Download RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE

RUTHERFORD HIGH SCHOOL
Rutherford, New Jersey
COURSE OUTLINE
ENVIRONMENTAL SCIENCE
I. INTRODUCTION
Environmental Science introduces students to a broad view of the biosphere and the
physical parameters that affect it. The full year course emphasizes Physical and Earth
Science components involved in biogeochemical cycles that impact biomes. Students
study a variety of topics including biotic and abiotic factors in habitats, ecosystems, and
biomes; interrelationships between resources and environmental systems; sources and
flow of energy through environmental systems; factors that influence carrying capacity;
and natural and man-made environmental changes.
The course encourages critical thinking, use of the scientific method, integration of
technology, and application of knowledge and skills learned to practical
questions/problems. Safe field and laboratory investigations are used in instruction to
illustrate scientific concepts and principles and support inquiry instruction.
II. OBJECTIVES
http://www.state.nj.us/education/cccs/2009/final.htm
http://www.state.nj.us/education/cccs/standards/5/index.html
A. SKILLS
The student will be able to:
1. Discuss science as a body of knowledge and an investigative process.
2. Conduct scientific investigations systematically.
3. Form a hypothesis.
4. Develop a practical and logical procedure.
5. Present conclusions based on investigation/previous research.
6. Exhibit behaviors appropriate to the scientific enterprise consistently.
Examples: curiosity, creativity, integrity, patience, skepticism, logical
reasoning, attention to detail, openness to new ideas.
7. Demonstrate correct care and safe use of instruments, equipment, and living
organisms.
8. Demonstrate the ability to choose, construct, and/or assemble appropriate
equipment for scientific investigations.
9. Apply critical and integrated science thinking skills.
10. Measure with appropriate units and significant figures.
11. Use mathematical models, simple statistical models, and graphical models to
express patterns and relationships determined from sets of scientific data.
12. Use written and oral communication skills to present and explain scientific
phenomena and concepts individually or in collaborative groups using
technical and nontechnical language.
B. CONTENT
The student will be able to:
1. Study Earth by:
a. Locating the Earth in a diagram of the solar system
b. Identifying and describing the three layers of Earth.
c. Describing the three main types of rocks that make up the lithosphere.
d. Explaining why fresh water is a valuable resource for all organisms.
e. Explaining how organisms interact with the biosphere.
f. Describing ways in which the three layers of the biosphere have changed over
time.
2. Investigate Methods of Science by:
a. Explaining why there is always uncertainty in science
b. Distinguishing between subjects that can and cannot be studied scientifically
c. Describing the methods that scientists use in their work.
d. Explaining why good communication is so important in science.
e. Describing the steps involved in conducting a scientific experiment.
3. Investigate Ecosystems by:
a. Differentiating between biotic and abiotic factors of an ecosystem.
b. Describing ways in which the three layers of the biosphere have changed over
time.
c. Predicting how changes in the environment might affect organisms.
d. Describing the structure of an ecosystem.
e. Relating the concept of habitat destruction to the loss of biodiversity.
4. Examine Ecological Interactions by:
a. Describing the interaction of matter and energy in the biosphere.
b. Identifying the roles of producers, consumers, decomposers in an ecosystem
c. Describing the concept of the trophic level
d. Describing food chains and food webs.
e. Examining the effects on ecosystem structure on population size and pollution.
f. Explaining how the biogeochemical cycles recycle resources through the
atmosphere, hydrosphere, lithosphere, and biosphere.
g. Differentiating between primary and secondary succession.
h. Analyzing succession in various ecosystems.
i. Describing the major symbiotic relationships.
j. Explaining the relationship between the population sizes of predator and prey.
k. Examining the concept of ecosystem balance and explaining how humans
affect that balance.
5. Investigate Biomes by:
a. Distinguishing among the various biomes.
b. Identifying how different biomes affect the various components of the
atmosphere.
c. Identifying the relationships between landforms and types of biomes.
d. Identifying characteristics of water chemistry in different aqueous
environments.
