Download ENVIR STUD S02 11

ENVIRONMENTAL STUDIES
(SECONDARY)
SELECTIVE UNIT 2 (S02)
(Environmental Systems)
(June 2011)
Unit Statement: The student will investigate the key structures and cycles of the Earth
that allow it to sustain life with an emphasis on the interactions that make the planet a
“living” system.
1. The Student Will explain why the unique properties of water make it an essential
molecule for life. (69-70)
2. TSW briefly explain the three components of the geosphere: crust, mantle and
core. (76)
3. TSW discuss why the earth is considered a system, incorporating the concepts of
positive and negative feedback. (72-74)
4. TSW define Earth’s geosphere, lithosphere, biosphere, atmosphere, and
hydrosphere. (74-82)
5. TSW discuss the role of the atmosphere in sustaining life on the planet. (80)
6. TSW illustrate the water cycle. (81)
7. TSW describe the key roles of carbon, phosphorous and nitrogen to life on our
planet and illustrate one of the following cycles: the carbon cycle, the
phosphorus cycle or the nitrogen cycle. (83-89)
8. TSW apply one or more aspects of the scientific method in a lab/investigation.
Introduced and Practiced:
1. The Student Will review the terms atoms, molecules, elements and molecules. (64-65)
2. TSW recall and briefly describe the four macromolecules and their importance to
life. (67-68)
3. TSW identify the basic properties of ionic, covalent, and hydrogen bonds. (64-65)
4. TSW differentiate between acidic and basic conditions and correlate them to the
pH scale - giving several examples of chemicals and their pH. (71)
5. TSW explain plate tectonics and its role in shaping the land. (77)
6. TSW contrast the three plate boundaries: divergent, transform and convergent. (78)
22
QSI ENVIRONMENTAL STUDIES SEC S02
Copyright © 1988-2011
Suggested Text and Material:
Pearson Environmental Science Textbook (PES Textbook), Withgott
Pearson Environmental Science Workbook (PES Workbook), Withgott
Suggested Resources:
1. PES Textbook: Chapter 3: 64-89
2. PES Workbook: 35-55
3. Lab: “Quick Lab: Distribution of Earth's Water”
Suggested Technology Resources:
1. www.myenvironmentalscience.com
2. Destiny WebPath Express (found on school’s automated library system)
3. PES Teacher Resource DVD
4. TedTalk: “Natalie Jeremijenko: The Art of the Eco Mindshift”
http://www.ted.com/talks/natalie_jeremijenko_the_art_of_the_eco_mindshift.html
Suggested Assessment Tools and Strategies:
1. ExamView custom generated tests or teacher generated assessment
2. Reflective student assessment (see appendix A)
3. Student demonstrated activity
4. Class discussion of unit topic
5. Various labs from PES Teacher Resource DVD or teacher selected
6. Student responds to the unit “Big Question”
7. Student responds to the lesson “Guiding Question”
RUBRIC FOUND ON FOLLOWING PAGE……………………….
23
QSI ENVIRONMENTAL STUDIES SEC S02
Copyright © 1988-2011
Suggested Assessment Rubric: SELECTIVE UNIT 2 (S02)
TSW
‘A’ Level Mastery
‘B’ Level Mastery
TSW 1: The Student Will
explain why the unique
properties of water make it
an essential molecule for
life.
Student lists 4 properties of water
that make it unique and essential
for life.
TSW 2: Briefly explain the
three components of the
geosphere: crust, mantle
and core.
Student identifies the location and
function of the crust, mantle and
core.
TSW 3: Discuss why the
earth is considered a
system, incorporating the
concepts of positive and
negative feedback.
Student applies the concepts of
positive and negative feedback
to environmental processes
such as erosion or predatorprey relationships.
Student correctly describes the
earth as a system by incorporating
the concepts of positive and
negative feedback.
TSW 4: Define Earth’s
geosphere, lithosphere,
biosphere, atmosphere, and
hydrosphere.
Student correctly uses the terms
geosphere, lithosphere, biosphere,
atmosphere, and hydrosphere.
TSW 5: Discuss the role of
the atmosphere in
sustaining life on the planet.
Student correctly identifies the
properties of the atmosphere that
are critical for sustaining life on
the planet.
TSW 6: Illustrate the water Student applies knowledge of
cycle.
the water cycle to offer
solutions to a local or wellknown water conflict (either
availability of water or
pollution of water).
Student correctly illustrates water
cycle.
TSW 7: Recognize the key
roles of carbon,
phosphorous and nitrogen
to life on our planet and
illustrate one of the
following cycles: the carbon
cycle, the phosphorus cycle
or the nitrogen cycle.
Student correctly explains why
living creatures need carbon,
phosphorus and nitrogen and
successfully illustrates one of the
cycles.
Student connects the cycling of
carbon, phosphorous, and
nitrogen to the four
macromolecules and
emphasizes where in the cycle
the elements are made
available for living creatures to
use.
TSW 8: TSW apply one or See tier II lab rubric.
See tier II lab rubric.
more aspects of the
scientific method in a
lab/investigation.
For “B” level mastery student must not have a “P” for any TSW
For “A” level mastery student must have an “A” for “Applying the scientific method” and at least
two additional TSW’s in the “A” category.
24
QSI ENVIRONMENTAL STUDIES SEC S02
Copyright © 1988-2011
‘P’