Connecticut Technical High School System Environmental Science Draft Powered 2011-2012 D:\106764203.doc 3/9/16 4:44 PM TRIMESTER 1 Goal 1: Define environmental science and classify environmental issues Big Idea (s) Energy conversions underlie all ecological processes Essential Question(s): 1. How can we meet global energy needs? Learning Outcomes Students will: As evidenced by: Classify environmental problems into three major categories. List the five major fields of study that contribute to environmental science. Define environmental science and compare environmental science with ecology. Distinguish between renewable and nonrenewable resources. Describe “The Tragedy of the Commons”. Explain what sustainability is, and explain why it is goal of environmental science. Why rapid human population growth is the fundamental environmental issue. Why developing solutions to environmental problems requires making value judgments based on knowledge of scientific facts. Explain what an “ecological footprint” shows and how this data can be used to evaluate land usage. Compare the environmental impacts of the following events; hunter-gatherers, The Agricultural Revolution, and The Industrial Revolution. Analyzing our human population growth curve with respect to the D:\106764203.doc 3/9/16 4:44 PM Categorizing objects in the classroom in terms of renewable and non-renewable resources. Identify a local or regional environmental issue that is currently a focus of written news coverage. Create a news article that explores all sides of your topic.. Graph the ecological footprint of several countries. Select two countries with different sized footprints and research the lifestyles of the citizens in the countries you selected. Predicting Coastal Winds – Prepare a model of a coast on a sunny day using a lamp, sand, and water. Compare the energy gained by the sand and water. Predict which way the wind is likely to blow. carrying capacity principle. Explaining the role of economics as it pertains to the environment. Resources: Holt – Environmental Science – Chapter 1 HOLT – Environmental Sciences Resources on CD-ROM Extension Activity: Common Formative Assessment(s) D:\106764203.doc 3/9/16 4:44 PM Summative District Assessment(s) TBD Goal 2: Review of scientific method and tools of experimental science Big Idea (s) Scientists use tools of the mind; mental and conceptual tools to explore and understand the environment. Essential Question (s): 1. What makes a good experiment? Learning Outcomes Students will: Describe why a good hypothesis is not simply a guess. Describe the two essential characteristics of a good experiment. Explain the importance of curiosity and imagination in science. As evidenced by: Design and conduct an experiment to determine how temperature effects seed germination. Resources: HOLT Environmental Science chapter 2 Chapter Resources on CD-ROM Extension Activity: Common Formative Assessment(s) TBD D:\106764203.doc 3/9/16 4:44 PM Summative District Assessment(s) TBD Goal 3: Determine components of an ecosystem Big Idea (s) Ecosystems: Everything is Connected, Evolution, and the Diversity of Living Things Essential Question (s): 1. What determines the size of a population? Learning Outcomes Students will: Distinguish between the biotic and abiotic factors in an ecosystem. Describe how a population differs from a species. Explain how habitats are important for organisms. Explain the process of evolution by natural selection. Explain the concept of adaptation. Describe the steps by which a population of insects becomes resistant to a pesticide. Name the six kingdoms of organisms and identify two characteristics of each. Explain the importance of bacteria and fungi in the environment. Describe the importance of protists in the ocean environment. Describe how angiosperms and animals depend on each other. Explain why insects are such successful animals As evidenced by: Construct a model of a wild animal population survey in the lab. Survey and estimate wild animal populations using a pebble markrecapture method laboratory model. Analyze estimation data and evaluate the use of this method in determining animal populations. Illustrate examples of both artificial selection and natural selection. Collect data on several species regarding their value to you as a consumer. Compare the relative values of the species the students have selected. take a trip around school grounds to identify the natural flora using field guides, in the community. Identify the components to be included in a small closed system. Describe the changes within the system over time and interactions that occur between the components. Text / Resources : Environmental Science – Holt – Ch. 4 Environmental Science – Holt – Chapter Resources on CD-ROM Peterson Field Guides D:\106764203.doc 3/9/16 4:44 PM Resources: Environmental Science – Holt – Ch. 4 Environmental Science – Holt – Chapter Resources on CD-ROM Peterson Field Guides Extension Activity: Common Formative Assessment(s) D:\106764203.doc 3/9/16 4:44 PM Summative District Assessment(s) TBD Goal 4: Describe the flow of energy and nutrients through an ecosystem Big Idea (s) All organisms have an impact on their surroundings Essential Question (s): 1. How does energy flow through an ecosystem? 