In this unit, students will investigate the factors that cause fires in ecosystems and develop strategies for managing them. By examining the flow of matter and energy within ecosystems and the global cycling of carbon due to increased fires, students will gain a deeper understanding of these processes. They will read about mysterious Arctic fires that appear near old burn scars and engage in visual inquiries to gather more information on the matter and energy dynamics in these fire systems.

To understand how these fires can ignite under ice and release significant amounts of carbon dioxide, students will explore the interactions between peat, permafrost, decomposers, the sun, and other system components. They will investigate burning fuels, measure the rates of decomposition and photosynthesis under various conditions, and model the flow of matter and energy through different Earth systems and ecosystem levels.

Motivated to see if they can generalize this phenomenon to other systems, students will examine the effect of increased carbon dioxide on the atmosphere. By quantitatively modeling matter and energy flows and understanding positive feedback effects, students will design solutions to disrupt these processes in communities they care about.

This course is designed for small communities of learners and is a hybrid of individualized tutoring and traditional instruction covering biology one content. Each section has no more than six learners which provide a foundation for strong relationships, social-emotional learning, and truly individualized instruction. These classes are specifically designed for the inclusion of neurodivergent learners including dyslexia-friendly font, explicit executive functioning skills instruction, and support for AAC users and through the use of inquiry and project based learning strategies grounded in real-world context. 

This series is designed according to the Next Generation Science Standards organized by subject area.This curriculum is designed to allow students to develop skills to help them in traditional academic settings including high school or colleges such as note-taking and self-led learning. The class meets two days a week and homework reading, activities, and text-based discussions are completed on two additional weekdays. Students will complete a science notebook, a printable designed by the teacher, using graphic organizers and  traditional note-taking strategies.