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

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1 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, problems and policies of resource utilization, pollution, and loss of biodiversity. Purpose: The course is designed for students interested in local and global environmental issues. The course combines traditional bookwork and assignments with indoor and outdoor field projects. This course helps the student to question and investigate the role of human beings impact on their surroundings. The inter-relatedness of the activities of all living things is discussed. The concepts of recycling, conservation, biodiversity, resources, climate change, land use, energy, waste, health, and environmental policy will be studied. Essential Objective 1: Students will become familiar with the broad concepts of environmental science as a field of study. Chapter 1 Science and the Environment Week 1 & 2 Define environmental science and compare it with ecology. List the five major fields of study that contribute to environmental science. 13.B.3c, Describe the major environmental effects of hunter gatherers, the agricultural 13.B.3d, revolution, and the industrial revolution. Distinguish between renewable and non-renewable resources. 13E.1c Learn to classify environmental issues as resource depletion, pollution, or loss of 13.B.3f biodiversity. Explain the law of supply and demand. Contrast the needs of developing countries with developed countries. 13.B.1d Explain sustainability and describe why it is a goal of environmental science, Essential Objective 2: Students will learn that the earth is an integrated system consisting of four interacting components the geosphere, the atmosphere, hydrosphere, and biosphere which have complex interactions. Chapter 3 The Dynamic Earth Week 3 & 4 Differentiate between the geosphere, atmosphere, hydrosphere, and biosphere. Describe the composition of the layers of the earth s atmosphere. Explain the three mechanisms of heat transfer in the earth s atmosphere: radiation, convection and conduction. Describe the greenhouse effect. Name the three major processes in the water cycle. 12.E.2a Describe the characteristics of the ocean. Contrast surface and deep currents. 12.E.4a Explain how the ocean regulates Earth s temperature. 12.E5a Discuss the factors that confine life to the biosphere. 12.E.3b Essential Objective 3: Students will review ecology concepts and vocabulary from basic biology. Chapters 4 - Organization of Life, 5 - How Ecosystems work & 6 Biomes Week 4 & 5 Students will know the difference between ecosystems, habitat, community, 12.B.4a population, specie and organisms. Students can identify biotic and abiotic factors in an ecosystem. 12.B.3a Students will be able to discuss adaptation, evolution, natural selection and 12.B.5b, 12.A.4c artificial selection. Students will be able to model the development of pest resistance to a pesticide. Students will understand the taxonomy of the six kingdoms and be able to list their distinguishing characteristics. 12B.5a 12.A.3c

2 The path of energy from the sun, through photosynthesis, consumption and trophic levels as well as cellular respiration. Biogeochemical cycles such as the carbon, nitrogen, & phosphorous Know the basic properties of the various biomes of the earth. 12.B.4a Essential Objective 4: Students will learn the factors and properties that determine the aquatic ecosystems. Chapter 7 - Aquatic ecosystems Week 5 & 6 Describe how temperature, sunlight, oxygen, and nutrients determine where 12.B.4a organisms live in an aquatic ecosystem. Describe the littoral and benthic zones of a lake/pond, and explain the affects of eutrophication and hypoxia. Describe the environmental functions of wetlands. 12.B.4a Explain the major threats to freshwater ecosystems. List the characteristics and functions of an estuary. 13.B.4a Compare salt marshes and mangrove swamps 13.B.4a List the characteristics and functions of coral reefs. 13.B.4a Describe the characteristics and divisions of open ocean. 13.B.4a Explain the major threats to the marine ecosystem. Essential Objective 5: Students will learn the concept, and importance of biodiversity as well as the efforts to protect species, preserve genetic variation in species as well as entire bio diverse ecosystems. Chapter 10 Biodiversity Week 7 & 8 Describe the diversity of species types on Earth, relating the difference between known numbers and estimated numbers. List and describe the levels of biodiversity: specie, ecosystem and genetic Explain why biodiversity is important to ecosystems and humans Analyze the potential value of a single species. Define and give examples of endangered and threatened species. Define and give examples of exotic/invasive species. Describe several ways in which species are being threatened with extinction globally. Explain which types of threats are having the largest impact on biodiversity. List areas of the world that have high levels of biodiversity and those with many threats to species. Compare the amount of biodiversity of the United States to that of the rest of the world. Describe how captive-breeding programs, preserving genetic material, zoos and 13.B.3f aquariums are helping to save endangered species. Explain the advantages of preserving habitats and ecosystems over individual species. Describe the main provision of the endangered species act. 13.B.3e Discuss ways in which efforts to protect endangered species can lead to 13.B.3e controversy. Describe examples of worldwide efforts to prevent extinctions.

