instructional guide course id #360106 integrated science

City of Angels School Independent Study – Los Angeles Unified School District

INSTRUCTIONAL GUIDE Course ID #360106

Integrated Science – NGSS Based, Middle School 8B Los Angeles Unified School District has selected the Integrated Model published in the CA NGSS Framework for science middle grades. This course is meant to be a guide for educators on how to approach the teaching of CA NGSS in grade seven according to the Preferred Integrated Learning Progression model. The Preferred Integrated Model provides an opportunity for students to engage in real world phenomena, ask questions, and seek answers to those questions without regard to disciplinary boundaries. The cross-cutting concepts of the Next Generation Science Standards serve as lenses for students to engage in science and engineering practices to figure out disciplinary core ideas. Standards and the complete curriculum map for science is available at http://www.lausd.net/cdg/CurriculumMaps_MiddleSchool_v2/story_html5.html Content

Students will study the following topics:

• Unit 4: Earth Through Time

• Unit 5: Evolution and Biotechnology

• Unit 6: Waves

• Unit 7: Technology and Human Impact on Earth Systems

Text and Website

• CA HMH Science Dimensions

• Online Textbook available on: www.cityofangelsschool.org OR using Schoology HMH Science App o Student Resources HMH COLLECTIONS, HMH SCIENCE DIMENSIONS

Assignments and Grades In order to successfully complete this course, students are expected to be working a total of 10 hours per week or 2 hours per day, Monday through Friday. Weekly Assignments will be graded based on the following standard breakdown for work complete/correct:

A 90-100%

B B 80-89%

C C 70-79%

D D 60-69%

F F 0-59%

The Three Dimensions of the Next Generation Science Standards:

1. Scientific and Engineering Practices

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

2. Disciplinary Core Ideas

LS: Life Science

LS1: From Molecules to Organisms: Structures and Processes

http://www.lausd.net/cdg/CurriculumMaps_MiddleSchool_v2/story_html5.html

http://www.cityofangelsschool.org/

M.S. Science 8B Instructional Guide

of 22 www.cityofangelsschool.org Revised 8/13/2020

LS2: Ecosystems: Interactions, Energy, and Dynamics

LS3: Heredity: Inheritance and Variation of Traits

LS4: Biological Evolution: Unity and Diversity

ESS: Earth and Space Science

ESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

PS: Physical Science

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and Interactions

PS3: Energy

PS4: Waves and Their Applications in Technologies for Information Transfer

ETS: Engineering, Technology and the Application of Science

ETS1: Engineering Design

3. Cross Cutting Concepts

1. Patterns.

2. Cause and effect:

3. Scale, proportion, and quantity.

4. Systems and system models.

5. Energy and matter: Flows, cycles, and conservation.

6. Structure and function.

7. Stability and change.



Unit 4 Earth Through Time Unit Storyline: In Unit 3, you analyzed evidence about the formation of the solar system, and you will continue investigating Earth’s history in Unit 4. You will analyze rock and fossil evidence about Earth’s history and investigate how the geologic time scale organizes that history. You will then analyze patterns in life forms that have existed on Earth and use evidence to infer evolutionary relationships among species. Anchoring Phenomenon: Layers of rock that formed long ago reveal information about the Earth and the organisms that lived on Earth during the time the rock formed. Guiding Question:

• How do patterns in the rock record provide evidence for the history of earth and life on Earth? Week 1: Unit 4 Earth Through Time

• Lesson 1 Rocks and Fossils Are Evidence of Earth’s History

• Lesson 2 The Geologic Time Scale Organizes Earth’s History

Lesson 1 pp. 310-327 Investigative Phenomenon Unit Project Connection

Rocks and Fossils Are Evidence of Earth’s History

Explain how scientists can determine when different ancient animals lived in the area that is now Dinosaur Provincial Park.

Explore Lesson 1 to learn about the fossil record and methods used to determine the age of fossils.

