Environmental Science
02/05/07
Course Length: Semester
Course Number:
Grade 11 &12
Course Description: This course explores the overarching concept of environmental sustainability.
Students explore the challenges of reducing human impact on the Earths land, water and atmosphere
at local, regional and global levels. Topics include: Stewardship and sustainability, fresh water
resources, atmospheric pollutants, ecosystem function, endangered species, world climate, and
environmental ethics. Outdoor field work, laboratory work, and projects are the basis of this course.
Honors level requires an extensive project/paper. This course provides sufficient content and practice
in support of the following mission driven student expectations for learning:
Students will:
1. Use critical and creative thinking skills in problem solving.
2. Use technology effectively.
Suggested Instructional Strategies:
The following are methods that can be employed by the instructor to promote student
internalization of the enduring understandings of this course. The strategy is to practice specific skills
in the application of knowledge attained by the creation of meaning. Methods include: lecture,
debate, internet guided exploration, discovery labs, reinforcement labs, investigative labs,
investigative field work, sampling, classification, research reports, projects, case studies,
discussion, current events analysis, reflective essays, various formative assessments, various
summative assessments, technical fact based writing, infomercials, oral presentations.
________________________________________________________________________________
Essential
Using data from a specific
ecosystem, explain
relationships or make
predictions about how
environmental disturbances
human or natural events)
affect the flow of energy or
the cycling of matter in an
ecosystem.
Important
An understanding of the primary
pollutants in our water and
atmosphere, their sources,
affects, and technical solutions.
Differentiate between point vs
non-point sources of pollution,
site examples, explain relative
difficulties of regulating.
Familiar with
Demonstrate a conceptual
understanding of watersheds
and the process of planning for
a watershed water quality
sampling plan.
Analyze data and information
gathered to clarify problems
or issues identifying costs
and benefits from a social,
cultural, and/or environmental
perspective; predict
consequences of action or
inaction; and propose
possible solutions
Explain the concept of
stewardship at the individual,
community and state or federal
level and their respective
responsibilities.
Outline the steps involved in
sampling and delineating a
wetland boundary.
Essential
Evaluate presentations of
environmental issues for
accuracy.
Trace the cycling of matter
and energy in a living system
from its source through
transformation in cellular,
biochemical processes.
The student can analyze
technology from a
perspective of environmental
sustainability and make
informed decisions.
Important
Assess sources of energy for
their advantages and
disadvantages, sustainability,
renewable or non-renewable
characteristics.
Natural resources have multiple
intrinsic and extrinsic values and
using only a system of
economic values can lead to
mismanagement of natural
resources.
Familiar with
Explain key concepts including
the threshold effect, the
greenhouse effect, biological
magnification, social and
transfer costs of pollution,
assimilative capacity of water.
Use of bio-indicators.
List the primary biomes, their
key characteristics and the
climatic factors that give rise to
their locations.
Functional values of
ecosystems.
Role of Environmental
legislation, Clean Water Act,
Clean Air Act, Endangered
Species Act.
Classification of hydric and non
hydric palnts, Classification of
soils, wetland types.
CORE COMPETENCIES: (3-5)
LS 2.1.5 Using data from a specific ecosystem, explain relationships or make predictions
about how environmental disturbances human or natural events) affect the flow of energy or
the cycling of matter in an ecosystem.
SPS3.2.9 Evaluate presentations of environmental issues for accuracy.
SPS3.3.1 Analyze environmental issues such as water quality, air quality, hazardous waste
and depletion of natural resources.
SPS4.1.3 Analyze data and information gathered to clarify problems or issues identifying
costs and benefits from a social, cultural, and/or environmental perspective; predict
consequences of action or inaction; and propose possible solutions.
LS2.3.2 Trace the cycling of matter and energy in a living system from its source through
transformation in cellular, biochemical processes.
Receive a 65% or higher grade average on all course assessments.
Unit Title: Fresh Water Resources
Content Standard:
LS 2.1.5 Using data from a specific ecosystem, explain relationships or make predictions
about how environmental disturbances human or natural events) affect the flow of energy or
the cycling of matter in an ecosystem.
SPS3.3.1 Analyze environmental issues such as water quality, air quality, hazardous waste
and depletion of natural resources.
SPS4.1.3 Analyze data and information gathered to clarify problems or issues identifying
costs and benefits from a social, cultural, and/or environmental perspective; predict
consequences of action or inaction; and propose possible solutions.
