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Schools 2017
CURRICULUM MAP WITH SCOPE AND SEQUENCE

Course: Environmental Science Subject Area: Science Grade Level: 9-12

Unit 1: September -Nov Unit 2: Nov - Jan Unit 3: Feb - April

Ecosystems and Water Weather and Climate Energy resources and the Environment
Enduring 1. Ecosystems have carrying 1. Cyclical changes in the shape of 1. All forms of energy production
Understandings capacities, which are limits to the Earth’s orbit around the sun, and other resource extraction
numbers of organisms and together with changes in the have associated economic,
populations they can support. orientation of the planet’s axis of social, environmental, and
These limits result from such rotation, both occurring over tens geopolitical costs and risks as
factors as the availability of living to hundreds of thousands of well as benefits. New
and nonliving resources and from years, have altered the intensity technologies and social
such challenges such as predation, and distribution of sunlight falling regulations can change the
competition, and disease. on Earth. These phenomena cause balance of these factors.
Organisms would have the cycles of ice ages and other 2. When evaluating solutions, it is
capacity to produce populations of gradual climate changes. (HS- important to take into account a
great size were it not for the fact ESS1.B) range of constraints, including
that environments and resources 2. The geological record shows that cost, safety, reliability, and
are finite. This fundamental changes to global and regional aesthetics, and to consider
tension affects the abundance climate can be caused by social, cultural, and
(number of individuals) of species interactions among changes in the environmental impacts.
in any given ecosystem. (HS-LS2- sun’s energy output or Earth’s
1),(HS-LS2-2) orbit, tectonic events, ocean
2. A complex set of interactions circulation, volcanic activity,
within an ecosystem can keep its glaciers, vegetation, and human
numbers and types of organisms activities. These changes can occur
relatively constant over long on a variety of time scales from
periods of time under stable sudden (e.g., volcanic ash clouds)
conditions. If a modest biological to intermediate (ice ages) to very
or physical change occurs, it could long-term tectonic cycles. (HS-
return to its original status, ESS2.A)
therefore the ecosystem is 3. The foundation for Earth’s global
resilient. Extreme fluctuations in climate system is the
conditions or size of any electromagnetic radiation from
population can challenge the the sun as well as its reflection,
functionality of the ecosystem in absorption, storage, and
terms of resources and habitat. redistribution among the
 (HS-LS2-2, HS-LS2-6) atmosphere, ocean, and land
3. Anthropogenic changes (caused by systems and this energy’s re-
human activity) in the radiation into space. (HS-ESS2-4)
environment can disrupt an 4. Though the magnitudes of
ecosystem and threaten the humans’ impacts are greater than
survival of some species. they have ever been, so too are
(HS-LS2-7) humans’ abilities to model,
predict, and manage current and
future impacts. (HS-ESS3-5)


Essential Questions 1. How and why do organisms 1. How does the flow of energy 1. Where/ how are fossil fuels
interact with their environment result in climate change? extracted for energy use?
and what are the effects of these 2. Which energy types are more
interactions? 2. What are the social and economic sustainable, renewable,
impacts of climate change? nonrenewable?
2. How can human activity impact 3. What are the potential uses and
ecosystems positively and 3. How has climate changed over limitations of renewable energy
negatively? time on our planet? uses and/or non-renewable
energy uses?
4. How does the extraction of
energy sources affect the
abundance or scarcity of natural
resources (i.e. water)

Content Knowledge 1. Small changes in a variety of 1. Identify how global patterns of 1. All forms of energy production
environmental components will atmospheric movement influence and other resource extraction
have a lasting impact on regional weather and climate. have associated economic,
ecosystems (both biotic and 2. Explain how human activities may social, environmental, and
abiotic). affect local, regional, and global geopolitical costs and risks as
2. Relate an account of a small environments. well as benefits. New
change in an ecosystem that has 3. Analyze data using computational technologies and social
had grand consequences in a the models in order to make valid and regulations can change the
long term. reliable scientific claims. balance of these factors.
3. Trace the stage of succession for a 2. When evaluating solutions, it is
local pond. important to take into account a
range of constraints, including
cost, safety, reliability, and
 aesthetics, and to consider
social, cultural, and
environmental impacts.

