BOGOTA PUBLIC SCHOOLS. Environmental Science Grade 9. Grade 11/ 12

Transcription

1 BOGOTA PUBLIC SCHOOLS Bogota, New Jersey Environmental Science Grade 9 Grade 11/ 12 Letizia Pantoliano, Ed.D. Superintendent of Schools Anna Vargas Director of Curriculum

2 Reading: The grades 6 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

3 Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. Writing: The grades 6 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

4 Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Speaking & Listening: The grades 6 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Language: The grades 6 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of word relationships and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

6 Environmental Science COURSE OUTLINE: The following curriculum areas and instructional activities should be utilized during the course of study: 5.1 Science Practices All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Students Will: Use mathematical, physical, and computational tools to search for and explain core scientific concepts and principles A.1 1. Interpret and manipulate evidence-based models to build and critique arguments/explanations A.2 2. Revision predictions and explanations based on systematic observations, accurate measurements, and structured data/evidence A.3 Suggested Activities Laboratory investigation both hands-on or virtual Do Now problems Classroom Computational problem sets both teacher and textbook generated Homework, class work, quizzes and tests Inquiry-based laboratory investigations Inquiry-based problem sets or case studies B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when

7 constructing and evaluating claims. Students Will: 1. Logically design investigations needed in order to generate the evidence required to build and refine models and explanations B.1 2. Use mathematical tools and technology to gather, analyze, and communicate results B.2 3. Use empirical evidence to construct and defend arguments B.3 4. Use scientific reasoning to evaluate and interpret data patterns and scientific conclusions B.4 Activities: Laboratory investigation both hands-on or virtual Do Now problems Classroom Computational problem sets both teacher and textbook generated Homework, class work, quizzes and tests Display and evaluate data using graphs and tables Inquiry-based laboratory investigations Inquiry-based problem sets or case studies Virtual labs and/or labs performed using Vernier probeware or similar probes Creation and analysis of data tables, graphs, etc. Excel or similar graphing programs used for data analysis C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time. Students Will: Activities:

8 1. Refine understandings, explanations, and models that occur as new evidence is incorporated C.1 2. Use data and refined models to revise predictions and explanations C.2 3. Demonstrate that science is a practice in which an established body of knowledge is continually revised, refined, and extended as new evidence emerges C.3 Classroom discussion in pairs, groups or as a class Laboratory investigation both hands-on or virtual Do Now problems Classroom Computational problem sets both teacher and textbook generated Homework, class work, quizzes and tests Display and evaluate data using graphs and tables D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. Students Will: 1. Practice productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work D.1 2. Use language, both oral and written, as a tool for making thinking public D.2 3. Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically D.3 Activities: Group work in pairs and/or teams to demonstrate the ability to work productively with others. Individual and/or group presentations Creation of properly researched lab reports, journals or research papers related to Chemistry topics. Proper lab clean-up and identification of correct procedures that need to be followed in the lab.

9 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. B. Matter and Energy Transformations: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms. Students will: 1. Explain that as matter cycles and energy flows through different levels of organization within living systems (cells, organs, organisms, communities), and between living systems and the physical environment, chemical elements are recombined into different products B.1 Activities: Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting.\ Explain and/or model the various nutrient cycles and their importance to life on this planet. C. Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs. Students will: 1. Biological communities in ecosystems are based on stable interrelationships and interdependence of organisms C.1 2. Determine how stability in an ecosystem can be disrupted by natural or human interactions C.2 Activities: Model how natural and human-made changes in the environment will affect individual organisms and the dynamics of populations. Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem. Analyze and interpret current procedures being used in the world today to prevent pollution, global warming and contamination of natural

10 resources. Use information taught to create viable alternatives to human practices that are currently destroying the earth s natural resources. Our Environment Through Time jigsaw activity Tragedy of the Commons Activity Ecological Footprints Around the World graphing and research activity Excerpt from World Without Us, by Film Life After People with worksheet Outdoor Habitat Exploration Lab Black Box Inquiry Activity Flashcard Review steps of scientific method Current Science Article Jigsaw Activity Bell Curve Graphing Activity M&M Distribution Lab (revisions may be required based on allergies) Demo: Giant s Causeway formation from textbook Newspaper Statistics Scavenger Hunt Topographical Map Lab from textbook resource book Interdependence Yarn Activity Chain Reaction Activity levels of

