ENVIRONMENTAL SCIENCE CURRICULUM for CLASS IX to X

Size: px
Start display at page:

Download "ENVIRONMENTAL SCIENCE CURRICULUM for CLASS IX to X"

Transcription

1 ENVIRONMENTAL SCIENCE CURRICULUM for CLASS IX to X The Royal Society for Protection of Nature (RSPN) in collaboration with Department of Curriculum Research & Development (DCRD) of Ministry of Education is developing Environmental Science curriculum as an optional subject for classes IX to X in the formal education system. Interested writers with required qualification and experience to write Environmental Science text book on the broad themes of i) Physical World; ii) Biological World; iii) Environment & Society; iv) Working Scientifically; can submit your Expression of Interest to RSPN office latest by 10 October 2013 along with your CV and copy of publications. For more information, please visit RSPN website Note: Please note that RSPN doesn t encourage one or two writers to write the whole book but rather experts in different fields to write specific topics. The Environmental Science curriculum for classes IX to X will be based on the four broad strands, its key Stage and their learning outcomes and objectives. Strand 1: Physical World The environment in which we live is complex constituted by components such as plants, animals, weather, climatic condition and natural forces that govern the functioning of the universe. The abiotic factors and natural forces generally constitute the physical worlds that are crucial in the dynamics of the universe. Through the strand, Physical world, learners develop understanding of the constituents of the physical and their interactions; and how they affect the biological world and the society. Through exploration and investigation, learners understand the elements of physical world, how human actions affect the physical world and the consequences entailed. Strand 2: Biological World All the living things plants and animals constitute the biological world. The inter relationship amongst them is represented by ecosystem. The flow of energy in the system supports the survival and sustenance of each of these components. The dynamic of the biological world is crucial to humanity on this Earth. Therefore, the understanding of plant diversity and resources has never been more important than at this present time. As we face the unprecedented challenges of climate change and environmental degradation, effective environmental monitoring and conservation depend upon detailed knowledge of plants and animals and their habitats. In this strand, learners develop the knowledge and understanding of different forms of life; their interaction and interdependence; and how the physical world affects the health of the biological world. Learners continuously engage in experimentation, investigation, and project works to

2 develop coherent knowledge and understanding about, and of the biological world.. Strand 3: Environment and Society The study of environment and society is a cornerstone to examine the diverse processes related to interactions between human society and the biophysical environment, ranging from the mostly physical to the mostly social. Natural disasters are not necessarily natural. Physical processes such as climate change, the weather, and hydrology cause these events. Social processes such as land-use decisions, poverty, and political decision-making can transform a large storm into a disaster. Therefore, the social and environmental problems are deeply intertwined. Understanding the reciprocal relationships between social and environmental processes is the foundation of the study of Environment & Society (E&S). This strand emphasizes that the human relationship to the environment can be biological, economic, political, physical, cultural, chemical and social. Students become familiar with relevant theories in human and physical geography, appropriate methods of inquiry, and case studies of environmental challenges. The strand also introduces students to the main approaches and theory for environmental social sciences, including how social science tools can be applied to environmental problems, and how social science theories contribute to understanding the environmental problems. Through project works and practical activities, learners develop understanding of the sustainable use of natural resources as well Strand 4: Working Scientifically The strand, working scientifically, is a process strand embedded in the three content strands. Working scientifically in environmental science involves the processes of science, including understanding the sorts of questions that are the province of science; the design of experiments; reasoning and arguing with scientific evidence; and analyzing and interpreting data. Working scientifically also involves particular forms of reasoning with evidence that is different in detail from reasoning in other areas. Working scientifically emphasizes techniques of focused observation, the recognition of a scientific question that can be investigated; the need for repeated measurements and skills in devising measurement processes; ways of recording data (these can vary considerably); and representing data for analysis; different experimental designs and associated principles (e.g. understanding sample size in making observations in the field), and reporting. Key Stage 4: Classes IX - X At this key stage, learners demonstrate significant developments in terms of logical and abstract thinking; and are able to comprehend complex situations. For older children, education is for understanding for mastering disciplines and for apprenticeship.

3 During Key Stage 4 (Classes IX and X), the learners develop basic knowledge and understanding of the concepts of Physical world, Biological world, Environment and Society, and the fundamental skills needed for the use of these in new and changing situations. The learners discover a wider range of scientific ideas that support the environmental science, and consider them in greater depth, laying the foundations, if appropriate, for further study in the subject and apply these ideas in new contexts to solve problems. They explore how developmental activities are related to the degradation of environment. They consider the power and limitations of science and technology in addressing social, industrial, ethical and environmental issues; and how different groups in the community and beyond may have different views about the role of environment. They make informed judgments on statements and debates that have environmental basis, and use their learning for planning positive action for the welfare of themselves, others in their community and the environment. When they carry out investigations, working either on their own or with others, they draw on increasingly diverse and complex sources of information which they select taking into accounts the issues of reliability and validity to plan their investigation or inquiry. They use a wider range of techniques to carry out their plans and investigations, which will be quantitative in nature. They evaluate critically all the evidence collected to draw conclusions. In drawing these conclusions, they compare, contrast, analyze, synthesize, question and critique the information from different sources. They communicate their ideas clearly and precisely in a variety of ways including the use of ICT. Standard K4.1: Understand the elements of ecosystem and relate the significance of abiotic and biotic world in daily lives and to the sustainable development in Bhutan. Standard K4.2: Evaluate the roles of beliefs, cultural and traditional values in towards environment. Standard K4.3: Apply the concepts of environmental science in everyday experiences, decision making and management of environment. Standard K4.4: Develop the ability to pose critical questions on environment; formulate hypothesis, collect, collate, analyze and interpret data; and draw conclusions and propose solutions. Standard K4.5: Develop the ability to communicate environmental information and ideas logically and concisely in a variety of forms. Learning Outcomes Strand 1: Physical World K4S1.1. Enlist the natural resources and environmental factors that contribute to the benefit of human being. K4S1.2. Discuss the ways of sustaining natural resources. Strand 2: Biological World K4S2.1. Explain elementary ecological concepts and principles.

