Environmental Science Curriculum Map

Charlie Cunningham

Course Title: Environmental Science Curriculum Map Grade Level: 10

Standards Benchmarks ESLOs Language Functions

Thai Standards Thai Benchmarks Strategic Learners Describing

SC2.2.1. Analyze causes of the Innovative Thinkers Explaining
SC1.1 Understanding basic units of living environment and natural resources Articulate Communicators Identifying
things; relationship between structures problems at local, national and global Altruistic Global Citizens Evaluating
and functions of living things, which levels. Leaders for the Future Analyzing
are interlinked; investigative process for Directive
seeking knowledge; ability to SC2.2.2. Discuss about guidelines for Reporting
communicate acquired knowledge that preventing and solving the environment Persuade
could be applied to ones life and care for and natural resources problems. Expressive
living things. Making decision
SC2.2.3. Plan and observe, preserve and
SC1.2 Understanding of process and develop the environment and natural
importance of genetic transmission; resources.
evolution of living things; biodiversity;
application of biotechnology affecting SC8.1.9. Apply the results obtained from
humans and the environment; the exploration and the verification, in
investigative process for seeking regard to the methodology and the bodies
knowledge and scientific mind; of knowledge, pose new questions, and
communicating knowledge that could be apply results to problem-solving to new
applied for useful purposes situations and to real life.

SC2.1 Understanding of local SC.8.1.10. Realize the important of the

environment; relationship between the
environment and living things;
relationship between living things in the
eco-system; investigative process for
seeking knowledge and scientific mind;
and communicating acquired knowledge
that could be applied for useful purposes
SC2.2 Appreciating the importance of
natural resources; utilization of natural
need to participate and to be responsible
for explanation, agreeing on views and
drawing the conclusions about the results
of scientific learning presented to the
public.
SC.8.1.11. Record and logically explain
the results of the exploration and the
verification; use evidence for reference or
conduct additional research in order to find

resources at local, national and global
levels; and application of knowledge for
management of natural resources and
local environment on a sustainable basis
SC5.1 Understanding of relationship
between energy and life; energy
transformation; interrelationship
between substances and energy; effects
of energy utilization on life and the
environment; investigative process for
seeking knowledge; and communication
of acquired knowledge that could be
applied for useful purposes
SC6.1 Understanding of various
processes on the Earths surface and
inside the Earth; relationship between
various processes causing changes in
climate, topography and form of the
Earth; investigative process for seeking
knowledge and scientific mind; and
communication of acquired knowledge
that could be applied for useful purposes
SC8.1 Application of scientific process
and scientific mind in investigation for
seeking knowledge and problem-solving;
knowing that most natural phenomena
assume definite patterns that are
explainable and verifiable within
limitations of data and instruments
available during particular periods of
time; and understanding that science,
technology, society and the environment
are interrelated
Environmental Science Curriculum Map
Charlie Cunningham
reliable evidence and accept the new
knowledge according to new and
additional data and eye-witnesses.
California Benchmarks
BI6.a. Students know biodiversity is the
sum total of different kinds of organisms
and is affected by alterations of habitats.
BI6.b Students know how to analyze
changes in an ecosystem resulting from
changes in climate, hum man activity,
introduction of nonnative species, or
changes in population size.
BI6.f. Students know at each link in a food
web some energy is stored in newly made
structures but much energy is dissipated
into the environment as heat. This
dissipation may be represented in an
energy pyramid.
ES3. a. Students know features of the
ocean floor (magnetic patterns, age, and
sea-floor topography) provide evidence of
plate tectonics.
ES3.b. Students know the principal
structures that form at the three different
kinds of plate boundaries.
ES3.c. Students know how to explain the
properties of rocks based on the physical
and chemical conditions in which they
formed, including plate tectonic processes.

