Connecticut
Technical High School System
Environmental Science
Draft Powered
2011-2012
D:\106764203.doc
3/9/16 4:44 PM
TRIMESTER 1
Goal 1: Define environmental science and classify environmental issues
Big Idea (s)
Energy conversions underlie all ecological processes

Essential Question(s):
1. How can we meet global energy needs?
Learning Outcomes
Students will:
As evidenced by:

Classify environmental problems
into three major categories.

List the five major fields of
study that contribute to
environmental science.

Define environmental science
and compare environmental
science with ecology.

Distinguish between renewable
and nonrenewable resources.

Describe “The Tragedy of the
Commons”.

Explain what sustainability is,
and explain why it is goal of
environmental science.

Why rapid human population
growth is the fundamental
environmental issue.

Why developing solutions to
environmental problems requires
making value judgments based
on knowledge of scientific facts.

Explain what an “ecological
footprint” shows and how this
data can be used to evaluate land
usage.

Compare the environmental
impacts of the following
events; hunter-gatherers, The
Agricultural Revolution, and
The Industrial Revolution.

Analyzing our human population
growth curve with respect to the
D:\106764203.doc
3/9/16 4:44 PM

Categorizing objects in the classroom in terms of
renewable and non-renewable resources.
Identify a local or regional environmental issue
that is currently a focus of written news
coverage. Create a news article that explores all
sides of your topic..

Graph the ecological footprint of several
countries. Select two countries with different
sized footprints and research the lifestyles of the
citizens in the countries you selected.
Predicting Coastal Winds – Prepare a model of a
coast on a sunny day using a lamp, sand, and
water. Compare the energy gained by the sand
and water. Predict which way the wind is likely
to blow.
carrying capacity principle.
Explaining the role of economics as
it pertains to the environment.
Resources: Holt – Environmental Science – Chapter 1
HOLT – Environmental Sciences Resources on CD-ROM
Extension Activity:

Common Formative Assessment(s)
D:\106764203.doc
3/9/16 4:44 PM
Summative District Assessment(s)
TBD
Goal 2: Review of scientific method and tools of experimental science
Big Idea (s)
Scientists use tools of the mind; mental and conceptual tools to explore and understand
the environment.
Essential Question (s):
1. What makes a good experiment?
Learning Outcomes
Students will:

Describe why a good hypothesis is not
simply a guess.

Describe the two essential
characteristics of a good experiment.

Explain the importance of curiosity and
imagination in science.
As evidenced by:

Design and conduct an experiment to
determine how temperature effects seed
germination.
Resources: HOLT Environmental Science chapter 2
Chapter Resources on CD-ROM
Extension Activity:
Common Formative Assessment(s)

TBD
D:\106764203.doc
3/9/16 4:44 PM
Summative District Assessment(s)
TBD
Goal 3: Determine components of an ecosystem
Big Idea (s)

Ecosystems: Everything is Connected, Evolution, and the Diversity of Living Things
Essential Question (s):
1. What determines the size of a population?
Learning Outcomes
Students will:

Distinguish between the biotic and
abiotic factors in an ecosystem.

Describe how a population differs
from a species.

Explain how habitats are important
for organisms.

Explain the process of evolution by
natural selection.

Explain the concept of adaptation.

Describe the steps by which a
population of insects becomes
resistant to a pesticide.

Name the six kingdoms of
organisms and identify two
characteristics of each.

Explain the importance of bacteria
and fungi in the environment.

Describe the importance of protists in
the ocean environment.

Describe how angiosperms and
animals depend on each other.

