how many trees would have to be growing at this rate to absorb our excess carbon emissions) The role of key nutrients and proteins to grow our produce that make us rely more on fertilizers, however the use of fertilizers, pesticides, and degenerative agricultural practices are turning nutrient soil into dirt Or how some crops are becoming less nutritious without the appropriate amount of nutrients and proteins as carbon dioxide emissions increase. Teachers could teach students about biomass production that could tie back to carbon sequestration from the atmosphere (e.g. They focus on how cells use DNA to construct proteins, build biomass, reproduce, and create complex multicellular organisms. In IS5 (Structure, Function, and Growth), students zoom into the detailed mechanisms that enable all the previous interactions to occur. Other examples to consider include acclimation versus adaptation and how species require multiple generations to adapt (adaptation implies a genetic shift versus acclimation and the ability of organisms to survive in new environments even though they might not do as well ). overuse of antibiotics in animals and development of resistance and human impacts from meat consumption, increase in diseases which can wipe out crops because there is little genetic variation - bananas today are less tasty than in the past, etc.) Cover the differences between genetic versus behavioral changes (which are commonly misunderstood). could start with looking at current images of dogs, chickens, or crops then show images of what animals and crops used to look like for points of comparison and discussion) How these modifications have helped to provide more food for people, but have also caused many potential problems (e.g. Topics might include how we have domesticated/altered the form of crops and farm animals (ex. They make claims about which processes give rise to variation in deoxyribonucleic acid (DNA) codes and calculate the probability that offspring will inherit traits from their parents. Students develop explanations about the specific mechanisms that enable parents to pass traits on to their offspring. Students develop macroscopic models of genetic inheritance in IS4 (Inheritance of traits). They can also explore how planting vegetation with root systems can stabilize hill slopes and reduce erosion or prevent flash flooding to protect communities. water - carbon - land footprints) How eating lower trophic levels is more sustainable - especially for ocean ecosystems and impacts Tying in the various carbon cycles that take place across Earth’s systems interchangeably Oxygenation of the atmosphere in understanding where it came from, what has happened, and what is currently happening to the carbon Students can also compare Earth with Venus that did not evolve life.Įngineering Connection: Students play the role of wastewater engineers to design a system for protecting the health of local waterways by filtering organic matter, adding bacteria to decompose organic waste, or improving current nano filters. Teaching of energy could include students calculating their own trophic level, comparison of diets as an omnivore versus a vegetarian diet and impact on climate change at scale (i.e. Students also gather evidence about the linked history of Earth’s biosphere and atmosphere. Students make a model that links photosynthesis and respiration in organisms to cycles of energy and matter in the Earth System. Students will focus on specific exchanges of matter and energy within ecosystems in IS2 (History of Earth’s Atmosphere: Photosynthesis and Respiration).
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