Curriculum and Instruction – Office of Science ...



Purpose of Science Curriculum MapsThis map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025.? It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides?suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.?The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice.? In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards.? Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices.? However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable.? We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards. Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness. The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. Science PracticesTo develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.2365375135255Commonalities between ELA, Math, and Science As you use the instructional maps, teachers should remember that science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a connection to all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns, as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps. . 5 E Instructional Model The 5E instructional model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunity to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.Science Curriculum Maps OverviewThe science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices).At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school. At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes. How to Use the Science Curriculum MapsTennessee State StandardsThe TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard. ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.(More Academic Vocabulary support can be found at the following link: )Following the vocabulary development work of Beck, McKeown and Kucan, the CCSS references three tiers of words that are vital to academic achievement:?Tier One words are the words of everyday speech usually learned in the early grades… Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (dignified, faltered).?Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable.?Tier Three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, legislature, circumference, aorta) and key to understanding a new concept within a text… Recognized as new and “hard” words for most readers (particularly student readers), they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a glossary).It is important to target specific instruction on Tier 2 and Tier 3 vocabulary words to help students develop deep understanding that cannot be acquired through independent reading. Since Tier 3 words are typically targeted in content specific instruction, it's particularly important and challenging to identify and target Tier 2 words, since they appear across all disciplines.?Basic Guidelines for effective structured language practice strategies:?Make the target language rigorous, and mandatory.?Never use structured language practice strategies with language that hasn’t been explicitly taught first.?Post the graphic organizers or word banks and sentence frames that you’ve taught. Require students to use them during the activity and continuously remind them to focus on their use of the language.?Use a timer, chime, or other signal to mark the beginning, transitions, and ending of the activity. Keep it moving! Don’t adjust your pace to allow all students to finish. If you use these strategies regularly, students will increase their speed to match your snappy pace.?Circulate to monitor for participation as well as accuracy. Provide targeted support as needed.?Take it to writing. A brief written product (sentence(s) in a journal, language log, note sheet, poster, post-it, exit ticket…) helps hold all students accountable.?Strategies includeClassroom Instructional Strategy - Webs - Vocabulary Log - StandardsEmbedded StandardsOutcomes ResourcesConnectionsStandard 4 – Water and Land Resources ---1 WeekCLE 3260.1.1 Explain how earth’s position in the solar system creates global climate patterns. CLE 3260.6.1 Investigate the causes, environmental effects, and methods for controlling/preventing land, air and water pollution. CLE 3260.6.2 Apply case studies to relate land, air, and water pollution to human health issues.CLE 3260.6.3 Explore methods used for remediation of land, air and water pollution. CLE 3260.6.4 Research local and national environmental legislation related to protecting land, air and water resources. CLE 3260.