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KeyEdit

In the Titles:

  1. Roman Numerals refer to Chapter Numbers.
  2. Letters refer to Sections within a Chapter.

In the GLE's:

  1. ES means Environmental Science
  2. SI means Science as Inquiry
  3. ESS means Earth and Space Science



Environmental Science - Spring 2015Edit


Unit: Environmental Science Tools Edit

Jan 05 Class Introduction

  • Standards:
  • Learning Outcome(s): Define Environmental Science
  • Vocabulary: Environmental Science
  • Activities/Tasks:
  1. Uniform check at door
  2. Seating Chart
  3. Teacher takes Role as students pass out and fill out Info Sheets
  4. Teacher defines Environmental Science – Compare/contrast with previous classes, using interactive Venn Diagram on Pro Board.
  5. Whole-class instruction: Teacher reads/explains PROWL and reviews dress code using student planners and class policy as references. "What is Mr. Leeson's favorite letter?" ("O")
  6. Fire Drill
  7. Demo astronomy.wikia.com
  8. Teacher Introduces Classroom procedures: seating assignments, turning in work, and reviewing HW, fire escape, ...
  9. Pass out list of class requirements
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science I HW:


Jan 06 Introduction to Environmental Science and Scientific Method

  • Standards: SCI.9.SI.1 Write a testable question or hypothesis when given a topic
SCI.9.SI.2 Describe how investigations can be observation, description, literature survey, classification, or experimentation
SCI.9.SI.3 Plan and record step-by-step procedures for a valid investigation, select equipment and materials, and identify variables and controls
  • Learning Outcome(s): Define Environmental Science and Scientific Method
  • Vocabulary: Scientific Method (2)
  • Activities/Tasks:
  1. Introduction to class projects and group dynamics
  2. Recycling
  3. Outline Practice
  4. Whole-class instruction: Teacher reads/explains Class Policy, PROWL, and school rules. Review Classroom procedures: seating assignments, turning in work, and reviewing HW, group problems, etc.
  5. Class (with teacher participating as well) plays the Live Multiple Choice game - moving to A,B,C,D to answer Icebreaker questions posted on Pro Board.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science I HW: Which freezes first - hot or cold water? First steps...


Jan 07 Introduction to Environmental Science and Experimentation Terminology

  • Standards: SCI.9.SI.1 Write a testable question or hypothesis when given a topic
SCI.9.SI.3 Plan and record step-by-step procedures for a valid investigation, select equipment and materials, and identify variables and controls
  • Learning Outcome(s): Define Environmental Science and Scientific Method
  • Vocabulary: Scientific Method, Experimental Design (2)
  • Activities/Tasks:
  1. Update Student Info Sheets
  2. Whole-class instruction: Teacher reads/explains Class Policy, PROWL, and school rules. Review Classroom procedures: seating assignments, turning in work, and reviewing HW, group problems, etc.
  3. Pairs define ES terms
  4. Fire drill
  5. Pairs explain terms to their partner
  6. Leeson and volunteer present/explain term to class for practice
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science I HW: Which freezes first - hot or cold water? Design the experiment...


Jan 08 Introduction to Environmental Science and Experimental Design

  • Standards: SCI.9.SI.1 Write a testable question or hypothesis when given a topic
SCI.9.SI.3 Plan and record step-by-step procedures for a valid investigation, select equipment and materials, and identify variables and controls
  • Learning Outcome(s): Define Environmental Science and Scientific Method
  • Vocabulary: Scientific Method, Experimental Design (2)
  • Activities/Tasks:
  1. Article Reading
  2. Whole-class instruction: Teacher reads/explains Class Policy, PROWL, and school rules. Review Classroom procedures: seating assignments, turning in work, and reviewing HW, group problems, etc.
  3. Students explain their term to the class as the class write their own definition in their notes
  4. Watch/discuss "The Eruption of Mt. Saint Helens" ... earthquakes in Texas?????
  • Formative/Summative Assessment: Teacher grades the Parish PreTest
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science I HW: Who STILL needs to do the first 2 steps?


