MARTONEN- ENVIRONMENTAL SCIENCE LESSON PLANS- 10/10/16
HIGH SCHOOL CONTENT STANDARDS ADDRESSED
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.* **
HS-LS2-8: Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. **
HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
MONDAY-
1) Ecosystem jars- observation #1 in ecosystem jar project booklet.
2) Students will add/delete items to ecosystem jars and seal container with plastic wrap and rubber band. Students will perform procedures in ecosystem jar booklet observation #1.
3) Students will check physical factors (temp, pH, clarity, nitrate) and biological factors (protist and algae counts) and adjust levels in jar by adding or deleting items.
4) CH3- review sheet assigned
5) Fumee Water Quality Lab Report due Thursday
TUESDAY-
1) Fumee Habitat Study- students will calculate % match, % omission, and % commission for results of MIWILD and actual habitat surveys.
2) Students will create tables in excel computer program to graph results of calculations.
3) Begin writing analysis for Fumee Fall habitat study.
4) Procedure for Pine Creek Graphic profile field trip.
WEDNESDAY-
1) Students will continue calculations and graphing from Tuesday for Fumee habitat study.
2) Students will begin writing lab report for Fumee habitat study.
3) Finish Ch3 review sheets.
4) Water quality lab report due tomorrow
THURSDAY-
1) Habitat study lab report analysis
2) Lab- atmospheric gases- students will complete procedure, complete graph, and answer
analysis questions for a grade.
3) Relate to Chapter 1 and Project Earth
FRIDAY-
1) Pine Creek Graphic Profile- 8am-noon- Students will measure several 25foot sections of Pine Creek measuring depth every foot across. They will eventually graph the profile of the streambed at each 25 foot mark and compare their data to last year’s data before stream bundles were put in. They will be essentially studying the effects of stream bundles in changing the profile of a stream to improve fish habitat.
HIGH SCHOOL CONTENT STANDARDS ADDRESSED
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.* **
HS-LS2-8: Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. **
HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
MONDAY-
1) Ecosystem jars- observation #1 in ecosystem jar project booklet.
2) Students will add/delete items to ecosystem jars and seal container with plastic wrap and rubber band. Students will perform procedures in ecosystem jar booklet observation #1.
3) Students will check physical factors (temp, pH, clarity, nitrate) and biological factors (protist and algae counts) and adjust levels in jar by adding or deleting items.
4) CH3- review sheet assigned
5) Fumee Water Quality Lab Report due Thursday
TUESDAY-
1) Fumee Habitat Study- students will calculate % match, % omission, and % commission for results of MIWILD and actual habitat surveys.
2) Students will create tables in excel computer program to graph results of calculations.
3) Begin writing analysis for Fumee Fall habitat study.
4) Procedure for Pine Creek Graphic profile field trip.
WEDNESDAY-
1) Students will continue calculations and graphing from Tuesday for Fumee habitat study.
2) Students will begin writing lab report for Fumee habitat study.
3) Finish Ch3 review sheets.
4) Water quality lab report due tomorrow
THURSDAY-
1) Habitat study lab report analysis
2) Lab- atmospheric gases- students will complete procedure, complete graph, and answer
analysis questions for a grade.
3) Relate to Chapter 1 and Project Earth
FRIDAY-
1) Pine Creek Graphic Profile- 8am-noon- Students will measure several 25foot sections of Pine Creek measuring depth every foot across. They will eventually graph the profile of the streambed at each 25 foot mark and compare their data to last year’s data before stream bundles were put in. They will be essentially studying the effects of stream bundles in changing the profile of a stream to improve fish habitat.