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems. Name five primary air pollutants, and give sources for each.Name the two major sources of air pollution in urban areas.Describe the way in which smog forms.Explain the way in which a thermal inversion traps air pollution.Describe three possible short-term effects and long-term effects of air pollution on human health.Explain what causes indoor air pollution and how it can be prevented.Describe three human health problems caused by noise pollution.Describe solutions to energy waste caused by light pollution.Explain the causes of acid precipitation.Explain how acid precipitation affects plants, soils, and aquatic ecosystems.Describe three ways that acid precipitation affects humans.Describe ways that countries are working together to solve the problem of acid precipitation.Holt Environmental Science – Air - Chapter 12 12.1 What Causes Air Pollution?12.2 Noise and Light Pollution12.3 Acid PrecipitationActivities/Labs1. Active Readings: CRF Ch. 12 Sect. 12.1, 12.2, and 12.3, cite the location of the answer, i.e. line, paragraph 2. Map Skills: Light Sources, p. 348Pollution Levels CRF Ch. 12 p.133. Case Studies: The Health Effects of Ground-level Ozone, p. 332The Donora, PA, Killer Smog, p.3494. Exploration Labs:Neutralizing Acid Precipitation, p.338 The Acid Test, pp.346-347Analyzing Particulate Pollution, CRF Ch. 12 pp. 27-30 CBL Probeware: Effects of Acid Precipitation, CRF Ch. 12 pp. 35-40Identifying Sources of Pollution, CRF Ch. 12 pp. 41-44Relating Ozone and Weather, CRF Ch. 12 pp. 45-485. Group Activities:Collecting Particulate Matter, p. 326 Reducing Auto Emissions, p. 327Air Pollution and The Individual, p.328Search The School, p. 333Asbestos Contamination, p. 334Air Pollutants Pollution - Causes & Effects, Documentary Videos Air pollution is the introduction of foreign products into the atmosphere that have detrimental effects on living organisms and cause damage to the environment.Teaching Resources1. Do Now Transparencies, CRF Ch. 12 Sect 12.1, 12.2, and 12.332. PowerPoint Presentations: Sections 12.1,12.2, and 12.3 3. Teaching Transparencies, CRF Ch. 12The Formation of SmogTemperature Inversion Indoor Air Pollutants Light SourcesThe pH ScaleHow Acid Precipitation FormsA Global Look at Acid Precipitation Chapter Review and Assessments:1. Section Review 12.1, 12.2, 12.3 2. Chapter Review pp. 341-3433. Standardized Test Prep pp. 344-3454. Concept Review, CRF Ch. 12 pp. 1-2 5. Interactive Explorations CD Rom: Moose Malady6. Critical Thinking, CRF Ch. 12 pp.3-6 (Sign in)Looking for Water (Grades 112) Some cities in California are looking beyond water conservation as the state faces historic drought conditions.Websites: (Sign in)1. Air Pollution HE 4003Respiratory Disorders HE 4094Acid Rain HE 40012. The Answer Blowing in the Wind? Mt. Pinatubo Stratospheric Ozone The Camanchaca Black Carbon (Soot) Dust World Thermal Islands Carbon City 3. PollutionVocabulary Air pollution, primary pollutant, secondary pollutant, smog, temperature inversion, sick building syndrome, asbestos, decibel, acid precipitation, pH, acid shockPerformance TasksReal-Life – Local Air Quality Have students research the air quality where they live. Students will prepare a two-page report and include answers to the following questions. What are the sources of air pollution? What are the weather conditions that lead to the worst and best air quality in their area? Group Activity – Air Pollution and the Individual Divide the class into small group, and have members of each group discuss the following questions: “How do I contribute to air pollution? At what point would the level of air pollutants in the air be high enough for me to take action?” Air PollutantsYou will create a book, PowerPoint, video, etc. to teach others about the following topics. This project must be creative, neat, and it should be obvious that a considerable amount of time was spent on it.Ozone DepletionCauses of Global Climate ChangesEffects of Global Climate ChangesSmog and Ozone AlertsStudents are to prepare a script for a simulated TV new report on a hypothetical smog or ozone alert in their area. Students’ scripts should be creative yet plausible and coherent. Students are to describe the source of the pollutants and any aggravating factors. Students should also include advice about how people can minimize their exposure during the alert and about what individuals can do help alleviate the problem. Standard 4 – Water and Land Resources - 1 WeekCLE 3255.