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Lloyde High School Course Outline
Course Title
Environmental Science A
Course Code
SCX03A
Grading Option (Letter Grade, CR/NC, etc.)
Letter Grade
Department (ELA, HSS, MATH, SCI, ELE, etc.) Science
Course Description (narrative describing the
course content)
Environmental Science is a multidisciplinary field that draws from all of the sciences,
as well as other fields, to help us better understand the relationship between humans
and the world in which we live.
Environmental Science is considered an applied
science. It applies the principles of pure sciences, such as chemistry and biology to
achieve practical goals.
Textbook and Ancillary Resources (Titles,
Copyright Date, Edition, Authors, and ISBN)
Holt Environmental Science
© 2013
Heithaus and Arms
ISBN: 978-0-547-90401-6
Environmental Activities Kit, Second Edition
@ 2008
Roa, Michael
John Wiley & Sons/Jossey Bass Publishing
ISBN: 978-04702-39551
Week
Thematic Units
Course Introduction:
Intro to Env. Science
Tools of Env. Science
Lab Safety
Scientific Method
Disciplinary Core Ideas
ETS1.A: Defining and Delimiting Engineering
Problems
Criteria and constraints also include satisfying
any requirements set by society, such as taking
issues of risk mitigation into account, and they
should be quantified to the extent possible and
stated in such a way that one can tell if a given
design meets them. (HS-ETS1-1)
Humanity faces major global challenges today,
such as the need for supplies of clean water and
food or for energy sources that minimize pollution,
which can be addressed through engineering.
These global challenges also may have
manifestations in local communities. (HS-ETS1-1)
ETS1.B: Developing Possible Solutions
When evaluating solutions, it is important to
take into account a range of constraints, including
cost, safety, reliability, and aesthetics, and to
consider social, cultural, and environmental
impacts. (HS-ETS1-3)
Both physical models and computers can be
used in various ways to aid in the engineering
design process. Computers are useful for a variety
of purposes, such as running simulations to test
different ways of solving a problem or to see which
one is most efficient or economical; and in making
a persuasive presentation to a client about how a
given design will meet his or her needs. (HS-ETS14)
1
SWBAT
HS-ETS1-1. Analyze a major global challenge to
specify qualitative and quantitative criteria and
constraints for solutions that account for societal
needs and wants.
HS-ETS1-2. Design a solution to a complex realworld problem by breaking it down into smaller,
more manageable problems that can be solved
through engineering.
HS-ETS1-3. Evaluate a solution to a complex realworld problem based on prioritized criteria and
trade-offs that account for a range of constraints,
including cost, safety, reliability, and aesthetics,
as well as possible social, cultural, and
environmental impacts.
HS-ETS1-4. Use a computer simulation to model
the impact of proposed solutions to a complex
real-world problem with numerous criteria and
constraints on interactions within and between
systems relevant to the problem.
Integrated Common Core State Standards
ELA/Literacy –
RST.11-12.7 Integrate and evaluate multiple
sources of information presented in diverse
formats and media (e.g., quantitative data,
video, multimedia) in order to address a
question or solve a problem. (HS-ETS1-1),(HSETS1-3)
RST.11-12.8 Evaluate the hypotheses, data,
analysis, and conclusions in a science or
technical text, verifying the data when possible
and corroborating or challenging conclusions
with other sources of information. (HS-ETS11),(HS-ETS1-3)
RST.11-12.9 Synthesize information from a
range of sources (e.g., texts, experiments,
simulations) into a coherent understanding of a
process, phenomenon, or concept, resolving
conflicting information when possible. (HSETS1-1),(HS-ETS1-3)
Mathematics –
MP.2 Reason abstractly and quantitatively.
