Course: Foundations of Conservation and Natural Resources

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1 Course: Foundations of Conservation and Natural Resources Curricular Unit: Careers Instructional Unit: A. Demonstrate those qualities, attributes and skills necessary to succeed in, or further prepare for, a chosen career while effectively contributing to society Standard Alignments (Section 2) MGGLE: CD.7.B (Gr. 11) SSCLE: ECP.4.A National AFNR Standards: CS a,b; CS a,b Knowledge: (CA) 1,4,7 (SS) 6 CCSS: WHST.4; WHST.5; WHST.6 NETS: 1b; 6a,b Performance: 1.4, 1.8, 1.10, 2.1 Learning Targets: Unit (Section 3) Use basic technical and business writing skills Select the appropriate form of technical and business writing or communication for a specific situation Describe the various types and uses of resumes Prepare a resume Instructional Strategies: Students will: use ipads on a daily basis, including using an instructional platform such as: Edmodo Google Classroom work and add production items to Missouri Connections web portfolio Evaluation and discussion, along with student production of: sample resumes job applications cover letters thank you letters Guest speaker from the agribusiness industry on interview skills and what they are looking for in an interview if hiring high school help 1

2 Assessments/Evaluations: Formative: Activities individually and in groups analyzing: sample cover letters job applications resumes thank you letters Instructor feedback and comments on summative pieces in development stage Summative assessed using a scoring guide: Cover letters Job application Resumes Thank you letters Sample Assessment Questions: Give a copy of one of the following: a resume, cover letter, job app, and/ or thank you letter. What are 2 strengths of the given document? What are 2 suggestions you would give them to improve the document? What is the purpose of a cover letter? Instructional Resources/Tools: Nichols Career Center handbook on Getting Hired Guest speaker on interviewing English instructor Sample: cover letters resumes job applications thank you letters found online appropriate for use Cross Curricular Connections: ELA: Technical reading Technical writing Career research DOK: 4 Depth of Knowledge (Section 5) 2

3 Curriculum: Foundations of Conservation and Natural Resources Curricular Unit: Leadership Instructional Unit: B. Acquire the skills necessary to positively influence others and the agriculture industry Standard Alignments (Section 2) MGGLE: PSD.2.A (Gr. 9); PSD.2.B (Gr. 11) SSCLE: PPGS.2.A (Government) HEGLE: HME.4.A National AFNR Standard: CS a; CS b Knowledge: (CA) 1,3 (H/PE) 2 (SS) 6 CCSS: 9-10.SL.1; 9-10.SL.4 NETS: 1a; 2b Performance: 1.2, 4.3 Learning Targets: Unit (Section 3) Demonstrate proper parliamentary procedure Identify techniques used to work with and manage team members with varying strength and weaknesses Develop a plan that includes specific goals for leadership and personal growth Identify styles and characteristics of effective leadership Instructional Strategies: Students will use ipads on a daily basis, including using an instructional platform such as: Edmodo Google Classroom Leadership style inventories Small group tasks and team building activities Teacher-led discussion on individual goal setting using the SMART method Guest speaker: Current or former FFA officer to talk about what leadership means to them and how they use it Assessments/Evaluations: Formative: Reflection sheets on leadership activities Teacher observation of activities Student set SMART Goals Summative: Leadership quiz 3

4 Sample Assessment Questions: Write a SMART Goal that related to something physical. Define leadership. Instructional Resources/Tools: Leadership assessment tool and resources SMART Goal app Leadership definition PowerPoint (from current Ag 2 curriculum) Cross Curricular Connections: Social Studies: Process of government Health: Decision making Problem solving ELA: Technical writing DOK: 2 Depth of Knowledge (Section 5) 4

