Date

Essenti Teachi
al
ng and
Standa Questi Learni Assess
rd(s)
on
ng
ments Links
https://doc
s.google.co
m/a/morga
n.k12.ga.u
s/documen
t/d/1gih82v
UfRPl95ZiqY3
qIfhMfS1SK
n68EKZ_j4
cjB6A/edit?
usp=sharin
g

4/8/2014

Introductio
ns of
neighbors,
Syllabus,
https://doc
collect
s.google.co
summer
m/docume
assignment
nt/d/1G3XP
HW: Topic
pTEZjzwNq
7 key
Summer
ayFqXHev
How does terms and reading
MDJDEyyXx
IB ESS
reading
assignment guRx9BCvv
differ from assignment assessed 0-UQ/edit?
other
due
according usp=sharin
sciences? Fri/Mon
to IB rubric g

5/8/2014

How do
different
environme
ntal
philosophie
s affect
1. Turn in
decision
topic 7
making
guided
processes? reading

notes.

https://doc
s.google.co
m/a/morga
n.k12.ga.u
s/documen
t/d/1bYbFn
XEun7mjqf
M_jiBPIaVH
dqNeCNhC
g3vJnJyaJFY
/edit?
usp=sharin
g

Differe
ntiatio
n

TOK

2. Students
share
group work
discussions
related to
env.
philosophie
s and
specific
events.
Formative
3. Handout observatio
historical ns during
assignment questionin
: due
g of group
Friday
work.

11/8/2014 7.1.3

8/12-8/14/2 7.1.4

https://doc
s.google.co
m/docume
nt/d/1ph4f
DhrU7WVH
O7HOevi1CaL2
W4qqMa9s
0rwMsD4hL
U/edit?
usp=sharin
g

How has
the
environme
ntal
movement
progressed
throughout
history?

Students
work on
two
historical
events
project.

Students
will be
asked to
comment
on two
historical
events on
their
summative
assessmen
https://docs.google.com/document/d
ts.

1. Students
present
class Prezi

8/15/2014 7.1.4

How has
the
environme
ntal
movement
progressed
throughout
history?

2. HW:
Students
investigate
cultural
influences
on EVS:
capitalism,
communis
m,
Buddhism,
JudeoChristian
rubric is at

Students
selected
topics to
investigate
and what
should be
included.

8/18/2014 7.1.5

How do
different
cultures
value the
environme 1. Complete
nt?
2. Begin Nat
1.
Complete
Native Am
ppt

8/19/2014 7.1.5

2. Students
research
choice of
cultures
from
Buddhism,
JudeoChristian,
How do
Communist
different
, Capitalist
cultures
and share
value the bullet
environme points with
nt?
class.

Native American EVS

8/21/2014 Topic 7

6/2/2015 Topic 7

1. Student
pairs
receive
baggies
with ideals.
a. arrange
ideals into
EVS
spectrum.
Check
spectrum
for
changes to
be made.
Discuss
with
partner
reason for
each
change. b.
apply
How can
ideals to
we use the
six cultures
understand
and give
ing of
examples.
Environme
ntal Value 2. Review
Systems to with
solve
practice
problems? test items.

How can
we use the
understand
ing of
Environme
ntal Value
Systems to
solve
problems? Topic 7 test
1. Topic 1
standards

Open
ended
questions
with
choices of
questions
to answer

Choices of questions to answ

2. vocab
due Fri and
essential
questionsdue Mon

8/25/2014 1.1.1-1.1.9How are sys

vocab quiz Ftopic 1 vocab and essential question

3. Systems
notes (to
thermodyn
8/25/2014 1.1.1-1.1.9How are sysamics)
vocab quiz Ftopic 1 vocab and essential question

systems ppt

1. SPARK!
sketch a
model of a
fish as a
system.
(use
symbols)
Label
inputs,
outputs,
flows and
storages.
Identify as
a closed,
open or
isolated
system and
justify.
2. Continue
thermodyn
amics
notes.
3. pairs
learn
equilibrium
types:
steadystate,
static,
stable,
unstable
4. pg 72
8/26/2014 1.1.4-1.1.9 How are sysTO DO.

observation

Spark answer
1. pairs
learn
equilibrium
types:
steadystate,
static,
stable,
unstable

peer teachin

2. Pg 72 To
Do in pairs,
then apply
Odum's
symbols.
1. Quiz:
Vocab 1.1

8/28/2014

2.
Transfers
and
transforma
tions

8/29/2014 1.1.7

How are
matter and
energy
transferred
and
transforme
d?

3. Compare
Easter
Island's
story to
each
standard.
Due Tues.
1. Go over
Easter
Island's
compariso
n to
standards.
2.
Limitations
and
strengths
of models.

What are
some
strengths
and
limitations
2/9/2014 1.1.1-1.1.9 of models?

3/9/2014

3. Begin
work on
aquarium
model, due
on Friday. Discussion evaluating models

How can
we use the
systems
concept to
describe all
1.1 systems? Review

Summative test Fri

5/9/2014

How can
we use the
systems
concept to
describe all
1.1 systems? Topic 1.1 Test
1. Handout
standards,
reading
and vocab
for Topic
2.2.
2. Discuss
abiotic and
biotic
factors.