(HS-ETS1-1),(HS-ETS1-3),(HS-ETS1-4)
MP.4 Model with mathematics. (HS-ETS11),(HS-ETS1-2),(HS-ETS1-3),(HS-ETS1-4)
ETS1.C: Optimizing the Design Solution
Criteria may need to be broken down into
simpler ones that can be approached
systematically, and decisions about the priority of
certain criteria over others (trade-offs) may be
needed. (HS-ETS1-2)
Dynamic Earth Systems:
Geosphere
2-5
Atmosphere
Hydrosphere
Biosphere
ESS2.A: Earth Materials and Systems
Earth’s systems, being dynamic and interacting,
cause feedback effects that can increase or
decrease the original changes. (HS-ESS2-1),(HSESS2-2)
Evidence from deep probes and seismic waves,
HS-ESS2-1. Develop a model to illustrate how
Earth’s internal and surface processes operate at
different spatial and temporal scales to form
continental and ocean-floor features.
Emphasis is on how the appearance of land features and
sea-floor features are a result of both constructive forces
ELA/Literacy –
RST.11-12.1 Cite specific textual evidence to
support analysis of science and technical texts,
attending to important distinctions the author
makes and to any gaps or inconsistencies in the
account. (HS-ESS2-2),(HS-ESS2-3)
reconstructions of historical changes in Earth’s
surface and its magnetic field, and an
understanding of physical and chemical processes
lead to a model of Earth with a hot but solid inner
core, a liquid outer core, a solid mantle and crust.
Motions of the mantle and its plates occur primarily
through thermal convection, which involves the
cycling of matter due to the outward flow of energy
from Earth’s interior and gravitational movement of
denser materials toward the interior. (HS-ESS2-3)
The geological record shows that changes to
global and regional climate can be caused by
interactions among changes in the sun’s energy
output or Earth’s orbit, tectonic events, ocean
circulation, volcanic activity, glaciers, vegetation,
and human activities. These changes can occur on
a variety of time scales from sudden (e.g., volcanic
ash clouds) to intermediate (ice ages) to very longterm tectonic cycles. (HS-ESS2-4)
and destructive mechanisms.
ESS2.B: Plate Tectonics and Large-Scale
System Interactions
The radioactive decay of unstable isotopes
continually generates new energy within Earth’s
crust and mantle, providing the primary source of
the heat that drives mantle convection. Plate
tectonics can be viewed as the surface expression
of mantle convection. (HS-ESS2-3)
late tectonics is the unifying theory that explains
the past and current movements of the rocks at
Earth’s surface and provides a framework for
understanding its geologic history. Plate
movements are responsible for most continental
and ocean-floor features and for the distribution of
most rocks and minerals within Earth’s crust.
(ESS2.B Grade 8 GBE) (HS-ESS2-1)
HS-ESS2-3. Develop a model based on evidence of
Earth’s interior to describe the cycling of matter
by thermal convection.
Emphasis is on both a one-dimensional model of Earth,
with radial layers determined by density, and a threedimensional model, which is controlled by mantle
convection and the resulting plate tectonics. Examples of
evidence include maps of Earth’s three-dimensional
structure obtained from seismic waves, records of the
rate of change of Earth’s magnetic field, and
identification of the composition of Earth’s layers from
high-pressure laboratory experiments.
ESS2.C: The Roles of Water in Earth’s Surface
Processes
and its unique combination of physical and chemical
properties are central to the planet’s dynamics.
These properties include water’s exceptional
capacity to absorb, store, and release large
amounts of energy, transmit sunlight, expand upon
freezing, dissolve and transport materials, and
lower the viscosities and melting points of rocks.
(HS-ESS2-5)
HS-ESS2-2. Analyze geoscience data to make the
claim that one change to Earth’s surface can
create feedbacks that cause changes to other
Earth systems.
