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Standard Environmental Science
5064
Topic
Curriculum
Instructional
Objective
(Essential learnings)
Performance Objectives
Assessment
The student will be able to:
Teacher Notes
The student will know
and understand:
Students will define
environmental science
and recognize the
three major
environmental threats.
Additionally students
will identify
interrelatedness as a
core concept
Introduction
surrounding the
to
discipline of
Environmental
environmental science.
Science and
Environmental
Students will also
Ethics
explore environmental
ethics, environmental
attitudes,
environmental justice,
individual
environmental ethics
as well as the ethics of
consumption.
Standard Environmental Science
5064
i. Define environmental science.
ii. Identify the major themes of
environmental science.
iii. Understand interrelatedness as a core
concept of environmental science.
iv. Realize that environmental problems
involve social, ethical, political, and
economic issues, not just scientific
issues.
v. Define pollution, resource depletion,
and biodiversity loss.
vi. Differentiate between a renewable and
non-renewable resource.
vii. Define the term sustainability.
viii. Understand the concept presented by
Garrett Hardin relating to the
“Tragedy of the Commons”.
ix. Explore environmental ethics and
attitudes.
x. Explain the connection between
material wealth and resource
exploitation.
xi. Explain the relationship among
economic growth and
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Intro to ENVS
quiz
Lorax video/
worksheet
Tragedy of the
commons article/
worksheet
Ethics Quiz
Journal entries
Current Event #1
(ongoing through
first quarter)
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Page 1 of 13
Ch. 1-2
~2.5 classes
Information for Intro
to ENVS is taken from
other sources as the
book does not pin
point the main
themes of the
subject.
The Tragedy of the
Commons idea needs
to be supplemented
with an article to aid
in students’
understanding.
Ch.2, Ethics, is
learned
independently and
assessed using a quiz.
Topic
Curriculum
Instructional
Objective
Performance Objectives
Assessment
The student will be able to:
(Essential learnings)
Teacher Notes
The student will know
and understand:
environmental degradation.
xii. Define sustainable development.
xiii. Describe factors associated with
environmental justice.
xiv. Explain the importance of individual
ethical commitments toward the
environment.
Interactions:
Environment
and
Organisms
Kinds of
Ecosystems
and
Communities
Students will explore
ecological concepts
including the role of
natural selection and
evolution. Students will
also understand kinds
of organism
interactions as well as
community and
ecosystem
interactions.
Additionally students
will understand the
process of succession
within ecosystems.
Finally students will be
able to identify the
major terrestrial and
aquatic biomes of the
biosphere.
Standard Environmental Science
5064
i.
Identify biotic and abiotic factors of an
ecosystem.
ii. Define niche.
iii. Assess the role of natural selection and
evolution in species interaction.
iv. Describe various types of relationships
within an environment including
predation, competition, and
symbiotic relationships.
v. Identify various levels of organization
within the biosphere (organism,
population, community, and
ecosystem).
vi. Define the roles of producer/consumer.
vii. Identify different types of heterotrophy.
viii. Describe the role of a keystone species.
ix. Describe energy flow through an
ecosystem .
x. Interpret and compare food chains and
food webs.
xi. Explain the cycling of nutrients
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Role of Natural
Selection and
Evolution quiz
Energy flow/
Energy pyramids
worksheet
Owl pellet lab
Biogeochemical
cycles
coloring/labeling
packet
Biogeochemical
cycles quiz
Succession
worksheet
Ecosystem Movie
Poster project
Ecosystems and
Interactions Test
(Ch.5 and 6)
Journal entries
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Page 2 of 13
Ch.5 and Ch. 6
~6.5 classes
Most of this
information is review
for students who
have taken biology.
Biogeochemical
cycles are a difficult
topic for students.
Students really enjoy
the mark and
recapture lab.
Topic
Curriculum
Instructional
Objective
Performance Objectives
Assessment
The student will be able to:
(Essential learnings)
Teacher Notes
The student will know
and understand:
including carbon, nitrogen, and
phosphorus.
xii. Understand the role of succession.
xiii. Recognize the difference between
primary and secondary succession.
xiv. Describe the major land and aquatic
biomes.
xv. Identify major biotic and abiotic
characteristics unique to each
biome.
xvi. Investigate specific threats related to
the Chesapeake Bay ecosystem.
