Unit Design Template - STC Main



Unit 1: Examining Biotic/ Abiotic Factors and Relationships and Environmental Social Justice

Unit Brainstorm

Stage 1 Desired Results

Goals

5.3.A.a. * Predict local and/or global effects of environmental changes when given a scenario describing how the composition of the geosphere, hydrosphere, or atmosphere is altered by natural phenomena or human activities DOK: 2

5.3.A b. * Recognize how the geomorphology of Missouri (i.e., different types of Missouri soil and rock materials such as limestone, granite, clay, loam; land formations such as Karst (cave) formations, glaciated plains, river channels) affects the survival of organisms DOK: 3

4.1.C.b. * Predict and explain how natural or human caused changes (biological, chemical and/or physical) in one ecosystem may affect other ecosystems due to natural mechanisms (e.g., global wind patterns, water cycle, ocean currents) DOK: 2

7.1.A a.-g. Formulate testable questions and hypotheses DOK: 3 (…) g. Evaluate the design of an experiment and make suggestions for reasonable improvements DOK: 3

7.1.B a. * Make qualitative and quantitative observations using the appropriate senses, tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders) DOK: 2

7.1.B. f. *Recognize observation is biased by the experiences and knowledge of the observer (e.g., strong beliefs about what should happen in particular circumstances can prevent the detection of other results) DOK: 2

7.1.D. a. Communicate the procedures and results of investigations and explanations through:

⇛ oral presentations

⇛ drawings and maps

⇛ data tables (allowing for the recording and analysis of data relevant to the experiment such as independent and dependent variables, multiple trials, beginning and ending times or temperatures, derived quantities)

⇛ graphs (bar, single, and multiple line)

⇛ equations and writings DOK: 3

Enduring Understandings

• Biotic and abiotic factors are interrelated in an ecosystem

• A thriving ecosystem is made of biotic and abiotic factors as well as a diverse community

• Humans benefit from and affect the environment’s biotic and abiotic factors; however, the benefits and impacts are not distributed equally among the human population

Essential Questions

• How do changes locally affect ecosystems?

• How do living and non-living factors relate in a healthy or unhealthy ecosystem?

Knowledge

• Ecosystem

• Biotic factors

• Abiotic factors

• Watershed

• Point and non-point source pollution

• Justice, human rights

• Soil

• Erosion

Skills

• Design, conduct and report on a valid experiment

• Read and evaluate articles for the effects of biotic and abiotic factors in a community

Stage 2 Assessment Evidence

• Conduct controlled experiments to infer abiotic and biotic relationships in an ecosystem, evaluate the effects of pollution

• Evaluate data from water quality reports and other media to draw conclusions on where drinking water is safest or higher quality, research causes and conditions which make water quality unequal throughout the world

Stage 3 Learning Plan

1. Biotic and abiotic data collection of school grounds. Maintain school data (ongoing with each new semester)

2. Biotic and abiotic factors in 2 liter bottle terrariums

3. Bottle Biology links: The effects of salt pollution on plants

4. Modeling available freshwater activity

5. The EPA Region 7 a source for local EPA issues.

6. Water quality articles

a. Compare public and private water in St. Louis and Atlanta

b. Compare water availability in SA to St. Louis

c. Discussion and debate: is fresh water a human right? What is justice?

7. Wadershed (paperwad) Modeling watersheds activity

8. Bottle Biology: What is the effect of road salt on plant growth?

9. Water Quality and Invertebrates McGraw-Hill Biology: Virtual Laboratory Links

10. Discussion and debate should the government regulate? Read and know the

a. Times Beach story

b.

c.

11. After some study on how pollutants impact life in aquatic systems, begin a set of readings on how pollutants affect people. Sources for articles include

a. Environmental Justice Resource Center

b. Discussion and debate: where should industrial waste be disposed?

12. Communities and Biomes McGraw-Hill Biology: Virtual Laboratory Links

13. Story of lead in East St. Louis:

a.

b. Selected excerpts from Savage Inequalities and Toxic Waste and Race at 20.

c. Explore the Environmental Justice Case Study: East St. Louis website compare to information in East St. Louis water quality reports. How to reconcile the differences in what’s reported on the area. (note: water quality reports are mostly positive)

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