EnvironmentalScience

Unit1:Overview

Unit1:InterdependentRelationshipsinEcosystems ContentArea:Biology Pacing:20InstructionalDays

EssentialQuestion Howdoorganismsinteractwiththelivingandnonlivingenvironmentstoobtainmatterandenergy?

StudentLearningObjectives(PerformanceExpectations) HS-LS2-1:Usemathematicaland/orcomputationalrepresentationstosupportexplanationsoffactorsthataffectcarryingcapacityofecosystemsatdifferentscales. HS-LS2-2:Usemathematicalrepresentationstosupportandreviseexplanationsbasedonevidenceaboutfactorsaffectingbiodiversityandpopulationsinecosystemsofdifferentscales. HS-LS2-6:Evaluatetheclaims,evidence,andreasoningthatthecomplexinteractionsinecosystemsmaintainrelativelyconsistentnumbersandtypesoforganismsinstableconditions,butchangingconditionsmayresultinanewecosystem.

UnitSummary Inthisunitofstudy,studentsformulateanswerstothequestion“howandwhydoorganismsinteractwitheachother(bioticfactors)andtheirenvironment(abioticfactors),andwhataffectstheseinteractions?”Secondaryideasincludetheinterdependentrelationshipsinecosystems;dynamicsofecosystems;andfunctioning,resilience,andsocialinteractions,includinggroupbehavior.Studentsusemathematicalreasoningandmodelstomakesenseofcarryingcapacity,factorsaffectingbiodiversityandpopulations,thecyclingofmatterandflowofenergythroughsystems.Thecrosscuttingconceptsofscale,proportion,andquantityandstabilityandchangearecalledoutasorganizingconceptsforthedisciplinarycoreideas.Studentsareexpectedtousemathematicalreasoningandmodelstodemonstrateproficiencywiththedisciplinarycoreideas.

TechnicalTerms Capacity,paramecium,interspecificcompetition,geneticvariations,biodiversity,populations,bioticfactors,abioticfactors,ecosystems

FormativeAssessmentMeasures PartA:Whentheyrelocatebears,wolves,orotherpredators,howdotheyknowthattheywillsurvive? Studentswhounderstandtheconceptsareableto: Usemathematicaland/orcomputationalrepresentationstosupportexplanationsoffactorsthataffectcarryingcapacityofecosystemsatdifferentscales. Usequantitativeanalysistocomparerelationshipsamonginterdependentfactorsandrepresenttheireffectsonthecarryingcapacityofecosystemsatdifferentscales. PartB:Whatlimitsthenumberandtypesofdifferentorganismsthatliveinoneplace? Studentswhounderstandtheconceptsareableto: Usemathematicalrepresentationstosupportandreviseexplanationsbasedonevidenceaboutfactorsaffectingbiodiversityandpopulationsinecosystemsofdifferentscales. Usetheconceptofordersofmagnitudetorepresenthowfactorsaffectingbiodiversityandpopulationsinecosystemsatonescalerelatetothosefactorsatanotherscale. PartC:Howcanaoneortwoinchriseinsealeveldevastateanecosystem? Studentswhounderstandtheconceptsareableto:

Evaluatetheclaims,evidence,andreasoningthatsupportthecontentionthatcomplexinteractionsinecosystemsmaintainrelativelyconsistentnumbersandtypesoforganismsinstableconditions,butchangingconditionsmayresultinanewecosystem. Constructexplanationsofhowmodestbiologicalorphysicalchangesversusextremechangesaffectstabilityandchangeinecosystems.

InterdisciplinaryConnections NJSLS-ELA NJSLS-Mathematics

Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.RST.11-12.1(HS-LS2-1),(HS-LS2-2),(HS-LS2-6) Integrateandevaluatemultiplesourcesofinformationpresentedindiverseformatsandmedia(e.g.,quantitativedata,video,multimedia)inordertoaddressaquestionorsolveaproblem.RST.11-12.7(HS-LS2-6) Evaluatethehypotheses,data,analysis,andconclusionsinascienceortechnicaltext,verifyingthedatawhenpossibleandcorroboratingorchallengingconclusionswithothersourcesofinformation.RST.11-12.8(HSLS2-6) Writeinformative/explanatorytexts,includingthenarrationofhistoricalevents,scientificprocedures/experiments,ortechnicalprocesses.WHST.9-12.2(HS-LS2-1),(HS-LS2-2)

Reasonabstractlyandquantitatively.MP.2(HS-LS2-1),(HS-LS2-2),(HS-LS2-6) Modelwithmathematics.MP.4(HS-LS2-1),(HS-LS2-2) Useunitsasawaytounderstandproblemsandtoguidethesolutionofmulti-stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.HSN.Q.A.1(HS-LS2-1),(HS-LS2-2) Defineappropriatequantitiesforthepurposeofdescriptivemodeling.HSN.Q.A.2(HS-LS2-1),(HS-LS2-2) Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreportingquantities.HSN.Q.A.3(HS-LS2-1),(HS-LS2-2) Representdatawithplotsontherealnumberline.HSS-ID.A.1(HS-LS2-6) Understandstatisticsasaprocessformakinginferencesaboutpopulationparametersbasedonarandomsamplefromthatpopulation.HSS-IC.A.1(HS-LS2-6)

CoreInstructionalMaterials Caninclude:TextbooksSeries,LabMaterials,etc. 21stCenturyLifeandCareers CRP1,CRP2,CRP4,CRP5,CRP6,CRP7,CRP8,CRP9,CRP11,CRP12 TechnologyStandards 8.1.8.A.4,8.1.8.D.1,8.1.8.D.4,8.1.12.A.2,8.1.12.A.4,8.1.12.A.5,8.1.12.C.1,8.1.12.D.1,8.1.12.E.1

Modifications EnglishLanguageLearners SpecialEducation At-Risk GiftedandTalented

Scaffolding Wordwalls Sentence/paragraphframes Bilingualdictionaries/translation Thinkalouds Readalouds Highlightkeyvocabulary Annotationguides Think-pair-share Visualaides Modeling Cognates

Wordwalls Visualaides Graphicorganizers Multimedia Leveledreaders Assistivetechnology Notes/summaries Extendedtime Answermasking Answereliminator Highlighter Colorcontrast

Teachertutoring Peertutoring Studyguides Graphicorganizers Extendedtime Parentcommunication Modifiedassignments Counseling

Curriculumcompacting Challengeassignments Enrichmentactivities Tieredactivities Independentresearch/inquiry Collaborativeteamwork Higherlevelquestioning Critical/Analyticalthinkingtasks Self-directedactivities

ENVIRONMENTALSCIENCEHS-LS2-1Ecosystems:Interactions,Energy,andDynamicsHS-LS2-1:Usemathematicaland/orcomputationalrepresentationstosupportexplanationsoffactorsthataffectcarryingcapacityofecosystemsatdifferentscales.

ClarificationStatement:Emphasisisonquantitativeanalysisandcomparisonoftherelationshipsamonginterdependentfactorsincludingboundaries,resources,climate,andcompetition.Examplesofmathematicalcomparisonscouldincludegraphs,charts,histograms,andpopulationchangesgatheredfromsimulationsorhistoricaldatasets.AssessmentBoundary:Assessmentdoesnotincludederivingmathematicalequationstomakecomparisons.EvidenceStatements:HS-LS2-1

Science&EngineeringPractices DisciplinaryCoreIdeas Cross-CuttingConceptsUsingMathematicsandComputationalThinking LS2.A:InterdependentRelationshipsinEcosystems Scale,Proportion,andQuantity

Mathematicalandcomputationalthinkingin9-12buildsonK-8experiencesandprogressestousingalgebraicthinkingandanalysis,arangeoflinearandnonlinearfunctionsincludingtrigonometricfunctions,exponentialsandlogarithms,andcomputationaltoolsforstatisticalanalysistoanalyze,represent,andmodeldata.Simplecomputationalsimulationsarecreatedandusedbasedonmathematicalmodelsofbasicassumptions.

Ecosystemshavecarryingcapacities,whicharelimitstothenumbersoforganismsandpopulationstheycansupport.Theselimitsresultfromsuchfactorsastheavailabilityoflivingandnonlivingresourcesandfromsuchchallengessuchaspredation,competition,anddisease.Organismswouldhavethecapacitytoproducepopulationsofgreatsizewereitnotforthefactthatenvironmentsandresourcesarefinite.Thisfundamentaltensionaffectstheabundance(numberofindividuals)ofspeciesinanygivenecosystem.

Thesignificanceofaphenomenonisdependentonthescale,proportion,andquantityatwhichitoccurs.

Usemathematicaland/orcomputationalrepresentationsofphenomenaordesignsolutionstosupportexplanations.

ConnectionstootherDCIsinthisgrade-band:N/AArticulationofDCIsacrossgrade-bands:MS.LS2.A;MS.LS2.C;MS.ESS3.A;MS.ESS3.CNJSLS-ELA:RST.11-12.1,WHST.9-12.2NJSLS-Math:MP.2,MP.4,HSN.Q.A.1,HSN.Q.A.2,HSN.Q.A.35EModelHS-LS2-1:Usemathematicaland/orcomputationalrepresentationstosupportexplanationsoffactorsthataffectcarryingcapacityofecosystemsatdifferentscales.