Populations
Students explore
concepts among all
populations including
population
characteristics, factors
that limit population
size, carrying capacity,
reproductive strategies
and population
fluctuations.
i.
Students undertake an
in depth examination
of human population
growth including its
characteristics and
v.
Standard Environmental Science
5064
ii.
iii.
iv.
vi.
vii.
Understand that birthrate and death
rate are both important in
determining the population growth
rate.
Define the following characteristics of a
population: natality, mortality, sex
ratio, and age distribution.
Define, categorize and provide
examples of limiting factors.
Explain characteristics of an exponential
population growth curve.
Explain how limiting factors impact
carrying capacity.
Compare reproductive strategies of
organisms.
Interpret and generate an age structure
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Intro to
populations mini
quiz
Mark and
recapture lab
Age distribution
worksheet
World Population
Activity or
Country
population
brochure
Populations quest
Journal entries
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Page 3 of 13
Ch. 7
~5 classes
World population
activity might suffice
for country
population brochure.
For population
activity students
need to do research
at home in order to
make the activity
effective.
Students are
particularly surprised
to learn about the
significance of
Topic
Curriculum
Instructional
Objective
Performance Objectives
Assessment
The student will be able to:
(Essential learnings)
Teacher Notes
The student will know
and understand:
Soil and
Agriculture
implications.
Additionally students
will identify factors
that influence human
population growth rate
and recognize
relationships between
growth rate and
hunger, food
production, and
environmental
degradation.
diagram.
viii. Describe current trends in human
population growth.
ix. Explore factors that contribute to
human population growth including
biological, social, economic and
political factors.
x. Explain how age distribution and the
status of women affect population
growth predictions.
xi. Compare and contrast population
growth in developed vs. developing
countries.
xii. Describe the implications of
demographic transition.
xiii. Identify environmental strains related
to population growth.
xiv. Discuss future implication of continued
human population growth.
Students will explore
geologic process
focusing primarily on
soil formation, soil
properties, profiles,
erosion, and
conservation
techniques.
i.
Standard Environmental Science
5064
Describe the geologic processes that
build and erode the earth’s surface.
ii. List the physical, chemical, and
biological factors involved in soil
formation.
iii. Differentiate between soil texture and
soil structure
iv. Explain the role of living organisms in
soil formation and fertility.
women in world
population numbers.
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Geology Lab
Soil formation
w/s
Threats to soil
w/s
Soil lab
Soil quiz
Genetically
modified
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Page 4 of 13
Ch. 13-14
~9 classes
Geology lab is
performed in
stations.
Food INC. movie
provides excellent
opportunity for
discussion.
Topic
Curriculum
Instructional
Objective
(Essential learnings)
Performance Objectives
Assessment
The student will be able to:
Teacher Notes
The student will know
and understand:
Students will
understand the
development of
agriculture throughout
time recognizing the
impact of mechanized
agriculture on chemical
use and environmental
degradation. Students
will also compare and
contrast conventional
agricultural practices
with sustainable
practices.
Standard Environmental Science
5064
v. Describe the various layers in a soil
profile.
vi. Explain the implication of soil erosion.
vii. Compare soil conservation techniques
including contour farming, strip
farming, terracing, windbreaks, and
conservation tillage.
viii. Understand that the misuse of soil
reduces fertility, pollutes streams,
and requires expensive remedial
measures.
ix. Describe the development of
agriculture over time.
x. Compare and contrast agricultural
practices including shifting, labor
intensive and mechanized
agriculture.
xi. Explain why mechanized agriculture
encourages monoculture farming
and thus requires an extensive
amount of pesticides.
xii. Contrast types of agricultural chemical
use.
xiii. Differentiate between persistent and
non-persistent pesticides.
xiv. Define biomagnification.
xv. Identify environmental issues
associated with agricultural
chemical use.
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organism
brochure/flyer
Soil and Ag. Test
Journal entries
Current Event #2
(ongoing for 2nd
quarter)
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Page 5 of 13
What the World Eats
photo essay is a great
introduction to
agriculture and
provides students a
global perspective to
food consumption.
Topic
Curriculum
Instructional
Objective
Performance Objectives
Assessment
The student will be able to:
(Essential learnings)
Teacher Notes
The student will know
and understand:
xvi. Discuss alternatives to conventional
agriculture methods such as organic
farming, integrated pest
management and genetically
modified organisms.