4 K4S2.2. Identify and explain the interactions between biotic and abiotic components of environment. Strand 3: Environment and Society K4S3.1. Explain the relationships between people and environment and discuss the effect of human activities on environment. K4S3.2. Assess and propose ways of using the natural resources sustainably. K4S3.3. Identify and describe environmental issues, and consider the roles of beliefs, culture and traditional values towards environment. K4S3.4. Describe application of concepts of environmental science in daily lives in decision making and management of environment, and creating awareness. Strand 4: Working Scientifically K4S4.1. Pose critical questions on environment; formulate hypothesis, collect, collate, analyze and interpret data; and draw conclusions and propose solutions in carrying out research works. K4S4.2. Communicate environmental information and ideas logically and concisely through drawings, flowcharts, ICT, graphs, write-ups. Learning Objectives: Strand 1: Physical World I. Natural Resources 1. Define natural resources and explain their importance. 9s1 2. Define and classify renewable and non-renewable resources. 9s1 3. Explain watershed and its importance. 9s1 4. Explain the ways of managing watershed. 10s1 5. Investigate the health of catchment area.10s1 6. Explain water harvesting.9s1 7. List down different kinds of mineral found in Bhutan. 10s1 8. Discuss the uses of minerals. 10s1 9. Discuss the over extraction of minerals in our country. 10s1 10. Suggest ways to sustain minerals 11. Name common forest products of Bhutan 12. Discuss the impact of over exploitation of forest product such as wood and fungi 13. Define deforestation 14. Suggest ways to protect forest 15. List the impact of hydropower construction on environment II. Climate Change 1. Define greenhouse effect. 2. Describe how greenhouse effect works. 3. Define ozone layer. 4. Define ozone depletion.

5 5. Discuss how CFCs create ozone hole. 6. List ways to control ozone hole. 7. List the causes of increase in the amount of greenhouse gases. Strand 2: Biological World I. Fundamental of ecology 1. Define ecosystem 2. Differentiate between key ecological terms and concepts (Ecology: species, population, community, ecosystem, biosphere, atmosphere, hydrosphere, lithosphere, habitat, niche, biome) 3. Name biotic and abiotic component of ecosystem 4. Explain the interactions between biotic and abiotic components of environment. 5. Define food web and food chain 6. Give examples of habitat and niche 7. Explain the relationship between living organisms and their environment 8. Identify different trophic levels 9. Explain ecological pyramids 10. Explain the role of green plant in ecosystem 11. Explain the role of consumers in the ecosystem 12. Explain the role of decomposers in the ecosystem 13. Describe intra-specific and inter-specific competition with examples 14. Define with examples mutualism, scavenging, predation and parasitism. 15. Define ecological succession 16. Discuss the significance of ecological succession 17. Differentiate between primary and secondary succession 18. determine population size of plants using appropriate sampling quadrats and transects methods 19. Discuss habitat destruction by human 20. Analyze the relationship between species diversity and ecosystem stability 21. identify factors affecting population growth in a natural ecosystem; 22. explain the concept of carrying capacity 23. evaluate human interactions within natural ecosystems 24. investigate at least two ecosystems in their territory 25. Present and interpret data using appropriate charts, table, and graphs. 26. Discuss the sources of introduced species. 27. Discuss the environmental and economic impact of invasive species. 28. List invasive species recorded in Bhutan and their impact 29. Suggest quarantine measures to prevent introduction of new species II. Biodiversity 1. Define biodiversity 2. Evaluate the species richness in Bhutan 3. Discuss the geographical distribution of flora and fauna in Bhutan 4. Define biodiversity hot spot in Bhutan considering National Parks as example.

6 5. Discuss Protected System in Bhutan and biological corridors in Bhutan 6. Write the function of Protected area and Biological corridors 7. Discuss the advantages of having greater biodiversity 8. Describe the impact of biodiversity on i. agriculture ii. human health iii. business and industry iv. leisure, cultural and aesthetic value v. ecological services 9. List the Endangered and Endemic species of Bhutan such as Tiger, Snow leopard, Elephant, Red Panda and Himalayan Black Bear. 10. Discuss ways to protect endangered species. 11. Discuss the habitat destruction and its threat on species population. 12. Define invasive species. 13. Define Ecotourism 14. List the benefits of Ecotourism Strand 3: Environment and Society I. Pollution and environment 1. Define demography, natality, fatality, population density and population explosion. 2. Discuss the factors which regulate population size. 3. Give an overview of human population in Bhutan 4. Discuss the trend in rural urban migration in Bhutan. 5. Discuss the impact of increase in population on the environment. 6. Discuss the environmental impacts of mining. 7. Explain how mining leads to deforestation, soil erosion, land slide and air pollution 8. List down the causes of soil erosion in Bhutan 9. Explain the ways to prevent the soil erosion in Bhutan 10. Explain the effect of mining on water resources 11. Define the terms pollutions and pollutant 12. List the types of pollutions (Air, water, land, noise) 13. Outline the general sources of pollution 14. Investigate on land and water pollution in their community. 15. Design posters, slogans and organize campaign to create awareness on different types of pollutions 16. List different kinds of waste produced by human beings. 17. Define solid waste. 18. Describe the different sources of solid waste. 19. Discuss impact of waste on environment. 20. Analyze municipal waste management systems.

