Download Scope and Sequence for Environmental Systems Incorporating Essential Learning Outcomes

Scope and Sequence for Environmental Systems
Incorporating Essential Learning Outcomes
Prepared by Michael Delesantro
Science Academy of South Texas
April 27, 2009
Environmental Systems - Scope and Sequence - Semester at a Glance (accelerated block course)
Textbook: Kendell/Hunt
Global Science
Three Weeks
1st 3 weeks
2nd 3 weeks
Topics/
Concepts
Introduction
Science Methods
Ecosystem
Interactions
3rd 3 weeks
4th 3 weeks
5th 3 weeks
6th 3 weeks
The Earth and Its Energy
Alternatives and
Energy
Population
Resources
Biology
Agriculture and
Water Resources
Water and Air
Quality; Global
Climate Change
Land Use and
Sustainable
Management
ELO:
1 – 12;
14 - 24
ELO:
25 – 32
ELO:
33 - 41
ELO:
42 – 53
ELO:
54 – 65
ELO:
13;
66 – 75
Resources:
Global
Science
Chapters 1, 2, 3
Internet resources
Local news media
Video: Race to Save the
Planet (RTSP) #
Chapters 4, 7, 8
Internet resources
Chapters 5, 9, 10, 11
Internet resources
Chapters 6, 12
Internet resources
Chapters 12, 13
Internet resources
Chapters 14, 15
Internet resources
TEKS: c.1.AB, c.2.A-D
and c.3.A-E
are reinforced
throughout
the course.
TEKS: c.4.A, c.4.B, c.4.C,
c.4.D, c.4.E, c.5.E, c.6.B,
c.6.C, c.6.D, c.8.B, c.8.C,
c.8.D
TEKS: c.4.B, c.5.C,
c.5.D, c.6.A, c.6.C,
c.8.A,
TEKS: c.5.C, c.5.D,
c.6.A, c.7.A, c.7.B,
c.7.C, c.7.D, c.8.D
TEKS: c.4.C, c.4.D,
c.4.E, c.5.B, c.5.C,
c.5.F, c.7.A, c.8.C,
c.8.D
TEKS: c.4.B, c.5.B,
c.5.C, c.5.D, c.5.E,
c.5.F, c.8.B
TEKS: c.4.C, c.5.A,
c.5.C, c.5.F, c.7.c,
c.7.D, c.8.A
Approximate Time: 3 weeks (accelerated block schedule) 1st 3 weeks
UNIT 1: Ecosystem Interactions
Objectives/concepts
Identify indigenous plants and animals, assess their
role within an ecosystem, and compare them to
plants and animals in other ecosystems and biomes.
TEKS
and
ELOs
c.4.
A–E
c.5. E
Make observations and compile data about
fluctuations in abiotic cycles and evaluate the effects
of abiotic factors on local ecosystems and biomes.
Evaluate the impact of human activity such as
methods of pest control, hydroponics, organic
gardening, or farming on ecosystems.
c.6.
B–D
c.8.
B–D
Predict how the introduction, removal, or
reintroduction of an organism may alter the
food chain and affect existing populations.
Predict changes that may occur in an ecosystem
if biodiversity is increased or reduced.
Analyze evaluate the significance and inter-dependence of components of environmental systems
1 – 12
Explain the flow of energy in an ecosystem.
14 - 24
Investigate and identify energy interactions ...
Explain how regional changes in the
environment may have a global effect.
Describe how communities have restored an
ecosystem.
Examine and describe a habitat restoration or
protection program.
Week One –
Introduction to Environmental Science
Review of the Scientific Method – black box
experiment or similar opening activity
Environmental Issues and Ethics – identify local
and global environmental issues and offer
suggestions for further study and possible solutions
Weeks Two and Three–
Ecosystems – ecosystem processes and structure
Biotic and Abiotic Factors
Matter cycles – biogeochemical cycles
Energy Flow – trophic structue, food chains and
webs, energy pyramids
Community interactions – predation, competition,
parasitism, mutualism, commensalism
Global biomes and local habitats – examine
habitats of the RGV and their unique flora and fauna
Expected learning outcomes:
ELO:
Investigate and explain the effects of energy
transformations within an ecosystem.