Land Use
Planning
Students will explore
the environmental
impact of urbanization.
In addition students
will recognize the need
for land use planning
to minimize
environmental
degradation. Students
will also understand
how integrating
principles of smart
growth encourages
sustainable
development.
i. Define urbanization.
ii. Compare characteristics of urban,
suburban, and rural populations.
iii. Identify environmental problems
associated with urbanization.
iv. Identify problems associated with
unplanned growth.
v. State principles of land use planning.
vi. Describe the economic and social
values involved in planning for
outdoor recreation opportunities.
vii. List the steps in the development and
implementation of a land use plan.
viii. Compare traditional land use planning
to sustainable planning.
ix. Describe the concept of smart growth.
x. Create a model community based on
smart growth principles.
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Students will be able to
i.
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Neighborhood
map
Need for planning
w/s
Changing
landscapes
activity
Lego Lab
Problems w/
unplanned
growth w/s
Special urban
planning issues
w/s
Journal entries
Urbanization and
Land Use
planning Quest
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Ecosystem
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Ch.12
~5.5 classes
Lego lab can be
spread over a two
day period.
Urbanization
information is
referenced from
other sources as the
textbook does not do
the best job of
narrowing down the
important
information.
Many excellent
examples of smart
growth in
Montgomery County,
MD that can be
referenced.
Biodiversity
Standard Environmental Science
5064
Define biodiversity.
Page 6 of 13
Ch. 11
Topic
Curriculum
Instructional
Objective
Performance Objectives
Assessment
The student will be able to:
(Essential learnings)
Teacher Notes
The student will know
and understand:
define biodiversity and
explain the value and
threats to biodiversity.
Students will also learn
what is being done to
preserve biodiversity.
Patterns of
Energy
Consumption
Students will
investigate the history
of energy
consumption, how
energy is used, the
economics and politics
of energy use, as well
as consumption trends.
Standard Environmental Science
5064
ii. Recognize that humans significantly
modify natural ecosystems.
iii. Give examples of genetic diversity,
species diversity, and ecosystem
diversity.
iv. Explain the values of biodiversity.
v. Identify the major threats to
biodiversity.
vi. Explain and identify ecosystem services.
vii. Identify causes of desertification.
viii. Describe the role of endangered species
legislation and the biodiversity
treaty.
ix. Describe techniques that foster the
sustainable use of wildlife and
fisheries resources.
i.
Articulate the history of energy
consumption.
ii. Describe how energy consumption has
increased as civilization developed
from hunting and gathering to
primitive agriculture to advanced
agriculture.
iii. Correlate the Industrial Revolution with
social and economic changes
iv. Explain why energy consumption is
growing more rapidly in developing
countries than in the industrialized
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services w/s
Deer genetic
wheel activity
Checks and
Balances activity
Biodiversity
project
Biodiversity quiz
Journal entries
-
~3.5 classes
The biodiversity
project is one of the
larger projects
students undertake
throughout the year
and acts as the
primary assessment
for this unit.
History of energy
use comic strip
Review questions
Journal entry
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Ch. 8
1 class
Meant to be a very
brief introduction to
the history of energy
consumption.
Page 7 of 13
Topic
Curriculum
Instructional
Objective
Performance Objectives
Assessment
The student will be able to:
(Essential learnings)
Teacher Notes
The student will know
and understand:
world.
v. Describe the role of OPEC in
determining oil prices.
Students explore the
following regarding
coal, oil, and natural
gas: formation,
extraction, use, and
political and economic
factors associated with
each energy source.
NonRenewable
and
Renewable
Energy
And Energy
Conservation
Students will also
explore alternatives to
conventional fossil
fuels as well as explore
methods of energy
conservation.
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
Standard Environmental Science
5064
Differentiate between a resource and
reserve.
Explore the various methods of mining.
Identify commonly mined rocks and
minerals.
Determine the environmental impact of
various mining techniques.
Compare and contrast surface and
subsurface mining.
Recognize that natural gas and oil are
formed from ancient marine deposits.
Compare and contrast origin, extraction
method, and use of coal, oil, and
natural gas.