Major Skills 1. Students use appropriate and 1. Students use appropriate and 1. Analyze data using tools,
sufficient evidence and scientific sufficient evidence and scientific technologies, and/or models
reasoning to defend and critique reasoning to defend and critique (e.g., computational,
claims and explanations about the claims and explanations about the mathematical) in order to make
natural and designed world(s). natural and designed world(s). valid and reliable scientific
Arguments may also come from Arguments may also come from claims or determine an optimal
current scientific or historical current scientific or historical design solution. (HS- ESS2-2)
episodes in science. episodes in science. 2. Construct an oral and written
2. Evaluate the claims, evidence, 2. Evaluate the claims, evidence, argument or counter-arguments
and reasoning behind currently and reasoning behind currently based on data and evidence.
accepted explanations or solutions accepted explanations or solutions (HS-ESS2-7)
to determine the merits of to determine the merits of 3. Design, evaluate, and refine a
arguments. (HS-LS2-6) arguments. (HS-LS2-6) solution to a complex real-world
3. Construct explanations and 3. Construct explanations and problem, based on scientific
designs that are supported by designs that are supported by knowledge, student-generated
multiple and independent multiple and independent sources of evidence, prioritized
student- generated sources of student- generated sources of criteria, and tradeoff
evidence consistent with scientific evidence consistent with scientific considerations. (HS-ESS3-4.
ideas, principles, and theories. ideas, principles, and theories. Science and Engineering)
4. Design, evaluate, and refine a 4. Design, evaluate, and refine a
solution to a complex real-world solution to a complex real-world
problem, based on scientific problem, based on scientific
knowledge, student-generated knowledge, student-generated
sources of evidence, prioritized sources of evidence, prioritized
criteria, and tradeoff criteria, and tradeoff
considerations. (HS-LS2-7) considerations. (HS-LS2-7)

Performance Based PBL: Water Filter Challenge PBL: Hurricane Katrina PBL Research Projects: Wind turbine lab,
Assessments Carbon footprint challenge
Weekly Articles: Report on current events Weekly Articles: Report on current events
impacting the environment/ecology. Can impacting the environment/ecology. Can Weekly Articles: Report on current
include court cases, natural disasters, include court cases, natural disasters, events impacting the
international agreements, etc. international agreements, etc. environment/ecology. Can include court
cases, natural disasters, international
 Research Projects: Pond Water - Stages of agreements, etc.
succession


Digital Platforms Chromebooks Chromebooks Chromebooks
Web Quests Web Quests Web Quests
SmartBoard SmartBoard SmartBoard
Google Applications Google Applications Google Applications

Sources: Instructional • Chromebooks • Chromebooks • Chromebooks

Materials • Pens •
• Pencils •
• Paper •
• Anchor Charts •
• SMARTboard •
• Teacher Laptop •
• Curriculum Modifications •
Pens • Pens
Pencils • Pencils
Paper • Paper
Anchor Charts • Anchor Charts
SMARTboard • SMARTboard
Teacher Laptop • Teacher Laptop
Curriculum Modifications • Curriculum Modifications