11 organization in the biosphere Poster Activity- Ecological Levels of Organization Peppered Moth Natural Selection Lab Natural Selection Diagram Read Horton Hears a Who- discuss biodiversity and interdependence Lab: Kingdoms of Life Types of Feeders Dinner Plate flashcard review Energy Pyramid Activity Online Activities- Food chain games, Sheppard Software Case Study: textbook, DDT with Current Science article Demo: How do humans release CO 2 into the biosphere? Ecological Succession Flipbook Animation Demo: Musical Succession Exploration Lab: Owl Pellets Biome Portfolios Group Projects Research and teach a lesson on one biome Quick Lab, Estuaries: textbook pg. 192 Field Trip to Hackensack Riverkeeper Demo: Barrier Islands, textbook pg.

12 194 Poster Project- Conservation Posters Lab: Observing Pond Water Demo: Density, textbook pg. 212 Quick Lab: Population Growth Society & The Environment Lab Lost Civilization Research Project BrainPop video segments Film-The Lorax Film- Wall-E The Giving Tree Earth Day Activities Film, March of the Penguins Environmental Science COURSE OUTLINE: The following ELA curriculum areas and instructional activities should be utilized during the course of study: English Language Arts Standards

13 Key Ideas and Details: Students Will: CCSS.ELA-Literacy.RST Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. CCSS.ELA-Literacy.RST Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. CCSS.ELA-Literacy.RST Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Suggested Activities Summaries of current scientific journal articles either in print or online. Successful performance of laboratory experiments Analysis of classroom assigned reading passages Comprehension of laboratory outlines activities and case studies Research paper mini or large scale Movie or short video analysis Summary of current event topics. Open-ended responses on tests and other related scientific articles presented in class. English Language Arts Standards Craft and Structure:

14 Students Will: CCSS.ELA-Literacy.RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. CCSS.ELA-Literacy.RST Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. CCSS.ELA-Literacy.RST Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Suggested Activities Summaries of current scientific journal articles either in print or online. Laboratory activities Reading charts and graphs (ie Electricity, waves, population, consumption etc) English Language Arts Standards Integration of Knowledge and Ideas: Students Will: Suggested Activities

15 CCSS.ELA-Literacy.RST Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. CCSS.ELA-Literacy.RST Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. CCSS.ELA-Literacy.RST Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Laboratory activities Analysis of video clips (youtube, BillNye, etc). Summaries of in-class videos Laboratory reports explaining nature of experiment, data analysis, outcome and limitations. Research paper or article/journal analysis English Language Arts Standard Range of Reading and Level of Text Complexity Students will: CCSS.ELA-Literacy.RST By the end of grade 12, read and comprehend science/technical texts in the grades 11 CCR text complexity band independently and proficiently. Activities: Construct writing passages that illustrate an understanding of grade appropriate understanding in science and technology English Language Arts Writing Standards Text Types and Purposes: Students Will: Suggested Activities

16 CCSS.ELA-Literacy.WHST Write arguments focused on disciplinespecific content. o CCSS.ELA-Literacy.WHST a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. o CCSS.ELA-Literacy.WHST b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience s knowledge level, concerns, values, and possible biases. o CCSS.ELA-Literacy.WHST c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. o CCSS.ELA-Literacy.WHST d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. o CCSS.ELA-Literacy.WHST e o Provide a concluding statement Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Use precise language and domainspecific vocabulary to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

17 or section that follows from or supports the argument presented CCSS.ELA-Literacy.WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. o CCSS.ELA-Literacy.WHST.11- Apply grades Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false

18 12.2a Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. o CCSS.ELA-Literacy.WHST b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. o CCSS.ELA-Literacy.WHST c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. o CCSS.ELA-Literacy.WHST d Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. o CCSS.ELA-Literacy.WHST e Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). (See note; not applicable as a separate statements and fallacious reasoning ). Provide feedback and data analysis that can either prove or refute a scientific claim. Build upon knowledge from previous laboratory experiments to explain future findings.