7 II. Sustainable development 1. Name the different sources of energy 2. Write the advantages and disadvantages of i. Wind Energy ii. Water Energy (hydro power) iii. Solar Energy iv. Coal v. Bio Energy (Bio Gas, Fossil fuels and wood) 3. Discuss the ways harnessing and use of solar energy. 4. Evaluate the use of renewable energy 5. Discuss factors affecting electricity generating capacity and demand 6. Outline the impact of various forms of energy in the environment i. Global warming ii. Pollution impact iii. Habitat destruction iv. Health issues 7. Explain sustainable resource consumption. 8. Explain how equity in resource distribution and consumption promote sustainable development. 9. Discuss the traditional agricultural practices in Bhutan i. Use of pasture land ii. Shifting cultivation iii. Nomadic pastoralism 10. Discuss the problem of overgrazing in Bhutan. 11. Explain organic and inorganic farming 12. Write the advantages and disadvantage of organic and inorganic farming 13. Explain how chemical pesticides and fertilizers used in agriculture cause water pollution (leeching and eutrophication) 14. Suggest ways to prevent pesticides pollution 15. Define bio-concentration with examples 16. Work out strategies for sustainable agriculture.

Environmental Science

Environmental Science Environmental Science UNIT I: Introduction to Environmental Science The student will demonstrate the ability to use scientific skills necessary to identify and analyze environmental issues. a. Define environmental

More information

2015 2016 Environmental Science Scope & Sequence

2015 2016 Environmental Science Scope & Sequence 2015 2016 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

More information

Environmental Science Curriculum Dual Credit with Morrisville

Environmental Science Curriculum Dual Credit with Morrisville Environmental Science Curriculum Dual Credit with Morrisville 1. Introduction to Environmental Science (5 days) Describe the three categories into which most environmental problems fall Explain how the

More information

RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE ENVIRONMENTAL SCIENCE

RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE ENVIRONMENTAL SCIENCE RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE ENVIRONMENTAL SCIENCE I. INTRODUCTION Environmental Science introduces students to a broad view of the biosphere and the physical parameters

More information

A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME.

A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME. Environmental Science Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy

More information

GE6351- Environmental Science and Engineering. Unit I Environment, Ecosystems and Biodiversity. Part-B

GE6351- Environmental Science and Engineering. Unit I Environment, Ecosystems and Biodiversity. Part-B GE6351- Environmental Science and Engineering Unit I Environment, Ecosystems and Biodiversity 1 (i) Describe the types, characteristics features, structures and functions of (1) Forest ecosystem (2) Aquatic

More information

Environmental Science : Embedded Inquiry

Environmental Science : Embedded Inquiry Environmental Science : Embedded Inquiry Conceptual Strand Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21 st century. Guiding Question What

More information

Environmental Science Overview

Environmental Science Overview Overview The standards establish the scientific inquiry skills and core content for all courses in DoDEA schools. The course of study provides students with a basic knowledge of the natural world that

More information

A Correlation of Environmental Science Your World, Your Turn 2011

A Correlation of Environmental Science Your World, Your Turn 2011 A Correlation of Your World, Your Turn 2011 To Ohio s New Learning Standards for Science, 2011, High School Science Inquiry and Application Course Content INTRODUCTION This document demonstrates how Pearson,

More information

AG 525 ECOLOGY/ENVIRONMENTAL SCIENCE

AG 525 ECOLOGY/ENVIRONMENTAL SCIENCE AG 525 ECOLOGY/ENVIRONMENTAL SCIENCE COURSE DESCRIPTION: A course that provides science instruction and practical experience in environmental science including agricultural/industrial chemical issues,

More information

Amherst County Public Schools. AP Environmental Science Curriculum Pacing Guide. College Board AP Environmental Science Site

Amherst County Public Schools. AP Environmental Science Curriculum Pacing Guide. College Board AP Environmental Science Site Amherst County Public Schools AP Environmental Science Curriculum Pacing Guide College Board AP Environmental Science Site REV: 8/12 1 st 9 weeks AP Objectives Energy Resources and Consumption A. Energy

More information

STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE ESCI 101 - INTRODUCTION TO ENVIRONMENTAL SCIENCE

STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE ESCI 101 - INTRODUCTION TO ENVIRONMENTAL SCIENCE STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE ESCI 101 - INTRODUCTION TO ENVIRONMENTAL SCIENCE Prepared By: Rajiv Narula, Ph.D. SCHOOL OF SCIENCE, HEALTH, AND CRIMINAL

More information

understand the interrelationships of the natural world and draws upon various scientific disciplines.

understand the interrelationships of the natural world and draws upon various scientific disciplines. AP Environmental Science: Sample Syllabus 3 Syllabus 886981v1 Scoring Components Page(s) SC1 The course in Earth Systems. 3 SC2 The course in Earth Resources. 3 SC3 The course in the Living World. 2 SC4

More information

Science Standards of Learning for Virginia Public Schools Correlation with National Science Standards

Science Standards of Learning for Virginia Public Schools Correlation with National Science Standards Standards of Learning for Virginia Public Schools Correlation with National Standards Key P = Pre-activity E = Extension activity C = Core activity S = Supplemental activity Standard Strands Finding Common

More information

Ecosystem ecology emphasizes energy flow and chemical recycling

Ecosystem ecology emphasizes energy flow and chemical recycling AP Biology Chapter 54 notes Ecosystems Ecosystem ecology emphasizes energy flow and chemical recycling An ecosystem consists of all the organisms in a community and all the abiotic factors with which they

More information

Environmental Science Science Curriculum Framework. Revised 2005

Environmental Science Science Curriculum Framework. Revised 2005 Environmental Science Science Curriculum Framework Revised 2005 Course Title: Environmental Science Course/Unit Credit: 1 Course Number: 424020 Teacher Licensure: Please refer to the Course Code Management

More information

Ecology Module B, Anchor 4

Ecology Module B, Anchor 4 Ecology Module B, Anchor 4 Key Concepts: - The biological influences on organisms are called biotic factors. The physical components of an ecosystem are called abiotic factors. - Primary producers are

