curriculum science high school environmental science

8/12/2019 Curriculum Science High School Environmental Science

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EnvironmentalScience


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Environmental Science

Table of Contents

Pre-course Planning: ........................................................................................................1

Unit 1: Environment Earth...............................................................................................2

Unit 2: Development an Succession in Ecos!stems.....................................................21

Unit ": #esources an #esource $anagement..............................................................%1

Unit %: Environmental &'areness an #esponsible &ctions.......................................()


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Louisiana Comprehensive Curriculum* #evise 2))+

Course ,ntrouction

The Louisiana Department of Education issued the Comprehensive Curriculumin 2005. The

curriculum has been revised based on teacher feedback, an external review b a team of content

experts from outside the state, and input from course writers. !s in the first edition, theLouisiana Comprehensive Curriculum, revised 200" is ali#ned with state content standards, as

defined b $rade%Level Expectations &$LEs', and or#ani(ed into coherent, time%bound units

with sample activities and classroom assessments to #uide teachin# and learnin#. The order ofthe units ensures that all $LEs to be tested are addressed prior to the administration of iLE!)

assessments.

District ,mplementation uielines

Local districts are responsible for implementation and monitorin# of theLouisiana

Comprehensive Curriculumand have been dele#ated the responsibilit to decide if

units are to be tau#ht in the order presented

substitutions of e*uivalent activities are allowed

$LE+ can be ade*uatel addressed usin# fewer activities than presented

permitted chan#es are to be made at the district, school, or teacher level

Districts have been re*uested to inform teachers of decisions made.

,mplementation of &ctivities in the Classroom

Incorporation of activities into lesson plans is critical to the successful implementation of the

Louisiana Comprehensive Curriculum. Lesson plans should be desi#ned to introduce students toone or more of the activities, to provide back#round information and follow%up, and to prepare

students for success in masterin# the $rade%Level Expectations associated with the activities.

Lesson plans should address individual needs of students and should include processes for re%

teachin# concepts or skills for students who need additional instruction. !ppropriateaccommodations must be made for students with disabilities.

e' /eatures

Content Area Literacy Strategiesare an inte#ral part of approximatel one%third of the activities.

+trate# names are italici(ed. The link &view literac strate# descriptions' opens a document

containin# detailed descriptions and examples of the literac strate#ies. This document can alsobe accessed directl athttp--www.louisianaschools.net-lde-uploads-05/.doc.

!Materials List is provided for each activit andBlackline Masters (BLMs) are provided toassist in the deliver of activities or to assess student learnin#. ! separate lackline 1aster

document is provided for each course.

TheAccess Guide to the Comprehensive Curriculumis an online database of

suggeste strategies* accommoations* assistive technolog!* an assessment

options that ma! provie greater access to the curriculum activities. The

Access Guidewill be piloted durin# the 200"%200 school ear in $rades 3 and ",with other #rades to be added over time. 4lick on theAccess Guideicon found on the first pa#e

of each unit or b #oin# directl to the url, http--sda.doe.louisiana.#ov-!ccess$uide.
http://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.dochttp://sda.doe.louisiana.gov/AccessGuidehttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.dochttp://sda.doe.louisiana.gov/AccessGuide


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Louisiana Comprehensive Curriculum !evised "##$


Pre-course Planning

1aterials List +ample 1ini%)roect 6deas L1

Throu#hout the Environmental +cience course, students should be activel involved in

science%writin# activities and subect%related career studies. 78efer to the 9nit 8esourcelist for science learning log%ournalin# &vie' literac! strateg! escriptions' resources.

4areer%related resources are included within activities throu#hout the course.: +tudents

should also be provided stories-real%life examples of role%models in environmentalstudies &with emphasis upon female and minorit role models, especiall those from our

area'. +ources of these stories include human interest articles in newspapers, textbooks

and text%teacher resources, the 1arsh 1ission ;eb site &'''.marshmission.com', andLouisiana%related sections of libraries and bookstores. +tudents should also be

encoura#ed to participate in contests related to environmental studies. 4ontests to

consider include, but are not limited to, the Toshiba-ean

Lafitte


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Unit 1: Environment Earth

Time /rame: !pproximatel six weeks

Unit Description

This unit focuses on the atmosphere, lithosphere, and hdrosphere and how chan#es in

these areas mi#ht impact livin# or#anisms in the environment.

Stuent Unerstanings

+tudents will be able to identif EarthGs five interconnected spheres, describe the

importance of selected components, examine bio#eochemical ccles, and describeprocesses and theories associated with maor chan#es in EarthGs surface.

uiing 0uestions

. 4an students explain and provide examples of how investi#ations can be

observational, descriptive, literature surves, classification exercises, or

experimentalH

2. 4an students emplo science lab safet procedures- techni*uesH. 4an students locate and effectivel utili(e emer#enc safet e*uipmentH

3. 4an students identif EarthGs five interconnected spheres and explain the

importance of selected componentsH5. 4an students describe the processes that alter EarthGs surface environment and

identif the impact of selected processesH

/. 4an students appl the concept ofsystemsas it applies to environmentalstudiesH

F. 4an students appl concept knowled#e of biosphere structure and interactionH

". 4an students relate the roles of the ox#en, carbon, and phosphorus ccles to

the existence- survival of the EarthGs life formsH. 4an students discuss the sta#es of the hdrolo#ic ccle and relate them to

ener# release-absorption and with re#ard to the introduction and filterin# of

pollutantsH0. 4an students relate #eolo#ic processes to the development of photosnthesis

and discuss the use of fossils and radioactive isotopes in studin# the histor

of EarthGs atmosphereH

Environmental +cience9nit Environment Earth


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Unit 1 rae-evel Epectations 3Es4

E 5 E Tet an 6enchmar7s

Science as ,n8uir!

. ;rite a testable *uestion or hpothesis when #iven a topic. &+6%I%!'

2. Describe how investi#ations can be observation, description, literature surve,classification, or experimentation &+6%I%!2'

. )lan and record step%b%step procedures for a valid investi#ation, select

e*uipment and materials, and identif variables and controls &+6%I%!2'

3. 4onduct an investi#ation that includes multiple trials and record, or#ani(e, anddispla data appropriatel &+6%I%!2'

5. 9tili(e mathematics, or#ani(ational tools, and #raphin# skills to solveproblems &+6%I%!'

/. 9se technolo# when appropriate to enhance laborator investi#ations andpresentations of findin#s &+6%I%!'

F. 4hoose appropriate models to explain scientific knowled#e or experimental

results &e.#., obects, mathematical relationships, plans, schemes, examples,role%plain#, computer simulations' &+6%I%!3'

". $ive an example of how new scientific data can cause an existin# scientificexplanation to be supported, revised, or reected &+6%I%!5'

. ;rite and defend a conclusion based on lo#ical analsis of experimental data&+6%I%!/' &+6%I%!2'

0. $iven a description of an experiment, identif appropriate safet measures&+6%I%!F'

. Evaluate selected theories based on supportin# scientific evidence &+6%I%'

2. 4ite evidence that scientific investi#ations are conducted for man different

reasons &+6%I%2'

Science an the Environment. Describe the abiotic and biotic factors that distin#uish EarthGs maor ecolo#ical

sstems &+E%I%!'

5. Examine and discuss the maor sta#es of succession, describin# the #enerali(edse*uential order of the tpes of plant species &+E%I%!3'

/. !nal(e the conse*uences of chan#es in selected divisions of the biosphere&e.#., o(one depletion, #lobal warmin#, acid rain' &+E%I%!5' &+E%I%!F'

F. 6llustrate the flow of carbon, water, ox#en, nitro#en, and phosphorus throu#h

an ecosstem &+E%I%!/' &L+%I%D'

". Explain how species in an ecosstem interact and link in a complex web

&+E%I%!F' &+E%I%!0'

. 4ite and explain examples of or#anismsG adaptations to environmentalpressures over time &+E%I%!"'

2. $ive examples and describe the effect of pollutants on selected populations

&+E%I%!'

