Science First Nine Weeks Environmental Purpose of Science Curriculum Maps This map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students. The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non- negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. Introduction Page 1 of 32 2016-2017
Transcript
Science First Nine Weeks Environmental Science
Purpose of Science Curriculum Maps
This map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.
The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards. Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), and informational text (specific writing activities).
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The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining science and engineering practices and disciplinary core ideas is stated in the Framework as follows:
Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)
To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.
An instructional model or learning cycle, such as the 5E model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior
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phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.
Science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a common core in all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.
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Science Curriculum Maps OverviewThe science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices ) At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.
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At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.
As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.
How to Use the Science Curriculum Maps
Tennessee State StandardsThe TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.
ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.
ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.
Content Embedded Standards Outcomes Adopted Resources Core IdeasCLE 3260.1.1 Explain how earth’s position in the solar system creates global climate patterns.
CLE 3260.1.2 Use the theory of plate tectonics to explain the occurrence of earthquakes, volcanoes, and tsunamis.
CLE 3260.1.3 Explain the rock cycle and its association with soil formation.
CLE 3260.1.4 Relate the atmosphere, hydrosphere and lithosphere to the biosphere.
CLE 3260.Inq.2 Design and conduct scientific investigations to explore new phenomena verify previous results test how well a theory predicts, and compare opposing theories.
CLE.Inq.6 Communicate and defend scientific findings.
CLE 3260.Ing.1 Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted.
CLE 3260.Inq.5 Compare experimental evidence and conclusions with those drawn by others about the same testable question.
Describe the composition and structure of the earth.
Create a graphic organizer show the compositional and physical layers of the earth.
Describe the Earth’s tectonic plates.
Explain the main cause of earthquakes and their effects.
Identify the relationship between volcanic eruptions and climate change.
Describe how wind and water alter the Earth’s surface.
Describe the composition and layers of the Earth’s atmosphere.
Explain the three mechanisms of heat transfer in Earth’s atmosphere.
Explain the greenhouse effect and global climate change.
Name the three major processes in the water cycle.
Activities/Labs1. Active Readings, CRF Ch. 3 Sect. 3.1 and
3.2, and 3.3, cite the location of the answer, i.e. line, paragraph
2. Map Skills: Flowing Downhill, CRF Ch. 3 p. 13 Earthquake Hazard Map of the
Contiguous United States, p. 943. Case Study:
Hydrothermal Vents, pp. 78-794. Exploration Labs
Whole Lotta’ Shakin’, CRF Ch.3 pp. 40-41
Quick Lab-The Heat Is On, p. 74 Beaches, pp. 92-93 Recognizing Seismic Patterns, CRF
pp. 42-43 Analyzing S- and P-Waves, CRF Ch.3
pp. 27-30 Predicting Coastal Winds, CRF Ch. 3
pp. 34-395. Group Activities
Tectonic Jigsaw Puzzle, p. 63 Plate Movement, p. 66 Analyzing Seismograms, p. 68 Locating Volcanoes, p. 69 How Heavy Is A Cloud? p.71 Mapping The Aurora, p. 73 Modeling Convection Currents, p. 75 Exploring The Greenhouse Effect, p.
76 Tracking Icebergs, p. 79 Local Aquifers, p. 83 Internet Activity: Eratosthenes
Students will write a short story in which they are scientists (either seismologists or vulcanologists). The big event is about to occur (either an earthquake or a volcanic eruption), and they are following its progress. Have students tell the story of what happened and how the phenomenon progressed, describing events in as much scientific detail as possible. (Practice 6/ Literacy.RST.9-10.1)Birthing a Weather EventStudents will “birth” a weather event such as a hurricane, tornado, or thunderstorm. Student will
Explain how the ocean regulates Earth’s temperature.
Discuss the factors that confine life to the biosphere.
Explain the difference between open and closed systems.
