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2nd Block Environmental Science

What
2nd Block Environmental Science
When
11/19/2024

High School Weekly Lesson Plan Template

Trautz, Bryson, Styron, Muthig, Reynolds

Week of: 11/18/24

*for additional curriculum information, please visit the district's resource High School Pacing Guides  or Georgia Standards of Excellence

Course Name: 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. (Clarification statement: Consider the diverse aquatic ecosystems across the state such as streams, ponds, coastline, estuaries, and lakes.)

  • 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: We are learning how to construct an argument to support a claim about the value of biodiversity in ecosystem resilience (SEV2d).

SC: 

  • I can define biodiversity.

  • I can describe the three types of biodiversity.

  • I can explain the value of different types of biodiversity in ecosystem resilience.

Lesson/Activity:

  1. Daily 10

  2. Review Unit 4 Quiz from Friday and discuss retakes 

  3. Preview Unit 5 vocabulary and learning targets - draw vocab pictures (Biodiversity) 

  4. Edpuzzle clip - Biodiversity 

  5. Begin Biodiversity Doodle Notes 


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

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. (Clarification statement: Consider the diverse aquatic ecosystems across the state such as streams, ponds, coastline, estuaries, and lakes.)

  • 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: We are learning how to construct an argument to support a claim about the value of biodiversity in ecosystem resilience (SEV2d).

SC: 

  • I can define biodiversity.

  • I can describe the three types of biodiversity.

  • I can explain the value of different types of biodiversity in ecosystem resilience.

Lesson/Activity:

  1. Daily 10

  2. Biodiversity Doodle Notes (if not completed on yesterday)

  3. Biodiversity HIPPCO Notes

  4. Biodiversity Bean Lab


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

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. (Clarification statement: Consider the diverse aquatic ecosystems across the state such as streams, ponds, coastline, estuaries, and lakes.)

  • 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:  We are learning how to construct an argument to support a claim about the value of biodiversity in ecosystem resilience (SEV2d).

SC: 

  • I can determine and describe factors that impact ecosystem resilience.

  • I can provide evidence and reasoning for a given claim about the value of biodiversity in ecosystem resilience. 


Lesson/Activity:

  1. Daily 10

  2. Biodiversity HIPPCO (threats to biodiversity) Notes

  3. Oh Deer! Lab (on invasive species)



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

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. (Clarification statement: Consider the diverse aquatic ecosystems across the state such as streams, ponds, coastline, estuaries, and lakes.)

  • 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:  We are learning to evaluate the relationship between physical factors and organism adaptations within Georgia’s biomes (SEV1d and SEV1e). 

SC: 

  • I can determine how physical & chemical factors impact organismal adaptations.

  • I can describe the relationship between physical factors and an organism’s adaptation in a terrestrial biome.


Lesson/Activity:

  1. Daily 10

  2. Adaptations Notes

  3. Adaptations Slide Review Practice with Whiteboards

  4. Achieve


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

Friday

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. (Clarification statement: Consider the diverse aquatic ecosystems across the state such as streams, ponds, coastline, estuaries, and lakes.)

  • 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: We are learning to evaluate the relationship between physical factors and organism adaptations within Georgia’s biomes (SEV1d and SEV1e). 

SC: 

  • I can identify and compare physical & chemical factors that distinguish terrestrial & aquatic biomes.

  • I can determine how physical & chemical factors impact organismal adaptations.

  • I can describe the relationship between physical factors and an organism’s adaptation in a terrestrial biome.


Lesson/Activity:

  1. Daily 10

  2. Intro to Biomes Notes

  3. Color North American Biomes Worksheet


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


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