Week of April 24-30

Date	Classwork	Eval	Homework	Assessment Criteria
April 24	Design Home Field Study Finish Nitrogen Cycle		Home Field Study
27	SBAC		Home Field Study
28	Review for Test - Please note change to By Catch Engineering Activity.  Watch Video Read Article  Take notes on reading about Sustainable fishing, What is By catch and why is it a problem?What is overfishing? Why is it a problem? What are the kinds of fishing gear and which have by catch problems? Why? Design Rubric		Study for Test Home Field Study	See all AC’s for Chapter 12 and 14
29	SCAB		Study for Test Home Field Study
30	Test on Chapter 12 and 14 - Please Note Changes - Finish By Catch Engineering Activity - Analyze Data, Conclusions, Constraints. Evaluate Rubric		Home Field Study Due Monday, May 4 Homework: Write a  paper that answers the following questions: 1) What is By Catch? Why is reducing by catch important? 2) Why is sustainable fishing important? 3) How can engineering design help address the problem of bycatch? 4) How can scientist and engineers work together to ensure that fishing is more sustainable?

Week of April 17 - 23

Date	Classwork	Eval	Homework	Assessment Criteria
April 17	Explain Part II Pgs 727 - 733, p/p 1 - 6		Page 733 R/C 1-3	) Describe the transfers and transformations of matter and/or energy in an ecosystem (e.g., sunlight transforms to chemical energy during photosynthesis, chemical energy and matter are transferred when animals eat plants or other animals, carbon dioxide produced by animals and plants during respiration is used by plants and transformed to glucose during photosynthesis, decomposition of organisms produces carbon dioxide).
20	Nitrogen Cycle		Click on PR tab on website	Describe the cycle of nitrogen through ecosystems (e.g., nitrogen in air is taken in by bacteria in soil, then made directly available to plants through the soil or to the plants through animal waste, and returned to the soil and atmosphere when the plants decompose).
21	Elaborate, page 727 - 742 p/p 1 - 6		Page 743, R/C 1 - 2	Explain how a change to a factor (e.g., matter, energy, space, predatory, or competing organisms) would limit the population of a species.
22/23	Kah Tai Field Trip - design field investigation		Field Investigation	Describe a plan to answer a given question for a field study with the following attributes:  Method for collecting data (controlled variable)  Conditions to be compared (independent/manipulated variable)  Data to be collected (dependent/responding variable)  Data to be gathered and recorded from multiple observations  Environmental conditions recorded  Logical steps

Parent/Guardian Signature

HS-LS2-4.

Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

Week of April 13 - 16

Date	Classwork	Eval	Homework	Assessment Criteria
April 13	Climate Change Presentations Engage – Page 706, P/P 1-4,		Page 707, R/C 1-2 PR watch these videos and write a description of exponential growth Video and Must watch video	(2) Describe population density and/or the factors that affect population density. (3) Calculate population density given an area and the number of a given organism within the area.
14	Explore - Part II, Pages 713-719, P/P 1-6		Pages 719-720, R/C 1-5
15/16	Explain – Pages 720-725, 1-4, Page 726 S/T 1-4		No homework,  turn in notebook	1) Describe factors that limit growth of plant and/or animal populations in a natural ecosystem. Explain how a change to a factor (e.g., matter, energy, space, predatory,or competing organisms) would limit the population of a species.

PR – Parent/guardian Signature and Comments –

Next Generation Science Standards

HS-LS2-1.	Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales
HS-LS2-6.	Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Week of April 6 - 10

Week of April 6

Date	Classwork	Eval	Homework	Assessment Criteria
Apr 6	How has climate change affected bird migration? - Identify Task, design method of data collection			Explain how a change to a factor (e.g., matter, energy, space, predatory, or competing organisms) would limit the population of a species.
7	Collect Data
8/9	Analyze data, develop argument, Complete Argumentation Session, Reflection		Individuals write investigative report
10	Double Blind Peer Review and present Climate Change projects		Revise and resubmit report

Parent/Guardian Signature

Next Generation Science Standard

HS-LS2-2.

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

Week of March 13 - 20

Date	Classwork	Eval	Homework
Mar 20	Finish Research		Take Home Test
23	Write Scholarly Paper		Research/Write
24	Write Scholarly Paper		Write/Educational Product
25/26	Work on Education Product		Educational Product
27	Present Educational Product		None - Happy Spring Break!

Next Generation Science Standard

HS-ESS3-5.

Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems

Date	Classwork	Eval	Homework	Assessment Criteria
Mar. 13	Introduction to Climate Change Project		Research for Climate Change Project	Data gathered from a variety of methods have shown that Earth has gone through a number of periods when Earth was much warmer and much colder than today.
16	Research		Research	The concept of sustainable development supports adoption of policies that enable people to obtain the resources they need today without limiting the ability of future generations to meet their own needs. Sustainable processes include substituting renewable for nonrenewable resources, recycling, and using fewer resources.
17	Research, Design Lab		Research	Use proportional reasoning, functions, graphing, and estimation to solve problems
18/19	Climate Change Lab		Research	Use computers, probes, and software when available to collect, display, and analyze data.

Parent/Guardian Signature

HS-ESS3-5.

Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

Week of Feb 27 - Mar 4

date	Classroom	Eval	Homework	Assessment criteria
Feb 27	Explore Part II: pp 599-602 – P/P 1-7		Page 603 – S/T 1 - 4	Explain the factors that affect climate in different parts of Washington state and other parts of the world
Mar 2	Gather Data for Plant Exp – Finish Write up		Finish write up for plant experiment	Plan and conduct a scientific investigation, choosing a method appropriate to the question being asked. Collect, analyze, and display data using calculators, computers, or other technical devices when available
3	Explore Part III; pp603 -606, p/p 1-7		Page 608 – R/C 1-5	Use proportional reasoning, functions, graphing, and estimation to solve problems
4/5	Explore/Explain Part 1, Pp609-612, p/p 1-8, S/T part 1, 1		No homework – Turn  in notebook

Parent/Guardian Signature

Next Generation Science Standards

HS-ESS2-4.	Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
HS-ESS3-5.	Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems
HS-LS4-3.	Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.