Course Title: Environmental Science The major theme for this course is the study of living organisms and their interactions with humans and the environment. In this course, cities are investigated as an urban ecosystem. This course will focus on six main themes: (1) the physical structure and functions of the Earth, (2) the ecological significance of organisms (3) the historical impact humans have had on the Earth, (4) Environmental Ethics and Policy, (5) Conservation of our natural resources and biodiversity, and (6) how all of these factors play a role in decisions made in urban and community development. Length of Course: Year-long The Nature of Science s Skills How do scientists provide answers to questions that I care about? What is the nature of science? How do we decide what to believe about a scientific claim? Why do people need the natural world? What does it mean if a scientific idea is accepted? Why do we use variables in an experiment? How do we use data to show correlation? Formulate a testable hypothesis Design experiments to test hypotheses Conduct scientific investigations Construct a graph from data Analyze data using the various types of graphs Use scientific units of measurement Identify species using taxonomic keys Assessments o Pillbug animal behavior lab o Design an experiment and analyze results o Tree Identification o Narrative and Explanatory Essay (in response to one or more Essential and Guiding Questions)/Investigation Reports: Student work will include evidence of planning: graphic organizers, brainstorming lists; editing of language, vocabulary, grammar, structure; organized and developed ideas utilizing precise and domain specific language; student sharing, student and teacher feedback, and revisions based on these conversations. Argumentative essays/investigation reports will include an explicit claim, scientific evidence in 1
support of the claim (from reports, data, observations, etc.), and an explanation of how the evidence connects to and verifies the claim. Standard Criteria of Assessment used in all s: Minimum 76% mastery on summative unit exams, including multiple choice and open response Class participation/engagement Performance-based mastery of lab activities Student-provided grading rubrics for projects and presentations Student-provided writing rubrics and exemplars for open response questions Hypothesize Explain Design Observe Test Graph Chart Data Qualitative Quantitative Analysis Analyze Conclude Conclusion Science Metric system Hypothesis Theory Law Meter, liter, gram Variable (dependent/independent) Control Group Scientific Method Balance Digital scale Graduated cylinder Pipette Beaker Microscope Classification Identification Key Holt Biology 2008 - DeSalle/Heithaus Gateway to Science: Workbook with Labs 2008 - Collins Globe Biology 1998 - Globe Publishers Biology: A Community Context 1998 - Leonard/Penick Environmental Science: Systems and Solutions 1997 - McKinney/Schoch 2
Interactive Textbook worksheets - Holt, Rinehart, and Winston Explorelearning Gizmos online resources Super Teacher Worksheets The Garbage Story 1996 - AGC/ed Learning (readings, videos, worksheets) Current Science News Articles Plant Identification Guides Various Internet, including o o o o o o o o o o o o The Earth's Systems World Biomes: http://www.worldbiomes.com/default.htm http://earthecho.org/educator- resources?gclid=cjwkeajwvbgqbrcs3eh4o5c74cysjab3todsrv5oo3osv4fpmhxflht3tqx5_q6vglaudto2- k2hixoczudw_wcb http://sciencespot.net/pages/classearthlsn.html NASA: http://earthobservatory.nasa.gov/experiments/biome/ Blue Planet: http://www.blueplanetbiomes.org/world_biomes.htm UC Berkeley: http://www.ucmp.berkeley.edu/glossary/gloss5/biome/ Missouri Botanical Garden: http://www.mbgnet.net/index.html Virginia Tech Leaf Identification Key: http://dendro.cnre.vt.edu/dendrology/syllabus/key/location.htm Arborday Foundation Tree ID key: http://www.arborday.org/trees/whattree/whattree.cfm?itemid=e6a Holt Online Interactive sites: Evolution: http://my.hrw.com/sh2/sh07_10/student/flash/virtual_investigations/hx/hxevo_vi.html Population Genetics: http://my.hrw.com/sh2/sh07_10/student/flash/virtual_investigations/hx/hxpop_vi.html Classification: http://my.hrw.com/sh2/sh07_10/student/flash/virtual_investigations/hx/hxcls_vi.html PBS Teachers Domain interactive sites: Darwin's Diary: http://www.pbs.org/wgbh/evolution/humans/riddle/ Riddle of the Bones: http://www.pbs.org/wgbh/evolution/humans/riddle/ Evolution Library: http://www.pbs.org/wgbh/evolution/library/index.html youtube.com/minuteearth Skills What makes a system? How is the Earth s internal structure related to its outer structure? Develop a model to illustrate how Earth s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. 3
