Environmental Science Quarter 1-c - Lorain City School …HS!Environmental!Science!!! Common%Formative%Assessmentswillbeimplementeddaily.% st%Quarter% Strand:%Environmental%Science%

Lorain City School District Scope, Sequence and Pacing Guides CCSS HS Environmental Science

Common Formative Assessments will be implemented daily.

Environmental Science – Early 1st Quarter Strand: Environmental Science

Topic Content Statement Days Clear Learning Target Vocabulary Core Resource Additional

Resources Assessment

Scientific Inquiry and Application: all students must use the following scientific

processes with appropriate laboratory safety

techniques to construct their knowledge

and understanding in all science content areas

Identify questions and concepts that guide scientific

investigations;

Design and conduct scientific investigations;

Use technology and

mathematics to improve investigations and communications;

Formulate and revise

explanations and models using logic and evidence (critical

thinking);

Recognize and analyze explanations and models;

Communicate and support a

scientific argument.

4 days on going

I can design and conduct a scientific investigation. I can list the five major fields of study that encompass environmental science (biology, earth science, physics, chemistry, and social studies). I can describe the major environmental effects of hunter gatherers, agricultural revolution, and the Industrial Revolution. I can distinguish between a renewable and a nonrenewable resource.

environmental science ecology agriculture natural resource pollution biodiversity

Holt Environmental

Science Chapter 1:

Science and the Environment

Section 1:

Understanding Our

Environment, pgs. 1-‐15.

Section 1.2: Environment and Society pgs.

16-‐21.

Chapter 1 Review pgs. 24 -‐

25

Field Activity: Germinating Corn page 10 Classifying

Resources Quick Lab page 14. Field Activity: Critical Thinking and the News: page 20.

Annenberg offers ideas

about teaching high school level environmental science using an integrated

Earth systems approach at

http://www.learner.org/resources/series209.ht

ml.

http://www.discoveryeducation.com/techbookn

ow

Chapter 1 Test: Science and the Environment



3 days 1 day 3

days

I can classify environmental problems into three major categories. I can describe “The Tragedy of the Commons”. I can explain the law of supply and demand. I can list three differences between developed and developing countries. I can explain what sustainability is, and why it is the goal of environmental science. I can explain and describe what sustainability is the goal of environmental science. I can describe the differences between a developing and a developed country.

law of supply and demand ecological footprint sustainability





Scientific Inquiry and Application:

Identify questions and concepts that guide scientific

investigations;

Design and conduct scientific investigations;

Use technology and

mathematics to improve investigations and communications;

Formulate and revise

explanations and models using logic and evidence (critical

thinking);

Recognize and analyze explanations and models;

Communicate and support a

scientific argument.

3

days

3

days

I can list and describe the steps of the experimental method. I can describe what a good hypothesis and essential parts of a good experiment are. I can explain that when an experiment is not possible, scientist look for correlations between different phenomena. I can use statistics to classify, organize, and interpret data. I can measure mean and probabilities of populations and events. I can use models, both conceptual and mathematical to understand systems being studied.

observation hypothesis prediction experiment variable experimental group, control group data correlation statistics mean distribution probability sample risk model conceptual model mathematical model

Holt Environmental

Science Textbook

Chapter 2:Tools of

Environmental Science

Section 1: Scientific

Methods pgs. 30-‐37.

Section 2.2: Statistics and Models, pgs. 38-‐

44.

Field Activity: Conceptual Model pg. 43. Skills Practice Lab: pg. 54 yeast,

temperature, types of sugar. Interpreting and designing a

contour map pg 56.

Chapter 2 Test: Tools of Environmental Science Lab Report



1 day

3

days

I can explain why the size of a statistical sample is important. I can explain the relationship between probability and risk. I can make environmental decisions involving gathering information, considering values, and exploring consequences to make decisions about the environment. I can describe four steps in a simple environmental decision-‐making model. I can compare the short-‐term and long-‐term consequences of two decisions regarding a hypothetical environmental issue.

value decision making model

Section 2.3: Making Informed

Decisions pgs. 45-‐49.

Chapter 2

Review pgs. 51-‐53.





Earth Systems: Interconnected Spheres of

Earth:

Lithosphere: Geological events and processes.

3 day

I can describe the composition and structure of the Earth and its relation to the Earth’s tectonic plates. I can explain the main effect of earthquakes and their effects. I can identify the relationship between volcanic eruption and climate change. I can describe how wind and water alter the Earth’s surface.

geosphere crust mantle core lithosphere asthenosphere tectonic plate erosion

Holt Environmental

Science Textbook.

Chapter 3: The Dynamic Earth: Section 1: The Geosphere, pgs.

58-‐66.

Chapter 3 Test: The Dynamic Earth.

Content Elaborations: Environmental science builds upon both the physical science and biology courses as they relate to energy transfer and transformation, conservation of energy and matter, evolution, adaptation, biodiversity, population studies, and ecosystem composition and dynamics. In grades 6-‐8, geologic processes, biogeochemical cycles, climate, the composition and properties of the atmosphere, lithosphere and hydrosphere (including the hydrologic cycle) are studied. The focus for the earth’s systems topic is on the connections and interactions between Earth’s spheres (the hydrosphere, atmosphere, biosphere and lithosphere). Both natural and human-‐made interactions must be studied. This includes an understanding of causes and effects of climate, global climate (including el Niño/la Niña patterns and trends) and changes in climate through Earth’s history, geologic events (e.g., a volcanic eruption or mass wasting) that impact Earth’s spheres, biogeochemical cycles and patterns, the effect of abiotic and biotic factors within an ecosystem, and the understanding that each of Earth’s spheres is part of the dynamic Earth system. Ground water and surface water velocities and patterns are included as the movement of water (either at the surface, in the atmosphere or beneath the surface) can be a mode of transmission of contamination. This builds upon previous



hydrologic cycle studies in earlier grades. Geomorphology and topography are helpful in determining flow patterns and pathways for contamination. The connections and interactions of energy and matter between Earth’s spheres must be researched and investigated using actual data. The emphasis is on the interconnectedness of Earth’s spheres and the understanding of the complex relationships between each, including both abiotic and biotic factors. One event, such as a petroleum release or a flood, can impact each sphere. Some impacts are long-‐term, others are short-‐term, and most are a combination of both long-‐ and short-‐term. It is important to use real, quantifiable data to study the interactions, patterns and cycles between Earth’s spheres Visions into Practice: Some possible investigations that students may research: Choose a specific location in the United States. Research and analyze the patterns of climate change throughout the geologic record, historic data (human records) and present-‐day data for the location. Be able to explain the interpretation and analysis of the data. Create a graphical representation of the pattern and discuss with the class. • Research or investigate an actual environmental/geologic event (e.g., a specific release of a toxin/contaminant, hurricane, earthquake, flood, fire or landslide) and determine how each of Earth’s spheres was impacted. Long-‐term and short-‐term impacts must be included. Provide scientific evidence and data to support conclusions and trace movement of contamination or energy through each sphere. Use a multimedia presentation to share findings with the class. • Research an actual contamination event (that has quantitative data available). Use a computer-‐modeling program (many are available through freeware sites, fate and transport modeling) to model and predict the movement of the contamination through Earth’s spheres. Develop and evaluate solutions for the cleanup, containment or reduction of the contamination. Include consequences and/or alternatives for the proposed solution. Present findings to the class or an authentic audience. • Plan and implement an experiment or demonstration to illustrate the factors that lead to changing oceanic currents (both deep and shallow, can be 3-‐D or virtual). Document all steps and prepare a presentation or a poster session for the class. Defend the process and the results. • Plan and implement an investigation to explore biomagnification or bioaccumulation within a specific Ohio ecosystem (existing public case studies can be used, such as a local Brownfields case – see resource listed below). Document the steps and process to collect or research, evaluate or test and analyze the data. Research should include the possible impact to humans. Present the process and results to the class verbally or in writing. • Choose a specific living species. Using scientific data, trace the history of that species. Show existing, proven evolutionary relationships, environmental (both biotic and abiotic) requirements, global locations, ecosystem characteristics and sustainability predictions. Use quantifiable data to support findings and present findings to the class orally, through demonstration/explanation or a poster session. • Plan and implement a population study of a specific area (over a period of time) or critique/analyze an existing population study. Document changes in weather, food availability and any change to the population. Prepare a scientific analysis and conclusion (in writing) for the study. • Research or conduct a field investigation for a specific invasive species that is present in the local community or in Ohio. Examples of research questions include: How did the organism get into Ohio? What is being done to control the spread of the species? What is the impact of the species on the native population? Use quantifiable data to draw conclusions and present research results in writing or orally. • Research and analyze quantifiable scientific data pertaining to food availability, reproductive requirements and changes, adaptations or population changes to draw conclusions. Students present data and conclusions to the class.

