NEWARK PUBLIC SCHOOLS
ENVIRONMENTAL SCIENCE
CURRICULUM GUIDE (Draft)
2008
NEWARK PUBLIC SCHOOLS ADVISORY BOARD MEMBERS
2008-2009
Mr. Samuel Gonzalez, Chairperson
Ms. Shanique L. Davis-Speight, Vice Chairperson
Mr. Tharien Arnold
Ms. Barbara King
Mr. Anthony Machado
Ms. Eliana Pintor
Ms. Arelis Romero
Mr. Felix A. Rouse
Mr. Carlos Valentin, Jr.
2
NEWARK PUBLIC SCHOOLS
ADMINISTRATION
2008-2009
State District Superintendent .............................................................................................................................................Dr. Clifford B. Janey
State District Deputy Superintendent...................................................................................................................................................................
Chief Financial Officer .............................................................................................................................................................. Mr. Ronald Lee
School Business Administrator
Chief of Staff............................................................................................................................................................................. Ms. Sadia White
Assistant Superintendent ........................................................................................................................................... Ms. Joanne C. Bergamotto
School Leadership Team I
Assistant Superintendent ............................................................................................................................................................ Mr. Roger Leon
School Leadership Team II
Assistant Superintendent ...........................................................................................................................................Dr. Glenda Johnson-Green
School Leadership Team III
Assistant Superintendent ............................................................................................................................................................ Ms. Lydia Silva
School Leadership Team IV
Assistant Superintendent .........................................................................................................................................................Dr. Don Marinaro
School Leadership Team V
Assistant Superintendent .................................................................................................................................................... Dr. Gayle W. Griffin
Department of Teaching and Learning
Assistant Superintendent ............................................................................................................................................................ Dr. Kevin West
Department of Special Programs
3
TABLE OF CONTENTS
Title Page .........................................................................................................................................................................................................................................1
Board Members ................................................................................................................................................................................................................................2
Administration .................................................................................................................................................................................................................................3
Table of Contents .............................................................................................................................................................................................................................4
District Mission Statement ...............................................................................................................................................................................................................5
District Goals and Guiding Principles .............................................................................................................................................................................................6
Curriculum Committee ....................................................................................................................................................................................................................8
Course Philosophy ...........................................................................................................................................................................................................................9
Course Description.........................................................................................................................................................................................................................10
Recommended Textbooks ..............................................................................................................................................................................................................11
Course Proficiencies ......................................................................................................................................................................................................................12
Course Units and Suggested Pacing Guide ....................................................................................................................................................................................13
Standards, Goals, and Objectives...................................................................................................................................................................................................14
Appendix ........................................................................................................................................................................................................................................63
4
Mission Statement
The Newark Public Schools recognize that each child is a unique individual possessing talents, abilities, goals, and dreams. We further recognize
that each child can only be successful when we acknowledge all aspects of that child’s life – addressing their needs, enhancing their intellect, developing
character, and uplifting their spirit. Finally, we recognize that individuals learn, grow, and achieve differently; and it is therefore critical that as a district, we
provide a diversity of programs based on student needs.
As a district, we recognize that education does not exist in a vacuum. In recognizing the rich diversity of our student population, we also
acknowledge the richness of the diverse environment that surrounds us. The numerous cultural, educational and economic institutions that are part of the
greater Newark community play a critical role in the lives of our children. It is equally essential that these institutions become an integral part of our
educational program.
To this end, the Newark Public Schools is dedicated to providing a quality education, embodying a philosophy of critical and creative thinking and
designed to equip each graduate with the knowledge and skills needed to be a productive citizen. Our educational program is informed by high academic
standards, high expectations, and equal access to programs that provide and motivate a variety of interests and abilities for every student based on his or her
needs. Accountability at every level is an integral part of our approach. As a result of the conscientious, committed, and coordinated efforts of teachers,
administrators, parents, and the community, ALL CHILDREN WILL LEARN.
DISTRICT SUPERINTENDENT
5
GOALS AND GUIDING PRINCIPLES
Reaching for the Brass Ring
GOALS

Goal 1
IMPROVE STUDENT ACHIEVEMENT
Provide all students with equal access to opportunities that demonstrate high academic standards, high expectations, instructional rigor and
alignment with the NJCCCS, and which embody a philosophy of critical and creative thinking.

Goal 2
DEVELOP STUDENT MORAL AND SOCIAL RESPONSIBILITY
Equip students to be productive citizens by addressing needs, enhancing intellect, developing character, and instilling pride and hope.

Goal 3
STRUCTURE THE ORGANIZATION TO BE EFFICIENT, EFFECTIVE AND ALIGNED WITH THE DISTRICT MISSION
Allocate and align resources on the basis of student needs with high achievement as the ultimate goal.
--Schools and district offices will have effective and efficient programs, processes, operations and services to assure that all students and other
customers will have access to certificated, highly trained professionals.
--Budget and fiscal systems will support the focus on student achievement through timely and accurate processing of documents.

Goal 4
ENFRANCHISE COMMUNITY / EMPOWER PARENTS
Engage community and family in meaningful decision-making and planning for Newark children.
6
GOALS AND GUIDING PRINCIPLES
Reaching for the Brass Ring
GUIDING PRINCIPLES

FOCUS ON STUDENTS
Every Newark Public Schools employee must be committed to high achievement for all students and assume responsibility for that success.
Everyone clearly communicates the vision, focus, and goals of the district. All district policies, procedures and activities are aligned in
support of student achievement.

HIGH EXPECTATIONS / STANDARDS DRIVEN
All district personnel are constantly analyzing data and feedback to ensure high standards and support to enable all students to be successful.
All school communities are constantly monitoring data and feedback to ensure that each student has the necessary personalized support and
quality-learning environment to meet high standards and expectations for learning.

CARING AND SAFE ENVIRONMENT
The district is committed to safe, clean, aesthetically pleasing educational work environments. Students’ and employees’ diverse
backgrounds, abilities, interests, and needs are respected. Structures and practices that promote personalization and equity of access are
provided.

SHARED DECISION MAKING
The district participates openly and honestly in productive, collaborative and reflective communication and systemically solicits feedback
from multiple stakeholders. Systemic feedback loops are established to ensure that all stakeholders (including district offices, administrators,
teachers, parents and students) are engaged in dialogue for the purpose of shared decision-making.
7
CURRICULUM COMMITTEE
Joylette Mills-Ransome - Director
Joseph Stanish - Supervisor
Hafeezah Abdullah – Biology Teacher
Sobakin Akinronbi – Chemistry Teacher
Ivory Kilpatrick – Biology Teacher
Sonya Rolle-Hinton – Biology Teacher
LaKeisha Sewell – Biology Teacher
8
Newark Public Schools
Environmental Science
Course Philosophy
"The weight of our civilization has become so great, it now ranks as a global force and a significant wild card in the human future along with the
Ice Ages and other vicissitudes of a volatile and changeable planetary system".
Dianne Dumanoski, Rethinking Environmentalism
It has been a longstanding belief that nature should be controlled by humans and that the earth was designed for humanity (Cicero 106-43 BC).
Ironically, the human quest to bend the environment to suit its growing needs has decreased the environment’s ability to sustain our life demands. It
is our belief that through this course, students will gain insight and an understanding of the balance that must exist between humankind and the
environment.
Students will identify, analyze and evaluate both natural and man-made environmental issues. Through the use of critical thinking and problemsolving skills and the application of scientific principles students will be able to assess the associated risks and benefits of environmental policies and
practices. Ultimately, this course will enable them to become more informed and conscientious agents of environmental change!
9
Newark Public Schools
Environmental Science
Course Description
Environmental Science Course Description
Environmental Science is designed to prepare students for entrance into their high school level Biology course. This is a multidisciplinary course that draws from all the
sciences, as well as other disciplines. Traditional lecture is integrated with demonstrations, critical thinking and problem solving activities to enable students to gain a
better understanding of the relationship between humans and the world in which we live. The essential themes of the course include: Introduction to Environmental
Science, Ecology, Populations, Air, Water and Land, Mineral and Energy Resources, and Our Health and Our Future.
The following unifying concepts form the foundation of this course:
1. Science is a process.
 Science is a method of learning more about the world.
 Science constantly changes the way we understand the world.
2. An Ecosystem is a system of interdependent living and non-living factors necessary for life.
 Ecosystems can be as large as the earth or as small as a puddle of water.
 The earth is a large ecosystem.
3. An ecosystem can continue perpetually; it is dynamic due to energy conversions.
 Energy can neither be created nor destroyed.
 As energy flows through systems, at each stem more of it becomes unusable.
4. Humans alter natural systems.
 Humans have had an impact on the environment for millions of years.
 Technology and population growth have enabled humans to increase both the rate and scale of their impact on the environment.
5. Environmental problems have a cultural and social context.
 Understanding the role of cultural, social and economic factors is vital to the development of solutions.
6. Human Survival depends on developing practices that will achieve sustainable systems.
10
Recommended Textbooks/Resources
The required student text for this course is:
Karen Arms. (2008). Environmental Science. Austin: Holt, Rinehart and Winston. ISBN-13:978-03-078137-7
Teacher Reference Texts
There are extensive teacher reference materials that are designed to supplement the Holt, Rinehart, and Winston 2008 ed. Text. Teachers using this
guide should make sure to obtain the following reference materials:
Holt Environmental Science:
Holt Environmental Science:
Holt Environmental Science:
Holt Environmental Science:
Holt Environmental Science:
Holt Environmental Science:
Holt Environmental Science:
Holt Environmental Science:
Holt Environmental Science:
Holt Environmental Science:
Holt Environmental Science:
Holt Environmental Science:
Holt Environmental Science:
Holt Environmental Science:
Holt Environmental Science:
Teacher’s Edition; ISBN-10: 0-03-078137-X
Teacher’s One-Stop Planner [CD-ROM]; ISBN# 0030931088
Chapter Resources; ISBN# 0030413036
NOVA Videos; ISBN# 0030742730
Teaching Transparencies; ISBN# 0030931002
Active Reading Workbook; ISBN# 0030931010
Guided Reading Audio Program (CD); ISBN# 0030931037
Study Guide, Holt Environmental Science ISBN# 0030931126
Lab Generator CD-ROM; ISBN# 0030941709
Chapter Resources on CD-R; ISBN# 0030425549
Dissection Labs (CD-ROM), Holt Environmental Science ISBN# 0030932424
Transparencies [CD-ROM]; ISBN# 0030951089
Mindpoint Quiz Show CD-R; ISBN# 0030992516
Spanish Study Guide; ISBN# 0030931134
Spanish Assessments; ISBN# 0030931142
Further Resources Recommended- Essential Questions
Essential questions are included in this curriculum guide. Below are links that will help in understanding how essential questions are developed and used
in teaching.
http://www.thirteen.org/edonline/concept2class/interdisciplinary/implementation.html#4d
http://www.tnellen.com/alt/essential.html
http://www.galileo.org/tips/essential questions.html
http://www.fno.org/sept96/questions.html
http://www.kn.sbc.com/wired/fil/pages/listessentiaca1.html
11
Course Proficiencies
Title: Environmental Science ....................... Department: Science
Credits: 5.00
Course Description: Environmental Science is designed to prepare students for entrance into their high school level Biology course. This is a multidisciplinary course
that draws from all the sciences, as well as other disciplines. Traditional lecture is integrated with demonstrations, critical thinking and problem solving activities to
enable students to gain a better understanding of the relationship between humans and the world in which we live. The essential themes of the course include:
Introduction to Environmental Science, Ecology, Populations, Air, Water and Land, Mineral and Energy Resources, and Our Health and Our Future.
To successfully complete the course requirements in environmental science, students will:
COURSE CONTENT/ PERFORMANCE OBJECTIVES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
Develop problem solving, decision-making, and inquiry skills.
Integrate mathematics and metric measurements, as a tool for problem solving in science, and as a means of expressing and/or modeling scientific theories.
Apply safety principles in the laboratory and in daily activities.
Learn to identify systems of interacting components and understand how their interactions combine to produce the overall behavior of the system.
Use technology and instrumentation.
Identify ways in which the study of Environmental Science serves as a foundation for many career opportunities.
Demonstrate an understanding of how people of various cultures have contributed to the advancement of science and technology.
Develop an understanding of how major environmental issues have impacted on society and discuss their ethical implications.
Develop workplace readiness skills.
Explain the concept of open and closed systems.
Describe the factors which influence the proper functioning of a healthy ecosystem.
Describe the flow of energy and the movement of nutrients through the biosphere and their effect on organisms.
Discuss the properties, phases, composition, and interactions of matter.
Discuss the relationship between photosynthesis and respiration.
Apply natural selection to changes in the inherited characteristics of a population.
Analyze the role organisms play in a typical ecosystem.
Explain ecological succession, differentiating between primary and secondary succession.
Differentiate between the world’s forest biomes, identify where each is located and the man-made threats to each.
Explain why clean fresh water is vital to life on Earth and examine the threats to the Earth’s fresh water supply.
Describe the effects of air, water and land pollutants on both man and society.
Describe major causes and effects of climate change.
Analyze possible solutions to solve the urban crisis and implement practical urban planning practices.
Discuss strategies of food production, maintenance of soil productivity, and the challenges of feeding the world.
Debate the ethical and practical arguments about the feasibility of preserving biodiversity.
Discuss the environmental consequences of relying on fossil fuels for energy and list the advantages and disadvantages of alternative fuel sources.
Analyze the growth history of the human population.
Identify examples of how all citizens can act as stewards for the Earth.
Describe the flow of energy and the movement of nutrients through the biosphere and their effect on organisms.
Explain why environmental cooperation is necessary on the international, national and local level.
12
Course Units & Suggested Pacing Guide
SEMESTER I
UNIT
Unit 1: Intro to
Environmental
Science
Unit 2:
Ecology
Unit 3:
Populations
CHAPTER
1. Science and the Environment
2. Tools of Environmental Science
3. The Dynamic Earth
4. The Organization of Life
5. How Ecosystems Work
6. Biomes
7. Aquatic Ecosystems
8. Understanding Populations
9. The Human Population
10. Biodiversity
Investigative Science Project
REVIEWS & ASSESSMENTS
BLOCK
3 periods
5 periods
1 periods
3 periods
4 periods
2 periods
2 periods
3 periods
3.5 periods
3.5 periods
5 periods
5 periods
REGULAR
6 periods
10 periods
2 periods
6 periods
8 periods
4 periods
4 periods
6 periods
7 periods
7 periods
10 periods
10 periods
TOTAL
40 periods
80 periods
Water
Air
Atmosphere & Climate Change
Land
Food & Agriculture
Nonrenewable Energy
Renewable Energy
Waste
BLOCK
3.5 periods
3.5 periods
2 periods
3 periods
3 periods
2.5 periods
2.5 periods
2 periods
REGULAR
7 periods
7 periods
4 periods
6 periods
6 periods
5 periods
5 periods
4 periods
20. The Environment & Human Health
1.5 periods
3 periods
21. Economics, Policy and the future
1.5 periods
3 periods
Investigative Science Project
REVIEWS & ASSESSMENTS
5 periods
6 periods
10 periods
12 periods
TOTAL
36 periods
72 periods
SEMESTER II
UNIT
CHAPTER
11.
12.
Unit 4: Water, Air
13.
and Land
14.
15.
17.
Unit 5: Minerals and
18.
Energy Resources
19.
Unit 6:
Our Health and Our
Future
13
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How is environmental science
different from ecology?
How do the five major fields of
study contribute to
environmental science?
How did hunter-gatherers, the
Agricultural Revolution, and
the Industrial Revolution affect
the Earth?
1.
2.
3.
(NPS) Define environmental science and
compare environmental science with
ecology.
(NPS) List and describe the five major
fields of study that contribute to
environmental science.
(NPS) Compare the environmental
practices of hunter-gathering, Agricultural
and Industrial societies.
Text Activities:








TE: Inclusion Strategies, p. 6
TE: Group Activity, p. 8
TE: Student Opportunities, p. 8
SE: Graphic Organizer, p. 9
TE: Skill Builder, p. 11
SE: Case Study, pp. 12, 13
SE: Quick Lab, p. 14
SE: Exploration Lab, pp. 28, 29




Chapter 1- Section 1
Transparencies: Major Fields that
Contribute to Environmental
Science
Chapter 1 Resource File: Science
and the Environment
Hunter-gatherer Lifestyle
Information
http://museums.ncl.ac.uk/flint/archh
unt.html
Additional Activities:
How are environmental
problems classified?
4.
Department of Teaching & Learning ©2008

Hunter-gatherer Lifestyle
http://www.wsu.edu/gened/learnmodules/top_agrev/3-Hunting-andGathering/hunt-gathering1.html

Agricultural Revolution
http://www.wsu.edu/gened/learnmodules/top_agrev/4Agriculture/agriculture1.html
(NPS) Classify environmental problems
into three major categories.
14
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How does the law of Supply
and Demand influence
environmental policy?
How does sustainability affect
the development of the
environment?
5.
(NPS) Explain how the Law of Supply and
Demand drives environmental issues.
6.
(NPS) List 3 Differences between
Developed and Developing countries.
7.
(EOC-TS) Describe how sustainability can
be achieved and explain why it is a
primary goal of environmental science.
Text Activities:









TE: Group Activity, p. 16
SE: Pre-Reading Activity, p. 4
TE: Interpreting Statistics, p. 17
TE: Reading Skill Builder, p. 17
SE: Math Practice, p. 17
TE: Using the Figure, pp. 18,19
TE: Inclusion Strategies, p. 18
SE: Exploration Lab, pp. 28, 29
SE: Making a Difference, pp. 30, 31


Chapter 1 – Section 2
Chapter 1 Resource File: Science
and the Environment
Additional Activities:

Department of Teaching & Learning ©2008
The Sustainability Kit
http://www.environmentaldefense.o
rg/documents/1247_ESK.pdf
15
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What is the scientific method
and how is it used?
Why is the correlation method
useful to investigation and what
are its limitations?
8.
(EOC-TS) List and describe the steps of
the scientific method.
9.
(EOC-TS) Analyze the essential parts of a
good experiment.
10.
(NPS) Define correlation and explain why
correlation is useful.
11.
(NPS) Describe how scientists study
subjects in which experiments are not
possible.
Text Activities:








Additional Activities:





Department of Teaching & Learning ©2008
TE: Using the Figure, p. 32
SE: Pre-Reading Activity, p. 32
SE: Case Study, p. 35
TE: Skill Builder, p. 35
TE: Group Activity, p. 36
TE: Using the Figure, p. 37
TE: Inclusion Strategies, p. 38
TE: Alternative Assessment, p. 39





Chapter 2–Section 1
Transparencies: John Snows
Cholera Spot Map
Chapter 2 Resource File: Tools of
Environmental Science
Experiment Variables
http://www.lessonplansinc.com/scie
nce.php/biology/detail/experiment_
variables/
Scientific Modeling
http://www.nas.nasa.gov/About/Edu
cation/Ozone/modeling.html
Scientific Method activity
http://www.scienceteacherprogram.
org/genscience/AMeyer05.html
Scientific Method Activity
http://www.lessonplansinc.com/scie
nce.php/biology/detail/scientific_me
thod_activity/
Scientific Method Lab
http://www.lessonplansinc.com/scie
nce.php/biology/detail/scientific_me
thod_senses_lab/
Design an experiment
http://www.longwood.edu/cleanva/i
mages/sec6.designexperiment.pdf
Experimental Design Lab
http://www.lessonplansinc.com/scie
nce.php/biology/detail/slime_lab/
16
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How is experimental data
analyzed and interpreted?
What is the metric system and
why it an international
standard of measurement?
12.
13.
14.
(EOC-TS) Appropriately interpret,
construct, and label a bar graph, line graph,
and circle graph according to the data
provided.
(NPS) Describe the measurement system
used by most scientists.
Text Activities:


Additional Activities:


(NPS) Perform calculations and
conversions using the metric system.


Department of Teaching & Learning ©2008
SE: Graphing Skills Appendix, pp.
623, 624


Formulating Hypotheses &
Graphing Skills
http://www.accessexcellence.org/A
E/ATG/data/released/0076PeggyWelch/description.php
SI Prefixes
http://www.lessonplansinc.com/scie
nce.php/biology/detail/si_prefixes/
SI Measurements
http://www.lessonplansinc.com/scie
nce.php/biology/detail/si_measurem
ents/
Chapter 2 – Section 2
Chapter 2 Resource File: Tools of
Environmental Science
Graphing Skills
http://go.hrw.com/resources/go_sc/
mc/HK1PE835.PDF
SI Conversion Chart
http://go.hrw.com/resources/go_sc/h
st/HP1PE729.PDF
17
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Stand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How do scientists use statistics
to analyze data?
How do scientists use models to
analyze data?
15.
(NPS) Explain the importance of statistics
to scientists.
16.
(NPS) Analyze the effect of the size of a
statistical sample on the validity of
experiment.
17.
(NPS) Differentiate between the types of
models commonly used by scientists.
18.
(NPS) Explain the conditions under which
one model may be selected over another.
Department of Teaching & Learning ©2008
Text Activities:





SE: Graphic Organizer, p. 41
SE: Math Practice, p. 42
TE: Activity, p. 42
TE: Skill Builder, p. 43
TE: Alternate Assessment, p. 46



Chapter 2–Section 2
Transparencies: Size Distribution
of Dwarf Wedge Mussels
Chapter 2 Resource File: Tools of
Environmental Science
Additional Activities:

Hyper-fishing Statistics Game
http://www.statgames.ucr.edu/Hype
rfishing/game.html
18
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
Why is a decision-making
model helpful for making
environmental decisions?
19.
(NPS) Describe the four steps in a simple
environmental decision-making model.
Text Activities:




TE: Skill Builder, p. 47
TE: Discussion, p. 47
SE: Case Study, pp. 48, 49
TE: Inclusion Strategies, p. 49


Chapter 2–Section 3
Chapter 2 Resource File: Tools of
Environmental Science
Additional Activities:


Department of Teaching & Learning ©2008
SciLinks: Decision Making
www.scilinks.org code: HE80525
Decision-Making Model Activity
http://www.woodrow.org/teachers/b
i/1992/ecologyanddecision.html
19
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
interdependent
affected
by human
activity
natural
phenomena.
Strand A1: Distinguish naturally
occurringcomponents
processes from
those believed
to have
been and
modified
by human
interaction or activity.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What makes life possible in the
Biosphere?
20.
(EOC-TS) Define and describe elements of
the biosphere.
21.
(EOC-TS) Explain the difference between
open and closed systems.
Text Activities:



Chapter 3–Section 3 pp. 84-85
TE: Biology Connection, p. 84
TE: Alternative Assessment, p. 86
Additional Activities:

Department of Teaching & Learning ©2008
Creating a Biosphere
http://www.usoe.k12.ut.us/CURR/S
cience/sciber00/8th/energy/sciber/bi
ospher.htm
20
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What elements comprise an
ecosystem?
Why might an organism
become threatened by habitat
destruction?
22.
(EOC-TS) Distinguish between the biotic
and abiotic factors in an ecosystem.
23.
(NPS) Identify the levels of organization
that ecologists study.
24.
(EOC-TS) Explain the relationship
between organisms and their habitats.
Text Activities:






TE: Using the Figure, p. 98
SE: Pre-Reading, p. 98
TE: Activity, p. 99
TE: Demonstration, p. 100
TE: Using the Figure, p. 101
TE: Alternative Assessment, p. 102



Chapter 4–Section 1
Transparency: Levels of
Ecological Organization
Chapter Resource 4 File: The
Organization of Life
Additional Activities:



Department of Teaching & Learning ©2008
Design an Ecosystem
http://www.accessexcellence.org/A
E/ATG/data/released/0079KarinWesterling/description.php
Abiotic and Biotic Factors
Activities
http://www.uen.org/Lessonplan/pre
view.cgi?LPid=1997
How Evolution Works Activities
http://www.pbs.org/wgbh/evolution/
educators/lessons/lesson4/teach.htm
l
21
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How does natural selection
drive evolution?
How could a population of
insects develop resistance to
pesticides and what are the
consequences of that
resistance?
25.
(NPS) Define evolution.
26.
(EOC-TS) Apply natural selection to
changes in the inherited characteristics of a
population.
27.
(NPS) Describe the steps by which a
population of insects becomes resistant to a
pesticide.
Department of Teaching & Learning ©2008
Text Activities:






TE: Group Activity, pp. 103, 104
SE: Case Study, pp. 104, 105
SE: Math Practice, p. 106
TE: Demonstration, p. 106
SE: Field Activity, p. 107
TE: Alternative Assessment, p. 107




Chapter 4–Section 2
Transparencies: The Evolution of
Thicker Fur in a Deer Population;
The Evolution of Pesticide
Resistance
Chapter 4 Resource File: The
Organization of Life
Pesticide Resistance
http://entweb.clemson.edu/pesticid/I
ssues/pestrest.pdf
22
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How do producers and
consumers obtain and process
energy from the sun?
28.
29.
30.
(EOC-TS) Describe how energy is
transferred from the sun to producers and
then to consumers.
(EOC-TS) State the overall equation for
photosynthesis and recognize
photosynthesis as essentially the reverse of
cellular respiration.
(EOC-TS) Explain why each step in a food
web or a food chain is called a trophic
level.
Text Activities:









TE: Using the Figure, p. 124
SE: Pre-Reading Activity, p. 124
TE: Identifying Preconception, p.
125
TE: Using the Figure, p. 126
SE: Math Practice, p. 127
TE: Group Activity, p. 127
TE: Skill Builder, p. 127
TE: Demonstration, p. 128
SE: Case Study, pp. 128, 129



Chapter 5–Section 1
Transparencies: A Food Chain; A
Food Web
Chapter 5 Resource File: How
Ecosystems Work
Additional Activities:




Department of Teaching & Learning ©2008
Photosynthesis and Respiration
Activities http://www.theaps.org/education/k12curric/activiti
es/pdfs/carswell.pdf
Food Chains and Webs
http://www.vtaide.com/png/foodcha
ins.htm
Create a Food Chain
http://perso.orange.fr/prof.danglais/
animations/foodchain/chainreaction.
swf
Food Webs and Trophic Levels
http://www.accessexcellence.org/A
E/ATG/data/released/0313GreenspanBradley/description.php
23
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How is water cycled through
ecosystems?
31.
(EOC-TS) Explain the three major
processes in the water cycle.
Text Activities:


32.
How is matter cycled through
living and nonliving parts of an
ecosystem?
(EOC-TS) Evaluate the efficiency of
energy transfer among organisms in an
ecosystem.
33.
(EOC-TS) Describe the short-term and
long-term process of the carbon cycle.
34.
(EOC-TS) List the three stages of the
nitrogen cycle.
35.
(EOC-TS) Describe the role that nitrogenfixing bacteria play in the nitrogen cycle.
36.
(EOC-TS) Explain how the excess use of
fertilizer can affect the nitrogen and
phosphorus cycles.
How are nutrients important in
living systems?