EngageAnticipatorySet

Watchvideothatposesthequestion"Canweexpandourcarryingcapacity?"https://www.youtube.com/watch?v=lS_msYArtvY

PopulationBiology:VirtualLabhttp://www.mhhe.com/biosci/genbio/virtual_labs_2K8/pages/PopulationBiology.html

ExplorationStudentInquiry

DataAnalysisActivitiesMaineLakeFish:http://participatoryscience.org/standard/hs-ls2-1

GlassEels:http://participatoryscience.org/standard/hs-ls2-1

PlantandAnimal:CarryingCapacities

DeerontheKaibabPlateau:http://www.biologycorner.com/worksheets/kaibab.html

ExplanationConceptsandPractices

IntheselessonsTeachersShould:Introduceformallabels,definitions,andexplanationsforconcepts,practices,skillsorabilities.StudentsShould:Verbalizeconceptualunderstandingsanddemonstratescientificandengineeringpractices. TopicstoBeDiscussedinTeacherDirectedLessons(DisciplinaryCoreIdeas):LS2.A:InterdependentRelationshipsinEcosystems

Ecosystemshavecarryingcapacities,whicharelimitstothenumbersoforganismsandpopulationstheycansupport.Theselimitsresultfromsuchfactorsastheavailabilityoflivingandnonlivingresourcesandfromsuchchallengessuchaspredation,competition,anddisease.Organismswouldhavethecapacitytoproducepopulationsofgreatsizewereitnotforthefactthatenvironmentsandresourcesarefinite.Thisfundamentaltensionaffectstheabundance(numberofindividuals)ofspeciesinanygivenecosystem.

ElaborationExtensionActivity

Predator&PreySimulation:TheLynxEatstheHarehttp://www.flinnsci.com/Documents/demoPDFs/Biology/BF10109.pdf

Possibleextension:Aftereverythreeroundsofplayhavestudentsdrawarandomcardthathasadensity-dependentordensity-independentvariableonit.

Evaluation Assessment Tasks

AssessmentTaskA:VirtualLab:Post-LabQuizandLabReporthttp://www.mhhe.com/biosci/genbio/virtual_labs_2K8/pages/PopulationBiology.html

AssessmentTaskB:DataAnalysisTasksStudentsanalyzeandusethegivenmathematicaland/orcomputationalrepresentations:*Toidentifytheinterdependenceoffactors(bothlivingandnonliving)andresultingeffectoncarryingcapacity.*Asevidencetosupporttheexplanationandidentifythefactorsthathavethelargesteffectonthecarryingcapacityofanecosystemforagivenpopulation.

ENVIRONMENTALSCIENCEHS-LS2-2Ecosystems:Interactions,Energy,andDynamicsHS-LS2-2:Usemathematicalrepresentationstosupportandreviseexplanationsbasedonevidenceaboutfactorsaffectingbiodiversityandpopulationsinecosystemsofdifferentscales.

ClarificationStatement:Examplesofmathematicalrepresentationsincludefindingtheaverage,determiningtrends,andusinggraphicalcomparisonsofmultiplesetsofdata.AssessmentBoundary:Assessmentislimitedtoprovideddata.EvidenceStatements:HS-LS2-2

Science&EngineeringPractices DisciplinaryCoreIdeas Cross-CuttingConceptsUsingMathematicsandComputationalThinking

LS2.A:InterdependentRelationshipsinEcosystems Scale,Proportion,andQuantity

Mathematicalandcomputationalthinkingin9-12buildsonK-8experiencesandprogressestousingalgebraicthinkingandanalysis,arangeoflinearandnonlinearfunctionsincludingtrigonometricfunctions,exponentialsandlogarithms,andcomputationaltoolsforstatisticalanalysistoanalyze,represent,andmodeldata.Simplecomputationalsimulationsarecreatedandusedbasedonmathematicalmodelsofbasicassumptions.

Ecosystemshavecarryingcapacities,whicharelimitstothenumbersoforganismsandpopulationstheycansupport.Theselimitsresultfromsuchfactorsastheavailabilityoflivingandnonlivingresourcesandfromsuchchallengessuchaspredation,competition,anddisease.Organismswouldhavethecapacitytoproducepopulationsofgreatsizewereitnotforthefactthatenvironmentsandresourcesarefinite.Thisfundamentaltensionaffectstheabundance(numberofindividuals)ofspeciesinanygivenecosystem.

Usingtheconceptofordersofmagnitudeallowsonetounderstandhowamodelatonescalerelatestoamodelatanotherscale.

Usemathematicalrepresentationsofphenomenaordesignsolutionstosupportandreviseexplanations.

ConnectionstoNatureofScience:ScientificKnowledgeisOpentoRevisioninLightofNewEvidence

LS2.C:EcosystemDynamics,Functioning,andResilience

Mostscientificknowledgeisquitedurable,butis,inprinciple,subjecttochangebasedonnewevidenceand/orreinterpretationofexistingevidence.

Acomplexsetofinteractionswithinanecosystemcankeepitsnumbersandtypesoforganismsrelativelyconstantoverlongperiodsoftimeunderstableconditions.Ifamodestbiologicalorphysicaldisturbancetoanecosystemoccurs,itmayreturntoitsmoreorlessoriginalstatus(i.e.,theecosystemisresilient),asopposedtobecomingaverydifferentecosystem.Extremefluctuationsinconditionsorthesizeofanypopulation,however,canchallengethefunctioningofecosystemsintermsofresourcesandhabitatavailability.

ConnectionstootherDCIsinthisgrade-band:HS.ESS2.E;HS.ESS3.A;HS.ESS3.C;HS.ESS3.DArticulationofDCIsacrossgrade-bands:MS.LS2.A;MS.LS2.C;MS.ESS3.CNJSLS-ELA:RST.11-12.1,WHST.9-12.2NJSLS-Math:MP.2,MP.4,HSN.Q.A.1,HSN.Q.A.2,HSN.Q.A.35EModelHS-LS2-2:Usemathematicalrepresentationstosupportandreviseexplanationsbasedonevidenceaboutfactorsaffectingbiodiversityandpopulationsinecosystemsofdifferentscales.

Engage Anticipatory Set

ThefollowingNPRpodcastexplainstheriseandfallofpopulationoftheAmericanBison.Fromapopulationof30to60millionanimalsroamingthroughoutNorthAmerica,bisonreachedalowof100inthewildinthelate1800's.Since1908,theNationalBisonRangehasplayedanimportantroleinthesuccessfulrecoveryofthesemagnificentanimals.*PodcastcoversanupdateontheBisonpopulationandtheexpansionoftheirhabitat.http://www.npr.org/2016/02/04/465607203/montana-governor-allows-wild-bison-to-roam-outside-of-yellowstone

ExplorationStudentInquiry

ColonyCollapseDisorderandanAnalysisofHoneyBeeColonyNumbershttp://www.nextgenscience.org/sites/ngss/files/HS-LS_Bee_Colony_version2.pdf

Inthistask,studentswillusedatafromdomestichoneybeepopulationsasamodelwithinwhichtostudythedynamicsofColonyCollapseDisorder.Studentswilldiscoverhowtorepresenttheaboveinformationinmathematicalformusingdatacharts,graphs,orothermethodsthattheycanformulaterepresentationswith.ConnectiontoAgriculturehttps://www.cbd.int/agro/whatstheproblem.shtml

Inthisactivity,studentswillcontinuetoexploretheimpactthatbiodiversity(orlackofbiodiversity)hasonagriculture.StudentswillrelatetheirdatafromtheNGSStasktotheagriculturalfield.WolvesofYellowstonehttp://www.pbslearningmedia.org/resource/331db173-a528-46ae-985c-e2432ebc6dc2/wolves-of-yellowstone-teacher-guide/

StudentswillwatchvideosandcompleteactivitiesthatinvestigatetheeffectsoftheremovalofthewolfpopulationfromYellowstoneNationalParkandtheimpactsthatithashadonvariedpopulationsthroughtime.

ExplanationConceptsandPractices

IntheselessonsTeachersShould:Introduceformallabels,definitions,andexplanationsforconcepts,practices,skillsorabilities.StudentsShould:Verbalizeconceptualunderstandingsanddemonstratescientificandengineeringpractices. TopicstoBeDiscussedinTeacherDirectedLessons(DisciplinaryCoreIdeas):LS2.A:InterdependentRelationshipsinEcosystems

Ecosystemshavecarryingcapacities,whicharelimitstothenumbersoforganismsandpopulationstheycansupport.Theselimitsresultfromsuchfactorsastheavailabilityoflivingandnonlivingresourcesandfromsuchchallengessuchaspredation,competition,anddisease.Organismswouldhavethecapacitytoproducepopulationsofgreatsizewereitnotforthefactthatenvironmentsandresourcesarefinite.Thisfundamentaltensionaffectstheabundance(numberof

individuals)ofspeciesinanygivenecosystem.

LS2.C:EcosystemDynamics,Functioning,andResilience

Acomplexsetofinteractionswithinanecosystemcankeepitsnumbersandtypesoforganismsrelativelyconstantoverlongperiodsoftimeunderstableconditions.Ifamodestbiologicalorphysicaldisturbancetoanecosystemoccurs,itmayreturntoitsmoreorlessoriginalstatus(i.e.,theecosystemisresilient),asopposedtobecomingaverydifferentecosystem.Extremefluctuationsinconditionsorthesizeofanypopulation,however,canchallengethefunctioningofecosystemsintermsofresourcesandhabitatavailability.