Objective: Students determine the ages of Earth’s rocks and fossils using relative and absolute dating methods and analyze evidence used to organize Earth’s long history. Vocabulary: fossil, relative dating, absolute dating

Lesson 1 Textbook Assignment Explore Online

Day 1 Engage Investigative Phenomenon pp. 310-311 *Optional: Explore First Can You Explain It? p. 311 Answer question #1

Unit 4 Opener: Anchoring Phenomenon *Optional: Unit Project Planning Unit 4 Lesson 1 Engage Lesson Opener: Can You Explain It? Answer embedded questions *Optional: Explore First/Evidence Notebook

Explore/Explain Exploration 1: Describing the Formation of Sedimentary Rocks and Fossils pp. 312-314 Answer questions #2, & 4-5

Explore/Explain 1: Describing the Formation of Sedimentary Rocks and Fossils Answer embedded questions



Exploration 2: Studying the Ages of Fossils pp. 315-319 Answer questions #6-8, & 10-11 *Optional: Hands-On Lab: Model Rock Layers to Determine Relative Age

Explore/Explain 2: Studying the Ages of Fossils Answer embedded questions *Optional: Hands-On Lab: Model Rock Layers to Determine Relative Age

Day 2 Explore/Explain Exploration 3: Using Absolute and Relative Age pp. 320-322 Answer #13, & 17-18

Explore/Explain 3: Using Absolute and Relative Age Answer embedded questions

Elaborate Take It Further pp. 323-324 Exploring the Ashfall Fossil Beds Answer questions #1-3

Take It Further Exploring Local Geology Answer embedded questions

Evaluate Lesson Self-Check pp. 325-327

Evaluate: Lesson Self-Check


The Geologic Time Scale Organizes Earth’s History

Explain what evidence is used to construct a geologic timeline of Earth’s history.

Explore Lesson 2 to learn about the different types of organisms that have existed over Earth’s long history.

Objective: Students gather and use evidence about geologic processes, rocks, and fossils to explain how Earth’s history is organized into the geologic time scale. Vocabulary: geologic time scale



Unit 4 Lesson 2 Engage Lesson Opener: Can You Explain It? Answer embedded questions *Optional: Explore First/Evidence Notebook

Explore/Explain Exploration 1: Describing Geologic Change pp. 330-331 Answer questions #2-3 Exploration 2: Compiling Evidence of Earth’s Past pp. 332-335 Answer questions #5-6, & 8-9

Read and answer embedded questions for each exploration.

Explore/Explain 1: Describing Geologic Change

Explore/Explain 2: Compiling Evidence of Earth’s Past

Day 4 Explore/Explain Exploration 3: Organizing Earth’s History pp. 336-340

Explore/Explain 3: Organizing Earth’s History



Answer questions #11-12 *Optional: Hands-On Lab: Construct a Timeline

Answer embedded questions *Optional: Hands-On Lab: Construct a Timeline

Elaborate Take It Further pp. 341-342 Careers in Science: Paleoartist Answer questions #1-3

Take It Further Exploring the Great Dying Answer embedded questions



Day 5 Lesson 1 Quiz (from Assessment Guide) Lesson 2 Quiz (from Assessment Guide)

Schoology Science 8B Week 1: Lesson 1 Quiz Lesson 2 Quiz

Week 2: Unit 4 Earth Through Time

• Lesson 3 Fossils Are Evidence of Changes in Life Over Time

• Lesson 4 Fossils and Living Organisms Provide Evidence of Evolution


Fossils Are Evidence of Changes in Life over Time

Explain what could cause a rock layer with no fossils to be present between rock layers with different types of fossils.

Explore Lesson 3 to describe how the fossil record is used to describe patterns of change in living things on Earth.

