Documente Academic
Documente Profesional
Documente Cultură
Charlie Cunningham
resources at local, national and global reliable evidence and accept the new
levels; and application of knowledge for knowledge according to new and
management of natural resources and additional data and eye-witnesses.
local environment on a sustainable basis
California Benchmarks
SC5.1 Understanding of relationship BI6.a. Students know biodiversity is the
between energy and life; energy sum total of different kinds of organisms
transformation; interrelationship and is affected by alterations of habitats.
between substances and energy; effects
of energy utilization on life and the BI6.b Students know how to analyze
environment; investigative process for changes in an ecosystem resulting from
seeking knowledge; and communication changes in climate, hum man activity,
of acquired knowledge that could be introduction of nonnative species, or
applied for useful purposes changes in population size.
ES3. Plate tectonics operating over ES4.b. Students know the fate of incoming
geologic time has changed the patterns of solar radiation in terms of reflection,
land, sea, and mountains on Earths surface absorption, and photosynthesis.
ES4. Energy enters the Earth primarily as ES4.c. Students know the different
solar radiation and eventually escapes as atmospheric gases that absorb the Earths
heat thermal radiation and the mechanism and
significance of the greenhouse effect.
ES5. Heating of Earths surface and
atmosphere drives convection within the ES.5.e.Students know rain forests and
atmosphere and oceans, producing winds deserts on Earth are distributed in bands at
and ocean currents specific latitudes.
ES6. Climate is the long-term average of a ES.5.f. Students know the interaction of
regions weather and depends on many wind patterns, ocean currents, and
factors mountain ranges results in the global
pattern of latitudinal bands of rain forests
ES7. Each element on Earth moves among and deserts.
reservoirs, which exist in the solid earth, in
oceans, in the atmosphere, and within and ES.6 a. Students know weather (in the
among organisms as part of short run) and climate (in the long run)
biogeochemical cycles involve the transfer of energy into and out
of the atmosphere.
ES8. Life has changed Earths atmosphere,
and changes in the atmosphere affect ES.6.d. Students know how computer
conditions for life models are used to predict the effects of
the increase in greenhouse gases on
COMMON CORE READING climate for the planet as a whole and for
STANDARDS FOR LITERACY IN specific regions.
SCIENCE AND TECHNICAL
SUBJECTS (RST) ES.7.b.Students know the global carbon
RST.9-10.1 Cite specific textual
Environmental Science Curriculum Map
Charlie Cunningham
evidence to support analysis of science and cycle: the different physical and chemical
technical texts, attending to the precise forms of carbon in the atmosphere, oceans,
details of explanations or descriptions. biomass, fossil fuels, and the movement of
RST.9-10.2 Determine the central carbon among these reservoirs.
ideas or conclusions of a text; trace the
ES.8.b. Students know how the
texts explanation or depiction of a composition of Earths atmosphere has
complex process, phenomenon, or concept; evolved over geologic time and know the
provide an accurate summary of the text. effect of outgassing, the variations of
RST.9-10.3 Follow precisely a carbon dioxide concentration, and the
complex multistep procedure when origin of atmospheric oxygen.
carrying out experiments, taking
measurements, or performing technical ES.8.c. Students know the location of the
ozone layer in the upper atmosphere, its
tasks, attending to special cases or
role in absorbing ultraviolet radiation, and
exceptions defined in the text. the way in which this layer varies both
RST.9-10.8 Assess the extent to naturally and in response to human
which the reasoning and evidence in a text activities.
support the authors claim or a
recommendation for solving a scientific or
technical problem.
RST.11-12.7 Integrate and evaluate
multiple sources of information presented
in diverse formats and media (e.g.,
quantitative data, video, multimedia) in
order to address a question or solve a
problem.
procedures/experiments, or technical
processes.