NJSLS Standards HS-ETS1-1: Analyze a major global HS-ESS2-4- Use a model to describe how HS-ESS2-5. Plan and conduct an
challenge to specify qualitative and variations in the flow of energy into and investigation of the properties of water
quantitative criteria and constraints for out of Earth’s systems result in changes in and its effects on Earth materials and
solutions that account for societal needs climate. HS-ESS2-4- Construct scientific surface processes.
and wants. arguments using data to support claims HS-ESS2-1- Develop a model
HS-LS2-1: Use mathematical and/or that spatial and temporal patterns in to illustrate how Earth’s
computational representations to support weather and climate found around the internal and surface
explanations of factors that affect carrying Earth are created by complex global, processes operate at
capacity of ecosystems at different scales. regional, and local interactions involving different spatial and
HS-LS2-6: Evaluate claims, evidence, and sunlight, and all of the Earth's spheres. temporal scales to form
reasoning that the complex interactions in HS-ESS3-5- Analyze geoscience data and continental and ocean-floor
ecosystems maintain relatively consistent the results from global climate models to features.
numbers and types of organisms in stable make an evidence-based forecast of the
conditions, but changing conditions may current rate of global or regional climate HS-ESS2-2- Analyze geoscience data
result in a new ecosystem. change and associated future impacts to to make the claim that one change
HS-LS2-7: Design, evaluate and refine a Earth systems. HS-ESS2-6- Develop a to Earth's surface can create
solution for reducing the impacts of quantitative model to describe the cycling feedbacks that cause changes to
human activities on the environment and of carbon among the hydrosphere, other Earth systems.
biodiversity. atmosphere, geosphere, and biosphere as HS-ESS2-3- Develop a model based
on evidence of Earth’s interior to
Support Standards(Crosscutting it relates to our climate system. describe the cycling of matter by
Concepts): Support Standards(Crosscutting thermal convection.
HS-LS2-1: The significance of a Concepts): HS-ESS2-5 Plan and conduct an
phenomenon is dependent on the scale, HS-ESS2-4 Empirical evidence is required investigation of the properties of
proportion, and quantity at which it to differentiate between cause and water and its effects on Earth
occurs. correlation and make claims about specific materials and surface processes.
HS-LS2-6, HS-LS2-7: Much of science deals causes and effects. HS-ESS2-6- Develop a quantitative
with constructing explanations of how HS-ESS3-5 Change and rates of change can model to describe the cycling of
things change and how they remain be quantified and modeled over very short carbon among the hydrosphere,
stable. or very long periods of time. Some system atmosphere, geosphere, and
RI.9-10.2. Determine a central idea of a changes are irreversible. biosphere.
text and analyze how it is developed and HS-ESS2-7- Construct an argument
refined by specific details; provide an NJSLS - ELA based on evidence about the
objective summary of the text. RI.9-10.2. Determine a central idea of a simultaneous coevolution of Earth's
NJSLSA.W1. Write arguments to support text and analyze how it is developed and systems and life on Earth.
claims in an analysis of substantive topics refined by specific details; provide an
or texts, using valid reasoning and relevant objective summary of the text. Support Standards(Crosscutting
and sufficient evidence. NJSLSA.W1. Write arguments to support Concepts):
NJSLSA.W2. Write claims in an analysis of substantive topics HS-ESS2-4 Empirical evidence is required
informative/explanatory texts to examine or texts, using valid reasoning and relevant to differentiate between cause and
and convey complex ideas and and sufficient evidence. correlation and make claims about
information clearly and accurately through NJSLSA.W2. Write specific causes and effects.
the effective selection, organization, and informative/explanatory texts to examine HS-ESS3-5 Change and rates of change
analysis of content. and convey complex ideas and can be quantified and modeled over
W.9-10.7. Conduct short as well as more information clearly and accurately through very short or very long periods of
sustained research projects to answer a the effective selection, organization, and time. Some system changes are
question (including a self-generated analysis of content. irreversible.
question) or solve a problem; narrow or W.9-10.7. Conduct short as well as more
broaden the inquiry when appropriate; sustained research projects to answer a NJSLS - ELA
synthesize multiple sources on the question (including a self-generated RI.9-10.2. Determine a central idea of a
subject, demonstrating understanding of question) or solve a problem; narrow or text and analyze how it is developed and
the subject under investigation. broaden the inquiry when appropriate; refined by specific details; provide an
synthesize multiple sources on the objective summary of the text.
CRP Standards:
subject, demonstrating understanding of NJSLSA.W1. Write arguments to support
9.2.12.C.1 Review career goals and
the subject under investigation. claims in an analysis of substantive
determine steps necessary for attainment.
topics or texts, using valid reasoning and
9.2.12.C.3 Identify transferable career
relevant and sufficient evidence.
skills and design alternate career plans. CRP Standards:
NJSLSA.W2. Write
9.2.12.C.6 Investigate entrepreneurship 9.2.12.C.1 Review career goals and
informative/explanatory texts to
opportunities as options for career determine steps necessary for attainment. examine and convey complex ideas and
planning and identify the knowledge, 9.2.12.C.3 Identify transferable career information clearly and accurately
skills, abilities, and resources required for skills and design alternate career plans. through the effective selection,
owning and managing a business. 9.2.12.C.6 Investigate entrepreneurship organization, and analysis of content.
8.1.12.E.1 Produce a position statement opportunities as options for career W.9-10.7. Conduct short as well as
about a real world problem by developing planning and identify the knowledge, more sustained research projects to
a systematic plan of investigation with skills, abilities, and resources required for answer a question (including a self-
peers and experts synthesizing owning and managing a business. generated question) or solve a
information from multiple sources. 8.1.12.E.1 Produce a position statement problem; narrow or broaden the
8.1.12.E.2 Research and evaluate the about a real world problem by developing inquiry when appropriate; synthesize
impact on society of the unethical use of a systematic plan of investigation with multiple sources on the subject,
digital tools and present your research to peers and experts synthesizing demonstrating understanding of the
peers. information from multiple sources. subject under investigation.
8.1.12.E.2 Research and evaluate the
CRP1. Act as a responsible and impact on society of the unethical use of
CRP Standards:
contributing citizen and employee. digital tools and present your research to
9.2.12.C.1 Review career goals and
CRP5. Consider the environmental, social peers.
determine steps necessary for
and economic impacts of decisions. CRP1. Act as a responsible and
attainment.
CRP12. Work productively in teams while contributing citizen and employee.
9.2.12.C.3 Identify transferable career
using cultural global competence. CRP5. Consider the environmental, social
skills and design alternate career plans.
and economic impacts of decisions.
9.2.12.C.6 Investigate entrepreneurship
CRP12. Work productively in teams while
opportunities as options for career
using cultural global competence.
planning and identify the knowledge,