Objective: Students apply scientific ideas and analyze data in graphs and images to identify patterns in the number and diversity of life forms throughout the history of life on Earth Vocabulary: extinction


Day 1 Engage Investigative Phenomenon pp. 346-347 *Optional: Explore First Can You Explain It? p. 347 Answer questions #1-2


Explore/Explain Exploration 1: Analyzing Evidence About the History of Life pp. 348-353 Answer questions #3, 6, & 8-10

Explore/Explain 1: Analyzing Evidence About the History of Life Answer embedded questions

Day 2 Explore/Explain Exploration 2: Analyzing Patterns in the Numbers of Life Forms Over Time pp. 354-360 Answer questions #12, & 16-17

Explore/Explain 2: Analyzing Patterns in the Numbers of Life Forms Over Time Answer embedded questions



*Optional: Hands-On Lab: Model Analysis of the Fossil Record

*Optional: Hands-On Lab: Model Analysis of the Fossil Record

Elaborate Take It Further pp. 361-362 Prediction of a Transitional Fossil Answer questions #1-3

Take It Further Reconstruct the Past from Physical Evidence Answer embedded questions

Evaluate Lesson Self-Check pp. 363-365 Evaluate: Lesson Self-Check


Fossils and Living Organisms Provide Evidence of Evolution

Explain what types of evidence support a relationship between an extinct animal called Confuciusornis and a living crow species.

Explore Lesson 4 to identify patterns of similarities in the fossil record to infer evolutionary relationships among species.

Objective: Students analyze empirical evidence and identify patterns of similarities in the fossil record to infer evolutionary relationships among species. Vocabulary: evolution, common ancestry, anatomy, embryology




Explore/Explain Exploration 1: Identifying Similarities Among Organisms pp. 368-375 Answer questions #3-5, 7-8. 11, & 13-14

Explore/Explain 1: Identifying Similarities Among Organisms Answer embedded questions

Day 4 Explore/Explain Exploration 2: Inferring Evolutionary Relationships Among Organisms pp. 376-380 Answer questions #15-18, & 20 *Optional: Hands-On Lab: Make Inferences from Evidence

Explore/Explain 2: Inferring Evolutionary Relationships Among Organisms Answer embedded questions

Elaborate Take It Further pp. 381-382 Careers in Science: Museum Exhibit Designer Answer questions #1-3

Take It Further Classification of Living Things Answer embedded questions

Evaluate Lesson Self-Check, pp. 383-385






Unit 5 Evolution and Biotechnology Unit Storyline: In Unit 4, you analyzed evidence for evolution, and in Unit 5, you will continue learning about evolution as you investigate the relationship between adaptation and natural selection. You will use models to analyze how genes determine traits in individual organisms and how mutation can lead to changes in the traits of offspring. Then you will investigate how these relationships apply to the way artificial selection and genetic engineering influence traits in organisms. Anchoring Phenomenon: The diversity of life on Earth, including the unique plants and animals found only on the Galapagos Islands, can be explained by biological processes. Through biotechnology, humans can further influence the traits of organisms. Guiding Question:

• How do biological processes explain life’s unity and diversity? Week 3: Unit 5 Evolution and Biotechnology

• Lesson 1 Natural Selection Explains How Populations Can Change

• Lesson 2 Natural Selection Requires Genetic Variation


Natural Selection Explains How Populations Can Change

Explain how the smell of rotting flesh has become an adaptation for the rafflesia flower.

Explore Lesson 1 to understand how species can change over time through natural selection.

Objective: Students develop an understanding of the relationship between adaptation and natural selection and how natural selection requires variation of traits in a population. Vocabulary: evolution, natural selection, variation, allele frequency




Explore/Explain Exploration 1: Explaining the Diversity of Life pp. 396-397 Answer question #4




Exploration 2: Modeling Natural Selection pp. 398-403 Answer questions #5-7, & 10 *Optional: Hands-On Lab: Analyze Salamander Species Distribution

Explore/Explain 1: Explaining the Diversity of Life Explore/Explain 2: Modeling Natural Selection *Optional: Hands-On Lab: Analyze Salamander Species Distribution