Use a model to describe how variations in the flow of energy into and out of Earth s systems result in changes in climate. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Assessments o Soil Erosion Quick Lab o Soil Horizons Lab o 3-D model of the Earth s layers o Volcanic eruption lab o Identification of igneous, metamorphic, and sedimentary rocks. Describe Draw Explain Earth Rock Theory Reference Structure Region Surface Particle Evidence Internal Soil Mantle Atmosphere Climate Plate Tectonics Igneous Metamorphic Sedimentary Earthquake Volcano Energy http://earthecho.org/educatorresources?gclid=cjwkeajwvbgqbrcs3eh4o5c74cysjab3todsrv5oo3osv4fpmhxflht3tqx5_q6vglaudto2-k2hixoczudw_wcb http://sciencespot.net/pages/classearthlsn.html 4
Water Why are we running out of water? How can we ensure everyone has clean drinking water? Why do we care about bugs in the water? How do scientists uncover, research, and solve environmental problems? How do we educate the community about environmental problems? Skills Water Quality Monitoring Macroinvertebrate identification Identification of Watersheds Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. Make observations, raise questions, and formulate hypotheses. Design and conduct scientific investigations. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Assessments Crumpled Paper Lab (Watersheds) Quantify and Analyze water quality data Write a water quality report to community stakeholders Water Olympics (Project WET) Water Canaries (www.fergusonfoundation.org) (Macroinvertebrate Lab) Deep Surface Concentration Fresh water Salt water Hydrogen concentration 5
Cycle Bond Neutral Monitor Quality Global Origin temperature Acid Base Neutral ph nitrates phosphates dissolved oxygen fecal coliform ecological macroinvertebrate Q-Values www.epa.gov fergusonfoundation.org Project WET Urban Ecology Institute Curriculum Blue Planet: http://www.blueplanetbiomes.org/world_biomes.htm 6
Ecosystems Why don t humans have a territorial range like other animals? How do the nonliving parts of the Earth s systems provide the basic materials to support life? How does the environment affect where and how an organism lives? Skills Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. Assessments Research and Present about one of Earth s major biomes and give 3 examples of how organisms adapt to that environment Laying the Foundations Labs: Soil Erosion Quick Lab Carbon Cycle Quick Lab Greenhouse Effect Inquiry Lab Using a Microscope Lab Extended Labs: Biotic Factors Lab Community/Ecosystem Inventory Biome Powerpoint Presentations 7
Food Web Models Environmental cycles group presentations Tier 2 & 3 Vocabulary Tier 2 Tier 3 Environment Population Vegetation Climate Physiological Behavioral Structural Ecology Ecosystem Population Species Biomes Latitude Niche adaptations Project WILD Urban Ecology Institute www.biologycorner.com http://www.discoveryeducation.com/search/page/-/-/lesson-plan/environment/index.cfm 8
Energy in Ecosystems Skills How does energy transform from one form to another? Why should we NOT eat top predators? Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Assessments o Photosynthesis/Cell Respiration Lab using Elodea o Create a food web o Explain how energy transfers from one trophic level to the next o Owl Pellets Lab Energy Transfer Primary Secondary Tertiary succession Photosynthesis Cellular respiration Carbon Trophic level Ecosystem Food chain Food web Producer 9
Primary, Secondary, & Tertiary Consumers Scavenger Decomposer Succession www.biologycorner.com Project WILD Urban Ecology Institute Curriculum fergusonfoundation.org 10
Ecological Relationships Skills How do organisms affect one another s survival and environment? How do scientists provide answers to questions that I care about? How do scientists provide answers to questions that I care about? SIS1. Make observations, raise questions, and formulate hypotheses. SIS2. Design and conduct scientific investigations. SIS3. Analyze and interpret results of scientific investigations. SIS4. Communicate and apply the results of scientific investigations. Assessments o Owl Pellets Lab o PowerPoint Presentation: Ecological Relationships Relationship Interaction Community Compete Predator Prey Dependent Benefit Harm Symbiosis Mutualism Commensalism Parasitism Competition Predation 11