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems. CLE 3260.1.1 Explain how earth’s position in the solar system creates global climate patterns. CLE 3260.7.3 Explain how human activity is related to ozone depletion and climate change.CLE 3260.7.4 Summarize the scientific explanation for average global temperature increase. Explain the difference between weather and climate.Identify four factors that determine climate.Explain why different parts of the earth have different climates.Explain what causes the seasons.Explain how the ozone layer shields the Earth from much of the sun’s harmful radiation.Explain how chlorofluorocarbons damage the ozone layer.Explain the process by which the ozone hole forms.Describe the damaging effects of ultraviolet radiation.Explain why the threat to the ozone layer is still continuing today.Explain why Earth’s atmosphere is like the glass in a greenhouse.Explain why carbon dioxide in the atmosphere appears to be increasing.Explain why many scientists think that the Earth’s climate may be becoming increasingly warmer.Describe what a warmer Earth might be like.Holt Environmental Science – Atmosphere and Climate Change - Chapter 13 13.1 Climate and Climate Changes13.2 The Ozone Shield13.3 Global WarmingActivities/Labs1. Active Readings, CRF Ch. 13 Sect. 13.1, 13.2, and 13.3, cite the location of the answer, i.e. line, paragraph2. Map Skills: Different Winds, CRF Ch. 13 p. 133. Case Study: Ice Cores, pp.354-3554. Explorations Labs:Build A Model of Global Air Movement, CRF Ch. 13 pp. 23-26Methyl Bromide: The Ozone's Enemy, CRF Ch. 13 pp. 27-29How Effective Are Sunscreens? CRF Ch. 13 pp. 40-43Global Warming in a Jar, CBL Probeware: Observing the Greenhouse Effect, CRF Ch. 13 pp. 34-395. Group Activities:Rain Shadow in Satellite Imagery, p.357Computer: Research Causes of Extinctions in Amphibians, and Alternative-Fuel Vehicles) View: An Inconvenient TruthField Activity: Carbon Dioxide p. 364 Group Report: Coral Reefs Teaching Resources1. Do Now Transparencies, CRF Ch. 13 Sect. 13.1, 13.2, and 13.32. PowerPoint Presentations: Sect. 12.1,12.2, and 12.33. Teaching Transparencies:CFC's and Ozone DepletionOzone Depletion and UV RadiationHow the Greenhouse Effect Works?Increases in Carbon Dioxide The Global Temperature RecordTotal World Emissions of Carbon DioxideChapter Review and Assessment1. Section Review 13.1, 13.2, 13.32. Chapter Review pp. 371-3733. Standardized Test Prep pp. 374-3754. Concept Review, CRF Ch. 13 pp. 1-25. Critical Thinking, CRF Ch. 13 pp.3-6Websites:1. (sign in)Winds HE 4125Ozone Shield HE 4080Global Warming, HE 40492. ChangeGlobal WarmingGreenhouse Effect Heat AbsorptionRadiation Role of Clouds in Global Climate Change: The Blanket vs. The Umbrella Dust Bowl: Is Climate Change Starting Another? Carbon Monoxide: Its Environmental Impact Abrupt Climate Change Global Climate Change Climate Change: Paleocene-Eocene Thermal Maximum Sulfur Dioxide: Its Role in Climate Change Water Vapor: Feedback or Forcing? VocabularyClimate, latitude, El Nino, La Nino, ozone layer, chlorofluorocarbon (CFCs), ozone hole, polar stratospheric clouds, greenhouse gases, global warming, Kyoto ProtocolPerformance TasksGroup Activity - How Much Does a Car Really Cost? – p. 367Owning a car has costs beyond the original purchase price, when one considers the cost of owning, operating, and maintaining a car.Meteorological DataStudents will determine the latitude for Memphis by using a map. Students will research monthly meteorological data for Memphis using various resources. Students will then identify one city 50 north of Memphis and one city 50 south of Memphis. Students will develop a chart that compares the climate in Memphis with the climate in the two cities they identified.Stratospheric OzoneStudents are to imagine that they are a scientist who is studying the effects of chlorofluorocarbons on stratospheric ozone. Students are to follow the path of a chlorine atom from the time it is released into the atmosphere from a CPS source through the time it has destroyed ozone molecules. Students are to summarize their findings in a short essay. Global Warming Students are will imagine that they are a scientist who has been studying global warming. You have been asked by the President of the United States to write a recommendation for his environmental policy on the subject. The President has asked you to provide important facts that can be used to promote the proposed policies. Students are to summarize their recommendation in a letter.Standard 4 - Water and Land Resources – 2 WeeksCLE 3255.6.1Investigate the role of public lands in sustaining biodiversity. CLE 3260.4.1 Examine common resource use practices in agriculture, forestry, urban/suburban development, mining, and fishing. CLE 3260.4.2 Explore best management practices related to water and soil resources. CLE 3260.4.4 Evaluate the impact of human activities on natural resources.CLE 3260.6.1 Investigate the causes, environmental effects, and methods for controlling/preventing land, air and water pollution. CLE 3260.6.3 Explore methods used for remediation of land, air and