Chapter 5–Section 2
Transparencies: The Carbon
Cycle; The Nitrogen Cycle; The
Phosphorus Cycle
Chapter 5 Resource File: How
Ecosystems Work
Nitrogen Cycle
http://www.backyardnature.net/econ
itro.htm
TE: Group Activity, p. 130
TE: Inclusion Strategies, p. 130
TE: Skill Builder, p. 130
TE: Alternative Assessment, p. 131
TE: Activity, p. 132
TE: Quick Lab, p. 133
TE: Using the Figure, p. 134
TE: Activity, p. 134
TE: Alternative Assessment, p. 136


Additional Activities:



Department of Teaching & Learning ©2008
Chapter 3 – Section 3, pp. 77
TE: Demonstration, p. 77
TE: Inclusion Strategies, p. 77
Text Activities:










The Water Cycle
http://ga.water.usgs.gov/edu/waterc
ycle.html
The Carbon Cycle
http://users.rcn.com/jkimball.ma.ultr
anet/BiologyPages/C/CarbonCycle.
html
The Nitrogen Cycle
http://users.rcn.com/jkimball.ma.ultr
anet/BiologyPages/N/NitrogenCycle
.html
24
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How does primary succession
differ from secondary
succession?
37.
38.
What is an example of primary
succession in a city?
(NPS) List and describe two types of
ecological succession.
(NPS) Explain how a pioneer species
contributes to ecological succession.
How do humans contribute to
ecological succession?
Text Activities:









TE: Bellringer, p. 137
TE: Discussion, p. 137
SE: Graphic Organizer, p. 137
SE: Case Study, pp. 138, 139
TE: Skill Builder, pp. 138, 139
TE: Activity, p. 140
SE: Field Activity, p. 140
TE: Alternative Assessment, p. 141
TE: Alternative Assessment, p. 142




Chapter 5–Section 3
Transparency: Secondary
Succession: Old-Field Succession
Chapter 5 Resource File: How
Ecosystems Work
Ecological Succession Information
http://library.thinkquest.org/17456/s
uccession1.html
Additional Activities:

Department of Teaching & Learning ©2008
Stages of Ecological Succession
Worksheet
http://www.nclark.net/Succession.d
oc
25
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How does climate determine
which organisms can thrive in a
certain biome?
39.
(NPS) Explain how temperature and
precipitation determine which organisms
thrive in an area.
Text Activities:




TE: Using the Figure, pp. 152, 154
SE: Pre-Reading Activity, p. 152
TE: Bellringer, p. 153
TE: Alternative Assessment, p. 155



Chapter 6–Section 1
Transparency: Temperature vs.
Precipitation
Chapter 6 Resource File: Biomes
Additional Activities:

Department of Teaching & Learning ©2008
Plants and Climate
http://www.atmosphere.mpg.de/enid
/basics/1__Plants_and_climate_260.
html
26
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What are the different types of
forest biomes?
40.
(NPS) List and describe the characteristics
of the forest biomes.
How are the various forest
biomes being affected by
human activities?
41.
(EOC-TS) Name two major threats to the
world’s forest biomes.
Text Activities:












TE: Bellringer, p. 156
TE: Group Activity, p. 157
TE: Demonstration, p. 157
TE: Activity, p. 159
TE: Activity, p. 160
TE: Cultural Awareness, p. 160
SE: Case Study, pp. 160, 161
TE: Inclusion Strategies, p. 161
TE: Activity, p. 163
TE: Group Activity, p. 163
TE: Skill Builder, p. 163
TE: Alternative Assessment, p. 164






Chapter 6–Section 2
Transparency: Biomes of the
World
Chapter 6 Resource File: Biomes
The World’s Biomes
http://www.ucmp.berkeley.edu/exhi
bits/biomes/index.php
Major Biomes of the World
http://www.runet.edu/~swoodwar/C
LASSES/GEOG235/biomes/main.ht
ml
Earth Observatory
http://earthobservatory.nasa.gov/La
boratory/Biome/bioconiferous.html
Additional Activities:

Department of Teaching & Learning ©2008
Eco-Tour/Biome Studies
http://www.accessexcellence.org/A
E/ATG/data/released/0270KarenGoldman/description.php
27
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What are the different types of
non-forest biomes?
42.
43.
(NPS) Compare and contrast the
grassland, chaparral, desert, and tundra
biomes.
(NPS) Identify threats to grassland,
chaparral, desert and tundra biomes.
Department of Teaching & Learning ©2008
Text Activities:















TE: Bellringer, p. 165
TE: Discussion, p. 166
TE: Activity, p. 167
SE: Quick Lab, p. 168
TE: Skill Builder, p. 169
TE: Inclusion Strategies, p. 169
SE: Field Activity, p. 171
TE: Activity, p. 172
TE: Internet Activity, p. 171
TE: Debate, p. 171
SE: Graphic Organizer, p. 172
SE: Math Practice, p. 173
TE: Alternative Assessment, p. 174
SE: Exploration Lab, pp. 180, 181
SE: Making a Difference, pp. 182,
183



Chapter 6–Section 3
Transparencies: Biome
Climatogram A; Biome
Climatogram B
Chapter 6 Resource File: Biomes
28
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
Why are freshwater and marine
ecosystems ecologically
important?
44.
45.
(NPS) Describe the factors that determine
where an organisms lives in an aquatic
ecosystem.
(NPS) Describe two environmental
functions of wetlands.
Text Activities:







TE: Using the Figure, p. 184
SE: Pre-Reading Activity, p. 184
TE: Skill Builder Reading, p. 187
TE: Skill Builder Writing, p. 187
TE: Math Practice, p. 189
TE: Reteaching, p. 190
TE: Alternative Assessment, p. 190







Department of Teaching & Learning ©2008
Chapter 7- Section 1
Transparencies: Freshwater
Wetlands in the U.S; Wetlands in
the U.S. 1780s vs. 1980s
Chapter 7 Resource File: Aquatic
Ecosystems
Importance of Wetlands
http://legacy.ncsu.edu/classes/nr400
001/gradpage/Wetland_Mitigation_
Home/wetland_importance.html
Wetlands
http://www.epa.gov/OWOW/wetlan
ds/vital/nature.html
Estuaries
http://www.estuaries.gov/about.html
Estuary Live
http://www.estuarylive.org/
29
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
Why are estuaries ecologically
important?
46.
(NPS) Explain why estuaries are very
productive ecosystems.
47.
(EOC-TS) Describe threats to coral reefs
and ocean organisms.
Text Activities:
















TE: Bellringer, p. 191
TE: Identify Preconceptions, p. 191
TE: Quick Lab, p. 192
TE: Demonstration, p. 192
SE: Case Study, pp. 192, 193
TE: Demonstration, p. 194
SE: Graphic Organizer, p. 195
TE: Inclusion Strategies, p. 195
TE: Group Activity, p. 196
SE: Field Activity, p. 196
TE: Reteaching, p. 197
TE: Quiz, p. 197
TE: Alternative Assessment, pp.
197, 198
SE: Skills Practice Lab, pp. 204,
205
SE: Maps in Action, p. 206
SE: Society & Environment, p. 207




Chapter 7–Section 2
Transparencies: The Formation of
Estuaries; Coral Reefs of the World
Chapter 7 Resource File: Aquatic
Ecosystems
Coral Reef Protection
http://www.epa.gov/owow/oceans/c
oral/index.html#what
Additional Activities:

Department of Teaching & Learning ©2008
Coral Reefs
http://oceanworld.tamu.edu/students
/coral/coral5.htm
30
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What are the properties of a
population?
48.
(NPS) Identify the levels of organization
that ecologists study.
49.
(NPS) Describe the size, density, and
dispersion of a population.
50.
(NPS) Describe exponential population
growth.
Text Activities:

How do changes in populations
affect ecosystems?
51.
(NPS) Explain how population sizes in
nature are regulated.
52.
(EOC-TS) Identify the interdependent
components of the environment.













TE: Using the Figure, pp. 210, 213,
214
SE: Pre-Reading Activity, p. 210
TE: Bellringer, p. 211
TE: Activity, p. 211
TE: Demonstration, p. 212
TE: Quick Lab, p. 212
TE: Discussion, p. 213
TE: Inclusion Strategy, p. 214
TE: Math Practice, p. 215
TE: Discussion, p. 215
TE: Skill Builder, p. 215
TE: Reteaching, p. 216
TE: Quiz, p. 216
TE: Alternative Assessment, p. 216






Chapter 8–Section 1
Review Chapter 4 p. 101-102
Transparencies: Population
Changes and Exponential Growth;
Population Changes and Carrying
Capacity
Chapter 8 Resource File:
Understanding Populations
Math in Daily Life: Population
Growth
http://www.learner.org/exhibits/dail
ymath/population.html
Math in Daily Life
http://www.learner.org/interactives/
dailymath/getpicture.html
Additional Activities:
.



Department of Teaching & Learning ©2008
Population Growth
http://www.k12science.org/curricul
um/popgrowthproj/activities.html
Population Dynamics of Duckweed
http://www.accessexcellence.org/A
E/ATG/data/released/0515TrumanHoltzclaw/description.php
Hunting Dilemma
http://www.accessexcellence.org/A
E/ATG/data/released/0254peggywelch/description.php
31
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How is it possible for different
species to have the same
habitat but not the same niche?
What determines how species
interaction is categorized?
53.
(NPS) Explain the differences between
niche and habitat.
54.
(NPS) Explain how a niche is essential to
species survival.
55.
(NPS) Describe parasitism, competition,
predation, commensalism, and symbiotic
interactions between species.
How do species coevolve?
Text Activities:













TE: Bellringer, p. 217
TE: Activity, p. 217
TE: Using the Figure, p. 218
TE: Group Activity, p. 218
SE: Graphic Organizer, p. 219
TE: Demonstration, p. 220
SE: Case Study, pp. 220, 221
TE: Using the Figure, p. 221
TE: Skill Builder, pp. 221, 222
TE: Quiz, p. 223
TE: Alternative Assessment, p. 223
TE: Skills Practice Lab, pp. 230,
231
TE: Points of View, pp. 232, 233




Chapter 8–Section 2
Transparencies: Types of Species
Interactions; Niche Restriction Due
to Competition
Chapter 8 Resource File:
Understanding Populations
From Niche to Biosphere
http://www.backyardnature.net/econ
iche.htm
Additional Activities:

Department of Teaching & Learning ©2008
Niche Activity
http://www.pbs.org/wgbh/nova/teac
hers/activities/2714_eden.html
32
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
Why does the human
population change over time?
56.
(NPS) Examine the four factors that
scientists use to predict human population
sizes.
57.
(NPS) Describe the four stages of the
demographic transition.
58.
(NPS) Predict population trends based on
age structure.
Text Activities:










SE: Pre-Reading Activity, p. 234
TE: Using the Figure, p. 234
TE: Bellringer, p. 235
TE: Skill Builder, p. 235
TE: Skill Builder Graphing, p. 236
SE: Math Practice, p. 237
TE: Activity, p. 238
TE: Inclusion Strategies, p. 238
TE: Using the Figure, p. 239
TE: Quiz, p. 240



Chapter 9–Section 1
Transparencies: Human
Population Over Time; Age
Structure Diagrams; The
Demographic Transition
Chapter 9 Resource File: The
Human Population
Additional Activities:


Department of Teaching & Learning ©2008
Human Population Distribution
http://www.globalchange.umich.edu
/globalchange2/current/lectures/hum
an_pop/human_pop.html
Human Population Growth –
Graphing
http://www.accessexcellence.org/A
E/ATG/data/released/0527JamesMariner/description.php
33
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What environmental and
economic problems are caused
by rapid human population
growth?
59.
(NPS) Discuss three problems caused by
rapid human population growth.
60.
(NPS) Compare human population growth
problems in more developed countries to
less developed countries.
61.
(NPS) Analyze strategies countries may
use to reduce their population growth.
Text Activities:













TE: Bellringer, p. 241
TE: Identifying Preconceptions, p.
241
SE: Graphic Organizer, p. 242
TE: Group Activity, p. 242
TE: Debate, p. 242
SE: Case Study, pp. 244, 245
TE: Inclusion Strategies, p. 245
TE: Group Activity, p. 246
TE: Interpreting Statistics, p. 246
TE: Alternative Assessment, p. 248
SE: Skills Practice Lab, pp. 254,
255
SE: Maps in Action, p. 256
SE: Society & Environment, p. 257
Additional Activities:

Department of Teaching & Learning ©2008






Chapter 9–Section 2
Transparencies: Total Fertility
Rate and Population Growth in the
U.S.; Fertility Rates and Female
Literacy in Africa; World Wide
Trends in Fertility
Chapter 9 Resource File: The
Human Population
Overpopulation Issues
http://www.globalissues.org/EnvIss
ues/Population.asp
Human Population – A Numbers
Game
http://www.globalissues.org/EnvIss
ues/Population/Numbers.asp
Population Control Programs –
China
http://countrystudies.us/china/34.ht
m
Earth Day Birthday Party
http://www.accessexcellence.org/A
E/ATG/data/released/0084CatherineRoss/description.php
34
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
Why is genetic diversity
important for the survival of a
species?
62.
(NPS) List and describe the three levels of
biodiversity.
What is the potential value of a
single species?
63.
(NPS) Define a keystone species.
64.
(NPS) Explain the significance of a
keystone species to an ecosystem.
Text Activities:


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
Additional Activities:
65.
(NPS) Explain four ways in which
biodiversity is important to ecosystems and
humans.