3. Watch
Rivers to
Reefs
video. a.
Prior
knowledge:
Ask
students
how they
think our
rivers and
reefs are
connected.
b. Write
down any
new terms.
c. look for
abiotic
factors that
are
described
and how
How can
we better they may
understand interact
full class
the abiotic with their discussion
component ecosytems. about
8/9/2014 2.2

s of an
4. Bring 2L abiotic
ecosystem Bottles this factors in
?
week!
video

Topic 2.2 vocab and reading guide

1. On
smartboard
students
add to
chart with
new vocab
and abiotic
factors
from video.
2. Discuss
video and
connection
s.

9/9/2014

3. Handout
Chemical
How can
testing
we better packets.
understand Demonstra
the abiotic te testing
component procedures
s of an
-while
ecosystem students
2.2 ?
take notes. ObservationAdopt a stream chemical test manua
1. Move to
the pond
workspace.
2. Train
students
on DO
titration
method.

11/9/2014

How can
we
measure
the abiotic
component
s of an
ecosystem
2.2 ?

3. Groups
of students
move to
different
locations to
test pond
for
chemical
factors.
4. Share
values on
board.
Create
tables to
analyze.

1. Students
complete
DO tests
with fixed
samples.
2. Share
values on
smartboard
,
describing
area of
sample.
3. Create
tables to
analyze
data.
4. Students
use
chemical
testing
packets to
fill in
'Chemical
Monitoring'
table.

12/9/2014 2.2.2

How can
we analyze
the data
collected
from the
pond?

5. Analyze
data and
draw
conclusion
re pond
data.
formatively
Check
student
work
charts.
1. students
share
conclusion
s and
analysis.

9/15/2014 2.2.2

How can
we analyze
the data
collected
from the
pond?

2. Go over
chart and
all chem
test
significanc
e.
class discus
Continue
chart:

Think- pair

9/16/2014 2.2.2

9/18-9/19/2 2.2.2

Ended with
pH:
photosynth
esis and
respiration
How can
to discuss
we analyze carbonic
the data
acid...need
collected to
from the
complete
pond?
this.
discussion

How can
we analyze
the data
collected
from the
pond?

Students
design
their
investigati
ons
depending
3. research Class discusbottlebiology
on interest.
1. Continue
carbonic aci
DO, nutrient
2. Learn how

1. Students
work on
biogeoche
mical
cycles
poster
project

Students
design
their
investigati
ons
depending
biogeochemical
poster project
on interest.

(I will be at
GLISI base
camp)
2.5.4

How does
matter
cycle
through an
ecosystem
?

9/25-9/26/2 2.5.4

How does
matter
cycle
through an
ecosystem 1. Continue
?
2. Biobottle

Students
design
their
investigati
ons
depending
on interest.

How does
matter
cycle
through an
ecosystem
?
Present biogeochemical cycles

Peer
review with
sticky
notes:
students
identify
two pos
and two
neg
critiques
about each
presentatio
n.

9/22-9/23

9/29/2014 2.5.4

9/30/2014 2.5.4

How can
we analyze
the data
collected
from the
pond?

1. Continue
with
biogeoche
m cycle
presentatio
ns.
2. Practice
biogeoche
m cycles
with w.s.
1. Students
form
graphical
organizers
with the
biogeoche
m. cycles

10/13-10/162.5.4

2. Students
sketch
hydrologic
cycles
using
terms:
evap,
How does precip,
Check
matter
infiltr, run- work
cycle
off, percol, formatively
through an aquifer,
for
ecosystem transp,
understand
?
leaching, ing.

10/17/2014 2.5.4

How does
matter
cycle
through an Share
ecosystem graphical
?
organizers

10/20/2014

How can
we better
understand
the abiotic
component
s of an
ecosystem 1. quiz on
2.2 ?
2. learn how

Students dev

10/21/2014

10/23/2014

How can
we better
understand
the abiotic
component
s of an
ecosystem
2.2 ?
check bottles
How can
we better
understand
the abiotic
component
s of an
ecosystem
2.2 ?
Test
summative
1. New
Standards

10/24/2014 2.3 and 2.7.1

2. Reading
assignment
(sub for
group IV)
biotic

Topic 2.3 key terms and guided readi

1. students
identify
fish using
key and
then
repeat with
second set
of coral
reef fish.
2.
Students,
in groups,
write clear
instruction
on how to
make a
dichotomo
us key.

10/27/2014 2.3.1

How can
we identify
different
organisms
in the
ecosystem
?

dichotomous key-fish

10/27/2014 2.3.1

How can
we identify
different
organisms
in the
ecosystem
?

3. Students
follow each
others
instruction
s and make
a key for
the
conifers.

dichotomous key-fish

dichotomous key-coral fish and maki

How does
the biotic
portion of
the
ecosystem
affect its
10/28/2014 2.3.2 and 2.function?

1.Hand out
critter
samples to
groups to
observe
2. "know
your
macros"
ppt
questioning know your macros' ppt

1. continue
'know your
macros'
ppt

2. students
identify
each of the
samples
How does
the biotic
portion of
the
ecosystem
affect its
10/30/2014 2.3.2 and 2.function?

3. Name
that bug as
a class:
www.raysw
ords/bugs/
bugs.htm questioning name that bug

1. Twenty
minutes
with
biobottles.
2. How to
collect
critters,
demonstrat
ion.

Students
write
observatio
How does
ns in
the biotic 3. Students notebooks.
portion of write
I will check
the
procedure for detailed
ecosystem to perform measurem
affect its
next Thurs ents and
10/31/2014 2.3.2 and 2.function? in the field. reflection.