6. Investigate People in the Global Ecosystem by:
a. Describing Earth as a network of systems and connections.
b. Explaining how Earth is closed with respect to matter and open with respect to
energy.
c. Identifying hunter-gatherer, agricultural, and industrial societies.
d. Describing how the impact of humans on the environment has increased over
time.
e. Defining the sustainable development ethic.
f. Describing the major events that have affected the rate of human population
growth throughout history.
g. Discussing factors that can result in a decline in human populations.
h. Comparing and contrasting population growth trends in developing and
industrialized nations.
i. Listing the major groups of nutrients and the amount of energy provided by
each type.
j. Explaining the effects of economics on food production.
k. Describing the process of “Green Revolution” farming.
7. Examine Energy Resources by:
a. Distinguishing between renewable and nonrenewable resources
b. Describing the sources of the three main types of organic fuels.
c. Explaining how changes in human societies have changed the demand for
energy.
d. Describing some of the problems associated with the uses of fossil fuels.
e. Comparing biomass fuels to fossil fuels.
f. Illustrating the fission chain reactions that power nuclear reactors and breeder
reactors.
g. Diagramming the structure and function of a nuclear reactor.
h. Stating the problems associated with the safe disposal of radioactive wastes.
i. Describing how solar energy can be used to heat buildings and generate
electricity.
j. Describing how wind, water and geothermal energy can be used to produce
electricity.
k. List the advantages and disadvantages of alternative energy sources.
8. Identify Resources in the Biosphere by:
a. Describing minerals and identify some of their characteristics.
b. Identifying and explaining ways in which extraction of minerals may affect the
environment.
c. Identifying different soil types and how they influence soil characteristics.
d. Identifying causes of soil mismanagement and predicting possible outcomes
from such mismanagement.
e. Classifying hazardous wastes according to their characteristics.
f. Explaining why water conservation is important.
g. Predicting the effects of the depletion of an aquifer.
h. Tracing the sequence of events involved in the purification of water.
i. Identifying the major types of water, air and land pollution and their sources.
j. Describing the effects of pollution on plants and animals.
k. Identifying the effects of acid precipitation and ozone depletion
l. Explaining the greenhouse effect and global warming.
m. Discussing ways of managing human impact on the environment.
III. PROFICIENCY LEVELS
Environmental Science is an inquiry-based science course for students completing
Biology.
IV. METHODS OF ASSESSMENT
The teacher will provide a variety of assessments including homework, class
participation, tests and quizzes, laboratory reports, projects, and final exam.
V. GROUPING
Environmental Science is appropriate for heterogeneously grouped sophomore/junior
/senior students.
VI. ARTICULATION/SCOPE
The length of the course is one year.
VII. RESOURCES
A. TEXT
Environmental Science. Holt, Rinehart, and Winston, 2008.
B. RESOURCES
Environmental Science: Human Ecology and Human Impact. Addison Wesley,
1996.
Laboratory and Field Investigations in General Ecology. Rolan.
Environmental Science. Amsco, 1999.
Laboratory Investigations. Holt, Rinehart and Winston, 1985.
VIII. METHODOLOGIES
A.
B.
C.
D.
E.
Direct teacher instruction
Demonstrations
Computer assisted instruction
Videos and video clips with appropriate activities
Problem and question & answer sessions
(8.2.12.B.2, 9.1.12.C.5)
IX. SUGGESTED ACTIVITIES
A.
B.
C.
D.
E.
Laboratory experiments
Mini-activities (e.g. simulations)
Cooperative learning-problem solving
Library research
Homework
X. INTERDISCIPLINARY CONNECTIONS
Connections are made to mathematics by means of collaborative projects. Discussions as
to the historical significance and background of scientific experiments and discoveries
strengthen the connection to history. The significance of particular biomes to various
cultures around the world also connects environmental science to world studies. Writing
assignments in the form of laboratory reports and open-ended questions makes use of
skills learned in language arts literacy.