Topics ( in approximate sequential order)
1. state the steps in the scientific method.
2. write a testable hypothesis for a science investigation.
3. identify variables in a science investigation.
4. design and conduct an experiment.
5. record and analyze data from a science investigation.
6. write a conclusion for a science investigation.
7. organize and write a lab report.
8. state the main safety rules for laboratory and field.
9. conduct themselves safely in a lab or field environment.
10. properly use lab and field equipment and safety gear.
11. properly use measurement devices and technology.
12. use the internet and other technology sources.
14. identify environmental issues that affect them.
15. identify habitats, ecosystems and biomes.
16. identify native plants and animals of the RGV.
17. identify biotic and abiotic components of ecosystems.
18. analyze and draw conclusions about the environment.
19. describe biogeochemical cycles.
20. analyze energy flow in food chains and food webs.
21. recognize pyramid of energy and explain relationships.
22. identify the major community interactions and explain.
23. identify and explain types of community succession.
24. explain the concepts of species richness and diversity.
Suggested
Resources
Assessments
TAKS
Objectives
Chapters 1, 2, 3
Lab Report
1, 2, 3
PowerPoint
presentation
Internet
resources
media sources
Project Wild or
similar activities
Multimedia
presentation
on a local
habitat: ppt,
posters, video,
etc.
Unit Test or
Quiz
Approximate Time: 3 weeks (accelerated block schedule) 2nd 3 weeks
UNIT 2 (part): The Earth and Its Energy Resources
Objectives/concepts
Make observations and compile data about
fluctuations in abiotic cycles and evaluate the
effects of abiotic factors on local ecosystems
and biomes.
TEKS
and
ELOs
c.4. B
c.5.
C, D
Document the use and conservation of both
renewable and non-renewable resources.
c.6.
A, C
Identify renewable and non-renewable
resources that must come from outside an
ecosystem such as food, water, lumber, and
energy
c.8. A
Summarize forms and sources of energy.
25 – 32
Investigate and explain the effects of energy
transformations within an ecosystem.
Analyze and describe the effects on
environments of events such as fires,
hurricanes, deforestation, mining, population
growth, and municipal development.
ELO:
Topics (in approximate sequential order)
Week One –
Structure of the Earth – layers, rocks and
minerals, the rock cycle, plate tectonics – rock and
mineral identification
Weeks Two and Three–
Energy in all its forms – laws of thermodynamics,
KE, PE, energy conversions
Non-renewable energy resources – fossil fuels,
nuclear energy, economic and environmental
impacts of a non-renewable energy lifestyle
Comparing fuels – energy content, cleanliness
Resource Supply and Demand – calculating
current energy reserves and predicting our energy
future
Expected learning outcomes:
25. describe the structure of the earth.
26. identify the core, mantle, and crust of the earth and
describe their roles in plate tectonics.
27. describe the five main outcomes of plate tectonics.
28. identify 20 common minerals and 20 common types of
rocks using standardized tests of properties such as
hardness, luster, cleavage, etc.
29. analyze the environmental impacts of mineral
extraction.
30. make conversions among various types of kinetic and
potential energy using equations for work, energy, force,
and power.
31. analyze renewable and nonrenewable fuels for their
energy content and environmental impacts.
32. analyze sources and consumption of various energy
types, especially fossil fuels, on a local, regional, and
global basis.
Suggested
Resources
Chapters 4, 7, 8
Internet
resources
Assessments
TAKS
Objectives
1, 4, 5
UNIT 2 (part): Energy Alternatives and UNIT 3: Population Biology
Objectives/concepts
TEKS
and
ELOs
Document the use and conservation of both
renewable and non-renewable resources.