Jan 09 Scientific Method

  • Standards: Write a testable question or hypothesis when given a topic
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. Students present their terms
  2. Finish "The Eruption of Ms. Saint Helens"
  3. Review for quiz
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Jan 12 Scientific Method

  • Standards: Write a testable question or hypothesis when given a topic
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. Review terms covered so far
  2. Quiz 0A
  3. Grade Quiz
  4. Students finish explaining terms assigned on previous days
  5. Assign new terms (through P)
  6. Intro to the Nature of Science (p12)
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Jan 13 EnvSci Terminology

  • Standards: Write a testable question or hypothesis when given a topic
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. Review terms covered so far
  2. Students research and Practice explaining assigned terms with partners
  3. Students present terms to the class for a grade (4 point scale)
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Jan 14 Scientific Method

  • Standards: Write a testable question or hypothesis when given a topic
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. Scientific Method notes (p15)
  2. Assign next group of terms (R- )
  3. Students research assigned terms
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Jan 15 Vocab Class in circle explaining assigned terms while the entire class creates their own definition for each.


Jan 16 Scientific Method

  1. Check in Hero project
  2. Finish terms in class circle
  3. Review Scientific Method
  4. Groups of 2-3 do Sci Method practice
  5. Begin Experimental Design notes

Jan 20 Experimental Design

  • Standards: Write a testable question or hypothesis when given a topic
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. Groups Present their Sci Method steps.
  2. Experimental Design Notes
  3. Assign Exp. Design HW
  4. Reading - Ben Carson Speech
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW: Which Freezes faster, hot water or cold water?


Jan 21 Test

  • Standards: Write a testable question or hypothesis when given a topic
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. Review
  2. Terminology and Scientific Method test.
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Jan 22 Experimental Design

  • Standards: Design an experiment
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. Review test
  2. Review Experimental Design Notes
  3. Groups create simple experiments involving Environmental Science
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Jan 23 Experimental Design review sheets while group leaders create groups


Jan 26 Experimental Design

  • Standards: Design an experiment with a limited number of variables
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. Groups brainstorm ideas for an Environmental Science problem that would involve an experiment.
  2. Review Experimental Design Notes
  3. Groups Work on experiment
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Jan 27 Experimental Design

  • Standards: Design an experiment with a limited number of variables
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. Groups get handed a random description of an experiment and must decide how to improve it.
  2. Groups Work on experiment
  3. Groups Present experiment ideas to the class.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Jan 28 Experimental Design

  • Standards: Design an experiment with a limited number of variables
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. Groups vote on which experiments the class should do. Then each group is assigned one to perform.
  2. Groups prepare for experiment... materials needed, etc.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Jan 29 Review

  • Standards: Design an experiment with a limited number of variables
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. PPT Scientific Method. PPT Hypothesis Writing. WkSht "Writing a Good Hypothesis". PPT Identifying Variables. WkSht "Intro Variable Practice". PPT Jeopardy. Review WkSht "Intro the Env. Sci."
  2. Review all notes for test
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Jan 30 Test

  • Standards: Write a testable question or hypothesis when given a topic
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. Review
  2. Terminology and Scientific Method test.
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Feb 02 Review test groups work on "Intro to ch2" while groups are rearranged.


Feb 03 Begin Chapter 2 - Policy

  • Standards: Recount the history of Environmental Policy
  • Learning Outcome(s): Put important events in chronological order
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups work on "Introduction to Environmental Policy - Chapter 2"
  2. Class helps teacher read/complete "Intro" wksheet Section 1 (A in notes)
  3. Teacher lectures ... gives a summary of Chapter 2 Section A for student notes.
  4. Begin "Human Footprint"
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW: Assign new terms to students for "Circle Explanations"


Feb 04 Chapter 2 - Policy

  • Standards: Recount the history of Environmental Policy
  • Learning Outcome(s): Put important events in chronological order
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Finish "Human Footprint"
  2. Groups decide if they are choosing a new topic for the research project.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW: terms to students for "Circle Explanations"


