Environmental Science Scope and Sequence |
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Timeframe |
Marking Period 1 |
Marking Period 2 |
Marking Period 3 |
Marking Period 4 |
Topics to cover |
Intro to Env Science (Ch1 and scope) Human impact on the environment How scientists “do science” Scientific processes Climate Community Ecology (Ch5) 5.1Evolution 1-2day - the importance of evo in ES 5.2Species interaction 5.3Ecological Communities 5.4Community Stability Biomes (Ch 6) 6.1 Defining Biomes 6.2 Project Travel agent/Tour Guide brochure project (2 ppl/group) 6.3 Aquatic Ecosystems |
Biodiversity and Conservation (Ch 7) Endangered species De-extinction Project - Animal Expert https://www.iucnredlist.org/ https://www.iucn.org/resources/conservation-tools/iucn-red-list-threatened-species Population Ecology/Human Population (Ch 4,8) Agree Disagree Chapter 4.3 http://www.stuartmcmillen.com/comic/st-matthew-island/ HW24: Carrying Capacity and The Reindeer of St. Matthew Activity: Virtual Lab Demography - Human Population Ecology HUMANS and the ENVIRONMENT Environmental Health (Ch 9) EARTH’S RESOURCES Forestry and Resource Management (Ch 11) |
Non-renewable Resources (Ch17) Renewable Resources (Ch 18) Sustainable Communities and Lifestyles/ Urbanization (Ch 10) Govt is investing in suburbs and forgetting about urban areas |
Global Climate Change (Ch 16) Agree Disagree - Mars Colonization Sustainable Solutions/Waste Management (Ch 19)
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Enrichment |
Activity: Measuring Biodiversity Using Beans (source Biology Corner) Case Study: Are Invading Bullfrogs Harmful? |
Agriculture Fertilizers Use and Pollution Activity: Virtual Laboratory: Biology of populations How to get there: (http: //glencoe.mcgraw hill.com/sites/dl/free/0078757134/383928/BL_04.html) |
Climate Models Ice Coring (Ch 18 pg 486) Rising Seas Environmental Policies Recycle City Website: http://www.epa.gov/recyclecity/ |
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Exclude |
Teaching economics and env policy directly |
Curriculum
Problem-centered curriculum design teaches students how to look at a problem and formulate a solution. Considered an authentic form of learning because students are exposed to real-life issues, this model helps students develop skills that are transferable to the real world. Problem-centered curriculum design has been shown to increase the relevance of the curriculum and encourages creativity, innovation and collaboration in the classroom. The drawback to this format is that it does not always consider individual learning styles.
Essential Questions are to help the teacher guide the lessons. Enduring Understanding is what you ultimately want to students to take away from the lesson.
Ch 1 Essential Question - How do scientists uncover, research, and solve environmental problems?
Ch 1 Enduring Understanding - Adapt the scientific method and engineering design process to their lives as a problem solving skill.
Ch 5 Essential Question - How do organisms affect one another’s survival and environment?
Ch 5 Enduring Understanding - Examine how removing one organism from its environment affects the other organisms. Macro - Link that understanding to human actions and the affects on the environment. Micro - Examine their lifestyles and evaluate how their actions have an impact on the environment.
Ch 6 Essential Question - How does the environment affect where and how an organism lives?
Ch 6 Enduring Understanding -
Ch 7 Essential Question - Why is it important to protect biodiversity?
Ch 7 Enduring Understanding - Evoke within students to realize that they have to protect biodiversity and they cannot leave it up to “someone else.”
Ch 4,8 Essential Questions - How do changes in population size relate to environmental conditions?, How does human population affect the environment?
Ch 4,8 Enduring Understanding - Personal choice on family size.