3/11/2014 2.7.3

Students
read pgs:
299-300 in
IB
companion
to learn
about EIAs.
Students
find ALL
possible
purposes
from the
text and
write each
one in the
form of a
question.
Then
students
read Bob
Monk's EIA
How are
for the
new
proposed
projects
school.
held
They
accountabl should
e for their apply their
environme questions
ntal
to this
effects?
actual EIA.

Students
design
biobottles:
inquiry
based
investigati
on.

Tuesday:
Students
should
read How
to read and
understand
a scientific
paper: a
guide for
nonscientiststhey may
use their
phones or
laptops to
look up this
article.
-http://viole
ntmetapho
rs.com/201
3/08/25/ho
w-to-readandunderstand
-ascientificpaper-2/

4/11/2014

I will
collect
these
assignment
s and
grade
them on
their effort
and give
feedback. How to read and understand a scient

They
should
then apply
all of what
they have
learned
from how
to... to the
scientific
paper:
Using
I will
Adopt-acollect
Stream in these
the ... that assignment
I printed
s and
out for
grade
them. This them on
will be due their effort
on Friday. and give
4/11/2014

feedback.

How to read and understand a scient

Using adopt a stream in the coastal p

1. 15
minutes for
biobottle
observatio
ns.

6/11/2014 2.7.3

2. Class
discussion
Why are
over
EIA's used Monday's
prior to
EIA
constructio assignment
n?
.
Formative:

whole class
discussion
and
individual
focus.

1. Answer
questions
over
Tuesday's
assignment
.

Demo:
volunteers
can help
demonstrat
e.

2. How to
collect
critters,
demonstrat
ion.

How can
we use
biota as
indicators
of
ecosystem
7/11/2014 2.3.2 and 2.health?

Students
can sketch
or write
instruction
s.

3. Students
write
procedure
to perform
next
Monday in
the field.
questioning

1.
VocabQuiz.
How can
2. Discuss vocab quiz,
we use
research
questionin
biota as
paper:
g and
indicators Refer to
answering
of
"How to
research
ecosystem read a
paper
11/10 and 12.3.2 and 2.health?
research..." questions

Students
read at
own pace,
Students
are taught
scientific
research
reading
strategies.

How can
we use
biota as
indicators
of
ecosystem
11/13/2014 2.3.2 and 2.health?

Students
select roles
in
investigati
on based
on
interests.

To the
creek to
collect
critters.
Weather
dependent
1. twenty
minutes
sorting
through
creek
water for
macros.

2. Students
make table
for their
data
collection.

observatio
ns and
questionin
g.

3. From
reading,
answer: a.
What Index
will you
use to
determine
the health
of the
creek
system?

How can
we use
biota as
indicators
of
ecosystem
11/14/2014 2.3.4 and 2.health?

b. How will
you use
this Index?
c. Apply it
to the
creek
critters. d.
Evaluate
our creek
ecosystem
health. d.
practice
sheet

hands-on
lab skills,
e. HW
math
biodiversit
application
y packet:
,
read and
reasoning,
packet
complete. questioning biodiversityevaluating.
1. Discuss
biodiversit
y
packet...id
entify link
to
standards.

How can
we use

Use
student
answers to
determine
their
understand

Students
who can
figure it
out on
their own,
work
alone...oth
ers may

2. Lincoln's
Index...usin
g ratios to
estimate
population
s of motile
organismsstudents
must read
about
Use
Lincoln
student
Index and answers to
write a
determine
How can
procedure their
we use
based on understand
biota as
the index ing of
indicators itself...what biodiversit
of
needs to
y and
ecosystem be
Simpson's
11/17/2014 2.3.4 and 2.health?
measured? D I.

1. Students
share their
understand
ing of
Lincoln
Index and
class
comes up
with
working
ratio,
technique
and
evaluation
of this
method as
an
effective
way to
estimate
abundance
of
How can
organisms. Base
we
instruction
estimate
on how
the
well
abundance
students
of
are able to
organisms
perform
in an
task with

Students
who can
figure it
out on
their own,
work
alone...oth
ers may
work in
small
group
where I
assist.

11/18/2014 2.3.2

How can
we
estimate
the
abundance
of
organisms
in an
ecosystem
?

Base
instruction
2. Use
on how
beans to
well
model an students
ecosystem are able to
and
perform
calculate task with
abundance little
.
guidance.

11/20/2014 2.3.2

Complete
Lincoln
Index:
Share
results and
techniques
of
individual
choice
crittersanswer: 1.
How would
you trap
and mark
your
organisms?
2. What do
you need
to consider
when you
determine
the
recapture
time? 3.
Calculate
How can
your
we
percent
estimate
error. 4.
the
abundance Evaluate
your
of
assess
organisms method.
understand
in an
Introduce ing as they
ecosystem Quadrat
present
?
method
findings

11/21/2014 2.3.2

How can
we
estimate
the
abundance
of
organisms
in an
ecosystem
?
.

Students mus

interest-bas

Lichens
samplingbelt
transect.
1. Identify
gradient
examples
in school
area.
Teacher
gives
examples.
2. Describe
belt
transect
and
percentage
cover.

3. Pair up.
Go outside
to wooded
area...ever
y .5 meters
find tree
between 1
and 1.5 m
up, tie
flagging
tape. In
center of
tape put
transect
film paper.
Determine
percent
cover of
each tree
on N,E,S,
W.
4. Share
data on
Smartboar
d. Draw
conclusion
s based on
shared
data.

