Huntsville City Schools
Instructional Guide
Course: Environmental Science
Grade: 11-12
1st Nine Weeks
August 05 – October 03, 2014
Alabama COS
Standard
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
“I Can” Statements
(unwrapped by school
teams)
Chapter 1

I can explain the focus of
environmental science.

I can explain how scientists
identify, research, and solve
environmental problems.
I can describe the process of
science (scientific methods).

Resources
(by school teams)
Pacing Recommendation /
Date(s) Taught
Chapter 1:
Suggested Activities/Labs:
Math Extension:
 LAB: Toilet Paper Strength
(ASIM)
 LAB: Green Beans: The
Wonderful Fruit (LTF)
 LAB: Gummy Worm
(Inquiry – Scientific
Methods)
 LAB: Lemmings of Norway:
Modeling Exponential
Growth (LTF)
 Math connection: Graph
Exponential/Logistic Growth,
Carrying Capacity
 Draw and explain
components of a typical
graph (can be used in
Chapter 8)
*any activity that involves
analysis and/or interpretation
of results.
Chapters:1, 3, 4, 5, 7, 8, 9
7 days
Chapter 1
(Environmental Science Your World
Your Turn: Pearson pp 1-33)
(pp 2, 11 – 27)
(graphing: pp 8, 27,33,
SH 9 – 13)
(experimental design:
SH 18 – 22)
(math helps: SH 2 – 8; metric conversions:
SH 30 – 31)
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
1.1 Describe the
relationship between
carrying capacity and
population size.
5. Describe properties
of water that make it
a universal solvent.
*This concept is
placed here because of
its importance to the
biogeochemical
cycling of nutrients; it
is essential to reinforce
the importance of
water throughout the
year. OBJECTIVE 5 is
reviewed/re-taught in
the 2nd 9 weeks.
SAFETY IN THE CLASSROOM
 I WILL demonstrate
responsible behavior and
ethics in the science
classroom and lab (indoors
and in the field) at all times.
(All students must have a
safety contract signed by
parent and student on file
before performing any lab.)
Chapter 3
 I can identify some unique
properties of water that
make it essential to life.
o Cohesion
o Capillarity (adhesion)
o High Specific Heat
o Density
o Solvent
o pH
 I can explain how humans
have impacted the
biogeochemical cycles of
earth and its spheres
o Water cycle
o Carbon cycle
o Phosphorus cycle
o Nitrogen cycle
o Earth’s spheres:






Hydrosphere
Geosphere
Lithosphere
Atmosphere
Biosphere
I can discuss various ways
water cycles through
Earth’s spheres.
SAFETY
 Safety Exam (recommended
score: 90 or above)
Chapter 3
Suggested Activities/Labs:




H2Olympics Project Wet
1995; p 30 – 34
(Teacher Notes)
Draw/annotate a composite
of Earth’s spheres.
Draw/annotate the
biogeochemical cycles (4)
with information on how
humanity has altered the
natural processes of each
cycle.
View a video: How
Ecosystems Work: Energy
Flow and Nutrient Cycles
(Teacher Notes)
SAFETY
(safety: SH 21 – 25; *provide additional
information on field safety: field attire,
venomous snakes, poison ivy, fire ants and
other stinging insects, black widow/brown
recluse spider, injury, dehydration/heatstroke, poison control:
1-800-222-1222)
Chapter 3
7 days
(Environmental Science Your World
Your Turn: Pearson pp 62 – 96)
(p 75 - 82)
(pp 83 – 89)
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
1.1 Describe the
relationship between
carrying capacity and
population size.
Chapter 4

I can describe the various
levels of organization that
ecologists study (species,
population, community,
ecosystem).

I can explain the difference
between abiotic/biotic
factors in an environment.






