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Course Correlation to Virginia Standards of Learning Name of Provider: Name of Course: York County School Division Environmental Science URL for Course Syllabus: http://yorkcountyschools.org/virtualLearning/courseCatalog.aspx Last Revision Date: 2010-11 (Courses revised quarterly as needed) Grade 11-12 Environmental Science Biology, Chemistry and Earth Science SOL’s Standard: How does the course content address this standard? (Please refer to the syllabus posted on your Web site.) Scientific Investigation Unit SOL's: E 9.7, 9.8, Bio. 1, CH. 1 Experimental Design Unit Objectives: Scientific Reasoning and Logic The Learners Will: * construct and interpret data tables, charts, maps and graphs. • distinguish between pure and applied science. • describe methods and techniques used in problem solving. • use technology, including computers and instructional software, to collect, analyze and report data. • manipulate variables using repeated trials. • use senses to observe nature. • identify the ecological features of the school or home neighborhood by creating an environmental scientific map. • design or follow a pre-designed experiment using one independent variable and a control. • keep accurate records of data and observations. Unit SOL's: E 11.3; H/SS 10.2, 10.14, 10.15; S ES.2, BIO.5 Unit Objectives: The Learners Will: *summarize the results of the Earth Summit. • describe the international agreements relating to the environment. Environmental Policies International Cooperation • explain how environmental impact statements are prepared. • describe the role of local government in environmental conservation. • give examples of how citizens can influence environmental decisions at all levels of government. Unit SOL's: H/SS 10.2; S ES.1, ES.2, BIO. 1, BIO.5 Unit Objectives: The Learners Will: *define biodiversity. • explain how humans are causing extinctions of species. • define extinctions. • list the main provisions of the Endangered Species Act. • define endangered and threatened species. • discuss the controversies about efforts to protect endangered species. • describe worldwide efforts to prevent extinctions. • describe several ways and programs that are used to save species. • explain the advantages of protecting entire ecosystems rather than individual species. define biodiversity. • explain how humans are causing extinctions of species. • define extinctions. • list the main provisions of the Endangered Species Act. • define endangered and threatened species. • discuss the controversies about efforts to protect endangered species. • describe worldwide efforts to prevent extinctions. • describe several ways and programs that are used to save species. • explain the advantages of protecting Biodiversity Endangered Species Public Policy entire ecosystems rather than individual species. Unit SOL's: H/SS 10.2; S ES.4, ES.12, ES.13, BIO. 1, BIO.3 Atmosphere and Climate Public Policy Unit Objectives: The Learner Will: *explain how the atmosphere makes life on Earth possible. • explain how photosynthesis and respiration keep the amount of CO2 relatively constant in the atmosphere. • describe the layered structure of the atmosphere. • explain why different parts of the world have different climates. • describe and diagram how seasons are caused. • describe the greenhouse effect on Earth. • explain why carbon dioxide levels in the atmosphere are rising. • explain why some scientists believe that the Earth’s climate is getting warmer and describe the effects this will have on Earth. • define ozone and describe its structure. • describe how ozone shields the Earth. • explain how CFC’s are damaging ozone. • describe the damaging effects of excessive ultraviolet light. Unit SOL's: S BIO. 8, BIO.9 Unit Objectives: The Learner Will: *distinguish between biotic and abiotic factors in an ecosystem. • differentiate between and give examples of: organism, population, community, ecosystem, biosphere. • explain the terms habitat and niche and give examples. • describe the interrelated events of 1955 in Borneo when DDT was first used. • describe five major types of species interactions and give examples of each: Living Things in Ecosystems Connections Interactions Adaptations predation, competition, parasitism, mutualism, commensalism. • explain the process of evolution by natural selection. • define extinction and give an example. • explain and describe the concepts of adaptation and coevoluation and give examples. Unit SOL's: S BIO.9, ES.9, ES.12, ES.13 How Ecosystems Work Energy Flow Cycling of Materials Change Unit Objectives: The Learner Will: *describe the roles of producers and consumers. • trace the transfer of energy from the sun through consumers. • differentiate among types of consumers. • draw a food web and a food chain. • explain why an energy pyramid is a good representation of trophic levels. • describe the water, carbon and nitrogen cycles. • explain how humans are affecting the carbon cycle. • explain the importance of nitrogen-fixing bacteria. • describe primary and secondary succession and give examples. • define and give the importance of pioneer species. • explain how soil is formed. Types of Ecosystems Unit SOL's: H/SS 10.3; S BIO.9, ES.9, ES.11 Forests, Deserts, Grasslands, and Tundra Unit Objectives: Freshwater and Marine Ecosystems The Learner Will: *define biome, distinguish between biome and ecosystem. • compare