|
High School Life Science Standards (Grades 9-12)
|
HS-LS2-1
Use mathematical and/or computational representations to support
explanations of factors that affect carrying capacity of ecosystems at
different scales.
SEP 5- Using math and computational thinking;
DCI: Interdependent relationships in ecosystems
LS2.A; Supporting & revising
explanations about factors affecting populations in
ecosystems.
CCC: Scale/Proportion |
HS-LS2-2
Use mathematical representations to support and revise explanations
based on evidence about factors affecting biodiversity and populations
in ecosystems of different scales.
SEP 5: Using Math and computational thinking
DCI: Interdependent relationships in ecosystems
LS2.A- supporting and revising explanations and factors affecting
populations in ecosystems
LS2.C-Computationally modeling how factors can affect the carrying
capacity of ecosystems at different scales. Evaluating claims and
evidence that ecosystems maintain relative homeostasis, but can be
altered as the result of changing conditions.
CCC: Scale/Prop. |
HS-LS2-4
Use mathematical representations to support claims for the cycling of
matter and flow of energy among organisms in an ecosystem.
SEP 5: Using Math and computational thinking;
DCI:Cycles of matter and energy transfer in
ecosystems
LS2.B: Constructing an explanation for the cycling
of matter and flow of energy under aerobic and anaerobic conditions, and
among organisms in an ecosystem. Quantitatively illustrate the
role of photosynthesis and cellular respiration in the cycling of
carbon.
CCC: Energy/Matter |
HS-LS2-5
Develop a model to illustrate the role of photosynthesis and cellular
respiration in the cycling of carbon among the biosphere, atmosphere,
hydrosphere, and geosphere.
SEP 2: Developing and Using Models
DCI: Cycles of matter and energy transfer in ecosystems
LS2.B:Constructing an explanation for the cycling of matter and flow of
energy under aerobic and anaerobic conditions, and among organisms in an
ecosystem. Quantitatively illustrate the role of photosynthesis and
cellular respiration in the cycling of carbon.
CCC: Systems |
HS-LS2-6
Evaluate the claims, evidence, and reasoning that the complex
interactions in ecosystems maintain relatively consistent numbers and
types of organisms under stable conditions; however, moderate to extreme
fluctuations in conditions may result in new ecosystems.
SEP 7: Engaging in Argument from Evidence
DCI:
Ecosystem dynamics, functioning, and resilience
LS2.C; Computationally modeling how factors can affect the carrying
capacity of ecosystems at different scales. Evaluating claims and
evidence that ecosystems maintain relative homeostasis, but can be
altered as the result of changing conditions.
CCC: Stability/Change |
HS-LS2-7
Design, evaluate, and refine a solution for reducing the impacts of
human activities on the environment and biodiversity.*
SEP 6: Constructing Explanations and Designing Solutions
DCI: Ecosystem dynamics, functioning, and resilience
LS2.C: Computationally modeling how factors can affect the carrying
capacity of ecosystems at different scales. Evaluating claims and
evidence that ecosystems maintain relative homeostasis, but can be
altered as the result of changing conditions.
DCI:Biodiversity and humans
LS4.D: Designing, evaluating, and optimizing solutions for minimizing
the impact of human activity on the environment and biodiversity.
Mathematically representing natural and non-natural (human) factors that
affect biodiversity within an ecosystem.
CCC: Stability/Change) |
HS-LS4-6
Use a simulation to research and analyze possible solutions for the
adverse impacts of human activity on biodiversity.
SEP 5: Using Mathematics and Computational Thinking
DCI: Adaptation
LS4.C Using statistical evidence and probability to explain the
variation, distribution, and expression of traits over time in a
population. Providing evidence of the factors that drive this
process, and how natural selection and changing environments lead to the
adaptation, emergence, and extinction of populations
DCI: Biodiversity and humans
LS4.D, Designing, evaluating, and optimizing solutions for minimizing
the impact of human activity on the environment and biodiversity.
Mathematically representing natural and non-natural (human) factors that
affect biodiversity within an ecosystem
CCC: Cause/Effect) |
HS-LS3-2
Make and defend a claim based on evidence that inheritable genetic
variations may result from: (1) new genetic combinations through
meiosis, (2) viable errors occurring during replication, and/or (3)
mutations caused by environmental factors.
SEP 7: Engaging in Argument from Evidence
DCI: Variation of traits
LS3.B; Making and defending claims regarding how genetic variations can
result from a number of factors.
CCC: Cause/Effect) |
| EARTH & SPACE SCIENCE STANDARDS |
HS-ESS3-1
Construct an explanation based on evidence for how the availability of
natural resources, occurrence of natural hazards, and changes in climate
have influenced human activity.