More information

Commensalism is a symbiotic relationship in which one organism benefits and the other organism is not affected.. What they might ask:

Commensalism is a symbiotic relationship in which one organism benefits and the other organism is not affected.. What they might ask: B-6.1 Explain how the interrelationships among organisms (including predation, competition, parasitism, mutualism, and commensalism) generate stability within ecosystems. ecosystem - biotic community (all

More information

1 Higher National Unit credit at SCQF level 7: (8 SCQF credit points at SCQF level 7)

1 Higher National Unit credit at SCQF level 7: (8 SCQF credit points at SCQF level 7) Higher National Unit specification General information Unit code: H93A 34 Superclass: RH Publication date: May 2015 Source: Scottish Qualifications Authority Version: 01 Unit purpose This Unit is designed

More information

Essential Study Partner/ ESP: http://highered.mcgraw-hill.com/sites/0072970480/student_view0/essential_study_partner.html

Essential Study Partner/ ESP: http://highered.mcgraw-hill.com/sites/0072970480/student_view0/essential_study_partner.html Course: Environmental Science Course Number: 2001340 Title: Environmental Science: A Study of Interrelationships, 10 th edition Authors: Enger, Smith Publisher: Glencoe/McGraw-Hill Copyright: 2006 Online

More information

SALEM COMMUNITY COLLEGE Course Syllabus. Course Title: Environmental Science I. Course Code: BIO103. Lecture Hours: 2 Laboratory Hours: 4 Credits: 4

SALEM COMMUNITY COLLEGE Course Syllabus. Course Title: Environmental Science I. Course Code: BIO103. Lecture Hours: 2 Laboratory Hours: 4 Credits: 4 SALEM COMMUNITY COLLEGE Course Syllabus Course Title: Environmental Science I Course Code: BIO103 Lecture Hours: 2 Laboratory Hours: 4 Credits: 4 Course Description: Environmental Science I is the first

More information

6th Grade - Science. Content Vocabulary. * Assess. investigation. make observations complete investigations conduct research generate questions

6th Grade - Science. Content Vocabulary. * Assess. investigation. make observations complete investigations conduct research generate questions Science Processes - Inquiry Process S.IP..1 Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems.

More information

Chapter 1 Key Themes in Environmental Science

Chapter 1 Key Themes in Environmental Science Key Themes in Environmental Science Case Study: Shrimp, Mangroves, and Pickup Trucks This case study highlights the plight of a small farmer in Thailand in the shrimp farming business. He makes his living

More information

ENV 101 ENVIRONMENTAL SCIENCE WITH LAB (Title Change ONLY Oct. 2013)

ENV 101 ENVIRONMENTAL SCIENCE WITH LAB (Title Change ONLY Oct. 2013) ENV 101 ENVIRONMENTAL SCIENCE WITH LAB (Title Change ONLY Oct. 2013) PRESENTED AND APPROVED: AUGUST 12, 2012 EFFECTIVE: FALL 2012-13 Prefix & Number ENV 101 Course Title: Environmental Science with Lab

More information

National 5. Unit 3. Life on earth. Ink exercise 1. Biodiversity and the distribution of life.

National 5. Unit 3. Life on earth. Ink exercise 1. Biodiversity and the distribution of life. National 5 Unit 3 Life on earth Ink exercise 1 Biodiversity and the distribution of life. Once completed and marked- Think about and list below the areas I need to work on: Multiple choice Tick one answer

More information

Effective June 2008 All indicators in Standard B-6 1 / 16

Effective June 2008 All indicators in Standard B-6 1 / 16 B-6.1 Explain how the interrelationships among organisms (including predation, competition, parasitism, mutualism, and commensalism) generate stability within ecosystems. Taxonomy Level: 2.7-B Understand

More information

Bio EOC Topics for Ecology, Evolution and Natural Selection:

Bio EOC Topics for Ecology, Evolution and Natural Selection: Bio EOC Topics for Ecology, Evolution and Natural Selection: UEvolutionU Difference between macroevolution and microevolution Sexual reproduction and natural selection are mechanisms of microevolution

More information

PRESENTATION 2 MAJOR ENVIRONMENTAL PROBLEMS

PRESENTATION 2 MAJOR ENVIRONMENTAL PROBLEMS UNEP GLOBAL JUDGES PROGRAMME APPLICATION OF ENVIRONMENTAL LAW BY NATIONAL COURTS AND TRIBUNALS PRESENTATION 2 MAJOR ENVIRONMENTAL PROBLEMS OUTLINE OF PRESENTATION A) Major environmental issues B) Responses

More information

Westerville City Schools Science Power Standards Safety Net Skills * Grade 7

Westerville City Schools Science Power Standards Safety Net Skills * Grade 7 Westerville City Schools Science Power Standards Safety Net Skills * Grade 7 Standard 1 Earth and Space Sciences Students will be able to describe the positions of matter and energy throughout the lithosphere,

More information

Climate Change: A Theme to Teach Across the Science Disciplines

Climate Change: A Theme to Teach Across the Science Disciplines Climate Change: A Theme to Teach Across the Science Disciplines Sunshine State Stards & Benchmarks that Help Students Underst Climate Change K-2 Compare describe changing patterns in nature that repeat

More information

Climate Change: A Local Focus on a Global Issue Newfoundland and Labrador Curriculum Links 2010-2011

Climate Change: A Local Focus on a Global Issue Newfoundland and Labrador Curriculum Links 2010-2011 Climate Change: A Local Focus on a Global Issue Newfoundland and Labrador Curriculum Links 2010-2011 HEALTH Kindergarten: Grade 1: Grade 2: Know that litter can spoil the environment. Grade 3: Grade 4:

More information

Sciences Experiences and outcomes

Sciences Experiences and outcomes Sciences Experiences and outcomes The sciences framework provides a range of different contexts for learning which draw on important aspects of everyday life and work. Learning in the sciences will enable

More information

Broken Arrow Public Schools AP Environmental Science Objectives Revised 11-19-08

Broken Arrow Public Schools AP Environmental Science Objectives Revised 11-19-08 1 st six weeks 1 Identify questions and problems that can be answered through scientific investigation. 2 Design and conduct scientific investigations to answer questions about the world by creating hypotheses;

More information

How do Earth s surface processes and human activities affect each other?