Explain why insects are such
successful animals
As evidenced by:
Construct a model of a wild animal population
survey in the lab. Survey and estimate wild
animal populations using a pebble markrecapture method laboratory model. Analyze
estimation data and evaluate the use of this
method in determining animal populations.
Illustrate examples of both artificial selection
and natural selection.
Collect data on several species regarding their
value to you as a consumer. Compare the
relative values of the species the students have
selected.
take a trip around school grounds to identify the
natural flora using field guides, in the
community.
Identify the components to be included in a
small closed system. Describe the changes
within the system over time and interactions
that occur between the components.
Text / Resources :
Environmental Science – Holt – Ch. 4
Environmental Science – Holt – Chapter
Resources on CD-ROM
Peterson Field Guides
D:\106764203.doc
3/9/16 4:44 PM
Resources: Environmental Science – Holt – Ch. 4
Environmental Science – Holt – Chapter Resources on CD-ROM
Peterson Field Guides
Extension Activity:
Common Formative Assessment(s)

D:\106764203.doc
3/9/16 4:44 PM
Summative District Assessment(s)
TBD
Goal 4: Describe the flow of energy and nutrients through an ecosystem
Big Idea (s)

All organisms have an impact on their surroundings

Essential Question (s):
1. How does energy flow through an ecosystem?
2. What effect do plants have on the carbon cycle?
Learning Outcomes
Students will:

Describe how energy is
transferred from the sun to
producers and then to
consumers.

Describe one way in which
consumers depend on producers.

List two types of consumers.

Explain how energy transfer in a
food web is more complex than
energy transfer in a food chain.

Explain why an energy pyramid is
a representation of trophic levels.

Explain the process and importance
of photosynthesis.

Describe the short-term and longterm process of the carbon cycle.

List the three stages of the nitrogen
cycle.

Describe the role that nitrogenfixing bacteria play in the
nitrogen cycle.

Explain how the excess use of
fertilizer can affect the nitrogen and
phosphorus cycles.

List two examples of ecological
succession.
D:\106764203.doc
3/9/16 4:44 PM
As evidenced by:

Create a map from your data where succession is
taking place in your neighborhood.
Test the pH and oxygen concentration of water in
closed systems over time. Infer changes in carbon
dioxide concentration From changes in pH.
Students learn about Biological Magnification and
its effects on birds of prey.

Analyze observations as they relate to the
process of fermentation.
Distinguish between food sources that support
fermentation and those that do not. Explain
the carbon cycle as it relates to fermentation.

Explain how pioneer species
contributes to ecological
succession.

Explain what happens during oldfield succession.

Describe how lichens contribute to
primary succession.
Resources: Environmental Science – HOLT – Ch.5
Extension Activity:
Common Formative Assessment(s)

D:\106764203.doc
3/9/16 4:44 PM
Summative District Assessment(s)
TBD
Goal 5: Explain how climatic conditions affect an ecosystem
Big Idea (s)

Biomes are plant and animal communities that are primarily dependent on
climate.
Essential Question (s):
1. What is a Biome?
2. How do biomes differ from one another?
Learning Outcomes
Students will:
As evidenced by:

Describe how plants determine the
name of a biome.

Explain how temperature and
precipitation determine which
plants grow in an area.

Explain how latitude and altitude
affect which plants grow in an area.

List three characteristics of tropical
rain forest.

Name and describe the main layers
of a tropical rain forest.

Describe one plant in a temperate
deciduous forest and an adaptation
that helps the plant survive.

Describe one adaptation that may
help an animal survive in the taiga.

Name two threats to the world’s
biomes.

Describe the difference between
tropical and temperature
grasslands.

Describe the climate in a chaparral
biome.

Describe two desert animals and
the adaptations that help them
survive.

Describe one threat to the tundra
biome.
D:\106764203.doc
3/9/16 4:44 PM

To describe the effects of mechanical and
chemical weathering on several rock samples.
To relate the physical and chemical processes
involved in weathering to soil formation.

Investigate and list typical organisms found in
our temperate deciduous forests. Have
students form teams and investigate the
ecological role of one of these organisms.
Teams then present their findings.
Resources: Environmental Science – HOLT – Ch. 6
Extension Activity:
Common Formative Assessment(s)
Summative District Assessment(s)
TBD
D:\106764203.doc
3/9/16 4:44 PM
TRIMESTER 2
Goal 6: Recognize the major differences between marine and fresh water
aquatic ecosystems
Big Idea (s):
 Freshwater Ecosystems, Marine Ecosystems
Essential Question (s):
1. How is population diversity beneficial to an ecosystem?
2. How can species diversity within an ecosystem be used to assess the quality of an
ecosystem?
Learning Outcomes
Students will:
As evidenced by:

Describe the factors that determine where
an organism lives in an aquatic
ecosystem.