66.
(EOC-TS) Explain how humans attempt to
maintain balance within an ecosystem
through protection, conservation and
preservation of natural resources.

Department of Teaching & Learning ©2008
SE: Pre-Reading Activity, p. 258
TE: Discussion, p. 259
TE: Activity, p. 260
TE: Internet Activity, p. 261
TE: Alternative Assessment, p. 262


Biodiversity Activities
http://www.accessexcellence.org/A
E/ATG/data/released/0534KathyParis/description.php
Biodiversity Around Our School
http://www.accessexcellence.org/A
E/ATG/data/released/0325TrumanHoltzclaw/description.php


Chapter 10–Section 1
Transparencies: Known and
Estimated Numbers of Species on
Earth; Sea Otters as an Example of
Keystone Species
Chapter 10 Resource File:
Biodiversity
Why is Biodiversity Important?
http://isis.csuhayward.edu/alss/geog
raphy/mlee/envt2000/biodivf99.htm
Consequences of Loss of
Biodiversity
http://www.gcrio.org/CONSEQUE
NCES/vol3no1/biodiversity.html
The Significance of Biodiversity
http://serendip.brynmawr.edu/biolog
y/b103/f01/web1/trowbridge.html
35
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
Why should we be concerned
about threats and
endangerments to species?
How has human activity
impacted the Earth’s
biodiversity?
67.
(EOC-TS) Define and give examples of
endangered and threatened species.
68.
(EOC-TS) Describe several ways that
species are being threatened with
extinction globally.
69.
(EOC-TS) Explain which types of threats
are having the largest impact on
biodiversity.
70.
(NPS) Compare the amount of biodiversity
in the United States to that of the rest of
the world.










Text Activities:


TE: Bellringer, p. 263
TE: Homework, p. 263
TE: Group activity, p. 264
SE: Math Practice, p. 266
SE: Case Study, pp. 266, 267
TE: Using the Figure, p. 268
TE: Activity, p. 268
TE: Inclusion Strategies, p. 268
TE: Reteaching, p. 269

Additional Activities:

Endangered Species Newsletter
http://www.accessexcellence.org/A
E/ATG/data/released/0345EllynDaugherty/description.php





Department of Teaching & Learning ©2008
Chapter 10 –Section 2
Transparencies: Biodiversity and
Extinctions Over Geological Time;
Global Biodiversity Hotspots;
Species Known to be Threatened on
Extinction Worldwide
Chapter 10 Resource File:
Biodiversity
Endangered Species Basics
http://www.endangeredspecie.com/
U.S. Endangered Species
http://ecos.fws.gov/tess_public/
Endangered Species Protection
http://www.worldwildlife.org/specie
s/item9135.html
U.S. Biodiversity in Jeopardy
http://archives.cnn.com/2000/NAT
URE/03/17/biodiversity.enn/
Environmental Statistics – Country
Snapshots
http://unstats.un.org/unsd/environm
ent/Questionnaires/country_snapsho
ts.htm
Biodiversity Hotspots
http://www.biodiversityhotspots.org
/xp/Hotspots/
36
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How have humans attempted to
prevent species extinction?
What is the significance of the
Endangered Species Act?
Why have some species
protection efforts become
global?
71.
(EOC-TS) List and describe four types of
efforts to save individual species.
72.
(EOC-TS) Explain the advantages of
protecting entire ecosystems rather than
individual species.
73.
(EOC-TS) Describe the main provisions of
the Endangered Species Act.
74.
(EOC-TS) Describe three examples of
worldwide cooperative efforts to prevent
extinctions.
Department of Teaching & Learning ©2008
Text Activities:










TE: Bellringer, p. 270
TE: Group Activity, p. 270
SE: Graphic Organizer, p. 271
SE: Quick Lab, p. 272
TE: Discussion, p. 273
TE: Debate, p. 273
SE: Math Practice, p. 274
SE: Field Activity, p. 275
TE: Alternative Assessments, pp.
275, 276
SE: Making a Difference, pp. 284,
285






Chapter 10-Section 3
Transparency: Biodiversity and
Extinctions Over Geological Time
Chapter 10 Resource File:
Biodiversity
Organizations Protecting
Endangered Species
http://animals.about.com/cs/endange
red/a/endangered.htm
Benefits of Species Protection
http://www.panda.org/news_facts/n
ewsroom/index.cfm?uNewsID=637
00
The Endangered Species Act
http://www.nmfs.noaa.gov/pr/laws/e
sa/
37
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What factors impact a region’s
fresh water supply?
75.
(NPS) Describe the distribution of Earth’s
water resources.
76.
(NPS) Identify three sources of freshwater.
77.
(NPS) Explain why fresh water is one of
earth’s limited resources.
Text Activities:











SE: Pre-Reading Activity, p. 288
TE: Using the Figure, p. 288
TE: Bellringer, p. 289
TE: Demonstration, p. 289
TE: Interpreting Statistics, p. 290
TE: Group Activity, p. 291
TE: Discussion, p. 292
TE: Inclusion Strategy, p. 292
SE: Case Study, pp. 292,293
TE: Group Activity, p. 294
TE: Alternative Assessment, p. 295









Department of Teaching & Learning ©2008
Chapter 11-Section 1
Transparencies: Watersheds of the
World; Groundwater and the Water
Table
Chapter 11 Resource File: Water
Earth’s Water
http://ga.water.usgs.gov/edu/mearth.
html
Freshwater Information
http://www.theglobaleducationproje
ct.org/earth/fresh-water.php
Definition of Freshwater Resources
http://webworld.unesco.org/water/ih
p/publications/waterway/webpc/defi
nition.html
Freshwater Facts & Figures
http://www.idrc.ca/en/ev-34502201-1-DO_TOPIC.html
Groundwater and Surface Water
http://www2.ctic.purdue.edu/KYW/
Brochures/GroundSurface.html
Groundwater and Drinking Water
http://www.epa.gov/OGWDW/
38
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How does human society
consume the supply of fresh
water?
78.
How does potable water make
its way to your home?
79.
(NPS) Identify how water is used in
homes, in industry, and in agriculture.
Text Activities:


(EOC-TS) Explain how water is treated
and transferred so it can be used for
drinking.
How have humans attempted to
supply water to areas once
lacking fresh water?
80.
(EOC-TS) Describe how dams and water
diversion projects are used to manage
freshwater resources.
How does water conservation
impact the supply of drinkable
water?
81.
(EOC-TS) Identify five ways that water
can be conserved.













TE: Bellringer, p. 296
TE: Identifying Preconceptions, p.
296
TE: Interpreting Statistics, p. 297
TE: Skill Builder, p. 297
TE: Homework, p. 297
TE: Debate, p. 298
SE: Graphic Organizer, p. 298
TE: Activity, p. 299
TE: Skill Builder, p. 300
SE: Math Practice, p. 301
TE: Discussion, p. 301
TE: Skill Builder Reading p. 302
TE: Homework, p. 302
TE: Inclusion Strategies, p. 302
TE: Quiz, p. 303







Chapter 11-Section 2
Transparencies: Drinking-Water
Treatment; The Wastewater
Treatment Process
Chapter 11 Resource File: Water
Water Usage Maps
http://ga.water.usgs.gov/edu/mapgal
lery.html
Everything You Wanted To Know
About Drinking Water
http://www.cyber-nook.com/water/
Water Conservation Tips
http://www.earth911.org/master.asp
?s=lib&a=Water/WaterConservatio
n/waterconservation.inc
Urban Water Conservation
http://www.gdrc.org/uem/water/con
servation.html
Additional Activities:



Department of Teaching & Learning ©2008
Water Opinion Surveys
http://ga.water.usgs.gov/edu/sacsos.
html
Water Questionnaires
http://ga.water.usgs.gov/edu/sacsq.h
tml
Water Challenge Questions
http://ga.water.usgs.gov/edu/sacsc.h
tml
39
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Essential Questions
Instructional Objectives / Skills and
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How have human activities
impacted the quality of fresh
water?
82. (EOC-TS) Compare point-source
pollution and nonpoint source pollution.
83. (NPS) Describe the five classifications
of water pollutants.
84. (EOC-TS) Describe the major sources of
ocean pollution, and explain the effects
of pollution on ecosystems.
85. (EOC-TS) Explain why groundwater
pollution is difficult to clean up.
How does limiting nonpoint
sources of oil pollution help to
keep the oceans clean?
86. (EOC-TS) Describe six major laws
designed to improve water quality in the
United States.
What actions has the U.S.
government taken to protect
and improve water quality?
Text Activities:






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














Chapter 11-Section 3
Transparency: How Pollutants
Enter Groundwater
Chapter 11 Resource File: Water
Pollution Sources: Point and
Nonpoint
http://www.waterencyclopedia.com/
Po-Re/Pollution-Sources-Point-andNonpoint.html
Nonpoint Source Pointers Factsheet
http://epa.gov/owow/nps/facts/
Tutorial on Groundwater Pollution
http://www.mqtinfo.org/planninged
uc0020.asp
Ocean Pollution
http://library.thinkquest.org/CR0215
471/ocean_pollution.htm
Aquatic Ecosystems – Effects of
Pollution
http://www.ecologyactioncenter.org
/cleanwater/aquatic_ecosystems.shtml
Additional Activities:

Department of Teaching & Learning ©2008
TE: Bellringer, p. 304
TE: Discussion, p. 304
SE: Field Activity, p. 305
TE: Discussion, pp. 305, 306
TE: Homework, p. 307
TE: Activity, p. 309
SE: Math Practice, p. 310
TE: Using the Figure, p. 310
TE: Homework, p. 310
TE: Using the Figure, p. 311
TE: Group Activity, p. 312
TE: Demonstration, p. 312
TE: Skill Builder, p. 312
TE: Homework, p. 312
TE: Quiz, p. 313
TE: Alternative Assessment, p. 314
SE: Exploration Lab, pp. 320,321
SE: Points of View, pp. 322,323
TE: Internet Activity, p. 322


Water Pollution Sources
http://protectingwater.com/
40
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How has human activity
impacted air quality?
87.
(NPS) Distinguish between primary and
secondary pollutants and give examples of
each.
How does the air quality differ
in urban, suburban, and rural
areas?
88.
(NPS) Name and describe the two major
sources of air pollution in urban areas.
How are smog and thermal
inversion linked to air
pollution?
89.
(NPS) Describe the way in which smog
forms.
90.
(NPS) Explain the way in which a thermal
inversion traps air pollution.
Text Activities:










SE: Pre-Reading, p. 324
TE: Using the Figure, p. 324
TE: Discussion, p. 325
TE: Inclusion Strategies, p. 325
TE: Group Activity, p. 326
TE: Skill Builder, p. 326
TE: Math Practice, p. 328
TE: Group Activity, p. 328
TE: Quiz, p. 330
TE: Alternative Assessment, p. 330









Department of Teaching & Learning ©2008
Chapter 12- Section 1
Transparencies: The Formation of
Smog; Temperature Inversion
Chapter 12 Resource File: Air
EPA Air Pollution Site
http://www.epa.gov/ebtpages/air.ht
ml
Indoor Air Pollution
http://www.epa.gov/iaq/
Real Time Pollution Monitoring,
Newark
http://www.hazecam.net/newark.ht
ml
Current Air Quality, Newark
http://airnow.gov/index.cfm?action=
airnow.showlocal&CityID=165
Urban Air Pollution
http://www.worldbank.org/depweb/
english/beyond/beyondco/beg_10.p
df
Thermal Inversions and Smog
http://daphne.palomar.edu/calenviro
nment/smog.htm
41
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system .
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How is human health impacted
by air and noise pollution?
How does light pollution affect
the environment?
91.
(EOC-TS) Describe three short-term
effects and three long-term effects of air
pollution on human health.
92.
(EOC-TS) Explain what causes indoor air
pollution and how it can be reduced.
93.
(NPS) Explain the phenomenon of sickbuilding syndrome.
94.
(NPS) Describe three human health
problems caused by noise pollution.
95.
(NPS) Describe solutions to energy waste
caused by light pollution.
Department of Teaching & Learning ©2008
Text Activities:











TE: Bellringer, p. 331
TE: Discussion, p. 331
TE: Health Connection, p. 331
TE: Discussion, p. 332
SE: Case Study, pp. 332,333
TE: Group Activity, p. 333
TE: Using the Figure, p. 333
TE: Group Activity, p. 334
SE: Field Activity, p. 335
TE: Reteaching, p. 335
TE: Quiz, p. 335







Chapter 12- Section 2
Transparencies: Indoor Air
Pollutants; Light Sources
Chapter 12 Resource File: Air
Air Pollution and Human Health
http://www.ecology.org/biod/docs/s
uzuki/AirPollutionImpacts.html
Resources for Noise Pollution
http://www.ehponline.org/topic/nois
epol.html
Environmental Issues Articles Pollution
http://environment.about.com/od/po
llution/Environmental_Issues_Pollut
ion.htm
Light Pollution
http://www.astrosociety.org/educati
on/publications/tnl/44/lightpoll.html
42
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How do pollutants cause acid
precipitation?
96.
(NPS) Identify the causes of acid
precipitation.
What are the effects of acid
precipitation on ecosystems?
97.
(EOC-TS) Explain how acid precipitation
affects plants, soils, and aquatic
ecosystems.
98.
(EOC-TS) Describe three ways that acid
precipitation affects humans.
99.
(NPS) Describe ways that countries are
working together to solve the problem of
acid precipitation.
What global efforts have been
proposed to combat acid
precipitation?
Department of Teaching & Learning ©2008
Text Activities:










TE: Discussion, p. 336
SE: Graphic Organizer, p. 337
TE: Inclusion Strategies, p. 337
TE: Skill Builders, p. 338
SE: Quick Lab, p. 338
TE: Quiz, p. 339
TE: Alternative Assessment, p. 339
SE: Exploration Lab, pp. 346,347
SE: Maps in Action, p. 348
SE: Society & Environment, p. 349







Chapter 12- Section 3
Transparencies: The pH Scale;
How Acid Precipitation Forms; A
Global Look at Acid Precipitation
Chapter 12 Resource File: Air
Acid Rain Information
http://www.atmosphere.mpg.de/enid
/2f102d1e4fcd01a2ed200f195c1e10
06,0/more/3__Acid_Rain_3vo.html
EPA Acid Rain Site
http://www.epa.gov/acidrain/
How Acid Rain Affects Forests
http://www.ec.gc.ca/acidrain/
Asia’s Efforts to Control Acid Rain
http://www.china.org.cn/english/20
02/Feb/27381.htm
43
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand 2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity.
Essential Questions
Instructional Objectives / Skills and
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What is the function of the
Earth’s ozone layer?
How do chlorofluorocarbons
affect the ozone layer?
What human activities are
damaging the ozone layer?
What are the effects of
ultraviolet radiation?
100. (EOC-TS) Explain how the ozone layer
shields the Earth from much of the sun’s
harmful radiation.
101. (EOC-TS) Explain how
chlorofluorocarbons damage the ozone
layer.
Text Activities:






TE: Bellringer, p. 359
TE: Discussion, p. 359
TE: Activity, p. 360
TE: Inclusion, p. 361
TE: Quiz, p. 362
TE: Alternative Assessment, p. 362




102. (EOC-TS) Explain the process by which
the ozone hole forms.

103. (EOC-TS) Explain why the threat to the
ozone layer is still continuing today.

Chapter 13 –Section 2
Transparencies: CFCs and Ozone
Depletion; Ozone Depletion and UV
Radiation
Chapter 13 Resource File:
Atmosphere and Climate Change
Ozone Facts
http://www.epa.gov/ozone/science/s
c_fact.html
Ozone and Ozone Depletion
Information
http://environment.about.com/od/oz
onedepletio1/Environmental_Issues
_Ozone_Depletion.htm
Environmental Effects of Ozone
Depletion
http://www.ciesin.org/TG/OZ/o3dep
l.html
104. (NPS) Describe the damaging effects of
ultraviolet radiation.
Department of Teaching & Learning ©2008
44
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Essential Questions
Instructional Objectives / Skills and
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What is the Greenhouse Effect?
105. (EOC-TS) Explain why Earth’s
atmosphere is like the glass in a
greenhouse.
What factors influence the
amount of carbon dioxide in
our atmosphere?
106. (EOC-TS) Explain why the carbon dioxide
content of the atmosphere is increasing.
What would life be like in the
future if temperatures continue
to rise?
107. (EOC-TS) Identify one possible
explanation for the increase in average
global temperature.
Text Activities:










TE: Bellringer, p.363
TE: Demonstration, p. 363
TE: Internet Activity, pp. 364, 365
SE: Graphic Organizer, p. 367
SE: Case Study, pp. 354, 355
TE: Group Activity, p. 367
TE: Skill Builder, p. 368
TE: Quiz, p. 369
TE: Alternative Assessment, p. 369
TE: Inquiry Lab, pp. 376, 377
Additional Activities:

Department of Teaching & Learning ©2008
Global Warming: Causes, Effects
and Solutions
http://environment.about.com/od/gl
obalwarming/u/globalwarming.htm







Chapter 13 – Section 3
Transparencies: How the
Greenhouse Effect Works; Increase
in Atmospheric Carbon Dioxide
1958-2005; The Global
Temperature Record
Chapter 13 Resource File:
Atmosphere and Climate Change
Climate Change Information
http://www.epa.gov/climatechange/
Global Warming Information
http://www.globalwarming.org/gw1
01
New York Times Articles
http://topics.nytimes.com/top/news/
science/topics/globalwarming/index
.html?inline=nyt-classifier
Guide to An Inconvenient Truth
http://www.climatecrisis.net/
45
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Essential Questions
Instructional Objectives / Skills and
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How do humans use land?
108. (NPS) Distinguish between urban and rural
land.
109. (NPS) Compare the use of land resources
in urban and rural areas.
Department of Teaching & Learning ©2008
Text Activities:






TE: Pre-Reading Activity, p. 380
TE: Using the Figure, p. 380
TE: Bellringer, p. 381
TE: Activity, p. 381
TE: Math Practice, p. 383
TE: Alternative Assessment, p. 383





Chapter 14- Section 1
Transparency: Urban vs. Rural
Populations by World Region
Chapter 14 Resource File: Land
World Land Use Article
http://www.news.wisc.edu/11357.ht
ml
Defining Rural America
http://www.ers.usda.gov/AmberWa
ves/June08/Features/RuralAmerica.
htm
46
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Essential Questions
Instructional Objectives / Skills and
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How does urban crisis lead to
urban sprawl?
110. (NPS) Differentiate between urban sprawl
and suburban sprawl.
111. (NPS) Explain how urban sprawl affects
the environment.
112. (NPS) Describe the urban crisis, and
proffer solutions.
How do people use the
geographic information system
as a tool for land-use planning?
Text Activities:








TE: Bellringer, p. 384
TE: Activity, p. 385
TE: Group Activity, p. 385
SE: Field Activity, p. 385
TE: Using the Figure, p. 387
TE: Discussion, p. 387
TE: Quiz, p. 388
TE: Alternative Assessment, p. 388





Chapter 14- Section 2
Chapter 9 p. 243
Chapter 14 Resource File: Land
Urban sprawl Article
http://www.converge.org.nz/pirm/sp
rawl.htm
Heat-island Effect
http://www.epa.gov/heatisland/
113. (NPS) Explain how open spaces provide
urban areas with environmental benefits.
Department of Teaching & Learning ©2008
47
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Essential Questions
Instructional Objectives / Skills and
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What is the importance of
preserving farmland?
114. (EOC-TS) Explain the benefits of
preserving farmland.
How does rangeland become
degraded?
115. (EOC-TS) Describe two ways that
rangeland can be managed sustainably.
What effect does deforestation
have upon the earth?
116. (EOC-TS) Describe the environmental
effects of deforestation.
How can we offset the effects of
deforestation?
117. (NPS) Describe some methods of
reforestation.
Why are parks and wilderness
areas beneficial to humans and
other organisms?
118. (NPS) Explain the function of parks and of
wilderness areas.
Department of Teaching & Learning ©2008
Text Activities:









TE: Bellringer, p. 389
TE: Discussion, p. 389
SE: Graphic Organizer, p. 390
SE: Quick Lab, p. 391
SE: Case Study, pp. 392,393
TE: Inclusion Strategies, p. 393
TE: Quiz, p. 395
SE: Inquiry Lab, pp. 402, 403
SE: Making a Difference, pp. 404,
405





Chapter 14 – Section 3
Chapter 14 Resource File: Land
Farmland Preservation in NJ
http://www.nj.gov/agriculture/sadc/f
armpreserve/
Deforestation Information
http://www.bcb.uwc.ac.za/Envfacts/
facts/deforestation.htm
Deforestation in the Amazon
http://www.mongabay.com/brazil.ht
ml
48
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity.
Essential Questions
Instructional Objectives / Skills and
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What factors contribute to
malnutrition?
119. (NPS) Identify and explain the major
causes of malnutrition.
What can be done to increase
food productivity and
distribution?
120. (NPS) Compare the environmental costs
of producing different types of food.
121. (NPS) Explain the importance of the green
revolution.
Text Activities:








SE: Pre-Reading Activity, p. 406
TE: Using the Figure, pp. 406, 408
TE: Bellringer, p. 407
SE: Math Practice, p. 409
TE: Discussion, p. 409
TE: Skill Builder, p. 410
TE: Quiz, p. 411
TE: Alternative Assessment, p. 411








Department of Teaching & Learning ©2008
Chapter 15 – Section 1
Transparency: World Green
Production vs. Green Production
per Person
Chapter 15 Resource File: Food
and Agriculture
Causes of Malnutrition
http://www.malnutrition.org/malnut
rition.html
The Hamburger and Hunger
Editorial
http://www.ithaca.edu/ithacan/articl
es/0404/01/opinion/2eating_chees.h
tm
Food by the Mile
http://www.mcspotlight.org/media/r
eports/foodmiles.html
Local Food Greener than Organic
http://news.bbc.co.uk/2/hi/science/n
ature/4312591.stm
Livestock’s Threat to the
Environment
http://www.fao.org/newsroom/en/ne
ws/2006/1000448/index.html
49
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Essential Questions
Instructional Objectives / Skills and
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What methods are used to
protect and manage topsoil?
122. (NPS) Compare and contrast traditional
and modern agricultural techniques.
123. (EOC-TS) Describe the need for soil
conservation.
What effects do pesticides have
on ecosystems?
124. (NPS) Explain the benefits and
environmental impacts of pesticide use.
Text Activities:









TE: Identify Preconception, p. 412
TE: Group Activity, p. 413
TE: Using the Figure, p. 414
TE: Activity, p. 415
TE: Group Activity, p. 418
TE: Homework, p. 418
TE: Activity, p. 419
TE: Debate, p. 421
TE: Quiz, p. 422





Additional Activities:
125. (NPS) Discuss the hazards of DDT usage.

Is it necessary to label
genetically modified food for
identification?
126. (NPS) Explain how genetic engineering is
used in agriculture.
Department of Teaching & Learning ©2008

Soil Conservation
http://www.nrcs.usda.gov/feature/ed
ucation/squirm/skQ13.html
Genetically Modified Foods Lesson
& Activity
http://www.pbs.org/now/printable/cl
assroom_genes_print.html

Chapter 15 – Section 2
Transparencies: The Steps of
Integrated Pest Management;
Engineering Plant Resistance to
Insect Pests
Chapter 15 Resource File: Food
and Agriculture
History of American Farming
Machinery & Techniques
http://inventors.about.com/library/in
ventors/blfarm1.htm
A History of American Agriculture
http://www.agclassroom.org/gan/ti
meline/index.htm
Report on Genetically Engineered
Crops
http://members.tripod.com/c_rader0
/gemod.htm
50
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Essential Questions
Instructional Objectives / Skills and
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How is overharvesting affecting
the ocean’s animal population?
127. (EOC-TS) Explain how overharvesting
affects the supply of aquatic organisms
used for food.
128. (NPS) Discuss alternatives to current
seafood harvesting practices.
What is aquaculture?
129. (EOC-TS) Describe the current role of
aquaculture in providing seafood.
How is the growing of livestock
and food crops essential to
man’s survival?
130. (NPS) Describe the importance of
livestock in providing food and other
products.
Department of Teaching & Learning ©2008
Text Activities:









TE: Bellringer, p. 423
TE: Inclusion Strategies, p. 423
SE: Case Study, p. 424
SE: Graphic Organizer, p. 425
TE: Group Activity, p. 425
TE: Using the Table, p. 426
TE: Reteaching, p. 427
TE: Quiz, p. 427
SE: Points of View, pp. 436, 437




Chapter 15- Section 3
Chapter 15 Resource File: Food
and Agriculture
Aquaculture vs. Capture Fishing
http://www7.taosnet.com/platinum/
data/environment/environment.html
Aquaculture Environmental Impact
http://www.providence.edu/polisci/s
tudents/aquaculture/EnvironmentalI
mpact.html
51
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Essential Questions
Instructional Objectives / Skills and
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What determines fuel prices?
131. (NPS) List five factors that influence the
value of a fuel.
How does energy consumption
compare in the developed
countries compared to
developing countries?
132. (NPS) Identify patterns of energy
consumption and production in the world
and in the United States.
How has man’s reliance on
fossil fuels impacted both the
economy and the environment?
133. (NPS) Explain how fossil fuels form and
how they are used.
What determines the suitability
of a fuel?
134. (NPS) Compare the advantages and
disadvantages of using different fossilfuels.
Department of Teaching & Learning ©2008
Text Activities:

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











SE: Pre-Reading Activity, p. 466
TE: Using the Figure, p. 466
TE: Bellringer, p. 467
TE: Discussion, p. 467
TE: Skill Builder, p. 468
SE: Quick Lab, p. 469
TE: Skill Builder, p. 469
TE: Interpreting Statistics, p. 469
TE: Graphic Organizer, p. 470
TE: Group Activity, p. 470
TE: Interpreting Statistics, p. 471
TE: Inclusion Strategies, p. 471
TE: Ecology Connection, p. 471
SE: Case Study, pp. 472, 473
TE: Demonstration, p. 473
TE: Homework, p. 473
SE: Math Practice, p. 474
TE: Quiz, p. 475