. Determine the interrelationships of clean water, land, and air to the success of

or#anisms in a #iven population &+E%I%4'

2/. Determine local actions that can affect the #lobal environment &+E%I%D3'

Environmental +cience9nit Environment Earth 2


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Earth an Space Science

2. Trace the flow of heat ener# throu#h the processes in the water ccle&E++%I%!'

". Explain wh weather onl occurs in the tropospheric laer of EarthJs

atmosphere &E++%I%!5'. 4ompare the structure, composition, and function of the laers of EarthGs

atmosphere &E++%I%!/'

2. 8elate lithospheric plate movement to the occurrences of earth*uakes,

volcanoes, mid%ocean rid#e sstems, and off shore trenches found on Earth&E++%I%!F'

Explain how stable elements and atoms are reccled durin# natural #eolo#icprocesses &E++%I%'

5. 6dentif the sun%driven processes that move substances at or near EarthGssurface &E++%I%2

20. Determine the chronolo#ical order of the five most recent maor lobes of the

1ississippi 8iver delta in Louisiana &E++%I%4'2. 9se fossil records to explain chan#es in the concentration of atmospheric

ox#en over time &E++%I%43'

Sample &ctivities

&ctivit! 1: 9pening Safet! &ctivit! 3S, E: 1)4

1aterials List:

per #roup % several markers or colored pencils, one sheet poster board ornewsprint

per student % class established safet #uidelines-contract

6t is essential that safet be addressed in class activities earl in the course and prior to

students en#a#in# in hands%on activities, includin# teacher demonstrations.

;hile most textbooks and teacher resources include materials that review-reinforce lab

safet precautions and procedures, the location and use of available emer#enc safetdevices and their effective use should also be included. To be assured that the lab

situation conforms to local, state, and federall mandated lab safet standards, the teachermi#ht refer to one of the several


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+tudents and parents should si#n a safet contract &samples can be found in the teacher

resources for most texts and in resources listed at the end of this unit'.

)rior to initial lab work, administer a lab safet test which includes a description of an

experiment for which students will identif safet issues and indicate the appropriate

safet measures-tools to be utili(ed. 6n addition, *uestions relatin# to relevant safetissues should be included on tests and in pre%lab discussions throu#hout the ear.

+lease note1ercur thermometers are BbannedC from schools and learnin# pro#rams. 6fmercur thermometers are in our classroom the should not be used and should be

disposed of properl

&ctivit! 2: Pre-Course Surve!: hat;s * 2(4

1aterials Listper teacher % surve answers &one cop per instructor'

per student %Louisiana 8oper !+; +tud of Environmental !ttitudes and

?nowled#e +urve

!s an introductor activit, download, print, and distribute copies of the Louisiana

8oper !+; +tud of Environmental !ttitudes and ?nowled#e +urve 2002. The surve,

available at http--dnr.louisiana.#ov-enviro*ui(.ssi,is based upon the 8oper F


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&ctivit! ": ,ntrouction to Earth S!stems an to ote Ta7ing 3S, E: ?@ SE E:

14

1aterials List

)art !

per teacher % +plit%)a#e


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)art 6ntroduction to Earth +stems +cience

To provide them with an introductor overview of the course &and with an opportunit

for #uidedsplit-page notetaking', introduce students to Earth +stems +cience. Earth+stems +cience focuses upon interactions amon# the EarthGs five interconnected

spheres &' the biosphere &livin# sstems, fossils, and fossil fuels', &2' the #eosphere

&plate tectonics, volcanoes, earth*uakes, and BsolidC earth', &' the atmosphere &air,climate, and weather', &3' the hdrosphere &the water ccle and water in all its li*uid

forms', and &5' the crosphere &ice, #laciers, and ice a#es'.


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hdrate polcrstals', a commercial viewin# tank is su##ested &however, a small

#oldfish%tpe fish bowl should suffice'

6ntroduce the topic of science learning logs&view literac strate# descriptions' as a

means of communication. +cience learning logs are notebooks in which students record

ideas, *uestions, reactions, hpotheses, new understandin#s, and reflections.Documentin# ideas in a lo# about content bein# studied forces students to Bput into

wordsC what the know or do not know. This process offers a reflection of understandin#

that can lead to further stud and alternative learnin# paths. 6t combines writin# andreadin# with content learnin#. 6nvite students to personali(e their lo# covers with their

names and illustrations. !s the complete entries, encoura#e students to express

themselves throu#h a variet of techni*ues, includin# prose, poetr, sketches, leaf

rubbin#s, and photos. +cience learning logsand nature ournal resources &available inbookstores, libraries, and via the internet', provide examples of writin# cues and

su##ested techni*ues to enhance student communication skills.

Take students on a nature walk on the school #rounds. ;hile on the walk, have themcollect samples &storin# these in plastic ba#s' and classif each of the items as livin# or

nonlivin# within their science learning logs. The should su##est criteria for classifin#components of the environment as livin# or non%livin# as well. 9pon return to the class,

record the list on the chalkboard or a transparenc. ! class discussion cate#ori(in# all the

components observed as /ioticor a/ioticshould follow. e sure that studentscomprehend that a scientific investi#ation can be observational, descriptive, and even

conducted throu#h a literature search and does not alwas have to be experimental in

nature.

9sin# the nature walk discussion as a lead%in, have students infer how chan#es in a

component of the environment mi#ht affect the or#anisms in the environment. @ollow up

b havin# students work in cooperative lab #roups to complete theAccess .0cellencelessonBiospheres at

http--www.accessexcellence.or#[email protected].

This lesson includes hands%on activities, modelin#, in*uir skills, cooperative learnin#,

and concept reinforcement. 6n this lesson, students, actin# as aliens from a distant planet,

investi#ate the biosphere of the lue )lanet and create models of its biosphere &in #allon%

si(e ars', collect data from the ars over a period of about five weeks, and report on theirfindin#s. !s alien exobiolo#ists, the will determine the tpe of ecosstem that will be

the most successful on their lon# 5 week ourne home, and select the tpe &and number'

of or#anisms able to survive in such limited livin# space and resources. @or about fiveweeks, the take observations &multiple times per week', and create colorful sketches or

take photo#raphs which the eventuall put to#ether into a report. This #roup report

should include written observations, the sketches or photos, analsis of #roup findin#s,and discussion of bio#eochemical ccles &as the relate to the biosphere'. )eer &and

teacher' evaluation of each #roup memberGs contributions should be part of the proect

overall evaluation as well.

Environmental +cience9nit Environment Earth F
http://www.louisianaschools.net/lde/uploads/11056.dochttp://www.accessexcellence.org/AE/AEC/AEF/1995/kobayashi_biospheres.htmlhttp://www.accessexcellence.org/AE/AEC/AEF/1995/kobayashi_biospheres.htmlhttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.accessexcellence.org/AE/AEC/AEF/1995/kobayashi_biospheres.html


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8!@T is an acronm that stands for 8% role of the writer, !%audience to whom or what

the 8!@T is bein# written, @%the form the writin# will take, T% the topic focus of thewritin#. This strate# #ives students the freedom to proect themselves into uni*ue,

complex roles and to look at content from uni*ue perspectives. !A1* &ritinghas been

used to explain certain processes, describe a point of view, envision a potential obassi#nment, or solve a problem. 6tGs the kind of writin# that when crafted appropriatel is

creative and informative. The


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/. !nal(e the solutions and determine a feasible plan of action-recommendation.

Discuss each of the steps and have students record them within their notebooks. Divide

students into small, hetero#eneous #roups and distribute the appropriate!A1* &ritingassi#nment to each &refer to the samples below'. Then, familiari(e students with the

issue&s' to be considered and inform them that ou will provide academic &andbehavioral' support but that the must make the decisions within their #roups.

@or classes with access to computers with 6nternet access, utili(e the

of the 1uture%.0ploring the .nvironment module 6olcanoes

www.cotf.edu-ete-modules-volcanoes-volcano.html and the!A1* &ritingassi#nment onthe next pa#e.

@or classes without computers or 6nternet access, have students view the Louisiana )ublicroadcastin#Gs &L)'.nviro*ackle/o0, video, *he .arth 2ork in +rogress availablevia L) 4berchannel. !sk our school principal for access information.


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!fter #eneratin# their solutions, students should present the 8!@T products to their

classmates.

&ctivit! (: Change in the eather 3S, Es: (* ?@ ESS Es: +* >4

1aterial List per student % hurricane trackin# map, hurricane trackin# data

!s part of their Earth sstems studies, instruct students to read text material and conduct

research of written and electronic resources to investi#ate the structure, composition, and

functions of EarthGs atmosphere in order to explain wh weather onl occurs in the

tropospheric laers.

!s this unit is to be completed durin# hurricane season, use current or archived storm

information to teach students to track hurricanes. 6ncorporate discussion of hurricane

escape routes and hurricane preparedness needs into the class discussion as well. Iavestudents read and discuss one or more of the numerous articles that have been published

since Iurricanes ?atrina and 8ita. 6nclude articles about wetlands values, loss, andrestoration proects and-or articles about the interrelationships between human habitats

and the coastal environment. +ources of some articles are listed in the 8esource section

of this 9nit.