ElaborationExtensionActivity

StudentswillcompleteacasestudythatanalyzesthevariousthreatstobiodiversityinbirdpopulationsofHawaii:http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=449&id=449

Evaluation Assessment Tasks

AssessmentTasks:ColonyCollapseTasksGandH*Studentsdescribethegivenmathematicalrepresentationsintermsoftheirabilitytosupportexplanation(s)fortheeffectsofmodesttoextremedisturbancesonanecosystem'scapacitytoreturntooriginalstatusorbecomeadifferentecosystem.*Studentsrevisetheexplanation(s)basedonnewevidenceaboutanyfactorsthataffectbiodiversityandpopulations.

ENVIRONMENTALSCIENCEHS-LS2-6Ecosystems:Interactions,Energy,andDynamicsHS-LS2-6:Evaluatetheclaims,evidence,andreasoningthatthecomplexinteractionsinecosystemsmaintainrelativelyconsistentnumbersandtypesoforganismsinstableconditions,butchangingconditionsmayresultinanewecosystem.

ClarificationStatement:Examplesofchangesinecosystemconditionscouldincludemodestbiologicalorphysicalchanges,suchasmoderatehuntingoraseasonalflood;andextremechanges,suchasvolcaniceruptionorsealevelrise.AssessmentBoundary:N/AEvidenceStatements:HS-LS2-6

Science&EngineeringPractices DisciplinaryCoreIdeas Cross-CuttingConceptsEngaginginArgumentfromEvidence LS2.C:EcosystemDynamics,Functioning,andResilience StabilityandChange

Engaginginargumentfromevidencein9–12buildsonK–8experiencesandprogressestousingappropriateandsufficientevidenceandscientificreasoningtodefendandcritiqueclaimsandexplanationsaboutthenaturalanddesignedworld(s).Argumentsmayalsocomefromcurrentscientificorhistoricalepisodesinscience.

Acomplexsetofinteractionswithinanecosystemcankeepitsnumbersandtypesoforganismsrelativelyconstantoverlongperiodsoftimeunderstableconditions.Ifamodestbiologicalorphysicaldisturbancetoanecosystemoccurs,itmayreturntoitsmoreorlessoriginalstatus(i.e.,theecosystemisresilient),asopposedtobecomingaverydifferentecosystem.Extremefluctuationsinconditionsorthesizeofanypopulation,however,canchallengethefunctioningofecosystemsintermsofresourcesandhabitatavailability.

Muchofsciencedealswithconstructingexplanationsofhowthingschangeandhowtheyremainstable.

Evaluatetheclaims,evidence,andreasoningbehindcurrentlyacceptedexplanationsorsolutionstodeterminethemeritsofarguments.

ConnectionstoNatureofScience:ScientificKnowledgeisOpentoRevisioninLightofNewEvidence

Scientificargumentationisamodeoflogicaldiscourseusedtoclarifythestrengthofrelationshipsbetweenideasandevidencethatmayresultinrevisionofanexplanation.

ConnectionstootherDCIsinthisgrade-band:HS.ESS2.EArticulationofDCIsacrossgrade-bands:MS.LS2.A;MS.LS2.C;MS.ESS2.E;MS.ESS3.CNJSLS-ELA:RST.9-10.8,RST.11-12.1,RST.11-12.7,RST.11-12.8NJSLS-Math:MP.2,HSS-ID.A.1,HSS-IC.A.1,HSS-IC.B.6

5EModelHS-LS2-6:Evaluatetheclaims,evidence,andreasoningthatthecomplexinteractionsinecosystemsmaintainrelativelyconsistentnumbersandtypesoforganismsinstableconditions,butchangingconditionsmayresultinanewecosystem.

EngageAnticipatorySet

TheGalápagosIslandsarehometoanimalsandplantsfoundnowhereelseonEarth.Thevolcanoesthatcreatedtheislandsevenhelpkeeplifegoing.Usingthefollowingvideos,studentswillbeabletoviewhowanuntouchedenvironmentshowsthepurestformsofhowecosystemsinteractnaturallywithouthumaninterruption.https://www.opened.com/video/how-do-ecosystems-change-over-time-youtube/212038

http://video.nationalgeographic.com/video/ecuador_galapagos.

ExplorationStudentInquiry

EcosysteminaJar-Lesson6http://earthref.org/SCC/lessons/2010/ecology/#day3

RabbitandWolvesSimulation

http://www.shodor.org/interactivate/activities/RabbitsAndWolves/

Studentsinthisactivitycanrunvarioussimulationsandcollectdataoverperiodsoftimethatillustratehowfactorsaffectpopulationsovertime.Examplesinclude:reproductionrate,age,disease,fire,chaos,etc.Mt.St.Helens:AStoryofSuccessionhttps://www.plt.org/stuff/contentmgr/files/1/47089543432aae6ee76a2c1d9fd698cf/files/focus_on_forests_activity_2_sp_1_mount_st_helens.pdf

ExplanationConceptsandPractices

IntheselessonsTeachersShould:Introduceformallabels,definitions,andexplanationsforconcepts,practices,skillsorabilities.StudentsShould:Verbalizeconceptualunderstandingsanddemonstratescientificandengineeringpractices. TopicstoBeDiscussedinTeacherDirectedLessons(DisciplinaryCoreIdeas):LS2.C:EcosystemDynamics,Functioning,andResilience

Acomplexsetofinteractionswithinanecosystemcankeepitsnumbersandtypesoforganismsrelativelyconstantoverlongperiodsoftimeunderstableconditions.Ifamodestbiologicalorphysicaldisturbancetoanecosystemoccurs,itmayreturntoitsmoreorlessoriginalstatus(i.e.,theecosystemisresilient),asopposedtobecomingaverydifferentecosystem.Extremefluctuationsinconditionsorthesizeofanypopulation,however,canchallengethefunctioningofecosystemsintermsofresourcesandhabitatavailability.

ElaborationExtensionActivity

AdditionalOnlineActivities

http://www.ck12.org/ngss/high-school-life-sciences/ecosystems:-interactions,-energy,-and-dynamics

Evaluation Assessment Tasks

AssessmentTaskA:MountSt.Helens:AStoryofSuccessionQuestions

AssessmentTaskB:WrittenExplanationTeacherwillevaluatethestudents'explanationandthestudents'useofevidencetosupportarguments.SeeEvidenceStatements.

Studentsassessthelogicofthereasoning,includingtherelationshipbetweendegreeofchangeandstabilityinecosystems,andtheutilityofthereasoninginsupportingtheexplanationofhow:*Modestbiologicalorphysicaldisturbancesinanecosystemresultinmaintenanceofrelativelyconsistentnumbersandtypesoforganisms.*Extremeflucationsinconditionsorthesizeofanypopulationcanchallengethefunctioningofecosystemsintermsofresourcesandhabitatavailability,andcanevenresultinanewecosystem.

Unit2:Overview Unit2:MatterandEnergyTransformationsinEcosystems

ContentArea:Biology Pacing:20InstructionalDays

EssentialQuestion Howdomatterandenergycyclethroughecosystems?

StudentLearningObjectives(PerformanceExpectations) HS-LS2-4:Usemathematicalrepresentationstosupportclaimsforthecyclingofmatterandflowofenergyamongorganismsinanecosystem. HS-LS2-5:Developamodeltoillustratetheroleofphotosynthesisandcellularrespirationinthecyclingofcarbonamongthebiosphere,atmosphere,hydrosphere,andgeosphere.

UnitSummary Inthisunitofstudy,studentsconstructexplanationsfortheroleofenergyinthecyclingofmatterinorganismsandecosystems.Theyapplymathematicalconceptstodevelopevidencetosupportexplanationsoftheinteractionsofphotosynthesisandcellularrespiration,andtheywilldevelopmodelstocommunicatetheseexplanations.Studentsalsounderstandorganism's’interactionswitheachotherandtheirphysicalenvironmentandhoworganismsobtainresources.Studentsutilizethecrosscuttingconceptsofmatterandenergyandsystems,andsystemmodelstomakesenseofecosystemdynamics.Studentsareexpectedtousestudentsconstructexplanationsfortheroleofenergyinthecyclingofmatterinorganismsandecosystems.Theyapplymathematicalconceptstodevelopevidencetosupportexplanationsastheydemonstratetheirunderstandingofthedisciplinarycoreideas.