19 requirement) Sta English Language Arts Standards K Production and Distribution of Writing: Int Students Will: CCSS.ELA-Literacy.WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.WHST Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy.WHST Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information Suggested Activities Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian s Manual for Writers) appropriate for the discipline and writing type. Write Laboratory reports with supportive details and appropriate scientific backing Create detailed journal entries or daily diary entries that correctly document scientific facts and findings. Construction of well-written responses to short answer and essay type questions. English Language Arts Standards Research to Build and Present Knowledge:

20 Students Will: Suggested Activities CCSS.ELA-Literacy.WHST Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. CCSS.ELA-Literacy.WHST Draw evidence from informational texts to support analysis, reflection, and research. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian s Manual for Writers) appropriate for the discipline and writing type. Write Laboratory reports with supportive details and appropriate scientific backing Create detailed journal entries or daily diary entries that correctly document scientific facts and findings. Construction of well-written responses to short answer and essay type questions English Language Arts Standards Range of Writing: Students will: CCSS.ELA-Literacy.WHST Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and Activities: Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian s Manual for Writers) appropriate for the

21 audiences. discipline and writing type. Write Laboratory reports with supportive details and appropriate scientific backing Create detailed journal entries or daily diary entries that correctly document scientific facts and findings. Construction of well-written responses to short answer and essay type questions. Note Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write INSTRUCTIONAL STRATEGIES Strategies to Accommodate Gifted and Talented Students Pair Gifted & Talented students with other students to spark dialogue and diverse viewpoints Request Gifted & Talented students to model and verbalize processes used to perform creative problem-solving. Invoke multiple intelligences and Bloom s Revised Taxonomy in higher-ordered thinking skills in all areas of curriculum. Vary instructional groupings. Invoke real life problems that students can identify with. Explore curriculum objectives in greater depth. Provide ample examples. Invoke technological resources. Invoke multi-media resources.

22 Strategies to Accommodate English Language Learners Provide additional instructions. Extend time for assignment completion. Shorten assignments Provide repeated reviews and drills using varied teaching strategies. Read directions, text to students as needed. Note taking assistance Reading strategies (peer, guided, small group) Provide outlines Increase verbal response time/opportunity to respond orally. Encourage student to verbalize steps needed to complete task to check understanding. Have the students do hands-on activities. Vary instructional grouping (individual, pair and small groups) Pair ELL students with bilingual speakers. Model and verbalize processes used to solve problems. Use visual diagrams such as pictures, guess and check and/or tables. Role-play and act out. Be aware of differences in algorithms (Mathematics). Suggested activities to differentiate instruction: Incorporate flashcards, note outlines, review guides Use different tactile materials for activities Use picture/power point presentations to engage learners Model appropriate behavior Demonstrate what is expected Break problems into smaller parts and outline possible solutions Tell the students what is expected before the task is given Make sure the student is focused on the task at hand Give multiple completion options for assignments. Give students a choice of projects Use partners and small groups MATERIALS/ENVIRONMENT

23 Use assignments, notebooks and prompts. Help student keep a journal for reflections, review, questions Underline key words/phrases in directions, charts, etc. Use hands-on materials for concrete development. ASSESSMENTS Modified tests Modified test/alternative assessments Ex. True/False, fill in the blanks, matching, short essay. Allow modifications of time, scheduling or administration of testing. Read directions, test to students as needed. Grade on effort, participation and improvement. PROGRAM MODIFICATIONS & ADAPATIONS Modifications/Adaptations for General Education & Special Education Classes This list represents possible accommodation and modifications for students with special needs. Please refer to individual IEPs for student specific accommodations and modifications. Environment: Preferential Seating Clear Work Area Other (specify) Material/Books/Equipment: Alternate Text Consumable Workbooks Modified Worksheets Calculator Tape Recorder Supplementary Visuals Large Print Text Manipulatives Spell Check Access to computer Assistive Device: (specify) Other: (specify) Instructional Strategies: Check Work in Progress Immediate Feedback Pre-teach Content Extra Drill/Practice Review Sessions Have Student Restate Info Review Directions Use Manipulatives Modified Content Provide Lecture Notes/Outline Assign Study Partner Monitor Assignments Provide Models Computer Assisted Instruction Repeat Instructions Multi-Sensory

