Environmental Issues

Transcription

1 Grade 8 Life Science Module Environmental Issues Note: The codes used in this curriculum framework are keyed using the following system. Concepts and skills: c01.1, c02.1, etc. are used to code the concepts addressed. p01.1, p02.1, etc. are used to code the process skills addressed. New Jersey Core Curriculum Content Standards 2009 In a code such as D.1, the 5 indicates the science standards, the 2 indicates the physical science standard within the set of science standards, the 8 indicates an eighth grade cumulative progress indicator, the D indicates a strand or theme within the science standards, and the 1 indicates the first of the eighth grade cumulative progress indicators within the D strand.

2 Page 1 In completing the work in Lesson or Investigation 01 of Environmental Issues, students are expected to develop understandings and c01.1 Use literature and background experience to begin to define what constitutes an environmental issue. Results of observation and measurement can be used to build conceptual-based models and to search for core explanations. [To demonstrate proficiency in learning, students may: Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories.] (5.1.8.A.2) Investigations of environmental issues address underlying scientific causes and may inform possible solutions. [To demonstrate proficiency in learning, students may: Investigate a local or global environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions.] (5.4.8.G.2) In completing the work in Lesson or Investigation 02 of Environmental Issues, students are expected to develop understandings and p02.1 Create a 3-dimensional model to show water flow in a watershed. Moving water, wind, and ice continually shape Earth s surface by eroding rock and soil in some areas and depositing them in other areas. [To demonstrate proficiency in learning, students may: Determine if landforms were created by processes of erosion (e.g., wind, water, and/or ice) based on evidence in pictures, video, and/or maps.] (5.4.6.B.3)

3 Page 2 In completing the work in Lesson or Investigation 03 of Environmental Issues, students are expected to develop understandings and c03.1 Interpret features shown on topographic maps (contour lines introduced in later lesson). In completing the work in Lesson or Investigation 03 of Environmental Issues, students are expected to develop understandings and p03.2 Relate adjoining topographic map sheets. In completing the work in Lesson or Investigation 04 of Environmental Issues, students are expected to develop understandings and p04.1 Use a 3-dimensional model to relate contour lines to elevation.

4 Page 3 In completing the work in Lesson or Investigation 05 of Environmental Issues, students are expected to develop understandings and c05.1 Interpret contour lines to find elevations within a watershed. In completing the work in Lesson or Investigation 06 of Environmental Issues, students are expected to develop understandings and p06.1 Use data from books, charts, and tables (both print and electronic) to find trends over time for the population in a specific town. Carefully collected evidence is used to construct and defend arguments. [To demonstrate proficiency in learning, students may: Use qualitative and quantitative evidence to develop evidence-based arguments.] (5.1.8.B.3) In completing the work in Lesson or Investigation 06 of Environmental Issues, students are expected to develop understandings and p06.2 Develop charts or graphs to communicate findings regarding population trends over time for a city or town.

5 Page 4 In completing the work in Lesson or Investigation 07 of Environmental Issues, students are expected to develop understandings and p07.1 Develop a code and use two maps to show changes in population between two points in time for cities or towns on the maps. Carefully collected evidence is used to construct and defend arguments. [To demonstrate proficiency in learning, students may: Use qualitative and quantitative evidence to develop evidence-based arguments.] (5.1.8.B.3) In completing the work in Lesson or Investigation 08 of Environmental Issues, students are expected to develop understandings and c08.1 Propose possible causes of population changes. Carefully collected evidence is used to construct and defend arguments. [To demonstrate proficiency in learning, students may: Use qualitative and quantitative evidence to develop evidence-based arguments.] (5.1.8.B.3) Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. [To demonstrate proficiency in learning, students may: Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences.] (5.1.8.D.1) In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., argumentation, representation, visualization, etc.). [To demonstrate proficiency in learning, students may: Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model-building.] (5.1.8.D.2)