water pollution. Distinguish between urban and rural land.Describe three major ways in which humans use land.Explain the concept of ecosystem services.Describe the urban crisis, and explain what people are doing to deal with it.Explain how urban sprawl affects the environment.Explain how open spaces provide urban areas with environmental benefits.Explain the heat-island effect.Describe how people use the geographic information system as a tool for land-use planning.Explain the benefits of preserving farmland.Describe two ways that rangeland can be managed sustainably.Describe the environmental effects of deforestation.Explain the function of parks and of wilderness areas. Holt Environmental Science – Land - Chapter 14 14.1 How We Use Land14.2 Urban Land Use14.3 Land Management and ConservationActivities/Labs1. Active Readings, CRF Ch.14 Sect. 14.1, 14.2, and 14.3, cite the location of the answer, i.e. line, paragraph2. Map Skills: Land Use CRF Ch. 14 p. 133. Case Study: California’s Wilderness Corridors pp.393-3933. Exploration Labs:Summarizing Residents’ Opinions, CRF Ch. 14 pp.42-45Measuring Soil Depth and Compaction, p.391Creating A Land- Use Model pp. 402-403Comparing New and Recycled Paper, CRF Ch. 14 pp. 38-41A Hot Topic, CRF Ch. 14 pp. 27-29Analyzing Land Use, CRF Ch. 14 pp. 34-374. Group Activities:Megalopolis p. 384Balancing Recreation and Conservation p. 394Identifying The Urban Crisis p. 385Suburban Sprawl -. 385Internet Activity: Putting Knowledge into Positive Action, p. 390Teaching Resources1. Do Now Transparencies, CRF Ch. 14 Sect. 14.1, 14. 2, and 14.32. PowerPoint Presentations, Sect. 14.1, 14.2, and 14.33. Teaching Transparencies:Urban vs. Rural Population by World RegionUnited States National ParksGIS Views of Seattle, WAChapter Review and Assessment1. Section Review 14.1, 14.2, 14.32. Chapter Review pp. 397-3993. Standardized Test Prep pp. 400-401 4. Concept Review, CRF Ch. 14 pp. 1-25. Critical Thinking, CRF Ch. 14 pp.3-6Websites:1. Ecosystem Services HE 4026Land Use HE 4059Range Management HE 40912. Water Cycle3. Southern Appalachians: A Changing WorldVocabulary Urban, rural, ecosystem services, urbanization, infrastructure, urban sprawl, heat island, land-use planning, geographic information system (GIS), overgrazing, deforestation, reforestation, wildernessPerformance TasksGroup Activity – Identifying the Urban Crisis – Organize the class into small groups and give each group a few current local newspapers or magazines. Have students search articles that describe the urban crisis in some ways. Designing a CommunityStudents will design a model community that is to be the home of 1,000 people. Student may select a specific geographic area in which to locate the community. Students will design a community that anticipates future population growth in the region. In addition, students will indicate where resources will come from and how community services such as electricity, water trash collection and police and fire protection will be delivered. Students should also consider the types of open space and alternative transportation routes they will include in their community.Standard 4 – Water and Land Resources --- 2 WeeksCLE 3260.4.1 Examine common resource use practices in agriculture, forestry, urban/suburban development, mining, and fishing.CLE3260.4.2 Explore best management practices related to water and soil resourcesCLE3260.Inquiry.4 Apply qualitative and quantitative measures to analyze data and draw conclusion that are free of bias.CLE 3260. Inq.5 Compare experimental evidence and conclusions with those drawn by others about the same testable question.CLE 3260. Inq.6 Communicate and defend scientific findings.CLE3260. Inq.12 Develop a logical argument about cause-and-effect relationship in an experiment.Identify the major causes of pare the environmental costs of producing different types of food.Explain how food distribution problems and drought can lead to famine.Explain the importance of the green revolution.Distinguish between traditional and modern agricultural techniques.Describe fertile soil.Describe the need for soil conservation.Explain the benefits and environmental impacts of pesticide use.Explain what is involved in integrated pest management.Explain how genetic engineering is used in agriculture.Explain how overharvesting affects the supply of aquatic organisms used for food.Describe the current role of aquaculture in providing seafood.Describe the importance of livestock in providing food and other productsHolt Environmental Science – Food and Agriculture - Chapter 15 15.1 Feeding the World15.2 Crops and Soil15.3 Animals and AgricultureActivities/Labs1. Active Readings, CRF Ch. 15 Sect. 