5. Use to
discuss
changes
over
gradients
and those
due to
human
activity.

12/1-12/4/2 2.3.2

How can
we
estimate
the
abundance
of
organisms
in an
ecosystem
?

How can
we use
biota as
indicators
of
ecosystem
5/12/2014 2.3 and 2.7 health?

6. Notes on
percentage
cover,
percentage
frequency
etc. Apply
to lichens.
6.
Complete
Field
Sampling
packet due
Friday.
7. Test
Monday

method
lichens guide
percentage cover notes

Go over
packet and
discuss
standards

How can
we use
biota as
indicators
of
ecosystem
8/12/2014 2.3 and 2.7 health?
Test

12/8-12/12/

Selecting
project
Why are
based on
biomes
interest
distributed
and type of
as they
presentatio
Save my Biome
project
Biome standards
2.4 are?
presentatio
n also.

12/1512/18/2014

Why are
biomes
distributed
as they
2.4 are?
Biome Presepresentations

5/1/2015

students
will email
me ten
students
questions
develop
to compile
questions on a Q and
from their A to see
biome
how much
presentatio they
ns for
remember
review.
from biome
students
Share with presentatio
select
classmates ns before
develop
Why are
in a
learning
any type of
biomes
formative about
question
distributed quiz...for
climate
from what
as they
their
control
they feel is
climate controls
interactive webpage
2.4 are?
interest.
factors.
important.

6/1/2015

Students
will go to
climate
controls
interactive
webpage
and learn
about the
factors that
control
climate.
They will
find trends
on each
tab and
research
more
working at
thoroughly
own pace
than the
and
webpage
constructin
Why are
states, the
g
biomes
reasons
knowledge
distributed behind the
from
as they
trends they
interactive
maps
2.4 are?
see.
ObservationNOAA global
website.

1.
December
NASA
puzzler.

1/8-1/9/201

12/1/2015

2.
exploring
the effect
of the
earth's tilt
and other
earthly
matters...L
APTOP
acronym...
Why are
Hadley
biomes
cells...ocea
distributed n
as they
circulation.
2.4 are?
..
Discussion Puzzler: satellite image Dec
Why are
biomes
distributed
as they
2.4 are?
Test

summative Climate controls ppt

1.
Productivit
y
Standards
handout

1/13/2015 2.5

2. Key
Terms and
Reading
How does Guide hand
Self-paced
energy
out Terms
and
flow
due 1/20
individual
through an and
constructio
ecosystem Questions
n of
Topic 3.5 Key
Terms and Reading Gui
?
due 1/23. Key Terms qu
knowledge.
pretest
Photosynth
esis/respira
tion
formulas.

How do we
model
energy as

pretest and
sketching
from prior

sketching,
writing,
going to

1/16/2015 2.1.2

food chains
and food
webssketch
from prior
knowledge
one of
each from
local
How do we ecosystem. pretest and
model
Together
sketching
energy as sketch on from prior
it flows
Smartboar knowledge
through an d. point out to drive
ecosystem direction of further
?
arrow.
instruction

How do we
model
energy as
it flows
through an
ecosystem Vocab Quiz
1/20/2015 2.1.3, 2.1.4 ?
ecopyramid

1/22/2015 2.1.4

How do we
model
energy as
it flows
through an
ecosystem Continue ec
?
build pyrami

1. From
data,
students
build
pyramids
and answer
discussion
questions.

sketching,
writing,
going to
the board
to share,
volunteerin
g.

ecological pyramids

drawing pyramid models

2. Class
discussion:
What
differentiat
es
bioaccumul
ation from
biomagnifi
cation.
Discussion
based on
prior
knowledge
polar vs
nonpolar
substances
...like
dissolves
like.
3. Cat drop
activity.

1/23-1/27/2 2.1.4

4. HW: To
Do pg 53,
2 and 3;
page 58
describe
the flow of
How do we energy
model
that hists a
energy as leaf
it flows
account for
through an all energy
ecosystem (figure
?
3.36)
1. Share
cat drops
and post
on walls.

1/29-1/30/1 2.1.5

2. Mad as a
Hatter:
read in
circle out
loud, keep
How does new vocab
pyramid
list, class
structure discussion
affect
with
ecosystem guiding
function? questions. observation

reading, ske

1. Energy
flow
diagrams
from HW
How is
energy
transferred
and
transforme
d through
an
ecosystem
2/2/2015 2.5.1,2.5.2, ?

How is
energy
transferred
and
transforme
d through
an
ecosystem
3/2/2015 2.5.1,2.5.2, ?

5/2/2015 2.5.7

6/2/2015 2.5.7

How is
energy
transferred
and
transforme
d through
an
ecosystem
?

How can
we
measure
the energy
passed
through
consumers
?

2.
Complete
Mercury
article
discussion
3. Biozone
energy
flow
diagrams

reading, ske

1. go over
biozone
answers.

2. Methods
of
measuring
productivit
y and
biomass.

1. methods
of
measuring
productivit
y cont'd notes.
2. Lab
benchmeasuring
GPP
simulation

1. Methods
of
measuring
consumer
energy:
GSP and
NSP

observation

Student
Inquiry for
half the
session...fo
llowed by
teacher
instruction.