Experiment, p. 66. Interactive Tutor CD:
Geosphere Atmosphere Hydrosphere Biosphere
Teaching Resources:1. Do Now Transparencies, CRF Ch. 3
Sect.3.1, 3.2, and 3.32. PowerPoint Presentations, Sect. 3.1, 3.2,
and 3.33. Teaching Transparencies:
Earth’s Layers Tectonic Plates Earth’s Atmosphere Energy in Earth’s Atmosphere Surface Currents of the World Earthquake Hazard Map of the
Contiguous United States
Chapter Reviews and Assessments1. Section Reviews, p. 70, p. 76, and p. 852. Chapter Review pp. 87-893. Standardized Test Prep pp. 90-914. Concept Review CRF Ch. 3 pp.1-25. Critical Thinking CRF Ch. 3 pp. 3-66. Alternative Assessments p.70, p. 76 and
p.85
Websites1. www.scilinks.org
Composition Of The Earth, HE80329 Layers Of The Atmosphere, HE80861 The Biosphere, HE80162
2. www.explorelearning.com Earthquake - Determination of
create the conditions necessary for that event to occur and then track it as it progresses. Students will describe the consequences of the event on local human populations and the environment.Global NavigationAsk students to imagine they are planning a voyage around the world. They can choose any route they wish, but they must sail with the currents. Students will map out their selected route, showing the names of the currents, their point of origin, and their point of destination. (Practice 2/ Literacy.RST.9-10.1)
diagrams.html#geoscienceStandard 2 – The Living World - 2 Weeks
CLE 3260.2.1 Employ the first and second laws of thermodynamics to explain energy flow withinthe ecosystems.
CLE 3260.2.2 Discuss the roles of biodiversity and co evolution in ecosystems.
CLE 3255.1.2 Identify organisms based onhow they obtain energy.
CLE 3255.1.3 Relate specific animal behaviors and plant tropisms to survival.
CLE 3250.Inq.2 Design and conduct scientific investigations to explore new phenomena verify previous results test how well a theory predicts, and compare opposing theories.CLE 3255.1.1 Analyze strategies for classifying organisms.
CLE 3255.1.2 Identify organisms based on how they obtain energy.
CLE 3255.1.3 Relate specific animal behaviors and plant tropisms to survival..CLE 3255.2.3 Summarize how natural selection influences a population over
CLE 3255.Inq.5 Compare
Distinguish between the biotic and abiotic factors in an ecosystem.
Describe how a population differs from a species.
Explain how habitats are important for organisms.
Explain the process of evolution by natural selection.
Explain the concept of adaptation.
Describe the steps by which a population of insects becomes resistant to a pesticide.
HRW Environmental Science – The Organization of Life - Chapter 4 Text
Activities/Labs1. Active Readings, CRF Ch. 4 Sect. 4.1 and
4.2, and 4.3, cite the location of the answer, i.e. line, paragraph
2. Map Skills: Park Habitat, CRF Ch. 4, p.13
3. Case Study: Darwin’s Finches, pp. 104-105
4. Exploration Labs CBL Probeware: Plant and Animal
Interrelationships, CRF Ch. 4 pp. 34-39
How Do Brine Shrimp Select a Habitat?, CRF Ch. 4, pp. 23-26
Observing Organisms Through the Seasons, CRF Ch. 4, pp. 44-47
Identifying Medically Important Plants, CRF Ch. 4, pp. 40-43
Performance TasksOrganism BiographiesStudents will pick their favorite organism and write a “biography” for that organism that includes three chapters: one on
Content Embedded Standards Outcomes Adopted Resources Core Ideasexperimental evidence and conclusions with those drawn by others about the same testable question.
CLE 3255.Inq.6 Communicate and defend scientific findings.
Relating Natural Selection and Frequency of Traits ,CRF Ch. 4, pp.
27-30 Misbehaving Mealworms, CRF Ch. 4,
pp. 31-335. Group Activities
Connections Web, p.99 Ecosystem Connections, p. 100 Golf Course Impacts, p.101 Internet Activity: Self-sustaining
Colonies, p.101 Natural Variety, p. 103 Adaptations Worldwide, p. 104 Internet Activity: Gardens and Artificial
Selection, p. 106 Artificial Selection, p. 107 Mushroom Walk, p. 109 Angiosperms In The Classroom, p.