End Early 1st Quarter (4.5 Weeks) District Short

Cycle Assessment



Environmental Science – Late 1st Quarter



Earth Systems: Interconnected Spheres of Earth

Atmosphere: Atmospheric properties and currents

Hydrosphere: Oceanic currents and

patterns (as they relate to climate).

Surface and ground water flow patterns and

movement.

Cryosphere

Climate and Weather

3 days 4

days

I can describe the composition of the Earth’s atmosphere. I can describe the layers of the Earth’s atmosphere. I can explain the three mechanisms of heat transfer in Earth’s atmosphere. I can explain the greenhouse effect. I can name the three major processes in the water cycle. I can describe the properties of ocean water. I can describe the two types of ocean currents. I can explain how the ocean regulates Earth’s temperature.

atmosphere troposphere stratosphere ozone radiation conduction convection greenhouse effect water cycle evaporation condensation precipitation salinity fresh water biosphere closed system open system cryosphere

Holt Environmental

Science Textbook.

Chapter 3: The Dynamic Earth. Section 3.2: The Atmosphere, pgs. 67-‐72.

Quick Lab: the Heat is On pg.

70.

Field Activity: Exploring the Greenhouse Effect w/ infrared

thermometers pg. 72.

Section 3.3: The Hydrosphere and Biosphere pgs. 73-‐81.

Quick Lab: Making a Hydrothermal

“An Inconvenient Truth” movie and discussion. Refer to ODE website on Environmental Science: Instructional Strategies and Resources for real time data and scientific case studies. Refer to the websites below to learn about the cryosphere: http://nsidc.org/cryosphere/ or http://ice.nasa.gov/aboutCryosphere/

Chapter 3 Test: The Dynamic Earth



1 day

I can discuss the factors that confine life to the biosphere. I can explain the difference between open and closed systems.

Vent pg. 78. Chapter 3 Review pgs. 84-‐85




Movement of matter and energy through the

hydrosphere, lithosphere, atmosphere and biosphere

Ecosystems Biosphere: Evolution and adaptions in populations

3 days 3

days

I can distinguish the difference between the biotic and abiotic factors in an ecosystem. I can describe how a population differs from a species. I can explain how habitats are important for organisms. I can explain the process of evolution by natural selection. I can explain the concept of adaptation. I can describe the steps by which a

ecosystem biotic factor abiotic factor organism species population community habitat natural selection evolution adaptation artificial selection resistance

Holt Environmental

Science Textbook

Chapter 4: The Organization of Life, Section 1: Ecosystems: Everything is Connected pgs.

92-‐96

Section 4.2: Evolution pgs.

97-‐101.

Section 4.3: The Diversity of Living Things pgs. 102-‐107

Chapter 4

Graphic Organizer: Spider Map page 103 Quick Lab: Pollen and Flower

Diversity pg 105.

Book: “Silent Spring” for optional reading.

Chapter 4 Test: The Organization of Life



3

days

1 day

population of insects becomes resistant to a pesticide. I can name the six kingdoms of organisms and identify two characteristics of each. I can explain the importance of bacteria and fungi in the environment. I can describe the importance of protest in the ocean environment. I can describe how angiosperms and animals depend on each other. I can explain why insects have succeeded to survive despite a changing ecology.

bacteria fungus protest gymnosperm angiosperm invertebrate vertebrate

Review pgs. 109-‐111.

.







hydrosphere, lithosphere, atmosphere and biosphere.

Ecosystems

Energy transformations on global, regional and local

scales

3 days 1 day

I can describe how energy is transferred from the sun to producers and then to consumers. I can describe one way in which consumers depend on producers. I can list two types of consumers. I can explain how energy transfer in a food web is more complex than energy transfer in a food chain. I can explain why an energy pyramid is a representation of trophic levels.

photosynthesis producer consumer decomposer cellular respiration food chain food web trophic level

Holt Environmental

Science Chapter 5: How Ecosystems

Work, Section 1: Energy Flow in Ecosystems pgs.

116-‐123

Chapter 5 Test: How Ecosystems Work



Instructional Strategies and Resources: This section provides additional support and information for educators. These are strategies for actively engaging students with the topic and for providing hands-‐on, minds-‐on observation and exploration of the topic, including authentic data resources for scientific inquiry, experimentation and problem-‐based tasks that incorporate technology and technological and engineering design. Resources selected are printed or Web-‐based materials that directly relate to the particular Content Statement. It is not intended to be a prescriptive list of lessons. • The University of Maine offers a scientific case study of a specific glacier, including quantifiable data that documents measurable changes each year, at http://climatechange.umaine.edu/Research/projects/byrdglacier.html. • The OSU Byrd Polar Research site offers numerous educational resources that are related to glacial geology and climate change at http://bprc.osu.edu/. • The Ohio EPA provides a map of all regional Brownfields projects, a resource to provide data and documentation for local case studies involving a variety of hazardous releases into the environment and quantifiable data and monitoring data at http://www.epa.state.oh.us/derr/SABR/brown_dtb/browndtb.aspx. • The National Ground Water Association offers information, data and resources to support teachers in teaching all aspects of ground water at http://www.ngwa.org/. • The North Carolina Department of Environment and Natural Resources offers basic hydrology background information, including ways to calculate ground water velocity and outlining different types of aquifers, to help in teaching about ground water at http://www.ncwater.org/Education_and_Technical_Assistance/Ground_Water/Hydrogeology/. • Intellicast.com offers real-‐time data for the jet stream (updated daily), including velocities and patterns on an isometric map at http://www.intellicast.com/National/Wind/JetStream.aspx. • The College Board provides enduring understandings recommended for AP environmental science, which can help to form discussion questions and research for this topic at http://professionals.collegeboard.com/profdownload/cbscs-‐science-‐standards-‐2009.pdf Appendix A (page 175) of this document contains the environmental science information. • The Digital Library for Earth Systems Education offers resources from a number of sources, such as National Geographic, government agencies and other scientific agencies. Grade 9-‐12 resources are provided at http://www.dlese.org/library/query.do?q=&s=0&gr=02. • NOAA provides real-‐time data for many of its projects and research missions, including real-‐ time ocean current data collected from free-‐floating buoys, at http://www.noaa.gov/sciencemissions/bpoilspill.html. • The Ohio Department of Natural Resources’ Project Wet offers training and resources for K-‐12 teachers that promote deep understanding about all aspects of water and the interconnectedness of all of Earth’s spheres (Earth Systems). Training and workshop opportunities can be found at http://www.dnr.state.oh.us/tabid/3501/Default.aspx. • Project Wet’s Healthy Water, Healthy People water quality educators guide offers ideas and resources for teaching all aspects of water and water contamination issues. Ideas for field monitoring, research projects and student investigations as well as teacher training are available at http://www.projectwet.org/water-‐resources-‐education/water-‐quality-‐education/ • EarthComm offers a program that uses many different strategies to reach students of all learning levels at http://www.agiweb.org/earthcomm/. The teaching of environmental science through relating the classroom to the real world is essential for many learners. • The National Academy of Science provides a number of resources related to climate change and greenhouse gases at http://www.nationalacademies.org/education/tsresources.html. Some of the options include Web quests, virtual/digital learning, virtual fieldtrips and field research ideas. By providing alternate options and choices that can be completed by students at different paces, all students can benefit.