Identify renewable and non-renewable resources that
must come from outside an ecosystem such as food,
water, lumber, and energy.
c.5.
C, D
c.6. A
Approximate Time: 3 weeks (accelerated block schedule) 3rd 3 weeks
Topics (in approximate sequential order)
Week One – Conclude previous unit
Renewable energy alternatives – solar, wind,
water, biomass, etc.
Energy Conservation
Unit test on energy
Evaluate the depletion of non-renewable resources
and propose alternatives.
ELO:
Weeks Two and Three– (part of week one as well)
Population Biology – demographics, limits to
growth, rule of 70, population dynamics and growth
equations
Population in the RGV – comparison of local,
state, nation and world growth
Global Impacts of an expanding population
Analyze and make predictions about the impact of
geographic locales, natural events, diseases, and
birth and death rates on populations.
33 - 41
Expected learning outcomes:
Summarize forms and sources of energy.
c.7.
A–D
Relate carrying capacity to population dynamics.
c.8. D
Calculate exponential growth of populations.
Analyze and describe the effects on environments of
events such as fires, hurricanes, deforestation,
mining, population growth, and municipal
development.
33. calculate current energy reserves and predict future
supplies and demand.
34. analyze pros and cons of alternative energy sources.
35. calculate population growth rates from birth and death
rates and rates of immigration and emigration.
36. calculate population doubling times using rule of 70.
37. construct and interpret population histograms showing
rapid, moderate, and slow growth.
38. graph exponential and logistic growth curves and use
them to explain doubling time and carrying capacity.
39. explain the concept of the demographic transition.
40. estimate the human carrying capacity for earth.
41. discuss the causes and effects of rapid human
population growth over the past few hundred years and the
economic and environmental impacts of that growth.
Suggested
Resources
Assessments
TAKS
Objectives
Chapters 9, 10,
11
Solar Home
design
competition
1, 3, 5
Chapter 5
Analysis of
energy use and
conservation
Internet
resources
Energy Test
Video
presentations
media sources
Activities/Methods: Discussion of solar home designs
Power Point presentation on population ecology and human population issues
Student presentations on population issues in the Valley, US, and world
Calculation of carrying capacity of Earth; graphing of population changes over time
Video presentations of world population issues (BLA resources)
Presentation
on population
changes in the
RGV – city
comparisons
Unit Test on
population
UNIT 4: Agriculture and Biodiversity
Objectives/concepts
Evaluate the impact of human activity such as
methods of pest control, hydroponics, organic
gardening, or farming on ecosystems.
Predict how the introduction, removal, or
reintroduction of an organism may alter the
food chain and affect existing populations.
Predict changes that may occur in an ecosystem
if biodiversity is increased or reduced.
Evaluate the impact of human activity and
technology on land fertility and aquatic viability.
Relate carrying capacity to population
dynamics.
Describe how communities have restored an
ecosystem.
Examine and describe a habitat restoration or
protection program.
Activities/Methods:
(Approximate Time: 3 weeks – accelerated block schedule) 4th 3 weeks
TEKS
Topics (not in sequential order)
Suggested
and
Resources
ELOs
c.4. C – Weeks One and Two–
Soils and soil conservation – soil analysis
Text Ch. 6
E
Principles of sustainable agriculture –
conservation tillage, no till, strip cropping, etc.
Internet and
c.5. F
The carrying capacity of Earth – how many?
media sources
Week Three–
c.7. A
Biodiversity and extinction – human impacts on
threatened and endangered species
c.8.
Unique species of the RGV – our special place in
C, D
the world
ELO:
42 – 53
Assessments
TAKS
Objectives
Analysis of
soils from the
RGV
1, 3
Presentation
(ppt or poster)
on T & E
species in the
RGV, U.S.,
and world
Expected learning outcomes:
42. describe the features of modern, industrial agriculture
and compare and contrast them to traditional agriculture.
43. describe the Green Revolution(s).
44. compare diets of people in MDCs with those of LDCs.
