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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 - - Intro to ENVS quiz Lorax video/ worksheet Tragedy of the commons article/ worksheet Ethics Quiz Journal entries Current Event #1 (ongoing through first quarter) - - - 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 - - - - - 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 - - - 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 - - - Intro to populations mini quiz Mark and recapture lab Age distribution worksheet World Population Activity or Country population brochure Populations quest Journal entries - - - 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. - Geology Lab Soil formation w/s Threats to soil w/s Soil lab Soil quiz Genetically modified - - 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. - organism brochure/flyer Soil and Ag. Test Journal entries Current Event #2 (ongoing for 2nd quarter) - - 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. - Students will be able to i. - - - - - 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 - Ecosystem - - - - 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 - - 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 - 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 - 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) - - - - 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. - Nuclear waste w/s Nuclear Energy stations activity Nuclear quiz Journal entries - - - EPA Webquest Lichen Lab Intro to Air Pollution w/s Intro pop quiz (w/ notes) Sunscreen experiment - 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. - Penguin climate change activity Climate change board game Indoor air pollutants activity Air pollution Test Journal entries - - - - 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 - - - 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 - - - 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. - 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 - - - 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) - - 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.