Describe how an
organism’s habitat affects
its survival.
Describe ways populations
can be distributed (random,
uniform, clumped).
I can explain what agestructure diagrams
illustrate about a
population.
I can describe limiting
factors that affect
population growth rate.
I can discuss how biotic
potential affects growth
rate.
I can differentiate between
exponential/logistic growth.
Chapter 4
Suggested Activities/Labs:
 Series of brief videos on
ecology that concretely
illustrates the vocabulary of
this chapter and chapters 8/9
(Teacher Notes)
 Construct a T-chart with
levels of organization
(individual – biosphere) on
one side and descriptions on
the other. *Review with
students the correct way to
write/type a scientific name.
 Go Outside: Abiotic and
Biotic Factors
 LAB: I’m Depending on
You: Determining the Role
of Biotic Factors in
Ecological Systems (LTF)
 Central Case: Finding Gold
in a Costa Rican Cloud
Forest Pearson
 Sketch a model for each of
the major population
distribution patterns and give
examples of species with
each pattern.
 Interpret an age-structure
diagram
 Math connection: Interpret
a graph showing the three
survivorship curves. (Fig. 8)
 Math connection: Calculate
population growth and
doubling time (70/rate of
growth).
Chapter 4
5 days
(Environmental Science Your World
Your Turn: Pearson pp 97 – 123)
(pp 100 – 102)
(pp 101, 102, 103)
(pp 99, 103)
(p 107)
(p 108)
(pp 111)
(p 113, 231, SH3)
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
Chapter 4
 I can compare/contrast
density dependent and
density independent
limiting factors that
regulate population growth.

1.1 Describe the
relationship
between carrying
capacity and
population size
I can explain the role of
biotic potential in the
regulation of population
growth.
Chapter 8
 I can describe recent trends
in human population and
resource consumption.
Chapter 4
 LAB: White-tailed Rising:
Modeling Exponential
Growth (LTF) *online
activity
 Math connection: Interpret
graphs illustrating
exponential and logistic
growth. (Figs. 11 – 13)
What does the graph look like
when a population reaches
carrying capacity?
 View a video: Populations:
Biotic Potential,
Environmental Resistance
(Teacher Notes)
Chapter 8:
Suggested Labs/Activities:
 LAB: Tragedy in the Making
(LTF)
 Quick Lab: Build and
Compare Age Structure
Diagrams
 Compare age-structure
diagrams: create an agestructure diagram using
Canada or Madagascar
(2010) as countries. (Fig. 9)
 Math connection: Basic
Statistics: calculate
percentage, population
growth, growth rate, and
doubling time.
 Interpret the Demographic
Transition Graph (Fig. 10)
 Ecological Footprint,
calculate yours!
(Teacher Notes)
Chapter 4
(Environmental Science Your World
Your Turn: Pearson pp 97 – 123)
(pp 114 – 115)
(pp 116)
(p 117)
Chapter 8
3 days
(Environmental Science Your World
Your Turn: Pearson pp 225 – 253)
(p 237)
(SH13, p 236 – 237)
(SH3, Chapter 4 p 113, 231)
(p 238)
(p 243)
1.1 Describe the
relationship
between carrying
capacity and
population size
Chapter 8
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
Chapter 5
1.1 Describe the
relationship between
carrying capacity and
population size.



I can differentiate between
natural selection and
artificial selection.
I can describe how
allopatric speciation and
extinction affect the
diversity of life on Earth.
I can discuss factors that
influence an organism’s
niche.
12. Identify positive
and negative effects
of human activities
on biodiversity

I can compare/contrast
predation, parasitism, and
herbivory.

I can define symbiosis and
list the three types
(commensalism, mutualism,
and parasitism).

I can explain the difference
between a producer,
consumer, decomposer, and
detritivore.
Chapter 8
Suggested Activities/Labs:
 Compare the populations of
China, India, and USA.
 Writing connection:
Research China’s “onechild” policy.
*Provide a rubric.
Chapter 5
Suggested Activities/Labs:
 Brief review of basic
principles of evolution;
relate artificial selection to
demographic transition of
humans.
 View a video: What Darwin
Never Knew (Teacher Notes)
 LAB: Chi Critters ((LTF)

