Unpacking the Outcome
Examine  nature, systems, approaches and applications
Outcome (circle the verb and underline the qualifiers)
ES20-IN1
– Examine the interdisciplinary nature, systems, approach, and applications of environmental science and Indigenous perspectives on living with and in the environment.
KNOW
Key vocabulary
– ecology, atmospheric science, biology, chemistry, physics, statistics, oceanography, computer science, geology, human geography, interactions, atmosphere, hydrosphere, lithosphere, cryosphere, biosphere, place-based learning, cultural understandings, ., anthropocentric, biocentric, ecocentric, ecofeminist, technocentric, planetary management, industrial revolution, medical revolution, green revolution (agriculture), and the environmental revolution (stewardship), environmental system, boundaries, inputs, outputs, energy transfers, transformations, feedback loops, synergistic
Prior knowledge – some general knowledge about the kids of sciences that exist, some knowledge about FNMI perspectives (from MY social studies and science), worldview (explored in MY social studies), knowledge about systems and models for showing them (webs, flow charts,etc.)
Concepts/ Skills to be learned – integrated sciences, interactions, place-based learning, worldviews (adding to prior knowledge), history-science connection, environmental system, policy and decision-making
UNDERSTAND
The students will understand that:
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Environmental science is integrated with multiple other sciences
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Environmental science involves the study of interactions between the atmosphere, hydrosphere, lithosphere, cryosphere, and biosphere
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Place-based learning is a fundamental part of First Nations,
Metis, and Inuit perspectives of living with and in the environment
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O ne’s connection to the environment is influenced by personal experiences and cultural understandings
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Diverse worldviews influence individual and societal interactions with the environment
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Environmental science has a history
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Science is part of making decisions, both formally and informally, in order to make the world a better place (healthier, more sustainable)
BE ABLE TO DO
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Recognize how environmental science integrates other scientific disciplines such as ecology, atmospheric science, biology, chemistry, physics, statistics, oceanography, computer science, geology, and human geography.
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Recognize that environmental science involves the study of interactions between the atmosphere, hydrosphere, lithosphere, cryosphere, and biosphere.
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Discuss the importance of place-based learning within First
Nations, Métis, and Inuit perspectives of living with and in the environment.
 Examine how one’s connection to the environment is influenced by personal experiences and cultural understandings

Examine how diverse worldviews (e.g., anthropocentric, biocentric, ecocentric, ecofeminist, technocentric, and planetary management) influence individual and societal interactions with the environment.
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Outline key events, including the industrial revolution, medical revolution, green revolution (agriculture), and the environmental revolution (stewardship), which contributed to the development of environmental science as a discipline.
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Provide an example of a specific environmental system and its boundaries, inputs, outputs, energy transfers and transformations, feedback loops, and synergistic nature.
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Recognize that environmental science produces important information that can be used for setting environmental policy and informing economic decision making.

ESSENTIAL QUESTIONS
How is environmental science connected to other sciences?
What is environmental science?
Why is place-based learning so important? How does it reflect a world view?
How does who we are and what we believe impact our choices and beliefs about the environment?
How do the views of others affect me?
How did environmental science come to be?
How does science lead to decisions and policies?