6/2/2015 2.5.7

How can
we
measure
the energy
passed
through
consumers
?

2.
Productivit
y Problem
Solving
observation

Student
Inquiry for
half the
session...fo
llowed by
teacher
instruction.

1.
productivit
y
lab...collect
sample
from pond.
Investigate
productivit
y using
light and
dark
method.

2/9-2/10/15 2.5.7

2/16-2/17/2

2. When
lab has
been
completed,
begin work
How can
on practice
we
Use
test.
measure
practice
the energy
lab to
passed
3. Test:
determine
through
Friday and readiness
consumers maybe
and drive
?
Monday... review.

How can
we
measure
the energy
passed
through
consumers
2.5 ?
Summative assessment

lab investig

Students
will be
learning
about
designing,
carrying
out, writing
results of a
research
investigati
on.

1. Hand
out article:
How can
"Nonmalari
SCSh3
we
al Infant
Investigate communica Deaths and
problems te research DDT Use
scientificall findings
for Malaria
2/23-2/24/1 y
effectively? Control".
How can
we choose
the correct
SCSh3
method of
Investigate graphing
problems and
scientificall interpret
2/3/2015 y
graphs.

SCSh3
Investigate
problems
scientificall
3/3/2015 y

How do we
know when
our data is
reliable
and valid?

Discuss
graphing
homework.
Students
ask
questions
where they
struggled.
Teach
statistics:
mean,
median,
mode, SD,
SE, T-Test
1. Go over
tests

2. Make
bar graphs
with error
bars from "
comparing
treatments
" in packet.

How can

Self- paced
and

3. Use
computers
to plot
How can
linear
SCSh3
we use
regression
Investigate excel to
and learn
problems graph and excel page
scientificall analyze
44-45 in
5/3/2015 y
data?
packet.
observation,
Complete
packet in
class
independe
ntly.

HW: Write
the PL
portion
from our
practice
lab. The
problem
we were
investigati
ng was
"productivi
ty of water
at different
temperatur
es".

Data set
was
collected
at 10
degrees.
The data
set for 28
How can
degrees is:
SCSh3
we
3.5 ppm,
Investigate communica 4.2 ppm,
problems te research 5.0 ppm,
scientificall findings
4.7 ppm,
6/3/2015 y
effectively? 4.2 ppm
Continue
writing
practice
IA.

SCSh3

How can
we

Students
will use IB
rubric to do
a peer
assessmen
t and give
feedback
prior to
turning it in
to me.

Self- paced
and
teacher
can give
individualiz
ed
instruction.

Students
must
complete
PL section
by Monday,
How can
3/16, for
SCSh3
we
peer
Investigate communica review
problems te research prior to
scientificall findings
handing in
3/9-3/13/15 y
effectively? to me.
practice IA-

SCSh3
Investigate
problems
3/16/2015 scientifically

How can we
communicat
e research
findings
effectively?

Peer review
of PL and
data
collection

Students cre

hoices of questions to answer.

cover notes

Different
iation/

Date

Essentia Teachin
l
g and
Standar Questio Learnin
d(s)
n
g

Assess
ments

teaching
strategi
Links es

1. Check
Topic 2.6
notes
2. Class
notes on
succession
in a
temperate
deciduous
forest

11/8/2014 2.6.5

3. Assign:
Students
apply
succession
notes to
article:
How do
Science
ecosystems News: A
change after fresh Look
a
at Mount St.
disturbance? Helens.

Formative:
questioning
as notes are
https://www.sciencenews.
discussed

1. Spark:
What are the
pioneer
species that
have moved
into the Mt.
St. Helens
area? On
page 19,
10th
paragraph,
the word
'vanguard' is
used. What
does it
mean? What
are some
factors that
determine
how long the
recovery is
taking? How
long will it
take for the
area to
completely
recover?

2. Students
share
organization
al charts or
timelines for
article...

12/8/2014 2.6.6

How does
the
functioning
of an
ecosystem
change after
a
disturbance?

formative:
students
present
current
understandi
ng of
succession
in article
application. I
correct as
necessary.

12/8/2014 2.6.6

3. Students
answer
How does
questions
the
regarding
functioning productivity/
of an
biomass
ecosystem changes/bio
change after diversity etc,
a
in small
disturbance? groups.

8/13/1014 2.6.4

How can we
use
cemetery
data to
model
survivorship
during the
1800s and
1900s?

8/15/2014 2.6.4

1.
manipulate
How can we and graph
use
data.
cemetery
data to
2. Annotate
model
graphs
survivorship
during the
1800s and 3. TEST
1900s?
Wednesday

formative:
students
present
current
understandi
ng of
succession
in article
application. I
correct as
necessary.

1. cemetery
survivorship
data
collection
2. Assign
unit test for
next Tues.

http://enviroliteracy.org/pd

cemetery lab instructions

1. Check
and discuss
survivorship
graphs

8/18/2014 2.6.4

How do
ecosystems
change as
external
pressures
are applied
to them?

2. Hand out
practice test
to complete
for
homework

Topic 2.6 review ppt

8/19/2014

How do
ecosystems
change as
external
pressures
are applied Go over
2.6 to them?
practice test

8/20/2014

How do
ecosystems
change as
external
pressures
are applied
2.6 to them?
TEST Topic 2.6

summative
standards
based
assessment.