Examples should include climate feedbacks, such as how
an increase in greenhouse gases causes a rise in global
temperatures that melts glacial ice, which reduces the
amount of sunlight reflected from Earth’s surface,
increasing surface temperatures and further reducing the
amount of ice. Examples could also be taken from other
system interactions, such as how the loss of ground
vegetation causes an increase in water runoff and soil
erosion; how dammed rivers increase groundwater
recharge, decrease sediment transport, and increase
coastal erosion; or how the loss of wetlands causes a
decrease in local humidity that further reduces the
wetland extent.
HS-ESS2-5. Plan and conduct an investigation of
the properties of water and its effects on Earth
materials and surface processes.
Emphasis is on mechanical and chemical investigations
with water and a variety of solid materials to provide the
evidence for connections between the hydrologic cycle
and system interactions commonly known as the rock
cycle. Examples of mechanical investigations include
stream transportation and deposition using a stream
table, erosion using variations in soil moisture content,
or frost wedging by the expansion of water as it freezes.
Examples of chemical investigations include chemical
weathering and recrystallization (by testing the solubility
of different materials) or melt generation (by examining
how water lowers the melting temperature of most
RST.11-12.2 Determine the central ideas or
conclusions of a text; summarize complex
concepts, processes, or information presented in a
text by paraphrasing them in simpler but still
accurate terms. (HS-ESS2-2)
WHST.9-12.1 Write arguments focused on
discipline-specific content. (HS-ESS2-7)
WHST.9-12.7 Conduct short as well as more
sustained research projects to answer a question
(including a self-generated question) or solve a
problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the
subject under investigation. (HS-ESS2-5)
SL.11-12.5 Make strategic use of digital media
(e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence
and to add interest. (HS-ESS2-1),(HS-ESS2-3),(HSESS2-4)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HSESS2-1),(HS-ESS2-2),(HS-ESS2-3),(HS-ESS24),(HS-ESS2-6)
MP.4 Model with mathematics. (HS-ESS2-1),(HSESS2-3),(HS-ESS2-4),(HS-ESS2-6)
HSN-Q.A.1 Use units as a way to understand
problems and to guide the solution of multi-step
problems; choose and interpret units consistently
in formulas; choose and interpret the scale and the
origin in graphs and data displays. (HS-ESS21),(HS-ESS2-2),(HS-ESS2-3),(HS-ESS2-4),(HSESS2-6)
HSN-Q.A.2 Define appropriate quantities for the
purpose of descriptive modeling. (HS-ESS2-1),(HSESS2-3),(HS-ESS2-4),(HS-ESS2-6)
HSN-Q.A.3 Choose a level of accuracy
appropriate to limitations on measurement when
reporting quantities. (HS-ESS2-1),(HS-ESS22),(HS-ESS2-3),(HS-ESS2-4),(HS-ESS2-5),(HSESS2-6)
solids).
ESS2.E: Biogeology
between the biosphere and other Earth systems
cause a continual co-evolution of Earth’s surface
and the life that exists on it. (HS-ESS2-7)
PS4.A: Wave Properties
at interfaces between layers to probe structures
deep in the planet. (secondary to HS-ESS2-3)
Aquatic Ecosystems:
Freshwater
Marine
6-7
LS2.A: Interdependent Relationships in
Ecosystems
Ecosystems have carrying capacities, which are
limits to the numbers of organisms and populations
they can support. These limits result from such
factors as the availability of living and nonliving
resources and from such challenges such as
predation, competition, and disease. Organisms
would have the capacity to produce populations of
great size were it not for the fact that environments
and resources are finite. This fundamental tension
affects the abundance (number of individuals) of
species in any given ecosystem. (HS-LS2-1),(HSLS2-2)
LS2.C: Ecosystem Dynamics, Functioning, and
Resilience
A complex set of interactions within an
ecosystem can keep its numbers and types of
organisms relatively constant over long periods of
time under stable conditions. If a modest biological
or physical disturbance to an ecosystem occurs, it
may return to its more or less original status (i.e.,
the ecosystem is resilient), as opposed to becoming
a very different ecosystem. Extreme fluctuations in
conditions or the size of any population, however,
can challenge the functioning of ecosystems in
terms of resources and habitat availability. (HS-LS22),(HS-LS2-6)
HS-ESS2-7. Construct an argument based on
evidence about the simultaneous coevolution of
Earth’s systems and life on Earth.