45. describe the environmental impacts of growing food.
46. describe genetic technology related to food production.
47. discuss the problems and potential solutions related to
overfishing of wild fish and the use of fish farms.
48. describe features of Integrated Pest Management.
49. describe the principles of organic farming and discuss
how these principles promote a sustainable future.
50. list and describe the main factors responsible for a loss
of biodiversity in natural and man-made ecosystems.
51. describe some threatened or endangered species and
discuss their predicament and measures being taken.
52. describe habitat restorations in the RGV.
53. discuss the reasons why we should attempt to maintain
biodiversity around the world.
Soil science laboratory and lab report
Power Point presentation on sustainable agriculture
Calculation of carrying capacity of Earth from an agricultural viewpoint
Video presentations of endangered species issues (BLA resources)
Biodiversity in the RGV – student presentations on T&E plants and animals
Unit Test or
Quiz
UNIT 5: Water and Air Resources
Objectives/concepts
Make observations and compile data about
fluctuations in abiotic cycles and evaluate
the effects of abiotic factors on local
ecosystems and biomes.
Identify source, use, quality, and conservation of
water
Document the use and conservation of both
renewable and non-renewable resources.
TEKS
and
ELOs
c.4. B
c.5. B – F
c.8. B
ELO:
(Approximate Time: 3 weeks – accelerated block schedule) 5th 3 weeks
Topics (not in sequential order)
Suggested
Assessments
Resources
Weeks One and Two–
Water supply and demand – the RGV and world
Water quality analysis – water testing in the RGV
– the Water Quality Index
Water treatment options
Week Three–
The atmosphere and air quality – acid deposition,
ozone depletion, global climate change, indoor air
pollution, weather and climate
54 – 65
Identify renewable and non-renewable resources
that must come from outside an ecosystem, such
as food, water, lumber, and energy.
Analyze and evaluate the economic significance
and interdependence of components of the
environmental system.
Evaluate the impact of human activity and
technology on land fertility and aquatic viability
Explain how regional changes in the environment
may have a global effect.
Activities/Methods:
Expected learning outcomes:
54. describe water resources of Earth and factors related to
supply and demand for fresh water.
55. describe the features of the water cycle and its role as a
recycling system for fresh water on the planet.
56. describe the problems of water distribution and water
quality and offer potential solutions.
57. graph a water budget for the US showing water uses.
58. offer suggestions for ways to manage water.
59. list and describe the main sources of water pollutants.
60. recognize the importance of water quality standards as
set by the EPA and other government agencies.
61. conduct water quality tests of water samples and
determine levels of inorganic and organic contamination.
62. describe the steps in water treatment.
63. describe the composition and layers of the atmosphere.
64. list and describe the main sources of air pollution.
65. discuss the causes and potential solutions to air
pollution issues.
Water quality laboratory – surface waters and tap water
Power Point presentations on water issues, water treatment
Student presentations on air quality issues in the Valley, US, and world
Video presentations of world water and air issues (BLA resources)
Power Point presentations on air pollution issues
Text Ch 12, 13
Internet and
media sources
Analysis of
water from the
RGV
Presentation
on air quality
issues
Unit Test or
Quiz
TAKS
Objectives
1, 3, 4
UNIT 5: Water and Air Resources (concluded – Global Warming)
UNIT 6: Land Use Planning and Our Throwaway Society
(Approximate Time: 3 weeks – accelerated block schedule) 6th 3 weeks
Objectives/concepts
TEKS
Topics (not in sequential order)
Suggested
Assessments
TAKS
and
Resources
Objectives
ELOs
Week One –
Evaluate the impact of human activity such as
1, 3
The Greenhouse Effect and global warming
Simulation of
Text Ch 13, 14,
c.4.C
methods of pest control, hydroponics, organic
land use
15
gardening, or farming on ecosystems.
Weeks Two and Three–
planning and
c.5.