California Standards
BI6. Stability in an ecosystem is a balance
between competing effects
ES3. Plate tectonics operating over
geologic time has changed the patterns of
land, sea, and mountains on Earths surface
ES4. Energy enters the Earth primarily as
solar radiation and eventually escapes as
heat
ES5. Heating of Earths surface and
atmosphere drives convection within the
atmosphere and oceans, producing winds
and ocean currents
ES6. Climate is the long-term average of a
regions weather and depends on many
factors
ES7. Each element on Earth moves among
reservoirs, which exist in the solid earth, in
oceans, in the atmosphere, and within and
among organisms as part of
biogeochemical cycles
ES8. Life has changed Earths atmosphere,
and changes in the atmosphere affect
conditions for life
COMMON CORE READING
STANDARDS FOR LITERACY IN
SCIENCE AND TECHNICAL
SUBJECTS (RST)
RST.9-10.1 Cite specific textual
Environmental Science Curriculum Map
Charlie Cunningham
ES.4.a. Students know the relative amount
of incoming solar energy compared with
Earths internal energy and the energy used
by society.
ES4.b. Students know the fate of incoming
solar radiation in terms of reflection,
absorption, and photosynthesis.
ES4.c. Students know the different
atmospheric gases that absorb the Earths
thermal radiation and the mechanism and
significance of the greenhouse effect.
ES.5.e.Students know rain forests and
deserts on Earth are distributed in bands at
specific latitudes.
ES.5.f. Students know the interaction of
wind patterns, ocean currents, and
mountain ranges results in the global
pattern of latitudinal bands of rain forests
and deserts.
ES.6 a. Students know weather (in the
short run) and climate (in the long run)
involve the transfer of energy into and out
of the atmosphere.
ES.6.d. Students know how computer
models are used to predict the effects of
the increase in greenhouse gases on
climate for the planet as a whole and for
specific regions.
ES.7.b.Students know the global carbon
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Charlie Cunningham

evidence to support analysis of science and cycle: the different physical and chemical
technical texts, attending to the precise forms of carbon in the atmosphere, oceans,
details of explanations or descriptions. biomass, fossil fuels, and the movement of
RST.9-10.2 Determine the central carbon among these reservoirs.
ideas or conclusions of a text; trace the
ES.8.b. Students know how the
texts explanation or depiction of a composition of Earths atmosphere has
complex process, phenomenon, or concept; evolved over geologic time and know the
provide an accurate summary of the text. effect of outgassing, the variations of
RST.9-10.3 Follow precisely a carbon dioxide concentration, and the
complex multistep procedure when origin of atmospheric oxygen.
carrying out experiments, taking
measurements, or performing technical ES.8.c. Students know the location of the
ozone layer in the upper atmosphere, its
tasks, attending to special cases or
role in absorbing ultraviolet radiation, and
exceptions defined in the text. the way in which this layer varies both
RST.9-10.8 Assess the extent to naturally and in response to human
which the reasoning and evidence in a text activities.
support the authors claim or a
recommendation for solving a scientific or
technical problem.
RST.11-12.7 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.

COMMON CORE WRITING

STANDARDS FOR LITERACY IN
HISTORY/SOCIAL STUDIES, SCIENCE,
AND TECHNICAL SUBJECTS (WHST)
WHST.9-10.2 Write
informative/explanatory texts, including
the narration of historical events, scientific
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Charlie Cunningham

procedures/experiments, or technical
processes.
WHST.9-10.3 Produce clear and
coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.

WHST.9-10.8 Gather relevant

information from multiple authoritative
print and digital sources (primary and
secondary), using advanced searches
effectively; assess the usefulness of each
source in answering the research question;
integrate information into the text
selectively to maintain the flow of ideas,
avoiding plagiarism and following a
standard format for citation.