3 Essential Objective 6 : Students will learn the sources and importance of fresh water to society and the ways humans impact the quality and availability of water through their activities. Forms of water pollution will be explored. Chapter 11 Water Week 9 & 10 Explain why freshwater is one of the earth s limited resources. 12.E.3c Describe the relationship between ground water and surface water in a watershed. 12.E.2a Explain how ground water moves through the water table and reaches the surface. 12.E.4a Identify patterns of global water use. 13.B.4c Explain how water is treated so that it can be used for drinking. Identify how water is used for homes, industry, and agriculture. Describe how dams and water diversion projects are used to manage freshwater resources. Identify ways that water can be conserved. Compare point-source and nonpoint-source pollution. 13.B.5c Be able to classify pollutants as pathogens, organic matter, organic chemicals, heavy metals, or physical agents. Explain why ground water pollution is difficult to clean. Describe the main source of ocean pollution and explain the effects of pollution on the ecosystems. Describe the major laws designed to improve water quality in the United States. Essential Objective 7: Students will be able to identify causes and sources of air pollution and their effects on environmental and human health. Chapter 12 Air Week 11 & 12 Describe the primary air pollutants and their sources: ozone, carbon monoxide, nitrogen oxides, sulfur oxides, volatile organic compounds, and particulate matter. Name two main sources of air pollution in the urban areas. Describe ways in which smog forms. Explain how thermal inversions trap air pollution. Describe the short and long term effects of air pollution on human health. 13.B.5c Explain the sources and problems with indoor, noise and light pollution. Explain the causes of acid precipitation and its effect on plants, soils, and aquatic ecosystems. 13.B.5b 13.B.5b Essential Objective 8: Students will learn how the climate and the gases in the atmosphere are interrelated, the importance of the ozone layer, and the effect of greenhouse gases have on global warming. Chapter 13 Atmosphere and Climate Change Week 13 & 14 Identify the four factors that determine climate. Explain how the ozone layer shields the earth from much of the sun s harmful 12.E.4a radiation. Explain how chorofluorocarbons damage the ozone layer. Describe the damaging effects of ultraviolet radiation. Describe how the earth s atmosphere is like the glass in a greenhouse. Explain the research and statistics that support the global warming concept. Identify the sources of greenhouses gasses. Describe the consequences of a warmer earth. Understand the Kyoto Protocol and new technologies for accomplishing a 13.B.5a