Land Use planning – planning and zoning for the Internet and
zoning
A, C, F
Summarize methods of land use and management.
future
media sources
The Problem of Waste – municipal solid waste,
Analysis of
Document the use and conservation of both
c.7.C, D
hazardous waste, recycling and clean-up
our personal
renewable and non-renewable resources.
Taking personal responsibility for the Earth
waste stream
Evaluate the impact of human activity and
technology on land fertility and aquatic viability.
Evaluate the depletion of non-renewable resources and
propose alternatives.
Analyze and make predictions about the impact on
populations of geographic locales, natural events,
diseases, and birth and death rates.
Analyze and describe the effects on environments
of events such as fires, hurricanes, deforestation,
mining, population growth, and municipal
development.
Activities/Methods:
c.8.A
Expected learning outcomes:
ELO:
13
66 – 75
13. construct a web page to educate others about a science
investigation they performed.
66. describe the main features of global climate.
67. describe the main forms of land use and explain the
concept of zoning.
68. explain the concept of sustainable land use.
69. describe land use decision-making processes.
70. describe the concept of a “throwaway society”.
71. describe the operation of a modern landfill.
72. show the approximate proportion of various wastes.
73. understand how changes in the chemistry of wastes
over time have affected the way we dispose of wastes.
74. classify wastes as hazardous and non-hazardous,
biodegradable and non-biodegradable.
75. offer suggestions for better ways to manage wastes in
the future including the “three Rs.”
Analysis and discussion of global warming
Waste reclamation laboratory – extracting copper from solution
Power Point presentations on the wasteful society
Student presentations on waste issues in the Valley, US, and world
Web sites of world environmental issues (BLA resources)
Discussion of personal responsibility to the environment
Unit Test or
Quiz
ELO – Environmental Systems - These performance objectives include the TEKS. If a TEKS
objective has not been restated as an ELO it will still be covered in the course but may not be
emphasized. At the completion of the respective unit students will be able to:
Introduction
1. state the steps in the scientific method.
2. write a testable hypothesis for a science investigation.
3. identify variables in a science investigation.
4. design and conduct an experiment relating two variables.
5. record and analyze data from a science investigation.
6. write a conclusion for a science investigation.
7. organize and write a lab report using purpose, hypothesis, procedure, results, and conclusion.
Skills
8. state the main safety rules for laboratory and field investigations.
9. conduct themselves safely in a lab or field environment.
10. properly use lab and field equipment and safety gear.
11. properly use measurement devices and technology.
12. use the internet and other technology sources to conduct investigations.
13. construct a web page to educate others about a science investigation they performed.
Ecosystems Unit
14. identify environmental issues that affect them in their local, state, regional, and global lives.
15. identify local, state, regional, and global habitats, ecosystems and biomes.
16. identify native plants and animals of the RGV and describe their roles in the environment.
17. identify biotic and abiotic components of ecosystems and describe their effects.
18. analyze and draw conclusions about the roles of man in the environment, his impacts on
ecosystems, and his responsibility to conserve and preserve resources.
19. describe biogeochemical cycles for the major nutrients: carbon, nitrogen, water, phosphorus,
sulfur, etc.
20. analyze energy flow in food chains and food webs and predict impacts of alterations to these.
21. recognize pyramids of energy and biomass and explain the relationships of these to the laws
of thermodynamics.
22. identify the major community interactions (predation, parasitism, commensalism, mutualism,
competition) and explain how organisms (and man) are “connected” to each other by these.
23. identify and explain the differences between the two main types of community succession.
24. explain the concepts of species richness and diversity and explain how these concepts are
correlated with habitat size, fragmentation, stability, and climate.
Mineral Resources Unit
25. describe the structure of the four main “spheres” of earth: lithosphere, hydrosphere,
atmosphere, and biosphere.
26. identify the core, mantle, and crust of the earth and describe their roles in plate tectonics.
27. describe the five main outcomes of plate tectonics: divergence or rifting, subduction, trench
formation, mountain building, and transform faults.
