MARTONEN- ENVIRONMENTAL SCIENCE LESSON PLANS- 8/28/17
MICHIGAN COURSE CONTENT STANDARDS ADDRESSED
HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
HS-LS1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
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-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-LS2-4: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. **
HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. **
HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. **
HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* **
MONDAY-
NO SCHOOL
TUESDAY-
1) Introduction to class and myself
2) Hand out and review course expectations- students are to read this with a parent/guardian and returned signed by the end of the week.
3) Hand out and review course syllabus
4) Handout textbooks and fill out textbook inventories
5) Read chapter one
6) Do Chapter one review sheet for 9/6/16
7) Demo- field trips from previous years on CD and general expectations for field trips.
WEDNESDAY-
1) Field trip form for 9/2/16
2) Introduction to Fumee Lake water quality project- students will get a general overview of project which involves a field trip, several in-class investigations, GIS/arcview computer mapping, and a formal lab report due.
3) Introduction to macroinvertebrates- students will be given “Canaries of the Stream” to read and return on Thursday. Students will use taxonomic keys to identify a set of macroinvertebrates from a site on Pine Creek. They will also classify the water quality of this site based on what is found there (macros). Identification and survey must be completed in 30 minutes.
THURSDAY-
1) Students will repeat macroinvertebrate survey method with a second set of macros from a different site on Pine Creek.
2) Instructor will discuss article and results of the two surveys with class. Students will learn that they can in fact use the presence of macroinvertebrates to indicate water quality. Instructor will give history behind the Pine Creek sites and explain how this method will be used at Fumee Lake.
3) Finish Chapter one review sheet.
FRIDAY-
1) Introduction to GPS technology and GPS units that will be used in class this year.
2) Students and instructor will go outside on school grounds and perform a GPS team navigation exercise in order to practice GPS use for next week’s field trip. Students will mark and save points writing a description of the location. They will then switch GPS units with a partner and navigate to a different saved location. Students will check each other’s descriptions ensuring that all are able to navigate with a GPS unit.
3) Chapter 1 review sheet due.
MICHIGAN COURSE CONTENT STANDARDS ADDRESSED
HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
HS-LS1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
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-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-LS2-4: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. **
HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. **
HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. **
HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* **
MONDAY-
NO SCHOOL
TUESDAY-
1) Introduction to class and myself
2) Hand out and review course expectations- students are to read this with a parent/guardian and returned signed by the end of the week.
3) Hand out and review course syllabus
4) Handout textbooks and fill out textbook inventories
5) Read chapter one
6) Do Chapter one review sheet for 9/6/16
7) Demo- field trips from previous years on CD and general expectations for field trips.
WEDNESDAY-
1) Field trip form for 9/2/16
2) Introduction to Fumee Lake water quality project- students will get a general overview of project which involves a field trip, several in-class investigations, GIS/arcview computer mapping, and a formal lab report due.
3) Introduction to macroinvertebrates- students will be given “Canaries of the Stream” to read and return on Thursday. Students will use taxonomic keys to identify a set of macroinvertebrates from a site on Pine Creek. They will also classify the water quality of this site based on what is found there (macros). Identification and survey must be completed in 30 minutes.
THURSDAY-
1) Students will repeat macroinvertebrate survey method with a second set of macros from a different site on Pine Creek.
2) Instructor will discuss article and results of the two surveys with class. Students will learn that they can in fact use the presence of macroinvertebrates to indicate water quality. Instructor will give history behind the Pine Creek sites and explain how this method will be used at Fumee Lake.
3) Finish Chapter one review sheet.
FRIDAY-
1) Introduction to GPS technology and GPS units that will be used in class this year.
2) Students and instructor will go outside on school grounds and perform a GPS team navigation exercise in order to practice GPS use for next week’s field trip. Students will mark and save points writing a description of the location. They will then switch GPS units with a partner and navigate to a different saved location. Students will check each other’s descriptions ensuring that all are able to navigate with a GPS unit.
3) Chapter 1 review sheet due.