Feb 05 Research

  • Standards: Groups research individual projects
  • Learning Outcome(s): Put important events in chronological order
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups Research their topics
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Feb 06 Research

  • Standards: Recount the history of Environmental Policy
  • Learning Outcome(s): Put important events in chronological order
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups research their topics
  2. Teacher lectures ... gives a summary of Chapter 2 Section B for student notes.
  3. Notes stop at "History of US Environmental Policy" ... so that...
  4. Teacher introduces the Policy Timeline project
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Feb 09 Timeline Project ... US Policy

  • Standards: Groups research individual projects
  • Learning Outcome(s): Put important events in chronological order
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups Research their timeline topics and begin creating the timeline
  2. Groups resume working on "Intro to Chapter 2"
  3. Class helps teacher read/complete "Intro" wksheet Section 2 (B in notes)
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Feb 10 Timeline Project

  • Standards: Groups research and present individual projects
  • Learning Outcome(s): Put important events in chronological order
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups Present US Env Policy info in Chronological order, as on the Timeline
  2. Groups Continue Researching their projects
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Feb 11 Timeline Project part 2 ... International Policy

  • Standards: Groups research individual projects
  • Learning Outcome(s): Put important events in chronological order
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups Research their timeline topics and continue working on the timeline
  2. Groups resume working on "Intro to Chapter 2"
  3. Class helps teacher read/complete "Intro" wksheet Section 3 (C in notes)
  4. Groups Continue Researching their projects
  5. Groups complete the "Chapter 2 Assessment"
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Feb 12 Timeline Project

  • Standards: Groups research individual projects
  • Learning Outcome(s): Put important events in chronological order
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups Present US Env Policy info in Chronological order, as on the Timeline
  2. Groups Continue Researching their projects
  3. Class reviews "Chapter 2 Assessment"
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Feb 13 Test

  • Standards: Recount the history of Environmental Policy
  • Learning Outcome(s): Put important events in chronological order
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Review
  2. Terminology and Environmental Policy TEST.
  3. Groups Prepare to make presentations Monday
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Feb 19 Research

  • Standards: Groups research individual projects
  • Learning Outcome(s): Put important events in chronological order
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups Research their topics
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Feb 20 Research

  • Standards: Groups research individual projects
  • Learning Outcome(s): Put important events in chronological order
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups Research their topics and practice their presentations
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Feb 23 Presentations

  • Standards: Groups present individual projects
  • Learning Outcome(s): Put important events in chronological order
  • Vocabulary:
  • Activities/Tasks:
  1. Groups present
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Feb 24 Presentations

  • Standards: Groups present individual projects
  • Learning Outcome(s): Put important events in chronological order
  • Vocabulary:
  • Activities/Tasks:
  1. Groups present*Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Feb 25 Presentations

  • Standards: Groups present individual projects
  • Learning Outcome(s): Put important events in chronological order
  • Vocabulary:
  • Activities/Tasks:
  1. Groups present
  2. Introduce the class project: What is dirt?
  3. Class goes outside to compare moss to grass
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Feb 26 Dissecting Dirt

  • Standards: Design an experiment with a limited number of variables
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. Intro to Chapter 3
  2. Lab - Dissecting Dirt
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Feb 27 Environmental Experiments

  • Standards: Design an experiment with a limited number of variables
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
Chapter 3.1 notes
  1. Groups vote on which variables the class will manipulate, and which options will be available for each variable. After the total number of cups is calculated, each group is assigned to label cups.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Mar 02 Chapter 3 and Environmental Experiments

  • Standards: Design an experiment with a limited number of variables
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. Class project - What is Dirt? Review of the variables selected by the class and begin a grid of responsibility to manipulate the variables.
  2. Chapter 3.1 notes... including an "Indicators" demonstration to help clarify pH.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Mar 03 Chapter 3 and Environmental Experiments