Examine the environmental, economic,
and political issues related to fossil fuel
extractions and use.
Investigate current events in natural gas
extraction.
Compare and contrast the following
renewable energy sources (wind, tidal,
hydroelectric, biomass, solar, hydrogen
fuel cells, and geothermal)
Recognize that energy conservation can
significantly reduce our need for
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Mining article w/
questions
Cookie Mining
Lab
Mining quiz
Oil webquest
Coal, oil, natural
gas quiz
Energy graphing
activity
Classroom energy
audit activity
School energy
tour use
Personal energy
audit
Energy Test
Journal entries
Current Event #3
(ongoing for 3rd
quarter)
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Page 8 of 13
Ch.9
~ 11 classes
Mining is taught as a
separate unit
although it is
mentioned
throughout the
energy unit.
The head of
maintenance can be
contacted to set up a
school energy tourKids really enjoy this.
While there are many
personal energy
audit activities
finding the most
effective has been
difficult.
This may be a good
unit to incorporate
more discussion
among students.
Gasland video should
be split over several
Topic
Curriculum
Instructional
Objective
Performance Objectives
Assessment
The student will be able to:
(Essential learnings)
Teacher Notes
The student will know
and understand:
xii.
xiii.
Nuclear
Energy
Air Pollution
Students will
understand the nature
and history of nuclear
energy including
concerns associated
with nuclear energy.
Students will be able to
outline the nuclear fuel
cycle.
Students will be able to
categorize common air
pollutants, identify
measures to control air
pollutants, outline the
formation and impact
of acid rain,
understand the cause
Standard Environmental Science
5064
i.
ii.
iii.
iv.
v.
vi.
additional energy sources.
Explore methods of energy
conservation.
Assess personal energy consumption.
Describe the nature of nuclear energy
(fission and fusion).
Explain how a nuclear reactor produces
electricity.
Trace the steps of the nuclear fuel
cycle.
Investigate concerns regarding nuclear
power.
Categorize levels of nuclear waste.
Explore the future of nuclear energy.
i. Name the layers of atmosphere.
ii. Identify the composition of the
atmosphere.
iii. Categorize common air pollutants
including the six criteria air
pollutants.
iv. Describe how photochemical smog is
formed and how it affects humans.
days or only show a
portion of it.
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Nuclear waste
w/s
Nuclear Energy
stations activity
Nuclear quiz
Journal entries
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EPA Webquest
Lichen Lab
Intro to Air
Pollution w/s
Intro pop quiz (w/
notes)
Sunscreen
experiment
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Page 9 of 13
Ch. 10
~ 4 classes
Students are
generally very
interested in learning
about nuclear
energy.
Nuclear stations
activity was very
successful but does
take an entire class.
May need to shorten.
Also need to make
webquest portion
easier to follow.
Ch. 16
~ 8 classes
This is generally a
more difficult
chapter for students
as it references
chemical compounds
and chemical
Topic
Curriculum
Instructional
Objective
(Essential learnings)
Performance Objectives
Assessment
The student will be able to:
Teacher Notes
The student will know
and understand:
of ozone depletion,
and address issues
related to climate
change. In addition
students will know the
most common indoor
air pollutants including
the health risks they
pose.
v. Explain the negative effects of air
pollution on wildlife, habitats,
manmade structures, and human
health.
vi. Develop an understanding of how air
pollution impacts global warming
and climate change.
vii. Discuss the causes and effects of
climate change.
viii. Understand the impact of
chlorofluorocarbons on ozone
depletion.
ix. Recognize actions that there are many
positive actions that have improved
air quality.
x. Identify major indoor air pollutants.
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Penguin climate
change activity
Climate change
board game
Indoor air
pollutants activity
Air pollution Test
Journal entries
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Standard Environmental Science
5064
Page 10 of 13
reactions.
Lichens can be
ordered or easily
collected from
trees/rocks to
perform lichen lab.
Need to have sun
sensitive paper for
sunscreen lab. Would
be best to get a
drastic range of
sunscreens (ex. 15,
50, 80 spf) for best
results. Also consider
rinsing paper as
directed to get a
better visual.
Creating flow chart
for penguin activity
can be challenging
for students- need to
explain thoroughly
and assist them.