Day 2 Explore/Explain Exploration 3: Relating Genetic Variation to the Distribution of Traits pp. 404-406 Answer questions #13-16 Exploration 4: Analyzing Patterns of Natural Selection pp. 407-410 Answer questions #19-23


Explore/Explain 3: Relating Genetic Variation to the Distribution of Traits Explore/Explain 4: Analyzing Patterns of Natural Selection

Elaborate Take It Further pp. 411-412 People in Science: Dr. Nancy Knowlton, Marine Biologist Answer questions #1-3

Take It Further Endangered Species Answer embedded questions




Natural Selection Requires Genetic Variation

Explain how a change to one gene can cause a lobster to be blue.

Explore Lesson 2 to understand how processes through which species change over time require genetic variation among populations.

Objective: Students use models to understand how the information in genes is used to code for specific proteins that determine traits. They investigate how mutations in DNA can lead to changes in the structure and functions of proteins. Vocabulary: DNA, gene, protein, mutation, adaptation






Explore/Explain Exploration 1: Describing the Relationship Between Genes and Traits pp. 418-423 Answer questions #2-5 *Optional: Hands-On Lab: Model Protein Folding Exploration 2: Exploring the Causes of Genetic Change pp. 424-426 Answer questions #10-11, 14-15, & 17-19

Read and answer embedded questions for each exploration. Explore/Explain 1: Describing the Relationship Between Genes and Traits *Optional: Hands-On Lab: Model Protein Folding Explore/Explain 2: Exploring the Causes of Genetic Change

Day 4 Explore/Explain Exploration 3: Explaining the Relationship Between Genetic Change and Natural Selection pp. 427-428 Answer questions #20, & 22

Explore/Explain 3: Explaining the Relationship Between Genetic Change and Natural Selection Answer embedded questions

Elaborate Take It Further pp. 429-430 Evolution of Drug-Resistant Bacteria Answer questions #1-3

Take It Further Mutation and Phenotype Answer embedded questions





Week 4: Unit 5 Evolution and Biotechnology

• Lesson 3 Artificial Selection Influences Traits in Organisms

• Lesson 4 Genetic Engineering Influences Traits in Organisms


Artificial Selection Influences Traits in Organisms

Explain how humans have causes alpacas to become different from their relatives the vicuñas over time.

Explore Lesson 3 to relate the processes of natural selection to artificial selection, in which humans influence the desired traits of organisms.

Objective: Students carry out investigations about how artificial selection influences traits in organisms. Vocabulary: artificial selection, biotechnology






Explore/Explain Exploration 1: Analyzing Human Influence on the Inheritance of Traits pp. 436-440 Answer questions #3-5 *Optional: Hands-On Lab: Analyze Selected Traits in Vegetables Exploration 2: Modeling the Genetic Basis for Artificial Selection pp. 441-443 Answer questions #8-9, & 11-15


Explore/Explain 1: Analyzing Human Influence on the Inheritance of Traits *Optional: Hands-On Lab: Analyze Selected Traits in Vegetables Explore/Explain 2: Modeling the Genetic Basis for Artificial Selection Answer embedded questions

Day 2 Explore/Explain Exploration 3: Applying Artificial Selection to Solve Problems pp. 444-446 Answer question #16-17, & 19

Explore/Explain 3: Applying Artificial Selection to Solve Problems

Elaborate Take It Further pp. 447-448 Breeding Bacteria Answer questions #1-3

Take It Further Accidental Selection Answer embedded questions




Genetic Engineering Influences Traits in Organisms

Explain how goats can produce spider-silk proteins.

Explore Lesson 4 to describe how humans can influence the desired traits of organisms by directly modifying an organism’s DNA.