24 Approach Highlight Key Words Oral Reminders Display Key Vocab Visual Reinforcement Pictures/Charts Visual Reminders Mimed Clues/Gestures Concrete Examples Use Mnemonics Personalized Examples Number Line Use Vocab Word Bank Support Auditory Presentations with Visuals Other: (specify) Organization: Provide Study Outlines Desktop List of Tasks List Sequential Steps Post Routines Post Assignments Give One Paper at a Time Folders to Hold Work Pencil Box for Tools Pocket Folder for Work Assignment Pad Daily Assignment List Daily Homework List Worksheet Format Extra Space for Work Assign Partner Assistive Device: Other: (specify) Tests/Quizzes/Time: Prior Notice of Test Preview Test Procedures Test Study Guides Simplify Test Wording Oral Testing Shortened Tasks Limited Multiple Choice Hands-on Projects Reduced Reading Alternative Tests Objective Tests Extra Credit Options Extra Time-Written Work Extra Time-Tests Extra Time-Projects Extra Response Time Modified Tests Test Read Pace Long Term Projects On Computer Rephrase Test Questions/Directions Other: Grading: No Spelling Penalty No Handwriting Penalty Grade Effort + Work Grade Improvement Course Credit Base Grade on IEP Base Grade on Ability Modify Grades Pass/Fail Audit Course Other: (specify) Behavior Management/Support: Daily Feedback to Student Chart Progress Behavior Contract Positive Reinforcement Collect Baseline Data Parent/Guardian Sign Homework Set/Post Class Rules Parent sign Behavior Chart Cue Expected Behavior Structure Transitions Break Between Tasks Proximity/Touch Control Contingency Plan Time Out from Positive Reinforcement Other: (specify)

25 Environmental Science PROFICIENCY LEVELS This curriculum is appropriate for all students in Grade 9. METHODS OF ASSESSMENT Student progress and achievements are assessed through a variety of formal methods of assessment that include, but are not limited to, the following: Formal 1. Teacher-created worksheets/tests/quizzes 2. Worksheets from publishers 3. Lab reports developed from virtual or in-class labs 4. Projects 5. Research papers where specified 6. District Created Assessment Informal 1. Small group and class discussions 2. Class participation 3. Cooperative group work 4. Projects 5. Teacher observation 6. Reading, writing, listening and speaking activities/tasks 7. Journal 8. Labs Teacher/Curriculum Assessment

26 This is a living document. Teachers are encouraged to make suggestions for improving and changing the curriculum to the Director of Curriculum on an ongoing basis. RESOURCES A. Guest Speakers Teachers are encouraged to contact community groups, parents and organizations to obtain speakers to enhance the curriculum with the approval of the administration. B. Technology Students shall use computers for independent review, research, and enrichment. Teachers shall also use appropriate technology to enhance their lessons C. Supplies and Materials Technology- computer, internet, digital projector Video equipment Trade books for classroom library/instruction Notebooks Craft supplies-markers, colored pencils, crayons, variety of paper, scissors Journals D. Textbooks Environmental Science E. Supplemental Material Current Science Magazine, Scholastic Textbooks, videos, journals As deemed appropriate by instructor

27 METHODOLOGIES A wide variety of methodologies will be used. The following are suggestions, not limitations, as to how the curriculum may be implemented and facilitated: Print rich environment Whole class instruction Small group instruction Guided reading in the content area Cooperative learning groups Individual assignments Technology-aided instruction Socratic seminar Simulations ENRICHMENT ACTIVITIES Students will be provided with many enrichment learning activities through the year. The following are suggestions, not limitations: Projects Guest Speakers Field Trips Supplemental reading Film Viewing and Reflection Project based learning activities Laboratory experiments PROFESSIONAL DEVELOPMENT