6 Page 5 Personal activities impact the local and global environment. [To demonstrate proficiency in learning, students may: Describe ways that humans can improve the health of ecosystems around the world.] (5.4.6.G.3) Investigations of environmental issues address underlying scientific causes and may inform possible solutions. [To demonstrate proficiency in learning, students may: Investigate a local or global environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions.] (5.4.8.G.2) In completing the work in Lesson or Investigation 08 of Environmental Issues, students are expected to develop understandings and c08.2 Propose possible impacts of population changes on a watershed. Carefully collected evidence is used to construct and defend arguments. [To demonstrate proficiency in learning, students may: Use qualitative and quantitative evidence to develop evidence-based arguments.] (5.1.8.B.3) Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. [To demonstrate proficiency in learning, students may: Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences.] (5.1.8.D.1) In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., argumentation, representation, visualization, etc.). [To demonstrate proficiency in learning, students may: Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model-building.] (5.1.8.D.2) Personal activities impact the local and global environment. [To demonstrate proficiency in learning, students may: Describe ways that humans can improve the health of ecosystems around the world.] (5.4.6.G.3) Investigations of environmental issues address underlying scientific causes and may inform possible solutions. [To demonstrate proficiency in learning, students may: Investigate a local or global environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions.] (5.4.8.G.2)

7 Page 6 In completing the work in Lesson or Investigation 09 of Environmental Issues, students are expected to develop understandings and p09.1 Relate the infiltration of water to ground water aquifers. Most of Earth s surface is covered by water. Water circulates through the crust, oceans, and atmosphere in what is known as the water cycle. [To demonstrate proficiency in learning, students may: Trace a path a drop of water might follow through the water cycle.] (5.4.4.G.3) In completing the work in Lesson or Investigation 09 of Environmental Issues, students are expected to develop understandings and c09.2 Use soil and ground cover samples to measure the infiltration and run-off of water with different soils and ground/surface coverings. Erosion plays an important role in the formation of soil, but too much erosion can wash away fertile soil from ecosystems, including farms. [To demonstrate proficiency in learning, students may: Describe methods people use to reduce soil erosion.] (5.4.6.B.4) Soil attributes/properties affect the soil s ability to support animal life and grow plants. [To demonstrate proficiency in learning, students may: Predict the types of ecosystems that unknown soil samples could support based on soil properties.] (5.4.6.C.1)

8 Page 7 In completing the work in Lesson or Investigation 10 of Environmental Issues, students are expected to develop understandings and p10.1 Apply classroom experience in observing infiltration/run-off at field sites. Most of Earth s surface is covered by water. Water circulates through the crust, oceans, and atmosphere in what is known as the water cycle. [To demonstrate proficiency in learning, students may: Trace a path a drop of water might follow through the water cycle.] (5.4.4.G.3) In completing the work in Lesson or Investigation 10 of Environmental Issues, students are expected to develop understandings and p10.2 Estimate the percents of infiltration and run-off for a field site such as school property. Most of Earth s surface is covered by water. Water circulates through the crust, oceans, and atmosphere in what is known as the water cycle. [To demonstrate proficiency in learning, students may: Trace a path a drop of water might follow through the water cycle.] (5.4.4.G.3)

9 Page 8 In completing the work in Lesson or Investigation 12 of Environmental Issues, students are expected to develop understandings and c12.1 Apply information about infiltration and run-off to population, construction, and environmental use changes in New Jersey. Most of Earth s surface is covered by water. Water circulates through the crust, oceans, and atmosphere in what is known as the water cycle. [To demonstrate proficiency in learning, students may: Trace a path a drop of water might follow through the water cycle.] (5.4.4.G.3) Investigations of environmental issues address underlying scientific causes and may inform possible solutions. [To demonstrate proficiency in learning, students may: Investigate a local or global environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions.] (5.4.8.G.2) In completing the work in Lesson or Investigation 13 of Environmental Issues, students are expected to develop understandings and c13.1 Develop awareness of wetland characteristics and of descriptive terms for wetlands. Investigations of environmental issues address underlying scientific causes and may inform possible solutions. [To demonstrate proficiency in learning, students may: Investigate a local or global environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions.] (5.4.8.G.2)

10 Page 9 In completing the work in Lesson or Investigation 16 of Environmental Issues, students are expected to develop understandings and p16.1 Document plant diversity at a field site. In completing the work in Lesson or Investigation 16 of Environmental Issues, students are expected to develop understandings and p16.2 Document ground cover status at a field site. In completing the work in Lesson or Investigation 16 of Environmental Issues, students are expected to develop understandings and p16.3 Document soil compaction status at a field site.

11 Page 10 In completing the work in Lesson or Investigation 16 of Environmental Issues, students are expected to develop understandings and p16.4 Document contamination of soil and run-off waters by salt or other contaminants. In completing the work in Lesson or Investigation 17 of Environmental Issues, students are expected to develop understandings and c17.1 Estimate the quantity of leaf litter under a large deciduous tree and determine some of the properties of this litterhumus-soil.

12 Page 11 In completing the work in Lesson or Investigation 18 of Environmental Issues, students are expected to develop understandings and p18.1 Relate percolation rates to soil type and to possible human activity impacts. Carefully collected evidence is used to construct and defend arguments. [To demonstrate proficiency in learning, students may: Use qualitative and quantitative evidence to develop evidence-based arguments.] (5.1.8.B.3) Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. [To demonstrate proficiency in learning, students may: Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences.] (5.1.8.D.1) In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., argumentation, representation, visualization, etc.). [To demonstrate proficiency in learning, students may: Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model-building.] (5.1.8.D.2) In completing the work in Lesson or Investigation 18 of Environmental Issues, students are expected to develop understandings and c18.2 Measure and compare percolation rates at multiple sites.

13 Page 12 In completing the work in Lesson or Investigation 19 of Environmental Issues, students are expected to develop understandings and c19.1 Estimate the leaf surface area of a large tree. In completing the work in Lesson or Investigation 20 of Environmental Issues, students are expected to develop understandings and p20.1 Prepare summaries of findings from field studies to draw conclusion about relationships among environmental factors. Results of observation and measurement can be used to build conceptual-based models and to search for core explanations. [To demonstrate proficiency in learning, students may: Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories.] (5.1.8.A.2) Carefully collected evidence is used to construct and defend arguments. [To demonstrate proficiency in learning, students may: Use qualitative and quantitative evidence to develop evidence-based arguments.] (5.1.8.B.3)

14 Page 13 In completing the work in Lesson or Investigation 21 of Environmental Issues, students are expected to develop understandings and p21.1 Use various media, print and electronic, to develop a presentation to communicate the facts and positions held relative to an "environmental issue." Investigations of environmental issues address underlying scientific causes and may inform possible solutions. [To demonstrate proficiency in learning, students may: Investigate a local or global environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions.] (5.4.8.G.2)

15 Linden Public Schools Linden, New Jersey INQUIRY-BASED SCIENCE CURRICULUM focusing on the HAWK RISE ECOSYSTEM HAWK RISE CURRICULUM OVERVIEW Hawk Rise, in the City of Linden, New Jersey, represents a unique 37-acre natural preserve that offers nearly limitless opportunity for Linden public school students to learn about natural systems and their relationships to those systems. The site which includes terrestrial, wetland, and aquatic habitats is within a 15-minute bus ride from most of the schools in the district, and will ultimately be accessible by means of parking facilities and a pedestrian trail system that winds its way through notable features of the site. The site s natural features and phenomena are also very well-suited to inquiry-based lessons that can be correlated to the K-12 Science Curriculum of the Linden Public Schools. A Science curriculum consultant has drafted a curriculum framework designed to engage students from Grades 2 through Grade 8 in science lessons that pertain to the Hawk Rise ecosystem. The lessons will support the District s existing grade-level science modules and units, but also add an outdoor, discovery/investigation dimension to the modules and units that will enrich them and engage the students, at times, in field-based, experiential learning. Most of the lessons will also be very well-adapted to interdisciplinary connections to the learning domains of Mathematics, Social Studies, and Language Arts Literacy. Field trips to Hawk Rise are planned for Grades 2,4,6 and 7 with perhaps select opportunities for Grade 8 students to visit the Hawk Rise site as part of their Environmental Issues Unit. Grades 3,5, and 8 students will be engaged in classroom, school-site, or local park habitat sites that will either prepare them for or follow-up learning experiences at the Hawk Rise site. All lessons will be correlated to the recently revised New Jersey Department of Education Core Curriculum Content Science Standards, as well as the Four Strands of Science Learning championed by the text that serves as a guideline reference for the Linden District s Science Curriculum: Ready, Set, Science. As with all innovations in science education in the Linden Public School District, a rigorous program of professional development training is recommended that will seek to familiarize teachers from each of the participating grade levels Grades 2 through 8 in classroom and field-based strategies for enhancing student awareness and understanding of the Hawk Rise ecosystem. Experts in ecology-based instruction some from the New Jersey Audubon Society will be recruited to facilitate the professional development training of classroom teachers, as well as initial field trips that will include their students. It is hoped that, ultimately, Linden s classroom teachers will not only develop a command of classroom, school-yard, or park-based lessons relating to Hawk Rise, but also be capable of facilitating lessons at the Hawk Rise preserve on their own.

