MARTONEN- ENVIRONMENTAL SCIENCE LESSON PLANS-1/3/17
MICHIGAN COURSE CONTENT STANDARDS ADDRESSED
TUESDAY-
1) Review previous herbivory and predation labs and demonstrate with actual food chain data- demo 55 and 58
2) Ecosystem jar report corrections due Friday
2) Lab 7- evolution- students will use natural selection and 5 rounds of trait selections to se the effect of natural selection on a population.Finish and proceed to lab "to pick or not to pick"
WEDNESDAY-
1) LAB- “To pick or not to pick”- Students will use four different models of owl beaks in capturing prey and relate to natural selection and evolution of the beak in owls.
2 ) Students will complete procedure on lab sheet and graph results of lab on graph paper.
3) Biodiversity Quiz- lab activity to use group to answer quiz and explain and report answers to class
4) Biodiversity facts- local and global connections.
THURSDAY-
1) LAB- Owl pellet dissection- students will tally number and type of skulls that are present in owl pellets form northwest and southeast U.S. owl pellets and relate to their habitats (diversity of prey species).
2) Students will complete lab sheet for a grade.
FRIDAY-
1) LAB- Owl pellet dissection- students will tally number and type of skulls that are present in owl pellets form northwest and southeast U.S. owl pellets and relate to their habitats (diversity of prey species).
2) Students will complete lab sheet for a grade.
3) ENDANGERED SPECIES PROJECT- Students will be assigned a Michigan endangered species to write a descriptive paper and give presentation on. Instructor will hand out rubric and due dates.
4) Mobile lab- internet research for information on assigned endangered species.
MICHIGAN COURSE CONTENT STANDARDS ADDRESSED
- B1.1A Generate new questions that can be investigated in the laboratory or field
- B1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions
- B1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity with the appropriate level of precision)
- B1.1f Predict what would happen if the variables, methods, or timing of an investigation were changed
- B3.2A Identify how energy is stored in an ecosystem
- B3.2B Describe energy transfer through an ecosystem, accounting for energy lost to the environment as heat
- B3.2C Draw the flow of energy through an ecosystem. Predict changes in the food web when one or more organisms is removed
- B3.3A Use a food web to identify and distinguish producers, consumers, and decomposers and explain the transfer of energy through trophic levels
- B3.3b Describe environmental processes (e.g., the carbon and nitrogen cycles) and their role in processing matter crucial for sustaining life
- B3.4A Describe ecosystem stability. Understand that if a disaster such as flood or fire occurs, the damaged ecosystem is likely to recover in states of succession that eventually result in a system similar to the original one
- B3.4B Recognize and describe that a great diversity of species increases the chance that at least some living organisms will survive in the face of cataclysmic changes in the environment
- B1.2A Critique whether or not specific questions can be answered through scientific investigations
- B1.2C Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information.
- B1.2E Evaluate the future career and occupational prospects of science fields
- B1.2k Analyze how science and society interact from a historical, political, economic, or social perspective
- B1.2i Explain the progression of ideas and explanations that leads to science theories that are part of the current scientific consensus or core knowledge
- B1.2D Evaluate scientific explanations in a peer review process or discussion format
- B1.2B Identify and critique arguments about personal or societal issues based on scientific evidence
TUESDAY-
1) Review previous herbivory and predation labs and demonstrate with actual food chain data- demo 55 and 58
2) Ecosystem jar report corrections due Friday
2) Lab 7- evolution- students will use natural selection and 5 rounds of trait selections to se the effect of natural selection on a population.Finish and proceed to lab "to pick or not to pick"
WEDNESDAY-
1) LAB- “To pick or not to pick”- Students will use four different models of owl beaks in capturing prey and relate to natural selection and evolution of the beak in owls.
2 ) Students will complete procedure on lab sheet and graph results of lab on graph paper.
3) Biodiversity Quiz- lab activity to use group to answer quiz and explain and report answers to class
4) Biodiversity facts- local and global connections.
THURSDAY-
1) LAB- Owl pellet dissection- students will tally number and type of skulls that are present in owl pellets form northwest and southeast U.S. owl pellets and relate to their habitats (diversity of prey species).
2) Students will complete lab sheet for a grade.
FRIDAY-
1) LAB- Owl pellet dissection- students will tally number and type of skulls that are present in owl pellets form northwest and southeast U.S. owl pellets and relate to their habitats (diversity of prey species).
2) Students will complete lab sheet for a grade.
3) ENDANGERED SPECIES PROJECT- Students will be assigned a Michigan endangered species to write a descriptive paper and give presentation on. Instructor will hand out rubric and due dates.
4) Mobile lab- internet research for information on assigned endangered species.