Interpret a graph of the 5
mass extinction events. (Fig. 5)
 LAB: Paramecium Food and
Frolic (LTF)
 Define niche and identify
factors that influence an
organism’s niche (tolerance,
competition, competitive
exclusion, fundamental
niche, realized niche,
resource partitioning,
character displacement).
 LAB: Call of the Wild:
Investigating Predator-prey
Relationships (LTF)
 State similarities/differences
in feeding patterns:
predation, parasitism, and
herbivory.
Chapter 8
(Environmental Science Your World
Your Turn: Pearson pp 225 – 253)
(pp 242 – 247)
Chapter 5
5 days
(Environmental Science Your World
Your Turn: Pearson pp 124 – 161)
(teach “ I can”
statements only)
(pp 126 – 130)
(pp 131 – 132)
(pp 133 – 135)
(pp 136 – 138)
(pp 138 – 140)
(pp 141 – 143)

Chapter 5

1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
I can relate photosynthesis
and cellular respiration to
the transfer of energy
through food-chains,
food-webs, and ecosystems.
List and describe examples
of each type of symbiotic
relationship.
 Construct a chart to record
the definitions of various
feeding relationships.
 View a video: Community
Interactions: Competition,
Predation, and Symbiosis
(Teacher Notes)
Chapter 5
Suggested Activities and Labs:


1.1 Describe the
relationship between
carrying capacity and
population size.



12. Identify positive
and negative effects
of human activities
on biodiversity

I can discuss the
importance of keystone
species in ecosystems.

Draw and color the visible
light spectrum; explain its
role in photosynthesis.
Write the equations for
photosynthesis/respiration
and explain the purpose of
each process.
Math connection:
Real Data – Energy Flow in
Communities
Illustrate the 10% Rule by
constructing an energy
pyramid; explain what
happens to energy that is not
captured by the organisms in
the food-chain?
Math connection: Draw an
energy pyramid that
illustrates the flow of energy
(in kilograms) as it moves
UP through trophic levels in
a food chain.
Construct a food web that
consists of at least two food
chains (one of the food
Chapter 5
(Environmental Science Your World
Your Turn: Pearson pp 124 – 161)
(teach “ I can”
statements only)
(pp 142 – 144)
(p 144)
(p 145)
(p 145)
(p 148 and World Wide Web)


1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
12. Identify positive
and negative effects
of human activities
on biodiversity
Chapter 5





I can state the differences
between primary and
secondary succession.
I can explain how a
nonnative species can
threaten the existence of a
native species.
I can describe some human
activities that encourage the
establishment of nonnative
invasive species.
I can state the conditions
necessary for a species to
become invasive (lack of
natural predators, abundant
food source, adequate water
supply, suitable climate,
shelter).
I can list characteristics of
nonnative invasive species
that make them successful
over native species
(opportunistic generalists,
short reproduction cycle,
produce large numbers of
offspring, often adapted to
harsh habitat conditions)
chains should contain a
keystone species).
Research the kelp forest, sea
otter, and sea urchin
relationship. (Fig. 27)
*Provide a rubric.
Writing connection: How
can an environmental
disturbance change an
ecosystem?
Chapter 5
Suggested Activities and Labs:






List some natural
disturbances that lead to
succession in both terrestrial
and aquatic systems.
Central Case: Black and
White, and Spread All Over
(Zebra Mussels)
Reading connection: There
is a Hair in My Dirt! (USDA,
Eastern Region) (Teacher
Notes)
Math connection: Analyze
data (hare and lynx)
(questions 29 – 32) *This
classic study is often used in
standardized tests to evaluate
skill in graph interpretation.
LAB: Ecotones:
Investigating ecosystems
using CBLs (LTF)
Technology connection:
Develop a storyboard or
brochure that describes the
influence of one of the top 5
nonnative invasive animal
species in the USA or
(pp149 – 153)
Chapter 5
(Environmental Science Your World
Your Turn: Pearson pp 124 – 161)
(teach “ I can” statements only)
(pp 145 – 153)
(p 125)
(p 161).
Alabama’s 10 Worst Invasive
Weeds. (Teacher Notes)
*Provide a rubric. (Individual
research project using
primary sources only and
documenting sources of
information.)
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
Chapter 7
 I can differentiate between
biodiversity and species
diversity.
 I can understand the
economic value of
biodiversity in ecosystems.
Chapter 7
Suggested Activities and Labs:
 Paramecium Food and Frolic
(LTF)
Chapter 7
5 days
(Environmental Science Your World
Your Turn: Pearson pp 198 – 224)
(pp 200 – 202)
(p 204)
12. Identify positive
and negative effects
of human activities
on biodiversity
12.1. Identify
endangered and
extinct species locally,
regionally, and
worldwide.
12.2. Identify causes
for species extinction
locally, regionally,
and worldwide.





