NEWARK PUBLIC SCHOOLS
NEWARK PUBLIC SCHOOLS
ENVIRONMENTAL SCIENCE
CURRICULUM GUIDE (Draft)
2008
NEWARK PUBLIC SCHOOLS
A D M I N I S T R A T I O N
2008-2009
State District Superintendent Dr. Clifford B. Janey
State District Deputy Superintendent
Chief Financial Officer Mr. Ronald Lee
School Business Administrator
Chief of Staff Ms. Sadia White
Assistant Superintendent Ms. Joanne C. Bergamotto
School Leadership Team I
Assistant Superintendent Mr. Roger Leon
School Leadership Team II
Assistant Superintendent Dr. Glenda Johnson-Green
School Leadership Team III
Assistant Superintendent Ms. Lydia Silva
School Leadership Team IV
Assistant Superintendent Dr. Don Marinaro
School Leadership Team V
Assistant Superintendent Dr. Gayle W. Griffin
Department of Teaching and Learning
Assistant Superintendent Dr. Kevin West
Department of Special Programs
TABLE OF CONTENTS
Title Page 1
Board Members 2
Administration 3
Table of Contents 4
District Mission Statement 5
District Goals and Guiding Principles 6
Curriculum Committee 8
Course Philosophy 9
Course Description 10
Recommended Textbooks 11
Course Proficiencies 12
Course Units and Suggested Pacing Guide 13
Standards, Goals, and Objectives 14
Appendix 63
Mission Statement
The Newark Public Schools recognize that each child is a unique individual possessing talents, abilities, goals, and dreams. We further recognize that each child can only be successful when we acknowledge all aspects of that child’s life – addressing their needs, enhancing their intellect, developing character, and uplifting their spirit. Finally, we recognize that individuals learn, grow, and achieve differently; and it is therefore critical that as a district, we provide a diversity of programs based on student needs.
As a district, we recognize that education does not exist in a vacuum. In recognizing the rich diversity of our student population, we also acknowledge the richness of the diverse environment that surrounds us. The numerous cultural, educational and economic institutions that are part of the greater Newark community play a critical role in the lives of our children. It is equally essential that these institutions become an integral part of our educational program.
To this end, the Newark Public Schools is dedicated to providing a quality education, embodying a philosophy of critical and creative thinking and designed to equip each graduate with the knowledge and skills needed to be a productive citizen. Our educational program is informed by high academic standards, high expectations, and equal access to programs that provide and motivate a variety of interests and abilities for every student based on his or her needs. Accountability at every level is an integral part of our approach. As a result of the conscientious, committed, and coordinated efforts of teachers, administrators, parents, and the community, all children will learn.
District Superintendent
GOALS AND GUIDING PRINCIPLES
Reaching for the Brass Ring
GOALS
• Goal 1 IMPROVE STUDENT ACHIEVEMENT
Provide all students with equal access to opportunities that demonstrate high academic standards, high expectations, instructional rigor and alignment with the NJCCCS, and which embody a philosophy of critical and creative thinking.
• Goal 2 DEVELOP STUDENT MORAL AND SOCIAL RESPONSIBILITY
Equip students to be productive citizens by addressing needs, enhancing intellect, developing character, and instilling pride and hope.
• Goal 3 STRUCTURE THE ORGANIZATION TO BE EFFICIENT, EFFECTIVE AND ALIGNED WITH THE DISTRICT MISSION
Allocate and align resources on the basis of student needs with high achievement as the ultimate goal.
--Schools and district offices will have effective and efficient programs, processes, operations and services to assure that all students and other customers will have access to certificated, highly trained professionals.
--Budget and fiscal systems will support the focus on student achievement through timely and accurate processing of documents.
• Goal 4 ENFRANCHISE COMMUNITY / EMPOWER PARENTS
Engage community and family in meaningful decision-making and planning for Newark children.
GOALS AND GUIDING PRINCIPLES
Reaching for the Brass Ring
GUIDING PRINCIPLES
• FOCUS ON STUDENTS
Every Newark Public Schools employee must be committed to high achievement for all students and assume responsibility for that success. Everyone clearly communicates the vision, focus, and goals of the district. All district policies, procedures and activities are aligned in support of student achievement.
• HIGH EXPECTATIONS / STANDARDS DRIVEN
All district personnel are constantly analyzing data and feedback to ensure high standards and support to enable all students to be successful.
All school communities are constantly monitoring data and feedback to ensure that each student has the necessary personalized support and quality-learning environment to meet high standards and expectations for learning.
• CARING AND SAFE ENVIRONMENT
The district is committed to safe, clean, aesthetically pleasing educational work environments. Students’ and employees’ diverse backgrounds, abilities, interests, and needs are respected. Structures and practices that promote personalization and equity of access are provided.
• SHARED DECISION MAKING
The district participates openly and honestly in productive, collaborative and reflective communication and systemically solicits feedback from multiple stakeholders. Systemic feedback loops are established to ensure that all stakeholders (including district offices, administrators, teachers, parents and students) are engaged in dialogue for the purpose of shared decision-making.
CURRICULUM COMMITTEE
Joylette Mills-Ransome - Director Joseph Stanish - Supervisor
Hafeezah Abdullah – Biology Teacher
Sobakin Akinronbi – Chemistry Teacher
Ivory Kilpatrick – Biology Teacher
Sonya Rolle-Hinton – Biology Teacher
LaKeisha Sewell – Biology Teacher
Newark Public Schools
Environmental Science
Course Philosophy
"The weight of our civilization has become so great, it now ranks as a global force and a significant wild card in the human future along with the Ice Ages and other vicissitudes of a volatile and changeable planetary system".
Dianne Dumanoski, Rethinking Environmentalism
It has been a longstanding belief that nature should be controlled by humans and that the earth was designed for humanity (Cicero 106-43 BC). Ironically, the human quest to bend the environment to suit its growing needs has decreased the environment’s ability to sustain our life demands. It is our belief that through this course, students will gain insight and an understanding of the balance that must exist between humankind and the environment.
Students will identify, analyze and evaluate both natural and man-made environmental issues. Through the use of critical thinking and problem-solving skills and the application of scientific principles students will be able to assess the associated risks and benefits of environmental policies and practices. Ultimately, this course will enable them to become more informed and conscientious agents of environmental change!
Newark Public Schools
Environmental Science
Course Description
Environmental Science Course Description
Environmental Science is designed to prepare students for entrance into their high school level Biology course. This is a multidisciplinary course that draws from all the sciences, as well as other disciplines. Traditional lecture is integrated with demonstrations, critical thinking and problem solving activities to enable students to gain a better understanding of the relationship between humans and the world in which we live. The essential themes of the course include: Introduction to Environmental Science, Ecology, Populations, Air, Water and Land, Mineral and Energy Resources, and Our Health and Our Future.
The following unifying concepts form the foundation of this course:
1. Science is a process.
• Science is a method of learning more about the world.
• Science constantly changes the way we understand the world.
2. An Ecosystem is a system of interdependent living and non-living factors necessary for life.
• Ecosystems can be as large as the earth or as small as a puddle of water.
• The earth is a large ecosystem.
3. An ecosystem can continue perpetually; it is dynamic due to energy conversions.
• Energy can neither be created nor destroyed.
• As energy flows through systems, at each stem more of it becomes unusable.
4. Humans alter natural systems.
• Humans have had an impact on the environment for millions of years.
• Technology and population growth have enabled humans to increase both the rate and scale of their impact on the environment.
5. Environmental problems have a cultural and social context.
• Understanding the role of cultural, social and economic factors is vital to the development of solutions.
6. Human Survival depends on developing practices that will achieve sustainable systems.
Recommended Textbooks/Resources
The required student text for this course is:
Karen Arms. (2008). Environmental Science. Austin: Holt, Rinehart and Winston. ISBN-13:978-03-078137-7
Teacher Reference Texts
There are extensive teacher reference materials that are designed to supplement the Holt, Rinehart, and Winston 2008 ed. Text. Teachers using this guide should make sure to obtain the following reference materials:
Holt Environmental Science: Teacher’s Edition; ISBN-10: 0-03-078137-X
Holt Environmental Science: Teacher’s One-Stop Planner [CD-ROM]; ISBN# 0030931088
Holt Environmental Science: Chapter Resources; ISBN# 0030413036
Holt Environmental Science: NOVA Videos; ISBN# 0030742730
Holt Environmental Science: Teaching Transparencies; ISBN# 0030931002
Holt Environmental Science: Active Reading Workbook; ISBN# 0030931010
Holt Environmental Science: Guided Reading Audio Program (CD); ISBN# 0030931037
Holt Environmental Science: Study Guide, Holt Environmental Science ISBN# 0030931126
Holt Environmental Science: Lab Generator CD-ROM; ISBN# 0030941709
Holt Environmental Science: Chapter Resources on CD-R; ISBN# 0030425549
Holt Environmental Science: Dissection Labs (CD-ROM), Holt Environmental Science ISBN# 0030932424
Holt Environmental Science: Transparencies [CD-ROM]; ISBN# 0030951089
Holt Environmental Science: Mindpoint Quiz Show CD-R; ISBN# 0030992516
Holt Environmental Science: Spanish Study Guide; ISBN# 0030931134
Holt Environmental Science: Spanish Assessments; ISBN# 0030931142
Further Resources Recommended- Essential Questions
Essential questions are included in this curriculum guide. Below are links that will help in understanding how essential questions are developed and used in teaching.
questions.html
Course Proficiencies
Title: Environmental Science Department: Science Credits: 5.00
Course Description: Environmental Science is designed to prepare students for entrance into their high school level Biology course. This is a multidisciplinary course that draws from all the sciences, as well as other disciplines. Traditional lecture is integrated with demonstrations, critical thinking and problem solving activities to enable students to gain a better understanding of the relationship between humans and the world in which we live. The essential themes of the course include: Introduction to Environmental Science, Ecology, Populations, Air, Water and Land, Mineral and Energy Resources, and Our Health and Our Future.
To successfully complete the course requirements in environmental science, students will:
Course Content/ Performance Objectives
1. Develop problem solving, decision-making, and inquiry skills.
2. Integrate mathematics and metric measurements, as a tool for problem solving in science, and as a means of expressing and/or modeling scientific theories.
3. Apply safety principles in the laboratory and in daily activities.
4. Learn to identify systems of interacting components and understand how their interactions combine to produce the overall behavior of the system.
5. Use technology and instrumentation.
6. Identify ways in which the study of Environmental Science serves as a foundation for many career opportunities.
7. Demonstrate an understanding of how people of various cultures have contributed to the advancement of science and technology.
8. Develop an understanding of how major environmental issues have impacted on society and discuss their ethical implications.
9. Develop workplace readiness skills.
10. Explain the concept of open and closed systems.
11. Describe the factors which influence the proper functioning of a healthy ecosystem.
12. Describe the flow of energy and the movement of nutrients through the biosphere and their effect on organisms.
13. Discuss the properties, phases, composition, and interactions of matter.
14. Discuss the relationship between photosynthesis and respiration.
15. Apply natural selection to changes in the inherited characteristics of a population.
16. Analyze the role organisms play in a typical ecosystem.
17. Explain ecological succession, differentiating between primary and secondary succession.
18. Differentiate between the world’s forest biomes, identify where each is located and the man-made threats to each.
19. Explain why clean fresh water is vital to life on Earth and examine the threats to the Earth’s fresh water supply.
20. Describe the effects of air, water and land pollutants on both man and society.
21. Describe major causes and effects of climate change.
22. Analyze possible solutions to solve the urban crisis and implement practical urban planning practices.
23. Discuss strategies of food production, maintenance of soil productivity, and the challenges of feeding the world.
24. Debate the ethical and practical arguments about the feasibility of preserving biodiversity.
25. Discuss the environmental consequences of relying on fossil fuels for energy and list the advantages and disadvantages of alternative fuel sources.