Describe the littoral zone and the benthic
zone that make up a lake or pond.

How diverse are plankton communities
in bodies of water with varying levels of
pollution?

Collect and investigate local samples.

Describe environmental functions of
wetlands.

Survey local streams and rivers to
determine water quality.

Describe threats against river ecosystems

Key species using field guides.

Explain the cause and effects of
eutrophication.

Explain why an estuary is a very
productive system.

Explain the importance of estuaries
regarding coastal organisms.

Compare salt marshes and mangrove
swamps.

Describe threats to coral reefs.

Describe threats to ocean organisms.
Resources: Environmental Science, Holt chapter 7
Extension Activity:
Common Formative Assessment(s)
D:\106764203.doc
3/9/16 4:44 PM
Summative District Assessment(s)
Goal 7: Describe what affects population growth and decline
Big Idea (s):
Populations are collections of organisms of the same species
Essential Question (s):

What are the factors that affect changes in population size?

How does the interaction of species affect population size?

How does a population compete for available resources?
Learning Outcomes
Students will:



Describe the three main properties
of a population.
Describe exponential population
growth.
Describe how the reproductive
behavior of individuals can affect
the growth rate of their
population.

Explain how population sizes in
nature are regulated.

Explain how ecologists use
population size, dispersion, and
density to predict future changes
among the populations.

Explain the difference between
density-independent and densitydependent limiting factors.

Explain the difference between
niche and habitat.

Describe the five major types of
interactions between species.

Explain the difference between
parasitism and predation.

Explain how symbiotic
relationships may evolve.
D:\106764203.doc
3/9/16 4:44 PM
As evidenced by:
Modeling Population Changes
Evaluate the utility of population projections.
Organize information about modeling
population change.
Analyze information about population
projections and population growth change.
Describe different scenarios of population
projections.
Differentiate organisms by taxonomic
classification. Explore possible ways to count
populations.
Determine the limiting factors for a population
in an ecosystem
Understand competition within animal species
and also plant species.
Describe special adaptations that an animal has
that helps it survive.
Resources: Environmental Science, Holt Ch. 8
Extension Activity:
Common Formative Assessment(s)
D:\106764203.doc
3/9/16 4:44 PM
Summative District Assessment(s)
3/9/2016Connecticut Technical High School System
Environmental Science
Goal 8: Describe how humans affect their environment
Big Idea (s):

Humans alter natural systems
Essential Question (s):
1. How has technology affected the rate and impact of humans on the environment.
Learning Outcomes
Students will:
As evidenced by:

Describe how the size and growth rate of
the human population has changed in the
last 200 years.
Interpret population graphs and apply data
to determination of the Demographic
Transition.

Define properties that scientists use to
predict population sizes.

Make predictions about population trends
based on age structure.

Describe the four stages of the
demographic transition.

Explain why different countries may be at
different stages of the demographic
transition.

Describe three problems caused by rapid
human population growth.

Compare population growth problems in
more developed countries and in less
developed countries.

Analyze strategies countries may use to
reduce their population growth.

Describe worldwide population projections
into the next century.
Resources: Environmental Science, Holt , Chapt. 9
Environmental Science Holt CD-ROM
Common Formative Assessment(s)
D:\106764203.doc
3/9/16 4:44 PM
Summative District Assessment(s)
3/9/2016Connecticut Technical High School System
Environmental Science
Goal 9: Describe the importance of biodiversity
Big Idea (s):

Biodiversity affects the stability of ecosystems and the sustainability of
populations.
Essential Question (s):
1. How is biodiversity important to ecosystems and humans?
2. Human beings modify ecosystems. How do these modifications affect biodiversity?
Learning Outcomes
Students will:
As evidenced by:

Describe the diversity of species types on
Earth, relating the difference between
known numbers and estimated numbers.

Explaining why biodiversity is
important to ecosystems and
humans.

List and describe three levels of
biodiversity.


Explain four ways in which biodiversity is
important to ecosystems and humans.
Explaining whether it is possible to
put a price on a single species and
the factors that have to be
considered to do so.