15.1, 15.2, and 15.3, cite the location of the answer, i.e. line, paragraph2. PowerPoint Presentations, Sect. 15.1, 15.2, and 15.32. Map Skills: U.S. Crops, CRF Ch. 15 p.133. Case Study: Menhaden: The Fish Beyond the Farm, pp. 424-4254. Exploration Labs:Identifying Food Product Sources, CRF Ch. 15 pp. 39-42Inferring The Effects of Earthworm Activity, CRF Ch. 15 pp. 43-46Which Crops Tolerate Salt, CRF Ch. 15 pp. 31-34Preventing Soil Erosion, p. 414Managing The Moisture in Garden Soil pp. 434-435Modeling Pesticide Pollution, CRF Ch. 15 pp.27-30Pest Search, p. 4195. Group Activities:Earth Day CakeCalculating Calories from Food Labels, Soil Qualities, p. 413Role Playing Game p. 418Overlooked Food p. 425Internet Activities: The Land Grant System, p. 415Fish Harvests and Aquaculture, p. 424 Teaching Resources1. Do Now Transparencies, CRF Ch. 15 Sect.15.1, 15.2, and 15.32. PowerPoint Presentations: Sections 15.1, 15.2, and 15.33. Teaching Transparencies:Total Calorie Supply Per Person Per DayWorld Grain Production vs. Grain Production Per PersonThe Structure and Composition of Soil Worldwide Vulnerability of Soils to Water ErosionThe Steps of Integrated Pest ManagementEngineering Plant Resistance to PestsThe Collapse of North American Cod FisheriesChapter Review and Assessment1. Section Review p.411, p.422, and p.4272. Chapter Review pp. 429-4313. Standardized Test Prep pp. 432-44334. Concept Review, CRF Ch. 15 pp. 1-25. Critical Thinking, CRF Ch. 15 pp.3-6Websites: 1. Food and Diet HE 4042Green Revolution HE 4050Soil Erosion HE 4100Genetic Engineering4047Livestock Production HE 40863. Growing Plants Pollination: Flower to FruitPorosityVocabularyFamine, malnutrition, diet, yield, arable land, topsoil, erosion, desertification, compose, salinization, pesticide, biological pest control, genetic engineering, domesticated, overharvesting, aquaculture, livestock, ruminantPerformance TasksDiscussion What is Food? Divide students into groups. In their groups, students will give their definition of food. Have students create a table of foods divided into categories such as “Prefer to eat,” and “Would Never eat.” Challenge students to state reasons for their choices and then critically analyze those reasons Activity – World Farming –Students will choose a foreign country and then create a poster about its farming methods. Students will present their posters to the class. Standard 4 – Water and Land Resources --- 2 WeeksCLE 3260.1.3 Explain the rock cycle and its association with soil formation. CLE 3260.4.1 Examinecommon resource use practices in agriculture, forestry, urban/suburban development, mining, and fishing. CLE 3260.4.4 Evaluate the impact of human activities on natural resources.CLE 3260.6.4 Research local and national environmental legislation related to protecting land, air and water resources. CLE 3260.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space and physical systems. CLE 3260. Inq.5 Compare experimental evidence and conclusions with those drawn by others about the same testable question.CLE 3260. Inq.6 communicate and defend scientific findings.CLE 3260 T/E.1 Explore the impact of technology on social, political, and economic systemsCompare and contrast rocks and minerals. Explain the difference between a metal and a nonmetal, and give two examples of each.Describe three processes by which ore minerals form.Create a concept map depicting the rock cycle. Summarize the environmental impact of extracting, processing, and using mineral resources.Describe the manner in which mining companies explore for new mineral deposits.Describe three methods of subsurface mining.Describe two methods of surface mining.Define placer deposit, and explain how placer deposits form.Describe the steps that take place in smelting an ore.Describe important potential environmental consequences of mining.Name federal laws that relate to mining and reclaiming mined land.Define the term reclamationDescribe ways in which state governments regulate mining.Investigate a state or local environmental issue involving pollution of land, air or water. Explore case studies of human health problems related to pollutants. Holt Environmental Science – Mining and Mineral Resources - Chapter 16 16.1 Minerals and Mineral Resources16.2 Mineral Exploration and Mining16.3 Mining Regulations and Mine ReclamationActivities/Labs1. Active Readings, CRF Ch.16 Sect. 16.1, 16.2, and 16.3, cite the location of the answer, i.e. line, paragraph2. PowerPoint Presentations, Sect. 16.1, 16.2, and 16.33. Map Skills: South Africa’s Minerals CRF Ch. 16 p. 13Mineral Production in The United States p.4644. Case Study: Hydraulic Mining in The California Goldfields5. Exploration