26. Analyze the growth history of the human population.
27. Identify examples of how all citizens can act as stewards for the Earth.
28. Describe the flow of energy and the movement of nutrients through the biosphere and their effect on organisms.
29. Explain why environmental cooperation is necessary on the international, national and local level.
Course Units & Suggested Pacing Guide
|SEMESTER I |
|UNIT |CHAPTER |BLOCK |REGULAR |
|Unit 1: Intro to Environmental |1. Science and the Environment |3 periods |6 periods |
|Science | | | |
| |2. Tools of Environmental Science |5 periods |10 periods |
| |3. The Dynamic Earth |1 periods |2 periods |
|Unit 2: |4. The Organization of Life |3 periods |6 periods |
|Ecology | | | |
| |5. How Ecosystems Work |4 periods |8 periods |
| |6. Biomes |2 periods |4 periods |
| |7. Aquatic Ecosystems |2 periods |4 periods |
|Unit 3: |8. Understanding Populations |3 periods |6 periods |
|Populations | | | |
| |9. The Human Population |3.5 periods |7 periods |
| |10. Biodiversity |3.5 periods |7 periods |
|Investigative Science Project |5 periods |10 periods |
|REVIEWS & ASSESSMENTS |5 periods |10 periods |
|TOTAL |40 periods |80 periods |
|SEMESTER II |
|UNIT |CHAPTER |BLOCK |REGULAR |
|Unit 4: Water, Air and Land |11. Water |3.5 periods |7 periods |
| |12. Air |3.5 periods |7 periods |
| |13. Atmosphere & Climate Change |2 periods |4 periods |
| |14. Land |3 periods |6 periods |
| |15. Food & Agriculture |3 periods |6 periods |
|Unit 5: Minerals and Energy |17. Nonrenewable Energy |2.5 periods |5 periods |
|Resources | | | |
| |18. Renewable Energy |2.5 periods |5 periods |
| |19. Waste |2 periods |4 periods |
|Unit 6: |20. The Environment & Human Health |1.5 periods |3 periods |
|Our Health and Our Future | | | |
| |21. Economics, Policy and the future |1.5 periods |3 periods |
|Investigative Science Project |5 periods |10 periods |
|REVIEWS & ASSESSMENTS |6 periods |12 periods |
|TOTAL |36 periods |72 periods |
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APPENDICES
Appendix A - Helpful Hints for Teachers
Appendix B - Evaluation Criteria and Abbreviation Key
Appendix C - Tips for Reducing Test Anxiety
Appendix D - NJ Core Curriculum Content Standards- Science Technology Literacy/ Career Education, and Consumer, and Family, and Life Skills National Technology Standards: Grades 9-12
Appendix E - Changing Emphasis
Appendix F - Holistic Scoring Guide (Generic Rubric)
Appendix G - Multiculturalism in Mathematics, Science, and Technology
Appendix H - Bloom’s Taxonomy & Higher Order of Learning
Appendix I - Science Safety
APPENDIX A
Helpful Hints for Teachers
Online Coding for Active Art: Please be aware that the coding for Active Art in the text is different for students and teachers. The student code will bring the student to a web site that has a guided activity with questions for them to answer. The teacher code will bring to a web site that contains the answers to the student questions.
Teaching Resources: The Holt Environmental Science Teaching Series contains transparencies and chapter resource files for each chapter. Additional resources are listed on page 11 of this document.
Investigative Project: An investigative project has been suggested in the curriculum guide. This project can be used for the science fair or for your other school functions. Please make sure these projects are experimental in design.
Science Fair: The district science fair occurs each year. Please start thinking about a science fair project at the beginning of the year. There is usually a theme each year so check with your DC before you start to work on it. Projects should be experimental/ investigative in nature and follow the scientific method. Try to avoid making models and research-based projects that do not follow the scientific method.
In addition to the district science fair, there are many others that you can enter with your students. Below are some helpful links about science fairs and projects:
•
•
•
•
APPENDIX B
Evaluation Criteria
The assessment of the student’s achievement in Environmental Science should be based on a variety of evaluative tools. Some suggestions are offered below.
There has been no weight assigned to the following tools. As the classroom teacher you are best equipped to assign weights to each item based on the composition and dynamics of your classes. We suggest, however, that consideration be given to assigning a greater weight to formal tests. A well- constructed comprehensive test should give you a fairly accurate picture of a students’ mastery of content as well as identify the areas of strength and weaknesses.
Suggested criteria for evaluation include, but are not limited to:
|Adherence to district-wide attendance policy |Formal Tests and Quizzes |Laboratory Performance |
|Performance- based Assessments |Special Projects |Standardized Test Performance |
|District-wide Mid-Term and Final |Computer-assisted Assessments |Writing Assignments |
|Class Participation | | |
Abbreviation Key
|SE |Student Edition |TE |Teacher’s Edition |
|EOC-TS |End-of-Course Biology Test Specifications |NPS |Newark Public Schools |
|CPI |Cumulative Progress Indicator | | |
APPENDIX C
TIPS FOR REDUCING TEST ANXIETY
In order to reduce test anxiety, it is necessary for students to know all about the test. Nothing should be left to chance. The scope and format of the Environmental Science Mid-term and Final Examinations are provided in the table below.
|Things to Know |Mid-term |Final |
|Topics covered in the test | Units 1- 3 | Units 4 - 6 |
|Exact content of the test |60 multiple choice questions; 4 of 7 open-ended |60 multiple choice questions; 4 of 7 open-ended |
| |questions; 1 prompt. |questions; 1 Prompt. |
|Time limits of the test |2 hours |2 hours |
|If there is a penalty for guessing |No, but points are only earned for correct responses.|No, but points are only earned for correct responses.|
|Strategies for answering the questions |Read all choices; use the process of elimination; |Read all choices; use the process of elimination; |
| |pay careful attention to units; identify the known |pay careful attention to units; identify the known |
| |and unknown; outline thoughts before you write; |and unknown; outline thoughts before you write; |
| |provide a response for each question even if you are |provide a response for each question even if you are |
| |unsure |unsure |
|Good preparation in study skills |Do not cram – study daily in short session, organize |Do not cram – study daily in short session, organize |
| |materials, be well rested, be well nourished. |materials, be well rested, be well nourished. |
It should be stressed that rote memory is not a substitute for reasoning. However, knowledge is necessary for understanding. The cumulative nature of the subject needs to be emphasized. Other questions that may be on students’ minds include:
How will you answer the questions? Are calculators permitted?
How will the test be scored? Are there special gimmicks in the test?
How much will handwriting and spelling count? What supplies will you need to take the test?
In addition to answering questions, activities for reducing anxiety include practice with old test copies, classroom unit testing with the parallel conditions.
Consistent study never fails to reduce anxiety!
APPENDIX D
|New Jersey Core Curriculum Content Standards – Science (CCCS) |
|5.1 |Scientific Processes All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting |
| |systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results. |
|5.2 |Science and Society All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events |
| |have advanced science and technology. |
|5.3 |Mathematical Applications All students will integrate mathematics as a tool for problem solving in science, and as a means of expressing and/or modeling scientific theories. |
|5.4 |Nature and Process of Technology All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology. |
|5.5 |Characteristics of Life All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life. |
|5.6 |Chemistry All students will gain an understanding of the structure and behavior of matter. |
|5.7 |Physics All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. |
|5.8 |Earth Science All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth. |
|5.9 |Astronomy & Space Science All students will gain an understanding of the origin, evolution, and structure of the universe. |
|5.10 |Environmental Studies All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. |
|Technological Literacy/ Career Education, and Consumer, and Family, and Life Skills |
|(TL/CECFLS) |
|8.1 |Physics All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. |
|8.2 |Earth Science All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth. |
|9.1 |Astronomy & Space Science All students will gain an understanding of the origin, evolution, and structure of the universe. |
APPENDIX E - CHANGING EMPHASES
The National Science Education Standards envision change throughout the system. The science content standards encompass the following changes in emphases:
LESS EMPHASIS ON MORE EMPHASIS ON
|Knowing scientific facts and information |Understanding scientific concepts and developing abilities of inquiry |
|Studying subject matter disciplines (physical, life, earth sciences) for their own sake |Learning subject matter disciplines in the context of inquiry, technology, science in personal and social |
| |perspectives, and history and nature of science |
|Separating science knowledge and science process |Integrating all aspects of science content |
|Covering many science topics |Studying a few fundamental science concepts |
|Implementing inquiry as a set of processes |Implementing inquiry as instructional strategies, abilities, and ideas to be learned |
CHANGING EMPHASES TO PROMOTE INQUIRY BASED LEARNING
LESS EMPHASIS ON MORE EMPHASIS ON
|Activities that demonstrate and verify science content |Activities that investigate and analyze science questions |
|Investigations confined to one class period |Investigations over extended periods of time |
|Process skills out of context |Process skills in context |
|Covering many science topics |Studying a few fundamental science concepts |
|Emphasis on individual process skills such as observation or inference |Using multiple process skills — manipulation, cognitive, procedural |
|Getting an answer |Using evidence and strategies for developing or revising an explanation |
|Science as exploration and experiment |Science as argument and explanation |
|Providing answers to questions about science content |Communicating science explanations |
|Individuals and groups of students analyzing and synthesizing data without defending a conclusion |Groups of students often analyzing and |
| |synthesizing data after defending conclusions |
|Doing few investigations in order to leave time to cover large amounts of content |Doing more investigations in order to develop understanding, ability, values of |
| |inquiry and knowledge of science content |
|Concluding inquiries with the result of the experiment |Applying the results of experiments to scientific arguments and explanations |
|Private communication of student ideas and conclusions to teacher |Public communication of student ideas and work to classmates |
APPENDIX F
Holistic Scoring Guide (Generic Rubric) for Science
Open-Ended Items and Performance Assessment Tasks
|The zero-to-three-point generic scoring rubric below was created to help readers score open-ended responses consistently. In scoring, the reader should accept the use of appropriate diagrams, charts, formulas, and/or symbols, |
|which are part of a correct answer even when the question does not specifically request their use. |
| |
|3-point response: |
|Student response is reasonably complete, clear, and satisfactory. |
| |
|2-point response: |
|Student response has minor omissions and/or some incorrect or non-relevant information. |
| |
|1-point response: |
|Student response includes some correct information, but most information included in the response is either incorrect or not relevant. |
| |
|0-point response: |
|Student attempts the task but the response is incorrect, irrelevant, or inappropriate. |
| |
APPENDIX G
Addison-Wesley
Multiculturalism in Mathematics, Science, and Technology:
Readings and Activities
GOALS
Addison-Wesley publication Multiculturalism in Mathematics, Science, and Technology: Readings and Activities are designed to help infuse multicultural education into science and mathematics classrooms. Its goals are to:
• provide mathematics and science materials that help fulfill the vision of a global, multicultural education.
• provide role models that inspire all students to study mathematics and science.
• increase the mutual respect, pride, and understanding that come from the knowledge that all cultures have contributed to mathematics and science
• help teachers respond to requirements in many states that mandate multicultural education.
• improve instruction by relating high school mathematics and science to real-world situations.
• provide materials that help teachers integrate mathematics and science.
ONLY A BEGINNING
The materials in Multiculturalism in Multiculturalism in Mathematics, Science, and Technology: Readings and Activities are only a beginning in the ongoing effort to help teachers integrate multiculturalism into science and mathematics classes. Some of the most valuable multicultural examples and activities can be those that the teacher writes with the help of the class. Several local projects have been very successful by encouraging students to write their own problems. Naturally, these problems reflect the daily life of the student’s communities. Teachers may wish to network and share problems and activities that arise out of the real-world experiences of their own students.
There are many ways teachers can go beyond the mathematics, scientists, and inventors discussed in this book. Every community has engineers, mathematicians, scientists, and inventors discussed in this book. Every community has engineers, mathematicians, and scientists-women as well as men-who can be invited to talk t a class. Many community and professional organizations stand ready to help in this type of effort.
