environmental_science_curriculum_map.pptx

environment

1. Environmental Science Viborg Hurley Curriculum Guide

2. Course Description Environmental science is designed for juniors and seniors who have successfully completed Physical Science and Biology. This class is designed for students with interests in wildlife, ecology, resource management, or for students who desire a hands on approach to learning. This class contains many real world applications and the goal is to provide an immersive learning experience that garners student interest and success. Students should be prepared for rigor that reflects junior/senior level courses. Students are expected to be involved with their learning, prepare outside of class, and use time management on educational based projects.

3. Standards of Learning in Science Scientific Investigation, Reasoning, and Logic Force, Motion, and Energy Matter Life Processes Living Systems Interrelationships in Earth/Space Systems Earth Patterns, Cycles, and Change Earth Resources

4. Educational Goals Develop and use an experimental design in scientific inquiry. Use the language of science to communicate understanding. Investigate the phenomena using technology. Apply scientific concepts, skills, and processes to everyday experiences. Experience the richness and excitement of scientific discovery of the natural world throughout the collaborative quest for knowledge and understanding. 6. Make informed decisions regarding issues, taking into account the following: - Public policy and legislation - Economic costs/benefits - Validation from scientific data and the use of scientific reasoning and logic. - Respect for living things - Personal responsibility - History of scientific discovery.

5. Educational Goals 7. Develop scientific dispositions and habits of mind including: - Curiosity - Demand for verification - Respect for logic and rational thinking. - Consideration of premises and consequences - Respect for historical contributions. - Attention to accuracy and precision - Patience and persistence. 8. Develop an understanding of the interrelationship of science with technology, engineering, and mathematics. 9. Explore science-related careers and interests. *All goals follow the 2012 Roanoke County Public School Curriculum guides used in my research on science curriculum maps.

6. Investigate and Understand Investigate refers to scientific methods and implies systematic use of the following inquiry skills: Observing Classifying and sequencing Communicating Measuring Predicting Hypothesizing Inferring Defining, controlling, and manipulating variables in experimentation Designing, constructing, and interpreting models Interpreting, analyzing, and evaluating data.

7. Investigate and Understand Understand refers to the following: Recall or recognize important information, key definitions, terminology, and facts. Explain the information in one’s own words, comprehend how the information is related to other key facts, and interpretations of its meaning. Apply the facts and principles to new problems or situations, recognize which pieces of information are required for a given problem, and determine expectations of a given problem. Analyze the details of facts and principles, recognize relationships and patterns,. Make judgements about information in regards to accuracy, precision, consistency, or effectiveness.

8. Grading Breakdowns Class Participation: Bell-ringers 10 pts per week Formative Assessments: Homework, Projects, and Labs Homework varies from 20-50 points Labs are worth 40 points Projects vary from 50 points and up. Summative Assessments: Tests / Quizzes Quizzes are normally 25-30 points. Tests are scaled to 100 points.

9. Environmental Science Standards Source: NGSS Standards Unit 1: Ecology and Ecosystems Physical Science Standards HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy levels of atoms. HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. HS-PS1-4: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other components and energy flows in and out of the system are known. HS-PS3-3: Design, build, and refine a device that works within given constraints to convert one from of energy into another form of energy. HS-PS3-4: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system. (Second law of thermodynamics) HS-PS4-4: Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

10. Environmental Science Standards Source: NGSS Standards Unit 1: Ecology and Ecosystems Life Science Standards HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. HS-LS2-4: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

11. Environmental Science Standards Source: NGSS Standards Unit 2: Biodiversity Life Science Standards HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems on different scales. HS-LS2-8: Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce. HS-LS3-2: Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis,, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

12. Environmental Science Standards Source: NGSS Standards Unit 2: Biodiversity Life Science Standards (Continued) HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. HS-LS4-3: Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Hs-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

13. Environmental Science Standards Source: NGSS Standards Unit 2: Biodiversity Earth Science Standards HS-ESS2-1: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features . HS-ESS2-2 : Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. HS-ESS2-4 : Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate . HS-ESS3-5 : Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

14. Environmental Science Standards Source: NGSS standards Unit 3: Sustaining Biodiversity Engineering Standards HS-ETS1-1.Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-2.Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3.Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. HS-ETS1-4.Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

15. Environmental Science Standards Source: NGSS Standards Unit 4: Environmental Quality Earth Science Standards HS-ESS3-1 : Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios . HS-ESS3-3: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. HS-ESS3-4 : Evaluate or refine a technological solution that reduces impacts of human activities on natural systems . HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere , and biosphere.