SEP: 6 Constructing Explanations and Designing Solution
DCI: A Natural resources:
ESS3.Evaluating competing positions for the development and consumption
of energy and natural resources based on a cost-benefit ratio and its
impact on sustainability, human populations, and biodiversity.
Explaining the impact that scarce availability of natural resources can
have on human activity
ESS3.B Natural hazards:
Explaining the impact that occurrences of natural hazards can have on
human activity.
CCC: Cause/Effect, Technology |
HS-ESS3-2
Evaluate competing design solutions for developing, managing, and
utilizing energy and mineral resources based on cost-benefit ratios.*
SEP 7 Engaging in Argument from Evidence
DCI: A: natural resources
ESS3.Evaluating competing positions for the development and consumption
of energy and natural resources based on a cost-benefit ratio and its
impact on sustainability, human populations, and biodiversity.
Explaining the impact that scarce availability of natural resources can
have on human activity.
DCI: Natural hazards
ETS1.B; Explaining the impact that occurrences of natural hazards can
have on human activity
CCC: Technology |
HS-ESS3-3
Create a computational simulation to illustrate the relationships among
management of natural resources, the sustainability of human
populations, and biodiversity.
SEP 5: Using Mathematics and Computational Thinking
DCI: Human impacts on Earth Systems
ESS3.C; Optimizing technological solutions that reduce the impact of
human activity on Earth systems. Using computational models to
illustrate how our relationship with Earth systems is changing due to
human activity.
CCC: Stability/Change, Technology |
HS-ESS3-4
Evaluate or refine a technological solution that reduces impacts of human
activities on natural systems.*
SEP: 6; Constructing Explanations and Designing Solutions
DCI: Human impacts on Earth systems
ESS3.C, Optimizing technological solutions that reduce the impact of
human activity on Earth systems. Using computational models to
illustrate how our relationship with Earth systems is changing due to
human activity.
CCC: Stability/Change, Technology |
HS-ESS3-5
Analyze geoscience data and the results from global climate models to
make an evidence-based forecast of the current rate of global or
regional climate change and associated future impacts to Earth systems.
SEP: 4:Analyzing and Interpreting Data
DCI: Global climate change
ESS3.D;Explaining the impact that climate change can have on human
activity. Analyzing data of global climate models in order to forecast
future climate changes.
CCC: Stability/Change |
HS-ESS3-6
Use a computational representation to illustrate the relationships among
Earth systems and how those relationships are being modified due to
human activity.
SEP 5: Using Mathematics and Computational Thinking
DCI: Weather and Climate
ESS2.D, Explaining climate changes using evidence of energy transfer
into and out of the Earth’s systems.
DCI: Global climate change
ESS3.D; Explaining the impact that climate
change can have on human activity. Analyzing data of global climate
models in order to forecast future climate changes.
CCC: Systems |
| Disciplinary Core Idea (DCI)
PROGRESSION |
|
| LS1.A Structure and function
|
Constructing an explanation, using evidence, for
how DNA structure has downstream effects on the structure and function
of an organism. Investigating how feedback mechanisms maintain
homeostasis |
| LS1.B Growth and development
of organisms |
Developing a model to explain the hierarchy of
interacting systems and functions within multicellular organisms.