8/22/2014

How do we
collect and
use the data
involved with
studying
population
3.1 dynamics?

key terms and

https://docs.google.com/a
study questions topic

8/25/2014

What data
can we use
to study
3.1 populations?

8/26/2014 3.1.2

Students
work on
study guide
and
vocabulary
for topic 3.1.
1. vocab
quiz

2.6 review assignment

2. notes on
human
population
data

1. Spark: popu
What data 2. global villa
can we use
3. causes of in
to study
populations? 4. population

formative
through
spark and
ws

making population calcula

8/27/2014 3.1.3

How can we
use
population
pyramids to
understand
population
trends?

population
calculations..
go over
pop
pyramids

reading pop pyramids

good examples of pyramid

interactive pop pyramid

8/299/2/2014

Work on
world
demographic
How can we collaborative
explain the Prezi. Due
demographic on Wed for
s of various presentation
3.1 countries? .

Using the IB
rubric
students will
be given
project
World population prezi
grade.

9/39/5/2014

How can we
explain the
demographic
s of various Present
3.1 countries? Prezi

How can we
explain the
demographic
s of various
countries?

World in the
Balance
Video-The
People
Paradox with
viewing
questions.

Students
break into
groups
based on
interest
(countries),
discuss
questions
and then
share with
the class.

9/8-9/9/14

HW: Read
How can we Carrying
use our
Capacity an
models of
Ethical
population to Concept by
understand Garrett
the trends in Harding :
India, the
Two column
US and
notes,8
Subsaharan quotes due
3.1 Africa?
Friday.

population review

10/9/2014

12/9/2014

Viewing Guide

Is it Garrett
Hardin
morally
wrong for
not wanting
to give
money to
developing
3.1 countries?

Class
discussion
reflecting on
quotes from
reading. Use
discussion
questions to
guide
discussion if
necessary.

9/15/2014

How can we
understand
population Review for
3.1 dynamics? Test

9/16/2014

How can we
understand
population
3.1 dynamics? Test

summative
assessment
Topic 3.1

Hand out
reading and
key vocab
standards
How can we earth ships
live more
and
9/19/2014 3.2 Standards
sustainably? sustainability

Topic 3.2 reading and key

Students will
read the
three
essays,
making a
new
vocabulary
list from
each and
writing two
column
notes from
each. These
essays are
The
problem is
sustainable
yield,
Natural
Capital, and
Sustainabilit
y in China:
attitudes
past,
present and
future.

Students will
read,
Critical
Reading of
An Essays
Argument.
They will
then apply
what they
have read to
the essay
entitled, No
Middle Way
on the
Environment
by Paul
Ehrlich.

9/22-9/24

How can we
live more
3.2 sustainably?

9/22-9/24

These first
two
assignments
should
probably last
them the
entire three
days. If,
however,
they were to
finish these,
please
remind them
that they
have key
terms and
guided
reading
notes to
complete for
their current
unit, on the
back of their
How can we new
live more
standards
3.2 sustainably? sheets.
vocab from
essays
essay
discussions

9/26/2014

How can we
live more
begin natural
3.2 sustainably? capital notes
Natural
Capital
notes contd.
1. vocab
quiz

9/29/2014

How can we
live more
3.2 sustainably?

9/29/2014

2. place
each nat.
How can we cap service
live more
in the correct
3.2 sustainably? category
1. Go over
categorizatio
n of
services.

9/30/2014

10/1310/15/2014

2. Circles of
sustainability
...for world
together
How can we then for
live more
Madison in
3.2 sustainably? groups.

circles of sustainability

Students will
read,
Critical
Reading of
An Essays
Argument.
They will
then apply
what they
have read to
the essay
entitled, No
Middle Way
on the
How can we Environment
live more
by Paul
3.2 sustainably? Ehrlich.

No Middle Way

how to read critically

Discuss
Ehrlich's
Essay,
include
vocab

10/17/2014

3.2

10/20/2014

Is
Sustainable
Developmen
t
3.2 achievable? William McDonough's Ted Talk

hand back
tests,
schedule
make ups
for w/th next
week

10/21/2014

10/24/2014

Is
Sustainable
Developmen
t
3.2 achievable?

select topics
for
sustainability
projects,
begin work,
due next T

How can we
work with
physics and
examine the
pond
GROUP 4
scientifically Project- all
?
day

Sustainability project

Group 4 rubric

10/27/2014

Is
Sustainable
Developmen
t
3.2 achievable? project work

10/28/2014

How can we
work with
physics and
examine the
pond
Group 4
scientifically presentation
?
s

10/29/2014

Is
Sustainable
Developmen
t
3.2 achievable? project work

10/31/2014

Is
Sustainable
Developmen
t
presentation
3.2 achievable? s

11/311/4/2014

3.7and 3.8

Using IB
Group 4
rubric to
assess as a
lab grade.

According to
sustainability rubric
rubric.

What are the

environment
al demands
of human
Vocab quiz
guide forTopic
topic3.7
3.7and
and3.8
3.8standard
populations? Key Terms and Reading
11/10

Ecological
Footprint
What are the packet, due
environment Friday. (pick
al demands up a packet
of human
from my
5/11/2014 3.7 and 3.8 populations? classroom.)

human carrying capacity a

7/11/2014

Is
Sustainable
Developmen
t
presentation
3.2 achievable? s

According to
human carrying capacity a
rubric.

Complete
presentation
s.

