Environmental Science

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1 OFFICE OF CURRICULUM & INSTRUCTION Environmental Grades Prerequisite: Successful completion of any 2 years of high school science class offerings Credits: 5 ABSTRACT Environmental is the study of the relationships/interactions that exist between all of the biotic (living or dead) and abiotic (nonliving) components which comprise and are located on, above, or beneath the surface of planet earth. As such, this course allows the student an opportunity to explore these relationships from a practical vantage point that identifies their impacts upon humanity and, conversely, humanity s impact upon them as well. Said exploration includes, but is not limited to, student involvement in classroom discussions, current events activities, empirical laboratory exercises, scientific website explorations, and simulations. Emphasis is at all times placed upon the practical utilization of course experiences in the individual s everyday life activities and experiences, encouraging students to further develop decision making skills about how they choose to live life. BOE approved 9/10/2013

2 Established Goals: NJ CCCS and/or : (include technology and 21 st century standards) Enduring Understandings: (students will understand...) Essential (Guiding) Questions: (What provocative questions will foster inquiry, understanding, and transfer of learning?) Laboratory And School Safety Procedures (1 Week) A.3; B.1,4; D.1, B.3-5; C G.1,2,4, a.1-2, c.1, f.1, a.1, b.1, c.1-2, d.1 1. is a process for problem solving. 2. Knowledge and use of environment and situation specific safety protocols and rights can reduce the risk of personal injury. 1. Why is safety important? 2. How is critical thinking necessary to science and safety in the laboratory? 3. What are safe and expected proper student responses to emergencies which arise in the science classroom, laboratory, or school at Environmental Decision Making (3 Weeks) A.3; B.1,4; D.1, B.3-5; C G.1,2,4, a.1-2, c.1, f.1, a.1, b.1, c.1-2, d.1 1. Precise human observations are essential in proper assessment of any ecosystem and its inherent risks 2. Human choices can impact ecosystems positively or negatively. 3. Humans have become important to maintaining the balances between ecosystem organisms. 4. Wise decisions are made taking into consideration how biotic and abiotic factors in an ecosystem will respond to said choices. 5. Conservational use of natural resources is essential. 1. Why do humans have such a profound influence on the natural world? 2. What are worker safety rights under NJ Right To Know, PEOSHA, and Federal OSHA? 3. How is human critical thinking necessary to science? What makes it Ecology Of Ecosystems (11 Weeks) A.3; B.1,4; D.1, B.3-5; C G.1,2,4, a.1-2, c.1, f.1, a.1, b.1, c.1-2, d.1 1. Everything that exists in the universe is either biotic or abiotic. 2. Water is essential to life on earth. 3. Every organism is an important member of both a food chain and food web. 1. What is the difference between an ecosystem and a biome? 2. Why are limiting factors important to maintaining ecosystem health? 3. What all of the different symbiotic relationships potentially present in any given ecosystem?

3 Learning Activities: (What specific activities will students do and what skills will students know as a result of the unit?) Laboratory And School Safety Procedures (1 Week) large? Class notes via lecture Overhead projector Power point Smart board Written class or homework based on textbook readings Class discussion Demonstration of correct safety procedures Practice of lockdown and evacuation procedures Viewing of lab safety video clips Environmental Decision Making (3 Weeks) essential to the survival and maintenance of ecosystems worldwide? 4. What kinds of human activities negatively impact ecosystems? Which ones have a positive outcome? PEOSHA and OSHA internet web research Student testimonials Teacher testimonial Injury case studies Safety data sheets activities Cause and effect analysis of human environmental activities Ecology Of Ecosystems (11 Weeks) 4. Why is the sun ultimately the energy source for all live forms? 5. How do energy and matter flow through a food web? 6. Why is water quality important, and how does it cycle between atmosphere, geosphere, and hydrosphere? 7. What are the differences between renewable and non-renewable resources? League of Extraordinary Gentlemen interdisciplinary biome exercise Owls Up Close documentary exercise, Owl pellet dissection, Outdoor ecosystem observations on football field, Outdoor leaf identification at amphitheater, Pond water observation lab., Soil organism identification lab., Internet research on birds of Montville using NJDEP website, Sample census activities, Biotic/abiotic factor exercise from Something Wicked This Way Comes Assessments & Evidence: (Through what authentic Written test and/or quizzes Written test and/or quizzes Written test and/or quizzes performance tasks will students Lab Activities /Report Lab Activities /Report Lab Activities /Report demonstrate the desired understandings?) (By what criteria will performance of understanding be judged?) Resources: Current textbook Current textbook Current textbook