5 Curriculum: Foundations of Conservation and Natural Resources Curricular Unit: Ecology Instructional Unit: C. Explain ecology and its importance as to what exists today Standard Alignments (Section 2) SCCLE: SC4.1.Aa (Biology); SC4.1.Da (Biology); SC7.1.Aa,c; SC7.1.Ba; SC7.1.Ca; SC8.2.B; SC.8.3.A Knowledge: (CA) 1,3,4,6 (MA) 1,3 (SC) 4,7,8 CCSS: 9-10.SL.1; 9-10.RST.3; 9-10.RST.4; 9-10.RST.7; 9-10.WHST.4; 9-10.WHST.6; 9-10.WHST.7; 9-10.WHST.8; A-REI.3; A-REI.10 NETS: 1a,b; 2a,b; 3a; 4c; 6 Performance: 1.1, 1.3, 1.6 Learning Targets: Unit (Section 3) Describe and analyze ecology Predict the impact of a natural environmental event on an ecosystem Describe the difference between abiotic and biotic factors Instructional Strategies: Students will use ipads on a daily basis, including using an instructional platform such as: Edmodo Google Classroom Classroom discussion/ activities : Defining ecology How to conduct an experiment Mini projects/activities including labs: Biotic and abiotic Outdoor ecology Possible guest speaker: Conservation ecologist from the area Students will create a system to record data for the course assessed using a scoring guide Assessments/Evaluations: Formative: Bell questions and exit activities to check knowledge Teacher observation Summative: Written test Data collection/notebook 5

6 Sample Assessment Questions: List and describe the different levels in ecology. How do people in Missouri benefit from conservation efforts? Instructional Resources/Tools: Missouri Department of Conservation (MDC): Nature Unbound National Association of Agricultural Educators (NAAE): Communities of Practice Cross Curricular Connections: ELA: Researching Speaking/presentation Reading and following complex multistep procedures (labs) Math: Measurement Graphing Science: Ecology Scientific inquiry scientific method DOK: 3 Depth of Knowledge (Section 5) 6

7 Curriculum: Foundations of Conservation and Natural Resources Curricular Unit: Reproduction and Adaptation Instructional Unit: D. Identification and explanation as to why and how reproduction and adaptation is important for continued survival Standard Alignments (Section 2) SCCLE: SC3.3.Aa; SC3.3.Da,c; SC4.1.Cb; SC4.3.Ca-d; SC7.1.Aa; SC7.1.Ba Knowledge: (CA) 1,3,4,6 (MA) 1,3 (SC) 3,4,7 CCSS: 9-10.SL.2; 9-10.SL.4; 9-10.SL.5; 9-10.RST.3; 9-10.WHST.4; 9-10.WHST.6; 9-10.WHST.7; 9-10.WHST.8 NETS: 1a,b; 2a,b; 3a; 4c; 6 Performance: 1.1, 1.6, 1.8, 1.10 Learning Targets: Unit (Section 3) Describe the importance of reproduction and adaptation to a species Compare and contrast asexual and sexual reproduction Examine how traits are passed down from generation to generation Prove the significance of a population s ability to survive and interact in a specific environment. Explore how variation affords some individuals in a population to survive Instructional Strategies: Students will use ipads on a daily basis, including using an instructional platform, such as: Edmodo Google Classroom Classroom discussion/activities : Ways of reproduction Genetics role in reproduction Population variation Mini projects/activities include: reproduction scavenger hunt Grasshopper lab how the environment affects reproduction of a species Reproduction and Adaptation lab Reproduction, Management, and Restoration group case study Possible guest speaker: Conservation agent Students will create an outline of a perfect environment for a specific animal assessed using a scoring guide 7

8 Assessments/Evaluations: Formative: Bell questions and exit activities to check knowledge Teacher observation Lab reports and data sheets Summative: Written assessment Animals Perfect Environment Guide Sample Assessment Questions: Why is reproduction important to the survival of a species? Identify and describe 2 causes of genetic variation in organisms in a population. How is variation and adaptation important for survival of a population? Instructional Resources/Tools: Missouri Department of Conservation (MDC): Nature Unbound National Association of Agricultural Educators (NAAE): Communities of Practice Various online resources Cross Curricular Connections: Math: Measurement Graphing ELA: Researching Speaking/presenting Reading and following complex multistep procedures (labs) Fine Arts: Graphic design Science: Reproduction and adaptations Scientific inquiry scientific method DOK: 3 Depth of Knowledge (Section 5) 8