WHST.9-10.9 Draw evidence from

informational texts to support analysis,
reflection, and research.
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Charlie Cunningham

Understanding by Design:
Step 1: Identify learning outcomes
Step 2: Determine acceptable evidence of learning
Step 3: Plan learning experiences and instruction
Unit Title Duration Essential Essential Question Content/Skills Culminating Resources
Understanding Assessment
Geology and 7 weeks The rock cycle What is the importance In groups of 4-5, students will https://www.youtube.com/
Energy consists of three of the rock cycle? Reading science texts with complete a rock identification lab watch?v=FKCS1DvORug
types of rocks, understanding of the three major types of rocks.
which are Why are minerals teacherspayteachers.com
continuously mined from the land? In groups of 4-5, students will
transformed from create a rock cycle poster or model Miller, G., & Spoolman,
one rock type to What are the effects of demonstrating understanding of the S. (2013). Environmental
another. mining minerals from Critical thinking science (14th ed.).
rock cycle
the land? Belmont, California:
The land contains In groups of 4-5, students will Brooks/Cole, Cengage
may valuable Why is using fossil create their own crystals. Students Learning.
minerals, which are fuels as the main source Performing scientific will keep a journal of observations.
mined by humans. of energy becoming a experimentation Students will include a hypothesis. Volz, D., & DeMoss, G.
The mining of problem? (2007). Investigating
minerals creates In pairs, students will research the environmental science
wastes, which can Why are new effects of mining minerals on land through inquiry:
create alternative fuels being or in the ocean. Students will take a Environmental science
Using stereo and compound
environmental researched? stance and back up their opinion investigations using
microscopes
issues for plants and with credible sources. Students will Vernier sensors.
animals in What is climate change create a 5 minute oral presentation Beaverton, Oregon:
surrounding areas. and why does it matter? detailing their stance and their Vernier Software &
sources to try to convince the Technology.
Fossil fuels are a Using scientific evidence to
audience we should or should not
non-renewable support conclusions
continue mining minerals.
resources, which
pollute the
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Charlie Cunningham

environment and In pairs, students will research the

will eventually run pros and cons of alternative energy
out. sources. Students will take a stance
Creating expression of and back up their opinion with
Fossil fuels are credible sources. Students will
understanding orally, in
currently the main create a 5 minute oral presentation
drawings and in writing
source of energy. detailing their stance and their
sources to try to convince the
Alternative fuels are
audience whether we should use that
being investigated to
replace using fossils Visualizing difficult scientific alternative resource or continue
fuels as the main concept. using fossil fuels.
source of energy.

Climate change is
the change of Key features of the earth that
weather patterns influence climate, weather,
over a long period and the water cycle
of time.

How geological processes

and usage of fossil fuels are
contributing to climate
change

Alternative energy sources

are being investigated by
scientists to reduce
environmental impact
Environmental Science Curriculum Map
Charlie Cunningham

Origin and the age of the

earth

How to use mineral resources

more sustainably.

The advantages and

disadvantages of using fossil
fuels, nuclear power,
renewable energy resources.

How to compare and contrast

the advantages and
disadvantages of using
various types of energy
resources.

How the earths rocks

recycled.
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Charlie Cunningham

Ecology 9 weeks Organisms interact How do organisms Student will analyze a proposal to Teacherspayteachers.com
with each other and interact with the Reading science texts with create an artificial ecosystem for
their environment, environment and each understanding penguins in a farmland wildlife Biologybottle.com
forming an other? preserve. If the proposal is not
ecosystem. possible, students will create a https://www.learner.org/co
Why are there many counterproposal. Students will urses/envsci/interactives/e
Earth has many types of ecosystems? design a wildlife preserve, detailing cology/ecology.html
different types of Critical thinking
the food chain for each animal in the https://www.learner.org/co
ecosystem. How does energy flow
preserve. urses/envsci/interactives/e
in an ecosystem?
Energy flows Students will be given a short article cology/ecology.html?
through an What is a biome? Performing scientific to read and analyze on the salmons initLesson=
ecosystem via a experimentation impact on its ecosystem.
food chain or food Miller, G., & Spoolman,
web. Students will create an Eco Column. S. (2013). Environmental
Students will analyze their tiny science (14th ed.).
Some nutrients are Belmont, California:
Using stereo and compound ecosystem and create an oral
recycled back into Brooks/Cole, Cengage
microscopes presentation on the flow of energy
the ecosystem Learning.
through their ecosystem.
through
decomposition. Students will complete an online Volz, D., & DeMoss, G.
(2007). Investigating
Ecology Lab which explores
Biomes are a Using scientific evidence to environmental science
concepts of producers/consumers,
community of plants support conclusions through inquiry:
keystone predator, and food webs. Environmental science
and animals.
Individually, students will be given a investigations using
Vernier sensors.
biome. Students will imagine an
Beaverton, Oregon:
Creating expression of alien that can evolve quickly has
Vernier Software &
understanding orally, in crash landed in this biome. The Technology.
drawings and in writing students will be given a detailed
explanation of initial appearance of
the aliens. Students will have to
discuss how the alien will adapt to
Visualizing difficult scientific their new environment. Students will
concept. create a poster detailing how the
alien has changed and why. Students
 Environmental Science Curriculum Map
Charlie Cunningham