Labs:Identifying Minerals and Mineral Products, CRF Ch. 16 pp. 39-43Philosopher’s Stone, CRF Ch. 16 pp. 27-30Extraction of Copper from its Ore, CRF Ch. 16 pp. 23-26Modeling The Mining Process, CRF Ch. 16 pp. 31-346. Group ActivitiesUnique Mineral Properties, p. 442Mining Chocolate Minerals, p. 446Measuring The Impact of a Mine, p. 452Internet Activity: Bioremediation p. 452Teaching Resources1. Do Now Transparencies, CRF Ch. 16 Sections 16.1, 16.2, and 16.32. PowerPoint Presentations: Sect 16.1, 16.2, and 16.33. Teaching Transparencies: Minerals Used in the Lifetime of the Average U.S. CitizenCommon Elements and their Ore MineralsEnvironments of Mineral FormationChapter Review and Assessments1. Section Reviews, p. 444, p. 450, and p. 455 2. Chapter Review, pp. 457-4593. Standardized Test Prep, pp. 460-4614. Concept Review, CRF Ch. 16 pp. 1-25. Critical Thinking, CRF Ch. 16 pp. 3-66. Chapter Test, CRF Ch. 16 pp. 19-22Websites: 1. Mine AccidentsTeacher Resources2. Minerals HE 4067Mining Minerals, HE 4069Mining Reclamation, HE 40703. Mineral IdentificationRock Classification4. : More Than MetalMolybdenum: Helping to Build a Strong FutureCopper in Our Electrical World video An Acidic Reaction (Demonstration) Fire from The Rock (Demonstration)Glow in The Dark Rocks (Demonstration)How to Bend a Rock (Demonstration) VocabularyMineral, are mineral, subsurface mining, surface mining, placer deposit, smelting, subsidence, reclamationPerformance TasksWhen You Eat…It’s not just important to know which vitamins and minerals are in each type of food. Especially for children, understanding how each vitamin and mineral helps their bodies can help encourage them to eat a healthier variety. Students will choose one type of food that contains several vitamins and minerals, and prepare a report that shows which vitamins and minerals the food contains, as well as how those nutrients can help the body.Real Life – Detroit, the Salty City Have student research salt mining beneath Detroit and report their finding to the class. Tennessee's Mineral IndustryTennessee has a history of mining more different kinds of mineral resources than any other state east of the Mississippi River except North Carolina, dating back to the late 18th century. Students will research the mineral industry in Tennessee and prepare a brochure showing the different types of minerals found in Tennessee.Alaska the Last Frontier ... not for long Use the link about to read the article on Alaska being threatened by many proposals to mine an estimated 5.5 trillion tons of coal. Students will take a position for or against the mining of coal in Alaska. Students will write an argument defending their position. .Standard 4 – Water and Land Resources --- 1 WeekCLE3260.4.3 Compare and contrast preservation and conservation.CLE 3260.5.1 Compare and contrast various energy resources.CLE 3260.5.2 Analyze the past and present use of energy resources.CLE 3260.5.5 Predict future trends in energy resource use.CLE 3260.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems.CLE3260.Ing.1 Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted.CLE 3260. Inq.2 Design and conduct scientific investigations to explore new phenomena, verify previous results, test how well a theory predicts and compareopposing theories.CLE 3260. Inq.5 Compare experimental evidence and conclusions with those drawn by others about the same testable question.CLE 3260. Inq.6 Communicate and defend scientific findings.List down factors that influence the value of a fuel.Explain how fuels are used to generate electricity in an electric power plant.Identify patterns of energy consumption and production in the world and in the United States.Explain how fossil fuels form and how they are pare the advantages and disadvantages of fossil-fuel use.List factors that influence predictions of fossil-fuel production.Describe nuclear fission.Describe how a nuclear power plant works.List down advantages and disadvantages of nuclear energy.Holt Environmental Science – Nonrenewable Energy - Chapter 17 17.1 Energy Resources 17.2 Nuclear EnergyActivities/Labs:1. Active Readings, CRF Ch. 17 Sect. 1 and 2, cite the location of the answer, i.e. line, paragraph2. Map Skills: Coal Deposits CRF Ch. 17 p.113. Case Study: Methane Hydrates pp. 472-4734. Exploration Labs:Generating Electricity p.469Your Household Energy Consumption pp. 486-487Project TVA's Personal Energy AuditCalorimetry: Evaluating Fuels CRF Ch.17 pp. 31-36Relating Combustion with Emissions CRF Ch. 17 pp. 24-27Teaching Resources1. Do Now Transparencies, CRF Ch. 17 Sect 17.1 and 17.22. PowerPoint Presentation: Sect 17.1, 17.23. Teaching Transparencies:How a Coal-fired Power Plant WorksFossil Fuels