9 Curriculum: Foundations of Conservation and Natural Resources Curricular Unit: Population Checks and Balances Instructional Unit: E. Identify, alter and measure factors that affect an area s populations Standard Alignments (Section 2) SCCLE: SC4.1.Ba; SC4.3.Cb,c; SC7.1.Aa-c; SC7.1.Ba; SC7.1.Ca,b Knowledge: (CA) 1,3,4,6 (FA) 1,4 (MA) 1,3 (SC) 4,7 CCSS: 9-10.SL.4; 9-10.RST.3; 9-10.WHST.6; 9-10.WHST.7; 9-10.WHST.8; A-REI.3; A-REI.10 NETS: 1a,b; 2a,b; 3a; 4c; 6 Performance: 1.1, 1.10 Learning Targets: Unit (Section 3) Describe the methods used to estimate populations Explore how and why populations grow and decline Explain how and why carrying capacity affects populations in an area Instructional Strategies: Students will use ipads on a daily basis, including using an instructional platform, such as: Edmodo Google Classroom Classroom discussion/activities : How population is determined What makes a species endangered Mini projects/activities include: Simulation lab for population size Outdoor lab estimating population Student presentations on what and how factors affect population Elk in MO simulation Possible guest speaker: Endangered species expert Students will create a PSA video for protecting an endangered species Assessments/Evaluations: Summative written evaluation and lab notebook Formative: Bell questions and exit activities to check knowledge Teacher observation Lab reports and data sheets Factors affecting population presentation 9

10 Summative: Written assessment PSA Protecting Endangered Species Sample Assessment Questions: What would happen over time if two species occupied the exact same niche? How would you determine the population of white oaks on a Missouri forest? Why is disease a limiting factor? Instructional Resources/Tools: Missouri Department of Conservation (MDC): Nature Unbound National Association of Agricultural Educators (NAAE): Communities of Practice Endangered Species information in MO Cross Curricular Connections: ELA: Researching Speaking/presenting Reading and following complex multistep procedures Math: Measurement Graphing Fine Arts: Graphic design Science: Population factors Scientific inquiry scientific method DOK: 4 Depth of Knowledge (Section 5) 10

11 Curriculum: Natural Resources Curricular Unit: Interaction Cost and benefits of survival Instructional Unit: F. Identify and explain species interactions within an ecosystem Standard Alignments (Section 2) SCCLE: SC4.1.Aa-c; SC4.1.Ca; SC7.1.Aa; SC7.1.Ba,e,f; SC7.1.Ca,b Knowledge: (CA) 1,3,4,6 (FA) 1,4 (MA) 1,3 (SC) 4,7 CCSS: 9-10.SL.4; 9-10.RST.3; 9-10.WHST.6; 9-10.WHST.7; 9-10.WHST.8; A-REI.3; A-REI.10 NETS: 1a,b; 2a,b; 3a; 4c; 6 Performance: 1.1, 1.5, 1.10 Learning Targets: Unit (Section 3) Examine the nature of interactions between organisms in a symbiotic relationship Describe and explain the limiting factors that may affect the carrying capacity of a population within an ecosystem Identify how interactions maintain a balance in a given ecosystem Instructional Strategies: Students will use ipads on a daily basis, including using an instructional platform, such as: Edmodo Google Classroom Classroom discussion/activities : Interaction Scavenger Hunt - inside and outside school Tree Inventory Mini projects/activities include: labs on relationships presentation on specific symbiotic relationships Possible guest speaker Students will create an Adobe voice presentation on interactions in a specific ecosystem (area) 11

12 Assessments/Evaluations: Formative: Bell questions and exit activities to check knowledge Teacher observation Lab reports and data sheets Symbiotic Relationship presentation Summative: Written assessment Adobe Voice: Interactions in an Ecosystem assessed using a scoring guide Sample Assessment Questions: How does competition affect the growth, survival and reproduction of the organism involved? Give 2 examples of adaptations and explain how they help organisms avoid exploitation. Define niche. How do wetland managers manipulate wetlands to provide niche requirements for an array of species? Instructional Resources/Tools: Missouri Department of Conservation (MDC): Nature Unbound National Association of Agricultural Educators (NAAE): Communities of Practice Various symbiotic WebQuests/websites Cross Curricular Connections: ELA: Researching Speaking/presenting Reading and following complex multistep procedures Math: Measurement Graphing Fine Arts: Graphic design Science: Interactions/relationships Scientific inquiry scientific method DOK: 3 Depth of Knowledge (Section 5) 12