I can discuss some research
methods used by scientists
to monitor biodiversity
(field observations, drift nets,
traps, mark/recapture,
personal journals, ,
topographic maps, scientific
journal reports, measurement
using specialized equipment:
GIS/GPS, sonar, computer
models)
I can explain current
biodiversity trends
worldwide.
I can list 5 major causes of
biodiversity loss.
I can explain legal actions
nations take to protect
biodiversity.
I can state the goal of
Species Survival Plans.

Make a list of at least 5
ecosystem services provided
by Earth (water, air,
pest/disease control,
decomposition of wastes,
food, fuel, fiber).

Writing connection: Write a
report on Edward O. Wilson,
a native of Alabama, who
first used the term
biodiversity in a publication
in 1988 or Rachel Carson, the
first scientist to publish a
documentary on the ill effects
of biocides on species.
Describe the current rate of
extinction worldwide and
state the cause.
Construct a T-chart: list 5
endangered species in
Alabama and 5 extinct
species in the world.


(p 203 – 206)
(pp 207 – 208)
(pp 209 – 211)
(World Wide Web search)
(pp 212 – 213)

I can describe strategies for
managing ecosystems and
habitats.




Prepare a presentation on an
endangered species.
List ways the Endangered
Species Act and CITES have
helped to reduce species loss.
LAB: Ecotones:
Investigating Ecosystems
using CBLs (LTF)
LAB: Biodiversity in the
Wetlands (LTF)
(pp 214 – 217)
Benchmark Test
2nd Nine Weeks
October 13 – December 19, 2014
Alabama COS
Standard
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
“I Can” Statements
(unwrapped by school
teams)
Chapter 14


6. Identify sources of
local drinking water.
6.1 Determine the
quality of fresh water
using chemical
testing and bio
assessment.

6.2 Describe the use
of chemicals and
microorganisms in
water treatment.

6.3 Describe water
conservation
methods.


I can explain the influence
human impact on a
watershed has on water
quality.
I can discuss fresh water as
a renewable resource and a
limiting factor in the
environment.
I can discuss the
composition of a watershed.
I can describe water
treatment and regulation
methods.
I can explain how
groundwater is accessed for
human use (recharge
zone/aquifer, artesian/manmade well).
I can describe water
conservation methods
(desalinization, irrigation,
recycling of water in
industry/home, xeriscaping).
Resources
(by school teams)
Pacing Recommendation /
Date(s) Taught
Chapter 14
Suggested Activities and Labs:
 LAB: Bio assess Game
(manipulative) and AWW
Water Quality Assessment
(chemical) (ASIM)
 LAB: Chemical Water Tests
(any set of protocols that
include: DO, pH, N, total
hardness and alkalinity)
 LAB: Biodiversity in the
Wetlands (LTF)
 LAB: Wonderful Pond Water
(LTF)
 Take a field trip: Visit one of
Huntsville’s water treatment
facilities and find out where
the drinking water for the city
originates.
 Math connection: Find out
how much of the western
USA uses the Ogallala
Aquifer for its water supply.
Chapters 3, 6, 11, 14
10 days
Chapter 14
(Environmental Science Your World
Your Turn: Pearson pp 418 – 449)
(pp 420 – 421)
(Fig. 6)
(pp 422 – 423)
(Chapter 6 pp 185)
(pp 441 – 445)
(pp424 – 425)
(pp 432 – 434)
6.4 Describe the
process of
underground water
accumulation,
including the
formation of aquifers
Chapter 14
 I can name several types of
consumers who use fresh
water in agricultural,
industrial, and personal
activities water (Examples:
farming, raising livestock,
manufacturing, generation of
electricity, mining of
minerals/petroleum,
recreation, home upkeep,
personal hygiene,
transportation).
 I can list several ways that
humans use water in
everyday activities
(Examples: household
chores, wash cars, scrub
industrial equipment,
boating).