Environmental Science Semester Project



Environmental Science Semester Project

Eutrophication: Too Much of A Good Thing

2 days with

3 weeks ongoing

See Quarter #2 for details

Holt Environmental

Science Textbook. Chapter 7

pgs. 190-‐191

Lab Report /and or Power Point presentation.

End Late 1st Quarter (9.0 Weeks) District

Short Cycle Assessment

Lorain City School District Scope, Sequence and Pacing Guides

HS Environmental Science


Environmental Science – Early 2nd Quarter Strand: Environmental Science




Biogeochemical Cycles: The Earth System is a set of interacting “spheres”, the atmosphere, hydrosphere, biosphere, and lithosphere. Being open systems, energy and mass are constantly cycled between them. The

transport and transformation of

substances through the Earth system are known

collectively as biogeochemical cycles. These include the hydrologic (water), nitrogen, carbon,

phosphorous, and oxygen cycles. (ODE)

Ecosystems: Equilibrium, species, interactions, stability. Movement of

matter and energy through the hydrosphere,

3 days

3

days 1

I can describe the short-‐term and long-‐term process of the carbon cycle. I can identify one way that humans are affecting the carbon cycle. I can list the three stages of the nitrogen cycle. I can describe the role that nitrogen-‐fixing bacteria play in the nitrogen cycle. I can explain how the excess use of fertilizer can affect the nitrogen and phosphorous cycles. I can list two examples of ecological succession.

carbon cycle nitrogen-‐fixing bacteria nitrogen cycle phosphorous cycle ecological succession primary succession

Holt Environmental

Science Textbook.

Chapter 5: How Ecosystems Work, Section 5.2: The Cycling of Materials pgs. 124-‐128

Quick Lab: Make Every Breath Count

pg. 125.(graduated cylinder, 250 ml beaker, elodea plant,

straw, bromthymol

blue) Section 5.3:

How Ecosystems Change pgs. 129-‐133.

Exploration

Lab: Dissecting

(graduated cylinder, 250 ml beaker, elodea plant, straw, bromthymol

blue)

(disposable gloves, dissecting needle, dissecting pan, egg cartons,

Chapter 5 Test: How Ecosystems Work Lab Report Lab Report




lithosphere, atmosphere, and biosphere. (ODE)

day

1 day

I can explain how a pioneer species contributes to ecological succession. I can explain what happens during old-‐field succession. I can describe how lichens contribute to primary succession.

secondary succession pioneer species climax community

Owl Pellet Lab. pgs. 138-‐139

Chapter Review pages 135-‐137

forceps, owl pellets, piece of white paper, small animal identification field guide w/

skull illustrations)






lithosphere, atmosphere, and biosphere. (ODE) Climate and Weather

3 days 3

I can describe how plants determine the name of a biome. I can explain how temperature and precipitation determine which plants grow in an area. I can explain how latitude and altitude affect which plants grow in an area. I can list three

biome climate latitude altitude meteorologist climatograms tropical rain forest emergent layer canopy

Holt Environmental

Science Textbook. Chapter 6:

Biomes, Section 1: What is a Biome? pgs. 142-‐145

Section 6.2:

Annenberg offers ideas about teaching high school level

environmental science using an integrated


http://www.learner.org/resources/series209.html

http://www.discoveryeducation.com/techbookno

w

Chapter 6 Test: Biomes




days 4

days

characteristics of tropical rain forests. I can name and describe the main layers of a tropical rain forest. I can describe one plant in a temperate deciduous forest and an adaptation that helps that plant survive. I can describe one adaptation that may help an animal survive in a taiga. I can name two threats to the world’s forest biomes. I can describe the difference between tropical and temperate grasslands. I can describe the climate in a chaparral biome. I can describe one threat to the tundra

epiphyte understory temperate rain forest temperate deciduous forest taiga savanna temperate grassland chaparral desert tundra permafrost rain shadow

Forest Biomes pgs. 146-‐154

Section 6.3: Grassland, Desert, and

Tundra Biomes. pgs. 155-‐163.




1 day

biome. I can describe two desert animals and the adaptations that help them survive.

Chapter 6 Review pgs. 165-‐167






lithosphere, atmosphere, and biosphere. (ODE)

Surface and Groundwater

Flow Patterns and Movement

3 days 2

days

I can describe the factors that determine where an organism lives in an aquatic ecosystem. I can describe the littoral zone and the benthic zone that make up a lake or pond. I can describe two environmental functions of wetlands. I can describe one threat against river ecosystems. I can explain why an estuary is a very productive ecosystem. I can compare a salt

wetland plankton nekton benthos littoral zone benthic zone eutrophication estuary salt marsh, mangrove swamp barrier island coral reef

Holt Environmental

Science Textbook. Chapter 7: Aquatic

Ecosystems Section 7.1: Freshwater Ecosystems pgs. 172-‐178

Section 7.2: Marine

Ecosystems pgs. 179-‐185

Chapter 7 Test: Aquatic Ecosystems




1 day 1 day

marshes and mangrove swamps. I can describe two threats to coral reefs. I can describe two threats to ocean organisms.

oceanographer


Environmental Science Semester Project #1



Science Inquiry and Application

During the years of grades 9 through 12, all students must use the following scientific processes with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: • Identify questions and concepts that guide scientific investigations; • Design and conduct scientific investigations; • Use technology and mathematics to improve investigations and communications; • Formulate and revise explanations and models using logic and evidence

2 and on-‐ going

I can design an experiment to observe the effects of nitrates and phosphates on the environment. I can compare the growth of organisms in different levels of nutrients over a three week period and record the changes observed in a lab data table. I can predict possible effects of nitrates and

artificial eutrophication distilled water algae.

Skills Lab: Eutrophication: Too Much of a Good Thing? pgs. 190-‐191 in Chapter 7.

See materials list à

This lab will take 3 weeks to complete and may serve as the semester project.

(distilled water, eyedropper, household fertilizer,

fluorescent lamp, graduated

cylinder, guide to pond life

identification, jars 3-‐1quart per student group), microscope,

microscope slide w/ coverslip per student groups, plastic wrap,

pond water that contains viable organisms,

stirring rod, wax

Lab Report and/or PowerPoint Presentation




(critical thinking); • Recognize and analyze explanations and models; and • Communicate and support a scientific argument. Semester Project: Ecosystems: The students will design an experiment to observe the effects of nitrates and phosphates on an aquatic environment. The students will compare the growth of organisms in different levels of nutrients. (2 days setup and ongoing for three weeks).

phosphates would have on an aquatic ecosystem in our area.

pencil.)

Content Elaborations: This topic builds upon both the physical science and biology courses as they relate to energy transfer and transformation, conservation of energy and matter, evolution, adaptation, biodiversity, population studies, and ecosystem composition and dynamics. In grades 6-‐8, geologic processes, biogeochemical cycles, climate, the composition and properties of the atmosphere, lithosphere and hydrosphere (including the hydrologic cycle) are studied. The focus for this topic is on the connections and interactions between Earth’s spheres (the hydrosphere, atmosphere, biosphere and lithosphere). Both natural and human-‐made interactions must be studied. This includes an understanding of causes and effects of climate, global climate (including el Niño/la Niña patterns and trends) and changes in climate through Earth’s history, geologic events (e.g., a volcanic eruption or mass wasting) that impact Earth’s spheres, biogeochemical cycles and patterns, the effect of abiotic and biotic factors within an ecosystem, and the understanding that each of Earth’s spheres is part of the dynamic Earth system. Ground water and surface water velocities and patterns are included as the movement of water (either at the surface, in the atmosphere or beneath the surface) and can be a mode of transmission of contamination. This builds upon previous hydrologic cycle studies in earlier grades. Geomorphology and topography are helpful in determining flow patterns and pathways for contamination. The connections and interactions of energy and matter between Earth’s spheres must be researched and investigated using actual data. The emphasis is on the interconnectedness of Earth’s spheres and the understanding of the complex relationships between each, including both abiotic and biotic factors. One event, such as a petroleum release or a flood, can impact each sphere. Some impacts are long-‐term, others are short-‐term, and most are a combination of both long-‐ and short-‐term. It is important to use real, quantifiable data to study the interactions, patterns and cycles between Earth’s spheres Visions into Practice: This section provides examples of tasks that students may perform; this includes guidance for developing classroom performance tasks. It is not an all-‐inclusive checklist of what should be done, but is a springboard for generating innovative ideas. • Choose a specific location in the United States. Research and analyze the patterns of climate change throughout the geologic record, historic data




