|
A class web site can be a creative way of getting students excited about a subject, in this case the
broad concept is for you, the student to learn essential life skills and better environmental awareness regarding preservation through
science.
Class Components
The student will start with an exploration phase where he/she will be presented
with new concepts, issues and vocabulary, and be expected to interact, observe, experiment, and compare information with previous
knowledge.
The student will follow this phase with a concept introduction phase in which he/she will name local environmental
issues from a scientific point of view through active interaction with teacher and peers.
The student will move on to the
concept application phase by writing a research paper in which he/she will explain, and apply the new knowledge acquired and
by presenting possible solutions to environmental issues from an active and personal point of view.
Lesson Title: Learning How to Effectively Interact with your Environment.
Unit Grade level: 9-12
Specific
Grade Level: 10
Subject Area: Science
Behavioral Objectives
The student will be able to demonstrate knowledge of positive and negative use of
natural resources.
The student will be able to locate and recognize local environmental problems.
The student will be
able to apply strategies to correct and/or prevent further resource depletion due to improper or excessive use.
The student
will show understanding of lifelong measures that can be taken to restore the environmental support system at risk in our
community.
Reminder: All classes, materials, experiments, and tests are geared toward fullfilling the Sunshine
State Standards related to the lessons as follows:
•Strand: How Living
Things Interact with Their Environment.
•Standard: The
student understands the consequences of using limited natural resources. (SC.G.2.4).
Benchmarks:
SC.G.2.4.2. Knows that changes in a component of an ecosystem will have unpredictable effects on the entire system but that the components of a system tend to react in a way that will restore the ecosystem to its original condition.
SC.G.2.4.5. Understands that the amount of life any environment can support is limited and that human activities can change the flow of energy and reduce the fertility of the Earth.
SC.G.2.4.6. Know the ways in which humans today are placing their environmental support system at risk (e.g., rapid human population growth, environmental degradation, and resource depletion.
|
 |
|
Florida’s Comprehensive Assessment Test Integration (FCAT)
This unit
integrates Life and Environmental Sciences with one of the four FCAT Science content sections to be tested, scored, and reported
in relation with appropriate test level.
Instructional Materials
Glencoe McGraw
Hill
Enger, Smith
Environmental Science: A Study of Inter-
relationships,
7th edition, 2000
Essential Study Partner
Field and Laboratory Activities Manual
Useful Websites
What will you be learning from this unit?
Description and Unit Introduction
This unit will present the student with
the opportunity and challenge of being able to distinguished between need and excessive use of environmental resources through
conscious observation and research identifying fossil fuels and how we depend on them, air and water pollution and contamination,
erosion, overpopulation issues and other concerns. The student will assess how human activities affect our ecosystem, proposing
alternatives and/or solutions to resource depletion and environmental degradation focusing on local issues.
|
|
|
|
What is expected from each student?(Class Procedures)
•The
student will show previous knowledge through a pretest and group discussion.
•The
student will learn through observation of the environment and by using the textbook
and related sources, by researching internet resources, and by sharing personal experiences
with peers.
•Weekly quizzes will be given to assess the need for instruction modification and level of mastery reach by the student.
•The student will write a research project including a weekly log of observations and comments, and will give an oral presentation.
•The student will take an active role in local environmental issues resolution.
•The student will be tested through a comprehensive unit test.
Nine week Summary
•The student will learn,
understand and apply knowledge and understanding of the challenges to maintain and
restore our ecosystem.
•The student will take
an active role in daily discussions, and will learn through a hands on system.
•The student will be
tested in ways that will allow he/she to gain new test taking skills and polish other
much needed skills.
•The student will acquire
knowledge in compliance with the Florida Department of Education Standards and in
preparation for the FCAT Science division.
•The student is expected
to learn lifelong skills on environmental preservation.
•
Reinforced Activities
The student should be presented with local environmental problems,
emphasizing how they affect and impact each individual, focusing on which local institutions (government and private) can
be use to solve this issues.
The student should be given a wider view on how science and each person contributes and will
affect the future.
The teacher will reinforce viewing the science material taught as more than test required knowledge;
focus on possible applications beyond the classroom and school should be presented.
The student should find and share opportunities
to actively try to solve environmental issues in the community as a vital member of society.
MAKING THE GRADE-Assessment
•The student most past a pretest with an average of 75% before teaching level can be establish.
•The student most understand the questioning techniques used in the classroom and learn to apply them.
•The student must take and pass weekly oral or written quizzes containing 10 questions on average.
•The student will make bi-weekly (well organized and though through) entries in a personal log/diary as homework.
•The student will present a research project including a log, combined with an oral presentation which will be rated by the teacher and her/his peers in preparation for the unit test (50% of the grade will be given for proper outline and project development, 50% for oral presentation).
•Depending on mastery shown by students during project presentations and final discussion, re-teaching will be implemented.
•The student will take a 30 min. unit test containing
25 multiple-choice questions, gridded-response questions and performance
tasks (This test formats will help the student prepare for the FCAT
Science Test).
In Summary
•The student will learn,
understand and apply knowledge and understanding of the challenges to maintain and
restore our ecosystem.
•The student will take
an active role in daily discussions, and will learn through a hands on system.
•The student will be
tested in ways that will allow he/she to gain new test taking skills and polish other
much needed skills.
•The student will acquire
knowledge in compliance with the Florida Department of Education Standards and in
preparation for the FCAT Science division.
•The student is expected
to learn lifelong skills on environmental preservation.
•
|
|
|
|
|