Iurricane trackin# data are available at


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per class % one transparenc per class and-or one dia#ram per #roup of ima#es of

recent lobes of the 1ississippi 8iver & Ane source of the ima#es is the4e&7rleans a 4atural istorywebsite referenced at the end of this activit.'

)rior to be#innin# the in*uir investi#ation, have students identif and discuss safet#uidelines and concerns that the should follow in this activit. The will be simulatin#

river chan#es usin# a stream tra set%up.

4oastal Louisiana is an area of continued surface chan#e. 6n one wa or another, an

ancestral river to the current 1ississippi sstem has been drainin# the chan#in# continent

for the past F500%"000 ears. !s the river chan#ed its path, new deltaic lobes formed

over time as sediments were deposited as the river made its wa to the ocean.

+tudents ma be familiar with what happens when a #arden hose is left on a surface and

then turned on at full force. 6t will wi##le and s*uirt in a chan#in# pattern first one wa

and then another &to simulate river meanderin#'. 9sin# stream tables or plastic plant trascontainin# sand and a water source, have students &workin# in cooperative #roups' set up

a river sstem in which the will desi#n and conduct an in*uir investi#ation simulatin#river chan#es. *eacher 4ote It &ill /e necessary to slightly elevate the stream ta/les

relative to the &ater source to esta/lish a flo& pattern8

. )rovide instruction with re#ard to use of the stream model and have studentsidentif and discuss safet-behavioral #uidelines.

2. !fter settin# up their stream table, have each #roup allow water to flow over the

model for at least five minutes 3allow sufficient time for features such as

meanders, channels, and deltaic lobes to develop'. This should be consideredBTrial AneC and each #roup should prepare a labeled illustration &on a paper

labeled B#roup data sheetC' for later comparison.

. Each #roup will develop an in*uir investi#ation in which the will alter someaspect of the model &for example, new position of the water source, chan#e in the

an#le of elevation, additional sediment in the flowin# water, an increase in flow

of river water'. !fter receivin# teacher approval for the adustment, distribute andhave each student complete an Experimental Desi#n Dia#ram L1Uidentifin#

and recordin# the hpothesis, variables and controls, step%b%step procedures, and

safet #uidelines needed for their investi#ation.

3. Iave student #roups run two trials incorporatin# their adustment. The shouldlabel these BTrials TwoC and BTrial ThreeC and a labeled illustration should be

prepared after each trial &and will serve as data'.

5. +tudents are to then anal(e their illustrations and relate their observations to the1ississippi 8iver.

/. Ane of the student sstems should be selected for class discussion, and students

from the other #roups should be asked to establish a se*uence or order b a#e forthe features the are observin#. +tudents must defend their answers with evidence

observed while workin# with their own sstems. )rovidin# an ima#e of the recent

lobes of the 1ississippi 8iver, the teacher will ask the students how the would

se*uence the lobes in the sstem. ;hat evidence would the want to look forH



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;hat information would the needH 4onclude with an introduction to the

developin# !tchafalaa Delta and the attempts to mana#e the 1ississippi 8iver

throu#h levees, spillwas, the Ald 8iver 4ontrol +tructure, and the proposeddiversion proects.

F. 6ssue copies of the 6nvesti#ation !nalsis @ormat L1. Each student should

complete and submit this form and the completed experiment report.

The D=D,4e& 7rleans a 4atural istoryb ;alter ;illiams, would be an excellent

resource for this activit. 6t is available as a streamin# video atwww.


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!fter basic instruction in plant care, students should create a closed%sstem plant%#rowth chamber

&covered ars, a*uaria, or plastic ba#s could suffice'. Then, after havin# them read appropriate text

materials, use overhead transparencies or a slide presentation to review-clarif the sta#es of thewater ccle with students. Durin# the concludin# discussion, ask students to identif the points in

the water ccle where ener# is released or absorbed and where pollutin# chemicals ma be

introduced, such as run%off and bondin# with #as molecules to form acid rain durin#condensation. ! complete review of the water ccle must include the #round phase, where

infiltration-percolation accomplishes the removal of some pollutants from the surface water

dischar#e as well as tracin# the flow of heat ener# throu#h the various sta#es. This is animportant function and value of the Louisiana wetlands. TheLouisiana 9- .nvironmental

Science +ro:ect Bookserves as an excellent source of water ccle materials as the appl to

Louisiana and ma be obtained from the 4ooperative Extension Affice located in each parish.

&ctivit! >: Establishing a Compost 6in 3S, Es: 1* 2* "* %* A* (* ?* >* 1)* 12@ SE

Es: A* +* >4

1aterials List

per student % lab apron, lab safet #o##les, several pairs of #loves,, 6nvesti#ation!nalsis @ormat L1, Experimental Desi#n Dia#ram L1, science learnin# lo#

per class % utilit knife &to be used under teacher supervision', drill or nail formakin# holes &to be used under teacher supervision'

per #roup % compost binsK two 2%liter or %liter soda bottlesK one smaller container

&about 5%cm hi#h' that fits inside the soda bottleK one foam plate or traK duct tapeor clear packa#in# tapeK insulation materials &such as sheets of fiber#lass or foam

rubber, or foam peanuts'K fine%meshed screen or fabric lar#e enou#h to cover top

of soda bottle and air holes in bottom halfK temperature probe that will fit into thetop of the soda bottle and be lon# enou#h to reach down into the center of the

compostK pI metersK soil moisture sensorK chopped ve#etable scraps such as

lettuce leaves, carrot or potato peelin#s, and apple cores, or #arden wastes&such asweeds or #rass clippin#s'K bulkin# a#ent &such as wood shavin#s or %2 cm pieces

of paper e## cartons, cardboard, or wood'K hand lens or microscopeK optional %

hollow tubin# to provide ventilation


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observation of succession. 6n this aspect of the lon#%term proect, student #roups will

learn-utili(e basic lab protocols and explore basic biolo#, chemistr, and phsics

concepts. +afet concerns should be addressed in all aspects of the investi#ation.


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the class share data and estimate the number of species and or#anisms in the entire &class'

sample. &These samples are bein# taken to establish a baseline for 9nit % !ctivit 0.'

!llow the decomposition-succession process to continue for three to four weeks. Durin#that time, students should monitor water and food levels, addin# water and-or food items

once weekl or as necessar. !t the end of the third or fourth week &and a#ain each week

thereafter', student #roups should repeat the batter of tests done on the ori#inal samplesand should share results. Abservations, data tables, inferences, sketches, or#anism

factoids and reflections should be recorded within the science learning logs &view literac

strate# descriptions '8 !fter sharin# results, each student should work individuall tocomplete the data analsis and conclusion portions of the 6nvesti#ation !nalsis @ormat

L1 lab.

&ctivit! 1): Evience of &tmospheric 9!gen 3S, Es: (* +@ SE E: (@ ESS

E: 214

1aterials Listper student % copies of #uidin# *uestions

per class % reference materials &books, articles, and websites' related to the topic

e#in the activit with the *uestion, BDo all forms of life on Earth re*uire ox#en in theirenvironmentHC $uidin# *uestions ma be used to elicit desired responses.


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;hich isotopes provide evidence of atmospheric chan#esH

;hich isotopes provide evidence of temperature chan#esH

;hat technolo#ical tool is used in anal(in# the isotopes present in fossilsH ;hat

is its functionH

Iow can iron in rock laers provide evidence of atmospheric ox#en contentH

;hat are three processes that reduce ox#en in the atmosphereH

6n addition, students should print out one #raph from their research and write aninterpretation of the data illustrated. The should also use the information studied in this

unit to cite an example of how new scientific data can result in an existin# scientific

explanation bein# supported, reviewed, or reected.

+ee the reference section at the end of this unit for websites on this topic. !fter web*uest

data sheets are collected, conclude the activit b conductin# a class discussion in whichstudents reach a consensus on the correct answers to the *uestions.

Sample &ssessments

eneral uielines

!ssessment techni*ues should include drawin#s-illustrations-models, laborator

investi#ations with reports, a laborator practicum &problem%solvin# and performance%based assessments', #roup discussion and ournalin# &reflective assessment', and paper%

and%pencil tests &traditional summative assessments'.

+tudents should be monitored throu#hout the work on all activities via teacher

observation of their work and lab notebook entries.

!ll student%developed products should be evaluated as the unit continues.

+tudent investi#ations should be evaluated with a rubric.

