Describe the properties of ocean water. Describe the two types of ocean currents. Explain how the ocean regulates Earth’s temperature. Discuss the factors that confine life to the biosphere. Explain the difference between open and closed systems. Modeling Convection Currents, p. 75 Exploring The Greenhouse Effect, p. 76 Tracking Icebergs, p. 79 Local Aquifers, p. 83 Internet Activity: Eratosthenes Experiment, p. 6 Interactive Tutor CD: Geosphere Atmosphere Hydrosphere Biosphere Teaching Resources: Do Now Transparencies, CRF Ch. 3 Sect.3.1, 3.2, and 3.3 PowerPoint Presentations, Sect. 3.1, 3.2, and 3.3 Teaching Transparencies: Earth’s Layers Tectonic Plates Earth’s Atmosphere Energy in Earth’s Atmosphere Surface Currents of the World Earthquake Hazard Map of the Contiguous United States Chapter Reviews and Assessments Section Reviews, p. 70, p. 76, and p. 85 Chapter Review pp. 87-89 Standardized Test Prep pp. 90-91 Concept Review CRF Ch. 3 pp.1-2 Critical Thinking CRF Ch. 3 pp. 3-6 Birthing a Weather Event Students will “birth” a weather event such as a hurricane, tornado, or thunderstorm. Student will create the conditions necessary for that event to occur and then track it as it progresses. Students will describe the consequences of the event on local human populations and the environment. Global Navigation Ask students to imagine they are planning a voyage around the world. They can choose any route they wish, but they must sail with the currents. Students will map out their selected route, showing the names of the currents, their point of origin, and their point of destination. (Practice 2/ )
Alternative Assessments p.70, p. 76 and p.85 Websites Composition Of The Earth, HE80329 Layers Of The Atmosphere, HE80861 The Biosphere, HE80162 Earthquake - Determination of Epicenter Earthquake - Recording Station Greenhouse Effect Plate Tectonics Rock Cycle Water Cycle Standard 2 – The Living World - 2 Weeks CLE 3260.2.1 Employ the first and second laws of thermodynamics to explain energy flow within the ecosystems. CLE 3260.2.2 Discuss the roles of biodiversity and co evolution in ecosystems. CLE 3255.1.2 Identify CLE 3250.Inq.2 Design and conduct scientific investigations to explore new phenomena verify previous results test how well a theory predicts, and compare opposing theories. CLE 3255.1.1 Analyze strategies for classifying organisms. CLE 3255.1.2 Identify organisms based on how they obtain energy. Distinguish between the biotic and abiotic factors in an ecosystem. Describe how a population differs from a species. Explain how habitats are important for organisms. Explain the process of evolution by natural selection. HRW Environmental Science – The Organization of Life - Chapter 4 Text Activities/Labs Active Readings, CRF Ch. 4 Sect. 4.1 and 4.2, and 4.3, cite the location of the answer, i.e. line, paragraph Map Skills: Park Habitat, CRF Ch. 4, p.13 Case Study: Darwin’s Finches, pp. 104-105 Academic Vocabulary Ecosystem, biotic factor, abiotic factor, organism, species, population, community, habitat, natural selection, evolution, adaptation, artificial selection, resistance, Archaebacteria, Eubacteria, protest, gymnosperm, angiosperm, invertebrate, vertebrate
organisms based on how they obtain energy. CLE 3255.1.3 Relate specific animal behaviors and plant tropisms to survival. CLE 3255.1.3 Relate specific animal behaviors and plant tropisms to survival. . CLE 3255.2.3 Summarize how natural selection influences a population over CLE 3255.Inq.5 Compare experimental evidence and conclusions with those drawn by others about the same testable question. CLE 3255.Inq.6 Communicate and defend scientific findings. Explain the concept of adaptation. Describe the steps by which a population of insects becomes resistant to a pesticide. Exploration Labs CBL Probeware: Plant and Animal Interrelationships, CRF Ch. 4 pp. How Do Brine Shrimp Select a Habitat?, CRF Ch. 4, pp. 23-26 Observing Organisms Through the Seasons, CRF Ch. 4, pp. 44-47 Identifying Medically Important Plants, CRF Ch. 4, pp. 40-43 Relating Natural Selection and Frequency of Traits ,CRF Ch. 4, pp. 27-30 Misbehaving Mealworms, CRF Ch. 4, pp. 31-33 Group Activities Connections Web, p.99 Ecosystem Connections, p. 100 Golf Course Impacts, p.101 Internet Activity: Self-sustaining Colonies, p.101 Natural Variety, p. 103 Adaptations Worldwide, p. 104 Internet Activity: Gardens and Artificial Selection, p. 106 Artificial Selection, p. 107 Mushroom Walk, p. 109 Angiosperms In The Classroom, p. 111 Pollinator Game, p. 112 Interactive Tutor CD: Ecosystem Structure Performance Tasks Organism Biographies Students will pick their favorite organism and write a “biography” for that organism that includes three chapters: one on habitat, a second on the survival of that organism’s population within the community, and a third on abiotic characteristics that are crucial to the survival of the organism. Extinction Tribune Divide students into groups of four. Have student groups prepare a newspaper that provides information about the extinction of species and incorporates the concept of natural selection. Topics could include extinction of dinosaurs, extinctions, and prehistoric mass extinctions. Each student should produce one major news story in addition to helping with other features, such as headlines, cartoons, obituaries,
Teaching Resources: Do Now Transparencies, CRF Ch. 4 Sect.4.1, 4.2, and 4.3 2PowerPoint Presentations, Sect. 4.1, 4.2, and 4.3 Teaching Transparencies: Levels of Ecological Organization The Evolution of Thicker Fur in a Deer Population The Evolution of Pesticide Resistance Classification Of Living Organisms Chapter Reviews and Assessments Section Reviews, p. 102, p. 107, and p. 113 Chapter Review pp. 115-117 Standardized Test Prep pp. 118-119 Concept Review CRF Ch. 4 pp.1-2 Critical Thinking CRF Ch. 4 pp. 3-6 Websites Ecosystems HE 4027 Evolution HE 4039 Invertebrates HE 4057 Dichotomous Keys Evolution: Mutation and Selection Food Chain Forest Ecosystem Natural Selection Pond Ecosystem advertisements and advice columns. Kingdoms and Ecosystems Students will create an “ecosystem brochure.” Suggest that students give the brochure an exciting cover that clearly identifies the chosen ecosystem. Inside the brochure, student could show pictures of representative plants, animals, protists, fungi, and bacteria. The habitat for each organism should be includes as well. Students should also show pictures of relevant abiotic factors, such as minerals, water, and rocks. Student should explain the role of the abiotic factors in the ecosystem.