How do Earth s surface processes and human activities affect each other? Core Idea ESS3 Vocabulary Earth and Human Activity How do Earth s surface processes and human activities affect each other? Earth human activities planetary systems resource renewable or replaceable Natural

More information

Section 1 Quiz. Section 1 Quiz

Section 1 Quiz. Section 1 Quiz Environmental Science Independent Study Syllabus Ch 1 Section 1: Understanding Our Environment Page 8 #1-3 Case Study: Lake Washington page 13 #1-2 Section 2: The Environment and Society Map Skills: Forest

More information

Principles of Ecology

Principles of Ecology Principles of Ecology Before You Read Use the What I Know column to list the things you know about ecology. Then list the questions you have about ecology in the What I Want to Find Out column. K W L What

More information

trophic levels environment abiotic interactions producers consumers decomposers food chain components trophic interactions community food webs biotic

trophic levels environment abiotic interactions producers consumers decomposers food chain components trophic interactions community food webs biotic AGUSTINIANO CIUDAD SALITRE SCHOOL NATURAL SCIENCE AND ENVIRONMENTAL EDUCATION SIXTH GRADE MAKE UP WORKSHOP NAME: COURSE: DATE: ECOSYSTEM Fill in the blanks using the word box: trophic levels environment

More information

ENVIRONMENTAL SCIENCE

ENVIRONMENTAL SCIENCE Victorian Certificate of Education 2003 SUPERVISOR TO ATTACH PROCESSING LABEL HERE STUDENT NUMBER Letter Figures Words ENVIRONMENTAL SCIENCE Written examination 1 Wednesday 11 June 2003 Reading time: 2.45

More information

Activities of Qatar Statistics Authority

Activities of Qatar Statistics Authority Activities of Qatar Statistics Authority Official Statistics for Better Climate Change Information Doha, 5 December 2012 Page 1 Qatari Environment Statistics Vision Provide the foundation for evidence-based

More information

PRESIDENCY UNIVERSITY CORE MODULE SYLLABUS FOR ENVIRONMENTAL STUDIES FOR UNDER GRADUATE COURSES OF ALL BRANCHES OF HIGHER EDUCATION

PRESIDENCY UNIVERSITY CORE MODULE SYLLABUS FOR ENVIRONMENTAL STUDIES FOR UNDER GRADUATE COURSES OF ALL BRANCHES OF HIGHER EDUCATION PRESIDENCY UNIVERSITY CORE MODULE SYLLABUS FOR ENVIRONMENTAL STUDIES FOR UNDER GRADUATE COURSES OF ALL BRANCHES OF HIGHER EDUCATION Unit 1 : Multidisciplinary nature of environmental studies Definition,

More information

Learning Progressions toward Environmental Literacy: Carbon Cycling

Learning Progressions toward Environmental Literacy: Carbon Cycling Learning Progressions toward Environmental Literacy: Carbon Cycling Charles W. Anderson, Lindsey Mohan, Hui Jin, Jing Chen, Phil Piety, Hsin-Yuan Chen Karen Draney, Jinnie Choi, Yongsang Lee We are developing

More information

Lower Secondary Geography

Lower Secondary Geography Topic Level / Course Duration Overview Key Geographical Concepts Tropical rainforest: How can we save the rainforest? Sec 1 Express/Normal (Academic) 10 periods (based on 30 min per period) for 1E 14 periods

More information

Science Standard 8 Ecology Grade Level Expectations

Science Standard 8 Ecology Grade Level Expectations Science Standard 8 Ecology Grade Level Expectations Science Standard 8 Ecology Organisms are linked to one another in an ecosystem by the flow of energy and the cycling of materials. Humans are an integral

More information

Explain how the ocean regulates Earth s temperature. Discuss the factors that confine life to the biosphere.

Explain how the ocean regulates Earth s temperature. Discuss the factors that confine life to the biosphere. KANELAND HIGH SCHOOL ENVIRONMENTAL SCIENCE CURRICULLUM MAP Overview: Environmental Science is a two term elective course with general biology as a prerequisite. This course introduces students to the science,

More information

Testing Framework for Sustainable Biomass ("Cramer Criteria") - The Netherlands

Testing Framework for Sustainable Biomass (Cramer Criteria) - The Netherlands Testing Framework for Sustainable Biomass ("Cramer Criteria") - The Netherlands Country/ Organization Initiative Membership - Governing bodies - Type and implementation approach Feedstock(s) covered Type(s)

More information

First Cycle (Undergraduate) Degree Programme in Environmental Science, Cl. L-32

First Cycle (Undergraduate) Degree Programme in Environmental Science, Cl. L-32 First Cycle (Undergraduate) Degree Programme in Environmental Science, Cl. L-32 DURATION 3 years 180 CAMPUS Udine ADMISSION REQUIREMENTS High school graduate students are allowed to be admitted to the

More information

Sunshine State Standard Benchmarks

Sunshine State Standard Benchmarks National Science Education Standards (9-12) Physical Science - Structure of atoms - Structure and properties of matter - Chemical reactions - Motions and forces - Conversation of energy and increase in

More information

Ecology - Exchange of energy and matter

Ecology - Exchange of energy and matter - Exchange of energy and matter You should be able to: (a) briefly describe the non-cyclical nature of energy flow (b) establish the relationship of the following in food webs: producer, consumer, herbivore,

More information

12.5: Generating Current Electricity pg. 518

12.5: Generating Current Electricity pg. 518 12.5: Generating Current Electricity pg. 518 Key Concepts: 1. Electrical energy is produced by energy transformations. 2. Electrical energy is produced from renewable and non-renewable resources. 4. Electrical

More information

Ecosystems. I.1 Soil. I.2 Air. I.3 The sun. I.4 Water. I. What is an ecosystem?