will present to the class.

In groups of 4-5, students will

research a biome and create a
How biotic and abiotic
documentary on the natural types
interact with each other to
of plants and animals that occur in
form an ecosystem
the biome.

How energy flows in an

ecosystem

What factors limits the

growth of populations

How climate affect the nature

and location of biomes

Science vocabularies

Introduction to 6 weeks Biodiversity is How can biodiversity In groups of 4-5, students will http://www.ted.com/talks/
Biodiversity and extremely be sustained and Reading science texts with describe three major threats to e_o_wilson_on_saving_lif
Discussion of important. wildlife protected? biodiversity. At least one of these e_on_earth
Sustaining threats must be a new threat not
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Charlie Cunningham

Biodiversity Each year many What are the main described in class. Students will Teacherpayteachers.com
Approaches species in the world threats to biodiversity understanding create solutions to these threats.
are becoming loss? Miller, G., & Spoolman,
extinct due to In groups of 4-5, students will S. (2013). Environmental
human actions, What would happen if create a poster that compare and science (14th ed.).
which decreases the rates of extinction contrast sustaining biodiversity via Belmont, California:
biodiversity. continue to increase? Critical thinking the species approach versus the Brooks/Cole, Cengage
ecosystem approach Learning.
There are several
approaches to Students will watch Saving Life on Volz, D., & DeMoss, G.
decrease the rates of Performing scientific Earth TED Talks by E.O. Wilson. (2007). Investigating
extinction so experimentation Students will answer watching environmental science
biodiversity is guide questions. Students will through inquiry:
maintained. discuss after. Environmental science
investigations using
In groups of 4-5, students will Vernier sensors.
Using stereo and compound
research a keystone specie and its Beaverton, Oregon:
microscopes
impact on the environment/ Vernier Software &
biodiversity in an ecosystem. Technology.
Students will create a hypothesis of
what would occur if that species
Using scientific evidence to
became extinct. Students will use
support conclusions
research to determine if hypothesis
were correct. Students will create
an infographic and present an
orally to the class.
Creating expression of
understanding orally, in
drawings and in writing

Visualizing difficult scientific

concept.
 Environmental Science Curriculum Map
Charlie Cunningham

Darwins theory of evolution

What is biodiversity and why

is biodiversity important

How speciation, extinction,

and human activities affect
biodiversity

Science vocabularies
Sustaining 6 weeks What are the main In pairs, students will complete Miller, G., & Spoolman,
Resources and Industrial natural resources used Reading science texts with experiments in the lab to test various S. (2013). Environmental
Environmental agriculture, although by human? understanding soil, air, and water samples for science (14th ed.).
Quality being important part pesticides using test strip paper. Belmont, California:
of the economy, has What are the factors Students will be asked to bring in Brooks/Cole, Cengage
degraded the that are threatening samples to test. Learning.
environment environmental quality?
Critical thinking Volz, D., & DeMoss, G.
tremendously. In pairs, students will examine
Will we have enough damaged animal and plant cells (2007). Investigating
usable clean water in under microscope. environmental science
the future? through inquiry:
Performing scientific In pairs, students will examine Environmental science
Water management How can we sustain investigations using
experimentation polluted water samples under
is needed. remaining resources and Vernier sensors.
microscope. Students will bring
improve environmental water samples and make wet mounts Beaverton, Oregon:
quality? to compare the slides of water Vernier Software &
Technology.
Using stereo and compound
 Environmental Science Curriculum Map
Charlie Cunningham

How long will supplies pollutes with the water samples.