  • Standards: Design an experiment with a limited number of variables
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. Class project - What is Dirt? Class creates sample dirt in cups.
  2. Chapter 3.2 and 3.3 notes... including USGS Dynamic Planet cutout puzzle
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Mar 04 Chapter 3 and Environmental Experiments

  • Standards: Design an experiment with a limited number of variables
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Chapter 3.4 notes... including group project ... Illustrating Earth's cycles.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Mar 05 Chapter 3 and Environmental Experiments

  • Standards: Design an experiment with a limited number of variables
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Chapter 3.4 notes... including group project ... Illustrating Earth's cycles.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Mar 06 Review

  • Standards: Explain Earth's Cycles
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Groups finish Illustrating Earth's cycles.
  3. Review Chapter 3 notes... Class does Chapter Assessment (p93) orally.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Mar 09 Chapter 3 Test

  • Standards: Explain Earth's Cycles
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Review
  3. Test
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Mar 10 testing and activities


Mar 11 Cosmos, Episode 2


Mar 12 Review, work on dirt,


Mar 13 Environmental Issues - Resource Conservation

  • Standards: Identify a critical resource and explain its significance and conservation issues
  • Learning Outcome(s): Reconcile his use of tiolet paper with his need for shade and oxygen.
  • Vocabulary: Resource, Conservation, Sustainability
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Guest Speaker - Notes Resource Conservation, Forestry
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Mar 16 Environmental Issues - Forest Conservation

  • Standards: Identify a critical resource and explain its significance and conservation issues
  • Learning Outcome(s): Reconcile his use of tiolet paper with his need for shade and oxygen.
  • Vocabulary: Resource, Conservation, Sustainability
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Notes and Chapter Review - Resource Conservation, Forestry
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Mar 17 testing


Mar 18 Environmental Issues - Soil Conservation

  • Standards: Identify a critical resource and explain its significance and conservation issues
  • Learning Outcome(s): Reconcile his use of tiolet paper with his need for shade and oxygen.
  • Vocabulary: Resource, Conservation, Sustainability
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Guest Speaker - Notes Resource Conservation, Forestry
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Mar 19 Environmental Issues - Soil Conservation

  • Standards: Identify a critical resource and explain its significance and conservation issues
  • Learning Outcome(s): Reconcile his use of tiolet paper with his need for shade and oxygen.
  • Vocabulary: Resource, Conservation, Sustainability
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Notes and Chapter Review - Resource Conservation, Forestry
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Mar 20 Test - Forest and Soil Conservation

  • Standards: Identify a critical resource and explain its significance and conservation issues
  • Learning Outcome(s): Reconcile his use of tiolet paper with his need for shade and oxygen.
  • Vocabulary: Resource, Conservation, Sustainability
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Review
  3. Test on Forest and Soil Conservation
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Mar 23 Environmental Issues - Mineral Conservation

  • Standards: Identify a critical resource and explain its significance and conservation issues
  • Learning Outcome(s): Reconcile his use of tiolet paper with his need for shade and oxygen.
  • Vocabulary: Resource, Conservation, Sustainability
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Guest Speaker - Notes Resource Conservation, Forestry
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Mar 24 Environmental Issues - Mineral Conservation

  • Standards: Identify a critical resource and explain its significance and conservation issues
  • Learning Outcome(s): Reconcile his use of tiolet paper with his need for shade and oxygen.
  • Vocabulary: Resource, Conservation, Sustainability
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Notes and Chapter Review - Resource Conservation, Forestry
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Mar 25 Environmental Issues - Water Conservation

  • Standards: Identify a critical resource and explain its significance and conservation issues
  • Learning Outcome(s): Reconcile his use of tiolet paper with his need for shade and oxygen.
  • Vocabulary: Resource, Conservation, Sustainability
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Guest Speaker - Notes Resource Conservation, Forestry
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Mar 26 Environmental Issues - Water Conservation