skills, abilities, and resources required

for owning and managing a business.
8.1.12.E.1 Produce a position statement
about a real world problem by
developing a systematic plan of
investigation with peers and experts
synthesizing information from multiple
sources.
8.1.12.E.2 Research and evaluate the
impact on society of the unethical use of
digital tools and present your research
to peers.
CRP1. Act as a responsible and
contributing citizen and employee.
CRP5. Consider the environmental,
 social and economic impacts of
decisions.
CRP12. Work productively in teams
while using cultural global competence.

Unit 4: April - June
Sustainability
Enduring 1. Current models predict that,
Understandings although future regional
climate changes will be
complex and varied, average
global temperatures will
continue to rise. The outcomes
predicted by global climate
models strongly depend on the
amounts of human- generated
greenhouse gases added to the
atmosphere each year and by
the ways in which these gases
are absorbed by the ocean and
biosphere.
Essential Questions 1. How do Earth's surface processes
and human activities affect each
other?
2. How can human activity impact
ecosystems positively and
negatively?

Content Knowledge 1. The sustainability of human
societies and the biodiversity that
supports them requires
responsible management of
 natural resources.
2. Scientists and engineers can
make major contributions by
developing technologies that
produce less pollution and waste
and that preclude ecosystem
degradation.

Major Skills 1. Empirical evidence is required
to differentiate between cause
and correlation and make claims
about specific causes and
effects.
2. When investigating or
describing a system, the
boundaries and initial
conditions of the system need
to be defined and their inputs
and outputs analyzed and
described using models.
3. New technologies can have deep
impacts on society and the
environment, including some
that were not anticipated.

Performance Based Examples should include climate
Assessments feedbacks, such as how an increase
in greenhouse gases causes a rise in
global temperatures that melts
glacial ice, which reduces the
amount of sunlight reflected from
Earth's surface, increasing surface
temperatures and further reducing
the amount of ice. Examples could
also be taken from other system
interactions, such as how the loss
of ground vegetation causes an
 increase in water runoff and soil
erosion; how dammed rivers
increase groundwater recharge,
decrease sediment transport, and
increase coastal erosion; or how
the loss of wetlands causes a
decrease in local humidity that
further reduces the wetland extent.

Schoolyard Habitat Project
The Cool School Challenge engages
students and teachers in practical
strategies to reduce carbon dioxide (CO2)
and other greenhouse gas emissions
school-wide.
Students challenge individual classrooms
to reduce their carbon emissions over a
set period of time, and utilize a carbon
calculator to evaluate progress.