Emphasis is on the dynamic causes, effects, and
feedbacks between the biosphere and Earth’s other
systems, whereby geoscience factors control the
evolution of life, which in turn continuously alters Earth’s
surface. Examples of include how photosynthetic life
altered the atmosphere through the production of
oxygen, which in turn increased weathering rates and
allowed for the evolution of animal life; how microbial
life on land increased the formation of soil, which in turn
allowed for the evolution of land plants; or how the
evolution of corals created reefs that altered patterns of
erosion and deposition along coastlines and provided
habitats for the evolution of new life forms.
HS-LS2-2. Use mathematical representations to
support and revise explanations based on
evidence about factors affecting biodiversity and
populations in ecosystems of different scales.
Examples of mathematical representations include
finding the average, determining trends, and using
graphical comparisons of multiple sets of data.
Assessment Boundary: Assessment is limited to provided
data.
HS-LS2-6. Evaluate the claims, evidence, and
reasoning that the complex interactions in
ecosystems maintain relatively consistent
numbers and types of organisms in stable
conditions, but changing conditions may result in
a new ecosystem.
Examples of changes in ecosystem conditions could
include modest biological or physical changes, such as
moderate hunting or a seasonal flood; and extreme
changes, such as volcanic eruption or sea level rise.
HS-LS2-7. Design, evaluate, and refine a solution
for reducing the impacts of human activities on
the environment and biodiversity.*
Examples of human activities can include urbanization,
building dams, and dissemination of invasive species.
ELA/Literacy –
RST.9-10.8 Assess the extent to which the
reasoning and evidence in a text support the
author’s claim or a recommendation for solving a
scientific or technical problem. (HS-LS2-6),(HSLS2-7),(HS-LS2-8)
RST.11-12.1 Cite specific textual evidence to
support analysis of science and technical texts,
attending to important distinctions the author
makes and to any gaps or inconsistencies in the
account. (HS-LS2-1),(HS-LS2-2),(HS-LS2-3),(HSLS2-6),(HS-LS2-8)
RST.11-12.7 Integrate and evaluate multiple
sources of information presented in diverse
formats and media (e.g., quantitative data, video,
multimedia) in order to address a question or solve
a problem. (HS-LS2-6),(HS-LS2-7),(HS-LS2-8)
RST.11-12.8 Evaluate the hypotheses, data,
analysis, and conclusions in a science or technical
text, verifying the data when possible and
corroborating or challenging conclusions with other
sources of information. (HS-LS2-6),(HS-LS27),(HS-LS2-8)
WHST.9-12.7 Conduct short as well as more
sustained research projects to answer a question
(including a self-generated question) or solve a
problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the
subject under investigation. (HS-LS2-7)
human activity) in the environment—including
habitat destruction, pollution, introduction of
invasive species, overexploitation, and climate
change—can disrupt an ecosystem and threaten the
survival of some species. (HS-LS2-7)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HSLS2-1),(HS-LS2-2),(HS-LS2-4),(HS-LS2-6),(HS-LS27)
MP.4 Model with mathematics. (HS-LS2-1),(HSLS2-2),(HS-LS2-4)
HSN-Q.A.1 Use units as a way to understand
problems and to guide the solution of multi-step
problems; choose and interpret units consistently
in formulas; choose and interpret the scale and the
origin in graphs and data displays. (HS-LS2-1),(HSLS2-2),(HS-LS2-4),(HS-LS2-7)
HSN-Q.A.2 Define appropriate quantities for the
purpose of descriptive modeling. (HS-LS2-1),(HSLS2-2),(HS-LS2-4),(HS-LS2-7)
HSN-Q.A.3 Choose a level of accuracy
appropriate to limitations on measurement when
reporting quantities. (HS-LS2-1),(HS-LS2-2),(HSLS2-4),(HS-LS2-7)
HSS-ID.A.1 Represent data with plots on the real
number line. (HS-LS2-6)
HSS-IC.A.1 Understand statistics as a process for
making inferences about population parameters
based on a random sample from that population.