in the United StatesFission & FusionHow a Nuclear Power Plant Works?Chapter Reviews and Assessments:1. Section Reviews p. 475 and p. 4792. Chapter Review, p. 481-4833.Standardized Test Prep pp. 44-4854. Critical Thinking, CRF Ch. 17 pp. 3-65. Chapter Test, CRF Ch. 17 pp. 16-19Websites: 1. Fossil Fuels HE 4044Nuclear Energy HE 4075 fuels, electric generator, petroleum,Oil reserves, nuclear energy, nuclear fission, nuclear fusionPerformance TasksLife Without Fossil FuelsFossil fuels are materials such as coal, oil, and natural gas that ae burned to supply heat or generate electricity. Students are asked to run through their daily routine from the moment they wake up in the morning to the time they got to sleep and think about how fossils fuels affect their routine. Students are to prepare a chart showing their daily use of fossil fuels. Students will write an essay on “How Life Would Be Different if Fossil Fuel Resources Were More Limited.”Renewable power trumps fossil fuels for first time the link above, students will read the article. Students will summarize the advantages and disadvantages of Renewable energy is surpassing fossil fuels for the first time in new power-plant investments, shaking off setbacks from the financial crisis and an impasse at the United Nations global warming talks.TOOLBOXStandard 4 - Water and Land Resources ---1 WeekPlansStudents will gain background knowledge of the basic sources of air pollution, along with the overview of how air pollution affects our health, our environment, and our economy. They will then participate in a hands-on demonstration to understand visually that everyone has an impact on air pollution. Students will also complete a worksheet detailing a description of each pollutant, as well as listing three interesting facts for each pollutant. for TeachersDetailed information about climate change concepts and developments: what it is, what it can do, and what's being done about it. Access the Green wire news service for Climate Change news and the U.S. Greenhouse Gas Inventory. ActivitiesLearn the basics, see the impacts and think like a scientist. Cool School Challenge engages students and teachers in practical strategies to reduce carbon dioxide (CO2) and other greenhouse gas emissions school-wide. ResourcesA brief introduction to the 1990 version of the Clean Air Act, to help you understand what is in the law and how it may affect you. 4 – Water and Land Resources --- 1 WeeksPlansThis lesson plans have the following goals: To introduce students to common types of air pollution and their sources, to explain the role of engineering in monitoring air quality and designing technology that helps clean air and to allow students to collect and record local particulate matter data. will build awareness that many disciplines of study and areas of interest can contribute to solving a public problem. Students will build awareness of past air pollution disasters by reviewing historic accounts. for TeachersFor basic information about air quality, go to climate change information kit from the United Nations is available at ActivitiesThese activities explore the importance of our atmosphere, its functions and chemistry, and how scientists are tracking changes in the atmosphere - changes that impact all life on the planet. The activities also explore how the atmosphere connects to our global climate system and every breath we take. Other ResourcesFind links to articles that give overviews of ozone depletion, shorter pieces that focus on specific aspects of ozone depletion, international organizations that issue regular updates, as well as images and animations of ozone levels and ozone depletion. to learn about the air quality in your community? Read the American Lung Association's 'State of the Air' report to find out more. 4 – Water and Land Resources – 2 WeeksPlansThis lesson addresses the concept that changes in ecosystems are sometimes slow and, at other times, can take place suddenly. Instruction and review are included in a game format that provides a platform for discussion. It can be adapted for high school students. for TeachersBasic information about ecological succession is summarized at ActivitiesWatch this video lesson to learn about ecological succession from the beginning stages of development to a community's ultimate destination: ResourcesA summary of ecological succession is accompanied by specific examples at 4 – Water and Land Resources --- 2 WeeksPlansThis Web Quest is a problem-solving exercise. Your students play the role of a newspaper reporter for Explore More News. They research an issue that interests them and write one article. This Web Quest works for any of the four