Students really enjoy
the climate change
board game. Need to
emphasis that the
focus is on climate
change. Need to
Topic
Curriculum
Instructional
Objective
(Essential learnings)
Performance Objectives
Assessment
The student will be able to:
Teacher Notes
The student will know
and understand:
provide students a
sufficient amount of
time to complete the
game as well as play
each other’s games.
Students will gain an
understanding of the
water issues
throughout the globe
including distribution
of water, access to
potable water, and
water pollution.
Water
Pollution
Students will assess
kinds of water use as
well as categorize
types and sources of
water pollution.
Finally, students will
outline the process of
wastewater treatment.
Standard Environmental Science
5064
i. Sequence the hydrologic cycle.
ii. Investigate current trends in water use
throughout the world.
iii. Explain how land use effects infiltration
and surface runoff.
iv. List the various kinds of water use and
the problems associated with each.
v. Examine kinds and sources of water
pollution.
vi. Identify negative environmental
impacts associated with water
pollution.
vii. Recognize the connection between
water pollution and water borne
disease.
viii. Differentiate between point and
nonpoint source pollution.
ix. Explain how heat can be a form of
pollution.
x. Describe some of the problems
associated with storm water runoff.
xi. Explain how various federal laws
control water use and prevent
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Water footprint
calculator activity
Water borne
disease activity
(Project WET)
Broad Street
(Project WET)
activity
Water quality lab
Wastewater
treatment w/s
Water quest/test
Journal entries
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Page 11 of 13
Ch.15
~ 6 classes
Major emphasis
placed on global
water issues.
Need to double
check National
Geographic’s
footprint calculator
as there was some
trouble in the past.
Need to walk
students through
specific parts of
water quality lab,
specifically titration.
Also reinforce that
reagents should not
be mixed unless
directed to do so.
Also, determine a
plan to avoid
students sitting
Topic
Curriculum
Instructional
Objective
Performance Objectives
Assessment
The student will be able to:
(Essential learnings)
Teacher Notes
The student will know
and understand:
misuse.
xii. Explain the significance of wastewater
treatment.
xiii. Compare and contrast wastewater
treatment facilities versus septic
systems.
around and waiting
for a particular
station. May need to
do simpler tests/ones
that take less time or
create additional
stations.
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Students will describe
kinds of municipal
waste while gaining an
in depth knowledge of
municipal soil waste.
Waste
Disposal
Students will identify
the positive and
negatives of each of
the following disposal
methods; landfill,
incineration, mulch
and composting,
source reduction, and
recycling.
Leadership in
Energy and
Environmental
Design
As a culminating
activity students will
apply concepts learned
throughout the year to
design and develop a
Standard Environmental Science
5064
i.
Explain why solid waste is a problem
throughout the world.
ii. Differentiate between various types of
solid waste.
iii. Understand that the management of
municipal soil waste is directly
affected by economies, technology,
and citizen awareness/involvement.
iv. Compare and contrast methods of
disposal including problems
associated with each.
xiv. Describe methods of source reduction.
xv. Describe composting and how it fits
into solid waste disposal.
xvi. List some benefits and drawbacks of
recycling.
i. Describe the need to transition to more
sustainable building practices.
ii. Explain the key components of the LEED
rating systems
iii. Identify methods and strategies that
Waste
management quiz
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Green Dream
House Project
including
blueprint,
housing impact
Page 12 of 13
Ch. 17
~ 2 classes
Secret Life of Trash
can be streamed
from CNBC website.
Waste management
quiz is intended to be
a pop open book quiz
due to the small
amount of time spent
on the material.
Not in book
4 + classes
Depending on time
available this project
Topic
Curriculum
Instructional
Objective
(Essential learnings)
Performance Objectives
The student will be able to:
Assessment
Teacher Notes
The student will know
and understand:
model LEED home.
can be used to meet the
requirements of LEED rating
systems
iv. Examine different levels of LEED
certification.
v. Design his/her own LEED home
report, and
model. (May also
include LEED
webquest)
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Standard Environmental Science
5064
Page 13 of 13
can be extended up
to 6+ classes.
Activity adapted from
Ms. Duncan’s class.
US Green Building
Council is best
reference.
At minimum students
will complete the
Housing Impact
Report and model. If
more time allows
they may also
complete the USGBC
LEED webquest and
do independent
research on an
existing green
building.