Contributions to Science from Individuals with Broad Ethnic Backgrounds
Equity has many facets. It also has a variety of "meaning" to different people. In Science, many different ethnicities have contributed to the disciplines we now call Science. Below are some of the individuals (and groups) who have made contributions over the span of many centuries.
Table of Scientists of Diverse Ethnicity and their Discoveries
|Ethnicity |Name |Time |Achievement |
|Mexican-American |Celestino Belfran |1980’s AD |Invention of "flow chart " for organization of information |
|African-American |George Washington Carver |1860-1943 AD |Successful development of commercial products from the crops (especially peanut) |
| | | |Major contributions to agricultural development |
|Western and Central Europe |The Celts |1000-100 BC |The making of butter |
|African-American |Jewel Plummer Cobb |1950’s AD |Major contributions to cancer treatments |
|African-American |Charles Richard Drew |1930’s AD |Pioneer of the research on the preservation of human blood for transfusion |
|Argentine |Bernardo Houssay |1947 AD |Research on the role of the pituitary gland in the disease "diabetes mellitus" |
|Japanese-American |Harvey Itano |1950’s AD |Extensive research on sickle-cell anemia |
|African-American |Ernest Just |1883-1941 AD |Discovery of cytoplasm in living cells |
|African-American |Lewis Howard Latimer |1890 AD |Invention of the first practical electric light bulb |
|African-American |Jan Matzeliger |1846 AD |Invention of the shoe-lasting machine |
|Mexican-American |Ynez Mexia |1926-1938 AD |Significant contribution to the understanding of biological diversity (through the discovery of countless new plant species)|
|Ethnicity |Name |Time |Achievement |
|Native American |The Native Americans | |Notion of the pattern of the universe as a circle that is applicable in understanding science such as Solar system, |
| | | |ecosystem, Bohr model of chemical elements etc. |
| | | |Development of Pan-American agriculture |
|Native American |The Navajo | |Invention of woven rugs and textiles |
| | | |Discovery of plant medicines |
|Japan |Hideyo Noguchi |1876-1928 AD |Detection of syphilis |
|Mexican-American |Eloy Rodriguez |1970’s AD |Isolation of the medically effective chemicals from herbs |
|Arctic North |The Sami | |Invention of the "savih" (now known as a ski) |
|African-American |Granville T. Woods |1856-1910 AD |Invention of the Railway Induction-Telegraph System |
| | | |Invention of many electro-mechanical devices such as dynamotor, electric incubator, phonograph etc. |
|American-Indian |The Zuni |1500’s AD |Development of technologies to maintain the ecological well-being of the lands |
APPENDIX H
BLOOM’S TAXONOMY OF THE COGNITIVE DOMAIN
In 1956, Benjamin Bloom outlined six (6) levels of cognitive function:
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Bloom’s Taxonomy has been a valuable tool to educators when developing curriculum and determining instruction. We look at the six levels and think of them in terms of action verbs. Educators use this taxonomy as a guide when developing tests, projects, and other assessment measures.
ASSESSMENT VOCABULARY BASED ON BLOOM’S TAXONOMY
|COGNITIVE DOMAIN |DESCRIPTIVE VERB |ASSORTMENT WORDS / PHRASE |
|Knowledge |List, describe, catalog, itemize, define, classify, |Who, what, where, when, why, how, how much, which one, describe…, select… |
| |organize, identify, name, show, explain, read | |
|Comprehension |Change, infer, outline, propose, replace, modify, |Which are the facts and/or opinions? |
| |summarize, alter, vary, condense, explain |What does this mean? Outline the information in… Re-state in your own words… |
| | |Summarize |
|Application |Solve, predict, explain, diagnose, estimate, plan, protect,|What would happen if… Explain the effects of… What and how much would change? |
| |judge | |
|Analysis |Examine, compare, contrast, identify, equate, rank, deduce |What conclusions can be drawn from…? |
| | |What is the theme or main idea? |
| | |What is the relationship…? What are the most important ideas? |
| | |What is the motive of…? |
|Synthesis |Create, brainstorm, predict, plan, design, set up, imagine |Make up, choose, create, design, plan |
|Evaluation |Judge, rank, determine, critique, defend, conclude |What is more important/ moral/logical/ appropriate/ |
| | |valid? |
| | |Compare and contrast… Critique |
HIGHER ORDER OF LEARNING
A child enters school with little if any attainment in written expression and leaves capable of learning much from human culture. It was thought originally that this progress was just a matter of learning, memorizing, associating, and practicing. The work of psychologists has revealed, however, that the growth of the student’s intellectual powers must include a large element of development through different phases. Learning begins with simple psychomotor coordination, which leads to the beginnings of symbolizing, helped by the growth of language and play. Logical thought follows, provided the material is concrete. Finally, in mid-adolescence, the students acquire the ability to examine problems comprehensively, grasp their formal structure, and evoke explanation.
Education must pace development, not follow it and / or ignore it. The components of a child’s overall educational growth are physical and mental maturation, experience, formal teaching through language, and an urge in the learner to resolve discrepancies, anomalies, and dissonance in his experience. In his emotional life, a child progresses from direct, immediate, uninhibited reactions to more complex, less direct, and more circumspect responses. Any attempt to educate a child intellectually and emotionally must take account of these characteristics.
A large part of the teacher’s role is as a group leader providing stimulating learning situations, and the group life of the school and the classroom must influence the teaching situation. The individual student conducts himself under the influence of the group (led by the teacher) to which he belongs. The student’s achievements and attitudes are subject to evaluation by the group, leading to support or ostracism, and he sets his standards according to these influences. What is required of a teacher is that he enjoys and is capable of sharing work programs with children, designed to modify their behavior and experience. This means making relevant experience available to the student at the right time. The teacher must be mature, have humor with a sense of status, be firm yet unruffled, and be sympathetic but not overly personal.
The subject matter taught also has a marked influence on the total teaching situation. It may be conveniently divided into broad headings of languages, humanities, sciences, mathematics, and arts. Although each group of subjects has something in common with others in terms of the demands it makes on the thinker (student), each area also has something that is quite specific in its mode of development. Languages call for verbal learning and production based upon oral work, particularly during the early phases. The humanities call for an understanding of cause-effect relations of immediate and remote connections between persons and institutions and the learner’s environment. The sciences call for induction from experience, though deductive processes are required when the laws of science are formalized into mathematical terms. The humanities and sciences both depend on the ability of the learner to hypothesize. Mathematics calls for the ability to abstract, symbolize, and deduce. An interest in the formal and structural properties of the acts of counting and measuring is fundamental. Arts and literature call for a fairly free opportunity to explore and create.
The permeation of emotional learning throughout the whole educative process is not always obvious.
The Computer Applications program includes tasks and skills derived from the three domains of learning:
❖ Psychomotor
❖ Cognitive
❖ Affective
PSYCHOMOTOR skills, such as typing a business letter or keyboarding, are manipulative in nature. These skills can be grouped by duties and objectives, which are then elevated through the use of performance standards that measure student proficiency in the manipulative aspect of the designed task. In the development of psychomotor learning, the teacher is concerned with the promotion of coordinated skills and their creative use.
Demonstrating higher order of learning, students will be to able organize, itemize, examine, compare, deduce, create, set up, and produce business documents such as letters, memorandums, spreadsheets, tables, and reports.
COGNITIVE SKILLS refer to understanding the procedure(s) necessary to complete a specific task. To type a business letter, the student must know the format of a business letter. To keyboard a mailing list, the student must know how to use the various commands of the word processing program. Thus, cognition is what goes on in the mind of the learner about the specific task to be completed. Cognitive training produces a thinker-observer aware of the modes of thought and judgment making up human intellectual activity. In the final stages, the teacher aims at a thinker, critic, organizer, and creator. It is the process by which information is stored, retrieved, and used. The learner gains cognition through real and imaginary experiences such as reading, viewing instructional visual aides, or by memorizing a task or process until it is retained. Literature, art, and the humanities are all directly involved; and the teaching of science and mathematics can bring about a positive attitude toward cognitive and theoretical values. Evaluation of cognitive skills may require that a student decide upon the proper procedure, sequence, or method to perform a specific task. This is cognitive activity (decision-making) at its highest level. Good cognition (thinking) enhances an employee’s productivity at the work place.
AFFECTIVE SKILLS result from the development of emotions, attitudes, and values in response to learning. The permeation of emotional learning throughout the whole educational process is not always obvious, in part because very often it is brought about incidentally. Motivation from instructors and supervisors assists students in the acquisition of positive attitudes towards self, their school, fellow students, job, and co-workers. The acquisition and application of values and attitudes are marked by the time of adolescence and dominate the general life of the young individual. Affective attributes are demonstrated by the emotional behavioral patterns displayed when an individual shows his/her ability to perform tasks, such as punctuality, following directions, getting along with others, and workplace housekeeping. Potential employers are interested in the student’s attitude, because a cheerful, confident student will often become an employee with good work ethics; whereas, an angry or uncertain student will often become an employee with poor work ethics.
APPENDIX I - Science Safety
Science Safety Rules
Working in the laboratory can be an exciting experience, but it can also be dangerous if proper safety rules are not followed at all times. To prepare yourself for a safe year in the laboratory, read the following safety rules. Make sure that you understand each rule. Ask your teacher to explain any rules you don't understand.
Dress Code
1. Many materials in the laboratory can cause eye injury. To protect yourself from possible injury, wear safety goggles whenever you are working with
chemicals, burners, or any substance that might get into your eyes. Avoid wearing contact lenses in the laboratory. Tell your teacher if you need to wear
contact lenses to see clearly, and ask if there are any safety precautions you should observe.
2. Wear a laboratory apron or coat whenever you are working with chemicals or heated substances.
3. Tie back long hair to keep it away from any chemicals, burners, candles, or other laboratory equipment.
4. Before working in the laboratory, remove or tie back any article of clothing or jewelry that can hang down and touch chemicals and flames.
General Safety Rules and First Aid
5. Read all directions for an experiment several times. Follow the directions exactly as they are written. If you are in doubt about any part of the
experiment, ask your teacher for assistance.
6. Never perform investigations your teacher has not authorized.
7. Never handle equipment unless you have specific permission.
8. Take care not to spill any material in the laboratory. If spills occur, ask your teacher immediately about the proper cleanup procedure. Never pour
chemicals or other substances into the sink or trash container.
9. Never eat, drink, or bring food into the laboratory.
10. Immediately report all accidents, no matter how minor, to your teacher.
11. Learn what to do in case of specific accidents, such as getting acid in your eyes or on your skin. (Rinse acids off your body with lots of water.)
12. Be aware of the location of the first-aid kit. Your teacher should administer any required first aid due to injury. Your teacher may send you to the school
nurse or call a physician.
13. Know where and how to report an accident or fire. Find out the location of the fire extinguisher, fire alarm, and phone. Report any fires to your teacher at once.
Heating and Fire Safety
14. Never use a heat source such as a candle or burner without wearing safety goggles.
15. Never heat a chemical you are not instructed to heat. A chemical that is harmless when cool can be dangerous when heated.
16. Maintain a clean work area and keep all materials away from flames. Be sure that there are no open containers of flammable liquids in the laboratory
when flames are being used.
17. Never reach across a flame.
18. Make sure you know how to light a Bunsen burner. (Your teacher will demonstrate the proper procedure for lighting a burner.) If the flame leaps out of a
burner toward you, turn the gas off immediately. Do not touch the burner. It may be hot. Never leave a lighted burner unattended!
19. When you are heating a test tube or bottle, point the opening away from yourself and others. Chemicals can splash or boil out of a heated test tube.
20. Never heat a closed container. The expanding hot air, vapors, or other gases inside may blow the container apart, causing it to injure you or others.
