Beruflich Dokumente
Kultur Dokumente
Title of Unit
Curriculum Area
Developed By
Environmental Science
Science
M Penarroyo
Grade Level
Time Frame
10th
1st semester
Use a computational representation of phenomena or design solutions to describe and/or support claims and/or explanations. (HS-ESS3-6)
Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students own investigations, models, theories,
simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so
in the future. (HS-ESS3-1)
Design or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and
tradeoff considerations. (HS-ESS3-4)
Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding
relevant factors (e.g. economic, societal, environmental, ethical considerations). (HS-ESS3-2)
Science investigations use diverse methods and do not always use the same set of procedures to obtain data (HS- ESS3-5)
New technologies advance scientific knowledge. (HS-ESS3-5)
CCSS:
RST.11-12.1
RST.11-12.2
RST.11-12.7
RST.11-12.8
WHST.912.2
Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author
makes and to any gaps or inconsistencies in the account. (HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-4),(HS-ESS3-5)
Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a
text by paraphrasing them in simpler but still accurate terms. (HS-ESS3-5)
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video,
multimedia) in order to address a question or solve a problem. (HS-ESS3-5)
Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and
corroborating or challenging conclusions with other sources of information. (HS-ESS3-2),(HS-ESS3-4)
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or
technical processes. (HS-ESS3-1)
Understandings
Overarching Understanding
Essential Questions
How does my action impact the environment? Do I really care?
How do environmental issues influence citizen decisions in their
daily lives?
Knowledge
Skills
To develop ways to protect their part of the world and come up with efficient solutions to different
environmental issues that we are facing in the 21st century.
Citizen scientist
School, community
Students are faced with different environmental issues that they need to confront and provide solutions.
Ecological Footprint project, PSA, Build-A- Biome, Dream Ecosystem Project
Your work will be judged by the accuracy of the information presented on the issue, the feasibility of the
proposed plan, and the quality of the presentation. You will be scored using different rubrics for each project.
Other Evidence
Experiments, lab reports, web quests, reflections, online research, etc
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)