2. What effect do plants have on the carbon cycle? Learning Outcomes Students will: Describe how energy is transferred from the sun to producers and then to consumers. Describe one way in which consumers depend on producers. List two types of consumers. Explain how energy transfer in a food web is more complex than energy transfer in a food chain. Explain why an energy pyramid is a representation of trophic levels. Explain the process and importance of photosynthesis. Describe the short-term and longterm process of the carbon cycle. List the three stages of the nitrogen cycle. Describe the role that nitrogenfixing bacteria play in the nitrogen cycle. Explain how the excess use of fertilizer can affect the nitrogen and phosphorus cycles. List two examples of ecological succession. D:\106764203.doc 3/9/16 4:44 PM As evidenced by: Create a map from your data where succession is taking place in your neighborhood. Test the pH and oxygen concentration of water in closed systems over time. Infer changes in carbon dioxide concentration From changes in pH. Students learn about Biological Magnification and its effects on birds of prey. Analyze observations as they relate to the process of fermentation. Distinguish between food sources that support fermentation and those that do not. Explain the carbon cycle as it relates to fermentation. Explain how pioneer species contributes to ecological succession. Explain what happens during oldfield succession. Describe how lichens contribute to primary succession. Resources: Environmental Science – HOLT – Ch.5 Extension Activity: Common Formative Assessment(s) D:\106764203.doc 3/9/16 4:44 PM Summative District Assessment(s) TBD Goal 5: Explain how climatic conditions affect an ecosystem Big Idea (s) Biomes are plant and animal communities that are primarily dependent on climate. Essential Question (s): 1. What is a Biome? 2. How do biomes differ from one another? Learning Outcomes Students will: As evidenced by: Describe how plants determine the name of a biome. Explain how temperature and precipitation determine which plants grow in an area. Explain how latitude and altitude affect which plants grow in an area. List three characteristics of tropical rain forest. Name and describe the main layers of a tropical rain forest. Describe one plant in a temperate deciduous forest and an adaptation that helps the plant survive. Describe one adaptation that may help an animal survive in the taiga. Name two threats to the world’s biomes. Describe the difference between tropical and temperature grasslands. Describe the climate in a chaparral biome. Describe two desert animals and the adaptations that help them survive. Describe one threat to the tundra biome. D:\106764203.doc 3/9/16 4:44 PM To describe the effects of mechanical and chemical weathering on several rock samples. To relate the physical and chemical processes involved in weathering to soil formation. Investigate and list typical organisms found in our temperate deciduous forests. Have students form teams and investigate the ecological role of one of these organisms. Teams then present their findings. Resources: Environmental Science – HOLT – Ch. 6 Extension Activity: Common Formative Assessment(s) Summative District Assessment(s) TBD D:\106764203.doc 3/9/16 4:44 PM TRIMESTER 2 Goal 6: Recognize the major differences between marine and fresh water aquatic ecosystems Big Idea (s): Freshwater Ecosystems, Marine Ecosystems Essential Question (s): 1. How is population diversity beneficial to an ecosystem? 2. How can species diversity within an ecosystem be used to assess the quality of an ecosystem? Learning Outcomes Students will: As evidenced by: Describe the factors that determine where an organism lives in an aquatic ecosystem. Describe the littoral zone and the benthic zone that make up a lake or pond. How diverse are plankton communities in bodies of water with varying levels of pollution? Collect and investigate local samples. Describe environmental functions of wetlands. Survey local streams and rivers to determine water quality. Describe threats against river ecosystems Key species using field guides. Explain the cause and effects of eutrophication. Explain why an estuary is a very productive system. Explain the importance of estuaries regarding coastal organisms. Compare salt marshes and mangrove swamps. Describe threats to coral reefs. Describe threats to ocean organisms. Resources: Environmental Science, Holt chapter 7 Extension Activity: Common Formative Assessment(s) D:\106764203.doc 3/9/16 4:44 PM Summative District Assessment(s) Goal 7: Describe what affects population growth and decline Big Idea (s): Populations are collections of organisms of the same species Essential Question (s): What are the factors that affect changes in population size? How does the interaction of species affect population size? How does a population compete for available resources? Learning Outcomes Students will: Describe the three main properties of a population. Describe exponential population growth. Describe how the reproductive behavior of individuals can affect the growth rate of their population. Explain how population sizes in nature are regulated. Explain how ecologists use population size, dispersion, and density to predict future changes among the populations. Explain the difference between density-independent and densitydependent limiting factors. Explain the difference between niche and habitat. Describe the five major types of interactions between species. Explain the difference between parasitism and predation. Explain how symbiotic relationships may evolve. D:\106764203.doc 3/9/16 4:44 PM As evidenced by: Modeling Population Changes Evaluate the utility of population projections. Organize information about modeling population change. Analyze information about population