TechnicalTerms biomass,trophiclevel,ecosystem,nitrogen,agriculturalsystem,photosynthesis,cellularrespiration,biosphere,atmosphere,hydrosphere,geosphere

FormativeAssessmentMeasures PartA:Whydoastrobiologistslookforwateronplanetsandnotoxygenwhentheysearchforlifeonotherplanets? Studentswhounderstandtheconceptsareableto: Constructandreviseanexplanationforthecyclingofmatterandflowofenergyinaerobicandanaerobicconditions,basedonvalidandreliableevidenceobtainedfromavarietyofsources(includingstudents’owninvestigations,models,theories,simulations,peerreview)andtheassumptionthattheoriesandlawsthatdescribethenaturalworldoperatetodayastheydidinthepastandwillcontinuetodosointhefuture. Constructandreviseanexplanationforthecyclingofmatterandflowofenergyinaerobicandanaerobicconditions,consideringthatmostscientificknowledgeisquitedurablebutis,inprinciple,subjecttochangebasedonnewevidenceand/orreinterpretationofexistingevidence PartB:Whyistherenosuchthingasafoodchain? Studentswhounderstandtheconceptsareableto: Supportclaimsforthecyclingofmatterandflowofenergyamongorganismsinanecosystemusingconceptualthinkingandmathematicalrepresentationsofphenomena. Useamathematicalmodelofstoredenergyinbiomasstodescribethetransferofenergyfromonetrophicleveltoanotherandtoshowhowmatterandenergyareconservedasmattercyclesandenergyflowsthroughecosystems. Useamathematicalmodeltodescribetheconservationofatomsandmoleculesastheymovethroughanecosystem. Useproportionalreasoningtodescribethecyclingofmatterandflowofenergythroughanecosystem. PartC:HowcantheprocessofphotosynthesisandrespirationinacellimpactALLofEarth’ssystems?

Studentswhounderstandtheconceptsareableto: Developamodel,basedonevidence,toillustratetherolesofphotosynthesisandcellularrespirationinthecyclingofcarbonamongthebiosphere,atmosphere,hydrosphere,andgeosphere,showingtherelationshipsamongvariablesinsystemsandtheircomponentsinthenaturalanddesignedworld. Developamodel,basedonevidence,toillustratetherolesofphotosynthesisandcellularrespirationinthecyclingofcarbonamongthebiosphere,atmosphere,hydrosphere,andgeosphereatdifferentscales.

InterdisciplinaryConnections NJSLS-ELA NJSLS-Mathematics

Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.RST.11-12.1(HS-LS2-3) Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.SL.11-12.5(HS-LS1-5),

Reasonabstractlyandquantitatively.MP.2(HS-LS2-4)HSN-Q.A.3 Modelwithmathematics.MP.4(HS-LS2-4) Useunitsasawaytounderstandproblemsandtoguidethesolutionofmulti-stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.HSN-Q.A.1(HS-LS2-4) Defineappropriatequantitiesforthepurposeofdescriptivemodeling.HSN-Q.A.2(HS-LS2-4) Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreportingquantities.(HSLS2-4)

CoreInstructionalMaterials Caninclude:TextbooksSeries,LabMaterials,etc. 21stCenturyLifeandCareers CRP1,CRP2,CRP4,CRP5,CRP6,CRP7,CRP8,CRP9,CRP11,CRP12 TechnologyStandards 8.1.8.A.4,8.1.8.D.1,8.1.8.D.4,8.1.12.A.2,8.1.12.A.4,8.1.12.A.4,8.1.12.A.5,8.1.12.C.1,8.1.12.D.1,8.1.12.E.1

Modifications EnglishLanguageLearners SpecialEducation At-Risk GiftedandTalented

Scaffolding Wordwalls Sentence/paragraphframes Bilingualdictionaries/translation Thinkalouds Readalouds Highlightkeyvocabulary Annotationguides Think-pair-share Visualaides Modeling Cognates

Wordwalls Visualaides Graphicorganizers Multimedia Leveledreaders Assistivetechnology Notes/summaries Extendedtime Answermasking Answereliminator Highlighter Colorcontrast

Teachertutoring Peertutoring Studyguides Graphicorganizers Extendedtime Parentcommunication Modifiedassignments Counseling

Curriculumcompacting Challengeassignments Enrichmentactivities Tieredactivities Independentresearch/inquiry Collaborativeteamwork Higherlevelquestioning Critical/Analyticalthinkingtasks Self-directedactivities

ENVIRONMENTALSCIENCEHS-LS2-4Ecosystems:Interactions,Energy,andDynamicsHS-LS2-4:Usemathematicalrepresentationstosupportclaimsforthecyclingofmatterandflowofenergyamongorganismsinanecosystem.

ClarificationStatement:Emphasisisonusingamathematicalmodelofstoredenergyinbiomasstodescribethetransferofenergyfromonetrophicleveltoanotherandthatmatterandenergyareconservedasmattercyclesandenergyflowsthroughecosystems.Emphasisisonatomsandmoleculessuchascarbon,oxygen,hydrogenandnitrogenbeingconservedastheymovethroughanecosystem.AssessmentBoundary:Assessmentislimitedtoproportionalreasoningtodescribethecyclingofmatterandflowofenergy.EvidenceStatements:HS-LS2-4

Science&EngineeringPractices DisciplinaryCoreIdeas Cross-CuttingConceptsUsingMathematicsandComputationalThinking

LS2.B:CyclesofMatterandEnergyTransferinEcosystems

EnergyandMatter

Mathematicalandcomputationalthinkingin9-12buildsonK-8experiencesandprogressestousingalgebraicthinkingandanalysis,arangeoflinearandnonlinearfunctionsincludingtrigonometricfunctions,exponentialsandlogarithms,andcomputationaltoolsforstatisticalanalysistoanalyze,represent,andmodeldata.Simplecomputationalsimulationsarecreatedandusedbasedonmathematicalmodelsofbasicassumptions.

Plantsoralgaeformthelowestlevelofthefoodweb.Ateachlinkupwardinafoodweb,onlyasmallfractionofthematterconsumedatthelowerlevelistransferredupward,toproducegrowthandreleaseenergyincellularrespirationatthehigherlevel.Giventhisinefficiency,therearegenerallyfewerorganismsathigherlevelsofafoodweb.Somematterreactstoreleaseenergyforlifefunctions,somematterisstoredinnewlymadestructures,andmuchisdiscarded.Thechemicalelementsthatmakeupthemoleculesoforganismspassthroughfoodwebsandintoandoutoftheatmosphereandsoil,andtheyarecombinedandrecombinedindifferentways.Ateachlinkinanecosystem,matterandenergyareconserved.

Energycannotbecreatedordestroyed—itonlymovesbetweenoneplaceandanotherplace,betweenobjectsand/orfields,orbetweensystems.

Usemathematicalrepresentationsofphenomenaordesignsolutionstosupportclaims.

ConnectionstootherDCIsinthisgrade-band:HS.PS3.B;HS.PS3.DArticulationofDCIsacrossgrade-bands:MS.PS3.D;MS.LS1.C;MS.LS2.BNJSLS-ELA:N/ANJSLS-Math:MP.2,MP.4,HSN.Q.A.1,HSN.Q.A.2,HSN.Q.A.3

5EModelHS-LS2-4:Usemathematicalrepresentationstosupportclaimsforthecyclingofmatterandflowofenergyamongorganismsinanecosystem.

EngageAnticipatorySet

Aninformativeintroductiononenergyandmatterexplainedthroughapodcastandscreencast.Allessentialinformationofbiogeochemicalcyclesisdiscussed.http://www.bozemanscience.com/biogeochemical-cycling/

ExplorationStudentInquiry

Thisactivityrequiresthestudentstobuild3Dmodelsofenergyflowthroughanecosystem.http://www.nabt.org/websites/institution/File/pdfs/2010%20OBTA%20Activities/Anna_Scott_GA%20Share_a_thon_lesson.pdf

DesignLab:NitrogenInthislesson,studentswillinvestigatehowafunctionalnitrogencycleisanessentialpartofhealthyagriculturalsystems.Howmightweusemodelstohelpusunderstandhowthenitrogencyclebecomesdisruptedandwhatmightbedonetopreventdisruption?http://betterlesson.com/lesson/639573/design-lab-nitrogen-3-of-4

EcologicalPyramidsVirtualLabActivityInthisactivity,studentswillinvestigatehowenergycyclesthroughtheenvironmentthroughdifferenttrophiclevelswithinanecosystem.Studentswillmathematicallymodelactivitywithinecosystemsandextendthisknowledgetootherecosystems.http://www.iteachdemo.com/jquery/document/65_661EcologicalPyramidVirtualLab.pdf

TrophicLevelLabStudentswillbeabletoconstructanenergypyramidusingtrophiclevelsandexplaintheflowofenergyanditscomponents.Studentswillbeabletodescribetheeffectcompetition,density-dependentfactorsanddensityindependentfactorshaveonanecosystem.http://betterlesson.com/lesson/632267/trophic-level-lab

ExplanationConceptsandPractices

IntheselessonsTeachersShould:Introduceformallabels,definitions,andexplanationsforconcepts,practices,skillsorabilities.StudentsShould:Verbalizeconceptualunderstandingsanddemonstratescientificandengineeringpractices.

TopicstoBeDiscussedinTeacherDirectedLessons(DisciplinaryCoreIdeas):LS2.B:CyclesofMatterandEnergyTransferinEcosystems

Plantsoralgaeformthelowestlevelofthefoodweb.Ateachlinkupwardinafoodweb,onlyasmallfractionofthematterconsumedatthelowerlevelistransferredupward,toproducegrowthandreleaseenergyincellularrespirationatthehigherlevel.Giventhisinefficiency,therearegenerallyfewerorganismsathigherlevelsofafoodweb.Somematterreactstoreleaseenergyforlifefunctions,somematterisstoredinnewlymadestructures,andmuchisdiscarded.Thechemicalelementsthatmakeupthemoleculesoforganismspassthroughfoodwebsandintoandoutoftheatmosphereandsoil,andtheyarecombinedandrecombinedindifferentways.Ateachlinkinanecosystem,matterandenergyareconserved.