111 Pollinator Game, p. 112
6. Interactive Tutor CD: Ecosystem Structure
Teaching Resources:1. Do Now Transparencies, CRF Ch. 4
Sect.4.1, 4.2, and 4.32. 2PowerPoint Presentations, Sect. 4.1, 4.2,
and 4.33. Teaching Transparencies:
Levels of Ecological Organization The Evolution of Thicker Fur in a Deer
Population The Evolution of Pesticide Resistance Classification Of Living Organisms
Chapter Reviews and Assessments
habitat, a second on the survival of that organism’s population within the community, and a third on abiotic characteristics that are crucial to the survival of the organism.Extinction TribuneDivide students into groups of four. Have student groups prepare a newspaper that provides information about the extinction of species and incorporates the concept of natural selection. Topics could include extinction of dinosaurs, twentieth-century extinctions, and prehistoric mass extinctions. Each student should produce one major news story in addition to helping with other features, such as headlines, cartoons, obituaries,advertisements and advice columns.Kingdoms and EcosystemsStudents will create an “ecosystem brochure.” Suggest that students give the brochure an exciting cover that clearly identifies the chosen ecosystem. Inside the brochure,
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Content Embedded Standards Outcomes Adopted Resources Core Ideas1. Section Reviews, p. 102, p. 107, and p.
1132. Chapter Review pp. 115-1173. Standardized Test Prep pp. 118-1194. Concept Review CRF Ch. 4 pp.1-25. Critical Thinking CRF Ch. 4 pp. 3-6
Websites1. www.scilinks.org
Ecosystems HE 4027 Evolution HE 4039 Invertebrates HE 4057
student could show pictures of representative plants, animals, protists, fungi, and bacteria. The habitat for each organism should be includes as well. Students should also show pictures of relevant abiotic factors, such as minerals, water, and rocks. Student should explain the role of the abiotic factors in the ecosystem.
Standard 1 – Earth System – 2 WeeksCLE 3255.3.3 Apply the first and second laws ofthermodynamics to explain the flow of
Describe how energy is transferred from the sun to producers and then to consumers.
HRW Environmental Science – How Ecosystems Work - Chapter 5 Text
Performance TasksGlobal Food WebDivide the students into five groups. Give each group one of the following locations, and tell them that their task is to determine a food web that exists there: a salt marsh in Florida, a coral reef in the Caribbean, the Sonoran Desert in Arizona; the Kodiak motional Wildlife Refuge in Alaska, and the Ft Pierre National Grassland in South Dakota. Students should report their findings in the form of posters, oral presentations, or video documentaries.Connecting to the Carbon CycleStudents will write an essay describing the role they play in the carbon cycle.Succession AnimationGive students 50 index
cards. On the cards, have them illustrate succession in an ecosystem of their choice. The cards should show gradual changes in the same area over time. Have them clip the index cards together, and animate the scene by flipping through the cards rapidly using their thumb.
Content Embedded Standards Outcomes Adopted Resources Core Ideas Prairie Ecosystem Rock Cycle Water Cycle
3. http://www.aurumscience.com/ env_science.html Biomes: Ecosystems On Land
Standard 2 Earth System -- 2 Weeks
CLE 3255.5.1 Explain how climate influences terrestrial biomes.
CLE 3255.5.2 Compare and contrast the major terrestrial biomes: deserts, temperate grasslands, temperateforests, tropicalgrasslands, tropical forests, taiga and tundra.
CLE 3260.2.3 Usingtemperature, latitude and altitude, infer the types of animal and plant life found in each of earth’s major biomes.
CLE 3260.Inq.2 Design and conduct scientific investigations to explore new phenomena, verify previous results, test how well a theory predicts and compare opposing theories. Communicate anddefend scientificfindings.
Identify the location of earth’smajor biomes using a globe or map.
Describe why vegetation determines the name of a biome.