Ecosystems. I.1 Soil. I.2 Air. I.3 The sun. I.4 Water. I. What is an ecosystem? I. What is an ecosystem? Ecosystems An ecosystem is a community of living and non-living things that work together. Ecosystems have no particular size. An ecosystem can be as large as a desert or as small

More information

Reef Magic Education and Research Field trips. Links to the Australian Curriculum v6.0 Science

Reef Magic Education and Research Field trips. Links to the Australian Curriculum v6.0 Science Reef Magic Education and Research Field trips. Links to the Australian Curriculum v6.0 Science Year Level Biological Science Description Foundation Living things have basic needs including food and water.

More information

National Environment Awareness Campaign(NEAC) 2014-2015. Theme

National Environment Awareness Campaign(NEAC) 2014-2015. Theme National Environment Awareness Campaign(NEAC) 2014-2015. Theme COMBATING DESERTIFICATION, LAND DEGRADATION AND DROUGHT Background Note Desertification is about land degradation: the loss of the land s

More information

BIODIVERSITY AND ECONOMIC GROWTH

BIODIVERSITY AND ECONOMIC GROWTH World Environment Day June 2010 111 BIODIVERSITY AND ECONOMIC GROWTH By: Shahid Saleem Biodiversity loss and other environmental problems that the world is facing today are the products of hundreds of

More information

Milford Public Schools Curriculum. Department: SCIENCE Course Name: Sixth Grade Earth and Space Science Course Description:

Milford Public Schools Curriculum. Department: SCIENCE Course Name: Sixth Grade Earth and Space Science Course Description: Milford Public Schools Curriculum Department: SCIENCE Course Name: Sixth Grade Earth and Space Science Course Description: In sixth grade students will develop an understanding of how Earth consists of

More information

Ecology 1 Star. 1. Missing from the diagram of this ecosystem are the

Ecology 1 Star. 1. Missing from the diagram of this ecosystem are the Name: ate: 1. Missing from the diagram of this ecosystem are the 5. ase your answer(s) to the following question(s) on the diagram below and on your knowledge of biology.. biotic factors and decomposers.

More information

The word ECOLOGY has come to the forefront of human consciousness and has become a commonly used household word.

The word ECOLOGY has come to the forefront of human consciousness and has become a commonly used household word. NOTES ON BIO 201 GENERAL ECOLOGY INTRODUCTION: WHAT IS ECOLOGY? The word ECOLOGY has come to the forefront of human consciousness and has become a commonly used household word. It has come to be recognized

More information

East Baton Rouge Parish Schools Environmental Science YID 2015-2016. Table of Contents. Unit 1: Science and the Environment...2

East Baton Rouge Parish Schools Environmental Science YID 2015-2016. Table of Contents. Unit 1: Science and the Environment...2 East Baton Rouge Parish Schools Environmental Science YID 2015-2016 Table of Contents Unit 1: Science and the Environment...2 Unit 2: Study of the Earth...5 Unit 3: Ecosystem Development, Biomes, and Biodiversity...7

More information

Australian Curriculum: Science

Australian Curriculum: Science Australian Curriculum: Science Scope and Sequence by Strands (-10) This document presents scope and sequence documents arranged by the Strands of Science as a Human Endeavour, Science Inquiry Skills and

More information

tundra desert coniferous forest deciduous forest rainforest grassland aquatic biome habitat environment ecosystem species

tundra desert coniferous forest deciduous forest rainforest grassland aquatic biome habitat environment ecosystem species Science Unit 6: Vocabulary List One tundra desert coniferous forest deciduous forest rainforest grassland aquatic biome habitat environment ecosystem species The coldest of the biomes, located at the top

More information

EARTH SCIENCE CONCEPTUAL FRAMEWORK GRADES K 12 WCCUSD/UCMP EARTH AS A SYSTEM

EARTH SCIENCE CONCEPTUAL FRAMEWORK GRADES K 12 WCCUSD/UCMP EARTH AS A SYSTEM EARTH AS A SYSTEM K-2 3-5 6-8 How is the Earth part of a larger system? The Earth is part of a bigger system called the Solar System. The Earth is part of the Solar System. The Earth is part of the Solar

More information

AP Biology Summer Assignment

AP Biology Summer Assignment Name Biology Mrs. Slomnicki Part 1 AP Biology Summer Assignment Read Chapters 45 48 in your textbook. Fill in the following guided worksheets as you read. I have included the most important key phrases

More information

Matter and Energy in Ecosystems

Matter and Energy in Ecosystems Matter and Energy in Ecosystems The interactions that take place among biotic and abiotic factors lead to transfers of energy and matter. Every species has a particular role, or niche, in an ecosystem.

More information

AP Environmental Science Syllabus

AP Environmental Science Syllabus Course Overview The following AP Environmental Science Syllabus will comply with all of the requirements and specifications provided by College Board aimed at preparing students for the AP exam given in

More information

4 Ecology. Chapter summary a reminder of the issues to be revised

4 Ecology. Chapter summary a reminder of the issues to be revised 4 Ecology Chapter summary a reminder of the issues to be revised 1 Ecology is the study of organisms in relation to their environment. An ecosystem, such as a lake or woodland, is a stable and settled

More information

Use this diagram of a food web to answer questions 1 through 5.