Analyze the potential value of a single
species.

Describing specific threats to a
biodiversity hotspot.

Define and give examples of endangered
and threatened species.


Describe several ways that species are
being threatened with extinction
globally.
Designing a wildlife preserve in
their community, explaining why
the area was chosen, the species to
be protected and their needs.

Explaining the Endangered
Species Act.

Explain which types of threats are having
the largest impact on biodiversity.

List areas of the world that have high levels
of biodiversity and many threats to species.

Compare the amount of biodiversity in the
United States to that of the rest of the
world.

List and describe four types of efforts to
save individual species.

Explain the advantages of protecting
entire ecosystems rather than individual
species.

Describe the main provisions of the
Endangered Species Act.
D:\106764203.doc
3/9/16 4:44 PM


3/9/2016Connecticut Technical High School System
Environmental Science
Discuss ways in which efforts to protect
endangered species can lead to controversy.
Describe three examples of worldwide
cooperative efforts to prevent extinctions.
Resources: Environmental Science, Holt , Chapt. 10
Environmental Science Holt CD-ROM
Common Formative Assessment(s)
D:\106764203.doc
3/9/16 4:44 PM
Summative District Assessment(s)
3/9/2016Connecticut Technical High School System
Environmental Science
Goal 10: Describe why water is an important natural resource
Big Idea (s)

Water is a renewable resource that circulates continually between the
atmosphere and the earth’s surface.

Water is essential for life on earth.
Essential Question(s):
1. How do humans affect water quality?
2. In what ways is water purified?
Learning Outcomes
Students will:

Identify the components of the Water
Cycle.

Describe the distribution of the
Earth’s water resources.

Explain why fresh water is one of the
Earth’s limited resources.

Describe the distribution of the Earth’s
surface water.

Describe the relationship between
groundwater and surface water in a
watershed.

Identify five ways that water can be
conserved.

Identify patterns of global water use.

Describe how dams and water diversion
projects are used to manage freshwater
resources.

Explain how water is treated so that it
can be used for drinking.

Compare point-source pollution and
non-point-source pollution.

Classify water pollutants.

Explain why groundwater pollution is
difficult to clean.

Describe the major sources of ocean
pollution, and explain the effects of
D:\106764203.doc
3/9/16 4:44 PM
As evidenced by:

Illustrate components of the Water Cycle

Complete a pie chart of the distribution of
water resources

Design and conduct experiments to test
the effectiveness of various methods of
cleaning oil off feathers, fur, and
inanimate objects.

Understand problems resulting from oil
spills.

Determine student’s actual water use in
one day

Determine suitable sites for water sample
collection

Utilize Bio-Assessment, Chemical
Analysis and Physical Analysis to
determine the quality of water in rivers
and streams.
3/9/2016Connecticut Technical High School System
Environmental Science
pollution on ecosystems.

Describe the major laws designed to
improve water quality in the United
States.
Resources: Holt Environmental Science, Chapter 11
Extension Activity:


Common Formative Assessment(s)
D:\106764203.doc
3/9/16 4:44 PM
Summative District Assessment(s)
TBD
3/9/2016Connecticut Technical High School System
Environmental Science
Goal 11: Describe what affects air quality
Big Idea (s):

Human activities can alter the atmosphere
Essential Question (s):
 How has the climate changed in the last million years?

How has human activity resulted in increased emissions of greenhouse gases?
Learning Outcomes
Students will:

Students discuss; possible effects of
global warming, environmental
predictions, and why countries oppose
the reduction of fossil fuel use.

How positive and negative feedback cycles
in the atmosphere might affect global
temperature change.
Describe what scientists believe is the
problem of ozone depletion in the
stratosphere.

What effects global warming might
have, and how we can adjust to those
changes.
Understand the difference in parts per
million and parts per billion with
respect to green house gases.

List possible solutions to reduce Green
House gas concentrations.

Investigate how Methane is produced
in ruminant animals, and its effects on
the atmosphere as Green House gas.

How the processes of atmospheric
circulation, climate, and microclimate
work.

What are the four major processes that
remove materials from the atmosphere?


As evidenced by:

Describe the damaging effects of
ultraviolet radiation.