@or some multiple%choice items on written tests, ask students to write a

ustification for their chosen responses.

eneral &ssessments

+tudents will reflect on the followin# *uestions for ournal or notebook entrIow do the abiotic factors of an environment affect the biotic factors and vice

versaH Iow are the biotic and abiotic factors affected when a sin#le factor isno lon#er in the environmentH &Examples of these factors include milkweed

plant for monarch butterflies, a lar#e tree for shade, or rocks for or#anisms to

hide under.'

+tudents will summari(e the processes of photosnthesis and respiration and

relate their roles in the carbon and ox#en ccles.

Environmental +cience9nit Environment Earth /


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hen given scenarios escribing changes in components of the biosphere* stuents

'ill escribe the probable impact on selecte components of ecos!stems.

Environmental +cience9nit Environment Earth F


22/79


&ctivit!-Specific &ssessments

!ctivit )rior to initial lab work, administer a lab safet test which

includes a description of an experiment for which students will identif

relevant safet issues and indicate the appropriate safet measures-tools to be

utili(ed. &uestions relatin# to relevant safet issues should be included ontests and pre%lab discussions throu#hout the ear.'

!ctivit 2 +tudent assessment should be based upon participation in the

surve, class discussion and accurac of essa *uestions in which studentsdiscusseffects of pollutants on local populations, interrelationships of clean

water, land, and air in #iven populations, local actions and their effect on the

#lobal environment, #lobal climate chan#e, and topics #enerated durin# classdiscussion. +tudents could then administer the surve to the entire school or to

their families and anal(e the data the collect.

!ctivit " !s an assessment of the Idrolo#ic 4cle material, have studentscreate an educational #ame, video, skit, or booklet to teach fourth #raders the

water ccle. !fter contactin# a fourth #rade teacher to establish the

cooperative relationship, have the fourth #raders review and evaluate ourstudentsG proects based upon student%selected criteria.

#esources

earning ogsournaling

Leslie, 4lare ;alker and 4harles E. 8oth.;eeping a 4ature


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Earth S!stems Science

$eor#ia )erimeter 4olle#eUEarth +stems ;orkshop for Ii#h +chool

Teachers

http--#pc.edu-Np#ore-Earth+stems-Earth+stemscontents.html

6ncludes numerous links to activities and resources related to teachin# from anEarth +stems perspective

.arth Systems.ducation 1rame&ork

&http--earthss.a#.ohio%state.edu-framework.html' Describes the seven basic

understandin#s of Earth +stems +cience

Safet!

The Laborator +afet 6nstitute &@ree Documents'

http--www.labsafet.or#-freedocs.htmThis site includes safet contracts-si#noffs, lab inspection checklists, and

related links and articles.

6iogeochemical C!cles

4alifornia +tate 9niv.%1ontereGs Life and io#eochemical 4cles

http--essp.csumb.edu-esse-climate-climatebio#eo.html !n overview of

bio#eochemical ccles and hi#hli#hts their role in climate, a#riculture, acidprecipitation, and or#anisms

Environmental Literac 4ouncilGs io#eochemical 4cles

http--www.enviroliterac.or#-subcate#or.php-".htmlDescriptions of each

ccle and links to related sites

9+$+ ;ater +cience for +chools The ;ater 4cle

http--#a.water.us#s.#ov-edu-waterccle.html6nteractive water%ccle dia#rams

and a one%pa#e ccle summar suitable as a student Bhand%outC

EnviroTacklebox1odule%4arbon The Element of +urprise.

! video, TeacherGs $uide, +tudent !ctivities, and 4urriculum +tandards

4orrelations are available from L! )ublic roadcastin# 4berchannel.

4ontact our school principal for access information.

Earth Stuies an eather

9+$+ 1aor Ecosstems and 8e#ions of the !cadian%)ontchartrain

http--la.water.us#s.#ov-naw*a-ecolo#.htmEcolo#ical re#ions and natural

histor includin# formation of the 1ississippi Delta

http://gpc.edu/~pgore/EarthSystems/EarthSystemscontents.htmlhttp://earthsys.ag.ohio-state.edu/framework.htmlhttp://www.labsafety.org/freedocs.htmhttp://essp.csumb.edu/esse/climate/climatebiogeo.htmlhttp://essp.csumb.edu/esse/climate/climatebiogeo.htmlhttp://www.enviroliteracy.org/subcategory.php/198.htmlhttp://ga.water.usgs.gov/edu/watercycle.htmlhttp://la.water.usgs.gov/nawqa/ecology.htmhttp://gpc.edu/~pgore/EarthSystems/EarthSystemscontents.htmlhttp://earthsys.ag.ohio-state.edu/framework.htmlhttp://www.labsafety.org/freedocs.htmhttp://essp.csumb.edu/esse/climate/climatebiogeo.htmlhttp://www.enviroliteracy.org/subcategory.php/198.htmlhttp://ga.water.usgs.gov/edu/watercycle.htmlhttp://la.water.usgs.gov/nawqa/ecology.htm


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!ccess Excellence !ctivities Exchan#e ioforum for Ii#h +chool Teachers,

B+ilence of the 4lamsC b Dr. )eter D. 8oopnarine

http--www.accessexcellence.or#-@-bf0/! talk and slides discussin# deltaicsstem buildin# and analsis of Ax#en / and " in clam fossils in anal(in#

ox#en%temperature relationships within the 4olorado 8iver

Explorin# the Environment +evere ;eather IurricanesV

http--www.cotf.edu-ete-modules-sevweath-sevweath.html

+tudents review Iurricane !ndrew data in preparation for trackin#, anal(in#,

and predictin# the course of a fictional new hurricane threatenin#


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Unit 2: Development an Succession in Ecos!stems

Time /rame: !pproximatel 0 weeks

Unit Description

This unit introduces the stud of ecolo# as it focuses upon maor ecosstem tpes and

upon the interrelationships amon# and between populations and their abiotic

environment.

Stuent Unerstanings

+tudents develop an understandin# of ecolo#ical sstems includin# the characteristics ofmaor #lobal a*uatic and terrestrial ecosstems &biomes' and Louisiana ecolo#ical

re#ions-ecosstems. The #ain an understandin# of the interactions within theseecosstems, and the ramifications of chan#e &both natural and human%induced' upon the

specific ecosstems and upon biodiversit in #eneral.

uiing 0uestions

. 4an students explain how species in an ecosstem interact and link incomplex websH

2. 4an students compare characteristics of the maor kin#doms and use

taxonomic kes to identif or#anismsH. 4an students describe the abiotic and biotic factors that distin#uish EarthGs

maor ecolo#ical sstemsH

3. 4an students use the 0W rule and data analsis to discuss the flow of ener#throu#h the various trophic levels within a communitH

5. Describe the characteristics of maor biomes on Earth and maor Louisiana

biore#ions or ecosstem tpesH

/. 4an students examine and discuss the maor sta#es of succession, describin#the #enerali(ed se*uential order of the tpes of plant speciesH

F. 4an students anal(e the effect of an invasive species on the biodiversit

within an ecosstemH". 4an students determine the effects of limitin# factors on a population and

describe the concept of carrin# capacitH

. 4an students cite examples and describe the effect of pollutants on selectedpopulationsH

0. 4an students identif the factors that affect sustainable developmentH

. 4an students describe how accountabilit toward the environment affects

sustainabilitH

Environmental +cience9nit 2Development and +uccession in Ecosstems 2


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2. 4an students identif the factors that cause the ine*uitable distribution of

EarthGs resourcesH

. 4an students explain wh biodiversit is essential to the survival ofor#anismsH

Unit 2 rae-evel Epectations 3Es4


Science as ,n8uir!

2. Describe how investi#ations can be observation, description, literature surve,

classification, or experimentation &+6%I%!2'



/. 9se technolo# when appropriate to enhance laborator investi#ations and

presentations of findin#s &+6%I%!'F. 4hoose appropriate models to explain scientific knowled#e or experimental


". $ive an example of how new scientific data can cause an existin# scientificexplanation to be supported, revised, or reected &+6%I%!5'

. 6dentif scientific evidence that has caused modifications in previouslaccepted theories &+6%I%2'

Science an the Environment

. Describe the abiotic and biotic factors that distin#uish EarthGs maor ecolo#ical

sstems &+E%I%!'

2. Describe the characteristics of maor biomes on Earth &+E%I%!'. 9se the 0W rule and data analsis to measure the flow of ener# as

represented b biomass in a sstem &+E%I%!2'

3. Determine the effects of limitin# factors on a population and describe theconcept of carrin# capacit &+E%I%!'


/. !nal(e the conse*uences of chan#es in selected divisions of the biosphere&e.#., o(one depletion, #lobal warmin#, acid rain' &+E%I%!5' &+E%I%!F'

". Explain how species in an ecosstem interact and link in a complex web &+E%

I%!F' &+E%I%!0'

. 4ite and explain examples of or#anismsG adaptations to environmentalpressures over time &+E%I%!"'