Explain how temperature and precipitation determine which plants grow in an area.
Explain how latitude and altitude affect which plants grow in an area.
Describe the difference between tropical and temperate grasslands.
Describe the climate in a chaparral biome.
Describe two desert animals and the adaptations that help them survive.
Describe one threat to the tundra biome.
List the characteristics of tropical rain forests.
Name and describe the mainlayers of a tropical rain forest.
Performance TasksWorld BiomesHave students look at Figure 1 on page 153 and write down at least three biomes that do not seem to fit the latitude and altitude model presented in Figure 4 on page 155. Ask them to decide why the biomes do not fit and write their reasons in a short essay.Detailing a BiomeOrganize the class into groups of five or six students. Give each group
Describe one plant in a temperate deciduous forest and an adaptation that helps the plant survive.
Describe one adaptation that may help an animal survive in the taiga.
Name two threats to the world’s forest biomes.
Describe plant and animal adaptations found in each ofearth’s major biomes.
Research and create a visual to summarize the climate, soil, location, plant adaptations, animal adaptations, and human threats to each of the major terrestrial biomes.
Light In The Forest, p. 158 We’re All Thumbs, p. 159 Ecotourism, p. 160 Pacific Northwest Food Web, p. 161 Forest Soil Field Trip, p. 162 Touring The Forest, p. 163 Biome Components, p. 163 Plant A Prairie, p. 167 Arctic Science, p. 172
Teaching Resources:1. Do Now Transparencies, CRF Ch. 6,
Sect.6.1, 6.2, and 6.32. PowerPoint Presentations, Sect. 6.1, 6.2,
and 6.33. Teaching Transparencies:
Temperature Vs. Precipitation Latitude Vs. Altitude Biome Climatograms: A Biome Climatograms: B
Chapter Reviews and Assessments1. Section Reviews, p. 155, p. 164, and p.
1732. Chapter Review pp. 175-1773. Standardized Test Prep pp. 178-1794. Concept Review CRF Ch. 6 pp.1-25. Critical Thinking CRF Ch. 6 pp. 3-6Websites1. www.scilinks.org
Biomes, HE80158 Threats To Rainforests, HE81521 Temperate Deciduous Forests,
HE815032. www.explorelearning.com
Forest Ecosystem Prairie Ecosystem
3. http://www.aurumscience.com/ env_science.html
a detailed picture of a forest biome, and ask them to describe the characteristics of the biome in a short presentation to the class.Similar AdaptationsAsk students to list similar plant and animal adaptations for desert and tundra biomes. Have students describe why animals would evolve similar strategies to different situations. Students should prepare a research report.
Content Embedded Standards Outcomes Adopted Resources Core Ideas Biomes: Ecosystems On Land
TOOLBOX
Unit 1.1 Introduction to Environmental Science/The Dynamic Earth – 3 WeeksLesson focuses on exploring how the development of seismographs has helped save lives around the world. Students work in teams to design their own
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TOOLBOX
Plans seismograph out of everyday items, and test its ability to record a simulated classroom earthquake. Students evaluate their own seismographs, those of classmate teams, and present findings to the class. http://www.teacherstryscience.org/lp/shake-it-seismographs
In this lesson students will participate in a kinesthetic activity that guides them through the rock cycle. Then, students will design their own experiment that will simulate the rock cycle using crayons. http://www.teacherstryscience.org/lp/ride-rock-cycle
Teachers register for SMART NoteBook, select SmartExchange, then search for lessons per topic for each chapter. You will have access to lessons that include objectives, Teacher notes, interactive lessons for the students, vocabulary, illustrations, animations, and closing questions.