I can discuss two major
ways of impounding
surface water (canals, dams)
to make it available for
ready use.
I can describe costs and
benefits of dams.
I can state the major causes
of surface water depletion.
I can state the provisions of
the Safe Drinking Water
Act.
Chapter 14
Suggested Activities and Labs:
 Sketch a drinking water
treatment plant and annotate
the roles of each component
of the facility. (Fig. 24)
 Sketch a wastewater
treatment plant and annotate
the roles of each component
of the facility (A Closer
Look)
 Survey your school campus
for landmarks that provide
for management of surface
water. List the landmarks and
identify their function.
 Group Project: Identify at
least 10 major residential,
industrial, and agricultural
water consumers and
indicate their locations on a
map of Huntsville,
AL/Tennessee River
Watershed.
 Map Study: View the
locations of major residential,
industrial, and agricultural
areas on a topographic map.
 List 10 ways water is used in
homes. For each item on the
list, state one way to
conserve water during its use.
 Visit Guntersville Dam
 Construct a T-chart to record
the costs and benefits of
dams. (Fig. 10)
 Writing/Research
connection: Visit the EPA
website and read about the
Safe Drinking Water Act.
Chapter 14
(Environmental Science Your World
Your Turn: Pearson pp 418 – 449)
(pp 426 – 427)
(pp 442 – 443)
(pp 444 – 445)
Use Huntsville Utilities as a source
(pp 428 – 429)
(pp 428 – 429)
(pp 430 – 431)
epa.gov
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
8. Identify major
contaminants in
water resulting from
natural phenomena,
homes, industry, and
agriculture.
8.1 Describe the
eutrophication of
water by
industrial
effluents and
agricultural
runoff
8.2 Classify
sources of water
pollution as point and
nonpoint
Chapter 14

I can discuss the major
categories of water
pollution (Nutrienteutrophication, Toxic
chemical, Sediment,
Thermal, Biological)
Chapter 14
Suggested Activities and Labs:











I can describe the effects of
red tide on biota in the
ocean.
I can compare/contrast
point and nonpoint sources
of water pollution.
I can list the 4 major types
of water pollution.
I can discuss the primary
causes of cultural
eutrophication and its
negative effects.
I can explain how chemical
pollution gets into
groundwater (leaching).
I can explain why it is
difficult to clean up
groundwater pollution.
I can describe the effects of
oil spills on the biota in
oceans.
I can state the provisions of
the Clean Water Act.
Review human influences on
the nitrogen cycle that cause
eutrophication.
Quick Lab: Cultural
Eutrophication
Construct a cause-effect
diagram and describe the
major categories of water
pollution.
Chapter 14
6 days
(Environmental Science Your World
Your Turn: Pearson pp 418 – 449)
(Chapter 6 p 86)
(pp 435 – 438)
(p 437)
(pp 435 – 438)
(p 436, 440)




Construct a T-chart and list
various examples of point
and nonpoint pollution.
Research one of the
following:
o PCB contamination
of Choccolocco
Creek in Anniston,
AL
o Progress in the toxic
wastes removal at
Redstone Arsenal.
o Fly ash spill in
Scottsboro, AL
Construct a T-chart and list
organic chemical pollutants
/inorganic chemical
pollutants.
Writing/Research
connection: Visit the EPA
website and read about the
Safe Drinking Water Act.
(p 435)
(pp 435 – 438)
(pp 436)
(p 437)
(p 439)
(p 440)
(p 441)
epa.gov
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
7. Identify reasons
coastal waters serve
as an important
resource. (Examples:
economic stability,
biodiversity,
recreation)
economic stability,
biodiversity, recreation
7.1 Classify biota of
estuaries, marshes,
tidal pools, wetlands,
beaches, and inlets
Chapter 6
 I can describe a typical
food-chain/food-web of an
estuary. (Mobile
Bay/Chesapeake Bay)
 I can describe a typical
food-chain/food-web of a
freshwater marsh.
(Examples: Prairie
Potholes/Dead Zone of Gulf
of Mexico)
 I can describe a typical
food- chain/food-web of a
saltwater marsh and a
mangrove forest.
(Examples: Dauphin Island
Salt Marsh/Everglades)
 I can describe a typical
food-chain/ food-web of a
tidal pool. (Various Tidal
Pools)
 I can describe a typical
food-chain/food-web of a
beach. (Gulf Shores/
Waianapanapa Beach)
 I can describe a typical
food-chain/food-web of a
pond/lake.(Great Salt
Lake/Lake Michigan)
 I can describe a typical
food-chain/food-web of a
creek/river. (Indian Creek,
AL/Tennessee River)
Chapter 6
Suggested Activities and Labs:

Build a mobile or design a
Travel Brochure of one of the
10 most popular tidal pools
or beaches in the USA.
*Provide a rubric.
Tidal Pools:
Shi-Shi Beach, Olympic Nat’l Park,
WA
Hole-in-the-wall,- Rialto Beach,
Olympic Nat’l Park, WA
Yaquina Head Outstanding Natural
Area: Newport, Oregon
Hazard Canyon: Montana de Oro
State Park, California
North Point Beach: Morro Bay,
California
First Encounter Beach: Eastham,
Massachusetts
Hunting Island State Park: Beaufort,
South Carolina
Cabrillo National Monument: San
Diego, California
Beaches:
D.T. Fleming Beach, Maui
Clearwater Beach, Florida
Palm Beach, Florida
Myrtle Beach, South Carolina
Malibu, California
Bellows Field Beach, Oahu
Hampton Beach, New Hampshire
Manhattan Beach, New York
Waianapanapa Beach, Maui
Coronado Beach, California
 View a video: Aquatic
Biomes: Oceans, Rivers, and
Wetlands (Teacher Notes)
Chapter 6
10 days
(Environmental Science Your World
Your Turn: Pearson pp 181 – 197)
(pp 181 – 191)
Consult world wide web, travel
agencies, park systems, chambers of
commerce.
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
7. Identify reasons
coastal waters serve
as an important
resource. (Examples:
economic stability,
biodiversity,
recreation).
7.2 Compare
components of
marine water to
components of inland
bodies of water.
Chapter 3
 I can describe the
distribution of freshwater
and saltwater on Earth.
Chapter 3
Suggested Activities and Labs:
 Sketch a pie graph that
describes the distribution of
water on Earth. (Fig.18)
Chapter 3
10 days
(Environmental Science Your World
Your Turn: Pearson pp 80 - 83)
(p 80)
Chapter 6
Chapter 6
Suggested Activities and Labs:
 State at least 4 ecosystem
services that wetlands
provide.
Chapter 6
(Environmental Science Your World
Your Turn: Pearson pp 181 – 197)
(p 184)

I can explain the ecological
importance of wetlands.

Chapter 11
 I can explain the
importance of managing
freshwater renewable
resources. freshwater
 I can describe the value of
forests in maintaining
water quality.
Chapter 6
 I can explain the
importance of managing
marine renewable
resources.
Field Trip: Visit Wheeler
Wildlife Refuge to
experience a bald cypress
swamp.
Chapter 11
Activities and Labs:
 Visit a grocery store; make a
list of food products that
originate in freshwater and
marine ecosystems.
 Research the role of riparian
zones in urban environments
and forest ecosystems.
Chapter 6
Activities and Labs:
 LAB: Interpret
climatographs of the major
biomes.
 Math connection:
Construct a climate graph
(National Geographic
http://images.nationalgeograp
hic.com/wpf/media-
Chapter 11
(Environmental Science Your World
Your Turn: Pearson pp 324 – 330)
(pp 324 – 326)
(p 330)
Chapter 6
(Environmental Science Your World
Your Turn: Pearson pp 167 – 191)
(pp167 – 178)
(pp 181 - 191)
live/file/martha-5-graphclimate-cb1288399317.pdf)
Chapter 6