13 Curriculum: Foundations of Conservation and Natural Resources Curricular Unit: Extinction Causes and Consequences Instructional Unit: G. Explain the causes and effects of an extinction of a species Standard Alignments (Section 2) SCCLE: SC4.1.Aa; SC4.1.Ca,b; SC4.1.Da,b; SC4.3.Cd; SC7.1.Aa-d; SC7.1.Bc; SC7.1.Ca,b; SC7.1.Da Knowledge: (CA) 1,3,4,6 (MA) 1,3 (SC) 4,7 CCSS: 9-10.WHST.6; 9-10.RST.3; 9-10.WHST.6; 9-10.WHST.7; 9-10.WHST.8; A-REI.3; A-REI.10 NETS: 1a,b; 2a,b; 3a; 4c; 6 Performance: 1.1, 1.2, 3.2 Learning Targets: Unit (Section 3) Describe the nature of interactions between organisms in predator/prey relationships and different symbiotic relationships Predict how populations within an ecosystem may change in number and or structure in response to hypothesized changes in abiotic/biotic factors Instructional Strategies: Students will use ipads on a daily basis, including using an instructional platform, such as: Edmodo Google Classroom Classroom discussion/activities : Extinction definitions Human activities that threaten extinction Mini projects/activities include: Examining extinctions and why How extinctions of a species affects other species Survival rate of birds in Missouri Possible guest speaker: Bobwhite Quail Expert from MDC Students will create a conservation plan to: eliminate an invasive species set up a conservation area for endangered species 13

14 Assessments/Evaluations: Formative: Bell questions and exit activities to check knowledge Teacher observation Lab reports and data sheets Summative: Written assessment Conservation plan Sample Assessment Questions: Compare and contrast the cause of previous mass extinctions with those of modern day How can the niche, population, and range requirements of a species affect its ability to survive? T or F: The extinction of a species affects others species, including humans. Instructional Resources/Tools: Missouri Department of Conservation (MDC): Nature Unbound National Association of Agricultural Educators (NAAE): Communities of Practice Other various online resources Cross Curricular Connections: ELA: Researching Speaking/presenting Reading and following complex multistep procedures Math: Measurement Graphing Science: Interactions in an ecosystem Scientific inquiry scientific method DOK: 4 Depth of Knowledge (Section 5) 14

15 Curriculum: Foundations of Conservation and Natural Resources Curricular Unit: Exploring the Nature of Energy Flow Instructional Unit: H. Examine the different types of energy and how it flows through a food chain Standard Alignments (Section 2) SCCLE: SC1.1.Ia; SC1.2.A; SC1.2.Fa; SC4.2.Aa-c; SC4.2.Bb; SC7.1.Aa; SC7.1.Da Knowledge: (CA) 1,3,4,6 (FA) 1,4 (MA) 1,3 (SC) 1,4,7 CCSS: 9-10.RST.3; 9-10.WHST.6; 9-10.WHST.7; 9-10.WHST.8; S-IC.4 NETS: 1a,b; 2a,b; 3a; 4c; 6 Performance: 1.1, 1.3, 1.10 Learning Targets: Unit (Section 3) Illustrate and describe the flow of energy within a food web/chain Explore sources of energy and how it is used by organism Define keystone species and explain their importance in maintaining balance in an ecosystem Identify the roles of trophic levels and how they construct energy pyramids Instructional Strategies: Students will use ipads on a daily basis, including using an instructional platform, such as: Edmodo Google Classroom Classroom discussion/activities : Food chain/ web activity Trophic levels Energy types How/why organisms use energy Effects of removing a species from a chain or web Mini projects/activities include: Food Webs to Energy pyramid Data collection in a given ecosystem Possible guest speaker Students will create a food chain leading to a food web to pyramid with explanations for an assigned ecosystem 15

16 Assessments/Evaluations: Formative: Bell questions and exit activities to check knowledge Teacher observation Lab reports and data sheets Drafts and drawings of chain, web, pyramid Summative: Written assessment Food chain Food web Energy pyramid Sample Assessment Questions: Explain how energy is important to organisms Draw and label a diagram to illustrate the flow of energy through a food chain. Give examples of organisms at each trophic level and explain why they belong to that level. Instructional Resources/Tools: Missouri Department of Conservation (MDC): Nature Unbound National Association of Agricultural Educators (NAAE): Communities of Practice Ag Bio Unit 3 resources Cross Curricular Connections: ELA: Researching Speaking/presenting Reading and following complex multistep procedures Math: Measurement Graphing Fine Arts: Graphic design Science: Energy flow Scientific inquiry scientific method DOK: 3 Depth of Knowledge (Section 5) 16