Enduring Understandings: Students will understand
1.
2.
3.
4.
5.
6.
7.
The characteristics of water that make it essential to life on earth.
The relative scarcity of fresh water.
Waters sensitivity to the eight categories of pollution, their sources and affects.
The water cycle.
The concepts of watersheds, watershed stewardship, water quality monitoring and planning.
The functional values of wetlands.
Biological magnification.
Essential Questions:
1. What characteristics does water have that makes it essential to life?
2. What is the distribution of fresh water in the atmosphere, hydrosphere and lithosphere?
3. How does mankind disrupt the water cycle?
4. What is stewardship and how does it apply to the individual and various levels of
government?
5. What happens when persistent toxins pass up the food chain?
Knowledge and Skills: (Competencies)
1. Classify hydric and non-hydric plants and build a plant collection.
2. Conduct a statistical plant plot and determine if the ecotype is a wetland or upland
through the analysis of data.
3. Assess several wetlands, and waterbodies for their functional values.
4. Apply the scientific method in 5 day BOD lab, draw conclusions and relate them to the
assimilative capacity of water.
5. List the 8 types of water pollution, their sources and affects.
6. List the characteristics of water that make it essential to life.
7. Diagram the water cycle and discuss how mankind disrupts it.
8. Assess scientific evidence of MtBE pollution for bias.
9. Classify stream orders, delineate a watershed boundary in a mapping exercise, design a water
quality plan.
10. Classify soils by texture and Munsell color and determine their hydric status.
11. Identify pollutants as point or non-point sources
12. Manipulate equipment, test kits, record data, analyze data, summarize data, draw
conclusions.
Performance Tasks/Other Evidence:
1. Smith River Water Quality Report and associated field work.
2. Statistical Plant Plot and associated field work.
3. Five Day Biological Oxygen Demand Lab, Organics Lab, Ground water Simulation Lab,
Soil labs.
4. Wetland and Fresh Water Resource Summary Statements.
5. Hydric Plant Collection
6. Wetland Evaluation Quiz, Plant Identification Quiz.
Unit Title: Atmospheric Pollution
Content Standard:
LS 2.1.5 Using data from a specific ecosystem, explain relationships or make predictions
about how environmental disturbances human or natural events) affect the flow of energy or
the cycling of matter in an ecosystem.
SPS3.2.9 Evaluate presentations of environmental issues for accuracy.
SPS3.3.1 Analyze environmental issues such as water quality, air quality, hazardous waste
and depletion of natural resources.
SPS4.1.3 Analyze data and information gathered to clarify problems or issues identifying
costs and benefits from a social, cultural, and/or environmental perspective; predict
consequences of action or inaction; and propose possible solutions.
Enduring Understandings: Students will understand :
1. that specific human activities release specific pollutants that can modify the composition of the
atmosphere leading to specific affects to human health or the ecosystem. The nature of the
acid rain, ground level ozone and global climate change.
2. the role of the Clean Air Act and the concept of the social cost of pollution vs transfer costs of
cleanup.
3. the role of science in informing society and policy making. The application of scientific methods
in conducting long term studies of atmospheric pollution. The use of bioindicators.
4. how individual consumer action influences social values and sustainability.
Essential Questions:
1. How do specific activities such as transportation, electric power generation, agriculture and
industrial production affect the atmosphere? How in turn does this affect human health and the
environment?
2. How does the Clean Air Act regulate pollutants and how does this effectively reduce social
costs of air pollution by transferring those costs to the producers?
3. Using Forest Watch as an example, how does science inform society and policy makers on
ground level ozone?
4. What specific actions can you take as a consumer that would improve environmental
sustainability. How well do these decisions balance social, economic and environmental costs?
Knowledge and Skills: (Competencies)
Students will know:
1. The green house effect.
2. Air pollution sources, specific pollutants and their effects on human health and the
environment.
3. The threshold effect.
4. Buffering capacity of soils.
5. Role and structure of the Clean Air Act.
6. EPA airnow website.
7. New Hampshire air quality standards.
8. Use of bioindicators.
9. Acids and bases, indicators.
10. Possible impacts of global warming.
11. Consumer and government actions to prevent atmospheric pollutants.
Students can do:
1. Manipulate lab equipment including tape measures, clinometers, pH indicators,
spectrophotometers, microscopes, graduated cylinders, various chemicals, glass ware, etc.
