2nd Block Environmental Science

Week of: 10/21/24

*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): 

• SEV1c. Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles (hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem. 

• SB5b. Develop and use models to analyze the cycling of matter and flow of energy within ecosystems through the processes of photosynthesis and respiration. Includes arranging components of a food web according to energy flow, comparing the quantity of enfery in the steps of an energy pyramid, explaining the need for cycling of major biochemical elements (C, O, N, P, and H).

• SB1.e Ask questions to investigate and provide explanations about the roles of photosynthesis and respiration in the cycling of matter and flow of energy within the cell (e.g. single-celled alga). (Clarification: instruction should focus on understanding the inputs, outputs, and functions of photosynthesis and respiration and the functions of the major sub-processes of each including glycolysis, Krebs Cycle, electron transport chain, light reactions, and Calvin Cycle)

LT: I am learning about the importance of biogeochemical cycles in a sustainable ecosystem. 

SC: 

-I can identify the major phases of the water cycle (condensation, precipitation, transpiration, evaporation, etc)

-I can match each phase of the water cycle with a description or image. 

-I can explain the importance of protecting our water in regards to Earth being a closed system. 

Lesson/Activity: 

1. review Unit 4 Vocabulary and Learning Targets 

2. ”Water Moves in a Circular Motion” partner reading activity

3. Water Cycle Frayer Notes 

4. Water Cycle Color Review Sheet 

5. Lesson Recap Questions 

Resources:

-Teacher created materials

Tuesday

Standard(s): 

• SEV1c. Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles (hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem. 

• SB5b. Develop and use models to analyze the cycling of matter and flow of energy within ecosystems through the processes of photosynthesis and respiration. Includes arranging components of a food web according to energy flow, comparing the quantity of enfery in the steps of an energy pyramid, explaining the need for cycling of major biochemical elements (C, O, N, P, and H).

• SB1.e Ask questions to investigate and provide explanations about the roles of photosynthesis and respiration in the cycling of matter and flow of energy within the cell (e.g. single-celled alga). (Clarification: instruction should focus on understanding the inputs, outputs, and functions of photosynthesis and respiration and the functions of the major sub-processes of each including glycolysis, Krebs Cycle, electron transport chain, light reactions, and Calvin Cycle)

LT: I am learning about the importance of biogeochemical cycles in a sustainable ecosystem. 

SC: 

-I can identify the major phases of the water cycle (condensation, precipitation, transpiration, evaporation, etc)

-I can match each phase of the water cycle with a description or image. 

-I can explain the importance of protecting our water in regards to Earth being a closed system. 

-I can describe the importance of plants in the water cycle. 

Lesson/Activity: 

1. Water Cycle - Doodle Notes

2. Water Cycle Review Games (Matching Envelopes and Kahoot) 

3. Set up Transpiration Lab and pre-lab questions 

Resources:

-Teacher created materials, Kahoot 

Wednesday

Standard(s): 

• SEV1c. Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles (hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem. 

• SB5b. Develop and use models to analyze the cycling of matter and flow of energy within ecosystems through the processes of photosynthesis and respiration. Includes arranging components of a food web according to energy flow, comparing the quantity of enfery in the steps of an energy pyramid, explaining the need for cycling of major biochemical elements (C, O, N, P, and H).

• SB1.e Ask questions to investigate and provide explanations about the roles of photosynthesis and respiration in the cycling of matter and flow of energy within the cell (e.g. single-celled alga). (Clarification: instruction should focus on understanding the inputs, outputs, and functions of photosynthesis and respiration and the functions of the major sub-processes of each including glycolysis, Krebs Cycle, electron transport chain, light reactions, and Calvin Cycle)

LT: I am learning about the importance of biogeochemical cycles in a sustainable ecosystem. 

SC: 

-I can identify the major phases of the water cycle (condensation, precipitation, transpiration, evaporation, etc)

-I can match each phase of the water cycle with a description or image. 

-I can explain the importance of protecting our water in regards to Earth being a closed system. 

-I can describe the importance of plants in the water cycle. 

Lesson/Activity: 

1. Steps in the Water Cycle Matching Envelopes (with partner or small group)

2. Transpiration Lab Day 2 Observations

3. Pop Quiz: Water Cycle (and review)  

4. Achieve article: Human Impact on Water (Pollution) 

Resources:

-Teacher created materials

-Achieve 

Thursday

Standard(s):    

• SEV1c Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles (hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem.

LT: We are learning to evaluate how biogeochemical cycles support a sustainable ecosystem (SEV1c). 

SC:

• I can construct explanations to demonstrate how the movement of matter and energy differ. (matter moves in cycles while energy flows in one direction).

• I can create a model to describe the movement of phosphorus in the ecosystem. 

Lesson/Activity:

1. Daily 10

2. Phosphorus Cycle Notes

3. Phosphorus Cycle Worksheet

Resources: GA School Website, Google Classroom, Teacher website, Interactive Notebook, Environmental Science Textbook

Friday

Standard(s): 

• SEV1c. Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles (hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem. 

• SB5b. Develop and use models to analyze the cycling of matter and flow of energy within ecosystems through the processes of photosynthesis and respiration. Includes arranging components of a food web according to energy flow, comparing the quantity of enfery in the steps of an energy pyramid, explaining the need for cycling of major biochemical elements (C, O, N, P, and H).

• SB1.e Ask questions to investigate and provide explanations about the roles of photosynthesis and respiration in the cycling of matter and flow of energy within the cell (e.g. single-celled alga). (Clarification: instruction should focus on understanding the inputs, outputs, and functions of photosynthesis and respiration and the functions of the major sub-processes of each including glycolysis, Krebs Cycle, electron transport chain, light reactions, and Calvin Cycle)

LT: I am learning about the importance of biogeochemical cycles in a sustainable ecosystem. 

SC: 

-I can describe how nitrogen cycles through the soil and gets put back into the atmosphere. 

-I can determine who “fixes” nitrogen into a plant usable form.

Lesson/Activity: 

1. Unit 4 Vocab Pictures (Nitrogen Cycle)

2. Nitrogen Cycle Frayer Notes

3. Nitrogen Cycle Coloring Activity

4. Begin Biogeochemical Cycle Comparison Chart 

Resources:

-Teacher created materials