topics (genetic engineering, energy, working landscapes, water quality). module introduces the main goals of sustainable agriculture and examines a range of sustainable farming practices and case studies. for TeachersThis unit is designed to acquaint students with the concept of genetic engineering and the biological and ethical implications involved. It will also help students understand the interplay between science, government, and the citizen, and the ethical problems involved in trying to feed the entire world population. debate about genetically modified foods is reviewed at ActivitiesThe Greens is full of fun interactive ways to get active on topics from green fashion to recycling using blogs and mini episodes staring characters you can relate to. ResourcesExplore the ethics of genetic engineering at a Sustainable Agriculture is a free curriculum that addresses the social, environmental and economic impacts of agriculture. The curriculum provides a critical analysis of agricultural and food systems and helps students understand new concepts through hands-on examples. 4 – Water and Land Resources --- 2 WeeksPlansIn this lesson, students will learn how the three types of rock are formed as part of the rock cycle and that the same forces that produce/change rocks also produce/change landforms. Download the lesson plan and all required handouts at rock cycle consists of igneous, sedimentary, and metamorphic rocks. This lesson will focus on metamorphic rocks and how they form. for TeachersThe following website provides information about mineral, surface, oil and gas rights: to this report focusing on 25 inspiring case studies of conservation-minded citizens addressing resource concerns on a watershed or community scale. The report is national in scope but it focuses on local strategies to address local and regional conservation challenges. ActivitiesThis lab activity uses sugar cubes to simulate changes in rocks due to the rock cycle. Download the directions at in Texas demonstrates the extraction of nonrenewable minerals. Download the directions at ResourcesIf you have a strong interest in gemstones, you would probably love to have an opportunity to mine for diamonds yourself. Here's where you can go - it is the only producing diamond mine in the United States and the only diamond mine in the world where you can be the miner. are microcosms of their continental counterparts, where strategies, policies and management regimes for sustainable development can be applied, tested and refined; where the components of cause and effect are more readily assessed, outcomes more rapidly seen and results more specifically tangible. Focusing efforts and resources on the conservation and sustainable use of island biodiversity and the fair and equitable sharing of benefits arising from the utilization of island genetic resources can provide rapid progress towards the reduction in the rate of biodiversity loss on Earth. Summaries of case studies and links to additional information are provided at 4 – Water and Land Resources --- 1 WeekPlansThis is a multi-day lesson that includes an introduction to energy sources, an activity to understand the value of renewable energy resources, and research on specific sources and their conversions. for TeachersWhat are different examples of nonrenewable resources? Do nonrenewable resources cause pollution? What is the relationship that exists between chemical energy and a nonrenewable resource? What are some points on how to conserve energy? Find answers and additional information at following site provides a concise comparison of nonrenewable and renewable energy resources: ActivitiesNonrenewable energy sources come out of the ground as liquids, gases, and solids. Crude oil (petroleum) is the only commercial nonrenewable fuel that is naturally in liquid form. Natural gas and propane are normally gases, and coal is a solid. Go to the following site for an online tutorial: you ever wondered what oil looks like underground, down deep, hundreds or thousands of feet below the surface, buried under millions of tons of rock and dirt? Find out at ResourcesDownload a one-page primer explaining how coal, natural gas and petroleum were formed. Study Guide: Provides broad overview of coal types, uses of coal, and coal mining. Provides more detailed discussion of the science behind coal gasification technology and carbon sequestration (particularly geologic carbon sequestration). Study Guide: Explains oil drilling (primary and secondary recovery techniques), oil refining, offshore drilling, and the national Strategic Petroleum Reserve. 537210016510000 ................
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