Use this diagram of a food web to answer questions 1 through 5. North arolina Testing Program EO iology Sample Items Goal 4 Use this diagram of a food web to answer questions 1 through 5. coyotes 3. If these organisms were arranged in a food pyramid, which organism

More information

Geography. Curriculum Glance Cards

Geography. Curriculum Glance Cards Geography Curriculum Glance Cards A fundamental principle of the curriculum is that children s current understanding and knowledge should form the basis for new learning. The curriculum is designed to

More information

Chapters 16 Soils Ecosystem Essentials

Chapters 16 Soils Ecosystem Essentials Chapters 16 Soils Ecosystem Essentials I. Soils A. Characteristics B. Properties C. Classification II. Ecosystem Components and Cycles A. Biotic components B. Abiotic components C. Limiting factors D.

More information

Grade 7 Science Vocabulary

Grade 7 Science Vocabulary Grade 7 Science Vocabulary The Florida Comprehensive Assessment Test Specifications for Science provides a glossary of vocabulary words identified by Florida educators as essential to assessing the Science

More information

Earth Systems Science

Earth Systems Science Earth Systems Science Students know and understand the processes and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space. The preschool through twelfth-grade

More information

Lao People s Democratic Republic

Lao People s Democratic Republic Lao People s Democratic Republic Country Report on the occasion of the Global Judges Symposium on Sustainable Development and the Role of Law Johannesburg, South Africa 18-20 August 2002 Strengthening

More information

GRADE 6 SCIENCE. Demonstrate a respect for all forms of life and a growing appreciation for the beauty and diversity of God s world.

GRADE 6 SCIENCE. Demonstrate a respect for all forms of life and a growing appreciation for the beauty and diversity of God s world. GRADE 6 SCIENCE STRAND A Value and Attitudes Catholic Schools exist so that curriculum may be taught in the light of Gospel teachings. Teachers must reinforce Gospel truths and values so that students

More information

3. Earth Systems Science

3. Earth Systems Science 3. Earth Systems Science Students know and understand the processes and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space. The preschool through twelfth-grade

More information

Earth as a Living System

Earth as a Living System Earth as a Living System FOCUS ON ECOSYSTEM FUNCTIONS AND ECOSYSTEM SERVICES THROSTURTH@HI.IS Earth as a Living System Earth itself is a system of biological communities Biota: All the organisms of all

More information

Climate Change and Biomes

Climate Change and Biomes Climate Change and Biomes Key Concepts: Greenhouse Gas WHAT YOU WILL LEARN Biome Climate zone Greenhouse gases 1. You will learn the difference between weather and climate. 2. You will analyze the effect

More information

MADISON PUBLIC SCHOOLS ENVIRONMENTAL SCIENCE

MADISON PUBLIC SCHOOLS ENVIRONMENTAL SCIENCE MADISON PUBLIC SCHOOLS ENVIRONMENTAL SCIENCE Authored by: Sue Monkemeier Reviewed by: Mr. Lee S. Nittel Director of Curriculum and Instruction Mr. Tom Paterson K12 Supervisor of Science and Technology

More information

Habitat Loss. Key Stage 1 & 2. Aims and Objectives. What is a habitat? Find out more at

Habitat Loss. Key Stage 1 & 2. Aims and Objectives. What is a habitat? Find out more at Key Stage 1 & 2 Aims and Objectives Understand what a habitat is Understand the important role of plants and animals within a habitat Focus on issues that cause habitats to decline Establish how we can

More information

RENEWABLE RESOURCES. Kinds of renewable resources. 1. Solar energy

RENEWABLE RESOURCES. Kinds of renewable resources. 1. Solar energy RENEWABLE RESOURCES Natural resources (also called land or raw materials) occur naturally within environments that exist relatively undisturbed by mankind, in a natural form. Natural resources are derived

More information

Birmingham City University / Students Union Aspects and Impacts Register. Waste. Impacts description

Birmingham City University / Students Union Aspects and Impacts Register. Waste. Impacts description Birmingham City University / Students Union and Impacts Register Waste Production of non - hazardous waste Production of hazardous waste Storage of non - hazardous waste Potential for waste to be disposed

More information

FINAL DRAFT SAINT LUCIA FOREST POLICY

FINAL DRAFT SAINT LUCIA FOREST POLICY FINAL DRAFT SAINT LUCIA FOREST POLICY Revised 29 JULY 2008 Table of Contents FOREWORD 2 BACKGROUND 3 POLICY FRAMEWORK 4 PRIORITY INSTRUMENTS 5 POLICY IMPLEMENTATION 6 1 FOREWORD [To be prepared by the

More information

Relationships in Ecosystems. Vocabulary

Relationships in Ecosystems. Vocabulary Relationships in Ecosystems Vocabulary Relationships in Ecosystems Big Ideas Diversity and Evolution of Living Organisms Explore the scientific theory of evolution by relating how the inability of a species

More information

ENVIRONMENTAL SCIENCE (877)

ENVIRONMENTAL SCIENCE (877) ENVIRONMENTAL SCIENCE (877) Aims: 1. To help the student appreciate man's place in the natural systems. 2. To provide a wide understanding of knowledge resources relevant to environment protection and

More information

Stage 4. Geography. Blackline Masters. By Karen Devine

Stage 4. Geography. Blackline Masters. By Karen Devine 1 Devine Educational Consultancy Services Stage 4 Geography Blackline Masters By Karen Devine Updated January 2010 2 This book is intended for the exclusive use in NSW Secondary Schools. It is meant to

More information

Importance of Wildlife

Importance of Wildlife Importance of Wildlife The wildlife comprises all living organism (plants, animals, microorganisms) in their natural habitats which are neither cultivated or domesticated nor tamed. But in its strictest

More information

(21 January to date) ENVIRONMENT CONSERVATION ACT 73 OF (Gazette No , Notice No Commencement date: 9 June 1989)

(21 January to date) ENVIRONMENT CONSERVATION ACT 73 OF (Gazette No , Notice No Commencement date: 9 June 1989) (21 January 1994 - to date) ENVIRONMENT CONSERVATION ACT 73 OF 1989 (Gazette No. 11927, Notice No. 1188. Commencement date: 9 June 1989) GENERAL POLICY IN TERMS OF THE ENVIRONMENT CONSERVATION ACT 73 OF