16. Environmental Science Standards Source: NGSS Standards Unit 5: Environmental Concerns Earth Science and Life Science Standards HS-ESS3-5 : Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. HS-ESS3-6 : Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.* HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. HS-ETS1-1.Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-2.Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3.Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. HS-ETS1-4.Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

17. Unit Concepts Unit 1: Ecology and Ecosystems Part A: Environment and Sustainability (Ch. 1) Identify the goals of environmental science. Identify factors of sustainability. Identify components of natural capital and factors the degrade natural capital. Describe the purpose of the ecological footprint. Calculate environmental IPAT models. Identify human population growth rates and its impact. Describe the difference between conservation and preservation.

18. Unit Concepts Unit 1: Ecology and Ecosystems Part B: Science, Matter, Energy, and Systems (Ch. 2) Describe the importance of science and the limitations it has. Identify basic concepts of matter and change. Identify the molecules of life. Recognize the different forms of energy and how they are transformed. Understand the laws of thermodynamics. Describe the ways in which a system responds to change via feedback.

19. Unit Concepts Unit 1: Ecology and Ecosystems Part C: Ecosystem Dynamics (Ch. 3) Describe the four major spheres that support life. Understand how nutrients cycle and energy flows. Describe the trophic levels and how energy and matter are transformed. Diagram nutrient cycles. Identify biomes based on net energy production and availability.

20. Unit Concepts Unit 2: Biodiversity Part A: Biodiversity and Evolution (Ch. 4) Describe the four components of biodiversity. Describe species roles in an ecosystem. Describe mechanisms of evolution. Describe the process of events that leads to speciation. Part B: Species Interactions, Ecological Succession, and Population Control (Ch. 5) Identify types of species interactions. Understand how the species composition of an ecosystem can change. Distinguish between ecological inertia and resilience. Identify variables that govern changes in population size. Review methods of measuring populations. Identify reproductive patterns.

21. Unit Concepts Unit 2: Biodiversity Part C: Ecosystems and Climate (Ch. 6) Distinguish between weather and climate. Model the greenhouse effect. Model the rain shadow effect. Distinguish between major terrestrial ecosystems. Distinguish between major marine ecosystems. Distinguish between major freshwater ecosystems.

22. Unit Concepts Unit 3: Sustaining Biodiversity Part A: Saving Species and Ecosystem Services (Ch. 7) Describe the factors that lead to extinction. Discuss how human population growth can lead to habitat fragmentation and extinction. Discuss forms of pollution. Discuss international laws and how they are designed to protect organisms. Part B: Sustaining Biodiversity: An Ecosystem Approach (Ch. 8) Classify forests based on age and structure. Describe management solutions. Describe methods for managing rangelands. Model methods used to repair damaged ecosystems and how to reconcile ecosystems. Describe how human activities are destroying aquatic biodiversity.

23. Unit Concepts Unit 4: Environmental Quality Part A: Food, Soil, and Pest Management (Ch. 9) Distinguish between food security and insecurity. Identify the major systems used to produce food. Identify environmental issues that impact food production. Explore methods of pest control. Part B: Water Resources and Water Pollution (Ch. 10) Explain cause and effect of freshwater scarcity. Explain aquifer depletion. Outline cause and effects of dams and reservoirs. Identify ways to reduce use of freshwater. Compare and contrast point and non-point sources of water pollution.

24. Unit Concepts Unit 4: Environmental Quality Part C: Geology and Nonrenewable Mineral Resources (Ch. 11) Describe the movement of tectonic plates. Define minerals and rock types in relation to the rock cycle. Describe the major types of mining and their environmental impacts. Part D: Nonrenewable Energy Resources (Ch. 12) Identify types of energy sources, their respective processes, and their government interactions. Discuss the advantages and disadvantages of fossil fuels. Discuss the potential of nuclear energy. Part E: Renewable Energy Resources (Ch. 13) Define and identify energy efficiency. Identify sources and applications of renewable energy. Identify challenges associated with transitioning to more sustainable energy futures.

25. Unit Concepts Unit 5: Environmental Concerns Part A: Human Population and Urbanization (Ch. 14) Identify trends in human population growth. Identify total fertility rates and age structure in respect to population growth. Discuss benefits and costs or urbanization. Describe the eco-city concept. Part B: Environmental Hazards and Human Health / Solid and Hazardous Waste (Ch. 15/17) Discuss the processes of risk assessments and risk management. Discuss biological hazards and their impacts. Discuss chemical hazards and their impacts. Determine and measure toxicity. Demonstrate biomagnification .