Prairie Ecosystem Rainfall and Bird Beaks Species, Populations, and Communities Ecosystem Standard 1 – Earth System – 2 Weeks CLE 3255.3.3 Apply the first and second laws of thermodynamics to explain the flow of energy through a food chain or web. CLE 3255.3.4 Analyze how biomass is related to trophic levels. CLE 3255.4.1Describe the flow of energy flow through an ecosystem. CLE 3255.4.2 Describe how matter cycles through various biogeochemical cycles. CLE 3255.4.3 Evaluate the process of succession. CLE 3260.1.1 Explain Describe how energy is transferred from the sun to producers and then to consumers. Describe one way in which consumers depend on producers. Identify the two types of consumers. Explain how energy transfer in a food web is more complete than energy transfer in a food chain. Explain why an energy pyramid is a representation of tropic levels. Examine how ecosystem structure is related to population changes and the transfer of pollutants. List the three stages of the carbon cycle. Describe where fossil fuels are located. HRW Environmental Science – How Ecosystems Work - Chapter 5 Text Activities/Labs Active Readings, CRF Ch. 5 Sect. 5.1 and 5.2, and 5.3, cite the location of the answer, i.e. line, paragraph Map Skills: Global Warming, CRF p. 14 Doppler Radar Tracking of Bats and Insects in Central Texas, p. 150 Case Studies: DDT In An Aquatic Food Chain, pp. 128-129 Communities Maintained By Fair, pp. 138-139 Exploration Labs Dissecting Owl Pellets, pp. 148-149 CBL Probeware: Best Food for Yeast CRF Ch. 5 pp 32-37 Calculating Land Area, CRF Ch. 5 pp. 38-41 Academic Vocabulary Photosynthesis, producer, consumer, decomposer, cellular respiration, food chain, food web, trophic level, carbon cycle, nitrogen-fixing bacteria, nitrogen cycle, phosphorus cycle, ecological succession, primary succession, secondary succession, pioneer species, climax community Performance Tasks Global Food Web Divide the students into five groups. Give each group one of the following locations, and tell them that their task is to determine a food web that exists there: a salt marsh in Florida, a coral reef in the Caribbean, the Sonoran Desert in
how earth’s position in the solar system creates global climate patterns. CLE 3260.2.2 Discuss the roles of biodiversity and co evolution in ecosystems. CLE 3260.2.4 Distinguish between primary and secondary biological succession using common plants and animals. CLE 3260.2.5 Explain biogeochemical cycling in ecosystems. Identify one way that humans are affecting the carbon cycle. List the three stages of the nitrogen cycle. Describe the role that nitrogen-fixing bacteria play in the nitrogen cycle. Explain how the excess use of fertilizer can affect the nitrogen and phosphorus cycles. List two examples of ecological succession. Explain how a pioneer species contributes to ecological succession. Explain what happens during succession. Describe how lichens contribute to primary succession. Creating New Habitats, CRF Ch. 5 pp. 42-45 Explaining the Carbon Cycle in Fermentation, CRF Ch. 5 pp. 28-31 Group Activities Classroom Hydrothermal Vent Community, p. 126 Creating Food Chains and Food Webs, p. 127 Human Diets, p. 130 Internet Activity: Biomagnifications p. 129 Carbon Cycle Stories, p. 132 Observing Nitrogen Fixing Bacteria, p. 134 Investigating Succession, p. 140 Musical Succession, p. 140 Interactive Tutor CD: Ecosystem Structure Teaching Resources: Do Now Transparencies, CRF Ch. 5, Sect.5.1, 5.2, and 5.3 PowerPoint Presentations, Sect. 5.1, 5.2, and 5.3 Teaching Transparencies: A Food Chain A Food Web The Carbon Cycle The Nitrogen Cycle The Phosphorus Cycle Secondary Succession: Old-Field Succession Arizona; the Kodiak motional Wildlife Refuge in Alaska, and the Ft Pierre National Grassland in South Dakota. Students should report their findings in the form of posters, oral presentations, or video documentaries. Connecting to the Carbon Cycle Students will write an essay describing the role they play in the carbon cycle. Succession Animation Give students 50 index cards. On the cards, have them illustrate succession in an ecosystem of their choice. The cards should show gradual changes in the same area over time. Have them clip the index cards together, and animate the scene by flipping through the cards rapidly using their thumb.