Objective: Students analyze the effects of genetic engineering on traits in organisms. Vocabulary: genetic engineering, genetically modified organism (GMO), gene therapy


Day 3 Engage Investigative Phenomenon, pp. 452-453 *Optional: Explore First Can You Explain It? p. 453 Answer questions #1-2




Explore/Explain Exploration 1: Exploring Genetic Engineering Techniques pp. 454-459 Answer questions #3-4, & 6-7 *Optional: Hands-On Lab: Model the Modification of Bacteria Exploration 2: Evaluating Genetic Modification pp. 460-463 Answer questions #10-14


Explore/Explain 1: Exploring Genetic Engineering Techniques *Optional: Hands-On Lab: Model the Modification of Bacteria Explore/Explain 2: Evaluating Genetic Modification

Day 4 Explore/Explain Exploration 3: Evaluating Gene Therapy pp. 464-466 Answer questions #19-22

Explore/Explain 3: Evaluating Gene Therapy Answer embedded questions

Elaborate Take It Further pp. 467-468 People in Science: Dr. Lydia Villa-Komaroff, Molecular Biologist Answer questions #1-3

Take It Further Cockroaches vs. Pandas Answer embedded questions







Unit 6 Waves Unit Storyline: In Unit 6, you will return to the theme of energy as you investigate and model waves and how they transfer energy and interact with matter. At the end of Unit 6, you will develop a model of the Earth-sun-moon system, leveraging your experience with a solar system model from Unit 3, to explain Earth’s seasons. Anchoring Phenomenon: An understanding of the properties and behaviors of waves, such as ocean waves and sound waves, can be used to explain natural phenomena and to help solve problems. Guiding Question:

• What are the characteristics, properties, and behaviors of waves? Week 5: Unit 6 Waves

• Lesson 1 Waves Transfer Energy

• Lesson 2 Waves Interact with Matter


Waves Transfer Energy Explain how falling dominoes compare to a wave.

Explore Lesson 1 to learn about the properties of different types of waves and to help you choose a wave type.

Objective: Students investigate and model the relationship between wave behavior and the properties of waves, such as wavelength, frequency, and amplitude. Vocabulary: wave, medium, amplitude, wavelength, frequency




Explore/Explain Exploration 1: Exploring Waves pp. 482-484 Answer questions #2-3, & 6 Exploration 2: Comparting Longitudinal and Transverse Waves pp. 485-488


Explore/Explain 1: Exploring Waves



Answer questions #7-8, & 10-11 *Optional: Hands-On Lab: Model Two Types of Waves

Explore/Explain 2: Comparting Longitudinal and Transverse *Optional: Hands-On Lab: Model Two Types of Waves

Day 2 Explore/Explain Exploration 3: Identifying Properties of Waves pp. 489-492 Answer questions #12, 15, & 17 *Optional: Hands-On Lab: Investigate Waves

Explore/Explain 3: Identifying Properties of Waves Answer embedded questions *Optional: Hands-On Lab: Investigate Waves

Elaborate Take It Further pp. 493-494 People in Science: James West, Research Scientist Answer questions #1-3

Take It Further Earthquakes and Waves Answer embedded questions




Waves Interact with Matter

Explain how features and objects on the sea floor can be visualized using mechanical waves.

Explore Lesson 2 to help brainstorm situations in which people interact with waves.

Objective: Students explain how the behavior of mechanical waves corresponds to the properties of waves and the medium through which the wave is traveling. Vocabulary: mechanical wave, absorption, transmission, reflection, refraction




Explore/Explain Exploration 1: Investigating Mechanical Waves pp. 500-503 Answer questions #3-4, & 7-8 *Optional: Generate Mechanical Waves Exploration 2: Analyzing How Waves Interact with a Medium pp. 504-506 Answer questions #10-15


Explore/Explain 1: Investigating Mechanical Waves *Optional: Generate Mechanical Waves



Explore/Explain 2: Analyzing How Waves Interact with a Medium

Day 4 Explore/Explain Exploration 3: Explaining the Behavior of Waves at Media pp. 507-510 Answer questions #16-19, 22

Explore/Explain 3: Explaining the Behavior of Waves at Media Answer embedded questions

Elaborate Take It Further pp. 511-512 Designing Soundproof Rooms Answer questions #1-4

Take It Further Engineering to Prevent Earthquake Damage Answer embedded questions





Week 6: Unit 6 Waves

• Lesson 3 Light Can Be Modeled as a Wave

• Lesson 4 Energy from Sunlight Causes Earth’s Seasons


Light Can be Modeled as a Wave

Explain why the same room lit with the same flashlight can look different depending on which surface the light is shining on.