Cool Schools Challenge Kit

Exit Slip
Teacher Observation
Digital Platforms Chromebooks
Web Quests
SmartBoard
Google Applications
Sources: Instructional • Chromebooks
Materials • Pens
• Pencils
• Paper
• Anchor Charts
• SMARTboard
• Teacher Laptop
 • Hard copy of read a-louds if necessary
• Curriculum Modifications

NJSLS Standards HS-ESS3-1- Construct an explanation

based on evidence for how the
availability of natural resources,
occurrence of natural hazards, and
changes in climate have influenced
human activity

HS-ESS3-2- Evaluate competing design

solutions for developing, managing, and
utilizing energy and mineral resources
based on cost-benefit ratios.
HS-ESS3-3- Create a computational
simulation to illustrate the relationships
among management of natural
resources, the sustainability of human
populations, and biodiversity.

HS-ESS3-4- Evaluate or refine a

technological solution that reduces
impacts of human activities on natural
systems.
HS-ESS3-6- Use a computational
representation to illustrate the
relationships among Earth systems and
how those relationships are being
modified due to human activity.

HS-ESS2-2- Analyze geoscience data to

make the claim that one change to Earth's
surface can create feedbacks that cause
changes to other Earth systems.
Support Standards(Crosscutting
Concepts):
HS-LS2-1: The significance of a
phenomenon is dependent on the scale,
proportion, and quantity at which it
occurs.
HS-LS2-6, HS-LS2-7: Much of science deals
with constructing explanations of how
things change and how they remain
stable.
RI.9-10.2. Determine a central idea of a
text and analyze how it is developed and
refined by specific details; provide an
objective summary of the text.
NJSLSA.W1. Write arguments to support
claims in an analysis of substantive topics
or texts, using valid reasoning and relevant
and sufficient evidence.
NJSLSA.W2. Write
informative/explanatory texts to examine
and convey complex ideas and
information clearly and accurately through
the effective selection, organization, and
analysis of content.
W.9-10.7. Conduct short as well as more
sustained research projects to answer a
question (including a self-generated
question) or solve a problem; narrow or
broaden the inquiry when appropriate;
synthesize multiple sources on the
subject, demonstrating understanding of
the subject under investigation.

CRP Standards:
9.2.12.C.1 Review career goals and
determine steps necessary for attainment.
9.2.12.C.3 Identify transferable career
skills and design alternate career plans.
9.2.12.C.6 Investigate entrepreneurship
opportunities as options for career
planning and identify the knowledge,
skills, abilities, and resources required for
owning and managing a business.
 8.1.12.E.1 Produce a position statement
about a real world problem by developing
a systematic plan of investigation with
peers and experts synthesizing
information from multiple sources.
8.1.12.E.2 Research and evaluate the
impact on society of the unethical use of
digital tools and present your research to
peers.
CRP1. Act as a responsible and
contributing citizen and employee.
CRP5. Consider the environmental, social
and economic impacts of decisions.
CRP12. Work productively in teams while
using cultural global competence.

























Modifications:
Special Education Students
• Redirect attention
• Rephrase, repeat directions
• Use visual cues
• Demonstrate the task before proceeding
• Allow additional processing time
• Break down tasks into manageable units
• Simplify directions
• Add time as necessary
• Question student to check for understanding
• Repeat and rephrase explanations as needed
• Differentiate activities/assignments
• Supplement auditory materials with visual aids
• Have students verbalize steps of task before proceeding
• Repetition and review of previously learned material

At Risk Students
• Consult with Guidance Counselors and follow all lR&S procedures and action plans.
• Consult with classroom/In class support teacher(s) for specific behavioral interventions.
• Provides rewards and incentives as necessary.
• Use weekly goals as motivating factors
• Assist student in accepting strengths and weaknesses

Gifted and Talented Students

• Build on students' intrinsic motivations
• Have student "tutor" another student in the room
• Consult with parents to accommodate students' interests in completing tasks at their level of engagement

English Language Learners

• Assign buddy, same language or English speaking
• Allow additional processing time for translation
• Encourage participation but do not force it
• Break down complex tasks into manageable parts
• Promote class discussion