No energy of nonrenewable microscopes
mineral resources last? In pairs, students will examine air
utilization will come
without a cost. pollution particles and allergens
What is energy and why under microscope.
is it important?
Using scientific evidence to
What can we do to slow support conclusions
Urbanization by projected climate
human has cause disruptions.
many environmental
problems. Creating expression of
understanding orally, in
drawings and in writing

Energy efficiency is
an important energy
resource. Visualizing difficult scientific
concept

Environmental
problems create Scientific vocabulary
various health
hazards to humans.

How have the environment

been affected by human
actions during the past
century

How we can produce food

 Environmental Science Curriculum Map
Charlie Cunningham

more sustainably.

Not all usable freshwater and

food is distributed evenly on
earth.

How to use water more

sustainably.

There are many types of

pollution that are caused by
humans.

Factors that are causing

climate disruptions.

Humans and the 8 weeks There are many In pairs or groups of three, students Teacherspayteachers.com
Environment environmental What are the three Reading science texts with will read a short article about the
problems nowadays. principles of understanding environment vs economy. Students http://www.ted.com/talks/j
sustainability? will discuss different conflicts ane_goodall_at_tedglobal
Humanity relies on between preserving the environment _07
energy resources and keeping the economy stable.
from the sun and on Volz, D., & DeMoss, G.
natural resources Critical thinking (2007). Investigating
Students will watch How Humans
from the earth. How are our ecological environmental science
and Animals can live together TED
footprints affecting the
 Environmental Science Curriculum Map
Charlie Cunningham

Talks by Jane Goodall and complete through inquiry:

Human impacts on earth? a watching guide. Students will Environmental science
the environment. discuss the video as a class investigations using
afterwards. Vernier sensors.
Performing scientific
There is a necessity Beaverton, Oregon:
experimentation
to save the In groups of 4-5, students will Vernier Software &
environment. Why do we have design an environmentally friendly Technology.
environmental
house. Students will draw the house.
There is always an problems?
Students will describe the different
on-going dispute Using stereo and compound features of house and why those
regarding microscopes
features will decrease environmental
environmental impact.
policies from What is an
various concerned environmentally In groups of 4-5, students will create
parties. sustainable society? Using scientific evidence to informational pamphlet about the
support conclusions dangers of an environmental hazard
It is difficult for an or human health risk. Students will
environmental present their pamphlet to the class.
policy aiming
Why is it difficult to
towards a Individually, students will
persuade authorities to Creating expression of
sustainable future to investigate environmental protection
practice and/or understanding orally, in
be endorsed. legislation. Students will pick an
implement drawings and in writing
sustainability laws or endangered species and research
acts? legislation around the legal
protection of endangered species.
Students will write a 3-5 page
Visualizing difficult scientific
research paper on the subject with
concept
How economics, credible sources. Students must
politics, and discuss the challenges of passing
worldviews have and enforcing the legislation to
influenced how protect their chosen endangered
environmental laws are Scientific vocabulary animals.
written.

Environmental science is a
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Charlie Cunningham

study of connections in
nature.
Can sustainability
revolution be a reality?

The three principles of

sustainability.

Key components of
sustainability.

Humans are responsible for

causing environmental
degradation/natural capital
degradation.

The definition of
environmentally sustainable
society.

Some of the major

environmental problems both
of global and local scales.
Environmental Science Curriculum Map
Charlie Cunningham