4 reduction in emissions of greenhouse gasses. Essential Objective 9: Students will learn why land is a valuable resource to protect and the variables people need to consider in land use planning and management. Chapter 14 Land Week 15 & 16 Describe the six primary land-use categories. Explain the concept of ecosystem services. Describe the urban crisis and what people are doing to deal with it. Explain how urban sprawl effects the environment. Explain how open spaces provide urban areas with environmental benefits. 13.B.5b Describe how people use geographic information system as a tool for land-use 13.B.5b planning. Explain the benefits of preserving farmland, prairies, forests, wetlands, rangeland, 13.B.5b and other wilderness areas. Essential Objective 10: Students will understand the environmental demands, sources, and limitations of food production. Chapter 15 Food and Agriculture Week 17 & 18 Identify the major causes of malnutrition. 13.B.4c Compare the environmental costs of producing different types of food. 13.B.3d Explain how food distribution problems and drought can lead to famine. 13.B.3d Explain the importance of the agriculture ( green ) revolution. Distinguish between traditional and modern agricultural techniques. Describe why productive fertile soil is a valuable resource and why we need to practice soil conservation. Explain the benefits and environmental impacts of pesticide use, and explain what is involved in integrated pest management. Explain how genetic engineering and biotechnology is used in agriculture. Explain how overharvesting affects the supply of aquatic organisms used for food. Describe the current role of aquaculture in providing seafood. Describe the importance of livestock in providing food and other products as well as the environmental concerns. Essential Objective 11: Students will understand the processes and environmental concerns of mining for minerals. Chapter 16 Mining and Mineral Resources Week 19 & 20 Define the term mineral. 12.E.1c Describe how ore minerals form. Describe the manner in which mining companies explore for new mineral deposits. 13.B.5a Describe the methods of sub-surface and surface mining. 13.B.3d Describe several important potential environmental consequences of mining. Define the term reclamation. 13.B.2d Name the federal laws that relate to mining and reclaiming of mined land. Describe the ways state governments regulate mining.

5 Essential Objective 12: Students will understand how our choice of fuel or energy sources has environmental, economic, and political consequences. Chapter 17 Non-renewable Energy Week 21 & 22 List the five factors that influence the value of a fuel. 12.C.5a Identify the patterns of energy consumption and production in the US and the 13.B.4c world. Explain how fossil fuels are formed and how they are used. 13.B.4c Describe the environmental concerns of each of the fossil fuels. Describe nuclear fission process and the pros and cons of its use. 12.C.5a Essential Objective 13: Students will learn how there are alternatives to fossil fuels in the form of many emerging technologies and renewable energy sources. Chapter 18 Renewable Energy Weeks List the six forms of renewable energy, and compare their advantages and disadvantages. Describe the differences between passive solar heating, active solar heating, and photovoltaic energy. Describe the current state of wind technology. Describe the different biomass fuels, their advantages and disadvantages. Describe how hydroelectric, tidal power, geothermal & ocean thermal energy, and geothermal heat pumps work. Describe the hydrogen fuel cell and how it works. Explain the difference between energy efficiency and energy conservation. 13.B.3e Identify the ways you can conserve energy in your daily life. Essential Objective 14: Students will be able to identify the types of waste products, the implications of excess waste and ways to reduce their own production of waste. Chapter 19 Waste Week 27 & 28 Name the characteristic that makes a material biodegradable. 13.B.3e Identify two types of solid waste. 13.B.1e Describe how landfills work and the environmental problems they cause. Identify the ways household can produce less waste. List the steps that an item must go through to be recycled. 13.B.2d List the benefits of composting. 13.B.2d Name the advantages and disadvantages of degradable plastics. 13.B.5c Name the characteristics of hazardous waste, citing examples and sources. 13.B.3e Describe the role of the Superfund Act in regulating the dumping of hazardous waste. Describe the ways in which hazardous waste is disposed. Essential Objective 15: Students will understand the human health problems that are related to natural and human produced pollution, as well a connection between human diseases and organisms that serve as pathogens and vectors. Chapter 20 The Environment and Human Health Week 29 & 30 Explain the role of the World Health Organization in monitoring the effects of 13.B.3f pollution on health. List the sources and effects of pesticides, lead, particulate matter, coal dust, and 13.B.3d bacterial contamination on world health.