2. set up data tables and record data.
3. Analyze data with basic math, use of graphing methods, through qualitative or quantitative
comparisons.
4. Relate concepts to results and draw conclusions.
5. Use information on a complex social/technical issue to develop a position.
Performance Tasks/Other Evidence:
1. Acid Rain, Global Warming, Forest watch Summary Statements
2. Forest Watch Lab series: Tree diagnosis, tree growth rate labs, ozone needle damage
assessments, Spectrophotometry lab, needle cross section lab.
3. Buffering capacity of soils labs. Effects of acid rain on seed germination lab.
4. Determination of the Threshold point of Acid Rain on Duckweed population lab.Acids and
bases lab.
5. Hubbard Brook Acid Rain Case study.
6. Economic and Environmental Impact Analysis of car purchasing activity.
7. EPA Airnow.gov internet exploration activity.
8. Position statement on Global Warming.
9. Knowledge share: design and present an overview of Forest Watch Unit to Agricultural
Science students, who will in turn present an overview of woodlot management.
Unit Title: Alternative Energy
Content Standard:
SPS4.1.3 Analyze data and information gathered to clarify problems or issues identifying
costs and benefits from a social, cultural, and/or environmental perspective; predict
consequences of action or inaction; and propose possible solutions.
Enduring Understandings:
1. The student will be able to assess alternative energy sources for their environmental sustainability.
Essential Questions:
1. How can we measure environmental sustainability?
2. What would the characteristics of sustainable energy be?
3. How do the various sources of energy rate for their environmental sustainability?
4. What are some of the technical obstacles to Hydrogen fuel?
Knowledge and Skills: (Competencies)
1. Define renewable and non-renewable energy.
2. Define environmental sustainability.
3. Describe how a solar panel functions.
4. Describe how hydrogen fuel cells functions.
5. Research and compare various sources of energy for their sustainability characteristics.
6. Manipulate lab equipment such as volt meters, solar panels, fuel cells to operate, measure and
record their performance characteristics.
7. Analyze data collected in the lab to support the development of conclusions on alternative
energy performance.
Performance Tasks/Other Evidence:
1.
2.
3.
4.
Evaluation of energy sources for environmental sustainability.
Hydrogen fuel car labs.
Solar panel labs.
Green is Gr$$n activity.
Unit Title: Ecosystems in Balance: Basic Ecological Principles
Content Standard:
LS 2.1.5 Using data from a specific ecosystem, explain relationships or make predictions
about how environmental disturbances human or natural events) affect the flow of energy or
the cycling of matter in an ecosystem.
LS2.3.2 Trace the cycling of matter and energy in a living system from its source through
transformation in cellular, biochemical processes.
Enduring Understandings:
1. All ecosystems perform two vital functions in recycling matter and passing energy through food
chains. The structure of ecosystems facilitates these functions. Disturbances to ecosystems
can have predictable and unpredictable consequences that effects energy and the cycling of
matter.
2. Natural resources have multiple intrinsic and extrinsic values and using only a system of
economic values can lead to mismanagement of natural resources.
Essential Questions:
1. What is an ecosystems and what are it’s basic functions?
2.
3.
4.
5.
6.
7.
8.
How are ecosystems structured?
What are primary examples of nutrient cycles and how do they work?
How does energy pass up a food web and what laws or rules govern this?
What are examples of ecosystem stability or maturation?
How can we predict population levels in ecosystems?
What values do intrinsic or extrinsic values do species have?
How does the Endangered Species Act work?
Knowledge and Skills: (Competencies)
1. Define abiotic and biotic components of an ecosystem.
2. Diagram the water, carbon and nitrogen cycles.
3. Use data gathered from lab work to construct a food web, biological pyramid and predict possible
outcomes based on a described disturbance.
4. Define niche, habitat, trophic level, 10% rule, species, population, community.
5. Research and design a food web.
6. Apply the Lincoln Index method of estimating population size.
7. Define the steps outlining the workings of the Endangered Species Act?
8. Analyze the Endangered Species Act for it’s weaknesses.
Performance Tasks/Other Evidence:
1.
2.
3.
4.
5.
6.
7.
Ecosystems in Balance Summary Statements.
Owl pellet biological pyramid lab.
Estimating population Lab.
Oxygen Cycle Lab
Carbon Cycle Lab
Endangered species project.
Endangered species case study