Environmental Science Scope & Sequence

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1 Environmental Science Scope & Sequence The suggested time frames in this document are for a year long environmental science class with approximately 45 minute class periods. All of the material outlined on this scope and sequence must be covered in all City Schools environmental science classes, regardless of alternate schedules. Sequences of numbers and letters listed in parentheses refer to Maryland s Core Learning Goals since Maryland has adopted, but not yet implemented, the Next Generation Science Standards (NGSS). Please send comments and suggestions to Joshua Gabrielse Suggested Time Frame Unit 1: Introduction to Environmental Science 6 weeks The student will be able to demonstrate the ability to use science skills necessary to identify and analyze environmental issues. Environmental issues (6.1.1) Define environmental science as an interdisciplinary science and relate these disciplines to common environmental issues Identify and discuss values and beliefs inherent in environmental decision making. Suggested Investigation: Tragedy of the Commons Matter and the Environment (6.1.1) Organic and Inorganic Compounds Hydrocarbons Water Acids, Bases, and ph Systems in Environmental Science (6.1.1) Feedback loops Earth s Spheres (6.1.1) Geosphere Biosphere Atmosphere Hydrosphere Biogeochemical Cycles (6.1.1) Carbon Cycle Phosphorus Cycle Nitrogen Cycle Suggested Investigation: Biogeochemical Cycles City Schools Office of Science Page 1 of 5

2 Unit 2: Ecology The student will be able to explain the structure of an ecosystem and the changes it undergoes and recognize the interrelationship in a food chain and a food web. Ecology (6.2.3) Populations Communities Ecosystems Abiotic Biotic Limiting Factor Evolution and Community Ecology (6.2.4) Mechanisms of Biological Evolution Speciation and Extinction Species Interactions (6.2.4) Niche Competition Predation Parasitism Mutualism Commensalism Ecological Communities (6.2.1) Producers Consumers Energy and Biomass Food Webs and Food Chains Invasive Species (6.2.1) Suggested Investigation: Eco Columns Unit 3: Biomes 5 weeks 4 weeks City Schools Office of Science Page 2 of 5

3 The student will be able to describe the major biomes and the impact of human involvement and disruption of these biomes. Ecological Succession (6.2.2) Biomes (6.1.2 and 6.3.3) Terrestrials Biomes Climatograms Aquatic Biomes Aquatic Ecosystem (6.1.2 and 6.3.2) Salinity Freshwater Ecosystem Estuaries Chesapeake Bay Ocean Net Primary Production Suggested Investigation: Climatograms Unit 4: Populations 3 weeks The student will demonstrate the ability to explain the growth of populations and factors that influences them. (Math Computation) Trends in Human Population Growth (6.2.3) Infant Mortality Life Expectancy Population Density Predicting Population Growth (6.2.3) Fertility Rate Carrying Capacity Demographic transition Social Factors People and their Environment (6.2.3) Impacts of Population Impacts of Technology Suggested Investigation: Population Growth Mid Term Exam Unit 5: Earth Resources 12 weeks City Schools Office of Science Page 3 of 5

4 The student will explain the effect of human influences on the atmosphere. Earth s Atmosphere (6.3.1) Properties of the Atmosphere Layers of the Atmosphere Weather Pollution of the Atmosphere (6.3.1) Sources of Air Pollution Effects of Pollution on Human Health Smog and Temperature Inversions Acid Deposition Controlling Air Pollution (6.3.1) The Clean Air Act The Montreal Protocol Suggested Investigations: Greenhouse Effect (PHET Simulation) and Air Quality The student will explain the effect of human influences on water and discuss the ecological, political, economic, and social issues of the Chesapeake Bay. The Water Planet (6.3.2) Fresh Water Usage Chesapeake Bay Water Pollution (6.3.2) Types of Water Pollution Controlling Water Pollution (6.3.2) The Clean Water Act Water Treatment Suggested Investigation: Water Quality Soil and Agriculture (6.3.3) Soil Formation Soil Characteristics Soil Degradation and Conservation (6.3.3) Erosion Desertification Soil Pollution and Industrial Agriculture (6.3.4) Pest Pollinators Food Production Genetically Modified Organisms Industrial Food Production Sustainable Agriculture Suggested Investigation: Soil Moisture (Vernier) City Schools Office of Science Page 4 of 5

5 Mining Resources and Mining (6.3.3) Mineral and Rock Formation Mining Impacts and Regulation(6.3.3 Negative Impacts of Mining Mining Regulations Responsible Minerals Use Suggested Investigation: Mining Unit 6: Sustainable Future 5 weeks Global Climate Change (6.3.1 and 6.3.2) Climate Change Effects of Climate Change Responding to Climate Change Nonrenewable Energy (6.3.5) Fossil Fuel Consequences of Fossil Fuels Nuclear Power Renewable Energy Alternatives (6.3.5) Biomass and Geothermal Energy Hydropower and Ocean Energy Solar and Wind Energy Energy from Hydrogen Waste Management (6.3.2) Municipal and Industrial Waste Solid Waste Hazardous Waste Suggested Investigations: Wastewater Treatment and Solar House End of Course Exam City Schools Office of Science Page 5 of 5

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