2nd Block Environmental Science

Week of: 12/1/24

*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 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. Ecosystem & Biome Notes

3. Google Earth Virtual Field Trip to different Biomes

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

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 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. Aquatic Biomes Notes

3. Review of Terrestrial and Aquatic Biomes

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 predict changes in ecological succession (SEV2c).

SC: 

•  I can define the types of ecological succession and determine how ecological succession impacts various ecosystems.

• I can use models to make predictions on the change in ecosystems due to primary, secondary, and aquatic succession. 

• I can develop arguments from evidence on the sequential growth that occurs in an ecosystem after environmental change. 

• I can use models to communicate the steps of succession which result in a climax community.

• I can analyze data to compare and contrast the causes of primary and secondary succession. 

Lesson/Activity:

1. Daily 10

2. Ecological Succession NOtes

3. Ecological Succession Simulation (Bioman Website)

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:  ALL Unit 5 LT-REview Day

SC: 

• All Unit 5 SC-Review Day

Lesson/Activity:

1. Daily 10

2. Unit 5 Review

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:  ALL Unit 5 LT- Test Day

SC: 

• All Unit 5 SC- Test Day

Lesson/Activity:

1. Daily 10

2. Unit 5 Test

3. Achieve

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