17 Curriculum: Foundations of Conservation and Natural Resources Curricular Unit: The cycling of elements through ecosystems Instructional Unit: I. Create an ecosystem where all species are living in harmony Standard Alignments (Section 2) SCCLE: SC1.1.Ia; SC4.2.Ba-d; SC7.1.Aa-c; SC7.1.Ba,b; SC7.1.Ca-c; SC7.1.Da Knowledge: (CA) 1,3,4,6 (MA) 1,3 (FA) 1,4 (SC) 1,4,7 CCSS: 9-10.RST.3; 9-10.WHST.6; 9-10.WHST.7; 9-10.WHST.8; S-IC.4 NETS: 1a,b; 2a,b; 3a; 4c; 6 Performance: 1.1, 1.3, 1.10 Learning Targets: Unit (Section 3) Identify what molecules life demands and how they are supplied Describe the process and importance of recycling nitrogen, oxygen and carbon through an ecosystem Distinguish between atoms, elements, molecules and compounds and how they make up life Instructional Strategies: Students will use ipads on a daily basis, including using an instructional platform, such as: Edmodo Google Classroom Classroom discussion/activities : Composition of compounds Essential elements Law of conservation of matter Human effects of cycling elements Recycling of elements Mini projects/activities include: Essential Elements and sources Processes in the Carbon, Phosphorus, Nitrogen, and water cycles Element journey story Elements in an ecosystem Possible guest speaker Students will create an illustration of all cycles working together to create a functioning ecosystem 17

18 Assessments/Evaluations: Formative: Bell questions and exit activities to check knowledge Teacher observation Lab reports and data sheets Element journey Summative: Written assessment Cycles in an Ecosystem illustration or model Sample Assessment Questions: Give an example of how the geosphere is a reservoir for atoms. Describe how greenhouse gasses are being put into the environment and the possible effect their build up may have on the environment. Explain the importance of recycling nitrogen, carbon, and oxygen in an ecosystem. Instructional Resources/Tools: Missouri Department of Conservation (MDC): Nature Unbound National Association of Agricultural Educators (NAAE): Communities of Practice AP Biology text Cross Curricular Connections: ELA: Researching Speaking/presenting Reading and following complex multistep procedures Math: Measurement Graphing Fine Arts: Graphic design Science: What makes up life Scientific inquiry scientific method DOK: 3 Depth of Knowledge (Section 5) 18

19 Curriculum: Foundations of Conservation and Natural Resources Curricular Unit: Culminating Unit How Species Survive in Their Natural Environment Instructional Unit: J. Design and build an ideal habitat 3-D model for a select species Standard Alignments (Section 2) SCCLE: SC3.2.D; SC4.1.A-E VACLE: IC.2.A (Lv. 4) Knowledge: (CA) 1,3,4,6 (FA) 1 (Ma) 1,3 (SC) 4,5,7 CCSS: 9-10.RST.3; 9-10.WHST.6; 9-10.WHST.7; 9-10.WHST.8 NETS:1a,b; 2a,b; 3a; 4c; 6 Performance: 1.1, 1.3, 1.4, 2.1, 2.7, 3.2 Learning Targets: Unit (Section 3) Describe the social, aesthetic, recreational, scientific and educational values and benefits associated with natural resources Describe the techniques used to manage a habitat for natural or human use Design and build an ideal habitat for a species Instructional Strategies: Students will use ipads on a daily basis, including using an instructional platform, such as: Edmodo Google Classroom Classroom discussion/ activities: Reviews of ecosystem parts from previous units Possible guest speaker: Dept. of Conservation who deals with creating ideal habitats Students will create a 3-D habitat model for an assigned species Assessments/Evaluations: Formative: Bell questions and exit activities to check knowledge Teacher observation Self evaluation Peer evaluation Group evaluation Summative: 3-D model of habitat and accompanying presentation for explanation 19

20 Sample Assessment Questions: None done in PBL culminating project/ presentation Instructional Resources/Tools: Missouri Department of Conservation (MDC): Nature Unbound mdc.mo.gov Cross Curricular Connections: ELA: Researching Speaking/presenting Reading and following complex multistep procedures (labs) Math: Measurement Graphing Fine Arts: 3-D modeling Science: Habitat management Scientific inquiry scientific method DOK: 4 Depth of Knowledge (Section 5) 20

This Performance Standards include four major components. They are

This Performance Standards include four major components. They are Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy