How We Learn

**Environmental Science Unit 1: The Living World**
Course Essential Understandings Science is a process. • Science is a method of learning more about the world. • Science constantly changes the way we understand the world. Energy conversions underlie all ecological processes. • Energy cannot be created; it must come from somewhere. • As energy flows through systems, at each step more of it becomes unusable. The Earth itself is one interconnected system. • Natural systems change over time and space. • Biogeochemical systems vary in ability to recover from disturbances. Humans alter natural systems. • Humans have had an impact on the environment for millions of years. • Technology and population growth have enabled humans to increase both the rate and scale of their impact on the environment. Environmental problems have a cultural and social context. • Understanding the role of cultural, social, and economic factors is vital to thedevelopment of solutions. Human survival depends on developing practices that will achieve sustainablesystems. • A suitable combination of conservation and development is required. • Management of common resources is essential.
Course Goals: to understand and demonstrate that: Science is a process. Energy conversions underlie all ecological processes. And to: develop your understanding of the nature of science as it pertains to the physical world. understand and describe, qualitatively and quantitatively, the nature of matter and energy and apply your understanding to natural phenomena you observe investigate and understand the interactions between humans and the Earth. critically observe environmental systems develop and conduct well-designed experiment		Course Essential Questions How might I use scientific inquiry to investigation the natural world? How can I use my experience in science to learn to think and communicate clearly, logically, and critically in preparation for college and a career? How can I best assess my own learning and progress? How can I use technology in my learning and become a better digital citizen? How can I think more divergently, creatively, and innovatively as a scientist?
Scientific Inquiry and Application Skills Identify questions and concepts that guide scientific investigations Design and conduct scientific investigations Use technology and mathematics to improve investigations and communications Formulate and revise explanations and models using logic and evidence (critical thinking) Recognize and analyze explanations and models Communicate and support a scientific argument
Unit Essential Questions How do scientists collect data on our Earth's climate?		Understandings Scientific claims are supported by evidence and explained by scientific reasoning.
Learning Targets:
Students will be able to.... Define weather and climate and tell the differences between them. Describe the energy entering and leaving the earth as a balance List greenhouse gases and explain why they are called greenhouse gases
Learning Targets: Essential Question
Students will be able to..... State the essential question, and Explain how each topic of study is foundational to or otherwise related to our essential question.
Academic Vocabulary: Bricks		Academic Vocabulary: Mortar
Climate System Weather Atmosphere temperature variation Sun Earth Energy Budget Albedo Long wave radiation Short wave radiation Greenhouse gases Carbon Dioxide Water Vapor Methane Nitrous Oxide Atmosphere Temperature Mitigation Power Plant Nuclear Power Wind Fossil Fuel Sinks Forests Oceans	adaptation land ice consensus evidence strategy carbon emissions transportation electricity Renewable Energy Sea Level Rise Glacial Cover Ice Cores biofuel	describe elaborate explain analyze classify compare contrast relate	interpret list; state explain define law (in science) claim evidence reason
Handouts Resources Links

**Daily Learning Activities**
Day 17 Sept 11	Learning Target/Question Design and conduct a scientific experiment to measure the impact of CO2 on temperature Activities/Strategies Data collection CO2 lab small groups Assessments Lab report Assignment Complete conclusion
Day 18 Sept 12	Learning Target/Question Formulate and revise explanations and models using logic and evidence (critical thinking) Activities/Strategies Graphing and analysis of data using Desmos Conclusion: claim, evidence, reason Review models on the Earth's energy balance Bathub source and sink Assessments Lab report Assignment Complete lab report; submit in your folder
Day 19 Sept 13	Learning Target/Question Air and pollution: Greenhouse gases Explain the effects of CO2 and other greenhouse gases on the Earth Activities/Strategies THe Gas Files Resource cards and Questions Assessments Gas Files Questions Assignment Add terms to concept map; rearrange as needed
Day 20 Sept 14	Learning Target/Question Air and pollution: Greenhouse gases Explain the effects of CO2 and other greenhouse gases on the Earth Activities/Strategies Review models on the Earth's energy balance Examine mitigation strategies Assessments class discussion (small group, now) Assignment Add terms to concept map
Day 21 Sept 15	Learning Target/Question Air and pollution: Greenhouse gases Explain the effects of CO2 and other greenhouse gases on the Earth Activities/Strategies Summary paragraph Assessments Quiz Assignment
Day 22 Sept 18 Monday	Learning Target/Question Explain how solar radiation and Eath's temperature are related. Define mitigation and begin to think about mitigation in terms of climate Activities/Strategies Terms activity Concept map updates Assessments Concept map Assignment Edits to concept map
Day 23 Sept 19 Tuesday	Learning Target/Question How do we know about the climate from a very long time ago? Explain the information we get from ice cores and tell what it means. Activities/Strategies Interactive lecture and summarization Assessments Concept map Assignment none
Day 24 Sept 20 Wednesday	Learning Target/Question Analyze sources of climate data and discuss possible impact of climate change on physical systems. What are the possible impacts of climate on the physical Earth? Activities/Strategies Station activities Assessments CER writing Assignment edits to concept map
Day 25 Sept 21 Thursday	Learning Target/Question Analyze sources of climate data and discuss possible impact of climate change on physical systems. What are the possible impacts of climate on the physical Earth? Activities/Strategies Station activities (continued) Interactive lecture - Mitigation Assessments CER Assignment Review terms for quiz
Day 26 Sept 22 Friday	Learning Target/Question analyze data to determine the consequences of climate change on environmental, biological, human, and social systems and identify adaptation strategies for these consequences. Activities/Strategies Interactive lecture - Mitigation - and review Assessments Claim-evidence-reason paragraphs due - discuss Quiz Assignment Assignment
Day 27 Sept 25 Monday	Learning Target/Question Revisit: Fossil fuels, carbon sinks, the carbon cycle and CO2, and transportation Activities/Strategies Written description of carbon cycle diagram, explain the path of a carbon molecule through the cycle. Assessments Peer review of description Assignment
Day 28 Sept 26 Tuesday	Learning Target/Question Students will analyze data to determine the consequences of climate change on environmental, biological, human, and social systems and identify adaptation strategies for these consequences Activities/Strategies Sea Level Activity (outside) Assessments Claim Evidence Reason summary Assignment
Day 29 Sept 27 Wednesday	Learning Target/Question Students will analyze data to determine the consequences of climate change on environmental, biological, human, and social systems and identify adaptation strategies for these consequences Activities/Strategies Task cards - biological systems Assessments Individual written response Assignment Concept Maps - add terms
Day 30 Sept 28 Thursday	Learning Target/Question Students will analyze data to determine the consequences of climate change on environmental, biological, human, and social systems and identify adaptation strategies for these consequences Activities/Strategies Preparation for wedge mitication activity Assessments Wedge activity strategies and reasons Assignment
Day 31 Sept 29 Friday	Learning Target/Question Investigate mitigation of impacts on biological systems Update concept map day Activities/Strategies Wedge activity preparation Assessments Wedge activity strategies and reasons Assignment Prepare for wedge activity; update concept map