projections and population growth change. Describe different scenarios of population projections. Differentiate organisms by taxonomic classification. Explore possible ways to count populations. Determine the limiting factors for a population in an ecosystem Understand competition within animal species and also plant species. Describe special adaptations that an animal has that helps it survive. Resources: Environmental Science, Holt Ch. 8 Extension Activity: Common Formative Assessment(s) D:\106764203.doc 3/9/16 4:44 PM Summative District Assessment(s) 3/9/2016Connecticut Technical High School System Environmental Science Goal 8: Describe how humans affect their environment Big Idea (s): Humans alter natural systems Essential Question (s): 1. How has technology affected the rate and impact of humans on the environment. Learning Outcomes Students will: As evidenced by: Describe how the size and growth rate of the human population has changed in the last 200 years. Interpret population graphs and apply data to determination of the Demographic Transition. Define properties that scientists use to predict population sizes. Make predictions about population trends based on age structure. Describe the four stages of the demographic transition. Explain why different countries may be at different stages of the demographic transition. Describe three problems caused by rapid human population growth. Compare population growth problems in more developed countries and in less developed countries. Analyze strategies countries may use to reduce their population growth. Describe worldwide population projections into the next century. Resources: Environmental Science, Holt , Chapt. 9 Environmental Science Holt CD-ROM Common Formative Assessment(s) D:\106764203.doc 3/9/16 4:44 PM Summative District Assessment(s) 3/9/2016Connecticut Technical High School System Environmental Science Goal 9: Describe the importance of biodiversity Big Idea (s): Biodiversity affects the stability of ecosystems and the sustainability of populations. Essential Question (s): 1. How is biodiversity important to ecosystems and humans? 2. Human beings modify ecosystems. How do these modifications affect biodiversity? Learning Outcomes Students will: As evidenced by: Describe the diversity of species types on Earth, relating the difference between known numbers and estimated numbers. Explaining why biodiversity is important to ecosystems and humans. List and describe three levels of biodiversity. Explain four ways in which biodiversity is important to ecosystems and humans. Explaining whether it is possible to put a price on a single species and the factors that have to be considered to do so. Analyze the potential value of a single species. Describing specific threats to a biodiversity hotspot. Define and give examples of endangered and threatened species. Describe several ways that species are being threatened with extinction globally. Designing a wildlife preserve in their community, explaining why the area was chosen, the species to be protected and their needs. Explaining the Endangered Species Act. Explain which types of threats are having the largest impact on biodiversity. List areas of the world that have high levels of biodiversity and many threats to species. Compare the amount of biodiversity in the United States to that of the rest of the world. List and describe four types of efforts to save individual species. Explain the advantages of protecting entire ecosystems rather than individual species. Describe the main provisions of the Endangered Species Act. D:\106764203.doc 3/9/16 4:44 PM 3/9/2016Connecticut Technical High School System Environmental Science Discuss ways in which efforts to protect endangered species can lead to controversy. Describe three examples of worldwide cooperative efforts to prevent extinctions. Resources: Environmental Science, Holt , Chapt. 10 Environmental Science Holt CD-ROM Common Formative Assessment(s) D:\106764203.doc 3/9/16 4:44 PM Summative District Assessment(s) 3/9/2016Connecticut Technical High School System Environmental Science Goal 10: Describe why water is an important natural resource Big Idea (s) Water is a renewable resource that circulates continually between the atmosphere and the earth’s surface. Water is essential for life on earth. Essential Question(s): 1. How do humans affect water quality? 2. In what ways is water purified? Learning Outcomes Students will: Identify the components of the Water Cycle. Describe the distribution of the Earth’s water resources. Explain why fresh water is one of the Earth’s limited resources. Describe the distribution of the Earth’s surface water. Describe the relationship between groundwater and surface water in a watershed. Identify five ways that water can be conserved. Identify patterns of global water use. Describe how dams and water diversion projects are used to manage freshwater resources. Explain how water is treated so that it can be used for drinking. Compare point-source pollution and non-point-source pollution. Classify water pollutants. Explain why groundwater pollution is difficult to clean. Describe the major sources of ocean pollution, and explain the effects of D:\106764203.doc 3/9/16 4:44 PM As evidenced by: Illustrate components of the Water Cycle Complete a pie chart of the distribution of water resources Design and conduct experiments to test the effectiveness of various methods of cleaning oil off feathers, fur, and inanimate objects. Understand problems resulting from oil spills. Determine student’s actual water use in one day Determine suitable sites for water sample collection Utilize Bio-Assessment, Chemical Analysis and Physical Analysis to determine the quality of water in rivers and streams. 