Explore Lesson 3 to get more information about light waves and their behaviors.

Objective: Students model how different materials can cause light waves to refract, transmit, or be absorbed to explain the properties of light. Vocabulary: electromagnetic wave




Explore/Explain Exploration 1: Exploring the Nature of Light pp. 518-521 Answer questions #2-4, & 6-7 Exploration 2: Modeling Light Waves pp. 522-524


Explore/Explain 1: Exploring the Nature of Light



Answer questions #9-10, & 12-13 Exploration 3: Analyzing Human Perception of Light Waves pp. 525-528 Answer #17-19, 21

Explore/Explain 2: Modeling Light Waves Explore/Explain 3: Analyzing Human Perception of Light Waves Answer embedded questions

Day 2 Explore/Explain Exploration 4: Exploring Interactions of Light and Matter pp. 529-534 Answer questions #22-23, & 27 *Optional: Hands-On Lab: Make a Penny Disappear

Explore/Explain 4: Exploring Interactions of Light and Matter *Optional: Hands-On Lab: Make a Penny Disappear

Elaborate Take It Further pp. 535-536 What Color Should the Doghouse Be? Answer questions #1-5

Take It Further What Causes a Rainbow? Answer embedded questions

Evaluate Lesson Self-Check p. 537-539



Energy from Sunlight Causes Earth’s Seasons

Explain why winter is colder than summer. Explore Lesson 4 to further understand how light can be modeled as a wave.

Objective: Students develop a model of the Earth-sun system to explain Earth’s seasons and the changing patterns seen in the night sky over the course of a year. Throughout the lesson, students investigate why winter is colder with shorter days than summer is. Vocabulary: season




Explore/Explain Exploration 1: Analyzing Energy from the Sun in the Earth System pp. 542-548 Answer questions #3-4, 6, & 11 *Optional: Hands-On Lab: Model Sunlight Distribution

Explore/Explain 1: Analyzing Energy from the Sun in the Earth System Answer embedded questions *Optional: Hands-On Lab: Model Sunlight Distribution



Day 4 Explore/Explain Exploration 2: Analyzing an Earth-Sun Model to Explain Seasons pp. 549-554 Answer questions #14, & 17-20 *Optional: Hands-On Lab: Model Patterns of Sunlight throughout Earth’s Revolution

Explore/Explain 2: Analyzing an Earth-Sun Model to Explain Seasons Answer embedded questions *Optional: Hands-On Lab: Model Patterns of Sunlight throughout Earth’s Revolution

Elaborate Take It Further pp. 555-556 Land of the Midnight Sun Answer questions #1-3

Take It Further Exploring Ways Organisms Adjust to the Seasons Answer embedded questions







Unit 7 Technology and Human Impact on the Earth Systems Unit Storyline: In Unit 7, you will analyze patterns in human populations and resource use and then investigate how human use of resources has affected Earth systems. Then you will combine these analyses with your study of waves from Unit 6 as you investigate how humans use waves to record data and to communicate. Finally, you will explore how technologies, including digital technologies, can be used to monitor, model and sustain biodiversity. Anchoring Phenomenon: Humans can use technology to monitor biodiversity in ecosystems, which provide populations with necessary services and resources. Guiding Questions:

• What human activities harm Earth’s biodiversity, and what human activities help sustain local and global biodiversity?

• How does communication technology encode information, and how can digital technologies be used to help sustain biodiversity?