Background for Teachers
A quick review of planet Earth’s dynamic systems also contains links to additional information. http://airandspace.si.edu/exhibitions/gal113/earthtoday/dynam.htm
Educational resources focused on the causes, types, locations, and impacts of ocean currents on organisms and aquatic systems. These resources may be useful to students as well as teachers. http://www.education.noaa.gov/Ocean_and_Coasts/Ocean_Currents.html
Student Activities
Delve into the earth's interior, learn about its tectonic plates and their movements, and discover how mountains, volcanoes, and earthquakes are formed.http://www.learner.org/interactives/dynamicearth/
Students can learn about the types of rocks and the rock cycle through an online tutorial at http://www.learner.org/interactives/rockcycle/
The latest research news is found at www.ScienceDaily.com. Enter the topic per the chapter and/or section to read the related stories, journals, watch featured videos, and a wealth of each is available. The articles have the save/print options. Archives of news are available with options of select 30 days, 90 days, 1, 5, and 10 year(s) options. Mobile options are iPhone, Android, and the Web. Additional access includes Facebook, Twitter, and Google+. Write your opinion, whether you agree or disagree with the news, and why?
Other Resources
This cutaway view of Earth shows where some common rock-forming processes occur. Embedded animations will illustrate the path of a rock moving through the rock cycle. http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page02.cfmThe students watch the list of video segments and write their opinion of each topic. Each segment is in alignment with the textbook. http://science.howstuffworks.com/environmental/plate-tectonics-videos-playlist.htmThe students copy the questions, watch the video, answer the quiz questions individually, and/or as a class with on-line grading. Jigsaw strategy to answer the quiz questions while the students view the video is engaging. http://studyjams.scholastic.com/studyjams/services/search-results?query=earthquakehttp://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/rock-cycle.htmIn this animated activity, learners explore three major methods of heat transfer and practice identifying each. http://www.wisc-online.com/Objects/ViewObject.aspx?ID=sce304
Unit 1.2 Ecology/The Organization of Life -- 2 WeeksPlans As a result of this lesson, students will become familiar with common organisms found in a pond and discover their importance in a balanced aquatic habitat as they
create food webs. Students will also investigate how an environmental change (pollution, disease, introduction of exotic species, etc.) affects a pond habitat. http://sciencespot.net/Media/pondfoodwebinfo.pdf
Teachers register for SmartNote Book, select SmartExchange, then search for lessons per topic for each chapter. You will have access to lessons that include objectives, Teacher notes, interactive lessons for the students, vocabulary, illustrations, animations, and closing questions.
Background for Teachers
For a quick review of energy flow through food chains, including various types of pyramids, go to http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/F/FoodChains.html
An online tutorial about food chains and cycles may be useful for both teachers and students. http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/foodchains/foodchains1.shtml
Student Activities
Scientists estimate that only 10 percent of the producers' energy is passed to the first-level consumer. This activity will help put that amount into perspective. http://www.education.com/reference/article/energy-flow-food-chain/In this activity you job is to classify each organism into the correct kingdom. http://nortonbooks.com/college/biology/animations/ch03a01.htmThe latest research news is found at www.ScienceDaily.com. Enter the topic per the chapter and/or section to read the related stories, journals, watch featured videos, and a wealth of each is available. The articles have the save/print options. Archives of news are available with options of select 30 days, 90 days, 1, 5, and 10 year(s) options. Mobile options are iPhone, Android, and the Web. Additional access includes Facebook, Twitter, and Google+. Write your opinion, whether you agree or disagree with the news, and why?
Other Resources
This site provides a summary of the kingdoms with pictures: http://www.ric.edu/faculty/ptiskus/Six_Kingdoms/Index.htm
The students copy the questions, watch the video, answer the quiz questions individually, and/or as a class with on-line grading. Jigsaw strategy to answer the quiz questions while the students view the video is engaging. http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-chains.htm http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-webs.htm
Select from a variety of games and hands-on activities related to biodiversity at http://www.amnh.org/explore/ology/biodiversity
Unit 1.3 Ecology/How Ecosystems Work – 2 WeeksPlans A comprehensive unit plan for introducing ecology can be downloaded from http://edhd.bgsu.edu/~sbanist/611/final/heather/heatherecology1.pdf
Teachers can select from a variety of lesson plans on ecology, human impact on ecosystems, biodiversity and carbon cycling at http://www.kbs.msu.edu/community-outreach/k-12-partnership/lesson-plans
Teachers register for SmartNote Book, select SmartExchange, then search for lessons per topic for each chapter. You will have access to lessons that include objectives, Teacher notes, interactive lessons for the students, vocabulary, illustrations, animations, and closing questions.