  • Standards: Identify a critical resource and explain its significance and conservation issues
  • Learning Outcome(s): Reconcile his use of tiolet paper with his need for shade and oxygen.
  • Vocabulary: Resource, Conservation, Sustainability
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Notes and Chapter Review - Resource Conservation, Forestry
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Mar 27 Test - Mineral and Water Conservation

  • Standards: Identify a critical resource and explain its significance and conservation issues
  • Learning Outcome(s): Reconcile his use of tiolet paper with his need for shade and oxygen.
  • Vocabulary: Resource, Conservation, Sustainability
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Review
  3. Test on Forest and Soil Conservation
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Apr 07 Environmental Issues - Atmosphere Conservation

  • Standards: Identify a critical resource and explain its significance and conservation issues
  • Learning Outcome(s): Reconcile his use of tiolet paper with his need for shade and oxygen.
  • Vocabulary: Resource, Conservation, Sustainability
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Notes and Chapter Review - Resource Conservation, Forestry
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Apr 08 Environmental Issues - Atmosphere Conservation

  • Standards: Identify a critical resource and explain its significance and conservation issues
  • Learning Outcome(s): Reconcile his use of tiolet paper with his need for shade and oxygen.
  • Vocabulary: Resource, Conservation, Sustainability
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Notes and Chapter Review - Resource Conservation, Forestry
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Apr 09 Test - Resource Conservation

  • Standards: Identify a critical resource and explain its significance and conservation issues
  • Learning Outcome(s): Reconcile his use of tiolet paper with his need for shade and oxygen.
  • Vocabulary: Resource, Conservation, Sustainability
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Review
  3. Test on Forest and Soil Conservation
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Apr 10 Environmental Issues - Climate Change

  • Standards: Identify a critical resource and explain its significance and conservation issues
  • Learning Outcome(s): Reconcile his use of tiolet paper with his need for shade and oxygen.
  • Vocabulary: Resource, Conservation, Sustainability
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Notes and Chapter Review - Resource Conservation, Forestry
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Apr 13 Environmental Issues - Climate Change

  • Standards: Identify a critical resource and explain its significance and conservation issues
  • Learning Outcome(s): Reconcile his use of tiolet paper with his need for shade and oxygen.
  • Vocabulary: Resource, Conservation, Sustainability
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Notes and Chapter Review - Resource Conservation, Forestry
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Apr 14 Test - Conservation

  • Standards: Identify a critical resource and explain its significance and conservation issues
  • Learning Outcome(s): Reconcile his use of tiolet paper with his need for shade and oxygen.
  • Vocabulary: Resource, Conservation, Sustainability
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Review
  3. Test on Forest and Soil Conservation
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Apr 15 Hero Project - Phase 2

  • Standards: Groups research and present individual projects
  • Learning Outcome(s): Put important events in chronological order
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups Present US Env Policy info in Chronological order, as on the Timeline
  2. Groups Continue Researching their projects
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Apr 16 Research

  • Standards: Groups research individual projects
  • Learning Outcome(s): Put important events in chronological order
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups Research their topics
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Apr 17 Research

  • Standards: Groups research individual projects
  • Learning Outcome(s): Put important events in chronological order
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups Research their topics
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Apr 20 Biome Project

  • Standards: Groups present their projects
  • Learning Outcome(s): Explain differences/similarities between biomes
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups Present biome info promoting theirs for the Survivor TV show
  2. Groups Continue Researching their projects
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Apr 21 Biome Project

  • Standards: Groups present their projects
  • Learning Outcome(s): Explain differences/similarities between biomes
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups Present biome info promoting theirs for the Survivor TV show
  2. Groups Continue Researching their projects
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Apr 22 Alternative Energy Sources


Apr 23 Alternative Energy Sources


Apr 24 Test on Biomes and Alternative Energy


Apr 27 Research

  • Standards: Groups research Alternative Energy
  • Learning Outcome(s): Explain features and benefits of a particular Alternative energy source
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups Research their topics
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Apr 28 Semester Review Project

