2nd Block Environmental Science
- What
- 2nd Block Environmental Science
- When
- 4/3/2023
High School Weekly Lesson Plan Template Week of: 4/3/23 *for additional curriculum information, please visit the district's resource High School Pacing Guides or Georgia Standards of Excellence Course Name: Modified Environmental Science Monday Standard(s): SEV1d. Evaluate claims, evidence, and reasoning of the relationship between the physical factors (e.g., insolation, proximity to coastline, topography) and organismal adaptations within terrestrial biomes. SEV1e. Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia. SEV2c. Construct an argument to predict changes in biomass, biodiversity, and complexity within ecosystems, in terms of ecological succession. SEV2d. Construct an argument to support a claim about the value of biodiversity in ecosystem resilience including keystone, invasive, native, endemic, indicator, and endangered species. LT: I am learning about the importance of biodiversity in the survival of an ecosystem. SC: -I can define/describe biodiversity. -I can list and describe the 3 types of biodiversity. -I can describe what a keystone species is and give an example. Lesson/Activity: -Biodiversity part 2 notes -Unit 5 vocabulary pictures -Intro to Keystone Species - HHMI video and questions Resources: -Teacher created materials -HHMI video “Some Animals Are More Equal Than Others” Tuesday Standard(s): SEV1d. Evaluate claims, evidence, and reasoning of the relationship between the physical factors (e.g., insolation, proximity to coastline, topography) and organismal adaptations within terrestrial biomes. SEV1e. Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia. SEV2c. Construct an argument to predict changes in biomass, biodiversity, and complexity within ecosystems, in terms of ecological succession. SEV2d. Construct an argument to support a claim about the value of biodiversity in ecosystem resilience including keystone, invasive, native, endemic, indicator, and endangered species. LT: I am learning about the importance of biodiversity in the survival of an ecosystem. SC: -I can define/describe biodiversity. -I can list and describe the 3 types of biodiversity. -I can describe what a keystone species is and give an example. Lesson/Activity: -Review Keystone Species - Octonauts (EdPuzzle) -Research 3 Keystone Species and why they are critical to their ecosystems -Begin HIPPCO notes (Human Threats to Biodiversity) Resources: -Teacher created materials -EdPuzzle Wednesday Standard(s): SEV1d. Evaluate claims, evidence, and reasoning of the relationship between the physical factors (e.g., insolation, proximity to coastline, topography) and organismal adaptations within terrestrial biomes. SEV1e. Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia. SEV2c. Construct an argument to predict changes in biomass, biodiversity, and complexity within ecosystems, in terms of ecological succession. SEV2d. Construct an argument to support a claim about the value of biodiversity in ecosystem resilience including keystone, invasive, native, endemic, indicator, and endangered species. LT: I am learning about the importance of biodiversity in the survival of an ecosystem. SC: -I can define/describe biodiversity. -I can list and describe the 3 types of biodiversity. -I can describe what a keystone species is and give an example. -I can describe what an endangered species is and give an example. Lesson/Activity: -Finish HIPPCO notes (Human Threats to Biodiversity) -Endangered Species Group Projects and Gallery Walk Resources: -Teacher created materials Thursday Standard(s): SEV1d. Evaluate claims, evidence, and reasoning of the relationship between the physical factors (e.g., insolation, proximity to coastline, topography) and organismal adaptations within terrestrial biomes. SEV1e. Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia. SEV2c. Construct an argument to predict changes in biomass, biodiversity, and complexity within ecosystems, in terms of ecological succession. SEV2d. Construct an argument to support a claim about the value of biodiversity in ecosystem resilience including keystone, invasive, native, endemic, indicator, and endangered species. LT: I am learning about the importance of biodiversity in the survival of an ecosystem. SC: -I can define/describe biodiversity. -I can list and describe the 3 types of biodiversity. -I can describe what a keystone species is and give an example. -I can describe what an endangered species is and give an example. Lesson/Activity: -Review Unit 5 KWL chart -Unit 5 vocabulary review game -Planet Earth video clips to preview biomes Resources: -Teacher created materials -Kahoot -Planet Earth Friday NO SCHOOL - Teacher Work Day