(human records) and present-‐day data for the location. Be able to explain the interpretation and analysis of the data. Create a graphical representation of the pattern and discuss with the class. • Research or investigate an actual environmental/geologic event (e.g., a specific release of a toxin/contaminant, hurricane, earthquake, flood, fire or landslide) and determine how each of Earth’s spheres was impacted. Long-‐term and short-‐term impacts must be included. Provide scientific evidence and data to support conclusions and trace movement of contamination or energy through each sphere. Use a multimedia presentation to share findings with the class. • Research an actual contamination event (that has quantitative data available). Use a computer-‐modeling program (many are available through freeware sites, fate and transport modeling) to model and predict the movement of the contamination through Earth’s spheres. Develop and evaluate solutions for the cleanup, containment or reduction of the contamination. Include consequences and/or alternatives for the proposed solution. Present findings to the class or an authentic audience. • Plan and implement an experiment or demonstration to illustrate the factors that lead to changing oceanic currents (both deep and shallow, can be 3-‐D or virtual). Document all steps and prepare a presentation or a poster session for the class. Defend the process and the results. • Plan and implement an investigation to explore biomagnification or bioaccumulation within a specific Ohio ecosystem (existing public case studies can be used, such as a local Brownfields case – see resource listed below). Document the steps and process to collect or research, evaluate or test and analyze the data. Research should include the possible impact to humans. Present the process and results to the class verbally or in writing. • Choose a specific living species. Using scientific data, trace the history of that species. Show existing, proven evolutionary relationships, environmental (both biotic and abiotic) requirements, global locations, ecosystem characteristics and sustainability predictions. Use quantifiable data to support findings and present findings to the class orally, through demonstration/explanation or a poster session. • Plan and implement a population study of a specific area (over a period of time) or critique/analyze an existing population study. Document changes in weather, food availability and any change to the population. Prepare a scientific analysis and conclusion (in writing) for the study. • Research or conduct a field investigation for a specific invasive species that is present in the local community or in Ohio. Examples of research questions include: How did the organism get into Ohio? What is being done to control the spread of the species? What is the impact of the species on the native population? Use quantifiable data to draw conclusions and present research results in writing or orally. • Investigate and research the effect that climate change is having or has had on a specific living or extinct species, such as the harp seal or elk-‐horn coral, or on an ecosystem, such as the Great Barrier Reef or the Arctic Circle. • Research and analyze quantifiable scientific data pertaining to food availability, reproductive requirements and changes, adaptations or population changes to draw conclusions. Students present data and conclusions to the class. Additional Instructional Strategies and Resources: This section provides additional support and information for educators. These are strategies for actively engaging students with the topic and for providing hands-‐on, minds-‐on observation and exploration of the topic, including authentic data resources for scientific inquiry, experimentation and problem-‐based tasks that incorporate technology and technological and engineering design. Resources selected are printed or Web-‐based materials that directly relate to the particular Content Statement. It is not intended to be a prescriptive list of lessons. • The University of Maine offers a scientific case study of a specific glacier, including quantifiable data that documents measurable changes each year, at http://climatechange.umaine.edu/Research/projects/byrdglacier.html. • The OSU Byrd Polar Research site offers numerous educational resources that are related to glacial geology and climate change at http://bprc.osu.edu/. • The Ohio EPA provides a map of all regional Brownfields projects, a resource to provide data and documentation for local case studies involving a




variety of hazardous releases into the environment and quantifiable data and monitoring data at http://www.epa.state.oh.us/derr/SABR/brown_dtb/browndtb.aspx. • The National Ground Water Association offers information, data and resources to support teachers in teaching all aspects of ground water at http://www.ngwa.org/. • The North Carolina Department of Environment and Natural Resources offers basic hydrology background information, including ways to calculate ground water velocity and outlining different types of aquifers, to help in teaching about ground water at http://www.ncwater.org/Education_and_Technical_Assistance/Ground_Water/Hydrogeology/. • Intellicast.com offers real-‐time data for the jet stream (updated daily), including velocities and patterns on an isometric map at http://www.intellicast.com/National/Wind/JetStream.aspx. • The College Board provides enduring understandings recommended for AP environmental science, which can help to form discussion questions and research for this topic at http://professionals.collegeboard.com/profdownload/cbscs-‐science-‐standards-‐2009.pdf . Appendix A (page 175) of this document contains the environmental science information. • The Digital Library for Earth Systems Education offers resources from a number of sources, such as National Geographic, government agencies and other scientific agencies. Grade 9-‐12 resources are provided at http://www.dlese.org/library/query.do?q=&s=0&gr=02 • NOAA provides real-‐time data for many of its projects and research missions, including real-‐ time ocean current data collected from free-‐floating buoys, at http://www.noaa.gov/sciencemissions/bpoilspill.html • The Ohio Department of Natural Resources’ Project Wet offers training and resources for K-‐12 teachers that promote deep understanding about all aspects of water and the interconnectedness of all of Earth’s spheres (Earth Systems). Training and workshop opportunities can be found at http://www.dnr.state.oh.us/tabid/3501/Default.aspx • Project Wet’s Healthy Water, Healthy People water quality educators guide offers ideas and resources for teaching all aspects of water and water contamination issues. Ideas for field monitoring, research projects and student investigations as well as teacher training are available at http://www.projectwet.org/water-‐resources-‐education/water-‐quality-‐education/ • EarthComm offers a program that uses many different strategies to reach students of all learning levels at http://www.agiweb.org/earthcomm/ The teaching of environmental science through relating the classroom to the real world is essential for many learners. • The National Academy of Science provides a number of resources related to climate change and greenhouse gases at http://www.nationalacademies.org/education/tsresources.html Some of the options include Web quests, virtual/digital learning, virtual fieldtrips and field research ideas. By providing alternate options and choices that can be completed by students at different paces, all students can benefit.




End Early 2nd Quarter (4.5 Weeks) District Short Cycle Assessment

Environmental Science: Late 2nd Quarter




Population Dynamics

3 days

I can describe the three main properties of a population. I can describe exponential population growth. I can describe how the reproductive behavior of individuals can

population density dispersion growth rate reproductive potential exponential growth carrying capacity

Holt Environmental

Science. Chapter 8:

Understanding Populations, Section 8.1:

How Populations Change in Size pgs. 196-‐202

Chapter 8 Test: Understanding Populations





3

days 2

days

1 day

affect the growth rate in a population. I can explain how population sizes in nature are regulated. I can explain the difference between a niche and a habitat. I can give examples of parts of a niche. I can explain the difference between parasitism and predation. I can explain how symbiotic relationships may evolve. I can observe record and graph the growth and decline of a population of yeast cells in an experimental environment. I can predict the carrying capacity of an environment for a population. I can

niche competition predation parasitism mutualism commensalism symbiosis

Section 8.2: How Species Interact with Each Other pgs.

203-‐209

8.2 Skill Lab: Studying Population Growth pgs. 214-‐215

Chapter 8 Review of pgs. 211-‐213

(compound microscope, 1% methylene blue

solution, micrometer or eyepiece disc for microscope per

group ,microscope

slide w/coverslip, pipet, test

tube(5), yeast culture in

Erlenmeyer flask




infer the limiting resource of an environment.