and contrast the world’s forest biomes. • describe plant and animal adaptations in each kind of forest. • describe the factors that shape and characterize grasslands, chaparral, desert and tundra ecosystems. • explain how the adaptations of plants and animals in each ecosystem help them to survive. • describe the characteristics of different freshwater ecosystems. • compare survival adaptations of organisms in stagnant and moving freshwater ecosystems. • describe the characteristics of different marine ecosystems: estuary, coral reef, ocean, polar. • describe organism’s adaptations to different marine environments. Unit SOL's: H/SS 10.2, 10.3, 10.9; S BIO.5, BIO.8, ES.9 Unit Objectives: The Learner Will: * explain why providing adequate food for Food as a Resource Feeding the People of the World Agriculture and Soil all of the world’s people is so difficult. • describe the advantages and disadvantages of the green revolution. • define fertile soil. • describe methods of preventing soil erosion. • explain how irrigation can cause salinization. • describe desertification and how it can be prevented. • compare low-input and conventional farming. • prepare a researched report on genetically engineered foods. Unit SOL's: H/SS 10.1, 10.2, 10.3; S ES.3, ES.7, ES.11 Unit Objectives: The Learner Will: * define suburban sprawl and explain why it is considered a problem. • describe “the urban crisis” and explain what city planners are doing to relieve it. • describe the usefulness of non-urban lands to humans. • explain how logging, ranching and mining activities affect the land. • explain how lands can be logged, grazed and mined sustainably. • explain how public land is used in the Land Use Suburban Sprawl Urban Crisis Public Land United States. • discuss the benefits and disadvantages of using public land for multiple uses. Unit SOL's: S ES.4, ES.7, ES.9, BIO.3 Unit Objectives: The Learner Will: * explain why fresh water is a precious Water as a Resource Freshwater Supplies Water Cycle resource. • describe our main sources of fresh water. • explain why fresh water supplies are limited. • list the processes involved in the water cycle and describe each. Unit SOL's: S ES.7, CH.5 Energy Electricity Unit Objectives: Nuclear Energy The Learner Will: * explain how fossil fuels are used to produce electricity. • distinguish between renewable and nonrenewable resources and give examples. • show/explain how our major sources of energy are dwindling. • define atomic fission. • describe how a nuclear power plant works. • compare the workings of a nuclear power plant and a fossil fuel plant. • list advantages and disadvantages of using nuclear energy. • describe several methods of energy conservation. • describe several alternative energy sources. Unit SOL's: H/SS 10.2, 10.8; S ES.12, BIO.1, CH. 6 Unit Objectives: The Learner Will: * name the major causes of air pollution. • distinguish between primary and secondary pollutants. • explain some ways to reduce air pollution. • explain how inversions can make air Air Pollution Causes and Effects Solutions pollution worse. • describe some health effects from pollution. • explain what causes indoor air pollution and how to prevent it. • describe how acid precipitation is caused. • explain acid precipitation’s affect on ecosystems. • research ways that countries are working together to solve problems of acid precipitation. Unit SOL's: S ES.4, ES.7, ES.9, BIO.1, BIO.3, CH.1 Unit Objectives: The Learner Will: * explain why ground water pollution is hard to clean. • define and compare point and nonpoint pollution. • classify the kinds of water pollutants. • describe the impact of water pollution on people and on the environment. • walk around school or neighborhood and record sources of point and nonpoint pollution. • investigate and/or do research on local point/nonpoint pollution. • visit a wastewater treatment plant. • debate the opposing viewpoints of environmental protection vs. protecting people’s jobs. Unit SOL's: H/SS 10.2, 10.8; S ES.7, BIO.8 Unit Objectives: The Learner Will: * define solid waste. • explain how most cities dispose of their solid waste. • describe three ways to reduce the amount of waste that goes to landfills and incinerators. • define hazardous waste. • explain how most hazardous waste is disposed of in the United States. • describe the two best ways to deal with the hazardous waste problem. Freshwater Pollution Point and Nonpoint Pollution Types of Pollutants Impacts Waste Solid Waste Hazardous Waste Unit SOL's: CH.1, BIO.1, BIO.3, ES. 9, ES.11 Unit Ocean Pollution Objectives: Causes and Effects The Learner Will: Solutions * explain how and why the oceans are polluted. • describe the effects of pollution on marine life. • discuss the effects of polluted oceans on humans. • describe how individuals can help prevent ocean pollution. • research new techniques in oil-spill clean-up. Unit SOL's: H/SS 10.5; S BIO.9 Unit Objectives: The Learner Will: * describe the problems caused by overpopulation. • list areas of the world considered overpopulated. • discuss some ways to solve the problem of overpopulation. • describe factors that affect population size. • explain why populations grow. • list limiting factors to growth. • describe how size of human population has changed. • identify factors that have led to changes in human population. • describe stages of population growth. Population Growth Problems Solutions