Week 7: Unit 7 Technology and Human Impact on the Earth Systems

• Lesson 1 Changes in Human Population Affect Resource Use

• Lesson 2 Human Activities Affect Biodiversity and Ecosystem Services


Changes in Human Population Affect Resource Use

Explain what could cause patterns of population density in northern Africa.

Explore Lesson 1 to understand how human population growth and per capita resource use affect overall resource use.

Objective: Students use models to analyze patterns in population growth and per capita consumption of natural resources over time. Throughout the lesson, students collect evidence about population trends in order to explain the patterns of population density in northern Africa. Vocabulary: population, per capita consumption



Unit 7 Opener: Anchoring Phenomenon *Optional: Unit Project Planning Unit 7 Lesson 1 Engage Lesson Opener: Can You Explain It? Answer embedded questions



*Optional: Explore First/Evidence Notebook

Explore/Explain Exploration 1: Analyzing Human Population Data pp. 570-574 Answer questions #2-5, & 7-10 Exploration 2: Investigating Rates of Resource Use pp. 575-578 Answer questions #11-14 *Optional: Hands-On Lab: Model Resource Use


Explore/Explain 1: Analyzing Human Population Data Explore/Explain 2: Investigating Rates of Resource *Optional: Hands-On Lab: Model Resource Use

Day 2 Explore/Explain Exploration 3: Analyzing Per Capita Consumption pp. 579-584 Answer questions #20-24 *Hands-On Lab: Model Factors in Resource Use

Explore/Explain 3: Analyzing Per Capita Consumption Answer embedded questions *Hands-On Lab: Model Factors in Resource Use

Elaborate Take It Further pp. 585-586 Careers in Science: Conservation Scientist Answer questions #1-3

Take It Further Find Your Resource Use Answer embedded questions




Human Activities Affect Biodiversity and Ecosystem Services

Explain why most of the water from the Colorado River no longer reaches the ocean.

Explore Lesson 2 to relate resource use and other human activities to the biodiversity of ecosystems.

Objective: Students use evidence to support an argument for how increases in human population and per capita consumption have impacted Earth’s systems. Throughout the lesson, students gather evidence to explain why most of the water from the Colorado River no longer reaches the ocean. Vocabulary: pollution






Explore/Explain Exploration 1: Relating Rates of Resource Use to Impacts on Earth’s Systems pp. 592-596 Answer questions #3-4. & 7-11 Exploration 2: Analyzing the Impact of Human Use of Water pp. 597-601 Answer questions #14-16, & 20-21 *Optional: Hands-On Lab: Analyze Your Impact


Explore/Explain 1: Relating Rates of Resource Use to Impacts on Earth’s Systems Explore/Explain 2: Analyzing the Impact of Human Use of Water *Optional: Hands-On Lab: Analyze Your Impact

Day 4 Explore/Explain Exploration 3: Analyzing the Impact of Human Use of Land Resources pp. 602-605 Answer questions #22, 24, & 26-28 Exploration 4: Analyzing the Impact of Human Use of Plants and Animals pp. 606-608 Answer questions #29-30


Explore/Explain 3: Analyzing the Impact of Human Use of Land Resources Explore/Explain 4: Analyzing the Impact of Human Use of Plants and Animals

Elaborate Take It Further pp. 609-610 The Atmosphere as a Resource Answer questions #1-3

Take It Further The Need for More Resources Answer embedded questions





Week 8: Unit 7 Technology and Human Impact on Earth Systems

• Lesson 3 Humans Use Waves to Collect and Communicate Information

• Lesson 4 Engineer It: Using Digital Technologies to Sustain Biodiversity


Humans Use Waves to Collect and Communicate Information

Explain how a video from the Internet can appear the same every time you watch it without loss of quality.

Explore Lesson 3 to learn about analog and digital signals and how different technologies use these signals.