Explain why the threat to the ozone
layer still exists today.

Describe what a warmer Earth might be
like.

Explain how the ozone shield’s the Earth
from harmful radiation.
Resources: Environmental Science, Holt, CD ROM
Environmental Science, Holt Ch. 13
Common Formative Assessment(s)
D:\106764203.doc
3/9/16 4:44 PM
Summative District Assessment(s)
3/9/2016Connecticut Technical High School System
Environmental Science
TRIMESTER 3
Goal 12: Describe how humans affect ecosystems.
Big Idea (s):

Human activities place stress on processes that renew some resources and
deplete resources that cannot be renewed.
Essential Question (s):
 How do humans affect other organisms?
Learning Outcomes
Students will:

Distinguish between urban and rural land.

Describe three major ways in which
humans use land.

Explain the concept of ecosystem services.

Describe the urban crisis and explain
what people are doing to deal with it.

Explain how urban sprawl affects the
environment.

Explain how open spaces provide urban
areas with environmental benefits.

Explain the heat island effect.

Describe how people use the geographic
information system as a tool for land-use
planning.

Explain the benefits of preserving
farmland.

Describe two ways that rangeland can be
managed sustainably.

Describe the environmental effects of
deforestation.

Explain the function of parks and
wilderness areas.
As evidenced by:

Explaining how the movement from
rural to urban lands affect people’s
relationship with natural resources.

Describing the environmental
implications of urban sprawl.

Completing the group activity
described on p. 368. A huge cave has
an ecosystem with a previously
unknown species. The owner of the
land has to decide whether to sell the
land to a resort company or to the
National Park Service.
Resources:
Environmental Science, Holt, CD ROM
D:\106764203.doc
3/9/16 4:44 PM
3/9/2016Connecticut Technical High School System
Environmental Science
Environmental Science, Holt Ch. 14
Common Formative Assessment(s)
D:\106764203.doc
3/9/16 4:44 PM
Summative District Assessment(s)
3/9/2016Connecticut Technical High School System
Environmental Science
Goal 13: Determine the differences between renewable and non-renewable
sources of energy
Big Idea (s):
Earth’s natural resources are not infinite
Essential Question (s):
1. How can we achieve energy sustainability ?
2. How did fossil fuels form?
3. What are the steps humans can take to preserve nonrenewable sources of energy?
Learning Outcomes

Students will:

Describe the factors that influence the
value of a fuel.

Identify the factors that influence
predictions of fossil-fuel production.

Explain how fossil fuels are used to
generate electricity in an electric power
plant.

As evidenced by:

Students investigate green technology
of the automobile industry. They
consider the benefits of mass transit.
What the possible drawbacks of
expanding mass transit.

Students will measure how much oil
they can extract using three different
methods.
Explain how fossil fuels are formed and
how they are used.


Students compare data from oil
reserves around the world.
Describe the role of the United States in
energy consumption.


Compare world patterns of energy use with
the United States.
Students discover the challenges in
disposing of nuclear wastes. They
discuss where nuclear repositories
should be installed.

Explain how fossil fuel deposits form


Identify the environmental effects of using
oil.

Describe nuclear fission.
Students get better understanding of
the entire Nuclear Power Program in
the United States and all of the
national concerns.

Describe how a nuclear power plant works.

Determine carbon footprint

Identify the advantages and
disadvantages of using nuclear energy.
Resources: Environmental Science, Holt Ch. 17
Environmental Science, Holt CD ROM
Common Formative Assessment(s)
Summative District Assessment(s)
D:\106764203.doc
3/9/16 4:44 PM
3/9/2016Connecticut Technical High School System
Environmental Science
Goal 14: Identify and describe alternative energy sources
Big Idea (s):

Renewable Energy Today, Alternative Energy and Conservation
Essential Question (s):
1. How does the use of renewable energy affect the environment?
2. What are the sources of renewable energy?
Learning Outcomes
Students will:

List the forms of renewable energy and
compare the advantages and
disadvantages.

Identify the differences between passive
solar heating, active solar heating, and
photovoltaic energy.

Explain wind technology and where it can
be most beneficial.