3/9/2016Connecticut Technical High School System Environmental Science pollution on ecosystems. Describe the major laws designed to improve water quality in the United States. Resources: Holt Environmental Science, Chapter 11 Extension Activity: Common Formative Assessment(s) D:\106764203.doc 3/9/16 4:44 PM Summative District Assessment(s) TBD 3/9/2016Connecticut Technical High School System Environmental Science Goal 11: Describe what affects air quality Big Idea (s): Human activities can alter the atmosphere Essential Question (s): How has the climate changed in the last million years? How has human activity resulted in increased emissions of greenhouse gases? Learning Outcomes Students will: Students discuss; possible effects of global warming, environmental predictions, and why countries oppose the reduction of fossil fuel use. How positive and negative feedback cycles in the atmosphere might affect global temperature change. Describe what scientists believe is the problem of ozone depletion in the stratosphere. What effects global warming might have, and how we can adjust to those changes. Understand the difference in parts per million and parts per billion with respect to green house gases. List possible solutions to reduce Green House gas concentrations. Investigate how Methane is produced in ruminant animals, and its effects on the atmosphere as Green House gas. How the processes of atmospheric circulation, climate, and microclimate work. What are the four major processes that remove materials from the atmosphere? As evidenced by: Describe the damaging effects of ultraviolet radiation. Explain why the threat to the ozone layer still exists today. Describe what a warmer Earth might be like. Explain how the ozone shield’s the Earth from harmful radiation. Resources: Environmental Science, Holt, CD ROM Environmental Science, Holt Ch. 13 Common Formative Assessment(s) D:\106764203.doc 3/9/16 4:44 PM Summative District Assessment(s) 3/9/2016Connecticut Technical High School System Environmental Science TRIMESTER 3 Goal 12: Describe how humans affect ecosystems. Big Idea (s): Human activities place stress on processes that renew some resources and deplete resources that cannot be renewed. Essential Question (s): How do humans affect other organisms? Learning Outcomes Students will: Distinguish between urban and rural land. Describe three major ways in which humans use land. Explain the concept of ecosystem services. Describe the urban crisis and explain what people are doing to deal with it. Explain how urban sprawl affects the environment. Explain how open spaces provide urban areas with environmental benefits. Explain the heat island effect. Describe how people use the geographic information system as a tool for land-use planning. Explain the benefits of preserving farmland. Describe two ways that rangeland can be managed sustainably. Describe the environmental effects of deforestation. Explain the function of parks and wilderness areas. As evidenced by: Explaining how the movement from rural to urban lands affect people’s relationship with natural resources. Describing the environmental implications of urban sprawl. Completing the group activity described on p. 368. A huge cave has an ecosystem with a previously unknown species. The owner of the land has to decide whether to sell the land to a resort company or to the National Park Service. Resources: Environmental Science, Holt, CD ROM D:\106764203.doc 3/9/16 4:44 PM 3/9/2016Connecticut Technical High School System Environmental Science Environmental Science, Holt Ch. 14 Common Formative Assessment(s) D:\106764203.doc 3/9/16 4:44 PM Summative District Assessment(s) 3/9/2016Connecticut Technical High School System Environmental Science Goal 13: Determine the differences between renewable and non-renewable sources of energy Big Idea (s): Earth’s natural resources are not infinite Essential Question (s): 1. How can we achieve energy sustainability ? 2. How did fossil fuels form? 3. What are the steps humans can take to preserve nonrenewable sources of energy? Learning Outcomes Students will: Describe the factors that influence the value of a fuel. Identify the factors that influence predictions of fossil-fuel production. Explain how fossil fuels are used to generate electricity in an electric power plant. As evidenced by: Students investigate green technology of the automobile industry. They consider the benefits of mass transit. What the possible drawbacks of expanding mass transit. Students will measure how much oil they can extract using three different methods. Explain how fossil fuels are formed and how they are used. Students compare data from oil reserves around the world. Describe the role of the United States in energy consumption. Compare world patterns of energy use with the United States. Students discover the challenges in disposing of nuclear wastes. They discuss where nuclear repositories should be installed. Explain how fossil fuel deposits form Identify the environmental effects of using oil. Describe nuclear fission. Students get better understanding of the entire Nuclear Power Program in the United States and all of the national concerns. Describe how a nuclear power plant works. Determine carbon footprint Identify the advantages and disadvantages of using nuclear energy. Resources: Environmental Science, Holt Ch. 17 Environmental Science, Holt CD ROM Common Formative Assessment(s) Summative District Assessment(s) D:\106764203.doc 3/9/16 4:44 PM 3/9/2016Connecticut Technical High School System Environmental Science Goal 14: Identify and describe alternative energy sources Big Idea (s): Renewable Energy Today, Alternative Energy and Conservation Essential Question (s): 1. How does the use of renewable energy affect the environment? 