Project WILD www.biologycorner.com fergusonfoundation.org Populations Skills Assessments How do changes in population size relate to environmental conditions? How does the human population affect the environment? SIS1. Make observations, raise questions, and formulate hypotheses. SIS2. Design and conduct scientific investigations. SIS3. Analyze and interpret results of scientific investigations. SIS4. Communicate and apply the results of scientific investigations. Create graphs showing population changes. Evaluate the impacts of natural causes, climate change, and human interference on a species' population growth. Laying the Foundations Labs: Population Growth Quick Lab Population Size Inquiry Lab Extended Labs: Yeast Population Lab Human Population Project 12
Density Distribution Immigration Emigration Survival Dependent Independent Factor Dynamic Urbanization Economic Increase Decrease Population Community Natality Mortality r-selected species K-selected species carrying capacity www.biologycorner.com Project WILD HOLT Biology Text 13
Sustainability How do we use Earth s resources sustainably? How can we manage renewable resources for sustainable use? How do humans alter the environment? What lessons can we learn from Easter Island? How can we balance our growing demand for food with our need to protect the environment? Skills SIS1. Make observations, raise questions, and formulate hypotheses. SIS2. Design and conduct scientific investigations. SIS3. Analyze and interpret results of scientific investigations. SIS4. Communicate and apply the results of scientific investigations. Debate about current and future environmental problems (pesticides, runoff, overfishing) Debate about the pros and cons of organic living Assessments Examine current and future problems of our oceans and rainforests (pesticides, runoff, overfishing) Describe green business and technology (fair trade and consumer choices) Evaluate the effects of world human overpopulation (food demands, fossil fuel demands and carrying capacity) Explain environmental justice Evaluate the pros and cons of organic living (organic foods, vegan/vegetarian, local farming, sustainable agriculture Eco Art Project Vegetation Sustainable Agriculture Degradation Genetically modified organism Organic Inorganic Soil 14
impact Forestry Project WET Project WILD HOLT Biology Text 15
Energy Should every country reduce their carbon footprint? Where do you find fossil fuels? How do you extract fossil fuels? What is more sustainable: nuclear power or green energy? Can we depend on nonrenewable energy sources for our energy needs? What are the potential uses and limitations of renewable energy sources? Skills SIS1. Make observations, raise questions, and formulate hypotheses. SIS2. Design and conduct scientific investigations. SIS3. Analyze and interpret results of scientific investigations. SIS4. Communicate and apply the results of scientific investigations. Assessments Design-a-House Architecture Project Design-a-School Architecture Project Energy Debate: Which renewable energy resource is the most sustainable? Electricity Coal Oil Natural gas Energy transformation Law of Thermodynamics Fossil fuels Industrial Revolution 16
Dependence Efficiency Impact Power Solar Tidal Nuclear power Hydroelectric Biofuel Hydrogen fuel cells Geothermal HOLT Biology Text Urban Ecology Institute Curriculum 17
Pollution Skills In what ways pollution affect organisms? Why are cities warmer than forests? How is sustainability affect by economics? How do environmental policies protect the environment? How can governments work with each other and citizens to form sound environmental policy? What is the relationship between environmental health and our own health? At what point do the costs of mining outweigh the benefits? How can we ensure everyone has clean air to breathe? How do our choices as consumers and waste producers affect our environment? SIS1. Make observations, raise questions, and formulate hypotheses. SIS2. Design and conduct scientific investigations. SIS3. Analyze and interpret results of scientific investigations. SIS4. Communicate and apply the results of scientific investigations. Assessments Albedo Effect Lab Effects of Pollution on Organisms Lab Environmental Pollution Project Pollution Anthropogenic Disaster Waste Economic Atmosphere Heat island Albedo effect Stratosphere Ozone 18
Legislation prevention UV Radiation treatment HOLT Biology Text Urban Ecology Institute Curriculum 19