16 Linden Public Schools Linden, New Jersey GRADE 8 INQUIRY-BASED CURRICULUM focusing on the HAWK RISE ECOSYSTEM and Correlated with the Grade 8 ENVIRONMENTAL ISSUES Unit The following outline highlights key ecosystem concepts pertinent to Hawk Rise that can be focused on through adherence to key New Jersey Core Curriculum Content Science Standards and the Grade 8 Science curriculum unit, ENVIRONMENTAL ISSUES. ENVIRONMENTAL ISSUES Grade 8 Science Unit: NJCCC SCIENCE STANDARDS CPI# G.2 Background Content: (Earth Systems Science Strand G Biogeochemical Cycles) Investigations of environmental issues address underlying scientific causes and may inform possible solutions. CPI G.2: Investigate a local or global environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions. GRADE 8 ENVIRONMNTAL ISSUES UNIT KEY CONCEPTS An awareness of natural systems and human-built systems is important to an overall understanding of environmental issues in urban areas like the city of Linden. The activities of human populations may have a significant impact on natural systems in the vicinity of those populations. Knowledge of the specific nature of municipal environmental impacts is important to the resolution of environmental issues/problems in a community and its surrounding watershed. It is important that an entire community of citizens take an active role in becoming aware of local and regional environmental impacts and management strategies? HAWK RISE ECOSYSTEM CURRICULUM CORRELATION FEATURES Hawk Rise represents a natural island surrounded on all sides by areas significantly impacted by the influence of dense human populations and associated life practices and activities. This represents a significant learning environment for Environmental Issues awareness.

17 Linden Public Schools Hawk Rise Grade 8 Curriculum 2 The additional fact that a recently capped landfill is located in the very vicinity of Hawk Rise provides an intriguing opportunity for Grade 8 students to further learn the relationship between human-built and natural systems and the associated problems and issues that arise due to these relationships.

18 Linden Public Schools Linden, New Jersey INQUIRY-BASED CURRICULUM focusing on the HAWK RISE ECOSYSTEM KEY CURRICULUM SUPPORT REFERENCE Essential guidelines from a reference that has been strongly endorsed and institutionalized in the Linden School District will be seamlessly woven into the Hawk Rise Curriculum: Ready, Set, SCIENCE! Putting Research to Work in K-8 Classrooms (National Research Council of the National Academies, 2008). A credible and well-respected blueprint for quality Science Education, this reference reviews principles from the latest educational research and applies them to effective teaching practice. Four interrelated and learner-focused science education strands are highlighted: 1) marshalling scientific explanations 2) using their own data as evidence 3) reflecting on their current understanding, and 4) participating in authentic scientific practices as presenters and audience members. Each of these Strands will be purposefully infused into the Hawk Rise curriculum, since it will focus on student-based observations, investigations, data-based documentation, and inquiry skills. The Strands also correlate very closely with the New Jersey Core Curriculum Content Standards in Science, and the associated Cumulative Progress Indicators (CPI s).