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  • CURRICULUM GUIDE

    Living environment

    Curriculum

    June 2005 Department of Curriculum and Instruction

    GREECE CENTRAL SCHOOL DISTRICT

  • Greece Central School District

    2004-2005 BOARD OF EDUCATION

    Mr. Gerald D. Phelan ,President Mr. Kenneth J. Walsh, Vice President

    Mr. William Grason, Jr. Ms. Karen A. Hoffman

    Mr. George Hubbard Mr. Robert L. Mueller

    Mr. Eric C. Peterson Mr. William Russell

    Dr. Steven L. Walts

    Superintendent of Schools

    Dr. Margaret Keller-Cogan Deputy Superintendent, Division of Student Learning and Accountability

    SUPERINTENDENT’S STAFF

    Mr. William DiCicco

    Assistant Superintendent, Department of Finance and Support

    Mr. Keith Imon Assistant Superintendent, Department of Communication and Technology

    Mr. Keith Johnson Assistant Superintendent, Department of Human Resources and Staff Relations

    Mr. Donald Nadolinski Superintendent’s Designee, Office of Student Services

  • 6/10/05

    Department of Curriculum and Instruction

    Dr. Margaret Keller-Cogan Deputy Superintendent

    Ms. Cherie Bikowsky

    Coordinator, Special Education

    Ms. Diane Boni Coordinator, English Language Arts

    Ms. Lisa Buckshaw

    Director, Math and Science

    Dr. Joan Graham Coordinator, Program Evaluation

    Ms. Anne Granger

    Coordinator, Bridges Program

    Ms. Deborah Hoeft Director, Special Education

    Ms. Deborah Leh

    Director, Career Studies and Occupational Studies

    Ms. Jane Lehman-O'Brian Coordinator, Library and Research

    Mr. Tom Mariano Coordinator, Math

    Mr. Christopher Miller

    Coordinator, Social Studies

    Ms. Ann Mitchell Director, Professional Development

    Ms. Lesli Myers

    Coordinator, Student Support and Enrichment

    Ms. Melissa Pacelli Coordinator, Visual Arts

    Ms. Kathleen Pagano-Fuller

    Director, English Language Arts and Elementary Support

    Ms. Amy Peritsky

    Coordinator, Community Education

    Ms. Deserie Richmond TOSA, Special Education

    Ms. Janine Sadki

    Coordinator, World Languages

    Dr. A. Louise Trucks Director, The Arts

    Ms. Bev Ziegler

    Director, Physical Education, Health and Wellness

  • 4

    Attributes of an Exemplary Science Program

    1. The standards-based science program must ensure equity and excellence for all

    students. 2. It is essential that the science program focus on understanding important

    relationships, processes, mechanisms, and applications of concepts that connect mathematics, science and technology.

    3. The science program must emphasize a hands-on and minds-on approach to

    learning. Experiences must provide students with opportunities to interact with the natural world in order to construct explanations about their world.

    4. The science program must emphasize the skills necessary to allow students to

    construct and test their proposed explanations of natural phenomena by using the conventional techniques and procedures of scientists.

    5. The science program must provide students with the opportunity to dialog and

    debate current scientific issues related to the course of study. 6. The science program must provide opportunities for students to make connections

    between their prior knowledge and past experiences to the new information being taught. Student learning needs to be built upon prior knowledge.

    7. The science program must incorporate laboratory investigations that allow

    students to use scientific inquiry to develop explanations of natural phenomena. These skills must include, but are not limited to, interpreting, analyzing, evaluating, synthesizing, applying, and creating as learners actively construct their understanding.

    8. The science program must assess students’ ability to explain, analyze, and

    interpret scientific processes and their phenomena and the student performance data generated by theses assessments must be used to focus instructional strategies to meet the needs of all students.

    9. The science program must be responsive to the demands of the 21st century by

    providing learning opportunities for students to apply the knowledge and thinking skills of mathematics, science and technology to address real- life problems and make informed decisions.