WHST.9-10.3 Produce clear and
coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
Understanding by Design:
Step 1: Identify learning outcomes
Step 2: Determine acceptable evidence of learning
Step 3: Plan learning experiences and instruction
Unit Title Duration Essential Essential Question Content/Skills Culminating Resources
Understanding Assessment
Geology and 7 weeks The rock cycle What is the importance In groups of 4-5, students will https://www.youtube.com/
Energy consists of three of the rock cycle? Reading science texts with complete a rock identification lab watch?v=FKCS1DvORug
types of rocks, understanding of the three major types of rocks.
which are Why are minerals teacherspayteachers.com
continuously mined from the land? In groups of 4-5, students will
transformed from create a rock cycle poster or model Miller, G., & Spoolman,
one rock type to What are the effects of demonstrating understanding of the S. (2013). Environmental
another. mining minerals from Critical thinking science (14th ed.).
rock cycle
the land? Belmont, California:
The land contains In groups of 4-5, students will Brooks/Cole, Cengage
may valuable Why is using fossil create their own crystals. Students Learning.
minerals, which are fuels as the main source Performing scientific will keep a journal of observations.
mined by humans. of energy becoming a experimentation Students will include a hypothesis. Volz, D., & DeMoss, G.
The mining of problem? (2007). Investigating
minerals creates In pairs, students will research the environmental science
wastes, which can Why are new effects of mining minerals on land through inquiry:
create alternative fuels being or in the ocean. Students will take a Environmental science
Using stereo and compound
environmental researched? stance and back up their opinion investigations using
microscopes
issues for plants and with credible sources. Students will Vernier sensors.
animals in What is climate change create a 5 minute oral presentation Beaverton, Oregon:
surrounding areas. and why does it matter? detailing their stance and their Vernier Software &
sources to try to convince the Technology.
Fossil fuels are a Using scientific evidence to
audience we should or should not
non-renewable support conclusions
continue mining minerals.
resources, which
pollute the
Environmental Science Curriculum Map
Charlie Cunningham
Climate change is
the change of Key features of the earth that
weather patterns influence climate, weather,
over a long period and the water cycle
of time.
Ecology 9 weeks Organisms interact How do organisms Student will analyze a proposal to Teacherspayteachers.com
with each other and interact with the Reading science texts with create an artificial ecosystem for
their environment, environment and each understanding penguins in a farmland wildlife Biologybottle.com
forming an other? preserve. If the proposal is not
ecosystem. possible, students will create a https://www.learner.org/co
Why are there many counterproposal. Students will urses/envsci/interactives/e
Earth has many types of ecosystems? design a wildlife preserve, detailing cology/ecology.html
different types of Critical thinking
the food chain for each animal in the https://www.learner.org/co
ecosystem. How does energy flow
preserve. urses/envsci/interactives/e
in an ecosystem?
Energy flows Students will be given a short article cology/ecology.html?
through an What is a biome? Performing scientific to read and analyze on the salmons initLesson=
ecosystem via a experimentation impact on its ecosystem.
food chain or food Miller, G., & Spoolman,
web. Students will create an Eco Column. S. (2013). Environmental
Students will analyze their tiny science (14th ed.).
Some nutrients are Belmont, California:
Using stereo and compound ecosystem and create an oral
recycled back into Brooks/Cole, Cengage
microscopes presentation on the flow of energy
the ecosystem Learning.
through their ecosystem.
through
decomposition. Students will complete an online Volz, D., & DeMoss, G.
(2007). Investigating
Ecology Lab which explores
Biomes are a Using scientific evidence to environmental science
concepts of producers/consumers,
community of plants support conclusions through inquiry:
keystone predator, and food webs. Environmental science
and animals.