2. What are the sources of renewable energy? Learning Outcomes Students will: List the forms of renewable energy and compare the advantages and disadvantages. Identify the differences between passive solar heating, active solar heating, and photovoltaic energy. Explain wind technology and where it can be most beneficial. Describe how hydroelectric energy, geothermal energy, and geothermal heat pumps work. Explain the differences in biomass fuel use between developed and developing nations. Identify alternative energy technologies. Explain how hydrogen can be used as a fuel source. Identify different forms of energy efficient transportation. Explain the difference between energy efficiency and energy conservation. Describe the United States role in developing new alternative energy technologies. As evidenced by: Students observe what happens when yeast is exposed to high temperatures. Students can then infer the effects of thermal pollution. Analyze data from different countries in terms of energy consumption. Investigate on two conservation clubs like Sierra Club and World Wildlife Fund(WWF). The students then put together a presentation for the rest of the class. Prepare a research paper or power point presentation on one of the following topics noted below and give a presentation to the class. Explain how Connecticut rates against other states in terms of energy conservation Create an energy policy for the state of CT . Resources: Environmental Science, Holt Ch.18 Environmental Science, Holt CD ROM Common Formative Assessment(s) D:\106764203.doc 3/9/16 4:44 PM Summative District Assessment(s) 3/9/2016Connecticut Technical High School System Environmental Science Goal 15: Identify how changes in the environment affect human health Big Idea (s): Pollution and Human Health, Biological Hazards Essential Question (s): 1. How do environmental changes affect human health? Learning Outcomes Students will: List five pollutants, their sources, and their possible effects on human health. Explain how scientists use toxicology and epidemiology. Explain how pollution can come from both natural sources and human activities. Describe the relationship between waste, pollution, and human health. Explain what a dose-response curve is and how scientists can use this information. Identify how risk is assessed. Explain why the environment is an important factor in the spread of diseases. Identify the changes to the environment that lead to the spread of infectious diseases. Explain what scientists mean when they say that certain viruses are emerging. As evidenced by: Students gather information about an emerging or re-emerging disease. Students create a television advertisement, radio announcement, or billboard to educate the public about the disease. Investigate how an antibiotic effects bacterial growth. Students analyze data from several countries and determine that wealth determines health in many cases. Simulate an epidemic using aqueous reactions to observe how an epidemic can occur. Investigate how common house hold chemicals make their way into local rivers and streams. Resources: Environmental Science, Holt Chapter 20 Environmental Science,Holt CD ROM Common Formative Assessment(s) D:\106764203.doc 3/9/16 4:44 PM Summative District Assessment(s) 3/9/2016Connecticut Technical High School System Environmental Science Goal 16: Addressing global environmental issues. Big Idea (s): Understanding basic concepts and principles of science and technology should precede active debate. Essential Question (s): 1. How can nations work together to address global environmental issues? Learning Outcomes Students will: Describe some of the challenges to achieving sustainability. Describe several major international meetings and agreements relating to the environment. Explain how economics and environmental science are related. Compare two ways that government influences economics. Give an example of a private effort to address environmental problems. Describe two major developments in U.S. environmental history. Give examples of three federal agencies that have environmental responsibilities. Explain the purpose of Environmental Impact Statements. Give an example of how citizens can affect environmental policy at each level of government – local, state, and national. Evaluate the media as a source of information about the environment. Give examples of individuals who have influenced environmental history. Identify ways in which the choices you make as an individual may affect the environment. Resources: Environmental Science, Holt Chapter 21 Environmental Science,Holt CD ROM Common Formative Assessment(s) D:\106764203.doc 3/9/16 4:44 PM As evidenced by: Students will read case study on international whaling in their textbooks and write a paragraph expressing their opinions about the issue of whaling. Creating a bumper sticker, advertising slogan, or brochure about an environmental issue or problem, explaining the issue and why it is of interest. Researching and writing a biography of someone who has influenced environmental thinking. (See table on p. 544 for list of ideas.) Summative District Assessment(s)