ElaborationExtensionActivity

POGILWorksheetshttp://www.howellschools.com/webpages/asteinackerrob/files/22_nutrient_cycles-s.pdf

EcologicalPyramidshttp://teacherweb.com/VA/MassaponaxHighSchool/FernandaKain/26-Ecological-Pyramids-S.pdf

BiomeinaBottleActivityhttp://www.sciencenc.com/event-help/eventphotos/BottleBiome_picture_page.php

Evaluation Assessment Tasks

AssessmentTaskA:DataChartsfromEcologicalPyramidsVirtualLabAssessmentTaskB:DataChartsfromTrophicLevelLabStudentsusemathematicalrepresentation(s)to:*Supporttheclaimsthatincludetheideathatmatterflowsbetweenorganismsandtheirenvironment.*Supporttheclaimsthatincludetheideathatenergyflowsfromonetrophicleveltoanotheraswellasthroughtheenvironment.*Accountfortheenergynottransferredtohighertrophiclevelsbutwhichisinsteadusedforgrowth,maintenance,orrepair,and/ortransferredtotheenvironment,andtheinefficienciesintransferofmatterandenergy.

ENVIRONMENTALSCIENCEHS-LS2-5Ecosystems:Interactions,Energy,andDynamicsHS-LS2-5:Developamodeltoillustratetheroleofphotosynthesisandcellularrespirationinthecyclingofcarbonamongthebiosphere,atmosphere,hydrosphere,andgeosphere.

ClarificationStatement:Examplesofmodelscouldincludesimulationsandmathematicalmodels.AssessmentBoundary:Assessmentdoesnotincludethespecificchemicalstepsofphotosynthesisandrespiration.EvidenceStatements:HS-LS2-5

Science&EngineeringPractices DisciplinaryCoreIdeas Cross-CuttingConceptsDevelopingandUsingModels LS2.B:CyclesofMatterandEnergyTransferinEcosystems SystemsandSystemModels

Modelingin9–12buildsonK–8experiencesandprogressestousing,synthesizing,anddevelopingmodelstopredictandshowhowrelationshipsamongvariablesbetweensystemsandtheircomponentsinthenaturalanddesignedworlds.

Photosynthesisandcellularrespirationareimportantcomponentsofthecarboncycle,inwhichcarbonisexchangedamongthebiosphere,atmosphere,oceans,andgeospherethroughchemical,physical,geological,andbiologicalprocesses.

Models(e.g.,physical,mathematical,computermodels)canbeusedtosimulatesystemsandinteractions—includingenergy,matter,andinformationflows—withinandbetweensystemsatdifferentscales.

Developamodelbasedonevidencetoillustratetherelationshipsbetweensystemsorcomponentsofasystem.

PS3.D:EnergyinChemicalProcessesThemainwaythatsolarenergyiscapturedandstoredonEarthisthroughthecomplexchemicalprocessknownasphotosynthesis.(secondary)

ConnectionstootherDCIsinthisgrade-band:HS.PS1.B;HS.ESS2.DArticulationofDCIsacrossgrade-bands:MS.PS3.D;MS.LS1.C;MS.LS2.B;MS.ESS2.ANJSLS-ELA:N/ANJSLS-Math:N/A

5EModelHS-LS2-5:Developamodeltoillustratetheroleofphotosynthesisandcellularrespirationinthecyclingofcarbonamongthebiosphere,atmosphere,hydrosphere,andgeosphere.

EngageAnticipatorySet

CarbonFootprintActivityStudentsestimatetheirowncarbonfootprintastheyrelatetheconnectionbetweenphotosynthesisandcellularrespiration.http://footprint.wwf.org.uk/

ExplorationStudentInquiry

PlantsRespireToo!Inthislesson,studentswillinvestigateplants,likeanimalsandmanymicrobes,respireandutilizeenergytogrowandreproduce.(http://c.ymcdn.com/sites/my.aspb.org/resource/group/a9372bf4-9ae4-4d0b-ad0c-595c9dfc3543/12labs/05_respiration_and_energy.pdf)

VirtualLab:CarbonTransferThroughSnailsandElodeaInthisvirtuallab,studentswillinvestigatehowcarbondioxidecyclesthroughabiologicalsystem.http://www.classzone.com/cz/books/bio_09/resources/htmls/virtual_labs/virtualLabs.html

MakingtheConnection:PhotosynthesisandCellularRespirationInthisactivity,studentswillmaketheconnectionbetweenplantsandanimalsandbeabletodescribetheinter-dependenceusingchemicalreactionsasevidence.http://betterlesson.com/lesson/635467/making-the-connection-photosynthesis-and-cellular-respiration

DoPlantsConsumeorReleaseCO2?http://biologycorner.com/worksheets/photosynthesis_phenol.html

ExplanationConceptsandPractices

IntheselessonsTeachersShould:Introduceformallabels,definitions,andexplanationsforconcepts,practices,skillsorabilities.StudentsShould:Verbalizeconceptualunderstandingsanddemonstratescientificandengineeringpractices. TopicstoBeDiscussedinTeacherDirectedLessons(DisciplinaryCoreIdeas):LS2.B:CyclesofMatterandEnergyTransferinEcosystems

Photosynthesisandcellularrespirationareimportantcomponentsofthecarboncycle,inwhichcarbonisexchangedamongthebiosphere,atmosphere,oceans,andgeospherethroughchemical,physical,geological,andbiologicalprocesses.

PS3.D:EnergyinChemicalProcessesThemainwaythatsolarenergyiscapturedandstoredonEarthisthroughthecomplexchemicalprocessknownasphotosynthesis.(secondary)

ElaborationExtensionActivity

PhotosynthesisandRespirationhttp://www.uplifths.org/ourpages/auto/2014/2/22/56973082/14%20Photosynthesis%20and%20Respiration-S.pdf

Evaluation Assessment Tasks

AssessmentTaskA:MakingtheConnection:PhotosynthesisandCellularRespirationIllustrationDiagram(Model)andNarration*Studentsdescribethecontributionofphotosynthesisandcellularrespirationtotheexchangeofcarbonwithinandamongthebiosphere,atmosphere,hydrosphere,andgeosphereintheirmodel.Studentsmakeadistinctionbetweenthemodel'ssimulationandtheactualcyclingofcarbonviaphotosynthesisandcellularrespiration.

Unit3:Overview Unit3:HumanActivityandClimate

ContentArea:Biology Pacing:20InstructionalDays

EssentialQuestions HowdohumansdependonEarth’sresources?Howandwhydohumansinteractwiththeirenvironmentandwhataretheeffectsoftheseinteractions?

StudentLearningObjectives(PerformanceExpectations) HS-ESS3-1:Constructanexplanationbasedonevidenceforhowtheavailabilityofnaturalresources,occurrenceofnaturalhazards,andchangesinclimatehaveinfluencedhumanactivity. HS-ESS3-6:UseacomputationalrepresentationtoillustratetherelationshipsamongEarthsystemsandhowthoserelationshipsarebeingmodifiedduetohumanactivity. HS-ESS3-5:Analyzegeosciencedataandtheresultsfromglobalclimatemodelstomakeanevidence-basedforecastofthecurrentrateofglobalorregionalclimatechangeandassociatedfutureimpactstoEarthsystems. HS-ESS3-4:Evaluateorrefineatechnologicalsolutionthatreducesimpactsofhumanactivitiesonnaturalsystems. HS-ETS1-3:Evaluateasolutiontoacomplexreal-worldproblembasedonprioritizedcriteriaandtrade-offsthataccountforarangeofconstraints,includingcost,safety,reliability,andaestheticsaswellaspossiblesocial,cultural,andenvironmentalimpacts.

UnitSummary Inthisunitofstudy,studentsexaminefactorsthathaveinfluencedthedistributionanddevelopmentofhumansociety;thesefactorsincludeclimate,naturalresourceavailability,andnaturaldisasters.Studentsusecomputationalrepresentationstoanalyzehowearthsystemsandtheirrelationshipsarebeingmodifiedbyhumanactivity.StudentsalsodevelopanunderstandingofhowhumanactivitiesaffectnaturalresourcesandoftheinterdependencebetweenhumansandEarth’ssystems,whichaffecttheavailabilityofnaturalresources.Studentswillapplytheirengineeringcapabilitiestoreducehumanimpactsonearthsystemsandimprovesocialandenvironmentalcost–benefitratios.Thecrosscuttingconceptsofcauseandeffect,systemsandsystemsmodels,stabilityandchange,andtheinfluenceofengineering,technology,andscienceonsocietyandthenaturalworldarecalledoutasorganizingconceptsforthedisciplinarycoreideas.Studentswillanalyzeandinterpretdata,usemathematicalandcomputationalthinking,andconstructexplanationsastheydemonstrateunderstandingofthedisciplinarycoreideas.