10/11/2014

11/1111/14/2014

Introduce IA
2....environm
ental
impacts on
germination
of vegetable
seeds.
Students
develop
How can
question,
environment method and
al factors
materials.
affect food Due
3.5 production? Tuesday.

How can
environment
al factors
affect food Internal
3.5 production? Assessment

seed germination inquiry

Check for
Question,
introduction,
hypothesis,
method and
data table

11/1711/18/2014

11/19/2014

11/21/2014 SCsh3

12/112/2/2014

12/3-5/2014 3.7.1

How can
environment
al factors
affect food
3.5 production?

How does
our
ecological
footprint
affect the
3.8 earth?

30 mins data
collection/20
minutes
complete
presentation
s

IA rubric,
questioning
and
observations

Collect data.
Ricky
presents.

Groups
questions
will be
assessed for
understandi
ng.

Students
turn in IA #2
How can we Clean up
handle lab labs.
materials
Thanksgivin
correctly?
g feast

How does
our
ecological
footprint
affect the
3.8 earth?
Why is it
difficult to
determine
the human
carrying
capacity?

In small
groups
share packet
answers.Sm
all groups
share and
discuss with
entire class.

Each group
shares
answers and
class clears
up any
misconcepti
ons.

1. complete
packets
discussion
and
observations 3.7 Limits to growth

12/3-5/2014 3.7.1

8/12/2014 3.7.1

Why is it
difficult to
determine
the human
carrying
capacity?

Why is it
difficult to
determine
the human
carrying
capacity?

2. ppt: Limits
to growth

discussion
and
observations 3.7 Limits to growth

Students
read
success of
plastic bag
and disposal
of waste.
Make a
graphic
organizer
comparing
the
advantages
and
disadvantag
es of each.
Continue
limits to
growth notes
complete
notes.

Students
identify
standards
they are
struggling
with and use
sticky notes
to ask
questions.

9/12/2014 3.7-3.8

Why is it
difficult to
determine
the human
carrying
capacity?

10/12/2014 3.7-3.8

Why is it
difficult to
determine
the human
carrying
capacity?

12/12/2014 3.7-3.8

What is my
impact on
the
plasma torch
environment pacific gyre
?
Ted?

Unit test
myfootprint.c
om

discussion
and
observations

sticky notes

summative
assessment

discussion
and
observations

Students
receive
handout: key
terms and
reading and

12/1512/19/2014

5/1/2015

Soil Systems
How can we unit
conserve our assignment.
soil
All Due
3.4 resources? Friday.

students will
be given
Guided
reading
questions to
teach to
each other
based on
their
understandi
ng from their
reading. One
day will be
preparing
the lesson
and the 2nd
How can we day will be
conserve our delivery
soil
including an
3.4 resources? assessment.

Soil Systems Assignment

Observing

topic 3.4 Key Terms and R

1/6-1/7/2015

9/1/2015

12/1/2015

Students
teach each
other the
How can we standards
conserve our and give
soil
assessment
3.4 resources? s.

Students
receive a
grade of 1-4
based on
participation
and
understandi
ng of the
standard
they are
teaching.

How can we
conserve our notessoil
teacher
3.4 resources? guided

summative
on Monday

How can we
conserve our
soil
3.4 resources? Test

Key Terms
and Reading
guide for
Topic 3.5

1/13/2015 3.5

first two
Why is there standards
a food
due
disparity?
tomorrow!

Vocab quiz
Tues, 1/20

Project due
Wed, 1/21
(see reading
Topic 3.5 Key Terms and R
guide)

1. Willie
Nelson video
Coldplay,
'the
Scientist'
Why is there 2. What the
World Eats
a food
1/14/2015 3.5.1 , 3.5.2 disparity?
3. Notes

Food Rubric

How do food
production
efficiencies
1/16/2015 3.5.3, 3.5.4 compare?

Complete
notes on
3.5.1.
Project work
time.

Key terms
quiz

1/20/2015

How do food
production
efficiencies
3.5 compare?

1/21/2015

How do food
production
efficiencies
3.5 compare?

Project work
time...project
due at
midnite.

1/23/2015

How do food
production
efficiencies Presentation
3.5 compare?
s.

1/26/2015

project work
time

How do food
production
efficiencies Food
3.5 compare?
Assessment

See food
rubric

Old IB
test...open
notes...grad
ed for
accuracy.
Must work
independentl
y.

1. Give
students
notes on
passive
solar homes
and
insulation,
factors that
affect
cooling and
heating,
heat
capacity,
emitters,
etc.

2. Students
complete
activity on
rate of
cooling
using
temperature
probes.
Teach
students
how to
calibrate the
temperature
probes.

3.
Brainstorm
possible
topics for IA.
Begin IA
immediately.
Due 2/13.

Investigate
an aspect of

1/262/4/2015

4. We will
work in class
from today
through next
Wednesday.
Investigate You will have
an aspect of two class
passive
days to
solar heating write. Use
or heat
your time
retention.
wisely!

IA

IB IA Rubric Writing IA-with rubric and

IA ppt
2/5-2/6/2015 3.1

2/13/2015

decision making matrix

3.1
1. Kahootit
questionnair
e

2/16/2015

Which
energy
source is
most
suitable for
us in
3.1 Georgia?

2. Continue
filling in
table.
3. Decision
making
matrix
Students
develop
questions
about
energy
sources.

2/17/2015

Which
energy
source is
most
suitable for
us in
3.2 Georgia?