  • 5

    UNIT/LEVEL: Ecology ENDURING UNDERSTANDING: Plants and animals depend on each other and their physical environment. ESSENTIAL QUESTIONS: Why do we need the ____________________? (Insert the name of a critter that the student dislikes, or use Spotted Owl, or any other endangered species.) STANDARDS: New York State (NYS) Mathematics, Science and Technology (MST) Living Environment Learning Standards 1, 4 and Appendix A DESIRED PERFORMANCE Demonstratable Knowledge: Stringy Web Each student in the class should receive a sign to hang around their neck which represents an organism within an ecosystem. One student’s sign should be “sun”. Have different diameters of rope, twine, yarn, string which will represent decreasing amounts of energy as you travel up the food chain. Have the students create a web the represents energy flow. What happens if there is an introduced species? What effect does extinction of one organism have on the rest of the ecosystem? Play out many different scenarios to help

    NYS MST PERFORMANCE INDICATORS THAT RELATE TO THE LIVING ENVIRONMENT CURRICULUM Students will know and be able to: MST Standard 4: The Living Environment Key Idea 6: Plants and animals depend on each other and their physical environment. The fundamental concept of ecology is that living organisms interact with and are dependent on their environment and each other. These interactions result in a flow of energy and a cycling of materials tha t are essential for life. Competition can occur between members of different species for an ecological niche. Competition can also occur within species. Competition may be for abiotic resources, such as space, water, air, and shelter, and for biotic resources such as food and mates. Students should be familiar with the concept of food chains and webs.

    Department of Curriculum and Instruction Living Environment: Ecology Unit

    Curriculum Document

  • 6

    the students understand how plants and animals depend on each other and how important preserving diversity of species is within an ecosystem. Field trip/ project: Students investigate an environmental site, including sampling, identification using keys, abiotic & biotic factors, food webs, etc. Water sampling project Ecological relationship activities- to show symbiotic relationships (gall lab, termite symbiosis lab) Food Preference of Slugs (CIBT) Students design their own lab in this investigation. The different components of a controlled experiment (control, independent and dependent variables, sample size) are introduced. How scientists know information regarding an organism’s niche within an ecosystem is explored. Kaibab Deer Lab This lab takes a historic look at the fluctuations within the Kaibab Deer population. Concepts such as carrying capacity, predator/prey relationships, limiting factors and human impact on the environment are all explored. Diversity in a Drop Lab In this lab students will explore factors that limit growth of individuals and populations. Obtain water samples for the class. Students will use a microscope to locate and draw organisms found in the water. A dichotomous key could be

    Performance Indicator 6.1 Explain factors that limit growth of individuals and populations. Major Understandings: 6.1a Energy flows through ecosystems in one direction, typically from the Sun, through photosynthetic organisms including green plants and algae, to herbivores to carnivores and decomposers. 6.1b The atoms and molecules on the Earth cycle among the living and nonliving components of the biosphere. For example, carbon dioxide and water molecules used in photosynthesis to form energy-rich organic compounds are returned to the environment when the energy in these compounds is eventually released by cells. Continual input of energy from sunlight keeps the process going. This concept may be illustrated with an energy pyramid. 6.1c The chemical elements, such as carbon, hydrogen, nitrogen and oxygen, that make up the molecules of living things pass through food webs and are combined and recombined in different ways. At each link in a food web, some energy is stored in newly made structures but much is dissipated into the environment as heat. 6.1d The number of organisms any habitat can support (carrying capacity) is limited by the available energy, water, oxygen and minerals, and by the ability of ecosystems to recycle the residue of dead organisms through the activities of bacteria and fungi. 6.1e In any particular environment, the growth and survival of organisms depends on the physical conditions including light intensity, temperature range, mineral availability, soil/rock type, and relative acidity (pH). 6.1f Living organisms have the capacity to produce populations of unlimited size, but environments and resources are finite. This has profound effects on the interactions among organisms. 6.1g Relationships between organisms may be negative, neutral, or pos

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