TechnicalTerms naturalhazards,naturalresources,climatechange,hydrosphere,atmosphere,cryosphere,geosphere,biosphere,atmosphericcarbondioxide,photosyntheticbiomass,oceanacidification,geoscience,naturalsystems,pollutants,geoengineeringdesign

FormativeAssessmentMeasures PartA:Howarehumanactivitiesinfluencetheglobalecosystem? Studentswhounderstandtheconceptsareableto: Constructanexplanationbasedonvalidandreliableevidenceforhowtheavailabilityofnaturalresources,occurrenceofnaturalhazards,andchangesinclimatehaveinfluencedhumanactivity. Useempiricalevidencetodifferentiatebetweenhowtheavailabilityofnaturalresources,occurrenceofnaturalhazards,andchangesinclimatehaveinfluencedhumanactivity. PartB:Whataretherelationshipsamongearth’ssystemsandhowarethoserelationshipsbeingmodifiedduetohumanactivity?

Studentswhounderstandtheconceptsareableto: UseacomputationalrepresentationtoillustratetherelationshipsamongEarthsystemsandhowtheserelationshipsarebeingmodifiedduetohumanactivity. DescribetheboundariesofEarthsystems. AnalyzeanddescribetheinputsandoutputsofEarthsystems. PartC:WhatisthecurrentrateofglobalorregionalclimatechangeandwhataretheassociatedfutureimpactstoEarth’ssystems? Studentswhounderstandtheconceptsareableto: Analyzegeosciencesdataandtheresultsfromglobalclimatemodelstomakeanevidence-basedforecastofthecurrentrateofglobalorregionalclimatechangeandassociatedfutureimpactstoEarthsystems. QuantifyandmodelchangeandratesofchangeingeosciencesdataandratesofglobalorregionalclimatechangeandassociatedimpactstoEarthsystems. PartD:Howcantheimpactsofhumanactivitiesonnaturalsystemsbereduced? Studentswhounderstandtheconceptsareableto: Evaluateorrefineatechnologicalsolutionthatreducesimpactsofhumanactivitiesonnaturalsystemsbasedonscientificknowledgeandstudentgeneratedsourcesofevidence;prioritizecriteriaandtradeoffconsiderations.

InterdisciplinaryConnections NJSLS-ELA NJSLS-Mathematics

Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.RST.11-12.1(HS-ETS1-3) Integrateandevaluatemultiplesourcesofinformationpresentedindiverseformatsandmedia(e.g.,quantitativedata,video,multimedia)inordertoaddressaquestionorsolveaproblem.RST.11-12.7(HS-ETS1-3) Evaluatethehypotheses,data,analysis,andconclusionsinascienceortechnicaltext,verifyingthedatawhenpossibleandcorroboratingorchallengingconclusionswithothersourcesofinformation.RST.11-12.8(HS-ETS1-3) Synthesizeinformationfromarangeofsources(e.g.,texts,experiments,simulations)intoacoherentunderstandingofaprocess,phenomenon,orconcept,resolvingconflictinginformationwhenpossible.RST.11-12.9(HSETS1-3).

Reasonabstractlyandquantitatively.MP.2(HS-LS2-1),(HS-LS2-2),(HS-LS2-6),(HSLS2-7) Modelwithmathematics.MP.4(HS-ETS1-3) Useunitsasawaytounderstandproblemsandtoguidethesolutionofmulti-stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.HSN.Q.A.1(HS-ETS1-3). Defineappropriatequantitiesforthepurposeofdescriptivemodeling.HSN.Q.A.2(HS-ETS1-3). Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreportingquantities.HSN.Q.A.3(HS-ETS1-3)

CoreInstructionalMaterials Caninclude:TextbooksSeries,LabMaterials,etc. 21stCenturyLifeandCareers CRP1,CRP2,CRP4,CRP5,CRP6,CRP7,CRP8,CRP9,CRP11,CRP12 TechnologyStandards 8.1.8.A.4,8.1.8.D.1,8.1.8.D.4,8.1.12.A.2,8.1.12.A.4,8.1.12.A.5,8.1.12.C.1,8.1.12.D.1,8.1.12.E.1

Modifications EnglishLanguageLearners SpecialEducation At-Risk GiftedandTalented

Scaffolding Wordwalls

Wordwalls Visualaides

Teachertutoring Peertutoring

Curriculumcompacting Challengeassignments

Sentence/paragraphframes Bilingualdictionaries/translation Thinkalouds Readalouds Highlightkeyvocabulary Annotationguides Think-pair-share Visualaides Modeling Cognates

Graphicorganizers Multimedia Leveledreaders Assistivetechnology Notes/summaries Extendedtime Answermasking Answereliminator Highlighter Colorcontrast

Studyguides Graphicorganizers Extendedtime Parentcommunication Modifiedassignments Counseling

Enrichmentactivities Tieredactivities Independentresearch/inquiry Collaborativeteamwork Higherlevelquestioning Critical/Analyticalthinkingtasks Self-directedactivities

ENVIRONMENTALSCIENCEHS-ESS3-1EarthandHumanActivityHS-ESS3-1:Constructanexplanationbasedonevidenceforhowtheavailabilityofnaturalresources,occurrenceofnaturalhazards,andchangesinclimatehaveinfluencedhumanactivity.

ClarificationStatement:Examplesofkeynaturalresourcesincludeaccesstofreshwater(suchasrivers,lakes,andgroundwater),regionsoffertilesoilssuchasriverdeltas,andhighconcentrationsofmineralsandfossilfuels.Examplesofnaturalhazardscanbefrominteriorprocesses(suchasvolcaniceruptionsandearthquakes),surfaceprocesses(suchastsunamis,masswastingandsoilerosion),andsevereweather(suchashurricanes,floods,anddroughts).Examplesoftheresultsofchangesinclimatethatcanaffectpopulationsordrivemassmigrationsincludechangestosealevel,regionalpatternsoftemperatureandprecipitation,andthetypesofcropsandlivestockthatcanberaised.AssessmentBoundary:N/AEvidenceStatements:HS-ESS3-1

Science&EngineeringPractices DisciplinaryCoreIdeas Cross-CuttingConceptsConstructingExplanationsandDesigningSolutions ESS3.A:NaturalResources CauseandEffect

Constructingexplanationsanddesigningsolutionsin9–12buildsonK–8experiencesandprogressestoexplanationsanddesignsthataresupportedbymultipleandindependentstudent-generatedsourcesofevidenceconsistentwithscientificknowledge,principles,andtheories.

Resourceavailabilityhasguidedthedevelopmentofhumansociety.

Empiricalevidenceisrequiredtodifferentiatebetweencauseandcorrelationandmakeclaimsaboutspecificcausesandeffects.

ESS3.B:NaturalHazards ConnectionstoEngineering,Technology,andApplicationsofScience

Constructanexplanationbasedonvalidandreliableevidenceobtainedfromavarietyofsources(includingstudents’owninvestigations,models,theories,simulations,peerreview)andtheassumptionthattheoriesandlawsthatdescribethenaturalworldoperatetodayastheydidinthepastandwillcontinuetodosointhefuture.

Naturalhazardsandothergeologiceventshaveshapedthecourseofhumanhistory;[they]havesignificantlyalteredthesizesofhumanpopulationsandhavedrivenhumanmigrations.

InfluenceofScience,Engineering,andTechnologyonSocietyandtheNaturalWorld

Moderncivilizationdependsonmajortechnologicalsystems.

ConnectionstootherDCIsinthisgrade-band:N/AArticulationofDCIsacrossgrade-bands:MS.LS2.A;MS.LS4.D;MS.ESS2.A;MS.ESS3.A;MS.ESS3.BNJSLS-ELA:RST.11-12.1,WHST.9-12.2NJSLS-Math:MP.2,HSN.Q.A.1,HSN.Q.A.2,HSN.Q.A.3

5EModelHS-ESS3-1:Constructanexplanationbasedonevidenceforhowtheavailabilityofnaturalresources,occurrenceofnaturalhazards,andchangesinclimatehaveinfluencedhumanactivity.

EngageAnticipatorySet

PBS:WaterWorldThefollowingvideowillprovidestudentswithalookintotheimpactsthatclimatechangeinhavinginBangladesh.http://www.pbs.org/now/shows/543/index.html

SinkingIslandsViewthefollowingvideoanddiscusshowthenegativeimpactsofclimatechangeonislandcommunities.http://www.emtv.com.pg/article.aspx?slug=Kivalina-Carteret-Similarities-of-the-Sinking-Islands&

NASA:HowDoesClimateChangeAffectHumans?https://www.opened.com/video/nasa-how-does-climate-change-affect-humans/5786128

ExplorationStudentInquiry

Thefollowingsitesprovideinsightintohowtheavailabilityofnaturalresources,theoccurrenceofnaturalhazards,andclimatechangehaveinfluencedhumanactivity.Afteranalyzingthisinformation,studentswillconstructanargumentexplaininghowthesefactorshaveinfluencedhumanactivity.Explanationsshouldincludespecificevidencefromthesesources.IndigenousPeoples

LandUseandLandCover

RuralCommunities

HumanHealth

ExplanationConceptsandPractices

IntheselessonsTeachersShould:Introduceformallabels,definitions,andexplanationsforconcepts,practices,skillsorabilities.StudentsShould:Verbalizeconceptualunderstandingsanddemonstratescientificandengineeringpractices. TopicstoBeDiscussedinTeacherDirectedLessons(DisciplinaryCoreIdeas):ESS3.A:NaturalResources

Resourceavailabilityhasguidedthedevelopmentofhumansociety.