(5) per group.)



Global Environmental Problems and

Issues


Issues

Human Population Population Dynamics

Population Dynamics Human Population

4 days

I can describe how the size and growth rate of the human population has changed in the last 200 years. I can define four properties that scientist use to predict population sizes. I can make predictions about population trends based on age structure. I can describe the four stages of the demographic transition. I can explain why different countries may be at different stages of the

demography age structure survivorship fertility rate migration life expectancy demographic transition

Holt Environmental

Science Chapter 9: The

Human Population, Section 9.1: Studying Human

Populations pgs. 218-‐224

Chapter 9 Test: The Human Population




4

days

1 day 1 day

demographic transition. I can describe three problems caused by rapid human population growth. I can compare population growth problems in more-‐developed countries. I can analyze strategies countries may use to reduce their population growth. I can describe worldwide population projections into the next century.

infrastructure arable land urbanization least developed countries

Section 9.2: Changing Population Trends pgs. 225-‐231


Content Elaborations: This topic is a culminating section that incorporates the previous topics and applies them to a global or international scale. Case studies, developing and using models, collecting and analyzing water and/or air quality data, conducting or researching population studies and methods of connecting to the real world must be emphasized for this topic. Technology can be used for comparative studies to share local data internationally so that specific, quantifiable data can be compared and used in understanding the impact of some of the environmental problems that exist on a global scale. Researching and investigating environmental factors on a global level contributes to the depth of understanding by applying the environmental science concepts to problem solving and design. Examples of global topics that can be explored include building water or air filtration models, investigating climate change data, monitoring endangered or invasive species, and studying the environmental effects of increasing human population. Researching contemporary discoveries, new technology and new discoveries can lead to improvement in environmental management. Visions into Practice:




This section provides examples of tasks that students may perform; this includes guidance for developing classroom performance tasks. It is not an all-‐inclusive checklist of what should be done, but is a springboard for generating innovative ideas. • Investigate and research global human population patterns and changes over time. Example research questions include: What countries have marked changes in populations at present, in the past? What are the factors that affect population change? What are verifiable relationships related to population (e.g., economic indicators, education levels, laws, resource availability, environmental conditions)? Provide evidence and data to support conclusions. Document the research in a scientific research paper.

End Late 2nd Quarter (9 Weeks) District





Environmental Science – Early 3rd Quarter Strand: Environmental Science



Earth’s Systems: Interconnected Spheres of Earth


Issues

Biodiversity

Species depletion and extinction.

2 days 3

days

I can describe the diversity of species types on Earth, relating the differences between known numbers and estimated numbers. I can list and describe three levels of biodiversity. I can explain four ways in which biodiversity is important to ecosystems and humans. I can analyze the potential value of a single species. I can define and give examples of endangered and threatened species. I can define several ways that species are

biodiversity gene keystone species ecotourism. endangered species threatened species exotic species poaching endemic species

Holt Environmental

Science: Chapter 10: Biodiversity, Section 1: What is

Biodiversity? pgs. 240-‐244

Section 10.2: Biodiversity at Risk pgs. 245-‐

251




http://www.learner.org/resources/series209.html.

http://www.discoveryeducation.com/techbooknow

Chapter 10 Test: Biodiversity




Earth’s Resources

Wildlife and Wilderness: Wildlife and wilderness

management. Endangered species

4

days

being threatened with extinction globally. I can explain which types of threats are having the largest impact on biodiversity. I can list areas of the world that have high levels of biodiversity and many threats to species. I can compare the amount of biodiversity in the U.S. to that of the rest of the world. I can list and describe four types of efforts to save individual species. I can explain the advantageous of protecting entire ecosystems rather than individual species. I can describe the main provisions of the Endangered Species Act.

germ plasm Endangered Species Act habitat conservation plan Biodiversity Treaty.

Section 10.3: The Future of Biodiversity pgs. 252-‐257




1 day

2

days

I can discuss ways in which efforts to protect endangered species can lead to controversy. I can describe three examples of world-‐wide cooperative efforts to prevent extinctions.

Review of Chapter 10: Diversity pgs. 260-‐261



Global Environmental Problems and Solutions

Earth’s Resources

Water and Water Pollution:

Potable water and water quality.

Potable water quality, use

and availability.

3 days 3

days

I can describe the distribution of Earth’s water resources. I can explain why fresh water is one of Earth’s limited resources. I can describe the distribution of earth’s surface water. I can describe the relationship between groundwater and surface water in a watershed. I can identify patterns of global water use.

surface water river system watershed groundwater aquifer porosity permeability recharge zone potable pathogen irrigation

Holt Environmental

Science Chapter 11: Water, Section 1: Water

Resources pgs. 268-‐275

Section 11.2: Water Use and Management

Chapter 11 Test: Water





Hypoxia, Eutrophication. Clean Water Act.

Point source and non-‐point source contamination.

1 day

2

days

I can explain how water is treated so that it can be used for drinking. I can identify how water is used in homes, in industry, and in agriculture. I can describe how dams and water diversion projects are used to manage freshwater resources. I can identify five ways that water can be conserved. I can compare point-‐source and nonpoint-‐source pollution. I can classify water pollutants by five types. I can explain why groundwater pollution is difficult to clean. I can describe the major sources of ocean pollution, and

dam reservoir desalination water pollution point-‐source pollution nonpoint-‐source pollution wastewater artificial eutrophication thermal pollution biomagnification

pgs. 276-‐283.

Section 11.3: Water

Pollution pgs. 284-‐293

http://en.wikipedia.org/wiki/Hypoxia_(environme

ntal)




explain the effects of pollution on ecosystems. I can describe six laws designed to improve water quality in the United States. I can construct a model of the Earth’s natural groundwater filtering system. I can test the ability of my groundwater filter to filter contaminants out of different solutions.

Review of Chapter 11: pgs. 295-‐297.

Exploration Lab: Modeling Groundwater Filtersà

(750 ml beakers, glucose solution, glucose test

paper, graduated cylinder, gravel, metric ruler, (4)2-‐3 liter

bottles, red food coloring, sand, soil, stirring rod, wax pencil

and/or cooking oil, detergent,

vinegar

Lab Report

Content Elaborations: This topic explores the availability of Earth’s resources, extraction of the resources, contamination problems, remediation techniques and the storage/disposal of the resources or by-‐products. Conservation, protection and sustainability of Earth’s resources also are included. This builds upon grades 6-‐8 within the Earth and Space Science strand (sections pertaining to energy and Earth’s resources) and the biology and physical science (in particular chemistry and energy topics) courses at the high school level. To understand the effects that certain contaminants may have on the environment, scientific investigations and research must be conducted on a local, national and global level. Water, air, land, and biotic field and lab sampling/testing equipment and methods must be utilized with real-‐world application. Quantifiable field and/or lab data must be used to analyze and draw conclusions regarding air, water or land quality. Examples of types of water-‐quality testing include: hydraulic conductivity, suspended and dissolved solids, dissolved oxygen, biochemical oxygen demand, temperature, pH, fecal coliform and macro-‐invertebrate studies. Wetland or woodland delineations and analysis, land use analysis and air monitoring (e.g., particulate matter sizes/amount) are all appropriate field study investigations. Comparative analysis of scientific field or lab data should be used to quantify the environmental quality or conditions. Local data also can be compared to national and international data. The study of relevant, local problems can be a way to connect the classroom to the real world. Within Ohio, there are numerous environmental topics that can be investigated. Examples include wetland loss or mitigation, surface or ground water contamination (including sediment, chemical or thermal contamination), acid rain, septic system or sewage overflows/failures, landfill seepage, underground storage tank/pipe releases, deforestation, invasive species, air




pollution (e.g., photochemical smog or particulate matter), soil loss/erosion or acid mine drainage. At the advanced science level, renewable and nonrenewable energy resources topics investigate the effectiveness, risk and efficiency for differing types of energy resources at a local, state, national and global level. This builds upon grades 6-‐8 within both Earth and Space Science, and physical science at the high school level. Nuclear and geothermal energy are included in this topic. Feasibility, availability, remediation and environmental cost are included in the extraction, storage, use and disposal of both abiotic and biotic resources. Environmental impact must be evaluated as it pertains to both the environmental and human risk. Examples include chemical hazards, radiation, biological hazards, toxicology and risk analysis studies. Learning about conservation and protection of the environment also requires an understanding of laws and regulations that exist to preserve resources and reduce and/or remediate contamination, but the emphasis should be on the science behind the laws and regulations. Relating Earth’s resources to a global scale and using technology to collect global resource data for comparative classroom study is recommended. In addition, it is important to connect the industry and the scientific community to the classroom to increase the depth of understanding. Critical thinking and problem-‐solving skills are important in evaluating resource use, management and conservation. New discoveries and research are important parts of this topic.