Objective: Students explore the differences between analog and digital signals and evaluate the reliability of these two signals. Students explain how electromagnetic waves are used and modified to carry information for communication. Vocabulary: signal, encode, analog signal, digital signal, noise




Explore/Explain Exploration 1: Analyzing Waves in Communication pp. 616-620 Answer questions #2-3, & 7 *Optional: Hands-On Lab: Encode a Message Exploration 2: Analyzing Analog and Digital Information pp. 621-625 Answer questions #8-13, 15, & 18


Explore/Explain 1: Analyzing Waves in Communication *Optional: Hands-On Lab: Encode a Message Explore/Explain 2: Analyzing Analog and Digital Information

Day 2 Explore/Explain Exploration 3: Encoding Information in Waves pp. 626-628 Answer questions #19-21 Exploration 4: Explaining How Noise Affects Signals pp. 629-632 Answer questions #23-24, & 26-28 *Optional: Hands-On Lab: Transmit and Record a Signal


Explore/Explain 3: Encoding Information in Waves Explore/Explain 4: Explaining How Noise Affects Signals *Optional: Hands-On Lab: Transmit and Record a Signal

Elaborate Take It Further pp. 633-634 Careers in Engineering: Cell Tower Technician Answer questions #1-4

Take It Further Communication Devices Answer embedded questions






Engineer It: Using Digital Technologies to Sustain Biodiversity

Explain how a motion-triggered digital camera can contribute to biodiversity monitoring.

Explore Lesson 4 to learn about different methods and technologies used to monitor and model biodiversity.

Objective: Students explore digital and analog technologies and their possible uses for monitoring and modeling biodiversity. Throughout the lesson, students learn about technologies that will assist them in evaluating possible design solutions for monitoring marine biodiversity in a coastal area and to determine if building coastal seawalls (to protect coastal buildings) will affect marine biodiversity. Vocabulary: Review vocabulary from Lessons 1-3




Explore/Explain Exploration 1: Monitoring Biodiversity pp. 640-644 Answer questions #3, 5-7, & 9-10 Exploration 2: Analyzing Solutions for Monitoring and Sustaining Biodiversity pp. 645-648 Answer questions #12-14, & 17-18


Explore/Explain 1: Monitoring Biodiversity Explore/Explain 2: Analyzing Solutions for Monitoring and Sustaining Biodiversity

Day 4 Explore/Explain Exploration 3: Developing Solutions for Monitoring Biodiversity pp. 649-654 Answer questions #22, & 24-26 *Optional: Hands-On Lab: Brainstorming and Evaluating Solutions for Monitoring Biodiversity

Explore/Explain 3: Developing Solutions for Monitoring Biodiversity Answer embedded questions *Optional: Hands-On Lab: Brainstorming and Evaluating Solutions for Monitoring Biodiversity

Elaborate Take It Further pp. 655-656 People in Science: Kathryn Purcell, Biologist Answer questions #1-4

Take It Further Motion Sensors Answer embedded questions







Week 9: Final Project Choose one of the following projects to complete. Your teacher will provide you with the appropriate project worksheets, or you can find them online on Schoology HMH.

• Unit 4 Project: Construct a Family Tree o Choose an animal, and research possible relatives of that animal, including living and extinct

species. Then create a family tree that explains how these species are related based on anatomical similarities that can be observed in fossils and living organisms.

• Unit 5 Project: Explore Biotechnology and Crops o Gather research from multiple sources about a plant for which humans have influenced desired

traits. Then synthesize this research to determine how humans have influenced the traits of that plant species over time.

• Unit 6 Project: Design Wave Interactions o Choose a type of wave that you interact with, identify a situation in which the effects of the

wave would need to be minimized, and develop a model of how you could minimize the wave in that situation.

• Unit 7 Project: Monitor Biodiversity o Identify a problem related to monitoring biodiversity in a chosen ecosystem, and then research,

brainstorm, and develop a proposal for a solution that satisfies the design criteria and constraints.

instructional guide course id #360106 integrated science

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