21. Never pick up a container that has been heated without first holding the back of your hand near it. If you can feel the heat on the back of your hand, the
container may be too hot to handle. Use a clamp or tongs when handling hot containers.
Using Chemicals Safely
22. Never mix chemicals for “the fun of it.” You might produce a dangerous, possibly explosive substance.
23. Many chemicals are poisonous. Never touch, taste, or smell a chemical that you do not know for certain is harmless. If you are instructed to smell fumes
in an experiment, gently wave your hand over the opening of the container and direct the fumes toward your nose. Do not inhale the fumes directly from the container.
24. Use only those chemicals needed in the investigation. Keep all container lids closed when a chemical is not being used. Notify your teacher whenever
chemicals are spilled.
25. Dispose of all chemicals as instructed by your teacher. To avoid contamination, never return chemicals to their original containers.
26. Be extra careful when working with acids or bases. Pour such chemicals from one container to another over the sink, not over your work area.
27. When diluting an acid, pour the acid into water. Never pour water into the acid.
28. If any acids or bases get on your skin or clothing, rinse them with water. Immediately notify your teacher of any acid or base spill.
Using Glassware Safely
29. Never heat glassware that is not thoroughly dry. Use a wire screen to protect glassware from any flame.
30. Keep in mind that hot glassware will not appear hot. Never pick up glassware without first checking to see if it is hot.
31. Never use broken or chipped glassware. If glassware breaks, notify your teacher and dispose of the glassware in the proper trash container.
32. Never eat or drink from laboratory glassware. Thoroughly clean glassware before putting it away.
Using Sharp Instruments
33. Handle scalpels or razor blades with extreme care. Never cut material toward you; cut away from you.
34. Notify your teacher immediately if you cut yourself when in the laboratory.
Working With Live Organisms
35. No experiments that will cause pain, discomfort, or harm to animals should be done in the classroom or at home.
36. Your teacher will instruct you how to handle each species that is brought into the classroom. Animals should be handled only if necessary. Special
handling is required if an animal is excited or frightened, pregnant, feeding, or with its young.
37. Clean your hands thoroughly after handling any organisms or materials, including animals or cages containing animals.
End-of-Experiment Rules
38. When an experiment is completed, clean up your work area and return all equipment to its proper place.
39. Wash your hands before and after every experiment.
40. Turn off all burners before leaving the laboratory. Check that the gas line leading to the burner is off as well.
Appendix I Science Safety
Safety Symbols
These symbols appear in laboratory activities to alert you to possible dangers and to remind you to work carefully.
[pic] Safety Goggles Always wear safety goggles to protect your eyes during any activity involving chemicals, flames or heating, or the possibility
of flying objects, particles, or substances.
[pic] Lab Apron Wear a laboratory apron to protect your skin and clothing from injury.
[pic] Breakage Handle breakable materials such as thermometers and glassware with care. Do not touch broken glass.
[pic] Heat-Resistant Gloves Use an oven mitt or other hand protection when handling hot materials. Heating plates, hot water, and glassware can
cause burns. Never touch hot objects with your bare hands.
[pic] Plastic Gloves Wear disposable plastic gloves to protect yourself from contact with chemicals or organisms that could be harmful. Keep your
hands away from your face, and dispose of the gloves according to your teacher's instructions at the end of the activity.
[pic] Heating Use a clamp or tongs to hold hot objects. Do not touch hot objects with your bare hands.
[pic] Sharp Object Scissors, scalpels, pins, and knives are sharp. They can cut or puncture your skin. Always direct sharp edges and points away
from yourself and others. Use sharp instruments only as directed.
[pic] Electric Shock Avoid the possibility of electric shock. Never use electrical equipment around water, or when the equipment or your hands are
wet. Be sure cords are untangled and cannot trip anyone. Disconnect equipment when it is not in use.
[pic] Corrosive Chemical This symbol indicates the presence of an acid or other corrosive chemical. Avoid getting the chemical on your skin or
clothing, or in your eyes. Do not inhale the vapors. Wash your hands when you are finished with the activity.
[pic] Poison Do not let any poisonous chemical get on your skin, and do not inhale its vapor. Wash your hands when you are finished with the activity.
[pic] Physical Safety This activity involves physical activity. Use caution to avoid injuring yourself or others. Follow instructions from your teacher. Alert your teacher if there is any reason that you should not participate in the activity.
[pic] Animal Safety Treat live animals with care to avoid injuring the animals or yourself. Working with animal parts or preserved animals may also require caution. Wash your hands when you are finished with the activity.
[pic] Plant Safety Handle plants only as your teacher directs. If you are allergic to any plants used in an activity, tell your teacher before the activity begins. Avoid touching poisonous plants and plants with thorns.
[pic] Flames Tie back loose hair and clothing, and put on safety goggles before working with fire. Follow instructions from your teacher about lighting and extinguishing flames.
[pic] No Flames Flammable materials may be present. Make sure there are no flames, sparks, or exposed sources of heat present.
[pic] Fumes Poisonous or unpleasant vapors may be produced. Work in a ventilated area. Avoid inhaling a vapor directly. Test an odor only when
directed to do so by your teacher, using a wafting motion to direct the vapor toward your nose.
[pic] Disposal Chemicals and other materials used in the activity must be disposed of safely. Follow the instructions from your teacher.
[pic] Hand Washing Wash your hands thoroughly when finished with the activity. Use antibacterial soap and warm water. Lather both sides of your
hands and between your fingers. Rinse well.
[pic] General Safety Awareness You may see this symbol when none of the symbols described earlier applies. In this case, follow the specific
instructions provided. You may also see this symbol when you are asked to design your own experiment. Do not start your experiment until your teacher has approved your plan.
-----------------------
NEWARK PUBLIC SCHOOLS ADVISORY BOARD MEMBERS
2008-2009
Mr. Samuel Gonzalez, Chairperson
Ms. Shanique L. Davis-Speight, Vice Chairperson
Mr. Tharien Arnold
Ms. Barbara King
Mr. Anthony Machado
Ms. Eliana Pintor
Ms. Arelis Romero
Mr. Felix A. Rouse
Mr. Carlos Valentin, Jr.
Essential Questions
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
How is environmental science different from ecology?
How do the five major fields of study contribute to environmental science?
How did hunter-gatherers, the Agricultural Revolution, and the Industrial Revolution affect the Earth?
How are environmental problems classified?
1. (NPS) Define environmental science and compare environmental science with ecology.
2. (NPS) List and describe the five major fields of study that contribute to environmental science.
3. (NPS) Compare the environmental practices of hunter-gathering, Agricultural and Industrial societies.
4. (NPS) Classify environmental problems into three major categories.
Text Activities:
▪ TE: Inclusion Strategies, p. 6
▪ TE: Group Activity, p. 8
▪ TE: Student Opportunities, p. 8
▪ SE: Graphic Organizer, p. 9
▪ TE: Skill Builder, p. 11
▪ SE: Case Study, pp. 12, 13
▪ SE: Quick Lab, p. 14
▪ SE: Exploration Lab, pp. 28, 29
Additional Activities:
▪ Hunter-gatherer Lifestyle
▪ Agricultural Revolution
▪ Chapter 1- Section 1
▪ Transparencies: Major Fields that Contribute to Environmental Science
▪ Chapter 1 Resource File: Science and the Environment
▪ Hunter-gatherer Lifestyle Information
Strand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
How does the law of Supply and Demand influence environmental policy?
How does sustainability affect the development of the environment?
5. (NPS) Explain how the Law of Supply and Demand drives environmental issues.
6. (NPS) List 3 Differences between Developed and Developing countries.
7. (EOC-TS) Describe how sustainability can be achieved and explain why it is a primary goal of environmental science.
Text Activities:
▪ TE: Group Activity, p. 16
▪ SE: Pre-Reading Activity, p. 4
▪ TE: Interpreting Statistics, p. 17
▪ TE: Reading Skill Builder, p. 17
▪ SE: Math Practice, p. 17
▪ TE: Using the Figure, pp. 18,19
▪ TE: Inclusion Strategies, p. 18
▪ SE: Exploration Lab, pp. 28, 29
▪ SE: Making a Difference, pp. 30, 31
Additional Activities:
▪ The Sustainability Kit
▪ Chapter 1 – Section 2
▪ Chapter 1 Resource File: Science and the Environment
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What is the scientific method and how is it used?
Why is the correlation method useful to investigation and what are its limitations?
8. (EOC-TS) List and describe the steps of the scientific method.
9. (EOC-TS) Analyze the essential parts of a good experiment.
10. (NPS) Define correlation and explain why correlation is useful.
11. (NPS) Describe how scientists study subjects in which experiments are not possible.
Text Activities:
▪ TE: Using the Figure, p. 32
▪ SE: Pre-Reading Activity, p. 32
▪ SE: Case Study, p. 35
▪ TE: Skill Builder, p. 35
▪ TE: Group Activity, p. 36
▪ TE: Using the Figure, p. 37
▪ TE: Inclusion Strategies, p. 38
▪ TE: Alternative Assessment, p. 39
Additional Activities:
▪ Scientific Method activity
▪ Scientific Method Activity
▪ Scientific Method Lab
▪ Design an experiment
▪ Experimental Design Lab
▪ Chapter 2–Section 1
▪ Transparencies: John Snows Cholera Spot Map
▪ Chapter 2 Resource File: Tools of Environmental Science
▪ Experiment Variables
▪ Scientific Modeling
Stand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
How do scientists use statistics to analyze data?
How do scientists use models to analyze data?
15. (NPS) Explain the importance of statistics to scientists.
16. (NPS) Analyze the effect of the size of a statistical sample on the validity of experiment.
17. (NPS) Differentiate between the types of models commonly used by scientists.
18. (NPS) Explain the conditions under which one model may be selected over another.
Text Activities:
▪ SE: Graphic Organizer, p. 41
▪ SE: Math Practice, p. 42
▪ TE: Activity, p. 42
▪ TE: Skill Builder, p. 43
▪ TE: Alternate Assessment, p. 46
Additional Activities:
▪ Hyper-fishing Statistics Game
▪ Chapter 2–Section 2
▪ Transparencies: Size Distribution of Dwarf Wedge Mussels
▪ Chapter 2 Resource File: Tools of Environmental Science
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What makes life possible in the Biosphere?
20. (EOC-TS) Define and describe elements of the biosphere.
21. (EOC-TS) Explain the difference between open and closed systems.
Text Activities:
▪ TE: Biology Connection, p. 84
▪ TE: Alternative Assessment, p. 86
Additional Activities:
▪ Creating a Biosphere
▪ Chapter 3–Section 3 pp. 84-85
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
How do producers and consumers obtain and process energy from the sun?
28. (EOC-TS) Describe how energy is transferred from the sun to producers and then to consumers.
29. (EOC-TS) State the overall equation for photosynthesis and recognize photosynthesis as essentially the reverse of cellular respiration.
30. (EOC-TS) Explain why each step in a food web or a food chain is called a trophic level.
Text Activities:
▪ TE: Using the Figure, p. 124
▪ SE: Pre-Reading Activity, p. 124
▪ TE: Identifying Preconception, p. 125
▪ TE: Using the Figure, p. 126
▪ SE: Math Practice, p. 127
▪ TE: Group Activity, p. 127
▪ TE: Skill Builder, p. 127
▪ TE: Demonstration, p. 128
▪ SE: Case Study, pp. 128, 129
Additional Activities:
▪ Photosynthesis and Respiration Activities
▪ Food Chains and Webs
▪ Create a Food Chain
▪ Food Webs and Trophic Levels
▪ Chapter 5–Section 1
▪ Transparencies: A Food Chain; A Food Web
▪ Chapter 5 Resource File: How Ecosystems Work
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
How is water cycled through ecosystems?
How is matter cycled through living and nonliving parts of an ecosystem?
How are nutrients important in living systems?
31. (EOC-TS) Explain the three major processes in the water cycle.