26. Unit Concepts Unit 5: Environmental Concerns Part C: Air Pollution, Climate Change, and Ozone Depletion (Ch. 16) Identify factors that lead to air pollution. Identify effects of climate change. Discuss the pros and cons of geo-engineering strategies to counter climate change. Discuss the impact of ozone depletion. Part D: Environmental Economics, Politics, and Worldviews (Ch. 18) Identify types of capital used in most economies. Define environmental regulation. Identify the six principles of environmental justice movements. Describe environmental literacy. Research and discuss current environmental laws and agencies.

27. Pacing Guide Unit 1: Ecology and Ecosystems Time: 6 weeks Standards: See Unit 1 Standards Activities: Chapter Assessment Questions, Tying It All Together Assessments, Ecological Footprint Models, School Sustainability (Ecological Issues) project, Thinking Critically Questions, Acid-Base Case Study, Feedback Loop Lab, Runoff Lab, Stream Study Experiment, Seal Food Chain Case Study, Nutrient Cycle Sketches, Self-Sustaining Environment Observation (Saved FB Video via Buzzfeed ), Unit Stem Assessment: Treating Contaminated Soil Text Reference: Chapters 1-3 Crash Course Reference Ecology: Rules for Living on Earth Ecosystem Ecology: Links in the Chain Hydrologic and Carbon Cycles Nitrogen and Phosphorus Cycles Buffers (first 2:15)

28. Pacing Guide Unit 2: Biodiversity Time: 7 weeks Standards: See Unit 2 Standards Activities: Chapter Assessment Questions, Alaska Bear Case Study, Jelly Bear Island Evolution and Speciation Game, Elephant Case Study and Evolution, Tying It Together Questions, iNaturalist Biodiversity of SD Activity, Species Diversity Quadrat (random sampling) Study Lab, Think Critically Questions, Mark and Recapture Questions, Sea Turtle Case Study, Alligator Populations Activity (pg. 151), Pond Study Activity, Greenhouse Effect Lab, Leaf Characteristics Lab, STEM Project Assessing a Local Species Textbook Sources: Chapters 4-6 Crash Course Reference History of Life on Earth Population Ecology Community Ecology Pt 1 and 2 Ecological Succession

29. Pacing Guide Unit 3: Sustaining Biodiversity Time: 4 weeks Standards: See Unit 3 Standards Activities: Global Species Case Study, Sharkwater Documentary, Chapter Assessment Questions, Wildlife (CSI) Forensics Activity, Tying it All Together Questions, Models of Endangered Species Data (pg. 235), Think Critically Questions, Forest Health Lab Activity, Fall Semester Project (Designing a Nature Preserve / Protected Area / Zoo), Ocean Acidification Lab, STEM Project: Designing a Solar Cooker Text Reference: Chapters 7-8 Crash Course Reference Conservation and Restoration Ecology

30. Pacing Guide Unit 4: Environmental Quality Time: 10 weeks Standards: See Unit 4 Standards Activities: Chapter Assessment Questions, Thinking Critically Questions, Tying It All Together Questions, Food Footprint Activity, Hydroponics Lab (STEM), GMO Debate, Soil Health Lab, Fish Consumption Models, Take Action: Food Sustainability Activity (optional), Biomagnification Worksheet, Dam Case Study (China), Deepwater Horizon Oil-spill Video w/ Oil Spill STEM Challenge, ID Minerals and Rocks Lab, Product Life Cycles STEM Activity, Fracking Activity, STEM Unit Project: School Renewable Energy Project Text Reference: Ch. 9-13 Crash Course Reference None

31. Pacing Guide Unit 5: Environmental Concerns Time: 6 weeks Standards: See Unit 5 standards Activities: Chapter Assessment Questions, Tying It All Together Questions, Thinking Critically Questions, Biology Corner Human Population Lab, Eco-City Design Concept, Contagion Film Discussion, Pandemic Board Game Activity, Plastic In the Ocean Documentary (Netflix), Disease Transmission Lab, Climate Change Documentary, Climate Model STEM Lab (pg. 565), Composting Class Activity, School Lunch Sustainability Mini-Project, Take Action School Awareness w/ government letters, Unit 5 STEM Project: Design a Carbon-Capturing Device Text Reference: Chapters 14-18 Crash Course Reference 5 Human Impacts on the Environment Pollution Climate Science

32. Sources Textbook Environmental Science: Sustaining Your World by Miller and Spoolman Copyright 2017 via National Geographic Learning Crash Course Science Educational Videos Edpuzzle , Loom, Edulastic , Piktochart (online resources for videos, assessments, and infographics) Biology Corner (worksheets) NCCTS (Case Study database) BioInteractive (online simulations) NASA (online simulations) Netflix (Documentaries / Educational Films)