4 Cross-curricular / differentiation: (What cross-curricular (e.g. writing, literacy, math, science, history, 21 st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?) Laboratory And School Safety Procedures (1 Week) Relevant internet sites Lab materials Movies/clips computer usage for additional research data mining inter-disciplinary activities as needed. Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, additional testing time, and use of visual and auditory teaching methods. In other words, a wide variety of assessments and strategies designed to complement the individual learning experience of each student and Environmental Decision Making (3 Weeks) Relevant internet sites Lab materials Movies/clips safety data sheet activities NJRTK resources NJDEP NJPEOSHA and OSHA websites computer usage for additional research data mining inter-disciplinary activities as needed. Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, additional testing time, and use of visual and auditory teaching methods. In other words, a wide variety of assessments and strategies designed to complement the individual learning experience of each student and compliant Ecology Of Ecosystems (11 Weeks) Relevant internet sites Lab materials Movies/clips Outdoor observations Leaves from Montville Pond water Dissection microscopes Soil samples Owl pellets Owl pellet identification cases NJDEP resources computer usage for additional research data mining inter-disciplinary activities as needed. Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, additional testing time, and use of visual and auditory teaching methods. In other words, a wide variety of assessments and strategies designed to complement the individual learning experience of each student and compliant with any individual

5 Laboratory And School Safety Procedures (1 Week) compliant with any individual IEP s and/ or 504 plans individually in place. Environmental Decision Making (3 Weeks) with any individual IEP s and/ or 504 plans individually in place. Ecology Of Ecosystems (11 Weeks) IEP s and/ or 504 plans individually in place.

6 Established Goals: NJ CCCS and/or : (include technology and 21 st century standards) Enduring Understandings: (students will understand...) Population Dynamics (6 Weeks) B.4; D B.3-5; C.1-2; E F.2; G a.1-2, c.1, f.1, a.1, b.1, c.1-2, d.1 1. Every ecosystem/food web has a series of biotic and abiotic checks and balances that regulate organism populations. 2. Die backs and population explosions occur in all organisms when limiting factors change. 3. The continued increase in human populations worldwide creates environmental, moral, and ethical problems. 4. Should human population fail to reach zero population growth globally, the earth may no longer be sustainable for all life forms Chemicals In Ecosystems ( 3 Weeks) A.1-3; B.1-2; C.2-3;D D B.1; C.1-2; E C1-2; F.2; G.2, a.1-2, c.1, f.1, a.1, b.1, c.1-2, d.1 1. The usage of dangerous chemicals to solve virtually any problem is widely practiced but little understood in terms of potential environmental destruction. 2. Economics are often more important to individuals and governments than the environmental impacts they create. 3. Maps are an extremely useful tool for plotting the locations and potential movements of environmental pollutants. Natural Resources: Air, Soil And Water (4 Weeks) A.B.1,42; C.2-3; D D B.3-5; C.1-2;E G.1,2, a.1-2, c.1, f.1, a.1, b.1, c.1-2, d.1 1. Conservation of natural resources is essential; they are not limitless. 2. Life on planet earth could not survive without air, water, and soil. 3. Weather and climate in large part determine the types and numbers of organisms found in any geographic earth location. 4. Weathering and erosion alter ecosystems and impact their sustainability for life forms 5. Human health impacts of breathing contaminated air, drinking polluted water, and eating foods from contaminated soils are shortened lifespan and increased financial hardship 6. Pesticides harm and/or kill more organisms than were their intended targets and pollute all spheres. 7. Greenhouse and other gases released by human activities have far reaching

7 Essential (Guiding) Questions: (What provocative questions will foster inquiry, understanding, and transfer of learning?) Learning Activities: (What specific activities will students do and what skills will students know as a result of the unit?) Population Dynamics (6 Weeks) 1. Why do populations explode or die back? 2. How can population changes be an indicator of ecosystem health? 3. Why is it important that human generated wastes be neutralized, recycled, or eliminated? 4. What problems arise from human use of natural resources at a rate that is faster than they can be replaced? 5. How do economics, infrastructure, and culture play a role in population control decision making at the governmental and personal levels? 6. How has traditional chemical use hurt our environment? 7. How does the economy, lifestyle choices, and politics influence our decision making? 8. Why is education vital to providing alternatives to traditional methods? 9. How can topography influence ecosystem distribution of chemical contaminants? Food chains and webs exercise Hunting survey Hunting in NJ internet research exercise Over The Hedge ecosystem destruction exercise Open Season hunting analysis Population Zero exercise Soylent Green global climate Chemicals In Ecosystems ( 3 Weeks) 1. How has traditional chemical use hurt our environment? 2. How does the economy, lifestyle choices, and politics influence our decision making? 3. Why is education vital to providing alternatives to traditional methods? 4. How can topography influence ecosystem distribution of chemical contaminants? 5. When does human activity involving natural resource retrieval yield more harm than good? The Town That Was exercise, Centralia mine fire internet research Montville map exercise slideshow presentation of Montville s superfund site history of Montville research project research of Montville toxic and hazardous waste site locations using Natural Resources: Air, Soil And Water (4 Weeks) consequences 1. What are the environmental and biological impacts of global climate change? 2. How do humans impact weather and vice versa? 3. How does the EPA regulate natural resource use in the US and its territories? 4. What processes can be used to conserve natural resources? 5. How can polluted air, water and soil be decontaminated both naturally and artificially? 6. What are the economic and health impacts of cigarette smoking? 7. How can human generated atmospheric pollutants and their risks be reduced? 8. Does global warming exist, or is it really just global climate change? Fires of Kuwait exercise Map plotting of global air currents distribution of air borne pollutants pesticide safety data sheet exercise household chemicals exercise Fracking internet research Weathering and erosion lab Map plotting of ocean current