Chapter 17– Section 1
Chapter 17 Resource File:
Nonrenewable Energy
How Gas Prices Work
http://www.howstuffworks.com/gas
-price.htm
Energy Information
http://eia.doe.gov/
Country Energy Profiles
http://tonto.eia.doe.gov/country/inde
x.cfm
Fossil Fuel Formation
http://www.usoe.k12.ut.us/CURR/S
cience/sciber00/8th/energy/sciber/fu
el.htm
Fossil Fuel Formation
http://www.fossil.energy.gov/educat
ion/energylessons/coal/gen_howfor
med.html
Energy Sources
http://library.thinkquest.org/C01108
81/energy_en.html
52
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand A1: Distinguish naturally occurring processes from those believed to have been modified by human interaction or activity.
Essential Questions
Instructional Objectives / Skills and
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
Is nuclear energy a practical
energy alternative?
135. (NPS) List three advantages and three
disadvantages of nuclear energy.
Text Activity:



Department of Teaching & Learning ©2008
TE: Discussion, p. 478
TE: Quiz, p. 479
TE: Alternative Assessment, p. 479



Chapter 17 - Section 2
Chapter 17 Resource File:
Nonrenewable Energy
Nuclear Energy Pros & Cons
http://www.smh.com.au/news/natio
nal/nuclear-power-pros-andcons/2005/09/09/1125772675462.ht
ml
53
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What are the advantages and
disadvantages of renewable
energy?
How is biomass being used to
replace fossil fuels?
136.
(NPS) List and describe six forms of
renewable energy, and compare their
advantages and disadvantages.
137. (NPS) Explain the differences in biomass
fuel use between developed and
developing nations.
Text Activities:








SE: Pre-Reading Activity, p. 490
TE: Using the Figure, p. 490
SE: Case Study, pp. 492,493
TE: Inclusion Strategy, p. 492
SE: Field Activity, p. 496
TE: Homework, p. 497
TE: Activity Alternative Energy, p.
498
SE: SciLinks, p. 499




Chapter 18- Section 1
Transparencies: How Hydropower
Works; Geothermal Energy and
Geothermal Heat Pumps
Chapter 18 Resource File:
Renewable Energy
Alternative Energy Pros & Cons
http://ezinearticles.com/?SomePros-And-Cons-Of-The-MostPopular-Forms-Of-AlternativeEnergy&id=422952
Additional Activities:

Department of Teaching & Learning ©2008
Biomass Energy
http://www.eia.doe.gov/kids/energy
facts/sources/renewable/biomass.ht
ml
54
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Instructional Objectives / Skills and
Essential Questions
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What new sources of energy are
being used to produce
electricity?
138. (NPS) Describe three alternative energy
technologies.
139.
What is the relationship
between energy conservation
and energy efficiency?
(NPS) Explain the difference between
energy efficiency and energy conservation.
How are hybrid cars energy
efficient?
What can you do to reduce your
energy consumption?
What are the advantages of
using hydrogen as a fuel
source?
140. (EOC-TS) Identify three ways that you can
conserve energy in your daily life.
141. (NPS) Identify two reasons why hydrogen
could be used as a fuel source in the future.
Text Activities:













TE: Bellringer, p. 500
TE: Identifying Preconceptions, p.
500
TE: Homework, p. 500
TE: Discussion, p. 501
SE: Quick Lab, p. 502
TE: Demonstration, p. 503
SE: Math Practice, p. 504
SE: Graphic Organizer, p. 504
TE: Quiz, p. 505
TE: Alternative Assessment, p. 505
SE: Inquiry Lab, p. 512
SE: Maps in Action, p. 514
SE: Society & Environment, p. 515







Additional Activities:


Energy Conservation Information &
Activities
http://www.epa.gov/reg5rcra/wptdiv
/p2pages/energy.pdf

Department of Teaching & Learning ©2008
Chapter 18 – Section 2
Transparencies: Tidal Power and
OTEC; Fuel Cells and Hybrid Cars;
Wind Power in the U.S.
Chapter 18 Resource File:
Renewable Energy
Alternative Electrical Generation
http://www.aesenergy.net/elec_gene
ration.html
Hydrogen Fuel Information
http://www.commutercars.com/h2
Hydrogen Fuel Information
http://www.whitehouse.gov/news/re
leases/2003/02/20030206-2.html
Hydrogen Fuel Information
http://wwwformal.stanford.edu/jmc/progress/hy
drogen.html
Energy Efficient Transportation
Article
http://www.conservationcenter.org/a
ssets/docs/AlternativeEnergyEfficie
ntTransportation.pdf
Energy Costs & Conservation Facts
http://earth911.org/energy/energycosts-and-conservation-facts/
55
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Essential Questions
Instructional Objectives / Skills and
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
Why is it important to make
biodegradable goods?
142. (NPS) Name one characteristic that makes
a material biodegradable.
Where does your trash go when
you throw it away?
143. (NPS) Identify two types of solid wastes
and their sources.
What environmental problems
caused by landfills?
144. (NPS) Describe how a modern landfill
works and name two environmental
problems caused by landfills.
Department of Teaching & Learning ©2008
Text Activities:

















SE: Pre-Reading Activity, p. 516
TE: Using the Figure, p. 516
TE: Bellringer, p. 517
TE: Inclusion Strategies, p. 517
TE: Interpreting Statistics, p. 518
TE: Skill Builder, p. 518
SE: Scilinks, p. 518
TE: Discussion, p. 519
SE: Math Practice, p. 520
TE: Interpreting Statistics, p. 520
TE: Real Life Connection, p. 520
TE: Activity, p. 521
TE: Debate, p. 522
TE: Skill Builder, p. 522
TE: Skill Builder Reading, p. 522
TE: Quiz, p. 523
TE: Alternative Assessment, p. 523






Chapter 19 –Section 1
Transparencies: Sanitary Landfills,
How Solid-Waste Incinerator Works
Chapter 19 Resource File: Waste
Article on Biodegradable Products
http://ezinearticles.com/?The-FactsAbout-BiodegradableProducts&id=781685
Solid Waste Disposal
http://www.epa.gov/msw/disposal.h
tm
Landfill Construction Simulation
http://www.umuc.edu/ade/bp/envm/
02-constr/constr.html
56
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity.
Essential Questions
Instructional Objectives / Skills and
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
Why is it important to reduce
the amount of waste you
produce?
145. (EOC-TS) Identify three ways you can
produce less waste.
146. (NPS) Identify three benefits of reducing
waste.
How are materials recycled?
147. (NPS) List the steps that an item must go
through to be recycled.
What is the role of degradable
plastic in the environment?
148. (NPS) Name one advantage and one
disadvantage to producing degradable
plastic.
Department of Teaching & Learning ©2008
Text Activities:







TE: Bellringer, p. 524
SE: Field Activity, p. 525
TE: Using the Figure, p. 525
SE: Case Study, pp. 526, 527
TE: Group Activity, p. 527
SE: Graphic Organizer, p. 528
TE: Quiz, p. 528





Additional Activities:


Making Recycled Paper Activity
http://earth911.org/forstudents/teachers/games-andactivities/learn-how-to-makerecycled-paper/
Chapter 19 – Section 2
Chapter 19 Resource File: Waste
Recycling in New Jersey
http://www.state.nj.us/dep/dshw/rec
ycling/index.html
Recycling
http://earth911.org/recycling/
Plastics Information Sheet
http://www.wasteonline.org.uk/reso
urces/InformationSheets/Plastics.ht
m
Advantages and Disadvantages of
Plasticulture
http://www.virtualsciencefair.org/20
04/kwol4s0/public_html/adv.dis.ht
m
57
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Essential Questions
Instructional Objectives / Skills and
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What makes waste material
hazardous?
149. (NPS) Name two characteristics of
hazardous waste.
How has the government tried
to control hazardous wastes?
150. (NPS)Describe one law that governs
hazardous waste.
How is hazardous waste
disposed?
151. (EOC-TS) Describe two ways to treat
hazardous waste safety.
Text Activities:












Department of Teaching & Learning ©2008
TE: Bellringer, p. 529
TE: Discussion, p. 529
TE: Quick Lab, p. 531
SE: Case Study, pp. 532, 533
TE: Demonstration, p. 532
TE: Internet Activity, p. 533
TE: Group Activity, p. 534
TE: Quiz, p. 535
TE: Alternative Assessment, p. 535
TE: Alternative Assessment, p. 536
SE: Skills Practice Lab, pp. 542,
543
SE: Points of View, pp. 544, 545






Chapter 19 – Section 3
Transparency: Hazardous-Waste;
Deep Well Injection
Chapter 19 Resource File: Waste
Hazardous Waste Information
http://www.epa.gov/osw/hazwaste.h
tm
Hazardous Products
http://www.govlink.org/hazwaste/ho
use/products/
Treatment, Storage and Disposal of
Hazardous Wastes
http://www.epa.gov/osw/tsds.htm
58
The Newark Public Schools 2008
Environmental Science
Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Essential Questions
Instructional Objectives / Skills and
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What pollutants pose the
greatest threat to human
health?
152. (NPS) List five pollutants, their sources,
and possible effects on human health.
153. (NPS) Explain how pollution can come
from both natural sources and human
activity.
What is the importance of
toxicology and epidemiology in
exploring the relationship
between pollution and public
health?
154. (NPS) Explain how scientists use
toxicology and epidemiology.
How does pollution affect
human health?
155. (NPS) Describe the relationship between
waste, pollution, and human health.
Department of Teaching & Learning ©2008
Text Activities:










TE: Pre-Reading Activity, p. 548
TE: Using the Figure, p. 548
TE: Bellringer, p. 549
TE: Skill Builder, p. 550
TE: Inclusion Strategies, p. 550
SE: Graphic Organizer, p. 551
SE: Field Activity, p. 553
SE: Math Practice, p. 554
SE: Case Study, pp. 554, 555
TE: Alternative Assessment, p. 556



Chapter 20 –Section 1
Chapter 20 Resource File: The
Environment and Human Health
Environment and Health Articles
http://environment.about.com/lr/env
ironment_and_health/164338/4/
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Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system.
Essential Questions
Instructional Objectives / Skills and
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What is the role of the
environment in the spread of
disease?
How do changes in the
environment affect the spread
of disease?
156. (NPS) Explain why the environment is an
important factor in the spread of disease.
157. (NPS) List two changes to the environment
that can lead to the spread of infectious
diseases.
Text Activities:










TE: Bellringer, p. 557
TE: Demonstration, p. 557
TE: Biology Connection, p. 557
SE: Quick Lab, p. 558
TE: Debate, p. 559
TE: Economics Connection, p. 560
TE: Alternative Assessments, pp.
561, 562
SE: Skills Practice Lab, pp. 568,
569
SE: Maps in Action, p. 570
SE: Society & Environment, p. 571



Chapter 20- Section 2
Chapter 20 Resource File: The
Environment and Human Health
Environmental Disruption &
Disease
http://www.zkea.com/archives/archi
ve04002.html
Additional Activities:

Department of Teaching & Learning ©2008
Cholera
http://www.cdc.gov/ncidod/dbmd/di
seaseinfo/cholera_g.htm
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Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Stand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity.
Essential Questions
Instructional Objectives / Skills and
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
What is meant by
sustainability?
158. (EOC-TS) Describe some of the
challenges to achieving sustainability.
What are some international
efforts to protect the
environment?
159. (NPS) Describe the Kyoto Protocol and
other major international meetings and
agreements relating to the environment.
What role does economics play
in environmental protection?
160. (EOC-TS) Explain how economics and
environmental science are related.
Department of Teaching & Learning ©2008
Text Activities:








SE: Pre-Reading Activity, p. 572
TE: Using the Figure, p. 572
TE: Discussion, p. 573
TE: Debate, p. 574
TE: Internet Activity, p. 575
SE: Case Study, pp. 576, 577
TE: Internet Activity, p. 577
TE: Inclusion Strategies, p. 577




Chapter 21- Section 1
Transparency: Major
International Environmental
Agreement
Chapter 21 Resource File:
Economics, Policy and the Future
Sustainability
http://www.epa.gov/region2/sustain
ability/index.html
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Standard 5.10.12 (Environmental Science)
All students will develop an understanding of the environment as a system of
interdependent components affected by human activity and natural phenomena.
Stand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity.
Essential Questions
Instructional Objectives / Skills and
Suggested Resources
Types of Research
Based
Activities and Assessments
Benchmarks (CPIs)
that could illustrate Objectives
How has the American attitude
towards the environment
changed over the past two
centuries?
161. (NPS) Describe two major developments
in the U.S. environmental history.
What government agencies are
involved in regulating the
environment?
162. (NPS) Give examples of three federal
agencies that have environmental
responsibilities.
How can citizens affect public
policy?
163. (NPS) Give an example of how citizens
can affect environmental policy at each
level of government – local, state, and
national.
Department of Teaching & Learning ©2008
Text Activities:









TE: Bellringer, p. 579
TE: Activity, p. 579
TE: History Connection, p. 580
TE: Internet Activity, p. 580
TE: Activity, p. 581
TE: Inclusion Strategies, p. 581
SE: Field Activity, p. 582
TE: Quiz, p. 583
SE: Making A Difference, pp. 596,
597








