MARTONEN- ENVIRONMENTAL SCIENCE LESSON PLANS- 5/14/18
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. Purple project- Act 6- student groups will use doc cam to present their top 5 biological control species for purple loosestrife and explain the reasons for
their choices.
2. Begin writing lab report- purple loosestrife
TUESDAY-
1. Pine Creek GIS project- students will follow instructions sheet to enter Pine Creek depth data from 2017 to a map and add it to several other years of
data charting stream profile changes over time. Students will add data points to the map where the profiles were done. Students will also follow a rubric
to add 5 map notes and 5 layers to the map. This project will take several class periods.
WEDNESDAY-
1. Pine Creek GIS project- students will follow instructions sheet to enter Pine Creek depth data from 2017 to a map and add it to several other years of
data charting stream profile changes over time. Students will add data points to the map where the profiles were done. Students will also follow a rubric
to add 5 map notes and 5 layers to the map. This project will take several class periods.
THURSDAY-
1.Pine Creek GIS project- students will follow instructions sheet to enter Pine Creek depth data from 2017 to a map and add it to several other years of
data charting stream profile changes over time. Students will add data points to the map where the profiles were done. Students will also follow a rubric
to add 5 map notes and 5 layers to the map. This project will take several class periods.
FRIDAY-
1.Pine Creek GIS project- students will follow instructions sheet to enter Pine Creek depth data from 2017 to a map and add it to several other years of
data charting stream profile changes over time. Students will add data points to the map where the profiles were done. Students will also follow a rubric
to add 5 map notes and 5 layers to the map. This project will take several 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. Purple project- Act 6- student groups will use doc cam to present their top 5 biological control species for purple loosestrife and explain the reasons for
their choices.
2. Begin writing lab report- purple loosestrife
TUESDAY-
1. Pine Creek GIS project- students will follow instructions sheet to enter Pine Creek depth data from 2017 to a map and add it to several other years of
data charting stream profile changes over time. Students will add data points to the map where the profiles were done. Students will also follow a rubric
to add 5 map notes and 5 layers to the map. This project will take several class periods.
WEDNESDAY-
1. Pine Creek GIS project- students will follow instructions sheet to enter Pine Creek depth data from 2017 to a map and add it to several other years of
data charting stream profile changes over time. Students will add data points to the map where the profiles were done. Students will also follow a rubric
to add 5 map notes and 5 layers to the map. This project will take several class periods.
THURSDAY-
1.Pine Creek GIS project- students will follow instructions sheet to enter Pine Creek depth data from 2017 to a map and add it to several other years of
data charting stream profile changes over time. Students will add data points to the map where the profiles were done. Students will also follow a rubric
to add 5 map notes and 5 layers to the map. This project will take several class periods.
FRIDAY-
1.Pine Creek GIS project- students will follow instructions sheet to enter Pine Creek depth data from 2017 to a map and add it to several other years of
data charting stream profile changes over time. Students will add data points to the map where the profiles were done. Students will also follow a rubric
to add 5 map notes and 5 layers to the map. This project will take several class periods.