Environmental Science Semester #2 Project



Solid and Hazardous Waste Management.

See Quarter 4 for details: The students will divide into recycling groups and research the methods, processes, and benefits of recycling different materials. The topics addressed will be composting, plastics, metal, paper/cardboard, electronics, and hazardous waste such as paint/chemicals. The students will read, research and watch a series of videos in a WebQuest to create their own presentation format to teach their peers how different solid waste materials are recycled.

4 and ongoing.

I can take on the role of Environmentalist, Economist and health Expert to educate their peers about the advantageous of recycling over trash. I can research and teach the steps a material goes through in its recycled process. The students will create their final product in the form of a movie, PowerPoint, brochure or other approved multimedia format to teach their

recycling, solid waste, Love Canal, leachate.

Holt Environmental

Science textbook Chapter 19

Google Docs: reducereuserecycling

Recycling Group Presentations to their Peers




The students will carefully follow the components of the rubric provided on the web site.

group recycling project.

End Early 3rd Quarter (4.5 Weeks)

District Short Cycle

Assessment

Environmental Science: Late 3rd Quarter

Topic Content Statement Days Clear Learning

Target Vocabulary Core Resource Additional Resources Assessment

Earth’s Resources


Air and Air Pollution: Primary and secondary

contaminants. Clean Air Act.

Air quality

3 days 3

days

I can name five primary air pollutants, and give sources for each. I can name the two major sources of air pollution in urban areas. I can describe the way in which smog forms. I can explain the way in which a thermal inversion traps air pollution. I can describe three possible short-‐term effects and long-‐term effects of air pollution

air pollution primary pollutant secondary pollutant smog temperature inversion sick-‐building syndrome asbestos

Holt Environmental

Science Chapter 12: Air, Section 1: What Causes Air

Pollution? pgs. 303-‐308

Section 12.2: Air, Noise, and Light Pollution

http://epa.gov/oar/caa/caa_histor

y.html (EPA resource on Clean Air Act of

1970)

Chapter 12 Test: Air




Earth’s Resources

Greenhouse gases

3

days

1 day

on human health. I can explain what causes indoor air pollution and how it can be prevented. I can describe three human health problems caused by noise pollution. I can describe solutions to energy waste caused by light pollution. I can explain the causes of acid precipitation. I can explain how acid precipitation affects soils, plants, and aquatic ecosystems. I can describe three ways that acid precipitation affects humans. I can describe ways that countries are working together to solve the problem of acid precipitation.

decibel (dB) acid precipitation pH acid shock

pgs. 309-‐313

Section 12.3; Acid

Precipitation pgs. 314-‐317







Earth Systems: Interconnected Spheres of

Earth



hydrosphere, lithosphere, atmosphere, and biosphere:

Climate and weather.

Climate change.

4 days 3

days

I can explain the difference between weather and climate. I can identify four factors that determine climate. I can explain why different parts of the earth have different climates. I can explain what causes the seasons. I can explain how the ozone layer shields the earth from much of the sun’s harmful radiation. I can explain how chlorofluorocarbons damage the ozone layer. I can explain the process by which the ozone hole forms. I can describe the damaging effects of ultraviolet radiation.

climate latitude El Nino La Nina. ozone layer chlorofluorocarbons (CFC’s) ozone hole polar stratospheric clouds

Holt Environmental

Science Chapter 13: Atmosphere and Climate

Change, Section 1: Climate and Climate Change pgs. 326-‐334.

Section 13.2: The Ozone

Shield pgs. 335-‐338

Movie: An Inconvenient

Truth (on causes of global warming and climate

change). Movie: What’s Up with the Weather? (On causes of world-‐ wide climate change from human interaction)




Earth’s Resources

Earth’s Resources

Greenhouse gases.

2

days 1 day

I can explain why the threat to the ozone layer is still continuing today. I can explain why Earth’s atmosphere is like the glass in a greenhouse. I can explain why carbon dioxide in the atmosphere appears to be increasing. I can explain why many scientists think that the Earth’s climate may be becoming increasingly warmer. I can describe what a warmer Earth might be like.

greenhouse gases global warming Kyoto Protocol

Section 13.3: Global Warming

pgs. 339-‐345

Chapter 13 Review: pgs. 347-‐349

End Late 3rd Quarter (9 Weeks) District





Environmental Science – Early 4th Quarter Strand: Environmental Science



Earth’s Resources

Soil and Land:

Land use and land management (including food production, agriculture, and

zoning)

1 day 2

days

I can distinguish between urban and rural land. I can describe three major ways in which humans use land. I can explain the concept of ecosystem services. I can describe the urban crisis, and explain what people are doing to deal with it. I can explain how urban sprawl affects the environment. I can explain how open spaces provide urban areas with environmental benefits. I can explain the heat-‐island effect.

urban rural ecosystem services urbanization infrastructure urban sprawl heat island land-‐use planning geographic information system (GIS)

Holt Environmental

Science textbook, Chapter 14,

Section 1: How We Use Land pgs. 354-‐357

Section 14.2: Urban Land Use pgs. 358-‐

362




http://www.learner.org/resources/series209.html.

GIS (computer)

and GPS (handheld)

http://www.discoveryeducation.com/techbookno

w

Chapter 14 Test: Land





Issues

Deforestation and Loss of Biodiversity

2

days 1 day

I can describe how people use the geographic information system as a tool for land-‐use planning. I can explain the benefits of preserving farmland. I can describe two ways that rangeland can be managed sustainably. I can describe the environmental effects of deforestation. I can explain the function of parks and wilderness areas.

overgrazing deforestation reforestation wilderness

Section 14.3: Land

Management and

Conservation pgs. 363-‐369




Earth’s Resources/ Global

Environmental Problems and

Issues

Soil and Land: Land use and land

management (including food production, agriculture, and

zoning).

1 day

I can identify the major causes of malnutrition. I can compare the environmental costs of producing

famine yield malnutrition diet

Holt Environmental

Science textbook Chapter 15: Food and Agriculture,

Chapter 15 Test: Food and Agriculture




Earth’s Resources


Issues



Issues

Food Production and Availability

Soil and Land:

Sediment contamination. Desertification.

Mass wasting and erosion.

Sustainability.

Soil and Land: Sediment contamination. Mass wasting and erosion

3

days

different types of food. I can explain how food distribution problems and drought can lead to famine. I can explain the importance of the green revolution. I can distinguish between traditional and modern agricultural techniques. I can describe fertile soil. I can describe the need for soil conservation. I can explain the benefits and environmental impacts of pesticide use. I can explain what is involved in integrated pest management.

arable land topsoil erosion desertification compost salinization pesticide biological pest control genetic engineering.

Section 1: Feeding the World pgs. 378-‐383

Section 15.2: Crops and Soil pgs. 384-‐394






Issues

Species depletion and extinction.