More information

understand the interrelationships of the natural world and draws upon various scientific disciplines.

understand the interrelationships of the natural world and draws upon various scientific disciplines. AP Environmental Science: Sample Syllabus 2 Syllabus 886977v1 Scoring Components Page(s) SC1 The course in Earth Systems. 6 SC2 The course in Earth Resources. 8 SC3 The course in the Living World. 2 SC4

More information

CURRICULUM AND ASSESSMENT OutLINE ASSESSMENT ACTIVITY Year 8

CURRICULUM AND ASSESSMENT OutLINE ASSESSMENT ACTIVITY Year 8 Section 1: Summary Background information Brief Description of Assessment Activity Context summary Make a poster that shows the sources of electricity. Explain the differences between renewable and non-renewable

More information

Earth Science & Environmental Science SOL

Earth Science & Environmental Science SOL Earth Science & Environmental Science SOL THE SOL FOR GRADE 6 The Virginia Science SOL for Grades K 6 are organized according to a set of strands, with the SOL in each strand developed progressively through

More information

Science 7 th Grade. Core Concepts:

Science 7 th Grade. Core Concepts: Core Concepts: 1) All living things share common characteristics and are classified based upon similarities and differences of major physical characteristics. 2) The Earth itself and the life forms on

More information

College of Arts and Sciences

College of Arts and Sciences College of Arts and Sciences Biology (BIOL) BIOL 1305 and 1113: Ecology and Environmental Problems o An introduction to ecological principles and the analysis of environmental problems. BIOL 3309 and 3109:

More information

Grade 7. Objective. Students will be able to:

Grade 7. Objective. Students will be able to: Grade 7 Objective Students will be able to: Describe the carbon cycle in more detail: o Learn about the importance of carbon and the role it plays in photosynthesis and cellular respiration, Identify elements

More information

8 TH GRADE MATHEMATICS, OR PERMISSION OF ARHS SCIENCE DEPARTMENT HEAD

8 TH GRADE MATHEMATICS, OR PERMISSION OF ARHS SCIENCE DEPARTMENT HEAD DEPARTMENT: SCIENCE Course Title: Ecology 9 Honors/ Environmental Science 9 Honors Course Numbers: 210 & 211 PRE-REQUISITES: PRE-REQUISITES (IF ANY): SUCCESSFUL COMPLETION OF ALGEBRA I, A B OR BETTER IN

More information

Organism Interactions and Population Dynamics. 1. Which of the following interactions is an example of symbiosis?

Organism Interactions and Population Dynamics. 1. Which of the following interactions is an example of symbiosis? Organism Interactions and Population Dynamics 1. Which of the following interactions is an example of symbiosis? A. a population of hummingbirds migrates during the summer B. a mother bear feeds and protects

More information

Garfield Public Schools Environmental Science Curriculum Grade Nine

Garfield Public Schools Environmental Science Curriculum Grade Nine Garfield Public Schools Environmental Science Curriculum Grade Nine Revision Committee: Ms. Suvarna Shah Ms. Ludivina Manalo Final Revision Date: August 31, 2011 Garfield Board of Education Dr. Kenneth

More information

The Bachelor of Science program in Environmental Science is a broad, science-based

The Bachelor of Science program in Environmental Science is a broad, science-based The Bachelor of Science program in Environmental Science is a broad, science-based curriculum designed to prepare students for a variety of environmentally-related technical careers, as well as for graduate

More information

What is Biodiversity? Come with us on a journey

What is Biodiversity? Come with us on a journey What is Biodiversity? Come with us on a journey From the hot arid deserts of the Sahara, through the lush green rainforests of the Amazon, to the ocean depths and bright corals, our natural world is a

More information

Ecosystems and Communities

Ecosystems and Communities Ecosystems and Communities Interdependence in Nature Q: How do abiotic and biotic factors shape ecosystems? 4.1 What factors affect global climate? WHAT I KNOW SAMPLE ANSWER: The global climate is affected

More information

Certification in Secondary Education in Biology Villanova University

Certification in Secondary Education in Biology Villanova University Certification in Secondary Education in Biology Villanova University I. Knowing the Content The professional education program provides evidence that Biology certification candidates complete a program

More information

Biomass production and energy utilisation of biomass in Slovakia Dr. Milan Oravec Dr. Marián Slamka

Biomass production and energy utilisation of biomass in Slovakia Dr. Milan Oravec Dr. Marián Slamka Biomass production and energy utilisation of biomass in Slovakia Dr. Milan Oravec Dr. Marián Slamka Moscow, October 2013 VISION Two facts are determining for the vision of development in Slovakia: Due

More information

DEPARTMENT OF FORESTRY DRAFT REVISED NATIONAL FOREST POLICY OF MALAWI

DEPARTMENT OF FORESTRY DRAFT REVISED NATIONAL FOREST POLICY OF MALAWI DEPARTMENT OF FORESTRY DRAFT REVISED NATIONAL FOREST POLICY OF MALAWI July, 2013 1. Foreword 2. Preface 3. Introduction 4. Policy linkages 5. Broad Policy Direction 6. Policy Priority Areas Provides the

More information

NATURAL RESOURCES DEGREES AND CERTIFICATES. Environmental Conservation A.S. Degree (formerly Natural Resources)

NATURAL RESOURCES DEGREES AND CERTIFICATES. Environmental Conservation A.S. Degree (formerly Natural Resources) Area: Science and Engineering Dean: Dr. Rina Roy Phone: (916) 484-8107 Counseling: (916) 484-8572 DEGREES AND CERTIFICATES Environmental Conservation A.S. Degree (formerly Natural Resources) Environmental

More information