28 Teachers shall continue to improve their expertise by participating in a variety of professional development opportunities made available by the Board of Education and other organizations. INTERDISCIPLINARY INSTRUCTION The above curriculum has numerous possibilities for interdisciplinary connections. These content areas can be connected with Visual and Performing Arts, comprehensive Health and Physical Education, Mathematics, Social Studies and Technology and Career Education. Scope and Sequence The following is a brief outline of course content to be covered. Each unit will include textbook reading, PowerPoint Notes, learning activities, related video, teacher demonstration, and other appropriate activities. September: 1. What is Environmental? 2. Pre-assessment 3. Laboratory Safety 4. Science and the Environment October: 1. Tools of Environmental Science November: 1. Tools of Environmental Science (cont) 2. Organization of Life

29 December: 1. Organization of Life (cont) January: 1. How Ecosystems Work 2. Benchmark Assessment February: 1. How Ecosystems Work (cont) March: 1. Biomes April: 1. Aquatic Ecosystems May: 1. The Human Population June: 1. Understanding Populations 2. Final Exam Review 3. Final exam

30 Environmental Science upperclassmen (covers second half of Environmental Science textbook) Chapter 1- Science and the Environment? (~6 weeks) - Our Environment Through Time jigsaw activity -Tragedy of the Commons Activity -Ecological Footprints Around the World graphing and research activity -Excerpt from World Without Us, by - Film Life After People with worksheet -Ecotourism Case Study and Role Play -Additional: notes, BrainPop videos, textbook reading, concept map, learning scales, journals, quiz, section review, study guide, chapter test Chapter 10- Biodiversity (~10 weeks) -Vocabulary tic-tac-toe assignment -Medicinal Plant Research Table -Dichotomous Key Notes and Activity -Leaves of North America Dichotomous Key Lab -Top 10 Extinct Species Research Table -Public Perception Survey and Action Plan -Current Science Endangered Species Articles with accompanying film clip -view Whale Wars, discuss species conservation efforts, compare/contrast to other examples discussed in class -Endangered Species Project and Presentation -Film Gorillas in the Mist view and complete reflection write-up -Additional: notes, textbook reading, journals, learning scales, section reviews, quizzes, BrainPop videos, review worksheets Chapter 11- Water (~ 8 weeks)

31 -Demo: Where is the World s Water?, Page 290 in textbook -Water Cycle diagram -Writing Assignment Diary of a Water Droplet -Ipad Activity Trace a drop of water from various U.S. towns to the ocean. -Lab: Why Can t We Drink Salt Water? page 291 in textbook -Graphing Activity World Water Distribution -Demo: Modeling an Aquifer, pg. 294 in textbook -Lab: Daily Water Use and Conservation Plans, textbook pg Lab: Water Quality Testing Kit -Demo: Biomagnification, textbook pg Film- Erin Brockovich -Film- The Cove -Additional: notes, journals, BrainPop videos, learning scales, textbook reading, quizzes, study guide, chapter test Chapter 12 Air (~10 weeks) -Math Connection, pg Lab: Collecting and Analyzing Particulate Matter -Group Project- Ozone Alert News Videos -Demo: Short and Long term health effects from pollution use post-its to label body parts with symptoms/diseases -Case Study, textbook pg NJ Radon Map analysis -Lab: Indoor Air Quality Survey -QuickLab, textbook pg Neutralizing Acid Precipitation -Research Project- Monument Erosion Pamphlet -Lab: ph Dragon Breath lab -Index Card vocab. Connection review

32 -Additional: learning scales, journals, BrainPop videos, notes, textbook reading, worksheets, quizzes, section reviews, Current Science articles Chapter 18- Renewable Energy (~5 weeks) -Group Research Project- Renewable Energy Sources- each group researches and teaches a lesson on one of the renewable energy sources discussed in the textbook. -Inquiry Lab: Windmills, textbook pgs Lab: Solar Powered Car Kit -Additional: BrainPop videos, learning scales Additional Topics -Lab: Soil Analysis -Wildlife Trading Card -Optional Films- The Lorax, Wall-E