2

days

1 day 2

days

I can explain how genetic engineering is used in agriculture. I can explain how overharvesting affects the supply of aquatic organisms used for food. I can describe the current role of aqua-‐culture in providing seafood. I can describe the importance of live-‐stock in providing food and other products. I can reduce the amount of water a garden needs. I can compare the amount of water that different soil samples need. I can explain how adding materials to a soil sample can help increase the samples ability to hold water.

domesticated overharvesting aquaculture livestock ruminant organic matter crucible mass compost

Section 15.3: Food and Agriculture pgs. 395-‐399 Chapter 15 Review: pgs. 401-‐403 Chapter 15 Inquiry Lab: Managing the Moisture in Garden Soil pgs. 404-‐405 Materials Neededà

(250 ml beaker, compost, crucible, dry chopped grass clippings, eyedropper, filter paper, funnel, heat source such as a hot plate or oven, metric balance, sawdust, soil sample, stirring rod, tongs, watch or clock, water)

Lab Report






Earth’s Resources

Soil and Land: Sediment contamination.

Land use and land management (including food production, agriculture, and

zoning). Mass wasting and erosion

Energy Resources Mining and resource

extraction

3 days 1 day 1 day

I can describe seven important potential environmental consequences of mining. I can name four federal laws that relate to mining and reclaiming mined land. I can define the term reclamation. I can describe two ways in which state government regulates mining.

subsidence reclamation

Chapter 16: Mining and Mineral Resources (Section 3 only): 16.3: Mining

Regulations and Mine

Reclamation pgs. 421-‐425

Review of Section 16.3

Chapter 16.3 Quiz

Content Elaborations: This topic explores the availability of Earth’s resources, extraction of the resources, contamination problems, remediation techniques and the storage/disposal of the resources or by-‐products. Conservation, protection and sustainability of Earth’s resources also are included. This builds upon grades 6-‐8 within the Earth and Space Science strand (sections pertaining to energy and Earth’s resources) and the biology and physical science (in particular chemistry and energy topics) courses at the high school level. To understand the effects that certain contaminants may have on the environment, scientific investigations and research must be conducted on a local, national and global level. Water, air, land, and biotic field and lab sampling/testing equipment and methods must be utilized with real-‐world application. Quantifiable field and/or lab data must be used to analyze and draw conclusions regarding air, water or land quality. Examples of types of water-‐quality testing include: hydraulic conductivity, suspended and dissolved solids, dissolved oxygen, biochemical oxygen demand (BOD), temperature, pH, fecal coliform and macro-‐invertebrate studies. Wetland or woodland delineations and analysis, land use analysis and air monitoring (e.g., particulate matter sizes/amount) are all appropriate field study investigations. Comparative analysis of scientific field or lab data should be used to quantify the environmental quality or conditions. Local data also can be compared to national and international data. The study of relevant, local problems can be a way to connect the classroom to the real world. Within Ohio, there are numerous environmental topics that can be investigated. Examples include wetland loss or mitigation, surface or ground water contamination (including sediment, chemical or thermal contamination), acid rain, septic system or sewage overflows/failures, landfill seepage, underground storage tank/pipe releases, deforestation, invasive species, air pollution (e.g., photochemical smog or particulate matter), soil loss/erosion or acid mine drainage. At the advanced science level, renewable and nonrenewable energy resources topics investigate the effectiveness, risk and efficiency for differing types




of energy resources at a local, state, national and global level. This builds upon grades 6-‐8 within both Earth and Space Science, and physical science at the high school level. Nuclear and geothermal energy are included in this topic. Feasibility, availability, remediation and environmental cost are included in the extraction, storage, use and disposal of both abiotic and biotic resources. Environmental impact must be evaluated as it pertains to both the environmental and human risk. Examples include chemical hazards, radiation, biological hazards, toxicology, and risk analysis studies. Learning about conservation and protection of the environment also requires an understanding of laws and regulations that exist to preserve resources and reduce and/or remediate contamination, but the emphasis should be on the science behind the laws and regulations. Relating Earth’s resources to a global scale and using technology to collect global resource data for comparative classroom study is recommended. In addition, it is important to connect the industry and the scientific community to the classroom to increase the depth of understanding. Critical thinking and problem-‐solving skills are important in evaluating resource use, management and conservation. New discoveries and research are important parts of this topic.

Strand: Environmental Science Semester #2 Projects and Resources



Solid and Hazardous Waste

Management.

The students will divide into recycling groups and research the methods, processes, and benefits of recycling different

materials. The topics addressed will be composting,

plastics, metal, paper/cardboard, electronics, and hazardous waste such as

paint/chemicals. The students will read,

research and watch a series of videos in a WebQuest to

create their own presentation format to teach their peers how different solid waste materials are recycled.

The students will carefully follow the components of the rubric provided on the web

site.

4 days and on-‐ going

I can take on the role of Environmentalist, Economist and health Expert to educate their peers about the advantageous of recycling over trash. I can research and teach the steps a material goes through in its recycled process. The students will create their final product in the form of a movie, PowerPoint,

recycling solid waste Love Canal leachate

Chapter 19 in Environmental

Science textbook.

Google Docs: reduce reuse and recycling WebQuest

Recycling Group Presentations to their Peers




brochure or other approved multimedia format to teach their group recycling project.

Visions into Practice: This section provides examples of tasks that students may perform; this includes guidance for developing classroom performance tasks. It is not an all-‐inclusive checklist of what should be done, but is a springboard for generating innovative ideas. • Choose a specific environmental problem, such as the effect of herbicides in water (e.g., Atrizine), an invasive species (e.g., purple loosestrife or the Asian carp) or carbon monoxide in the atmosphere, and research the history, the scientific data before and after relevant laws were passed, and how this problem is being addressed in other countries/globally. Computer models or programs can be used to predict/analyze the problem or the movement of the contamination. Present scientific evidence and quantifiable data orally, through a poster session or in written form (scientific research paper). • Design and conduct a field investigation that concentrates on a specific environmental problem (e.g., sediment contamination or acid mine drainage) and how the problem can be remediated. Compare results to similar communities, recommended limits, permit requirements or other published results. Analyze the data and make specific recommendations to limit, remediate, reduce or prevent the problem. Present findings to an authentic audience from the community. • Research and document land-‐use planning or management in the community or at a specific location. Attend community meetings pertaining to land-‐use, land-‐management or zoning plans. Research questions should include: What factors are used in determining use? What data is collected and analyzed? What changes are on the horizon? Discuss in class. • Take a field trip to visit the water treatment facility or watch the drilling of a water well. Document observations, including information about how water is treated prior to and after use, specific issues that may impact the source, the location of the original water source, specific tests conducted (materials and methods needed to test and how the tests are conducted, results of the tests), and the steps taken to monitor the water at the source and throughout the process (including from the facility/well into the residence). Discuss with the class. • Using real-‐time data, research the most severe environmental problems (and the root causes for the problems) that face the local community, Ohio, the United States or the world. Present evidence (quantitative data) and conclusions orally, through a poster session or in written form (scientific research paper). • Research and collect specific data for a mass wasting or desertification event (can be present day or historical). Research questions should include: What factors led to the event? What was the result of the event (how was each of Earth’s spheres impacted)? What data is present (analyze the data and draw conclusions)? What laws are related to the event? How can this be prevented in the future? Record the results graphically or in a scientific report .

End Early 4th Quarter (4.5 Weeks) District Short

Cycle Assessment




Environmental Science: Late 4th Quarter



Earth’s Resources

Earth’s Resources

Energy Resources Renewable and nonrenewable energy sources and efficiency. Alternate energy sources and

efficiency. Resource availability. Mining and resource

extraction.


efficiency. Resource availability.

