MARTONEN- ENVIRONMENTAL SCIENCE LESSON PLANS- 3/26/18
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) Lab- garbage- finish- students will place trash items on 4 categories: recycle, reuse, compost, or landfill and answer analysis questions for a grade. Group
with the smallest landfill categories wins!
2) Ch16 review due Friday
TUESDAY-
1) Lab 21- observing radiation- cloud chamber- answer questions for a grade
2) Nuclear energy- video while rotating to cloud chamber for observations.
3) Finish Ch 16 review for a grade
WEDNESDAY-
1) Ch16-notes and discussion on nuclear fission, energy, and waste
2) Finish Ch 16 review for a grade
THURSDAY-
1) Pine Creek GIS project- students will input stream morphology data from the Pine Creek field trip to create a stream profiles for each of the stations they
measured in the Fall. They will follow a detailed instruction sheet to input stream profile data from 2001, 2003, 2005, 2007, 2010, 2013, and 2015 to their maps as well and chart all of the stream profiles at each station of Pine Creek. Students will also follow a rubric that details additional themes and layers to add to their map project for a major grade. This will take several class periods with chrome books.
FRIDAY-
1) Pine Creek GIS project- students will input stream morphology data from the Pine Creek field trip to create a stream profiles for each of the stations they
measured in the Fall. They will follow a detailed instruction sheet to input stream profile data from 2001, 2003, 2005, 2007, 2010, 2013, and 2015 to their maps as well and chart all of the stream profiles at each station of Pine Creek. Students will also follow a rubric that details additional themes and layers to add to their map project for a major grade. This will take several class periods with chrome books.
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) Lab- garbage- finish- students will place trash items on 4 categories: recycle, reuse, compost, or landfill and answer analysis questions for a grade. Group
with the smallest landfill categories wins!
2) Ch16 review due Friday
TUESDAY-
1) Lab 21- observing radiation- cloud chamber- answer questions for a grade
2) Nuclear energy- video while rotating to cloud chamber for observations.
3) Finish Ch 16 review for a grade
WEDNESDAY-
1) Ch16-notes and discussion on nuclear fission, energy, and waste
2) Finish Ch 16 review for a grade
THURSDAY-
1) Pine Creek GIS project- students will input stream morphology data from the Pine Creek field trip to create a stream profiles for each of the stations they
measured in the Fall. They will follow a detailed instruction sheet to input stream profile data from 2001, 2003, 2005, 2007, 2010, 2013, and 2015 to their maps as well and chart all of the stream profiles at each station of Pine Creek. Students will also follow a rubric that details additional themes and layers to add to their map project for a major grade. This will take several class periods with chrome books.
FRIDAY-
1) Pine Creek GIS project- students will input stream morphology data from the Pine Creek field trip to create a stream profiles for each of the stations they
measured in the Fall. They will follow a detailed instruction sheet to input stream profile data from 2001, 2003, 2005, 2007, 2010, 2013, and 2015 to their maps as well and chart all of the stream profiles at each station of Pine Creek. Students will also follow a rubric that details additional themes and layers to add to their map project for a major grade. This will take several class periods with chrome books.