  • Standards: Groups present their projects
  • Learning Outcome(s): Explain differences/similarities between biomes
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups create a method of reviewing a specific question/topic chosen at random
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Apr 29 Semester Review Project

  • Standards: Groups present their projects
  • Learning Outcome(s): Explain differences/similarities between biomes
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups create a method of reviewing a specific question/topic chosen at random
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Apr 30 Semester Review Project

  • Standards: Groups present their projects
  • Learning Outcome(s): Explain differences/similarities between biomes
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups create a method of reviewing a specific question/topic chosen at random
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


May 01 Research

  • Standards: Groups research Alternative Energy
  • Learning Outcome(s): Explain features and benefits of a particular Alternative energy source
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups Research their topics
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


May 04 Environmental Issues - Solid Waste

  • Standards: Identify waste issues and their solutions
  • Learning Outcome(s): Describe methods of recycling and landfill management
  • Vocabulary: Landfill, Recycle
  • Activities/Tasks:
  1. While Seniors take Post-Test, the rest of the class reads, summarizes, skims Chapter 19
  2. Notes and Chapter Review - Recycling
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


May 05 Research

  • Standards: Groups research Alternative Energy
  • Learning Outcome(s): Explain features and benefits of a particular Alternative energy source
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups Research their topics
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


May 06 Waste Management (Ch 19) ... and Research

  • Standards: Groups research Alternative Energy
  • Learning Outcome(s): Explain features and benefits of a particular Alternative energy source
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups Research their topics
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


May 07 Waste Management (Ch 19) ... and Research

  • Standards: Groups research Alternative Energy
  • Learning Outcome(s): Explain features and benefits of a particular Alternative energy source
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups Research their topics
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


May 08 Test on Waste Management ... and Research

  • Standards: Groups research Alternative Energy
  • Learning Outcome(s): Explain features and benefits of a particular Alternative energy source
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups Research their topics
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


May 11 Research

  • Standards: Groups research Alternative Energy
  • Learning Outcome(s): Explain features and benefits of a particular Alternative energy source
  • Vocabulary: Timeline
  • Activities/Tasks:
  1. Groups Research their topics
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW: Alternative Energy Project due TOMORROW


May 12 Post-Test Review

  • Standards:
  • Learning Outcome(s):
  • Vocabulary:
  • Activities/Tasks:
  1. Class completes mini-project ... write letters to Recycling officials.
  2. Individuals and small groups complete study guides for the post-test.
  3. Whole-class review of specific parts of study guide
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


May 13 Post-Test Review

  • Standards:
  • Learning Outcome(s):
  • Vocabulary:
  • Activities/Tasks:
  1. Individuals and small groups complete study guides for the post-test.
  2. Whole-class review of specific parts of study guide
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


May 14 Post-Test

  • Standards:
  • Learning Outcome(s):
  • Vocabulary:
  • Activities/Tasks:
  1. Individuals and small groups complete study guides for the post-test.
  2. Whole-class review of specific parts of study guide
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


May 15 Environmental Movie


Mimas

May 18 Environmental Issues - Atmosphere Conservation

  • Standards: Identify a critical resource and explain its significance and conservation issues
  • Learning Outcome(s): Reconcile his use of tiolet paper with his need for shade and oxygen.
  • Vocabulary: Resource, Conservation, Sustainability
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Notes and Chapter Review - Resource Conservation, Forestry
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


May 19 Environmental Issues - Atmosphere Conservation

  • Standards: Identify a critical resource and explain its significance and conservation issues
  • Learning Outcome(s): Reconcile his use of tiolet paper with his need for shade and oxygen.
  • Vocabulary: Resource, Conservation, Sustainability
  • Activities/Tasks:
  1. Class project - What is Dirt? Assigned groups manipulate specific experiments.
  2. Notes and Chapter Review - Resource Conservation, Forestry
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Environmental Science HW:


Mimas

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