City Planning Skills How can cities be sustainable? How is poverty related to environmental injustice? How can we balance our needs for housing and jobs with the needs of the environment? SIS1. Make observations, raise questions, and formulate hypotheses. SIS2. Design and conduct scientific investigations. SIS3. Analyze and interpret results of scientific investigations. SIS4. Communicate and apply the results of scientific investigations. Assessments Identify and analyze the materials used to build eco-friendly houses Design eco-friendly houses Develop materials for community outreach on environmental issues Spicket River Greenway Project Preserve Urban Development Efficient Design Transport Restoration Remediation Sustainable Mining Biodiversity Ecosystem Green Space Brownfield Superfund Environmental Justice 20
Urban Ecology Institute Curriculum Global Climate Change Skills How do fossil fuels affect water? Why is there life on Earth? How does global climate change have an effect on humans and other species? What are the causes and consequences of a warming Earth? Why is greenspace important? Evaluate the impacts of natural causes, climate change, and human interference on a species' population growth. Evaluate and Predict the consequences of global climate in the future. Articulate in writing how humans can prevent consequences of climate change (if possible). Present research to the class Advocate for sustainability within the school/community Measure carbon sequestration in various plants Assessments Global Warming Simulation Lab Global Climate Change Research Project Impact Origin Effect Affect Climate change Global warming Greenhouse effect Carbon dioxide 21
Distribution Carbon sequestration Biodiversity Acidification http://www.pbs.org/now/classroom/globalwarming.html http://www.epa.gov/climatestudents/resources/lesson-plans.html http://commtechlab.msu.edu/sites/letsnet/frames/subjects/science/b5u1.html http://climatechangelive.org/index.php?pid=180#10 http://oceanservice.noaa.gov/education/pd/climate/welcome.html Biodiversity Why is it important to protect biodiversity? Skills Create a map to show remediation to green spaces Calculate species richness and relative abundance Calculate the Biodiversity Index using the Shannon-Wiener and Simpson Indexes Determine keystone species and Dominant species Identify Invasive Species that live around us Assessments Bean Biodiversity Lab Bird Biodiversity Lab Nesting Success Project 22
Preservation Management Loss Region Threatened Endangered Dominant Biodiversity Species Conservation Introduced species Invasive species Native species Keystone species Dominant species Species richness Extinction Project WILD Holt Text Urban Ecology Institute Curriculum http://outreach.mcb.harvard.edu/teachers/summer10/davideatough/birdbiodiversity.pdf http://outreach.mcb.harvard.edu/lessonplans_s10.htm Evolution and Speciation Skills Assessments How are humans impacting natural selection? Why should we save endangered species? Identify species using taxonomic keys Construct a basic phylogenetic tree using morphological data Debate about the evidence that support evolution and theories about evolutionary processes Laying the Foundations Labs: Natural Selection Quick Lab Random Sampling Lab Classification Systems Lab 23
Cladogram Construction Lab Extended Labs: Insect Camouflage Lab Amino Acid Analysis Lab Dichotomous Keys Lab "Long and Short Beaked Bird" Evolution Game Lake Victoria Fish Project Geographic Evidence Genetic Rapid Evolution Species Gene pool Mutation Migration Genetic drift Natural selection Artificial selection Geographic isolation Speciation adapt Web-based Activities: Evolution and Natural Selection Population Genetics Virtual Lab Classification Virtual Lab (my.hrw.com) Darwin s Diary at PBS Teachers Domain. Riddle of the Bones at PBS Teachers Domain. Discover with Darwin at Scholastic.com includes several interactives involving the Galapagos Islands. Evolution Library at PBS Teachers Domain. 24
Field Study Methods Skills Why should scientists study ecosystems? How do scientists study ecosystems? Identify species using taxonomic keys Calculate, Analyze, and Present data collected in the field Measure transects using the Metric system Utilize sampling equipment 25
Assessments Perform sampling techniques with accuracy and proficiently Properly utilize sampling equipment Analysis of Data Present data to class Quantitative Population Sample Data identification Random sample Field study Quadrat Transect Habitat Classification Project WET Project WILD Project Learning Tree Urban Ecology Institute Curriculum 26