Illustrating the role of mitosis and differentiation in producing and
maintaining complex organisms |
| LS1.C Organization for matter
and energy flow in organisms |
Illustrating how photosynthesis transforms light
energy into stored chemical energy. Constructing and revising an
explanation for how elements from non-living sources can combine to form
organic molecules, and how cellular respiration plays a crucial role in
the energy transfer that accompanies this process |
| LS1.D Information processing |
Explain the role of information processing within
the context of anatomical structure and function. |
| LS2.A
Interdependent relationships in ecosystems |
Supporting and revising
explanations about factors affecting populations in ecosystems. |
| LS2.B Cycles of matter and
energy transfer in ecosystems |
Constructing an explanation for the cycling of
matter and flow of energy under aerobic and anaerobic conditions, and
among organisms in an ecosystem. Quantitatively illustrate the role of
photosynthesis and cellular respiration in the cycling of carbon. |
| LS2.C Ecosystem dynamics,
functioning, and resilience |
Computationally modeling how factors can affect the
carrying capacity of ecosystems at different scales. Evaluating claims
and evidence that ecosystems maintain relative homeostasis, but can be
altered as the result of changing conditions. |
| LS2.D Social
interactions and group behavior |
Examining evidence of group
behavior and its influence on survival and reproduction. |
| LS3.A Inheritance of traits |
Asking questions to clarify the role of DNA and
chromosomes in coding for the inheritance of traits. Using statistical
data to explain how organisms with an advantageous and inheritable trait
tend to increase in proportion to organisms lacking this trait. |
| LS3.B Variation of traits |
Making and defending
claims regarding how genetic variations can result from a number of
factors. |
| LS4.A Evidence of common
ancestry and diversity |
Examining the passing of traits from parents to
offspring, and across populations over time. Communicating this
information through multiple lines of empirical evidence. |
| LS4.B Natural selection |
Using evidence to explain how genetic variations of
traits can increase some individuals’ probability of survival and
reproduction in a specific environment. Explaining how natural
non-natural influences can alter this process |
| LS4.C Adaptation |
Using statistical evidence and probability to
explain the variation, distribution, and expression of traits over time
in a population. Providing evidence of the factors that drive this
process, and how natural selection and changing environments lead to the
adaptation, emergence, and extinction of populations. |
| LS4.D Biodiversity and humans |
Designing, evaluating, and optimizing solutions for
minimizing the impact of human activity on the environment and
biodiversity. Mathematically representing natural and non-natural
(human) factors that affect biodiversity within an ecosystem |
| ESS3.A Natural resources |
Evaluating competing positions for the development
and consumption of energy and natural resources based on a cost-benefit
ratio and its impact on sustainability, human populations, and
biodiversity. Explaining the impact that scarce availability of natural
resources can have on human activity. |
| ESS3.C Human impacts on Earth
systems |
Optimizing technological solutions that reduce the
impact of human activity on Earth systems. Using computational models to
illustrate how our relationship with Earth systems is changing due to
human activity. |
| ESS3.D Global climate change |
Explaining the impact that climate change can have
on human activity. Analyzing data of global climate models in order to
forecast future climate changes |
TECHNOLOGY, ENVIRONMENT, & SOCIETY:
Indicator 2: Analyze the relationships/interactions among
science, technology, environment, and society
|
Bloom’s Taxonomy Level |
Standard |
Supporting Skills |
|
(Synthesis) |
9-12.S.2.1. Students are
able to describe immediate and long-term consequences of potential
solutions for technological issues.
Examples: environmental,
power and transportation, energy sources, issues
9-12.S.2.2. Students are
able to analyze factors that could limit technological design.
Examples: ethics, environmental impact, manufacturing processes,
operation, maintenance, replacement, disposal, and liability
9-12.S.2.3. Students are
able to analyze and describe the benefits, limitations, cost, and
consequences involved in using, conserving, or recycling resources.
Examples: agriculture, energy
|
- Compare and contrast the long term consequences including
environmental impact, disposal, ethics, cost of different kinds of
alternative energy sources, recycling, conservation, and uses
|
|
Bloom’s Taxonomy Level |
Standard |
Supporting Skills |
|
(Comprehension) |
9-12.E.1.1. Students
are able to explain how elements and compounds cycle between living and
non-living systems.
- Diagram and
describe the N, C, O and H2O cycles.
- Describe the
importance of the N, C, O and H2O cycles to life on this
planet.
Examples: water cycle including
evaporation, cloud formation, condensation. |
- Diagram and
describe the N, C, O and H2O cycles.
- Describe the
importance of the N, C, O and H2O cycles to life on this
planet.
|
|
(Application) |
9-12.E.1.2. Students are able to describe
how atmospheric chemistry may affect global climate.
Examples:
Greenhouse Effect, ozone depletion, ocean’s effects on weather |
-
Greenhouse Effect
-
Global Warming
-
Ozone Depletion
-
Dead Zones
|
|
(Analysis) |
9-12.E.1.3. Students are able to assess
how human activity has changed the land, ocean, and atmosphere of Earth.
Examples:
forest cover, chemical usage, farming, urban sprawl, grazing |
-
Farming methods
-
Chemical usage
-
CFC's
-
Urban sprawl
|
|
|
High school students performing at the
advanced level:
- modify a technology taking into
consideration limiting factors of design;
- given a narrative of a scientific
discovery, defend a position on the impact of the ethical
issues.
|
|
PROFICIENT
|
High school students performing at the
proficient level:
- given a narrative of a scientific
discovery, identify and evaluate the immediate and long-term
consequences of scientific issues
- evaluate factors that could limit
technological design;
- given a narrative description of a
resource, analyze and describe the benefits, limitations, cost,
and consequences involved in its use, conservation, or recycling
|
|
|
High school students performing at the
basic level:
- given a narrative of a scientific
discovery, identify the immediate consequences of scientific
issues;
- identify ethical roles and
responsibilities concerning a given research project;
- identify factors that could limit
technological design;
- given a narrative description of a
resource, describe a benefit and limitation involved in its use,
conservation, or recycling.
|
|
MONDAY 3/5 |
TUESDAY 3/6 |
WEDNESDAY 3/7 |
THURSDAY 3/8 |
FRIDAY 3/9 |
|
| |
|
|
|
TEST- Chapter 3 & 4-2 BIOSPHERE
See test results
HW: Vocab due WED 3/2
Chapter 6 ?'s due FRI
|
|
|
MONDAY 3/11 |
TUESDAY 3/12 |
WEDNESDAY 3/13 |
THURSDAY 3/14 |
FRIDAY 3/15 |
|
Tragedy of
the Commons
What is
Nature worth?