6 Explain how scientists use toxicology and epidemiology. Describe the relationship between waste, pollution, and human health. List changes in the environment that can lead to the increased spread of infectious disease. Explain the emerging virus and cross-species transfers. 13.B2f 12.A.5a 12.A.5b Essential Objective 16: Students will review ways in which governments, agencies, communities, and individuals can affect environmental issues. Chapter 21 Economics, Policy, and the Future Week 31 & 32 Describe some of the challenges to achieving sustainability. 13.B.5c Describe several major international meetings and agreements relating to the 13.B.3f environment. Explain how economics and environmental science are related. 13.B.3a Compare environmental regulation and incentive programs. 13.B.5a Give an example of a private effort to address environmental problems. Summarize the effort to address environmental problems. Summarize the history of the United States environmental policy. Describe the agencies that have environmental responsibilities. Explain the purpose of the Environmental Impact Statements. Explain how citizens can affect environmental policy at each level of government: local, state, and national. Evaluate the media as a source of information regarding the environment. Essential Objective 17: Students will conduct a scientific research project, including the design, execution, data collection, analysis, conclusion and written paper. Essential Objective 18: Students will practice skills outlined in the reading and writing common core state standards. Common Core State Standards that are common course themes Cite specific textual evidence to support analysis of science and technical texts, RSTS attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Determine the central ideas or conclusions of a text; summarize complex concepts, RSTS : processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Follow precisely a complex multistep procedure when carrying out experiments, RSTS taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Determine the meaning of symbols, key terms, and other domain-specific words RSTS and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. Integrate and evaluate multiple sources of information presented in diverse RSTS formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem. Evaluate the hypothesis, data, analysis, and conclusions in a science or technical RSTS text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. Synthesize information from a range of sources (e.g. texts, experiments, RSTS simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

7 By the end of grade 12, read and comprehend science/technical texts in the grades text complexity band independently and proficiently. Write arguments focused on discipline-specific content. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same result. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, in response to ongoing feedback, including new arguments or information. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Draw evidence from informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. RSTS WHSTS WHSTS WHSTS WHSTS WHSTS WHSTS WHSTS WHSTS

8 EARTH SCIENCE CURRICULUM MAP Overview: Earth Science is a 1 Semester ( 2 term ) course which deals with Earth and its place in the universe. Purpose: To provide students with a working knowledge of the physical characteristics of our planet; the geology and geography of the surface and interior, the waters of Earth, the atmosphere, and the changes wrought by motion and time. Energy resources are discussed, as well as concepts of basic astronomy. As time permits, current research and discoveries in the field will be integrated into the curriculum. Various lab activities will be done as appropriate. Unit One: Weeks 1, 2, and 3 Essential Objective: Students will study the process of mapping the Earth s surface. Interpret the physical characteristics of Earth s surface Compare and contrast various models of the earth Discover how maps are made today, as compared with long ago Explain and interpret topographic maps Compare the uses of various kinds of maps, 17.B.3a 17.A.3a, 17.A.3b 13.B.5b, 17.A.4b 17.A.3a, 17.A.3b 17.A.1b, 17.A.2b Unit Two: Weeks 4, 5, and 6 Essential Objective: Students will study minerals. Study the properties of minerals 11.A.4a, 11.A.4c, 12.C.4b Summarize the formation of minerals Discover what mineral resources there are Compare various uses of minerals 12.C.3b 13.B.3c, 13.B.5b Unit 3: Weeks 7, 8, and 9 Essential Objective: Students will study rocks. Describe the ways in which rocks are classified Compare and contrast the characteristics of Igneous, Sedimentary, and Metamorphic rocks Decide what kinds of rocks form from reefs Deconstruct the Rock Cycle and summarize its meaning Explain various uses of rocks 11.A.4a, 13.B.3c 12.C.3b 12.C.3b 12.C.3b, 12.E.2a Unit 4: Weeks 10, 11, and 12 Essential Objective: Students will study plate tectonics. Discover the nature of Earth s interior Support theories which infer convection currents in the mantle Relate Continental Drift and Sea-Floor Spreading to the Theory of Plate Tectonics, 13.B.5b 12.E.4a, 13.B.5b 12.E.4a, 13.A.4c, 13.B.5b

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