3 days

I can list five factors that influence the value of fuel. I can explain how fuels are used to generate electricity in an electric power plant. I can identify patterns of energy consumption and production in the world and in the United States. I can explain how fossil fuels form and how they are used. I can compare the advantages and disadvantages of fossil-‐ fuel use. I can list three factors that influence predictions of fossil-‐ fuel production.

fossil fuels electric generator petroleum oil reserves

Holt Environmental Science textbook Chapter 17:

Nonrenewable Energy, Section

1: Nonrenewable Energy pgs. 435-‐

443

Annenberg offers ideas

about teaching high school level environmental science using an integrated


http://www.learner.org/resources/series209.ht

ml

Chapter 17 Test: Nonrenewable Energy




2 days

1 day 1 day

I can describe nuclear fission. I can describe how a nuclear power plant works. I can list three advantages and three disadvantages of nuclear energy. I can identify the way electricity is consumed in my household. I can compute the energy consumption of my household. I can interpret an electric utility bill and an electric meter.

nuclear energy nuclear fission nuclear fuel

Section 17.2: Nuclear Energy pgs. 444-‐447

Chapter 17 Review pgs. 450-‐451.

Skills Practice Lab: Your Household Energy

Consumption pgs. 452-‐453à

(calculator, electric bill, notebook, pencil)






Earth’s Resources


efficiency. Resource availability.

3 days

I can list six forms of renewable energy and compare their advantages and disadvantages. I can describe the differences between passive solar heating, active solar heating, and photovoltaic energy. I can describe the current state of wind energy technology. I can explain the differences in biomass fuel use between developed and developing nations. I can describe how hydroelectric energy, geothermal energy, and geothermal heat pumps work.

renewable energy passive solar heating active solar heating biomass fuel hydroelectric energy geothermal energy

Holt Environmental Science textbook Chapter 18: Renewable

Energy, Section 1: Renewable Energy Today pgs. 456-‐465

Chapter 18 Test: Renewable Energy




3 days

1 day

I can describe three alternative energy technologies. I can identify two ways that hydrogen could be used as a fuel source in the future. I can explain the difference between energy efficiency and energy conservation. I can describe two forms of energy-‐efficient transportation. I can identify three ways you can conserve energy in your daily life.

alternative energy ocean thermal energy conversion (OTEC) fuel cell energy efficiency energy conservation

Section 18.2: Alternative Energy and

Conservtion pgs. 476-‐471.







Earth’s Resources


Issues


Issues

Soil and Land: Solid and Hazardous Waste

Waste Management (Solid and Hazardous)

3 days 3

days

I can name one characteristic that makes a material biodegradable. I can identify two types of solid waste. I can describe how a modern landfill works. I can name two environmental problems caused by landfills. I can name three ways we can produce less waste. I can describe how you can use your consumer buying power to reduce solid waste. I can list the steps that an item must go through to be recycled. I can list two benefits of

solid waste biodegradable municipal solid waste landfill leachate Source reduction recycling compost

Holt Environmental Science textbook Chapter 19:

Waste, section 1: Solid Waste pgs.

480-‐487

Section 19.2: Reducing Solid Waste pgs.488-‐

492

Recycling Presentations (Rubric). Students will present their solid waste recycling topics to their peers during the last two weeks of school. Chapter 19 will serve as one of their resources. Other resources can be found in the Recycling WebQuest in the Semester #2 Final Project.




Waste Management (Solid and Hazardous)

3

days

1 day

1 day

composting. I can name one advantage and one disadvantage to producing degradable plastic. I can name two characteristics of hazardous waste. I can describe one law that governs hazardous waste. I can describe two ways in which hazardous waste is disposed

hazardous waste deep well injection surface impoundment

Section 19.3: Hazardous

Waste pgs. 493-‐499

Chapter 19 Review: pgs. 501-‐503

Semester 2 Review

Instructional Strategies and Resources: This section provides additional support and information for educators. These are strategies for actively engaging students with the topic and for providing hands-‐on, minds-‐on observation and exploration of the topic, including authentic data resources for scientific inquiry, experimentation and problem-‐based tasks that incorporate technology and technological and engineering design. Resources selected are printed or Web-‐based materials that directly relate to the particular Content Statement. It is not intended to be a prescriptive list of lessons. • The National Ground Water Association offers information, data and resources to support teachers in teaching all aspects of ground water at http://www.ngwa.org/ • The U.S. Geological Survey outlines current surface water projects within the state of Ohio. Surface water-‐quality data (including stream gauge and volume data) can be found and used to support local field investigations. There also are links to provide historic surface and ground water data for analysis, at http://oh.water.usgs.gov/projects.htm?Category=Surface+Water • The U.S. Environmental Protection Agency offers a risk-‐assessment information system with specific Ohio risk assessments that can be used to provide background data or specific case studies. This information helps illustrate the types of tests that are included in a risk assessment and also provides different risk levels for specific contaminants. Find it at http://rais.ornl.gov/ • The U.S. EPA houses an online SCREEN3 computer-‐modeling program for air pollutants. There also are resources and data explaining the use of computer modeling and air pollution that may be helpful in student research and investigation projects. Find it at




http://www.epa.gov/scram001/aqmindex.htm • ODNR’s website discusses acid mine drainage issue in Ohio. There also are specific links to Ohio watersheds (including maps of the watershed locations) that are in the abatement program and water quality data to study changes within a local area. Find it at http://www.ohiodnr.com/mineral/acid/tabid/10421/Default.aspx • The Ohio EPA offers a discussion about Ohio wetlands and the delineation, and qualitative analysis of Ohio wetlands at http://www.epa.state.oh.us/portals/47/facts/ohio_wetlands.pdf • The National Park Service provides information about Ohio woodlands and the types of data required to determine woodland quality. Find information addressing riparian woodlands at http://www.oardc.ohio-‐state.edu/ferel/riparian_home.htm • The Ohio EPA outlines federal and state environmental laws at http://www.epa.state.oh.us/Rules_and_Laws.aspx • The Digital Library for Earth Systems Education offers resources from a number of sources, such as National Geographic, government agencies and other scientific agencies. Grade 9-‐12 resources are provided at http://www.dlese.org/library/query.do?q=&s=0&gr=02 • The Solid Waste Authority of Central Ohio resource section offers ideas about landfill tours, information about waste management and specific problems facing Ohio at http://www.swaco.org/SmartKids/Resources.aspx. • Science News and Science Daily offer information highlighting science in the news that can be used for class discussions. The information is updated weekly or bi-‐weekly and provides references and resource sites for more in-‐depth discussion. Visit http://www.sciencenews.org/ and http://www.sciencedaily.com/ • NOAA provides real-‐time data for many of its projects and research missions at http://www.noaa.gov/sciencemissions/bpoilspill.html • For an index page for numerous environmental educational resources available through the Ohio EPA and associated agencies, visit http://www.epa.state.oh.us/oeef/ee_resources.aspx • Geology.com provides information on current events in all topic areas of geology, including resources and uses of resources, at http://geology.com/ • The Ohio Department of Natural Resources provides data regarding sustainable water programs that are conducted in Ohio (monitoring programs, water quality testing information and contact information for the ODNR scientists that work in these areas) at http://ohiodnr.com/tabid/18951/Default.aspx • NSTA provides learning modules called “SciPacks” that are designed to increase teacher content knowledge through inquiry-‐based modules. Find a module addressing Earth’s resources and humans at http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/5/SG-‐27 • The Ohio Department of Natural Resources’ Project Wet offers training and resources for K-‐12 teachers that promote deep understanding about all aspects of water and the interconnectedness of all of Earth’s spheres (Earth systems). Training and workshop opportunities can be found at http://www.dnr.state.oh.us/tabid/3501/Default.aspx • The College Board provides enduring understandings recommended for AP environmental science which can help to form discussion questions and research for this topic at http://professionals.collegeboard.com/profdownload/cbscs-‐science-‐standards-‐2009.pdf . Appendix A (page 175) of this document contains the environmental science information. • Project Wet’s Healthy Water, Healthy People water quality educators guide offers ideas and resources for teaching all aspects of water and water contamination issues. Ideas for field monitoring, research projects and student investigations as well as teacher training are available at http://www.projectwet.org/water-‐resources-‐education/water-‐quality-‐education/

End Late 4th Quarter (9 Weeks) District





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Environmental Science Quarter 1-c - Lorain City School …HS!Environmental!Science!!! Common%Formative%Assessmentswillbeimplementeddaily.% st%Quarter% Strand:%Environmental%Science%