32. (EOC-TS) Evaluate the efficiency of energy transfer among organisms in an ecosystem.
33. (EOC-TS) Describe the short-term and long-term process of the carbon cycle.
34. (EOC-TS) List the three stages of the nitrogen cycle.
35. (EOC-TS) Describe the role that nitrogen-fixing bacteria play in the nitrogen cycle.
36. (EOC-TS) Explain how the excess use of fertilizer can affect the nitrogen and phosphorus cycles.
Text Activities:
▪ TE: Demonstration, p. 77
▪ TE: Inclusion Strategies, p. 77
Text Activities:
▪ TE: Group Activity, p. 130
▪ TE: Inclusion Strategies, p. 130
▪ TE: Skill Builder, p. 130
▪ TE: Alternative Assessment, p. 131
▪ TE: Activity, p. 132
▪ TE: Quick Lab, p. 133
▪ TE: Using the Figure, p. 134
▪ TE: Activity, p. 134
▪ TE: Alternative Assessment, p. 136
Additional Activities:
▪ The Water Cycle
▪ The Carbon Cycle
▪ The Nitrogen Cycle
▪ Chapter 3 – Section 3, pp. 77
▪ Chapter 5–Section 2
▪ Transparencies: The Carbon Cycle; The Nitrogen Cycle; The Phosphorus Cycle
▪ Chapter 5 Resource File: How Ecosystems Work
▪ Nitrogen Cycle
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
How does primary succession differ from secondary succession?
What is an example of primary succession in a city?
How do humans contribute to ecological succession?
37. (NPS) List and describe two types of ecological succession.
38. (NPS) Explain how a pioneer species contributes to ecological succession.
Text Activities:
▪ TE: Bellringer, p. 137
▪ TE: Discussion, p. 137
▪ SE: Graphic Organizer, p. 137
▪ SE: Case Study, pp. 138, 139
▪ TE: Skill Builder, pp. 138, 139
▪ TE: Activity, p. 140
▪ SE: Field Activity, p. 140
▪ TE: Alternative Assessment, p. 141
▪ TE: Alternative Assessment, p. 142
Additional Activities:
▪ Stages of Ecological Succession Worksheet
▪ Chapter 5–Section 3
▪ Transparency: Secondary Succession: Old-Field Succession
▪ Chapter 5 Resource File: How Ecosystems Work
▪ Ecological Succession Information
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
How does climate determine which organisms can thrive in a certain biome?
39. (NPS) Explain how temperature and precipitation determine which organisms thrive in an area.
Text Activities:
▪ TE: Using the Figure, pp. 152, 154
▪ SE: Pre-Reading Activity, p. 152
▪ TE: Bellringer, p. 153
▪ TE: Alternative Assessment, p. 155
Additional Activities:
▪ Plants and Climate
▪ Chapter 6–Section 1
▪ Transparency: Temperature vs. Precipitation
▪ Chapter 6 Resource File: Biomes
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What are the different types of forest biomes?
How are the various forest biomes being affected by human activities?
40. (NPS) List and describe the characteristics of the forest biomes.
41. (EOC-TS) Name two major threats to the world’s forest biomes.
Text Activities:
▪ TE: Bellringer, p. 156
▪ TE: Group Activity, p. 157
▪ TE: Demonstration, p. 157
▪ TE: Activity, p. 159
▪ TE: Activity, p. 160
▪ TE: Cultural Awareness, p. 160
▪ SE: Case Study, pp. 160, 161
▪ TE: Inclusion Strategies, p. 161
▪ TE: Activity, p. 163
▪ TE: Group Activity, p. 163
▪ TE: Skill Builder, p. 163
▪ TE: Alternative Assessment, p. 164
Additional Activities:
▪ Eco-Tour/Biome Studies
▪ Chapter 6–Section 2
▪ Transparency: Biomes of the World
▪ Chapter 6 Resource File: Biomes
▪ The World’s Biomes
▪ Major Biomes of the World
▪ Earth Observatory
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Why are freshwater and marine ecosystems ecologically important?
44. (NPS) Describe the factors that determine where an organisms lives in an aquatic ecosystem.
45. (NPS) Describe two environmental functions of wetlands.
Text Activities:
▪ TE: Using the Figure, p. 184
▪ SE: Pre-Reading Activity, p. 184
▪ TE: Skill Builder Reading, p. 187
▪ TE: Skill Builder Writing, p. 187
▪ TE: Math Practice, p. 189
▪ TE: Reteaching, p. 190
▪ TE: Alternative Assessment, p. 190
▪ Chapter 7- Section 1
▪ Transparencies: Freshwater Wetlands in the U.S; Wetlands in the U.S. 1780s vs. 1980s
▪ Chapter 7 Resource File: Aquatic Ecosystems
▪ Importance of Wetlands
▪ Wetlands
▪ Estuaries
▪ Estuary Live
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Why are estuaries ecologically important?
46. (NPS) Explain why estuaries are very productive ecosystems.
47. (EOC-TS) Describe threats to coral reefs and ocean organisms.
Text Activities:
▪ TE: Bellringer, p. 191
▪ TE: Identify Preconceptions, p. 191
▪ TE: Quick Lab, p. 192
▪ TE: Demonstration, p. 192
▪ SE: Case Study, pp. 192, 193
▪ TE: Demonstration, p. 194
▪ SE: Graphic Organizer, p. 195
▪ TE: Inclusion Strategies, p. 195
▪ TE: Group Activity, p. 196
▪ SE: Field Activity, p. 196
▪ TE: Reteaching, p. 197
▪ TE: Quiz, p. 197
▪ TE: Alternative Assessment, pp. 197, 198
▪ SE: Skills Practice Lab, pp. 204, 205
▪ SE: Maps in Action, p. 206
▪ SE: Society & Environment, p. 207
Additional Activities:
▪ Coral Reefs
▪ Chapter 7–Section 2
▪ Transparencies: The Formation of Estuaries; Coral Reefs of the World
▪ Chapter 7 Resource File: Aquatic Ecosystems
▪ Coral Reef Protection
Strand B1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What are the properties of a population?
How do changes in populations affect ecosystems?
.
48. (NPS) Identify the levels of organization that ecologists study.
49. (NPS) Describe the size, density, and dispersion of a population.
50. (NPS) Describe exponential population growth.
51. (NPS) Explain how population sizes in nature are regulated.
52. (EOC-TS) Identify the interdependent components of the environment.
Text Activities:
▪ TE: Using the Figure, pp. 210, 213, 214
▪ SE: Pre-Reading Activity, p. 210
▪ TE: Bellringer, p. 211
▪ TE: Activity, p. 211
▪ TE: Demonstration, p. 212
▪ TE: Quick Lab, p. 212
▪ TE: Discussion, p. 213
▪ TE: Inclusion Strategy, p. 214
▪ TE: Math Practice, p. 215
▪ TE: Discussion, p. 215
▪ TE: Skill Builder, p. 215
▪ TE: Reteaching, p. 216
▪ TE: Quiz, p. 216
▪ TE: Alternative Assessment, p. 216
Additional Activities:
▪ Population Growth
▪ Population Dynamics of Duckweed
▪ Hunting Dilemma
▪ Chapter 8–Section 1
▪ Review Chapter 4 p. 101-102
▪ Transparencies: Population Changes and Exponential Growth; Population Changes and Carrying Capacity
▪ Chapter 8 Resource File: Understanding Populations
▪ Math in Daily Life: Population Growth
▪ Math in Daily Life
Strand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Why does the human population change over time?
56. (NPS) Examine the four factors that scientists use to predict human population sizes.
57. (NPS) Describe the four stages of the demographic transition.
58. (NPS) Predict population trends based on age structure.
Text Activities:
▪ SE: Pre-Reading Activity, p. 234
▪ TE: Using the Figure, p. 234
▪ TE: Bellringer, p. 235
▪ TE: Skill Builder, p. 235
▪ TE: Skill Builder Graphing, p. 236
▪ SE: Math Practice, p. 237
▪ TE: Activity, p. 238
▪ TE: Inclusion Strategies, p. 238
▪ TE: Using the Figure, p. 239
▪ TE: Quiz, p. 240
Additional Activities:
▪ Human Population Distribution
▪ Human Population Growth – Graphing
▪ Chapter 9–Section 1
▪ Transparencies: Human Population Over Time; Age Structure Diagrams; The Demographic Transition
▪ Chapter 9 Resource File: The Human Population
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Why is genetic diversity important for the survival of a species?
What is the potential value of a single species?
62. (NPS) List and describe the three levels of biodiversity.
63. (NPS) Define a keystone species.
64. (NPS) Explain the significance of a keystone species to an ecosystem.
65. (NPS) Explain four ways in which biodiversity is important to ecosystems and humans.
66. (EOC-TS) Explain how humans attempt to maintain balance within an ecosystem through protection, conservation and preservation of natural resources.
Text Activities:
▪ SE: Pre-Reading Activity, p. 258
▪ TE: Discussion, p. 259
▪ TE: Activity, p. 260
▪ TE: Internet Activity, p. 261
▪ TE: Alternative Assessment, p. 262
Additional Activities:
▪ Biodiversity Activities
▪ Biodiversity Around Our School
▪ Chapter 10–Section 1
▪ Transparencies: Known and Estimated Numbers of Species on Earth; Sea Otters as an Example of Keystone Species
▪ Chapter 10 Resource File: Biodiversity
▪ Why is Biodiversity Important?
▪ Consequences of Loss of Biodiversity
▪ The Significance of Biodiversity
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
How have humans attempted to prevent species extinction?
What is the significance of the Endangered Species Act?
Why have some species protection efforts become global?
71. (EOC-TS) List and describe four types of efforts to save individual species.
72. (EOC-TS) Explain the advantages of protecting entire ecosystems rather than individual species.
73. (EOC-TS) Describe the main provisions of the Endangered Species Act.
74. (EOC-TS) Describe three examples of worldwide cooperative efforts to prevent extinctions.
Text Activities:
▪ TE: Bellringer, p. 270
▪ TE: Group Activity, p. 270
▪ SE: Graphic Organizer, p. 271
▪ SE: Quick Lab, p. 272
▪ TE: Discussion, p. 273
▪ TE: Debate, p. 273
▪ SE: Math Practice, p. 274
▪ SE: Field Activity, p. 275
▪ TE: Alternative Assessments, pp. 275, 276
▪ SE: Making a Difference, pp. 284, 285
▪ Chapter 10-Section 3
▪ Transparency: Biodiversity and Extinctions Over Geological Time
▪ Chapter 10 Resource File: Biodiversity
▪ Organizations Protecting Endangered Species
▪ Benefits of Species Protection
▪ The Endangered Species Act
▪ Chapter 21 – Section 2
▪ Transparency: U.S. Agencies and Environmental Laws
▪ Chapter 21 Resource File: Economics, Policy and the Future
▪ Environmental Agencies
▪ US Environmental Protection Agency
▪ NJ Department of Environmental Protection
▪ Friends of the Earth International
▪ Greenpeace International
Text Activities:
▪ TE: Bellringer, p. 579
▪ TE: Activity, p. 579
▪ TE: History Connection, p. 580
▪ TE: Internet Activity, p. 580
▪ TE: Activity, p. 581
▪ TE: Inclusion Strategies, p. 581
▪ SE: Field Activity, p. 582
▪ TE: Quiz, p. 583
▪ SE: Making A Difference, pp. 596, 597
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What factors impact a region’s fresh water supply?
75. (NPS) Describe the distribution of Earth’s water resources.
76. (NPS) Identify three sources of freshwater.
77. (NPS) Explain why fresh water is one of earth’s limited resources.