ESS3.B:NaturalHazards

Naturalhazardsandothergeologiceventshaveshapedthecourseofhumanhistory;[they]havesignificantlyalteredthesizesofhumanpopulationsandhavedrivenhumanmigrations.

ElaborationExtensionActivity

AdditionalOnlineActivities:STEMontheBrainhttps://www.stemonthebrain.com/resources/codes/hs-ess3-1

Evaluation Assessment Tasks

AssessmentTaskA:WrittenExplanationTeacherwillevaluatethestudents'explanationsandtheuseofevidencetosupportarguments.SeeEvidenceStatements.

ENVIRONMENTALSCIENCE

HS-ESS3-6EarthandHumanActivityHS-ESS3-6:UseacomputationalrepresentationtoillustratetherelationshipsamongEarthsystemsandhowthoserelationshipsarebeingmodifiedduetohumanactivity.

ClarificationStatement:ExamplesofEarthsystemstobeconsideredarethehydrosphere,atmosphere,cryosphere,geosphere,and/orbiosphere.Anexampleofthefar-reachingimpactsfromahumanactivityishowanincreaseinatmosphericcarbondioxideresultsinanincreaseinphotosyntheticbiomassonlandandanincreaseinoceanacidification,withresultingimpactsonseaorganismhealthandmarinepopulations.AssessmentBoundary:Assessmentdoesnotincluderunningcomputationalrepresentationsbutislimitedtousingthepublishedresultsofscientificcomputationalmodels.EvidenceStatements:HS-ESS3-6

Science&EngineeringPractices DisciplinaryCoreIdeas Cross-CuttingConceptsUsingMathematicsandComputationalThinking ESS2.D:WeatherandClimate SystemsandSystemModels

Mathematicalandcomputationalthinkingin9-12buildsonK-8experiencesandprogressestousingalgebraicthinkingandanalysis,arangeoflinearandnonlinearfunctionsincludingtrigonometricfunctions,exponentialsandlogarithms,andcomputationaltoolsforstatisticalanalysistoanalyze,represent,andmodeldata.Simplecomputationalsimulationsarecreatedandusedbasedonmathematicalmodelsofbasicassumptions.

Currentmodelspredictthat,althoughfutureregionalclimatechangeswillbecomplexandvaried,averageglobaltemperatureswillcontinuetorise.Theoutcomespredictedbyglobalclimatemodelsstronglydependontheamountsofhuman-generatedgreenhousegasesaddedtotheatmosphereeachyearandbythewaysinwhichthesegasesareabsorbedbytheoceanandbiosphere.(secondary)

Wheninvestigatingordescribingasystem,theboundariesandinitialconditionsofthesystemneedtobedefinedandtheirinputsandoutputsanalyzedanddescribedusingmodels.

ESS3.D:GlobalClimateChange Useacomputationalrepresentationofphenomenaordesignsolutionstodescribeand/orsupportclaimsand/orexplanations.

Throughcomputersimulationsandotherstudies,importantdiscoveriesarestillbeingmadeabouthowtheocean,theatmosphere,andthebiosphereinteractandaremodifiedinresponsetohumanactivities.

ConnectionstootherDCIsinthisgrade-band:HS.LS2.B;HS.LS2.C;HS.LS4.D;HS.ESS2.AArticulationofDCIsacrossgrade-bands:MS.LS2.C;MS.ESS2.A;MS.ESS2.C;MS.ESS3.C;MS.ESS3.DNJSLS-ELA:N/ANJSLS-Math:MP.2,MP.4,HSN.Q.A.1,HSN.Q.A.2,HSN.Q.A.3

5EModelHS-ESS3-6:UseacomputationalrepresentationtoillustratetherelationshipsamongEarthsystemsandhowthoserelationshipsarebeingmodifiedduetohumanactivity.

Engage ClimateChallenge

AnticipatorySet ABBCcreatedvirtualExplorationofchangingglobalclimatepatterns.Playersmustrespondtocatastrophiceventscausedbyclimatechangeaswellasnaturalandmanmadeevents,whichmayormaynotbelinkedtoclimatechange.ThisaspectofthegameismeanttogivesomeideaofwhatcouldhappenastheEarth'sclimatechangesandalsointroducestheunpredictablenatureofsomenaturalevents.http://www.bbc.co.uk/sn/hottopics/climatechange/climate_challenge/aboutgame.shtml

ExplorationStudentInquiry

ClimateInteractivehttps://www.climateinteractive.org/tools/c-learn/simulation/

https://www.climateinteractive.org/programs/world-climate/instructor-resources/

TheC-Learnactivitywillhelpstudentsunderstandthelong-termclimateeffects(CO2concentrations,globaltemperature,sealevelrise)ofvariousactionstochangeCO2emissions,likethosefromfossilfuels,deforestation,andplantingtrees.

My2050AUKbasedanimationthatinvestigatestheimpactsofpersonal,regional,andnationalchoicesandpoliciesandtheirimpactonglobalwarming.Extensionsshouldbeinvestigatedforstudentstodiscovertheeconomicimpactsoftheirgivenplans,aswellastheriskoftheimplementedsystemsforengineers,andoverallcost-benefitanalysisoftheirplans.http://my2050.decc.gov.uk/

ExplanationConceptsandPractices

IntheselessonsTeachersShould:Introduceformallabels,definitions,andexplanationsforconcepts,practices,skillsorabilities.StudentsShould:Verbalizeconceptualunderstandingsanddemonstratescientificandengineeringpractices. TopicstoBeDiscussedinTeacherDirectedLessons(DisciplinaryCoreIdeas):ESS2.D:WeatherandClimate

Currentmodelspredictthat,althoughfutureregionalclimatechangeswillbecomplexandvaried,averageglobaltemperatureswillcontinuetorise.Theoutcomespredictedbyglobalclimatemodelsstronglydependontheamountsofhuman-generatedgreenhousegasesaddedtotheatmosphereeachyearandbythewaysinwhichthesegasesareabsorbedbytheoceanandbiosphere.(secondary)

ESS3.D:GlobalClimateChange

Throughcomputersimulationsandotherstudies,importantdiscoveriesarestillbeingmadeabouthowtheocean,theatmosphere,andthebiosphereinteractandaremodifiedinresponsetohumanactivities.

ElaborationExtensionActivity

ClimatePokerhttp://www.spieledealer.de/bewitched/bewitched.php?menu=1&menu2=11&language=_e

ClimateandtheBiospherehttp://serc.carleton.edu/eslabs/weather/index.html

HowDoHumansChangeourPlanet?

https://sites.google.com/site/earthsciportal/how-do-humans-change-our-planet

Evaluation Assessment Tasks

AssessmentTask:My2050ActionPlanBasedonyourMy2050exploration,developaplanthatdescribeshowhumanactivitycouldaffecttherelationshipsbetweenaleasttwoEarthsystems.Usespecificevidencefromyourexplorationtosupporttheplanyoupropose.

ENVIRONMENTALSCIENCEHS-ESS3-5EarthandHumanActivityHS-ESS3-5:Analyzegeosciencedataandtheresultsfromglobalclimatemodelstomakeanevidence-basedforecastofthecurrentrateofglobalorregionalclimatechangeandassociatedfutureimpactstoEarthsystems.

ClarificationStatement:Examplesofevidence,forbothdataandclimatemodeloutputs,areforclimatechanges(suchasprecipitationandtemperature)andtheirassociatedimpacts(suchasonsealevel,glacialicevolumes,oratmosphereandoceancomposition).AssessmentBoundary:Assessmentislimitedtooneexampleofaclimatechangeanditsassociatedimpacts.EvidenceStatements:HS-ESS3-5

Science&EngineeringPractices DisciplinaryCoreIdeas Cross-CuttingConceptsAnalyzingandInterpretingData ESS3.D:GlobalClimateChange StabilityandChange

Analyzingdatain9–12buildsonK–8experiencesandprogressestointroducingmoredetailedstatisticalanalysis,thecomparisonofdatasetsforconsistency,andtheuseofmodelstogenerateandanalyzedata.

Thoughthemagnitudesofhumanimpactsaregreaterthantheyhaveeverbeen,sotooarehumanabilitiestomodel,predict,andmanagecurrentandfutureimpacts.

Changeandratesofchangecanbequantifiedandmodeledoververyshortorverylongperiodsoftime.Somesystemchangesareirreversible.

Analyzedatausingcomputationalmodelsinordertomakevalidandreliablescientificclaims.

ConnectionstoNatureofScience ScientificInvestigationsUseaVarietyofMethods Scienceinvestigationsusediversemethodsanddonotalwaysusethesamesetofprocedurestoobtaindata.

Newtechnologiesadvancescientificknowledge. ScientificKnowledgeisBasedonEmpiricalEvidence Scienceknowledgeisbasedonempiricalevidence. Scienceargumentsarestrengthenedbymultiplelinesofevidencesupportingasingleexplanation.

ConnectionstootherDCIsinthisgrade-band:HS.PS3.B;HS.PS3.D;HS.LS1.C;HS.ESS2.DArticulationofDCIsacrossgrade-bands:MS.PS3.B;MS.PS3.D;MS.ESS2.A;MS.ESS2.D;MS.ESS3.B;MS.ESS3.C;MS.ESS3.DNJSLS-ELA:RST.11-12.1,RST.11-12.2,RST.11-12.7NJSLS-Math:MP.2,HSN.Q.A.1,HSN.Q.A.2,HSN.Q.A.3

5EModelHS-ESS3-5:Analyzegeosciencedataandtheresultsfromglobalclimatemodelstomakeanevidence-basedforecastofthecurrentrateofglobalorregionalclimatechangeandassociatedfutureimpactstoEarthsystems.