Chapter 21 – Section 2
Transparency: U.S. Agencies and
Environmental Laws
Chapter 21 Resource File:
Economics, Policy and the Future
Environmental Agencies
US Environmental Protection
Agency http://www.epa.gov/
NJ Department of Environmental
Protection
http://www.state.nj.us/dep/
Friends of the Earth International
http://www.foei.org/
Greenpeace International
http://www.greenpeace.org/internati
onal/
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APPENDICES
Appendix A -
Helpful Hints for Teachers
Appendix B -
Evaluation Criteria and Abbreviation Key
Appendix C -
Tips for Reducing Test Anxiety
Appendix D -
NJ Core Curriculum Content Standards- Science Technology Literacy/ Career Education, and Consumer,
and Family, and Life Skills National Technology Standards: Grades 9-12
Appendix E -
Changing Emphasis
Appendix F -
Holistic Scoring Guide (Generic Rubric)
Appendix G -
Multiculturalism in Mathematics, Science, and Technology
Appendix H -
Bloom’s Taxonomy & Higher Order of Learning
Appendix I -
Science Safety
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APPENDIX A
Helpful Hints for Teachers
Online Coding for Active Art: Please be aware that the coding for Active Art in the text is different for students and teachers. The student code will bring the student to a web site that
has a guided activity with questions for them to answer. The teacher code will bring to a web site that contains the answers to the student questions.
Teaching Resources: The Holt Environmental Science Teaching Series contains transparencies and chapter resource files for each chapter. Additional resources are listed on page 11 of
this document.
Investigative Project: An investigative project has been suggested in the curriculum guide. This project can be used for the science fair or for your other school functions. Please make
sure these projects are experimental in design.
Science Fair: The district science fair occurs each year. Please start thinking about a science fair project at the beginning of the year. There is usually a theme each year so check with
your DC before you start to work on it. Projects should be experimental/ investigative in nature and follow the scientific method. Try to avoid making models and research-based projects
that do not follow the scientific method.
In addition to the district science fair, there are many others that you can enter with your students. Below are some helpful links about science fairs and projects:




http://www.northwesternenergy.com/safety/educators/science_fair/science-intro.htm
http://www.sciencebuddies.org/mentoring/science-fairs.shtml
http://www.showboard.com/
http://www.accessexcellence.org/AE/ATG/data/released/0327-JudyWilliams/index.html
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APPENDIX B
Evaluation Criteria
The assessment of the student’s achievement in Environmental Science should be based on a variety of evaluative tools. Some suggestions are offered below.
There has been no weight assigned to the following tools. As the classroom teacher you are best equipped to assign weights to each item based on the composition and dynamics of your
classes. We suggest, however, that consideration be given to assigning a greater weight to formal tests. A well- constructed comprehensive test should give you a fairly accurate picture
of a students’ mastery of content as well as identify the areas of strength and weaknesses.
Suggested criteria for evaluation include, but are not limited to:
 Adherence to district-wide attendance policy
 Formal Tests and Quizzes
 Laboratory Performance
 Performance- based Assessments
 Special Projects
 Standardized Test Performance
 District-wide Mid-Term and Final
 Computer-assisted Assessments
 Writing Assignments
 Class Participation
Abbreviation Key
SE
EOC-TS
CPI
Student Edition
End-of-Course Biology Test Specifications
Cumulative Progress Indicator
Department of Teaching & Learning ©2008
TE
NPS
Teacher’s Edition
Newark Public Schools
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APPENDIX C
TIPS FOR REDUCING TEST ANXIETY
In order to reduce test anxiety, it is necessary for students to know all about the test. Nothing should be left to chance. The scope and format of the Environmental Science
Mid-term and Final Examinations are provided in the table below.
Things to Know
Topics covered in the test
Exact content of the test
Time limits of the test
If there is a penalty for guessing
Strategies for answering the questions
Good preparation in study skills
Mid-term
Final
Units 1- 3
 60 multiple choice questions; 4
of 7 open-ended questions; 1
prompt.
 2 hours
 No, but points are only earned
for correct responses.
 Read all choices; use the process
of elimination; pay careful
attention to units; identify the
known and unknown; outline
thoughts before you write;
provide a response for each
question even if you are unsure
 Do not cram – study daily in
short session, organize materials,
be well rested, be well
nourished.
Units 4 - 6
 60 multiple choice questions; 4
of 7 open-ended questions; 1
Prompt.
 2 hours
 No, but points are only earned
for correct responses.
 Read all choices; use the process
of elimination; pay careful
attention to units; identify the
known and unknown; outline
thoughts before you write;
provide a response for each
question even if you are unsure
 Do not cram – study daily in
short session, organize materials,
be well rested, be well
nourished.
It should be stressed that rote memory is not a substitute for reasoning. However, knowledge is necessary for understanding. The cumulative nature of the subject needs
to be emphasized. Other questions that may be on students’ minds include:
How will you answer the questions?
How will the test be scored?
How much will handwriting and spelling count?
Are calculators permitted?
Are there special gimmicks in the test?
What supplies will you need to take the test?
In addition to answering questions, activities for reducing anxiety include practice with old test copies, classroom unit testing with the parallel conditions.
Consistent study never fails to reduce anxiety!
Department of Teaching & Learning ©2008
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APPENDIX D
New Jersey Core Curriculum Content Standards – Science (CCCS)
5.1
Scientific Processes All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning
experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results.
5.2
Science and Society All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how
major discoveries and events have advanced science and technology.
5.3
Mathematical Applications All students will integrate mathematics as a tool for problem solving in science, and as a means of expressing and/or modeling scientific theories.
5.4
Nature and Process of Technology All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature
and process of technology.
5.5
Characteristics of Life All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life.
5.6
Chemistry All students will gain an understanding of the structure and behavior of matter.
5.7
Physics All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations.
5.8
Earth Science All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth.
5.9
Astronomy & Space Science All students will gain an understanding of the origin, evolution, and structure of the universe.
5.10 Environmental Studies All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural
phenomena.
Technological Literacy/ Career Education, and Consumer, and Family, and Life Skills
(TL/CECFLS)
8.1
Physics All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations.
8.2
Earth Science All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth.
9.1
Astronomy & Space Science All students will gain an understanding of the origin, evolution, and structure of the universe.
Department of Teaching & Learning ©2008
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APPENDIX E - CHANGING EMPHASES
The National Science Education Standards envision change throughout the system. The science content standards encompass the following changes in emphases:
LESS EMPHASIS ON
 Knowing scientific facts and information
MORE EMPHASIS ON
 Understanding scientific concepts and developing abilities of inquiry
 Studying subject matter disciplines (physical, life, earth sciences) for
their own sake
 Learning subject matter disciplines in the context of inquiry, technology,
science in personal and social perspectives, and history and nature of science
 Separating science knowledge and science process
 Integrating all aspects of science content
 Covering many science topics
 Studying a few fundamental science concepts
 Implementing inquiry as a set of processes
 Implementing inquiry as instructional strategies, abilities, and ideas to be
learned
CHANGING EMPHASES TO PROMOTE INQUIRY BASED LEARNING
LESS EMPHASIS ON
 Activities that demonstrate and verify science content
MORE EMPHASIS ON
 Activities that investigate and analyze science questions
 Investigations confined to one class period
 Investigations over extended periods of time
 Process skills out of context
 Process skills in context
 Covering many science topics
 Studying a few fundamental science concepts
 Emphasis on individual process skills such as observation or inference
 Using multiple process skills — manipulation, cognitive, procedural
 Getting an answer
 Using evidence and strategies for developing or revising an explanation
 Science as exploration and experiment
 Science as argument and explanation
 Providing answers to questions about science content
 Communicating science explanations
 Individuals and groups of students analyzing and synthesizing data
without defending a conclusion
 Groups of students often analyzing and
 synthesizing data after defending conclusions
 Doing few investigations in order to leave time to cover large amounts
of content
 Doing more investigations in order to develop understanding, ability, values of
inquiry and knowledge of science content
 Concluding inquiries with the result of the experiment
 Private communication of student ideas and conclusions to teacher
 Applying the results of experiments to scientific arguments and explanations
 Public communication of student ideas and work to classmates
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APPENDIX F
Holistic Scoring Guide (Generic Rubric) for Science
Open-Ended Items and Performance Assessment Tasks
The zero-to-three-point generic scoring rubric below was created to help readers score open-ended responses consistently. In scoring, the reader
should accept the use of appropriate diagrams, charts, formulas, and/or symbols, which are part of a correct answer even when the question does
not specifically request their use.
3-point
response:
Student response is reasonably complete, clear, and satisfactory.
2-point
response:
Student response has minor omissions and/or some incorrect or non-relevant information.
1-point
response:
Student response includes some correct information, but most information included in the response is either
incorrect or not relevant.
0-point
response:
Student attempts the task but the response is incorrect, irrelevant, or inappropriate.
Department of Teaching & Learning ©2008
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APPENDIX G
Addison-Wesley
Multiculturalism in Mathematics, Science, and Technology:
Readings and Activities
GOALS
Addison-Wesley publication Multiculturalism in Mathematics, Science, and Technology: Readings and Activities are designed to help infuse multicultural education into science and
mathematics classrooms. Its goals are to:






provide mathematics and science materials that help fulfill the vision of a global, multicultural education.
provide role models that inspire all students to study mathematics and science.
increase the mutual respect, pride, and understanding that come from the knowledge that all cultures have contributed to mathematics and science
help teachers respond to requirements in many states that mandate multicultural education.
improve instruction by relating high school mathematics and science to real-world situations.
provide materials that help teachers integrate mathematics and science.
ONLY A BEGINNING
The materials in Multiculturalism in Multiculturalism in Mathematics, Science, and Technology: Readings and Activities are only a beginning in the ongoing effort to help teachers
integrate multiculturalism into science and mathematics classes. Some of the most valuable multicultural examples and activities can be those that the teacher writes with the help of the
class. Several local projects have been very successful by encouraging students to write their own problems. Naturally, these problems reflect the daily life of the student’s communities.
Teachers may wish to network and share problems and activities that arise out of the real-world experiences of their own students.
There are many ways teachers can go beyond the mathematics, scientists, and inventors discussed in this book. Every community has engineers, mathematicians, scientists, and inventors
discussed in this book. Every community has engineers, mathematicians, and scientists-women as well as men-who can be invited to talk t a class. Many community and professional
organizations stand ready to help in this type of effort.
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Contributions to Science from Individuals with Broad Ethnic Backgrounds
Equity has many facets. It also has a variety of "meaning" to different people. In Science, many different ethnicities have contributed to the disciplines we
now call Science. Below are some of the individuals (and groups) who have made contributions over the span of many centuries.
Table of Scientists of Diverse Ethnicity and their Discoveries
Ethnicity
Name
Mexican-American Celestino Belfran
Time
1980’s AD
Achievement

Invention of "flow chart " for organization of information


Successful development of commercial products from the crops (especially peanut)
Major contributions to agricultural development

The making of butter

Major contributions to cancer treatments
1930’s AD

Pioneer of the research on the preservation of human blood for transfusion
1947 AD

Research on the role of the pituitary gland in the disease "diabetes mellitus"
Japanese-American Harvey Itano
1950’s AD

Extensive research on sickle-cell anemia
African-American
Ernest Just
1883-1941 AD

Discovery of cytoplasm in living cells
African-American
Lewis Howard
Latimer
1890 AD

Invention of the first practical electric light bulb
African-American
Jan Matzeliger
1846 AD

Invention of the shoe-lasting machine
Mexican-American
Ynez Mexia
1926-1938 AD

Significant contribution to the understanding of biological diversity (through the
discovery of countless new plant species)
African-American
George Washington 1860-1943 AD
Carver
Western and Central The Celts
1000-100 BC
Europe
African-American Jewel Plummer Cobb 1950’s AD
African-American
Argentine
Charles Richard
Drew
Bernardo Houssay
Department of Teaching & Learning ©2008
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Ethnicity
Native American
Name
Environmental Science
Time
Achievement

The Native Americans

Notion of the pattern of the universe as a circle that is applicable in understanding
science such as Solar system, ecosystem, Bohr model of chemical elements etc.
Development of Pan-American agriculture


Invention of woven rugs and textiles
Discovery of plant medicines
Native American
The Navajo
Japan
Hideyo Noguchi
1876-1928 AD

Detection of syphilis
Mexican-American
Eloy Rodriguez
1970’s AD

Isolation of the medically effective chemicals from herbs
Arctic North
The Sami

Invention of the "savih" (now known as a ski)
African-American
Granville T. Woods
1856-1910 AD


Invention of the Railway Induction-Telegraph System
Invention of many electro-mechanical devices such as dynamotor, electric incubator,
phonograph etc.
American-Indian
The Zuni
1500’s AD

