MARTONEN- ENVIRONMENTAL SCIENCE LESSON PLANS- 3/20/17
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) Mark Milchreest- DNR fisheries biologist- presentation
TUESDAY-
1) Purple Project- activity 3- purple loosestrife invasion- students will model a purple loosestrife invasion over 10 growing seasons and collect data for a major lab report. This will take approximately 2 more class periods.
WEDNESDAY-
1) Purple Project- activity 3- purple loosestrife invasion- students will model a purple loosestrife invasion over 10 growing seasons and collect data for a major lab report. This will take approximately 2 more class periods.
THURSDAY-
1) Purple project- activity 6- Students will review rules on selecting biological control species and rank their top 5 insects from an actual short list of candidates for purple loosestrife and present to class. This will take approximately 2 class periods.
FRIDAY-
1) Purple project- activity 6- Students will review rules on selecting biological control species and rank their top 5 insects from an actual short list of candidates for purple loosestrife and present to class. This will take approximately 2 class periods.
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) Mark Milchreest- DNR fisheries biologist- presentation
TUESDAY-
1) Purple Project- activity 3- purple loosestrife invasion- students will model a purple loosestrife invasion over 10 growing seasons and collect data for a major lab report. This will take approximately 2 more class periods.
WEDNESDAY-
1) Purple Project- activity 3- purple loosestrife invasion- students will model a purple loosestrife invasion over 10 growing seasons and collect data for a major lab report. This will take approximately 2 more class periods.
THURSDAY-
1) Purple project- activity 6- Students will review rules on selecting biological control species and rank their top 5 insects from an actual short list of candidates for purple loosestrife and present to class. This will take approximately 2 class periods.
FRIDAY-
1) Purple project- activity 6- Students will review rules on selecting biological control species and rank their top 5 insects from an actual short list of candidates for purple loosestrife and present to class. This will take approximately 2 class periods.