XI. DIFFERENTIATING INSTRUCTION FOR STUDENTS WITH SPECIAL
NEEDS: STUDENTS WITH DISABILITIES, ENGLISH LANGUAGE
LEARNERS, AND GIFTED & TALENTED STUDENTS
Differentiating instruction is a flexible process that includes the planning and design of
instruction, how that instruction is delivered, and how student progress is measured.
Teachers recognize that students can learn in multiple ways as they celebrate students’
prior knowledge. By providing appropriately challenging learning, teachers can
maximize success for all students.
Examples of Strategies and Practices that Support:
Students with Disabilities
• Use of visual and multi-sensory formats
• Use of assisted technology
• Use of prompts
• Modification of content and student products
• Testing accommodations
• Authentic assessments
Gifted & Talented Students
• Adjusting the pace of lessons
• Curriculum compacting
• Inquiry-based instruction
• Independent study
• Higher-order thinking skills
• Interest-based content
• Student-driven
• Real-world problems and scenarios
English Language Learners
• Pre-teaching of vocabulary and concepts
• Visual learning, including graphic organizers
• Use of cognates to increase comprehension
• Teacher modeling
• Pairing students with beginning English language skills with students who have
more advanced English language skills
• Scaffolding
•word walls
•sentence frames
•think-pair-share
•cooperative learning groups
•teacher think-alouds
XII. PROFESSIONAL DEVELOPMENT
Teachers shall continue to improve their expertise by participating in a variety of
professional development opportunities made available by the Board of Education and
other organizations.
XIII. CURRICULUM MAP
Month
September
October
November
December
January
February
March
April
May
Topic
Goals of Environmental Science
Fields of study in environmental science.
Our Environment through time
Environmental Problems
Current Environmental Issues
The Experimental Method
Making Informed Decisions
Plate tectonics, earthquakes, volcanoes
Composition and Layers of the atmosphere
The Greenhouse effect, Atmospheric gases
The Hydrosphere. Water Cycle,
Ocean’s temperature zones
Ecosystems, Biotic, Abiotic factors, levels of
organization Evolution, Natural Selection
Coevolution, Artificial Selection, Resistance
The six kingdoms of organization
Producers, consumers and decomposers
Food chains and Food Webs
Carbon cycle Nitrogen Cycle
Phosphorous Cycle, Primary Succession Secondary
Succession
Suggested Activities
Article presentations
Tragedy of the Commons
Lab: Ecological Footprint
Lab- Analyzing Environmental Issues
Group Research-Should polystyrene packaging be
banned?
Cell Respiration in Yeast Lab
Lab: Stream Discharge
Lab: Plate Tectonics
Lab: Percent of Oxygen in the air
Lab: Atmosphere and living things
Issues and Decisions- Monitoring Volcanic Activity
Food Web Lab
Lab: Explaining the carbon cycle in fermentation
Research and PowerPoint Presentation on
Environmentally Responsible companies
Marine Biome
Freshwater BiomesPopulations
Issues and Decisions 9
Inconvenient Truth Essay
Lab: Population Sampling-Capture-Recapture Method
Population Demographics Niche, Species
Interactions, Competition
Article summary project
Lab-: Population in Developing Countries
Biodiversity
Species and Population Survival Species prone to
extinction, human causes of extinction
The Water Cycle
Water conservation
Water pollutants
Air pollution
Noise and Light Pollution
Climate, Latitude, Atmospheric Circulation
Acid Rain
Factors Determining Climate
Ozone layer
Lab: Analyzing the Value of Biodiversity
Demonstration: Exotic Species
Lab: Simple Biodiversity Assessment,
Internet Activity: Species Survival Plans,
Lab: Porosity and Permeability
Demonstration: How Much Water Is There?
Lab: Modeling an Aquifer
Demonstration: Why Can’t We Drink Salt Water?
Demonstration: Acid Rain
Lab: Acid Rain
Lab: Global Warming
Global Warming
June
Land Use-Urban and Rural
Land Management and Conservation
Lab Measuring Soil Depth and Compaction
Inquiry Lab: Creating a Land-Use Model
Revised 2015