Development of technologies to maintain the ecological well-being of the lands
Department of Teaching & Learning ©2008
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APPENDIX H
BLOOM’S TAXONOMY OF THE COGNITIVE DOMAIN
In 1956, Benjamin Bloom outlined six (6) levels of cognitive function:
1.
2.
3.
4.
5.
6.
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Bloom’s Taxonomy has been a valuable tool to educators when developing curriculum and determining instruction. We look at the six levels and think of them in terms of
action verbs. Educators use this taxonomy as a guide when developing tests, projects, and other assessment measures.
ASSESSMENT VOCABULARY BASED ON BLOOM’S TAXONOMY
COGNITIVE
DOMAIN
DESCRIPTIVE VERB
ASSORTMENT WORDS / PHRASE
Knowledge
List, describe, catalog, itemize, define,
classify, organize, identify, name, show,
explain, read
Change, infer, outline, propose, replace,
modify, summarize, alter, vary, condense,
explain
Who, what, where, when, why, how, how much, which one,
describe…, select…
Comprehension
Application
Analysis
Synthesis
Evaluation
Solve, predict, explain, diagnose, estimate,
plan, protect, judge
Examine, compare, contrast, identify,
equate, rank, deduce
Create, brainstorm, predict, plan, design,
set up, imagine
Judge, rank, determine, critique, defend,
conclude
Department of Teaching & Learning ©2008
Which are the facts and/or opinions?
What does this mean? Outline the information in… Restate in your own words…
Summarize
What would happen if… Explain the effects of… What and
how much would change?
What conclusions can be drawn from…?
What is the theme or main idea?
What is the relationship…? What are the most important
ideas?
What is the motive of…?
Make up, choose, create, design, plan
What is more important/ moral/logical/ appropriate/
valid?
Compare and contrast… Critique
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HIGHER ORDER OF LEARNING
A child enters school with little if any attainment in written expression and leaves capable of learning much from human culture. It was thought originally that this
progress was just a matter of learning, memorizing, associating, and practicing. The work of psychologists has revealed, however, that the growth of the student’s
intellectual powers must include a large element of development through different phases. Learning begins with simple psychomotor coordination, which leads to the
beginnings of symbolizing, helped by the growth of language and play. Logical thought follows, provided the material is concrete. Finally, in mid-adolescence, the
students acquire the ability to examine problems comprehensively, grasp their formal structure, and evoke explanation.
Education must pace development, not follow it and / or ignore it. The components of a child’s overall educational growth are physical and mental maturation, experience,
formal teaching through language, and an urge in the learner to resolve discrepancies, anomalies, and dissonance in his experience. In his emotional life, a child progresses
from direct, immediate, uninhibited reactions to more complex, less direct, and more circumspect responses. Any attempt to educate a child intellectually and emotionally
must take account of these characteristics.
A large part of the teacher’s role is as a group leader providing stimulating learning situations, and the group life of the school and the classroom must influence the
teaching situation. The individual student conducts himself under the influence of the group (led by the teacher) to which he belongs. The student’s achievements and
attitudes are subject to evaluation by the group, leading to support or ostracism, and he sets his standards according to these influences. What is required of a teacher is
that he enjoys and is capable of sharing work programs with children, designed to modify their behavior and experience. This means making relevant experience available
to the student at the right time. The teacher must be mature, have humor with a sense of status, be firm yet unruffled, and be sympathetic but not overly personal.
The subject matter taught also has a marked influence on the total teaching situation. It may be conveniently divided into broad headings of languages, humanities,
sciences, mathematics, and arts. Although each group of subjects has something in common with others in terms of the demands it makes on the thinker (student), each
area also has something that is quite specific in its mode of development. Languages call for verbal learning and production based upon oral work, particularly during the
early phases. The humanities call for an understanding of cause-effect relations of immediate and remote connections between persons and institutions and the learner’s
environment. The sciences call for induction from experience, though deductive processes are required when the laws of science are formalized into mathematical terms.
The humanities and sciences both depend on the ability of the learner to hypothesize. Mathematics calls for the ability to abstract, symbolize, and deduce. An interest in
the formal and structural properties of the acts of counting and measuring is fundamental. Arts and literature call for a fairly free opportunity to explore and create.
The permeation of emotional learning throughout the whole educative process is not always obvious.
The Computer Applications program includes tasks and skills derived from the three domains of learning:
 Psychomotor
 Cognitive
 Affective
PSYCHOMOTOR SKILLS, such as typing a business letter or keyboarding, are manipulative in nature. These skills can be grouped by duties and objectives, which
are then elevated through the use of performance standards that measure student proficiency in the manipulative aspect of the designed task. In the development of
psychomotor learning, the teacher is concerned with the promotion of coordinated skills and their creative use.
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Demonstrating higher order of learning, students will be to able organize, itemize, examine, compare, deduce, create, set up, and produce business documents such as
letters, memorandums, spreadsheets, tables, and reports.
COGNITIVE SKILLS refer to understanding the procedure(s) necessary to complete a specific task. To type a business letter, the student must know the format of a
business letter. To keyboard a mailing list, the student must know how to use the various commands of the word processing program. Thus, cognition is what goes on in
the mind of the learner about the specific task to be completed. Cognitive training produces a thinker-observer aware of the modes of thought and judgment making up
human intellectual activity. In the final stages, the teacher aims at a thinker, critic, organizer, and creator. It is the process by which information is stored, retrieved, and
used. The learner gains cognition through real and imaginary experiences such as reading, viewing instructional visual aides, or by memorizing a task or process until it is
retained. Literature, art, and the humanities are all directly involved; and the teaching of science and mathematics can bring about a positive attitude toward cognitive and
theoretical values. Evaluation of cognitive skills may require that a student decide upon the proper procedure, sequence, or method to perform a specific task. This is
cognitive activity (decision-making) at its highest level. Good cognition (thinking) enhances an employee’s productivity at the work place.
AFFECTIVE SKILLS result from the development of emotions, attitudes, and values in response to learning. The permeation of emotional learning throughout the
whole educational process is not always obvious, in part because very often it is brought about incidentally. Motivation from instructors and supervisors assists students in
the acquisition of positive attitudes towards self, their school, fellow students, job, and co-workers. The acquisition and application of values and attitudes are marked by
the time of adolescence and dominate the general life of the young individual. Affective attributes are demonstrated by the emotional behavioral patterns displayed when
an individual shows his/her ability to perform tasks, such as punctuality, following directions, getting along with others, and workplace housekeeping. Potential employers
are interested in the student’s attitude, because a cheerful, confident student will often become an employee with good work ethics; whereas, an angry or uncertain student
will often become an employee with poor work ethics.
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APPENDIX I - Science Safety
Science Safety Rules
Working in the laboratory can be an exciting experience, but it can also be dangerous if proper safety rules are not followed at all times. To prepare yourself for
a safe year in the laboratory, read the following safety rules. Make sure that you understand each rule. Ask your teacher to explain any rules you don't
understand.
Dress Code
1.
Many materials in the laboratory can cause eye injury. To protect yourself from possible injury, wear safety goggles whenever you are working with
chemicals, burners, or any substance that might get into your eyes. Avoid wearing contact lenses in the laboratory. Tell your teacher if you need to wear
contact lenses to see clearly, and ask if there are any safety precautions you should observe.
2.
Wear a laboratory apron or coat whenever you are working with chemicals or heated substances.
3.
Tie back long hair to keep it away from any chemicals, burners, candles, or other laboratory equipment.
4.
Before working in the laboratory, remove or tie back any article of clothing or jewelry that can hang down and touch chemicals and flames.
General Safety Rules and First Aid
5.
Read all directions for an experiment several times. Follow the directions exactly as they are written. If you are in doubt about any part of the
experiment, ask your teacher for assistance.
6.
Never perform investigations your teacher has not authorized.
7.
Never handle equipment unless you have specific permission.
8.
Take care not to spill any material in the laboratory. If spills occur, ask your teacher immediately about the proper cleanup procedure. Never pour
chemicals or other substances into the sink or trash container.
9.
Never eat, drink, or bring food into the laboratory.
10.
Immediately report all accidents, no matter how minor, to your teacher.
11.
Learn what to do in case of specific accidents, such as getting acid in your eyes or on your skin. (Rinse acids off your body with lots of water.)
12.
Be aware of the location of the first-aid kit. Your teacher should administer any required first aid due to injury. Your teacher may send you to the school
nurse or call a physician.
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Know where and how to report an accident or fire. Find out the location of the fire extinguisher, fire alarm, and phone. Report any fires to your teacher at once.
Heating and Fire Safety
14.
Never use a heat source such as a candle or burner without wearing safety goggles.
15.
Never heat a chemical you are not instructed to heat. A chemical that is harmless when cool can be dangerous when heated.
16.
Maintain a clean work area and keep all materials away from flames. Be sure that there are no open containers of flammable liquids in the laboratory
when flames are being used.
17.
Never reach across a flame.
18.
Make sure you know how to light a Bunsen burner. (Your teacher will demonstrate the proper procedure for lighting a burner.) If the flame leaps out of a
burner toward you, turn the gas off immediately. Do not touch the burner. It may be hot. Never leave a lighted burner unattended!
19.
When you are heating a test tube or bottle, point the opening away from yourself and others. Chemicals can splash or boil out of a heated test tube.
20.
Never heat a closed container. The expanding hot air, vapors, or other gases inside may blow the container apart, causing it to injure you or others.
21.
Never pick up a container that has been heated without first holding the back of your hand near it. If you can feel the heat on the back of your hand, the
container may be too hot to handle. Use a clamp or tongs when handling hot containers.
Using Chemicals Safely
22.
Never mix chemicals for “the fun of it.” You might produce a dangerous, possibly explosive substance.
23.
Many chemicals are poisonous. Never touch, taste, or smell a chemical that you do not know for certain is harmless. If you are instructed to smell fumes
in an experiment, gently wave your hand over the opening of the container and direct the fumes toward your nose. Do not inhale the fumes directly from the
container.
24.
Use only those chemicals needed in the investigation. Keep all container lids closed when a chemical is not being used. Notify your teacher whenever
chemicals are spilled.
25.
Dispose of all chemicals as instructed by your teacher. To avoid contamination, never return chemicals to their original containers.
26.
Be extra careful when working with acids or bases. Pour such chemicals from one container to another over the sink, not over your work area.
27.
When diluting an acid, pour the acid into water. Never pour water into the acid.
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If any acids or bases get on your skin or clothing, rinse them with water. Immediately notify your teacher of any acid or base spill.
Using Glassware Safely
29.
Never heat glassware that is not thoroughly dry. Use a wire screen to protect glassware from any flame.
30.
Keep in mind that hot glassware will not appear hot. Never pick up glassware without first checking to see if it is hot.
31.
Never use broken or chipped glassware. If glassware breaks, notify your teacher and dispose of the glassware in the proper trash container.
32.
Never eat or drink from laboratory glassware. Thoroughly clean glassware before putting it away.
Using Sharp Instruments
33.
Handle scalpels or razor blades with extreme care. Never cut material toward you; cut away from you.
34.
Notify your teacher immediately if you cut yourself when in the laboratory.
Working With Live Organisms
35.
No experiments that will cause pain, discomfort, or harm to animals should be done in the classroom or at home.
36.
Your teacher will instruct you how to handle each species that is brought into the classroom. Animals should be handled only if necessary. Special
handling is required if an animal is excited or frightened, pregnant, feeding, or with its young.
37.
Clean your hands thoroughly after handling any organisms or materials, including animals or cages containing animals.
End-of-Experiment Rules
38.
When an experiment is completed, clean up your work area and return all equipment to its proper place.
39.
Wash your hands before and after every experiment.
40.
Turn off all burners before leaving the laboratory. Check that the gas line leading to the burner is off as well.
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Appendix I Science Safety
Safety Symbols
These symbols appear in laboratory activities to alert you to possible dangers and to remind you to work carefully.
Safety Goggles Always wear safety goggles to protect your eyes during any activity involving chemicals, flames or heating, or the possibility
of flying objects, particles, or substances.
Lab Apron Wear a laboratory apron to protect your skin and clothing from injury.
Breakage Handle breakable materials such as thermometers and glassware with care. Do not touch broken glass.
Heat-Resistant Gloves Use an oven mitt or other hand protection when handling hot materials. Heating plates, hot water, and glassware can
cause burns. Never touch hot objects with your bare hands.
Plastic Gloves Wear disposable plastic gloves to protect yourself from contact with chemicals or organisms that could be harmful. Keep your
hands away from your face, and dispose of the gloves according to your teacher's instructions at the end of the activity.
Heating Use a clamp or tongs to hold hot objects. Do not touch hot objects with your bare hands.
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Sharp Object Scissors, scalpels, pins, and knives are sharp. They can cut or puncture your skin. Always direct sharp edges and points away
from yourself and others. Use sharp instruments only as directed.
Electric Shock Avoid the possibility of electric shock. Never use electrical equipment around water, or when the equipment or your hands are
wet. Be sure cords are untangled and cannot trip anyone. Disconnect equipment when it is not in use.
Corrosive Chemical This symbol indicates the presence of an acid or other corrosive chemical. Avoid getting the chemical on your skin or
clothing, or in your eyes. Do not inhale the vapors. Wash your hands when you are finished with the activity.
Poison Do not let any poisonous chemical get on your skin, and do not inhale its vapor. Wash your hands when you are finished with the activity.
Physical Safety This activity involves physical activity. Use caution to avoid injuring yourself or others. Follow instructions from your teacher. Alert
your teacher if there is any reason that you should not participate in the activity.
Animal Safety Treat live animals with care to avoid injuring the animals or yourself. Working with animal parts or preserved animals may also require
caution. Wash your hands when you are finished with the activity.
Plant Safety Handle plants only as your teacher directs. If you are allergic to any plants used in an activity, tell your teacher before the activity begins.
Avoid touching poisonous plants and plants with thorns.
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Flames Tie back loose hair and clothing, and put on safety goggles before working with fire. Follow instructions from your teacher about lighting and
extinguishing flames.
No Flames Flammable materials may be present. Make sure there are no flames, sparks, or exposed sources of heat present.
Fumes Poisonous or unpleasant vapors may be produced. Work in a ventilated area. Avoid inhaling a vapor directly. Test an odor only when
directed to do so by your teacher, using a wafting motion to direct the vapor toward your nose.
Disposal Chemicals and other materials used in the activity must be disposed of safely. Follow the instructions from your teacher.
Hand Washing Wash your hands thoroughly when finished with the activity. Use antibacterial soap and warm water. Lather both sides of your
hands and between your fingers. Rinse well.
General Safety Awareness You may see this symbol when none of the symbols described earlier applies. In this case, follow the specific
instructions provided. You may also see this symbol when you are asked to design your own experiment. Do not start your experiment until your teacher
has approved your plan.
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