Describe how hydroelectric energy,
geothermal energy, and geothermal heat
pumps work.

Explain the differences in biomass fuel use
between developed and developing nations.

Identify alternative energy technologies.

Explain how hydrogen can be used as a
fuel source.

Identify different forms of energy efficient
transportation.

Explain the difference between energy
efficiency and energy conservation.

Describe the United States role in
developing new alternative energy
technologies.
As evidenced by:

Students observe what happens when
yeast is exposed to high temperatures.
Students can then infer the effects of
thermal pollution.

Analyze data from different countries
in terms of energy consumption.

Investigate on two conservation clubs
like Sierra Club and World Wildlife
Fund(WWF). The students then put
together a presentation for the rest of
the class.

Prepare a research paper or power
point presentation on one of the
following topics noted below and give
a presentation to the class.

Explain how Connecticut rates against
other states in terms of energy
conservation

Create an energy policy for the state of
CT
.
Resources: Environmental Science, Holt Ch.18
Environmental Science, Holt CD ROM
Common Formative Assessment(s)
D:\106764203.doc
3/9/16 4:44 PM
Summative District Assessment(s)
3/9/2016Connecticut Technical High School System
Environmental Science
Goal 15: Identify how changes in the environment affect human health
Big Idea (s):

Pollution and Human Health, Biological Hazards
Essential Question (s):
1. How do environmental changes affect human health?
Learning Outcomes
Students will:

List five pollutants, their sources, and
their possible effects on human health.

Explain how scientists use toxicology and
epidemiology.

Explain how pollution can come from both
natural sources and human activities.

Describe the relationship between waste,
pollution, and human health.

Explain what a dose-response curve is and
how scientists can use this information.

Identify how risk is assessed.

Explain why the environment is an
important factor in the spread of diseases.

Identify the changes to the environment
that lead to the spread of infectious
diseases.

Explain what scientists mean when they
say that certain viruses are emerging.
As evidenced by:

Students gather information about an
emerging or re-emerging disease.
Students create a television
advertisement, radio announcement,
or billboard to educate the public
about the disease.

Investigate how an antibiotic effects
bacterial growth.

Students analyze data from several
countries and determine that wealth
determines health in many cases.

Simulate an epidemic using aqueous
reactions to observe how an epidemic
can occur.
Investigate how common house hold
chemicals make their way into local rivers
and streams.
Resources: Environmental Science, Holt Chapter 20
Environmental Science,Holt CD ROM
Common Formative Assessment(s)
D:\106764203.doc
3/9/16 4:44 PM
Summative District Assessment(s)
3/9/2016Connecticut Technical High School System
Environmental Science
Goal 16: Addressing global environmental issues.
Big Idea (s):

Understanding basic concepts and principles of science and technology should
precede active debate.
Essential Question (s):
1. How can nations work together to address global environmental issues?
Learning Outcomes
Students will:

Describe some of the challenges to
achieving sustainability.
 Describe several major international
meetings and agreements relating to the
environment.
 Explain how economics and

environmental science are related.
 Compare two ways that government
influences economics.
 Give an example of a private effort to
address environmental problems.

 Describe two major developments in
U.S. environmental history.
 Give examples of three federal agencies
that have environmental
responsibilities.
 Explain the purpose of Environmental
Impact Statements.
 Give an example of how citizens can
affect environmental policy at each
level of government – local, state, and
national.
 Evaluate the media as a source of
information about the environment.
 Give examples of individuals who have
influenced environmental history.
 Identify ways in which the choices
you make as an individual may affect
the environment.
Resources: Environmental Science, Holt Chapter 21
Environmental Science,Holt CD ROM

Common Formative Assessment(s)
D:\106764203.doc
3/9/16 4:44 PM
As evidenced by:
Students will read case study on
international whaling in their
textbooks and write a paragraph
expressing their opinions about the
issue of whaling.
Creating a bumper sticker, advertising
slogan, or brochure about an
environmental issue or problem,
explaining the issue and why it is of
interest.
Researching and writing a biography
of someone who has influenced
environmental thinking. (See table on
p. 544 for list of ideas.)
Summative District Assessment(s)