8 Assessments & Evidence: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performance of understanding be judged?) Population Dynamics (6 Weeks) change/population explosion exercise NJSHIPA research/article responses Birth control method comparison between humans and animals Written tests and quizzes Lab Activities /Report Resources: Current textbook Classroom procedures Lab. Materials Movies/clips NJSHIPA legal document NJSP and NJDEP websites Articles on population control Census simulations Hunting surveys Decision making/student response materials Cross-curricular / differentiation: (What cross-curricular (e.g. Chemicals In Ecosystems ( 3 Weeks) NJDEP website creation of map identifying Montville waste site location World Trade Center toxin release research World Trade Center interdisciplinary documentary exercise Written tests and quizzes Lab Activities /Report Current textbook Classroom procedures Lab. Materials Movies/clips Superfund activity Centralia Mine Fire website SDS on chemical contaminants at Montville Superfund site (Taylortown Rd.) Maps of Montville NJDEP website WTC chemical lists Ecoterrorism resources Natural Resources: Air, Soil And Water (4 Weeks) movement/distribution of pollutants Gasland exercise Inconvenient Truth exercise Cigarette dissection and internet research Written tests and quizzes Lab Activities /Report Current textbook, Classroom procedures Lab. Materials Movies/clips EPA, NIH, CDC, ATSDR websites, cigarettes, Dissection microscopes, Mapping materials

9 writing, literacy, math, science, history, 21 st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?) Population Dynamics (6 Weeks) computer usage for additional research data mining inter-disciplinary activities as needed. Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, additional testing time, and use of visual and auditory teaching methods. In other words, a wide variety of assessments and strategies designed to complement the individual learning experience of each student and compliant with any individual IEP s and/ or 504 plans individually in place. Chemicals In Ecosystems ( 3 Weeks) computer usage for additional research data mining inter-disciplinary activities as needed. Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, additional testing time, and use of visual and auditory teaching methods. In other words, a wide variety of assessments and strategies designed to complement the individual learning experience of each student and compliant with any individual IEP s and/ or 504 plans individually in place. Natural Resources: Air, Soil And Water (4 Weeks) computer usage for additional research data mining inter-disciplinary activities as needed. Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, additional testing time, and use of visual and auditory teaching methods. In other words, a wide variety of assessments and strategies designed to complement the individual learning experience of each student and compliant with any individual IEP s and/ or 504 plans individually in place.

10 Established Goals: NJ CCCS and/or : (include technology and 21 st century standards) Enduring Understandings: (students will understand...) Essential (Guiding) Questions: (What provocative questions will foster inquiry, understanding, and transfer of learning?) Endangered And Non-Native/Invasive Species (8 Weeks) B.1-6; C G.2, a.1-2, c.1, f.1, a.1, b.1, c.1-2, d.1 1. All species are important to maintaining life on planet earth. 2. With the extinction of any one species comes permanent loss of genetic material and negative ecosystem impact. 3. Some species could cause the extinction of humans beyond our technology. 4. Humans are the only life form that if to become extinct would benefit all other life forms. 5. Plants and animals introduced into new ecosystems may die or thrive. 6. Introduced species destroy ecosystem balance and may outcompete native ones leading to their extinction. 7. Invasive species may migrate and spread their impact geographically. 1. Why should all life forms be protected from becoming extinct? 2. What might be the impacts of partial/complete plant extinction upon geosphere, atmosphere, hydrosphere, and biosphere? How about animal extinction? 3. Which government agencies are responsible for attempting to prevent

11 Learning Activities: (What specific activities will students do and what skills will students know as a result of the unit?) Assessments & Evidence: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performance of understanding be judged?) Endangered And Non-Native/Invasive Species (8 Weeks) extinction? 4. How did species diversity arise? What are humans doing to create new species to add to/replace the ones that have disappeared? 5. Is there a legitimate concern about nonnative species being brought to the US? Why or why not? 6. Should bounties be offered/paid for the elimination of problem species? 7. How might humans be harmed by nonnative species? 8. What environmental impacts occur as a result of immigration, both legal and illegal? Internet research on endangered species of NJ Canned hunt article responses The Birds alternate ending interdisciplinary project Music about endangered species, endangered animal auction/role playing simulation Invasive species internet research Written tests and quizzes Lab Activities /Report Resources: Current textbook,

12 Cross-curricular / differentiation: (What cross-curricular (e.g. writing, literacy, math, science, history, 21 st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?) Endangered And Non-Native/Invasive Species (8 Weeks) Classroom procedures Relevant internet sites Lab. Materials Movies/clips Articles NJDEP website EPA website Canned hunt articles Music Opaque projector Endangered animal trading cards Invasive species websites computer usage for additional research data mining inter-disciplinary activities as needed. Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, additional testing time, and use of visual and auditory teaching methods. In other words, a wide variety of assessments and strategies designed to complement the individual learning experience of each student and compliant with any individual IEP s and/ or 504 plans individually in place.

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