They
continue to
work on
matrix.

use Kahootit
to drive
discussion energy essay assignment

2/17/2015

2/232/24/2015

Which
energy
source is
most
suitable for
us in
3.2 Georgia?

Matrix is due
Monday,
Essay is due
Tuesday.

Students go
to webpage:
"Great
Energy
Challenge"
and take the
quiz: "What
3.6- Water
do you know
resources
about world
energy?"
3.6.1:
Self assess.
Describe the
Then
Earth's
partners
water
read an
budget.
article from
that website,
summarize
by providing
main
concepts
3.6.2
and
Describe
supporting
and evaluate
evidence to
the
share with
sustainablity
class
of
Tuesday.
freshwater How is the Tuesday
resource
future of
students will
usage with energy
provide
reference to consumption discussion
a case
being
questions to
study.
addressed? ask class.

Intro water
unit with
:tristate
water wars
discussion.

2/27/2015 3.6.1

3.6.1 and
3/2-3/3/2015 3.6.2

Students
read in
books and
answer
Water
Will the next standards
wars be over based
water?
questions.

Groups
share
answers on
white boards
and design
Will the next discussion
wars be over questions for
water?
class.

Watch PBS
Earth a New
Wild, Water
episode.

Share the
Protect
Georgia
newsletter
about Plant
Vogtle's
water use.
Discuss and
take a
stance.

Water Resources guided r

Respond to
one of the
following
prompts in a
one page
discussion.
1) How is
the Aral Sea
an example
of positive
feedback?

3/4-3/6/2015 3.6.2

2)Why is the
Colorado
River a Story
of Choice?
3) How can
one fish
Will the next prevent
wars be over disease in a
water?
village?

Students go
to this
website and
calculate
their water
footprint:
http://environ
ment.nation
algeographic
.com/environ
ment/freshw
ater/changethecourse/water
-footprintcalculator/

Students will
be asked to
describe the
causes,
implications
and
resolutions
to one of the
case
PBS Earth-a New Wild vide
studies.

Then they
should go to
this website,
read the
essay and
write a
double entry
journal for it.
For each
paragraph,
find a quote,
write it on
the left
column and
respond in
the right
column. I will
email this
assignment
to them.

9/3/2015 3.6.2

http://ngm.n
ationalgeogr
aphic.com/2
010/04/water
Will the next -iswars be over life/kingsolve
water?
r-text/1

National Geo. Barbara Kin

10/3/2015

Identify the
water
standards,
from the
study guide
or from my
webpage.
For fifteen
minutes,
write at least
four
questions
that refer to
these two
standards.
Break into
four small
groups. In
groups,
popcorn the
questions to
one another
Will the next as a review
wars be over for the test
3.6 water?
Friday.
Kahootit
reviews

11/3/2015

ppt
presentation
Chattahooch
ee River
Will the next Keepers
wars be over "Tapped
3.6 water?
Out"

3/13/2015

Will the next

wars be over
3.6 water?
test 3.6

Water footprint calculator

tapped out

summative

1. Poll
everywhere
question:
Why does
biodiversity
matter?

2. Hand out
new
standards,
standardsbased
questions
and key
terms. Two
class days to
work.
Standards
based
questions for
4.1 are due
Wed.

3/163/17/2015

Why does
biodiversity
4.1 matter?

3. Watch
and add
notes from
the youtube
lecture: 4.14.
Biodiversity,
speciation,
plate
tectonics.
(15:37mins)

lecture 4.1-4

3/18/2015

Why does
biodiversity
4.1 matter?

Socratic
discussion
with teacher
developed
questions.

socratic discussion proced

Kinesthetic
learning

Students
choose
country
based on
interest.

o Middle Way

Students
select
project of
their
choosing
based on
interest.

Teachers
group
students
from both
classes.
Student
groups
develop
question for
investigation
. In addition,
they
completely
design
investigation
and carry it
out.

Students
select
project of
their
choosing
based on
interest.

Students
design
investigation
of their
choosing
based on
interest and
prior
knowledge.
Students
select
project of
their
choosing
based on
interest.
Students
select
project of
their
choosing
based on
interest.

Students
read and
tackle all
aspects of
assignment
at their own
pace.

Students
select
project of
their
choosing
based on
interest.

Full inquiry
based
research
investigation
. Students
select
variables
and
formulate
procedure,
data
collection
methods
and carry
out
investigation
.

Full inquiry
based
research
investigation
. Students
select
variables
and
formulate
procedure,
data
collection
methods
and carry
out
investigation
.

Groups will
be formed
based on
current
understandi
ng of the
topic as
determined
by teacher.

Within
groups
students
determine
which
questions
they will
share with
class.

Constructing
knowledge
from
individual
graphic
organizer.
Sharing
understandi
ng with
class.

self
assessment
of
standards.

Question
types vary
according to
objectives DOK levels.
students
determine
individual
ecological
footprints.

Students
determine
how they
would like to
teach the
class and
what type of
assessment
to provide.

Students
determine
how they
would like to
teach the
class and
what type of
assessment
to provide.

Students
determine
project topic
by interest.

Students
develop
question
which they
would like to
investigate

Students
develop
question
which they
would like to
investigate
and design
their own
investigation
.

Video and
writing.

Student
driven
socratic
discussion.
Student
constructed
knowledge
based on
standardsbased
guided
reading
questionsSTRATEGy