Text Activities:
▪ SE: Pre-Reading Activity, p. 288
▪ TE: Using the Figure, p. 288
▪ TE: Bellringer, p. 289
▪ TE: Demonstration, p. 289
▪ TE: Interpreting Statistics, p. 290
▪ TE: Group Activity, p. 291
▪ TE: Discussion, p. 292
▪ TE: Inclusion Strategy, p. 292
▪ SE: Case Study, pp. 292,293
▪ TE: Group Activity, p. 294
▪ TE: Alternative Assessment, p. 295
▪ Chapter 11-Section 1
▪ Transparencies: Watersheds of the World; Groundwater and the Water Table
▪ Chapter 11 Resource File: Water
▪ Earth’s Water
▪ Freshwater Information
▪ Definition of Freshwater Resources
▪ Freshwater Facts & Figures
▪ Groundwater and Surface Water
▪ Groundwater and Drinking Water
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
How does human society consume the supply of fresh water?
How does potable water make its way to your home?
How have humans attempted to supply water to areas once lacking fresh water?
How does water conservation impact the supply of drinkable water?
78. (NPS) Identify how water is used in homes, in industry, and in agriculture.
79. (EOC-TS) Explain how water is treated and transferred so it can be used for drinking.
80. (EOC-TS) Describe how dams and water diversion projects are used to manage freshwater resources.
81. (EOC-TS) Identify five ways that water can be conserved.
Text Activities:
▪ TE: Bellringer, p. 296
▪ TE: Identifying Preconceptions, p. 296
▪ TE: Interpreting Statistics, p. 297
▪ TE: Skill Builder, p. 297
▪ TE: Homework, p. 297
▪ TE: Debate, p. 298
▪ SE: Graphic Organizer, p. 298
▪ TE: Activity, p. 299
▪ TE: Skill Builder, p. 300
▪ SE: Math Practice, p. 301
▪ TE: Discussion, p. 301
▪ TE: Skill Builder Reading p. 302
▪ TE: Homework, p. 302
▪ TE: Inclusion Strategies, p. 302
▪ TE: Quiz, p. 303
Additional Activities:
▪ Water Opinion Surveys
▪ Water Questionnaires
▪ Water Challenge Questions
▪ Chapter 11-Section 2
▪ Transparencies: Drinking-Water Treatment; The Wastewater Treatment Process
▪ Chapter 11 Resource File: Water
▪ Water Usage Maps
▪ Everything You Wanted To Know About Drinking Water
▪ Water Conservation Tips
▪ Urban Water Conservation
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
How have human activities impacted the quality of fresh water?
How does limiting nonpoint sources of oil pollution help to keep the oceans clean?
What actions has the U.S. government taken to protect and improve water quality?
82. (EOC-TS) Compare point-source pollution and nonpoint source pollution.
83. (NPS) Describe the five classifications of water pollutants.
84. (EOC-TS) Describe the major sources of ocean pollution, and explain the effects of pollution on ecosystems.
85. (EOC-TS) Explain why groundwater pollution is difficult to clean up.
86. (EOC-TS) Describe six major laws designed to improve water quality in the United States.
Text Activities:
▪ TE: Bellringer, p. 304
▪ TE: Discussion, p. 304
▪ SE: Field Activity, p. 305
▪ TE: Discussion, pp. 305, 306
▪ TE: Homework, p. 307
▪ TE: Activity, p. 309
▪ SE: Math Practice, p. 310
▪ TE: Using the Figure, p. 310
▪ TE: Homework, p. 310
▪ TE: Using the Figure, p. 311
▪ TE: Group Activity, p. 312
▪ TE: Demonstration, p. 312
▪ TE: Skill Builder, p. 312
▪ TE: Homework, p. 312
▪ TE: Quiz, p. 313
▪ TE: Alternative Assessment, p. 314
▪ SE: Exploration Lab, pp. 320,321
▪ SE: Points of View, pp. 322,323
▪ TE: Internet Activity, p. 322
Additional Activities:
▪ Water Pollution Sources
▪ Chapter 11-Section 3
▪ Transparency: How Pollutants Enter Groundwater
▪ Chapter 11 Resource File: Water
▪ Pollution Sources: Point and Nonpoint
▪ Nonpoint Source Pointers Factsheet
▪ Tutorial on Groundwater Pollution
▪ Ocean Pollution
▪ Aquatic Ecosystems – Effects of Pollution
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
How has human activity impacted air quality?
How does the air quality differ in urban, suburban, and rural areas?
How are smog and thermal inversion linked to air pollution?
87. (NPS) Distinguish between primary and secondary pollutants and give examples of each.
88. (NPS) Name and describe the two major sources of air pollution in urban areas.
89. (NPS) Describe the way in which smog forms.
90. (NPS) Explain the way in which a thermal inversion traps air pollution.
Text Activities:
▪ SE: Pre-Reading, p. 324
▪ TE: Using the Figure, p. 324
▪ TE: Discussion, p. 325
▪ TE: Inclusion Strategies, p. 325
▪ TE: Group Activity, p. 326
▪ TE: Skill Builder, p. 326
▪ TE: Math Practice, p. 328
▪ TE: Group Activity, p. 328
▪ TE: Quiz, p. 330
▪ TE: Alternative Assessment, p. 330
▪ Chapter 12- Section 1
▪ Transparencies: The Formation of Smog; Temperature Inversion
▪ Chapter 12 Resource File: Air
▪ EPA Air Pollution Site
▪ Indoor Air Pollution
▪ Real Time Pollution Monitoring, Newark
▪ Current Air Quality, Newark
▪ Urban Air Pollution
▪ Thermal Inversions and Smog
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
How is human health impacted by air and noise pollution?
How does light pollution affect the environment?
91. (EOC-TS) Describe three short-term effects and three long-term effects of air pollution on human health.
92. (EOC-TS) Explain what causes indoor air pollution and how it can be reduced.
93. (NPS) Explain the phenomenon of sick-building syndrome.
94. (NPS) Describe three human health problems caused by noise pollution.
95. (NPS) Describe solutions to energy waste caused by light pollution.
Text Activities:
▪ TE: Bellringer, p. 331
▪ TE: Discussion, p. 331
▪ TE: Health Connection, p. 331
▪ TE: Discussion, p. 332
▪ SE: Case Study, pp. 332,333
▪ TE: Group Activity, p. 333
▪ TE: Using the Figure, p. 333
▪ TE: Group Activity, p. 334
▪ SE: Field Activity, p. 335
▪ TE: Reteaching, p. 335
▪ TE: Quiz, p. 335
▪ Chapter 12- Section 2
▪ Transparencies: Indoor Air Pollutants; Light Sources
▪ Chapter 12 Resource File: Air
▪ Air Pollution and Human Health
▪ Resources for Noise Pollution
▪ Environmental Issues Articles - Pollution
▪ Light Pollution
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
How do pollutants cause acid precipitation?
What are the effects of acid precipitation on ecosystems?
What global efforts have been proposed to combat acid precipitation?
96. (NPS) Identify the causes of acid precipitation.
97. (EOC-TS) Explain how acid precipitation affects plants, soils, and aquatic ecosystems.
98. (EOC-TS) Describe three ways that acid precipitation affects humans.
99. (NPS) Describe ways that countries are working together to solve the problem of acid precipitation.
Text Activities:
▪ TE: Discussion, p. 336
▪ SE: Graphic Organizer, p. 337
▪ TE: Inclusion Strategies, p. 337
▪ TE: Skill Builders, p. 338
▪ SE: Quick Lab, p. 338
▪ TE: Quiz, p. 339
▪ TE: Alternative Assessment, p. 339
▪ SE: Exploration Lab, pp. 346,347
▪ SE: Maps in Action, p. 348
▪ SE: Society & Environment, p. 349
▪ Chapter 12- Section 3
▪ Transparencies: The pH Scale; How Acid Precipitation Forms; A Global Look at Acid Precipitation
▪ Chapter 12 Resource File: Air
▪ Acid Rain Information
▪ EPA Acid Rain Site
▪ How Acid Rain Affects Forests
▪ Asia’s Efforts to Control Acid Rain
161. (NPS) Describe two major developments in the U.S. environmental history.
162. (NPS) Give examples of three federal agencies that have environmental responsibilities.
163. (NPS) Give an example of how citizens can affect environmental policy at each level of government – local, state, and national.
How has the American attitude towards the environment changed over the past two centuries?
What government agencies are involved in regulating the environment?
How can citizens affect public policy?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Stand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity.
The Newark Public Schools 2008 Environmental Science
Department of Teaching & Learning ©2008 14
Strand 2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What is the function of the Earth’s ozone layer?
How do chlorofluorocarbons affect the ozone layer?
What human activities are damaging the ozone layer?
What are the effects of ultraviolet radiation?
100. (EOC-TS) Explain how the ozone layer shields the Earth from much of the sun’s harmful radiation.
101. (EOC-TS) Explain how chlorofluorocarbons damage the ozone layer.
102. (EOC-TS) Explain the process by which the ozone hole forms.
103. (EOC-TS) Explain why the threat to the ozone layer is still continuing today.
104. (NPS) Describe the damaging effects of ultraviolet radiation.
100.
Text Activities:
▪ TE: Bellringer, p. 359
▪ TE: Discussion, p. 359
▪ TE: Activity, p. 360
▪ TE: Inclusion, p. 361
▪ TE: Quiz, p. 362
▪ TE: Alternative Assessment, p. 362
▪ Chapter 13 –Section 2
▪ Transparencies: CFCs and Ozone Depletion; Ozone Depletion and UV Radiation
▪ Chapter 13 Resource File: Atmosphere and Climate Change
▪ Ozone Facts
▪ Ozone and Ozone Depletion Information
▪ Environmental Effects of Ozone Depletion
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What is the Greenhouse Effect?
What factors influence the amount of carbon dioxide in our atmosphere?
What would life be like in the future if temperatures continue to rise?
105. (EOC-TS) Explain why Earth’s atmosphere is like the glass in a greenhouse.
106. (EOC-TS) Explain why the carbon dioxide content of the atmosphere is increasing.
107. (EOC-TS) Identify one possible explanation for the increase in average global temperature.
Text Activities:
▪ TE: Bellringer, p.363
▪ TE: Demonstration, p. 363
▪ TE: Internet Activity, pp. 364, 365
▪ SE: Graphic Organizer, p. 367
▪ SE: Case Study, pp. 354, 355
▪ TE: Group Activity, p. 367
▪ TE: Skill Builder, p. 368
▪ TE: Quiz, p. 369
▪ TE: Alternative Assessment, p. 369
▪ TE: Inquiry Lab, pp. 376, 377
Additional Activities:
▪ Global Warming: Causes, Effects and Solutions
▪ Chapter 13 – Section 3
▪ Transparencies: How the Greenhouse Effect Works; Increase in Atmospheric Carbon Dioxide 1958-2005; The Global Temperature Record
▪ Chapter 13 Resource File: Atmosphere and Climate Change
▪ Climate Change Information
▪ Global Warming Information
▪ New York Times Articles
▪ Guide to An Inconvenient Truth
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
How do humans use land?
108. (NPS) Distinguish between urban and rural land.
109. (NPS) Compare the use of land resources in urban and rural areas.
Text Activities:
▪ TE: Pre-Reading Activity, p. 380
▪ TE: Using the Figure, p. 380
▪ TE: Bellringer, p. 381
▪ TE: Activity, p. 381
▪ TE: Math Practice, p. 383
▪ TE: Alternative Assessment, p. 383
▪ Chapter 14- Section 1
▪ Transparency: Urban vs. Rural Populations by World Region
▪ Chapter 14 Resource File: Land
▪ World Land Use Article
▪ Defining Rural America
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
How does urban crisis lead to urban sprawl?
How do people use the geographic information system as a tool for land-use planning?
110. (NPS) Differentiate between urban sprawl and suburban sprawl.
111. (NPS) Explain how urban sprawl affects the environment.
112. (NPS) Describe the urban crisis, and proffer solutions.
113. (NPS) Explain how open spaces provide urban areas with environmental benefits.
114.