0. !nal(e the effect of an invasive species on the biodiversit within ecosstems

&+E%I%!'

. Explain wh biodiversit is essential to the survival of or#anisms &+E%I%!'

2. $ive examples and describe the effect of pollutants on selected populations

&+E%I%!'



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5. 6dentif the factors that cause the ine*uitable distribution of EarthGs resources

&e.#., politics, economics, climate' &+E%I%'

". 6dentif the factors that affect sustainable development &+E%I%/'

2F. Describe how accountabilit toward the environment affects sustainabilit &+E%I%D5'

ife Sciences

". 4lassif or#anisms from different kin#doms at several taxonomic levels, usin#

a dichotomous ke &L+%I%43'

. 4ompare characteristics of the maor kin#doms &L+%I%45'

Sample &ctivities

&ctivit! 1: ,ntrouction to Ecolog! 3S, E 2@ SE E 1@ S Es 1+* 1>4

1aterials List

per student% teacher%created pre%test, index cards, science learnin# lo#s

per class% taxonomic kes of trees, insects, fish, etc.

!dminister a pre%test to reveal the de#ree to which it is necessar to review the levels ofbiolo#ical or#ani(ation and basic ecolo# concepts. Then, for remediation purposes,

assi#n appropriate teacher%selected readin# materials includin# biolo# and

environmental science text readin#s and conduct an introductor class discussion. The

discussion of ecolo#ical sstems &ecosstems' should introduce ecolo#%related terms&includin#, but not limited to, ecology environment /iotic factors a/iotic factors

ha/itat niche and each of the levels of biolo#ical or#ani(ation' and a #eneral exploration

of the maor biomes.

To develop their knowled#e of the ke vocabular, have students create voca/ulary

cards&view literac strate# descriptions' for the terms. !sk the students to follow our

example as ou create a sample card. &8efer to the sample included in this activit.' An

the board, place a tar#eted word in the middle of the card, as in the example below. !skstudents to provide a definition. 6t is best if a word can be defined in the studentsG own

words. ;rite the definition in the appropriate space.


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!s ecolo#ical studies will include the identification and stud of various or#anisms, a

review of the #eneral characteristics of each of the six biolo#ical kin#doms is in order.+tudents should participate in the use, and development of taxonomic kes &biolo# texts

and their teacher resources #enerall have examples'.

)resent students with BunknownsC to identif, such as plants on the school #rounds or

animals in the classroom. To reinforce their taxonom skills, have students developsciencelearninglogentries &view literac strate# descriptions' about their Bunknowns.C

To develop a #reater awareness of habitats and-or or#anisms, have students BadoptC anor#anism and then, within their science learning logsrecord their observations and new

understandin#s and reflections about this or#anism throu#hout the ear. 6n addition

&within their learning logs'students should discuss the roles of observation, description,and classification in scientific investi#ations.

&ctivit! 2: Energ! /lo' Efficienc! in Ecos!stems 3S, Es: 2* A* ?@ SE Es: "* +4

1aterials List)art !% =ocabular 4ards one pack per student % x5 or 5xF inch index cards

)art % The Livin# 1arsh Ane per teacher% instructions-back#roundK one per

#roup % 00 mini%marshmallows, plastic knifeK one per student %Marshmallo&.nergy 1lo&activit sheet, science learnin# lo#s

Environmental +cience9nit 2Development and +uccession in Ecosstems

&6,T&T

Characteristics


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)art 4% Awl )ellet Dissection Exercise one per #roup % owl pelletK one per

student % disposable plastic #loves &pair', dissectin# needle, @6 Awl )ellets

L1, Awl )ellet Dissection % Lab )rocedures L1, Awl )ellet Dissection Lab8eport L1, Lab 6nvesti#ation !nalsis @ormat L1 &see 9nit !ctivities F

and '

)art D% Awl )ellet 6n*uir Exercise one per #roup% owl pelletK one per student %

disposable plastic #loves &pair', dissectin# needle, @6 Awl )ellets L1, Awl

)ellet Dissection%Lab )rocedures L1, Awl )ellet 6n*uir Exercise L1

)art ! 9se appropriate teacher%selected readin# materials includin# Environmental

+cience text readin#s to introduce the topic of ener# flow throu#h ecosstems. !ssi#n

students to create voca/ulary cards&view literac strate# descriptions'for topic%relatedterms includin# but not limited tofood (energy) chain food &e/ trophic level

autotroph heterotroph her/ivore carnivore omnivore decomposer%detritivore calorie

kilocalorie pyramid of /iomass pyramid of energyandpyramid of num/ers. ! review

of the instructions for creatin# voca/ulary cardsma be necessar &refer to !ctivit '.

!s part of the discussion of the vocabular, introduce the interpretation and developmentof food &ener#' webs and use an ener# flow pramidto illustrate the ten percent rule of

ener# flow from trophic level to trophic level. &Examples of ener# webs and ener#%

related pramids are #enerall available in student texts and their accompanin# teacherresources.' +uch pramid displas conve both the relative si(e of the trophic level &in

terms of biomass and number' and the decreasin# amount of ener# passed on. +tudents

should include an ener# pramid within their science learning logs&view literac

strate# descriptions', addin# details as the are discussed in class.

)art To appl their understandin# of these concepts, students are to complete *he

Living Marsh .0ercise "-Marshmallo& .nergy 1lo& Activity&http--www.louisianaschools.net-lde-uploads-253.pdf'.This exercise illustrates ener# flow

efficienc throu#h a Louisiana marsh ecosstem b havin# students visuali(e ener#

bein# passed%on between trophic levels within a food web. 6t also includes back#roundinformation, instructions, and an activit sheet that calls upon students to express their

knowled#e in other contexts. 4ote!sMarshmallo& .nergy 1lo&includes use of a

plastic knife and edible items, have students identif and discuss safet #uidelines and

concerns before conductin# the activit.

)art 4 !fter completion of theMarshmallo& .nergy 1lo& Activityand discussion, have

students participate in an investi#ation of an owl pellet. Awl pellet dissection activitiesprovide opportunities for stud, not onl of food webs, but also for the stud of small

mammals and their distribution, food webs, predator-pre relationships, population

studies, habitats, use of dichotomous kes, owl behavior patterns, niche, adaptation, andsustainabilit. )ellet dissection and analsis activities are readil available in lab books

and from biolo#ical suppl companies. Distribute copies of the @6 Awl )ellets L1,

Awl )ellet Dissection XLab )rocedures L1, Awl )ellet Dissection Lab 8eport L1 to

each student. The will also each need a cop of the Lab 6nvesti#ation !nalsis @ormat

http://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/2541.pdfhttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/2541.pdf


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L1 from 9nit . efore be#innin# the dissection, conduct a pre%lab discussion in which

students identif and discuss safet #uidelines and concerns and complete sections % of

the Lab !nalsis @ormat L1. )lace students in small hetero#eneous #roups and reviewindividual and #roup assi#nments. !fter monitorin# the dissections and clean%up, #uide

class discussion of the data, vocabular, and lab problems. ;hen reviewin# the lab

materials, emphasi(e ener# flow and its relationship to ecosstem stabilit. 8emindstudents to complete the lab%related voca/ulary cards includin# the terms ventriculus

proventriculus predator prey range ha/itat anddiversity8

)art D 6f owl pellets from a number of differin# species or from differin# parts of the

countr are available, have student #roups participate in an investi#ative exercise.

&6ndividual owl pellets and kits can be purchased from a number of biolo#ical suppl

companies that can provide pellets from both the northwest and southeast 9+.' Each#roup will need copies of the @6 Awl )ellets L1 and Awl )ellet Dissection XLab

)rocedures L1 &as in )art 4'. Iowever, in this exercise, the Awl )ellet 6n*uir Lab

8eport L1 replaces the Awl )ellet Dissection Lab 8eport L1. The in*uir lab

exercise incorporates more sophisticated *uestions and calls upon students to utili(ehi#her level reasonin#-process skills. The will also each need a cop of the Lab

6nvesti#ation !nalsis @ormat L1. efore be#innin# the dissection, conduct a pre%labdiscussion in which students identif and discuss safet #uidelines and concerns and

complete sections % of the Lab !nalsis @ormat sheet. )lace students in small

hetero#eneous #roups and review individual and #roup assi#nments. !ssi#n half the#roups pellets from one re#ion &or species' and half with pellets from a second re#ion &or

species'. !fter monitorin# the dissections and clean%up, #uide class discussion of the

data, vocabular, and lab problems. ;hen reviewin# the lab materials, emphasi(e ener#

flow and its relationship to ecosstem stabilit. 8emind students to complete the lab%related voca/ulary cards. )rovide time for students to review construction of the cards

and to discuss the definitions.