28. identify 20 common minerals and 20 common types of rocks using standardized tests of
properties such as hardness, luster, cleavage, etc.
29. analyze the environmental impacts of mineral extraction.
Energy Unit
30. make conversions among various types of kinetic and potential energy using equations for
work, energy, force, and power.
31. analyze renewable and nonrenewable fuels for their energy content and environmental
impacts.
32. analyze sources and consumption of various energy types, especially fossil fuels, on a local,
regional, and global basis.
33. calculate current energy reserves and predict future supplies and demand.
34. analyze pros and cons of alternative energy sources for the future.
Population Unit
35. calculate population growth rates from birth and death rates and rates of immigration and
emigration.
36. calculate population doubling times using the rule of 70.
37. construct and interpret population histograms showing rapid, moderate, and slow growth.
38. graph exponential and logistic growth curves and use them to explain the concepts of
doubling time and carrying capacity.
39. explain the concept of the demographic transition and use it to predict changes in world
population growth.
40. estimate the human carrying capacity for earth.
41. discuss the causes and effects of rapid human population growth over the past few hundred
years and the economic and environmental impacts of that growth.
Agriculture Unit
42. describe the features of modern, industrial agriculture and compare and contrast them to
traditional agriculture techniques.
43. describe the factors responsible for the Green Revolution(s).
44. compare the diets of people in the MDCs with those of LDCs.
45. describe the environmental impacts of growing food, especially erosion, pesticide exposure,
groundwater depletion, loss of biodiversity, and pollution.
46. describe the major types of genetic technology related to food production.
47. discuss the problems and potential solutions related to overfishing of wild fish populations
and the increased use of fish farms.
48. describe the main features and concepts of Integrated Pest Management.
49. describe the principles of organic farming and discuss how these principles promote a
sustainable future.
Biodiversity Unit
50. list and describe the main factors responsible for a loss of biodiversity in natural and manmade ecosystems; especially habitat loss, over-consumption, non-native species, environmental
degradation, and other human impacts.
51. describe some of the best-known threatened or endangered species around the world and
discuss causes for their predicament and measures being taken to address their plight.
52. describe what people are doing to restore habitats in the RGV and elsewhere and understand
the role each individual can take to help.
53. discuss the reasons why we should attempt to maintain biodiversity around the world.
Water and Air Resources Unit
54. describe water resources of Earth and factors related to supply and demand for fresh water.
55. describe the features and functions of the water cycle and its role as a recycling system for
fresh water on the planet.
56. describe the problems of water distribution and water quality and offer potential solutions.
57. graph a water budget for the US showing main consumptive uses of water.
58. offer suggestions for ways to manage water for the future.
59. list and describe the main sources of water pollutants and categorize them as point or nonpoint sources.
60. recognize the importance of water quality standards as set by the EPA and other government
agencies.
61. conduct water quality tests of water samples and determine levels of inorganic and organic
pollutants and microbial contamination.
62. describe the steps in water treatment for producing drinking water from a surface source and
for treating waste water.
63. describe the composition and main layers of the atmosphere.
64. list and describe the main sources of air pollution.
65. discuss the causes and potential solutions to air pollution issues including smog, acid rain,
ozone depletion, global warming, and indoor air pollution.
66. describe the main features of global climate and weather including the greenhouse effect.
Land Use and Waste Unit
67. describe the main forms of land use and explain the concept of zoning.
68. explain the concept of sustainable land use.
69. describe the usual decision-making process used to make land-use decisions.
70. describe the concept of a “throwaway society” and discuss why “there is no such thing as
away.”
71. describe the features and operation of a modern landfill.
72. show on a pie chart the approximate proportion of wastes from various sources.
73. understand how changes in the chemistry of wastes over time have affected the way we need
to dispose of wastes.
74. classify wastes as hazardous and non-hazardous, biodegradable and non-biodegradable.
75. offer suggestions for better ways to manage wastes in the future including the “three Rs.”