Text Activities:
▪ TE: Bellringer, p. 384
▪ TE: Activity, p. 385
▪ TE: Group Activity, p. 385
▪ SE: Field Activity, p. 385
▪ TE: Using the Figure, p. 387
▪ TE: Discussion, p. 387
▪ TE: Quiz, p. 388
▪ TE: Alternative Assessment, p. 388
▪ Chapter 14- Section 2
▪ Chapter 9 p. 243
▪ Chapter 14 Resource File: Land
▪ Urban sprawl Article
▪ Heat-island Effect
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What is the importance of preserving farmland?
How does rangeland become degraded?
What effect does deforestation have upon the earth?
How can we offset the effects of deforestation?
Why are parks and wilderness areas beneficial to humans and other organisms?
114. (EOC-TS) Explain the benefits of preserving farmland.
115. (EOC-TS) Describe two ways that rangeland can be managed sustainably.
116. (EOC-TS) Describe the environmental effects of deforestation.
117. (NPS) Describe some methods of reforestation.
118. (NPS) Explain the function of parks and of wilderness areas.
Text Activities:
▪ TE: Bellringer, p. 389
▪ TE: Discussion, p. 389
▪ SE: Graphic Organizer, p. 390
▪ SE: Quick Lab, p. 391
▪ SE: Case Study, pp. 392,393
▪ TE: Inclusion Strategies, p. 393
▪ TE: Quiz, p. 395
▪ SE: Inquiry Lab, pp. 402, 403
▪ SE: Making a Difference, pp. 404, 405
▪ Chapter 14 – Section 3
▪ Chapter 14 Resource File: Land
▪ Farmland Preservation in NJ
▪ Deforestation Information
▪ Deforestation in the Amazon
Strand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What factors contribute to malnutrition?
What can be done to increase food productivity and distribution?
119. (NPS) Identify and explain the major causes of malnutrition.
120. (NPS) Compare the environmental costs of producing different types of food.
121. (NPS) Explain the importance of the green revolution.
Text Activities:
▪ SE: Pre-Reading Activity, p. 406
▪ TE: Using the Figure, pp. 406, 408
▪ TE: Bellringer, p. 407
▪ SE: Math Practice, p. 409
▪ TE: Discussion, p. 409
▪ TE: Skill Builder, p. 410
▪ TE: Quiz, p. 411
▪ TE: Alternative Assessment, p. 411
▪ Chapter 15 – Section 1
▪ Transparency: World Green Production vs. Green Production per Person
▪ Chapter 15 Resource File: Food and Agriculture
▪ Causes of Malnutrition
▪ The Hamburger and Hunger Editorial
▪ Food by the Mile
▪ Local Food Greener than Organic
▪ Livestock’s Threat to the Environment
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What methods are used to protect and manage topsoil?
What effects do pesticides have on ecosystems?
Is it necessary to label genetically modified food for identification?
122. (NPS) Compare and contrast traditional and modern agricultural techniques.
123. (EOC-TS) Describe the need for soil conservation.
124. (NPS) Explain the benefits and environmental impacts of pesticide use.
125. (NPS) Discuss the hazards of DDT usage.
126. (NPS) Explain how genetic engineering is used in agriculture.
Text Activities:
▪ TE: Identify Preconception, p. 412
▪ TE: Group Activity, p. 413
▪ TE: Using the Figure, p. 414
▪ TE: Activity, p. 415
▪ TE: Group Activity, p. 418
▪ TE: Homework, p. 418
▪ TE: Activity, p. 419
▪ TE: Debate, p. 421
▪ TE: Quiz, p. 422
Additional Activities:
▪ Soil Conservation
▪ Genetically Modified Foods Lesson & Activity
▪ Chapter 15 – Section 2
▪ Transparencies: The Steps of Integrated Pest Management; Engineering Plant Resistance to Insect Pests
▪ Chapter 15 Resource File: Food and Agriculture
▪ History of American Farming Machinery & Techniques
▪ A History of American Agriculture
▪ Report on Genetically Engineered Crops
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
How is overharvesting affecting the ocean’s animal population?
What is aquaculture?
How is the growing of livestock and food crops essential to man’s survival?
127. (EOC-TS) Explain how overharvesting affects the supply of aquatic organisms used for food.
128. (NPS) Discuss alternatives to current seafood harvesting practices.
129. (EOC-TS) Describe the current role of aquaculture in providing seafood.
130. (NPS) Describe the importance of livestock in providing food and other products.
Text Activities:
▪ TE: Bellringer, p. 423
▪ TE: Inclusion Strategies, p. 423
▪ SE: Case Study, p. 424
▪ SE: Graphic Organizer, p. 425
▪ TE: Group Activity, p. 425
▪ TE: Using the Table, p. 426
▪ TE: Reteaching, p. 427
▪ TE: Quiz, p. 427
▪ SE: Points of View, pp. 436, 437
▪ Chapter 15- Section 3
▪ Chapter 15 Resource File: Food and Agriculture
▪ Aquaculture vs. Capture Fishing
▪ Aquaculture Environmental Impact
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What determines fuel prices?
How does energy consumption compare in the developed countries compared to developing countries?
How has man’s reliance on fossil fuels impacted both the economy and the environment?
What determines the suitability of a fuel?
131. (NPS) List five factors that influence the value of a fuel.
132. (NPS) Identify patterns of energy consumption and production in the world and in the United States.
133. (NPS) Explain how fossil fuels form and how they are used.
134. (NPS) Compare the advantages and disadvantages of using different fossil-fuels.
Text Activities:
▪ SE: Pre-Reading Activity, p. 466
▪ TE: Using the Figure, p. 466
▪ TE: Bellringer, p. 467
▪ TE: Discussion, p. 467
▪ TE: Skill Builder, p. 468
▪ SE: Quick Lab, p. 469
▪ TE: Skill Builder, p. 469
▪ TE: Interpreting Statistics, p. 469
▪ TE: Graphic Organizer, p. 470
▪ TE: Group Activity, p. 470
▪ TE: Interpreting Statistics, p. 471
▪ TE: Inclusion Strategies, p. 471
▪ TE: Ecology Connection, p. 471
▪ SE: Case Study, pp. 472, 473
▪ TE: Demonstration, p. 473
▪ TE: Homework, p. 473
▪ SE: Math Practice, p. 474
▪ TE: Quiz, p. 475
▪ Chapter 17– Section 1
▪ Chapter 17 Resource File: Nonrenewable Energy
▪ How Gas Prices Work
▪ Energy Information
▪ Country Energy Profiles
▪ Fossil Fuel Formation
▪ Fossil Fuel Formation
▪ Energy Sources
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What are the advantages and disadvantages of renewable energy?
How is biomass being used to replace fossil fuels?
136. (NPS) List and describe six forms of renewable energy, and compare their advantages and disadvantages.
137. (NPS) Explain the differences in biomass fuel use between developed and developing nations.
Text Activities:
▪ SE: Pre-Reading Activity, p. 490
▪ TE: Using the Figure, p. 490
▪ SE: Case Study, pp. 492,493
▪ TE: Inclusion Strategy, p. 492
▪ SE: Field Activity, p. 496
▪ TE: Homework, p. 497
▪ TE: Activity Alternative Energy, p. 498
▪ SE: SciLinks, p. 499
Additional Activities:
▪ Biomass Energy
▪ Chapter 18- Section 1
▪ Transparencies: How Hydropower Works; Geothermal Energy and Geothermal Heat Pumps
▪ Chapter 18 Resource File: Renewable Energy
▪ Alternative Energy Pros & Cons
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What is the role of the environment in the spread of disease?
How do changes in the environment affect the spread of disease?
156. (NPS) Explain why the environment is an important factor in the spread of disease.
157. (NPS) List two changes to the environment that can lead to the spread of infectious diseases.
Text Activities:
▪ TE: Bellringer, p. 557
▪ TE: Demonstration, p. 557
▪ TE: Biology Connection, p. 557
▪ SE: Quick Lab, p. 558
▪ TE: Debate, p. 559
▪ TE: Economics Connection, p. 560
▪ TE: Alternative Assessments, pp. 561, 562
▪ SE: Skills Practice Lab, pp. 568, 569
▪ SE: Maps in Action, p. 570
▪ SE: Society & Environment, p. 571
Additional Activities:
▪ Cholera
▪ Chapter 20- Section 2
▪ Chapter 20 Resource File: The Environment and Human Health
▪ Environmental Disruption & Disease
Stand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What is meant by sustainability?
What are some international efforts to protect the environment?
What role does economics play in environmental protection?
158. (EOC-TS) Describe some of the challenges to achieving sustainability.
159. (NPS) Describe the Kyoto Protocol and other major international meetings and agreements relating to the environment.
160. (EOC-TS) Explain how economics and environmental science are related.
Text Activities:
▪ SE: Pre-Reading Activity, p. 572
▪ TE: Using the Figure, p. 572
▪ TE: Discussion, p. 573
▪ TE: Debate, p. 574
▪ TE: Internet Activity, p. 575
▪ SE: Case Study, pp. 576, 577
▪ TE: Internet Activity, p. 577
▪ TE: Inclusion Strategies, p. 577
▪ Chapter 21- Section 1
▪ Transparency: Major International Environmental Agreement
▪ Chapter 21 Resource File: Economics, Policy and the Future
▪ Sustainability
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What new sources of energy are being used to produce electricity?
What is the relationship between energy conservation and energy efficiency?
How are hybrid cars energy efficient?
What can you do to reduce your energy consumption?
What are the advantages of using hydrogen as a fuel source?
138. (NPS) Describe three alternative energy technologies.
139. (NPS) Explain the difference between energy efficiency and energy conservation.
140. (EOC-TS) Identify three ways that you can conserve energy in your daily life.
141. (NPS) Identify two reasons why hydrogen could be used as a fuel source in the future.
Text Activities:
▪ TE: Bellringer, p. 500
▪ TE: Identifying Preconceptions, p. 500
▪ TE: Homework, p. 500
▪ TE: Discussion, p. 501
▪ SE: Quick Lab, p. 502
▪ TE: Demonstration, p. 503
▪ SE: Math Practice, p. 504
▪ SE: Graphic Organizer, p. 504
▪ TE: Quiz, p. 505
▪ TE: Alternative Assessment, p. 505
▪ SE: Inquiry Lab, p. 512
▪ SE: Maps in Action, p. 514
▪ SE: Society & Environment, p. 515
Additional Activities:
▪ Energy Conservation Information & Activities
▪ Chapter 18 – Section 2
▪ Transparencies: Tidal Power and OTEC; Fuel Cells and Hybrid Cars; Wind Power in the U.S.
▪ Chapter 18 Resource File: Renewable Energy
▪ Alternative Electrical Generation
▪ Hydrogen Fuel Information
▪ Hydrogen Fuel Information
▪ Hydrogen Fuel Information
▪ Energy Efficient Transportation Article
▪ Energy Costs & Conservation Facts
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What makes waste material hazardous?
How has the government tried to control hazardous wastes?
How is hazardous waste disposed?
149. (NPS) Name two characteristics of hazardous waste.
150. (NPS)Describe one law that governs hazardous waste.
151. (EOC-TS) Describe two ways to treat hazardous waste safety.
Text Activities:
▪ TE: Bellringer, p. 529
▪ TE: Discussion, p. 529
▪ TE: Quick Lab, p. 531
▪ SE: Case Study, pp. 532, 533
▪ TE: Demonstration, p. 532
▪ TE: Internet Activity, p. 533
▪ TE: Group Activity, p. 534
▪ TE: Quiz, p. 535
▪ TE: Alternative Assessment, p. 535
▪ TE: Alternative Assessment, p. 536
▪ SE: Skills Practice Lab, pp. 542, 543
▪ SE: Points of View, pp. 544, 545
▪ Chapter 19 – Section 3
▪ Transparency: Hazardous-Waste; Deep Well Injection
▪ Chapter 19 Resource File: Waste
▪ Hazardous Waste Information
▪ Hazardous Products
▪ Treatment, Storage and Disposal of Hazardous Wastes
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What pollutants pose the greatest threat to human health?