6f 6nternet access is available, students can participate in virtual dissection of a variet of

pellets, research owl species, and complete investi#ation analsis at 6irtual 7&l +ellet

www.kidwin#s.com-owlpellets-index.htm.

Throu#hout this activit, students are to discuss &within their learning logs' the various

was in which scientific investi#ations can be conducted and data #athered other than ust

experimentation.

&ctivit! ": Effects of Pollutants 3S, Es: A* (@ SE E: 124

1aterials List

per student% index &vocabular' cards, notebook, serial dilution demonstration

per class% food colorin#, 2 droppin# pipettes, several numbered test tubes or

beakers

Environmental +cience9nit 2Development and +uccession in Ecosstems 2/
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!s a follow%up to the discussion of ener# flow, ac*uaint students with the concept of

bioma#nification and bioaccumulation. To help students #rasp the concept of parts per

thousand &ppt', parts per million &ppm', and parts per billion &ppb', include a serialdilution demonstration in our discussion. Text resource materials fre*uentl contain

serial dilution introductor activities. 9seful on%line resources include Serial 5ilutions

Made .asy&www.accessexcellence.or#-!E-!E)4-;;4--serial.html' which isdesi#ned to assist teachers in helpin# students improve their skills and in understandin#

applications of serial dilutions.


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!dditional resources are included in the 9nit 2 8esource List.

&ctivit! %: $aFor Ecos!stem T!pes: 3S, Es: (* ?@ SE Es: 1* 2* (4

1aterials Listper class- materials to create a mural or diorama and-or computer with multimedia

software installed

one per student% blank matrix table

9se appropriate teacher%selected readin# materials, includin# Environmental +cience text

readin#s, to introduce the topic of /iomes. !fter participatin# in an introductordiscussion, student #roups will each research one of the maor terrestrial biomes, maor

a*uatic-marine ecosstem tpes, or a Louisiana biore#ion-ecosstem and prepare an

illustrated presentation. ;here available, students should either use multimedia software

or should create a mural or diorama for displa in the school librar or hallwa.

)resentations should include the phsical characteristics, avera#e temperature, annualavera#e rainfall, and dominant plant and animal forms in their stud area. +tudents

should also explain how the topo#raph and climate of these biomes affect the

distribution of the EarthGs natural resources. +tudents should also reflect on and discussthe followin# *uestions

;hich plant and animal adaptations are necessar in each of the biomesH

Iow mi#ht #lobal warmin# or pollution such as acid rain or water pollution

impact the biomeH

Iow would the climate, topo#raph, and resources of the area likel affect the

economics of humans residin# thereH

Iave students construct a blank matrixgraphic organi>er &view literac strate#descriptions' with plent of columns and rows. &4onsider usin# the sample that follows.'

!s #roups present, the other students should record their notes on the matrix. ! matrix is

a tpe ofgraphic organi>er. This tpe ofgraphic organi>er is an arran#ement of words

and phrases in a table format that can be read hori(ontall and verticall. 6t is used tocompare and contrast concepts or classif attributes. Tell students that in this activit,

the will be buildin# a matrix in which the maor ecosstem tpes are listed on the

vertical axis of the #rid and the ecosstemsG characteristics and dominant life forms areimportant are listed on the hori(ontal axis. To demonstrate how to use the #rid, a lar#e

version could be put on poster paper and attached to the wall or one could be proectedfrom an overhead or computer.

3Sample4 $atri Graphic Organizerfor

$aFor Ecos!stem T!pes

Ecos!stem Ph!sical

Characteristics

&vg.

Temp.

&vg.

#ainfall

Dominant

Plants

Dominant

&nimals

Tropical

Environmental +cience9nit 2Development and +uccession in Ecosstems 2"
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8ainforest

Desert

$rasslands

!s the listen to presentations, students are to fill in the table, indicatin# the manner in

which the ecosstems exhibit the stated features. Ance the table is completed, students

are led to discover both the shared and uni*ue characteristics of the properties of theecosstems listed. !llow students to stud from the matrixgraphic organi>erand then

be #iven *uestions that ask them to compare-contrast the ecosstem tpes.

&ctivit! A: Succession3S, E: (@ SE Es: A* +* >4

1aterials List print and electronic topicXspecific resources, art-craft materials for

visuals, computers with multimedia software such as+o&er+ointYinstalled &optional'

Ensure that students have a basic knowled#e of succession &primar and secondar' b

assi#nin# appropriate teacher%selected readin# materials and topic%related voca/ularycards &view literac strate# descriptions'. &=ocabular terms should include but not belimited tosuccession sere primary succession, andsecondary succession.'

!fter an introductor discussion that includes review of the voca/ulary cardshave

students review their ecosstem notes from !ctivit 3 and then, allow each cooperative#roup to select one ecosstem to research more full. &;hile the sstems identified

should not be limited to Louisiana, the teacher should facilitate the discussion to ensure

that several Louisiana sstems are included, e.#., hardwood forests alon# the 1ississippi8iver Delta, pine forests, coastal prairie'. 6f possible, take students to the school librar to

conduct research on their topics. Emphasi(e that their research report should include

examples of specific interactions between species and links amon# species. The shouldalso include examples and discussion of adaptations or#anisms have developed to

environmental pressures tpical to the ecosstem.

er&view literac strate# descriptions'known as

a Btime line.C This tpe of displa is effective because when used in conunction with the

text, both verbal memor &the text material' and spatial memor &the placement of eventsoccurrin# over time' are utili(ed. 6n this activit, each #roup will use illustrations to

represent the processes of both primar and secondar succession notin# the predominant

plant and animal life forms each supports. Thegraphic organi>ers could take the form ofposter boards on which the illustrate primar succession alon# the left ed#e and add

illustrations of successive sta#es to the ri#htK dioramas, or if available,+o&er+ointYslide

presentations are appropriate. =isual ima#er helps students to see what the are thinkin#

and understandin# and their illustrations can then be used to #enerate Bposter sessionCverbal presentations and written Bessa *uestionC discussion of the material.

;here possible, a field trip to a pond, forest, barrier island, deserted field, or nearb

vacant lot would help students visuali(e the concept ofsuccessionand would provide

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additional opportunities forsciencelearning log&view literac strate# descriptions'

entries.

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&ctivit! (: To Disturb or ot to Disturb 3S, Es: A* (* 1"@ SE Es: A* (* 2?'

1aterials Listper teacher%!e/irth in 1irevideo,!e/irth in 1ire!ctivit $uide.nviro*ackle/o0P 1odule 3 @orces in the Environment TeacherGs $uide,

!e/irth in 1ireU Lesson !ctivitC @ireproof )lantsC,!e/irth in 1ireULesson2 !ctivit CThe ;ildland- 9rban 6nterface DilemmaC, Smokey?s Message

4ulminatin# !ctivities

per student% B@ireproof )lantsC instructions, Smokey?s Message 4ulminatin#

!ctivities instructions

per #roup% art-craft materials for visualsK if available, a urnin# 6ssues 4D%8A1and a set of B6%ZA


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them on the board, a poster, or a computer displa. ;hen students have exhausted their

ideas,invite them to contribute to the discussion of the compiled list.

9se the discussion as a lead%in to the EnviroTackleboxP video,!e/irth in 1irevideo,

and to the completion of Lesson B@ireproof )lantsC in which student #roups research

plant adaptations to fire and desi#n fire%resistant plants.


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!fter completin# the activit, students should summari(e their most important findin#s,

observations, or conclusions in a table or activit report. 6n addition to recordin# options

available for re%establishin# the herd si(e within the carrin# capacit of the area,studentsG discussions should include limitin# factors and reflect upon the concept of

sustaina/ility.

To relate a Louisiana species to the concepts, consider havin# students complete the

+ro:ect 2IL5lesson, BIow 1an ears 4an Live in This @orestHC 6t utili(es a

phsicall%active process to introduce students to the concepts addressed in +E $LE 3. 6t,too, incorporates basic math skills. !n adaptation of this lesson can be found at

www.df#.ca.#ov-proectwild-bear-%2.pdf.Louisiana lack ear resources are

available throu#h the lack ear 4onservation 4ommittee. &8efer to the 9nit 2

8esources.'

