ENVIRONMENTAL SCIENCE
COURSE DESCRIPTION
Environmental Science introduces students to a broad view of the biosphere and the physical parameters that affect it.
Students study a variety of topics including energy resources, environmental quality, and human practices and their effect on the
environment. The scientific process and application skills located on page 10 of the Alabama Course of Study: Science should
be incorporated into as many course standards as possible. It is also essential that students place theories and discoveries of
significant persons into a historical perspective.
Students should use clear and accurate language, keep accurate records, make reports, present oral and written projects,
and participate in discussions regarding the results and conclusions of scientific investigations. Safe field and laboratory
investigations should be used in instruction to the maximum extent possible to illustrate scientific concepts and principles and to
support inquiry-based instruction.
Recommended prerequisite science courses for the Environmental Science Core are Biology and Physical Science or
Biology and Chemistry.
1
Subject
COURSE CONTENT
ENVIRONMENTAL SCIENCE (Holt)
Grades 11th – 12th
NOTE: The content standards are in BOLD print
CS
AHS
GE
CONTENT STANDARDS
RESOURCES
Pacing
Guide
Chapter 2
SE – pp. 31-57
Lab skills practice – pp. 54-55
-Develop Ecolab (journal) record daily bell
ringers
(Mobile County Science)
-Questions for AHSGE
-Active reading worksheet using fig. P. 35
-Teaching transparency
-Lab safety and equipment pp. 558-561
One Stop Planner:
-Text, power point resources
-Active reading worksheet
-Transparency from resources
-Section quiz
Chapter 10
-Active reading
-Transparencies
-Section quiz
-Research lab: Constructing a timeline
- Alabama’s Threatened and Endangered
Species Project (library research)
Chapter 5
-Describe properties of water
-Power point
-Active reading worksheet
-Section quizzes
-Teaching transparencies
-Concept review worksheets
-Bio chem. video on water
5 days
FIRST NINE WEEKS
I-1
Conduct scientific investigations systematically
 Identify and frame questions carefully
 Form a hypothesis
 Identify and manage variables effectively
 Develop a practical and logical procedure
VI-1
Discuss ecosystem, dynamics and components
12
II-1
VI-1
VII-1
Identify positive and negative effects of human
activities on bio-diversity
 Identifying endangered and extinct species locally,
regionally and world-wide
 Identifying causes for species extinction locally,
regionally, and world-wide
5
II-2
Describe properties of water that make it a universal
solvent
2
5 days
6 days
5 days
Date Taught
CS
AHS
GE
CONTENT STANDARDS
6
VI-1
7
VI-1
8
I-1
II-4
Identify sources of local drinking water
 Determining the quality of fresh water using chemical
testing and bioassessment
 Describing the use of chemicals and microorganisms
in water treatment
 Describing water conservation methods
 Describing the process of underground water
accumulation, including the formation of aquifers
 Identifying major residential, industrial, and
agricultural water consumers
 Identifying principal uses of water
Identify reasons coastal waters serve as an important
resource
Examples: economic stability, biodiversity,
recreation
 Classifying biota of estuaries, marshes, tidal pools,
wetlands, beaches, and inlets
 Comparing components of marine water to
components of inland bodies of water
Identify major contaminants in water resulting from
natural phenomena, homes, industry, and agriculture
 Describing the eutrophication of water by industrial
effluents and agricultural runoffs
 Classifying sources of water pollution as point and
nonpoint
1
I-1
II-1
Identify the influence of human population,
technology, and cultural and industrial changes
 Describing the relationship between carrying capacity
and population size
RESOURCES
Chapter 11
-Sources of drinking water
-Text – section 2
-Skills practice lab and inquiry lab
-Active reading
