating with the presentation outlined in the Biosphere3 Request
for Proposals PI (Entry Document).
©2012, TESCCC
04/29/13
page 2 of 2