&ctivit! +: Populations* $igrations* an Seasonal Change 3S, Es: A* (@ SE

Es: +* >4

1aterials Listper teacher %Birds of )reCmaterials produced b +ilver 8iver 1useum )roect

;6LD +tandards% based ;ritin# prompts, +tandards%based 8eadin# uestions,

+tandards%based 1ath uestions and !nswer sheetsK Behind the


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complete these assi#nments, The +ilver 8iver 1useum )roect ;6LD -@4!T workshop

includes the Birds of )reC writin# prompts and standards%based readin# and math

*uestions and an answer sheet at http--mfwc.com-educator-)[email protected]

@or information about upcomin#+ro:ect 2IL5workshops, visit the Louisiana

Department of ;ildlife and @isheries website or contact the +tate 4oordinator at"5-""2%/0.

6f+ro:ect 2IL5 is not available, the EnviroTackleboxP video,Behind the 4um/ers,addresses the same $LEs&The video is available via L) 4berchannel. !sk our

school principal for access information'. The video examines the effects of several biotic

and abiotic factors on population fluctuations within ecosstems and describes population

cclesUboth annual and over lon#er periods of time. !fter viewin# the video, have thestudents complete Lesson 2,

&http:'''.lpb.orgeucationclassroomitvenvirotac7leboteacherguiemouleA

Apopln2.htm'. This lesson has students choose an ecosstem and desi#n an interaction

web for this ecosstem.


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The.nviro*ackle/o0P video,4on-4ative Invasion &!vailable via L) 4berchannel.

!sk our school principal for access information.' exploresenvironmental impacts and

measures used in control of non%native invasive plants and animals in


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#rowth. Their studies include data collection and analsis and makin# inferences with

re#ard to #lobal human population chan#e.

!s part of their research, students are to identif factors that affect sustainable

development, explain how accountabilit toward the environment affects sustainabilit,

identif factors that cause the ine*uitable distribution of EarthGs resources, and stateexamples of how new scientific data can alter previous scientific explanations.

The lesson can easil be modified to include research of #rowth patterns in Louisiana. !stextbooks are not likel to include Louisiana data or data collected since Iurricanes

?atrina and 8ita impacted Louisiana durin# the 2005 hurricane season, make students

aware of these resources

Louisiana 5emographics Census 5ata Center

http--louisiana.#ov-wps-wcm-connect-Louisiana.#ov-Explore-Demo#raphics\

W2/\$eo#raph-

8S8 Census Bureau State County Duick 1acts

http--*uickfacts.census.#ov-*fd-index.html Local newspaper reports relevant to hurricane%induced chan#es.

1aor newspapers #enerall have archives on%line. ack issues of articles-series

ma be available for purchase.


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6nformation relatin# to biodiversit%related issues can be found in most textbook resource

materials. +ome additional resources of local-re#ional interest include the followin#

The arataria%Terrebonne


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description could take on a number of forms, such as a conversation, a newspaper article,

a letter, an editorial, or a diar entr.

! possible!A1* &riting assi#nment for this activit mi#ht be the followin#

etlan oss in ouisiana -- #&/T riting &ssignment#ole ;ildlife iolo#ist

&uience members of the B@riends of Louisiana ;ildlifeC

/ormat an illustrated article for the clubGs monthl ma#a(ine

Tas7 Discuss wetland loss in Louisiana since the hurricanes of 2005, the impact of this

loss on LouisianaGs wildlife, and what citi(ens can do to help remediate this situation

;hile creativit is inte#ral to this assi#nment, emphasi(e the need for accurac, as well.

Sample &ssessments

eneral uielines

!ssessment techni*ues should include drawin#s-illustrations-models, laborator

investi#ations with reports, laborator practicals &problem%solvin# and performance%

based assessments', #roup discussion and ournalin# &reflective assessment', and paper%and%pencil tests &traditional summative assessments'.

+tudents should be monitored throu#hout the work on all activities via teacher

observation of their work and lab notebook entries.

!ll student%developed products should be evaluated as the unit continues. +tudent investi#ations should be evaluated with a rubric.

@or some multiple%choice items on written tests, ask students to write a

ustification for their chosen response.

eneral &ssessments

+tudents will dia#ram, label, and discuss food &ener#' chains and food

&ener#' webs.

+tudents are to complete video focus problems &provided b the teacher' as

the watch video clips. The answers should be included in class- studentdiscussion and in analsis of the concepts under stud.

;hen #iven scenarios describin# chan#es in components of an ecosstem,

students should describe probable impact of these chan#es on specificpopulations or on the diversit of the ecosstem overall.

Environmental +cience9nit 2Development and +uccession in Ecosstems "


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&ctivit!-Specific &ssessments

!ctivit +tudents participate in a lab practicum durin# which the use a

dichotomous ke to identif local or#anisms.

!ctivit 2 Each student constructs a three%dimensional pramid &from a sheetof unlined paper'. An one side of the pramid the student is to produce apramid of biomass that illustrates a food chain of 3 or 5 linksK on a second

side, label the name of the trophic level correspondin# to the or#anism BlinksC

on the first sideK and on the third side, desi#n a pramid of ener#Ccorrespondin# to the trophic levels indicated and based upon the 0W 8ule.

!ctivit " Iave students complete,ourne


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45/79



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Unit ": #esources an #esource $anagement

Time /rame: !pproximatel ei#ht weeks

Unit Description

This unit emphasi(es the use of natural resources and the conse*uences of their overuse

or misuse. The concepts of renewable resources, non%renewable resources &ener#

resources', de#radabilit of materials, LouisianaGs natural resources, and mana#ement

techni*ues are considered.

Stuent Unerstanings

+tudents develop an understandin# that benefits, costs, and lon#%term conse*uences

should be considered when makin# environmental decisions and formulate anunderstandin# of the values and functions of LouisianaGs varied natural resources. 6n

addition, the distin#uish between renewable and non%renewable resources and

understand that it is throu#h wise use and mana#ement that the continued availabilit ofthese resources will be ensured.

uiing 0uestions

. 4an students describe the difference between renewable and a non%renewable

resources, discuss advanta#es for usin# renewable resources in place of non%renewable ones, and identif renewable resources that could be used to

replace non%renewable onesH

2. 4an students interpret a fictional resource issue stor or scenario relatin# thesituations presented in the stor to real situations in present%da societH

. 4an students identif LouisianaGs maor natural resources, identif their

sources and use-values, identif the resource a#enc responsible for the

mana#ement of each, and evaluate the effectiveness of their mana#ementH3. 4an students utili(e maps to identif principal locations of LouisianaGsBlack

Gold resources and identif the #eolo#ic processes that resulted in Louisiana

deposits of li#nite, #as, and oil and the a#e of the formationsH5. 4an students summari(e the histor of the petroleum industr in Louisiana

and discuss the uses of this resource, careers associated directl and indirectl

with the industr, and repercussions of oil use on societ and theenvironmentH

/. 4an students reco#ni(e the various factors that come into pla when

considerin# wildlife species as resourcesH 4an the develop a resource

mana#ement plan that takes various perspectives into accountH

Environmental +cience9nit 8esources and 8esource 1ana#ement 32


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F. 4an students stud map se*uences of Louisiana coastal-estuarine

environments, anal(e data, and relate wetland loss to their livesH

". 4an students explain how compostin# reduces the amount of waste sent tolandfills, discuss advanta#es and disadvanta#es of placin# or#anic materials

into compost bins as opposed to landfills, and propose incentives or penalties

that could be used to encoura#e more people to compost household wastesH. 4an students discuss how people have mana#ed waste throu#hout time and

how it affected their livesH

0. 4an students discover connections between the tpes of natural resourcesfound in products and what is thrown awa and investi#ate their schoolGs

waste stream b collectin#, anal(in#, and #raphin# dataH

Unit " rae-evel Epectations 3Es4


Science as ,n8uir!. ;rite a testable *uestion or hpothesis when #iven a topic &+6%I%!'

2. Describe how investi#ations can be observation, description, literature surve,

classification, or experimentation &+6%I%!2'



/. 9se technolo# when appropriate to enhance laborator investi#ations andpresentations of findin#s &+6%I%!'

F. 4hoose appropriate models to explain scientific knowled#e or experimental


. ;rite and defend a conclusion based on lo#ical analsis of experimental data&+6%I%!/' &+6%I%!2'

0. $iven a description of an experiment, identif appropriate safet measures &+6%I%!F'

2. 4ite evidence that scientific investi#ations are conducted for man differentreasons.



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Science an the Environment

3. Determine the effects of limitin# factors on a population and describe the

concept of carrin# capacit &+E%I%!'