(HS-LS2-6)
HSS-IC.B.6 Evaluate reports based on data. (HS-LS26)
LS4.D: Biodiversity and Humans
species (speciation) and decreased by the loss of
species (extinction). (secondary to HS-LS2-7)
resources and other benefits provided by
biodiversity. But human activity is also having
adverse impacts on biodiversity through
overpopulation, overexploitation, habitat
destruction, pollution, introduction of invasive
species, and climate change. Thus sustaining
biodiversity so that ecosystem functioning and
productivity are maintained is essential to
supporting and enhancing life on Earth. Sustaining
biodiversity also aids humanity by preserving
landscapes of recreational or inspirational value.
(secondary to HS-LS2-7) (Note: This Disciplinary
Core Idea is also addressed by HS-LS4-6.)
ETS1.B: Developing Possible Solutions
How Ecosystems Work:
Biogeochemical Cycles
Food Webs
8
into account a range of constraints including cost,
safety, reliability and aesthetics and to consider
social, cultural and environmental impacts.
(secondary to HS-LS2-7)
LS2.B: Cycles of Matter and Energy Transfer
in Ecosystems
Photosynthesis and cellular respiration (including
anaerobic processes) provide most of the energy
for life processes. (HS-LS2-3)
Plants or algae form the lowest level of the food
web. At each link upward in a food web, only a
small fraction of the matter consumed at the lower
level is transferred upward, to produce growth and
release energy in cellular respiration at the higher
level. Given this inefficiency, there are generally
fewer organisms at higher levels of a food web.
Some matter reacts to release energy for life
functions, some matter is stored in newly made
structures, and much is discarded. The chemical
elements that make up the molecules of organisms
HS-LS2-3. Construct and revise an explanation
based on evidence for the cycling of matter and
flow of energy in aerobic and anaerobic
conditions.
Emphasis is on conceptual understanding of the role of
aerobic and anaerobic respiration in different
environments.
Assessment Boundary: Assessment does not include the
specific chemical processes of either aerobic or
anaerobic respiration.
HS-LS2-4. Use mathematical representations to
support claims for the cycling of matter and flow
of energy among organisms in an ecosystem.
Emphasis is on using a mathematical model of stored
energy in biomass to describe the transfer of energy
ELA/Literacy –
RST.11-12.1 Cite specific textual evidence to
support analysis of science and technical texts,
attending to important distinctions the author
makes and to any gaps or inconsistencies in the
account. (HS-LS2-1),(HS-LS2-2),(HS-LS2-3),(HSLS2-6),(HS-LS2-8)
WHST.9-12.2 Write informative/explanatory
texts, including the narration of historical events,
scientific procedures/ experiments, or technical
processes. (HS-LS2-1),(HS-LS2-2),(HS-LS2-3)
WHST.9-12.5 Develop and strengthen writing as
needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing
what is most significant for a specific purpose and
audience. (HS-LS2-3)
pass through food webs and into and out of the
atmosphere and soil, and they are combined and
recombined in different ways. At each link in an
ecosystem, matter and energy are conserved. (HSLS2-4)
Photosynthesis and cellular respiration are
important components of the carbon cycle, in which
carbon is exchanged among the biosphere,
atmosphere, oceans, and geosphere through
chemical, physical, geological, and biological
processes. (HS-LS2-5)
PS3.D: Energy in Chemical Processes
The main way that solar energy is captured and
stored on Earth is through the complex chemical
process known as photosynthesis. (secondary to
HS-LS2-5)
ESS2.D: Weather and Climate
The foundation for Earth’s global climate
systems is the electromagnetic radiation from the
sun, as well as its reflection, absorption, storage,
and redistribution among the atmosphere, ocean,
and land systems, and this energy’s re-radiation
into space. (HS-ESS2-2),(HS-ESS2-4)
Gradual atmospheric changes were due to
plants and other organisms that captured carbon
dioxide and released oxygen. (HS-ESS2-6),(HSESS2-7)
Changes in the atmosphere due to human
activity have increased carbon dioxide
concentrations and thus affect climate. (HS-ESS26),(HS-ESS2-4)
Final Exam
9
Comprehensive review of NGSS:
ETS1
ESS2
PS3
PS4
LS2
from one trophic level to another and that matter and
energy are conserved as matter cycles and energy flows
through ecosystems. Emphasis is on atoms and
molecules such as carbon, oxygen, hydrogen and
nitrogen being conserved as they move through an
ecosystem.