Individually, students will be given a investigations using
Vernier sensors.
biome. Students will imagine an
Beaverton, Oregon:
Creating expression of alien that can evolve quickly has
Vernier Software &
understanding orally, in crash landed in this biome. The Technology.
drawings and in writing students will be given a detailed
explanation of initial appearance of
the aliens. Students will have to
discuss how the alien will adapt to
Visualizing difficult scientific their new environment. Students will
concept. create a poster detailing how the
alien has changed and why. Students
Environmental Science Curriculum Map
Charlie Cunningham
Science vocabularies
Introduction to 6 weeks Biodiversity is How can biodiversity In groups of 4-5, students will http://www.ted.com/talks/
Biodiversity and extremely be sustained and Reading science texts with describe three major threats to e_o_wilson_on_saving_lif
Discussion of important. wildlife protected? biodiversity. At least one of these e_on_earth
Sustaining threats must be a new threat not
Environmental Science Curriculum Map
Charlie Cunningham
Biodiversity Each year many What are the main described in class. Students will Teacherpayteachers.com
Approaches species in the world threats to biodiversity understanding create solutions to these threats.
are becoming loss? Miller, G., & Spoolman,
extinct due to In groups of 4-5, students will S. (2013). Environmental
human actions, What would happen if create a poster that compare and science (14th ed.).
which decreases the rates of extinction contrast sustaining biodiversity via Belmont, California:
biodiversity. continue to increase? Critical thinking the species approach versus the Brooks/Cole, Cengage
ecosystem approach Learning.
There are several
approaches to Students will watch Saving Life on Volz, D., & DeMoss, G.
decrease the rates of Performing scientific Earth TED Talks by E.O. Wilson. (2007). Investigating
extinction so experimentation Students will answer watching environmental science
biodiversity is guide questions. Students will through inquiry:
maintained. discuss after. Environmental science
investigations using
In groups of 4-5, students will Vernier sensors.
Using stereo and compound
research a keystone specie and its Beaverton, Oregon:
microscopes
impact on the environment/ Vernier Software &
biodiversity in an ecosystem. Technology.
Students will create a hypothesis of
what would occur if that species
Using scientific evidence to
became extinct. Students will use
support conclusions
research to determine if hypothesis
were correct. Students will create
an infographic and present an
orally to the class.
Creating expression of
understanding orally, in
drawings and in writing
Science vocabularies
Sustaining 6 weeks What are the main In pairs, students will complete Miller, G., & Spoolman,
Resources and Industrial natural resources used Reading science texts with experiments in the lab to test various S. (2013). Environmental
Environmental agriculture, although by human? understanding soil, air, and water samples for science (14th ed.).
Quality being important part pesticides using test strip paper. Belmont, California:
of the economy, has What are the factors Students will be asked to bring in Brooks/Cole, Cengage
degraded the that are threatening samples to test. Learning.
environment environmental quality?
Critical thinking Volz, D., & DeMoss, G.
tremendously. In pairs, students will examine
Will we have enough damaged animal and plant cells (2007). Investigating
usable clean water in under microscope. environmental science
the future? through inquiry:
Performing scientific In pairs, students will examine Environmental science
Water management How can we sustain investigations using
experimentation polluted water samples under
is needed. remaining resources and Vernier sensors.
microscope. Students will bring
improve environmental water samples and make wet mounts Beaverton, Oregon:
quality? to compare the slides of water Vernier Software &
Technology.
Using stereo and compound
Environmental Science Curriculum Map
Charlie Cunningham
Energy efficiency is
an important energy
resource. Visualizing difficult scientific
concept
Environmental
problems create Scientific vocabulary
various health
hazards to humans.
more sustainably.
Humans and the 8 weeks There are many In pairs or groups of three, students Teacherspayteachers.com
Environment environmental What are the three Reading science texts with will read a short article about the
problems nowadays. principles of understanding environment vs economy. Students http://www.ted.com/talks/j
sustainability? will discuss different conflicts ane_goodall_at_tedglobal
Humanity relies on between preserving the environment _07
energy resources and keeping the economy stable.
from the sun and on Volz, D., & DeMoss, G.
natural resources Critical thinking (2007). Investigating
Students will watch How Humans
from the earth. How are our ecological environmental science
and Animals can live together TED
footprints affecting the
Environmental Science Curriculum Map
Charlie Cunningham
Environmental science is a
Environmental Science Curriculum Map
Charlie Cunningham
study of connections in
nature.
Can sustainability
revolution be a reality?
Key components of
sustainability.
The definition of
environmentally sustainable
society.