/. !nal(e the conse*uences of chan#es in selected divisions of the biosphere

&e.#., o(one depletion, #lobal warmin#, acid rain' &+E%I%!5' &+E%I%!F'

". Explain how species in an ecosstem interact and link in a complex web &+E%I%!F' &+E%I%!0'

. Evaluate whether a resource is renewable b anal(in# its relative re#enerationtime &+E%I%'

3. !nal(e data to determine the effect of preservation practices compared toconservation practices for a sample species &+E%I%2'

5. 6dentif the factors that cause the ine*uitable distribution of EarthGs resources

&e.#., politics, economics, climate' &+E%I%'/. Evaluate the effectiveness of natural resource mana#ement in Louisiana.

&+E%I%3' &+E%I%5'

F. !nal(e data to determine when reuse, recclin#, and recover are applicable

&+E%I%5'

". 6dentif the factors that affect sustainable development &+E%I%/'

20. 8elate environmental *ualit to *ualit of life. &+E%I%42'

2. !nal(e the effect of common social, economic, technolo#ical, and politicalconsiderations on environmental polic &+E%I%4'

2. Describe the relationship between public support and the enforcement of

environmental policies &+E%I%45'

23. 6dentif the advanta#es and disadvanta#es of usin# disposable items versusreusable items. &+E%I%D'

2/. Determine local actions that can affect the #lobal environment &+E%I%D3'

2F. Describe how accountabilit toward the environment affects sustainabilit &+E%

I%D5'

ife Science

2F. !nal(e positive and ne#ative effects of human actions on ecosstems&L+%I%

D3'

Earth an Space Science

. 6nterpret #eolo#ical maps of Louisiana to describe the stateGs #eolo#ic histor

&E++%I%4'

22. !nal(e data related to a variet of natural processes to determine the timeframe of the chan#es involved &e.#., formation of sedimentar rock laers,

deposition of ash laers, fossili(ation of plant or animal species' &E++%I%45'



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Sample &ctivities

&ctivit! 1: &n ,ntrouction to #esources 3,f ProFect earning TreeG materials are

available - S, Es: ?* >@ SE Es: 1"* 1%4 3,f ProFect earning Tree materials are

not available - SE 1"4

1aterials List

per student % 8esources % 8enewable or


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;hat advanta#es mi#ht there be for usin# renewable resources in place of non%

renewable onesH

;hat reasons mi#ht people have for not switchin# from use of non%renewable to

renewable sourcesH

;hich resources will continue to be available no matter how much people use

themH ;h donGt we use these moreH

&ctivit! 2: #esources for $an! #easons 3S, E ?@ SE Es: 1"* 1%* 1A4

1aterials Listper teacher % *he Lora0b Dr. +euss, BTrees for 1an 8easonsC activit from

.cosystem Matters&book available on%line', video camera &optional'

per #roup % ;e


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;hat seems to be the authorGs intent in writin# the bookH To what a#e

#roup is it directedH ;hH

!re an of the situations presented in the stor similar to realsituations in present%da societH 6f so, describe which resources and

which #roups of people are involved.

;hat values appear to be important to the characters of the storH ;homi#ht these characters represent in real lifeH !re an of their values in

conflictH ;hich onesH @or what reasonsH

)lace students in small hetero#eneous #roups. Distribute one cop of the ;e


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The effectiveness of mana#ement of this resource in Louisiana &6nclude a

description of the relationship between public support and the enforcement of the

a#encGs environmental policies.'

4areers associated with production, use, or mana#ement of the resource should be

investi#ated. Local specialists with these various a#encies can serve as a valuableresource for this information.

+tate a#encies produce publications &electronic and print' and several have education

divisions which ma provide #uest speakers as well as classroom materials. The websitesof these a#encies include the postal addresses and phone numbers of state offices and, in

some cases, re#ional offices

L! Environmental 8esource Director

www.leeric.lsu.edu-erd-index.htmL! Department of !#riculture and @orestr

www.ldaf.state.la.us

L! Economic Development

http--www.lded.state.la.us-home.aspxHref]303L! Department of Environmental ualit

www.de*.state.la.usL! Department of


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direct students toBlack GoldBeneath the Bayous &or download, print, and distribute

copies of relevant information'.

&http--dnr.louisiana.#ov-sec-execdiv-techasmt-educationalRresources-$-toc.html'

Black Gold Beneath the Bayousis a classroom teachin# aid desi#ned for Louisiana

science teachers. @unded and sponsored b the state Department of


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round%table discussion of their entries. &!dditional resources are available on the

ener#3me site b clickin# on the B4areers,C BEducators,C B+tudents,C and B+peakersC

tabs.'

&ctivit! A: Energ! &lternatives 3S, E (@ SE Es: 1A* 1+* 2?4

1aterials List

4oncept maps poster board or newsprint &optional % one per #roup'

+olar Devices will var with proect choice&s'

8esearch )roect print and electronic reference sources, either computer with+o&erpointH&or similar pro#ram' or poster boards &per #roup'

)roect Learnin# TreeY option.nergy Sleuths - .nergy +rimer &one per student

or small #roup', list of #uidin# *uestions &one per student'

ers &view literac strate# descriptions', such as concept maps, promote

relational knowled#e b emphasi(in# connections amon# ideas and, thereb, leadin# to

in%depth understandin# of concepts. 8eview of the concept mappin# techni*ue is

su##ested and, to ensure student knowled#e of concept mappin#, Bwalk students throu#hCdevelopment of a sample map. 6t ma be necessar to remind students that to create the

map

. The must concentrate on relationships amon# the concepts under stud.2. 4oncepts are to be connected with labeled lines, fre*uentl in a downward%

branchin# hierarchical structure as a web or as a split tree.

. The relationship between two concepts is indicated throu#h linkin# phrases &forexample, [consists of,[ [results in,[ [includesC'.

The partial concept map below could be used as a B#ettin# startedC sample to

illustrate the strate# for students. !fter copin# and discussin# the sample, the

http://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.dochttp://www.louisianaschools.net/lde/uploads/11056.doc


55/79


ma complete the rest of the concept map individuall or in pairs. To assure that all

students understand the material and are usin# the concept mappin#techni*ue

appropriatel, provide opportunities for them to share their notes within small#roups.

To help students visuali(e means b which perpetual ener# sources are-can be utili(ed in

meetin# ener# needs, have them desi#n, construct, and use a device that incorporates aperpetual ener# source &such as a solar oven, solar heater, or windmill' and relate the

structure to ener# conservation, air pollution, and -or deforestation.


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in reportin#, instruct each #roup to include the relative availabilit of the fuel, how it is

extracted and processed, its economic potential, the feasibilit of its lon#%term use, its

environmental impacts, and the economic-social impacts of its use. Iave them discuss thefactors that mi#ht cause the ine*uitable distribution of this resource.

!fter #roup presentations, have student #roups develop an BEner# )olic for theTwent%first 4enturC that addresses predicted ener# demands and ener# conservation

issues, identifies-addresses factors that affect sustainable development, and addresses

how accountabilit toward the environment affects sustainabilit. Their policies shouldbe shared with the class via presentations or round%table discussions.

&ctivit! (: illife as #esources 3S, Es: 1* 2* A* (* ?* 1)* 12@ SE Es: % 1%* 214

1aterials List

per student % worksheets for the selected exercises, vocabular cards6nvesti#ation

!nalsis @ormat L1 &see 9nit 'K5ropping in on 5eer

per class % small piles of dr do# food pellets scattered randoml over the studarea

per #roup % colored surve tape or 0 wire surve fla#s, measurin# tape, .5" mstrin# tied to a wooden stake, compasses, clip boards, student worksheet


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included in each issue. 6t can be accessed from

http--www.lsua#center.com-en-environment.

Two )roect ;6LDY activities,5ropping in on 5eerand5eer 5ilemmapresent

opportunities for students to consider the biolo# and mana#ement of a Louisiana

species, the white%tailed deer, and the issues associated with its mana#ement.

6n5ropping in on 5eer students

4onduct habitat surves &usin# dried do# food to represent deer pellets'

!ppl field methodolo# reflectin# wildlife mana#ement practices

Explain the importance of scientific knowled#e and technical skills in

conservation and enhancement of wildlife and its habitat

6ncorporate an experimental desi#n into their investi#ation

6dentif and incorporate appropriate safet measures.

6f )roect ;6LDY is not available or if Bfield workC is not possible, the followin#

activities have students simulate wildlife mana#ement situations Classroom Mark-!ecapture &ith Crickets lab manual which utili(es live crickets&www.bioed.or#-E4A+-in*uiries-in*uirRcrickets.pdf' and Duke 9niversitGs B1ark and

8ecaptureC exercises which u