Human Impact 6-1 to 6-3 Slide show
HW:
Chap 6-1 to 6-3 ?'s due tomorrow
Vocab due WED
Chap 6-4
?'s due FRI
Endangered Species Project due TUES 4/2
|
Finish Human Impact 6-1 to
6-3
Slide show
Change the way you think about
your laptop
Change the way you think about everything
The World is
where
we live
HW:
Chap 6-1 to 6-3 ?'s due tomorrow
Vocab due WED
Chap 6-4
?'s due FRI
Endangered Species Project due TUES 4/2 |
Finish Human Impact
6-1 to 6-3
Slide show
HW:
Chap 6-1 to 6-3 ?'s due tomorrow
Vocab due WED
Chap 6-4
?'s due FRI
Endangered Species Project due TUES 4/2 |
Bill Nye video-BIODIVERSITY
HW:
Chap 6-1 to 6-3 ?'s due tomorrow
Vocab due WED
Chap 6-4
?'s due FRI
Endangered Species Project due TUES 4/2
|
Chap 6-1 to 6-3 ?'s due
Class time to work on endangered species projects
ENDANGERED SPECIES PROJECT
HW:
Vocab due WED
Endangered Species Project due TUES 3/27
|
|
|
MONDAY 3/18 |
TUESDAY 3/19 |
WEDNESDAY 3/20 |
THURSDAY 3/21 |
FRIDAY 3/22 |
SAT 3/23 |
|
LAST DAY FOR EXTRA CREDIT SCIENCE ARTICLE SUMMARIES
6-4 slide show
HW:
Vocab due WED
Chap 6-4
?'s due FRI
Endangered Species Project due TUES 3/27 |
Threatened species vocab
definition in slide show
6-4 slide show
HW:
Vocab due tomorrow
Chap 6-4
?'s due FRI
Endangered Species Project due TUES 3/27
|
Climate change video
VOCAB
DUEHW:
Chap 6-4
?'s due FRI
Endangered Species Project due TUES 3/27
|
garbage gyre
HW:
Chap 6-4
?'s due tomorrow
Endangered Species Project due TUES
4/2
|
END
OF 3rd Q
6-4 ?'s due
Best climate change ad
HW:
STUDY FOR TEST WED!!! Starts
with due WED
Extra credit-What should I know due WED
Endangered species project due TUES 4/2 |
March
23, 1989
Anniversary of the Exon Valdez 23 years later
Earth hour
Turn off your
lights from 8:30-9:30 pm
SEE A VIDEO
ABOUT
EARTHHOUR
|
|
MONDAY 3/25 |
TUESDAY 3/26 |
WEDNESDAY 3/27 |
THURSDAY 3/28 |
FRIDAY 3/29 |
|
WAL-MART goes green
Webcast announcement
Class
time to work on PROJECTS
HW:
STUDY FOR TEST WED!!!
Starts with due WED
Extra credit-What should I know due WED
Endangered species project due TUES 4/2
Conferences 4-7:30 |
The girl who
silenced the world for 5 min
Review games
Computer Lab/White boards
HW:
STUDY FOR TEST TOMORROW!!!
Starts with due tomorrow
Extra credit-What should I know due tomorrow
Endangered species project due TUES 4/2
Conferences 4-7:30
|
Test Extra
credit What should I know for the test due
Starts
with due
See test results
HW:
Endangered species project due TUES 4/2
|
NO
SCHOOL
 |
NO
SCHOOL
 |
|
MONDAY 4/1 |
TUESDAY 4/2 |
WEDNESDAY 4/3 |
THURSDAY 4/4 |
FRIDAY 4/5 |
NO
SCHOOL
 |
Endangered Species project DUE |
|
|
|
Online
TEXTBOOK ACCESS
Audio
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CALENDAR
SLIDES SHOWS
WORKSHEETS/HANDOUTS
Videos/Vocasts
Websites
for this chapter
How
do you say it?
Prentice Hall/SCILINKS
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games for this Chapter 
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