HS-LS2-5. Develop a model to illustrate the role
of photosynthesis and cellular respiration in the
cycling of carbon among the biosphere,
atmosphere, hydrosphere, and geosphere.
[Examples of models could include simulations and
mathematical models.
Assessment Boundary: Assessment does not include the
specific chemical steps of photosynthesis and respiration.
HS-ESS2-6. Develop a quantitative model to
describe the cycling of carbon among the
hydrosphere, atmosphere, geosphere, and
biosphere.
Emphasis is on modeling biogeochemical cycles that
include the cycling of carbon through the ocean,
atmosphere, soil, and biosphere (including humans),
providing the foundation for living organisms.
Mathematics –
MP.2 Reason abstractly and quantitatively. (HSLS2-1),(HS-LS2-2),(HS-LS2-4),(HS-LS2-6),(HS-LS27)
MP.4 Model with mathematics. (HS-LS2-1),(HSLS2-2),(HS-LS2-4)
HSN-Q.A.1 Use units as a way to understand
problems and to guide the solution of multi-step
problems; choose and interpret units consistently
in formulas; choose and interpret the scale and the
origin in graphs and data displays. (HS-LS2-1),(HSLS2-2),(HS-LS2-4),(HS-LS2-7)
HSN-Q.A.2 Define appropriate quantities for the
purpose of descriptive modeling. (HS-LS2-1),(HSLS2-2),(HS-LS2-4),(HS-LS2-7)
HSN-Q.A.3 Choose a level of accuracy
appropriate to limitations on measurement when
reporting quantities. (HS-LS2-1),(HS-LS2-2),(HSLS2-4),(HS-LS2-7)
MP.2 Reason abstractly and quantitatively. (HSESS2-1),(HS-ESS2-2),(HS-ESS2-3),(HS-ESS24),(HS-ESS2-6)
MP.4 Model with mathematics. (HS-ESS2-1),(HSESS2-3),(HS-ESS2-4),(HS-ESS2-6)
HSN-Q.A.1 Use units as a way to understand
problems and to guide the solution of multi-step
problems; choose and interpret units consistently
in formulas; choose and interpret the scale and the
origin in graphs and data displays. (HS-ESS21),(HS-ESS2-2),(HS-ESS2-3),(HS-ESS2-4),(HSESS2-6)
HSN-Q.A.2 Define appropriate quantities for the
purpose of descriptive modeling. (HS-ESS2-1),(HSESS2-3),(HS-ESS2-4),(HS-ESS2-6)
HSN-Q.A.3 Choose a level of accuracy
appropriate to limitations on measurement when
reporting quantities. (HS-ESS2-1),(HS-ESS22),(HS-ESS2-3),(HS-ESS2-4),(HS-ESS2-5),(HSESS2-6)
Complete the final exam with a score of 60% or better.
***** THE ABOVE SCHEDULE IS TENTATIVE AND SUBJECT TO CHANGE AS NEEDED ****