Background for Teachers
This site provides video clips and interactive resources for learning about life cycles and processes, ecosystems, and human influences on ecology. Find lessons on biomes, coral reef ecosystem, population growth, and exploring the "systems" in ecosystems. http://www.teachersdomain.org/browse/?fq_hierarchy=k12.sci.life.eco
Student Activities
Grab your binoculars and pull on your wading boots as American Field Guide introduces you to some of America's most fascinating places. Learn about the importance of healthy Ecosystems and the interdependence of life in these delicate natural communities. Check out the featured video clips for a peek at some of our most intriguing segments on Ecosystems; or dig deeper into the collection by browsing the subtopic categories.http://www.pbs.org/americanfieldguide/topics/ecosystems/index.html
The latest research news is found at www.ScienceDaily.com. Enter the topic per the chapter and/or section to read the related stories, journals, watch featured videos, and a wealth of each is available. The articles have the save/print options. Archives of news are available with options of select 30 days, 90 days, 1, 5, and 10 year(s) options. Mobile options are iPhone, Android, and the Web. Additional access includes Facebook, Twitter, and Google+. Write your opinion, whether you agree or disagree with the news, and why?
Other Resources
A collection of 4,500 photographs of natural environments, ecologies, and plant communities in the United States taken between 1891 and 1936 is available at http://memory.loc.gov/ammem/collections/ecology/index.html
The students copy the questions, watch the video, answer the quiz questions individually, and/or as a class with on-line grading. Jigsaw strategy to answer the quiz questions while the students view the video is engaging. http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/carbon-cycle.htm
Unit 1.4 Ecology/Biomes -- 2 WeeksPlans In this activity, students collect information about different biomes by watching videos and doing a Web activity. They share their information in a carousel brainstorm
activity and locate the biomes on a world map. Then student teams research different biomes and present their information to the class. As an option, students design an imaginary plant or animal that is adapted to a particular biome. http://www.teachersdomain.org/resource/tdc02.sci.life.eco.lp_biomes/
Teachers register for SmartNote Book, select SmartExchange, then search for lessons per topic for each chapter. You will have access to lessons that include objectives, Teacher notes, interactive lessons for the students, vocabulary, illustrations, animations, and closing questions.
For an introduction to biomes, go to https://php.radford.edu/~swoodwar/biomes/
An online review of six biomes is available at http://www.ucmp.berkeley.edu/exhibits/biomes/index.php
Student Activities
This interactive resource adapted from NASA features some of the physical and biological characteristics of seven of the world's biomes. http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.biomemap/The students copy the questions, watch the video, answer the quiz questions individually, and/or as a class with on-line grading. Jigsaw strategy to answer the quiz questions while the students view the video is engaging. http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm http://studyjams.scholastic.com/studyjams/services/search-results?query=BiomesSelect a biomes from the world map to learn more at http://www.blueplanetbiomes.org/world_biomes.htm
The latest research news is found at www.ScienceDaily.com. Enter the topic per the chapter and/or section to read the related stories, journals, watch featured videos, and a wealth of each is available. The articles have the save/print options. Archives of news are available with options of select 30 days, 90 days, 1, 5, and 10 year(s) options. Mobile options are iPhone, Android, and the Web. Additional access includes Facebook, Twitter, and Google+. Write your opinion, whether you agree or disagree with the news, and why?
Other Resources
Click on a biome on the above graph for more information, informative videos, and links to scientist profiles, travel information, lesson plans and species profiles for each region. http://www.thewildclassroom.com/biomes/index.html
The students copy the questions, watch the video, answer the quiz questions individually, and/or as a class with on-line grading. Jigsaw strategy to answer the quiz questions while the students view the video is engaging.http://studyjams.scholastic.com/studyjams/services/search-results?query=Biomes