Engage AninteractivewebsitethatshowsaseriesofvisualizationsonhowEarth'skeyclimateindicatorsarechangingover

Anticipatory Set time.http://climate.nasa.gov/interactives/climate-time-machine

ExplorationStudentInquiry

EarthLabsEarthLabsunitsoffersequencesforlearningscienceconceptsthroughhands-onexperimentsanddataanalysis.Usingsatelliteimagery,numericaldata,computervisualizations,andvideo,studentsexploreEarthsystemprocessesandbuildquantitativeskillsthatenablethemtoobjectivelyevaluatescientificfindingsforthemselves.http://serc.carleton.edu/earthlabs/index.html

ClimateChange:GeoscienceDatahttp://www3.epa.gov/climatechange/

ExplanationConceptsandPractices

IntheselessonsTeachersShould:Introduceformallabels,definitions,andexplanationsforconcepts,practices,skillsorabilities.StudentsShould:Verbalizeconceptualunderstandingsanddemonstratescientificandengineeringpractices. TopicstoBeDiscussedinTeacherDirectedLessons(DisciplinaryCoreIdeas):ESS3.D:GlobalClimateChange

Thoughthemagnitudesofhumanimpactsaregreaterthantheyhaveeverbeen,sotooarehumanabilitiestomodel,predict,andmanagecurrentandfutureimpacts.

ElaborationExtensionActivity

https://www3.epa.gov/climatechange/science/future.html

Siteincludesstatisticalanalysisandpredictionsoffutureclimatechangeandtheimpacthumanshaveontheenvironment.

Evaluation Assessment Tasks

Assessment Task A: Analysis & Prediction Afteranalyzingthegeosciencedataincludedintheaboveactivities,studentswillpredictthefutureeffectsofaselectedaspectofclimatechange.Studentswillmakeastatementregardinghowvariationoruncertaintyinthedatamayaffectitsinterpretation.

ENVIRONMENTALSCIENCEHS-ESS3-4EarthandHumanActivityHS-ESS3-4:Evaluateorrefineatechnologicalsolutionthatreducesimpactsofhumanactivitiesonnaturalsystems.

ClarificationStatement:Examplesofdataontheimpactsofhumanactivitiescouldincludethequantitiesandtypesofpollutantsreleased,changestobiomassandspeciesdiversity,orarealchangesinlandsurfaceuse(suchasforurbandevelopment,agricultureandlivestock,orsurfacemining).Examplesforlimitingfutureimpactscouldrangefromlocalefforts(suchasreducing,reusing,andrecyclingresources)tolarge-scalegeoengineeringdesignsolutions(suchasalteringglobaltemperaturesbymakinglargechangestotheatmosphereorocean).AssessmentBoundary:N/AEvidenceStatements:HS-ESS3-4

Science&EngineeringPractices DisciplinaryCoreIdeas Cross-CuttingConceptsConstructingExplanationsandDesigningSolutions ESS3.C:HumanImpactsonEarthSystems StabilityandChange

Constructingexplanationsanddesigningsolutionsin9–12buildsonK–8experiencesandprogressestoexplanationsanddesignsthataresupportedbymultipleandindependentstudent-generatedsourcesofevidenceconsistentwithscientificknowledge,principles,andtheories.

Scientistsandengineerscanmakemajorcontributionsbydevelopingtechnologiesthatproducelesspollutionandwasteandthatprecludeecosystemdegradation.

Feedback(negativeorpositive)canstabilizeordestabilizeasystem.

ETS1.B:DevelopingPossibleSolutions ConnectionstoEngineering,Technology,andApplicationsofScience

Designorrefineasolutiontoacomplexreal-worldproblem,basedonscientificknowledge,student-generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations.

Whenevaluatingsolutions,itisimportanttotakeintoaccountarangeofconstraints,includingcost,safety,reliability,andaesthetics,andtoconsidersocial,cultural,andenvironmentalimpacts.(secondary)

InfluenceofScience,Engineering,andTechnologyonSocietyandtheNaturalWorld

Engineerscontinuouslymodifythesetechnologicalsystemsbyapplyingscientificknowledgeandengineeringdesignpracticestoincreasebenefitswhiledecreasingcostsandrisks.

ConnectionstootherDCIsinthisgrade-band:HS.LS2.C;HS.LS4.DArticulationofDCIsacrossgrade-bands:MS.LS2.C;MS.ESS2.A;MS.ESS2.E;MS.ESS3.B;MS.ESS3.C;MS.ESS3.DNJSLS-ELA:RST.11-12.1,RST.11-12.8NJSLSMath:MP.2,HSN.Q.A.1,HSN.Q.A.2,HSN.Q.A.3

5EModelHS-ESS3-4:Evaluateorrefineatechnologicalsolutionthatreducesimpactsofhumanactivitiesonnaturalsystems.

Engage Anticipatory Set

Inthisinteractive,worldmapsrevealthehumanfootprintonEarth'swater,air,climate,forests,andanimalhabitats.Examinegeographicalconnectionsbetweenpopulationgrowthandenvironmentaldegradation

acrosstheglobe.http://www.pbs.org/wgbh/nova/earth/earth-peril.html

ExplorationStudentInquiry

Studentswillevaluatethefollowingtechnologicalsolutionsandproposerefinements:

Don'tThrowAwayOurFuture:Recyclinghttp://www.recommunity.com/wpcontent/themes/recommunity/pdf/ReLessonPlan_612.pdf

Desalinizationhttp://www.xylem.com/enus/products/watertreatmentsolutions/Pages/desalinationsolutions.aspx

ExplanationConceptsandPractices

IntheselessonsTeachersShould:Introduceformallabels,definitions,andexplanationsforconcepts,practices,skillsorabilities.StudentsShould:Verbalizeconceptualunderstandingsanddemonstratescientificandengineeringpractices. TopicstoBeDiscussedinTeacherDirectedLessons(DisciplinaryCoreIdeas):ESS3.C:HumanImpactsonEarthSystems

Scientistsandengineerscanmakemajorcontributionsbydevelopingtechnologiesthatproducelesspollutionandwasteandthatprecludeecosystemdegradation.

ETS1.B:DevelopingPossibleSolutions

Whenevaluatingsolutions,itisimportanttotakeintoaccountarangeofconstraints,includingcost,safety,reliability,andaesthetics,andtoconsidersocial,cultural,andenvironmentalimpacts.(secondary)

ElaborationExtensionActivity

PracticalApproachestoSandManagementhttps://www.slb.com/~/media/Files/resources/oilfield_review/ors04/spr04/02_sand_management.pdf

Evaluation Assessment Tasks

AssessmentTask:Intheirevaluation,studentsdescribehowtherefinementwillimprovethesolutiontoincreasebenefitsand/ordecreasecostsorriskstopeopleandtheenvironment.Studentsevaluatetheproposedrefinementsfor:Theireffectsontheoverallstabilityofandchangesinnaturalsystems;andCost,safety,aesthetics,andreliability,aswellasculturalandenvironmentalimpacts.

BIOLOGYHS-ETS1-3EngineeringDesignHS-ETS1-3:Evaluateasolutiontoacomplexreal-worldproblembasedonprioritizedcriteriaandtrade-offsthataccountforarangeofconstraints,includingcost,safety,reliability,andaestheticsaswellaspossiblesocial,cultural,andenvironmentalimpacts.

ClarificationStatement:N/AAssessmentBoundary:N/AEvidenceStatements:HS-ETS1-3

Science&EngineeringPractices DisciplinaryCoreIdeas Cross-CuttingConceptsConstructingExplanationsandDesigningSolutions ETS1.B:DevelopingPossibleSolutions ConnectionstoEngineering,

Technology,andApplicationsofScience

Constructingexplanationsanddesigningsolutionsin9–12buildsonK–8experiencesandprogressestoexplanationsanddesignsthataresupportedbymultipleandindependentstudent-generatedsourcesofevidenceconsistentwithscientificideas,principlesandtheories.

Whenevaluatingsolutions,itisimportanttotakeintoaccountarangeofconstraints,includingcost,safety,reliability,andaesthetics,andtoconsidersocial,cultural,andenvironmentalimpacts.

InfluenceofScience,Engineering,andTechnologyonSocietyandtheNaturalWorld

Evaluateasolutiontoacomplexreal-worldproblem,basedonscientificknowledge,student-generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations.

Newtechnologiescanhavedeepimpactsonsocietyandtheenvironment,includingsomethatwerenotanticipated.Analysisofcostsandbenefitsisacriticalaspectofdecisionsabouttechnology.

ConnectionstootherDCIsinthisgrade-band:HS-ESS3-2,HS-ESS3-4;HS-LS2-7;HS-LS4-6ArticulationofDCIsacrossgrade-bands:MS.ETS1.A;MS.ETS1.BNJSLS-ELA:RST.11-12.7,RST.11-12.8,RST.11-12.9NJSLS-Math:MP.2,MP.4