Pacing
Guide
5 days
Chapter 7
-Text – Section 2
-Transparency
-Active reading worksheet
-Section Quiz
8 days
Chapter 7
-Power point resources
-Active reading worksheets – Sections 1 & 2
-Concept review worksheets
-Teaching transparency
-In text lab – eutrophication
-Internet links from resource disk
Chapter 8
-Concept review worksheet
-Critical thinking worksheet
-Map skills worksheet
Chapter 9
-Concept review worksheet
-Map skills
-Internet resources from planner
5 days
3
5 days
Date Taught
CS
AHS
GE
CONTENT STANDARDS
RESOURCES
Pacing
Guide
SECOND NINE WEEKS
4
II-4
VIII2
10
9
II-4
VI-1
VII-1
Identify the impact of pollutants on the atmosphere
 Identifying layers of the atmosphere and the
composition of air
 Describing the formation of primary, secondary, and
indoor air pollutants
 Relating pollutants to smog and thermal inversion
 Investigating the impact of air quality on the
environment
 Interpreting social, political, and economic
influences on air quality
Chapter 12
-Active reading
-Bell ringer transparencies
-Transparency: Indoor air pollutants and
formation of smog
-Exploration lab/field lab
-Section Quiz
Chapter 13 – Section 2
-Active reading
-Teaching transparency
-Skills – practice lab
-Exploration lab
-Section quiz
Chapter 15 – Section 2
-Teaching transparencies
-Active reading
-Section quiz
Describe the composition of soil profiles and soil
samples of varying climates
 Identifying various processes and activities that
promote soil formation Examples: weathering,
decomposition, deposition
 Relating particle size to soil texture and type of sand,
silt, or clay
II-1 Describe land-use practices that promote
Chapter 14
II-4 sustainability and economic growth
-Active reading
VII-1
Examples: no-till planting, crop rotation
-Concept review
 Defining various types and sources of waste and their
-Transparencies
impact on the soil
-Power point
Examples: types – organic, biodegradable,
-Inquiry lab – section 3
nonbiodegradable, radioactive, nonradioactive;
-Section quiz
sources – pesticides, herbicides
 Identifying ways to manage waste, including
composting, recycling, reusing, and reclaiming
4
9 days
5 days
5 days
Date Taught
CS
AHS
GE
11
II-4
VII-1
2
3
CONTENT STANDARDS
RESOURCES
Describe agents of erosion, including moving water, Chapter 15 – Section 2
-Teaching transparency
gravity, glaciers, and wind
 Describing methods for preventing soil erosion
-Active reading
Examples: planting vegetation, constructing
-Section quizzes
terraces, providing barriers
II-1 Evaluate various fossil fuels for their effectiveness
Chapter 17 – Section 1
VI-1 as energy resources
-Active reading
VII-1  Describing the formation and use of nonrenewable
-Transparencies
fossil fuels
-Skills practice lab
 Identifying by-products of the combustion of fossil
-Section quiz
fuels, including particulates, mercury, sulfur dioxide,
nitrogen dioxide, and carbon dioxide
 Identifying chemical equations associated with the
combustion of fossil fuels
 Describing benefits of abundant, affordable energy to
mankind
 Identifying effects of fossil fuel by-products on the
environment, including ozone depletion; formation
of acid rain, brown haze, and greenhouse gases; and
concentration of particulates and heavy metals
II-1
Evaluate other sources of energy for their
Chapter 17 – Section 2
II-4
-Transparencies
effectiveness as alternatives to fossil fuels
 Comparing nuclear fission and nuclear fusion
-Exploration lab
reactions in the production of energy
 Comparing energy production and waste output in
generating nuclear energy
Chapter 18
 Differentiating between renewable and nonrenewable
-Concept review worksheet
energy resource
-Map skills worksheet
 Identifying local energy sources
-Section quizzes
Examples: landfill gas, wind, water, sun
 Identifying ways the law of conservation of energy
related to fuel consumption
Examples: development of hybrid cars, construction of
energy-efficient homes
5
Pacing
Guide
4 days
5 days
10 days
Date Taught