What is the importance of toxicology and epidemiology in exploring the relationship between pollution and public health?
How does pollution affect human health?
152. (NPS) List five pollutants, their sources, and possible effects on human health.
153. (NPS) Explain how pollution can come from both natural sources and human activity.
154. (NPS) Explain how scientists use toxicology and epidemiology.
155. (NPS) Describe the relationship between waste, pollution, and human health.
Text Activities:
▪ TE: Pre-Reading Activity, p. 548
▪ TE: Using the Figure, p. 548
▪ TE: Bellringer, p. 549
▪ TE: Skill Builder, p. 550
▪ TE: Inclusion Strategies, p. 550
▪ SE: Graphic Organizer, p. 551
▪ SE: Field Activity, p. 553
▪ SE: Math Practice, p. 554
▪ SE: Case Study, pp. 554, 555
▪ TE: Alternative Assessment, p. 556
▪ Chapter 20 –Section 1
▪ Chapter 20 Resource File: The Environment and Human Health
▪ Environment and Health Articles
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Why is it important to make biodegradable goods?
Where does your trash go when you throw it away?
What environmental problems caused by landfills?
142. (NPS) Name one characteristic that makes a material biodegradable.
143. (NPS) Identify two types of solid wastes and their sources.
144. (NPS) Describe how a modern landfill works and name two environmental problems caused by landfills.
Text Activities:
▪ SE: Pre-Reading Activity, p. 516
▪ TE: Using the Figure, p. 516
▪ TE: Bellringer, p. 517
▪ TE: Inclusion Strategies, p. 517
▪ TE: Interpreting Statistics, p. 518
▪ TE: Skill Builder, p. 518
▪ SE: Scilinks, p. 518
▪ TE: Discussion, p. 519
▪ SE: Math Practice, p. 520
▪ TE: Interpreting Statistics, p. 520
▪ TE: Real Life Connection, p. 520
▪ TE: Activity, p. 521
▪ TE: Debate, p. 522
▪ TE: Skill Builder, p. 522
▪ TE: Skill Builder Reading, p. 522
▪ TE: Quiz, p. 523
▪ TE: Alternative Assessment, p. 523
▪ Chapter 19 –Section 1
▪ Transparencies: Sanitary Landfills, How Solid-Waste Incinerator Works
▪ Chapter 19 Resource File: Waste
▪ Article on Biodegradable Products
▪ Solid Waste Disposal
▪ Landfill Construction Simulation
Strand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Why is it important to reduce the amount of waste you produce?
How are materials recycled?
What is the role of degradable plastic in the environment?
145. (EOC-TS) Identify three ways you can produce less waste.
146. (NPS) Identify three benefits of reducing waste.
147. (NPS) List the steps that an item must go through to be recycled.
148. (NPS) Name one advantage and one disadvantage to producing degradable plastic.
Text Activities:
▪ TE: Bellringer, p. 524
▪ SE: Field Activity, p. 525
▪ TE: Using the Figure, p. 525
▪ SE: Case Study, pp. 526, 527
▪ TE: Group Activity, p. 527
▪ SE: Graphic Organizer, p. 528
▪ TE: Quiz, p. 528
Additional Activities:
▪ Making Recycled Paper Activity
▪ Chapter 19 – Section 2
▪ Chapter 19 Resource File: Waste
▪ Recycling in New Jersey
▪ Recycling
▪ Plastics Information Sheet
▪ Advantages and Disadvantages of Plasticulture
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
How is experimental data analyzed and interpreted?
What is the metric system and why it an international standard of measurement?
12. (EOC-TS) Appropriately interpret, construct, and label a bar graph, line graph, and circle graph according to the data provided.
13. (NPS) Describe the measurement system used by most scientists.
14. (NPS) Perform calculations and conversions using the metric system.
Text Activities:
▪ SE: Graphing Skills Appendix, pp. 623, 624
Additional Activities:
▪ Formulating Hypotheses & Graphing Skills
▪ SI Prefixes
▪ SI Measurements
▪ Chapter 2 – Section 2
▪ Chapter 2 Resource File: Tools of Environmental Science
▪ Graphing Skills
▪ SI Conversion Chart
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Why is a decision-making model helpful for making environmental decisions?
19. (NPS) Describe the four steps in a simple environmental decision-making model.
Text Activities:
▪ TE: Skill Builder, p. 47
▪ TE: Discussion, p. 47
▪ SE: Case Study, pp. 48, 49
▪ TE: Inclusion Strategies, p. 49
Additional Activities:
▪ SciLinks: Decision Making code: HE80525
▪ Decision-Making Model Activity
▪ Chapter 2–Section 3
▪ Chapter 2 Resource File: Tools of Environmental Science
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What elements comprise an ecosystem?
Why might an organism become threatened by habitat destruction?
22. (EOC-TS) Distinguish between the biotic and abiotic factors in an ecosystem.
23. (NPS) Identify the levels of organization that ecologists study.
24. (EOC-TS) Explain the relationship between organisms and their habitats.
25.
Text Activities:
▪ TE: Using the Figure, p. 98
▪ SE: Pre-Reading, p. 98
▪ TE: Activity, p. 99
▪ TE: Demonstration, p. 100
▪ TE: Using the Figure, p. 101
▪ TE: Alternative Assessment, p. 102
Additional Activities:
▪ Design an Ecosystem
▪ Abiotic and Biotic Factors Activities
▪ How Evolution Works Activities
▪ Chapter 4–Section 1
▪ Transparency: Levels of Ecological Organization
▪ Chapter Resource 4 File: The Organization of Life
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What are the different types of non-forest biomes?
42. (NPS) Compare and contrast the grassland, chaparral, desert, and tundra biomes.
43. (NPS) Identify threats to grassland, chaparral, desert and tundra biomes.
Text Activities:
▪ TE: Bellringer, p. 165
▪ TE: Discussion, p. 166
▪ TE: Activity, p. 167
▪ SE: Quick Lab, p. 168
▪ TE: Skill Builder, p. 169
▪ TE: Inclusion Strategies, p. 169
▪ SE: Field Activity, p. 171
▪ TE: Activity, p. 172
▪ TE: Internet Activity, p. 171
▪ TE: Debate, p. 171
▪ SE: Graphic Organizer, p. 172
▪ SE: Math Practice, p. 173
▪ TE: Alternative Assessment, p. 174
▪ SE: Exploration Lab, pp. 180, 181
▪ SE: Making a Difference, pp. 182, 183
▪ Chapter 6–Section 3
▪ Transparencies: Biome Climatogram A; Biome Climatogram B
▪ Chapter 6 Resource File: Biomes
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
How is it possible for different species to have the same habitat but not the same niche?
What determines how species interaction is categorized?
How do species coevolve?
53. (NPS) Explain the differences between niche and habitat.
54. (NPS) Explain how a niche is essential to species survival.
55. (NPS) Describe parasitism, competition, predation, commensalism, and symbiotic interactions between species.
Text Activities:
▪ TE: Bellringer, p. 217
▪ TE: Activity, p. 217
▪ TE: Using the Figure, p. 218
▪ TE: Group Activity, p. 218
▪ SE: Graphic Organizer, p. 219
▪ TE: Demonstration, p. 220
▪ SE: Case Study, pp. 220, 221
▪ TE: Using the Figure, p. 221
▪ TE: Skill Builder, pp. 221, 222
▪ TE: Quiz, p. 223
▪ TE: Alternative Assessment, p. 223
▪ TE: Skills Practice Lab, pp. 230, 231
▪ TE: Points of View, pp. 232, 233
Additional Activities:
▪ Niche Activity
▪ Chapter 8–Section 2
▪ Transparencies: Types of Species Interactions; Niche Restriction Due to Competition
▪ Chapter 8 Resource File: Understanding Populations
▪ From Niche to Biosphere
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
What environmental and economic problems are caused by rapid human population growth?
59. (NPS) Discuss three problems caused by rapid human population growth.
60. (NPS) Compare human population growth problems in more developed countries to less developed countries.
61. (NPS) Analyze strategies countries may use to reduce their population growth.
Text Activities:
▪ TE: Bellringer, p. 241
▪ TE: Identifying Preconceptions, p. 241
▪ SE: Graphic Organizer, p. 242
▪ TE: Group Activity, p. 242
▪ TE: Debate, p. 242
▪ SE: Case Study, pp. 244, 245
▪ TE: Inclusion Strategies, p. 245
▪ TE: Group Activity, p. 246
▪ TE: Interpreting Statistics, p. 246
▪ TE: Alternative Assessment, p. 248
▪ SE: Skills Practice Lab, pp. 254, 255
▪ SE: Maps in Action, p. 256
▪ SE: Society & Environment, p. 257
Additional Activities:
▪ Earth Day Birthday Party
▪ Chapter 9–Section 2
▪ Transparencies: Total Fertility Rate and Population Growth in the U.S.; Fertility Rates and Female Literacy in Africa; World Wide Trends in Fertility
▪ Chapter 9 Resource File: The Human Population
▪ Overpopulation Issues
▪ Human Population – A Numbers Game
▪ Population Control Programs – China
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
How does natural selection drive evolution?
How could a population of insects develop resistance to pesticides and what are the consequences of that resistance?
25. (NPS) Define evolution.
26. (EOC-TS) Apply natural selection to changes in the inherited characteristics of a population.
27. (NPS) Describe the steps by which a population of insects becomes resistant to a pesticide.
Text Activities:
▪ TE: Group Activity, pp. 103, 104
▪ SE: Case Study, pp. 104, 105
▪ SE: Math Practice, p. 106
▪ TE: Demonstration, p. 106
▪ SE: Field Activity, p. 107
▪ TE: Alternative Assessment, p. 107
▪ Chapter 4–Section 2
▪ Transparencies: The Evolution of Thicker Fur in a Deer Population; The Evolution of Pesticide Resistance
▪ Chapter 4 Resource File: The Organization of Life
▪ Pesticide Resistance
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Why should we be concerned about threats and endangerments to species?
How has human activity impacted the Earth’s biodiversity?
67. (EOC-TS) Define and give examples of endangered and threatened species.
68. (EOC-TS) Describe several ways that species are being threatened with extinction globally.
69. (EOC-TS) Explain which types of threats are having the largest impact on biodiversity.
70. (NPS) Compare the amount of biodiversity in the United States to that of the rest of the world.
Text Activities:
▪ TE: Bellringer, p. 263
▪ TE: Homework, p. 263
▪ TE: Group activity, p. 264
▪ SE: Math Practice, p. 266
▪ SE: Case Study, pp. 266, 267
▪ TE: Using the Figure, p. 268
▪ TE: Activity, p. 268
▪ TE: Inclusion Strategies, p. 268
▪ TE: Reteaching, p. 269
Additional Activities:
▪ Endangered Species Newsletter
▪ Chapter 10 –Section 2
▪ Transparencies: Biodiversity and Extinctions Over Geological Time; Global Biodiversity Hotspots; Species Known to be Threatened on Extinction Worldwide
▪ Chapter 10 Resource File: Biodiversity
▪ Endangered Species Basics
▪ U.S. Endangered Species
▪ Endangered Species Protection
▪ U.S. Biodiversity in Jeopardy
▪ Environmental Statistics – Country Snapshots
▪ Biodiversity Hotspots
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Is nuclear energy a practical energy alternative?
135. (NPS) List three advantages and three disadvantages of nuclear energy.
Text Activity:
▪ TE: Discussion, p. 478
▪ TE: Quiz, p. 479
▪ TE: Alternative Assessment, p. 479
▪ Chapter 17 - Section 2
▪ Chapter 17 Resource File: Nonrenewable Energy
▪ Nuclear Energy Pros & Cons
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