economic stability,
biodiversity, recreation






I can explain the value of
water to productivity in
biomes/ecosystems
I can interpret a graph
showing the relationship
between water availability
and primary productivity
of an ecosystem.
I can describe the
relationship between water
availability and the
presence of major biomes
of the world.
I can describe the criteria
ecologists use to classify
aquatic ecosystems (salinity,
depth, rate of flow).
I can list and describe the
major categories of
freshwater ecosystems.
I can explain the ecological
importance of estuaries.
I can explain the
importance of upwelling/down-welling to
nutrient and oxygen
dispersal.
I can describe the major
zones of the ocean [photic
zone: intertidal, neritic, open
ocean; aphotic zone:
continental shelf, benthic).
Chapter 6
Suggested Activities and Labs:
 LAB: Take a field trip to a
local body of water and
perform an environmental
assessment, bioassessment,
and chemical water quality
assessment.
 Research one of the
following major river
systems to determine the
extent of influence and
human impact on biodiversity
and water quality:
Colorado River
Mississippi River
Missouri River
Mobile River
Ohio River
Tennessee River
 Sketch the major zones of
the ocean and annotate the
productive areas of each
zone.
 Research the ecological and
economic importance of kelp
forests and coral reefs.
Chapter 6
(Environmental Science Your World
Your Turn: Pearson pp 167 – 191)
(p 167)
(p 167)
(pp168 – 178)
epa.gov
USGS
Alabama Water Watch
(pp 181 – 182)
(pp 183 – 186)
(pp 186 – 187)
(p 188)
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
1.1 Describe the
relationship between
carrying capacity and
population size.
Chapter 9
 I can list the types of
environmental health
hazards (biological, social,
chemical, physical).
 I can compare/contrast
epidemiology/toxicology.
 I can discuss risk
assessment.
 I can describe how
infectious disease spreads
from one individual to
another.
 I can explain why emerging
diseases are important to
monitor and control.
 I can name some health
issues that are a result of
environmental influence.



1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
I can discuss how chemical
hazards affect human
health.
I can list 6 types of
chemical hazards and
describe their effects.
List major sources of
chemical hazards indoors,
in air, on land, and in
water.
Chapter 5


I can differentiate between
natural selection and
artificial selection.
I can describe how
allopatric speciation and
Chapter 9
Suggested Activities/Labs:
 Identify one example of each
kind of environmental health
hazard.
 Construct a T-chart to
record major components of
each field of study.
 View a video: Typhoid Mary
or Ebola. (Teacher Notes)
*Provide a directed listening
worksheet to students.
 Design a storyboard or
brochure on one of the top 10
emerging diseases in the
world. Provide a rubric.
(Teacher Notes).
 Quick Lab: How do diseases
spread?
 LAB: Epidemiology (ASIM)
 LAB: We’re Going Viral
(LTF)
 Explore the cabinets at
home! List 5 chemical
hazards in your home.
 Compare/contrast
bio accumulation and
bio magnification; describe
the relationship between the
phenomena. (DDT/birds)
Chapter 9
4 days
(Environmental Science Your World
Your Turn: Pearson pp 254 – 289)
(pp 256 – 257)
Chapter 5
Suggested Activities/Labs:

Brief review of basic
principles of evolution;
relate artificial selection to
demographic transition of
humans.
Chapter 5
5 days
(Environmental Science Your World
Your Turn: Pearson pp 124 – 161)
(teach “ I can”
statements only)
(pp 126 – 130)
(pp257 – 258)
(p 260)
(p 261 – 265)
(pp 256, 266 )
(pp 267 – 271)
(263)
(pp 268 – 269)
(pp 270 – 274)
(p 275)
1.1 Describe the
relationship between
carrying capacity and
population size.

extinction affect the
diversity of life on Earth.
I can discuss factors that
influence an organism’s
niche.




12. Identify positive
and negative effects
of human activities
on biodiversity


I can compare/contrast
predation, parasitism, and
herbivory.

I can define symbiosis and
list the three types
(commensalism, mutualism,
and parasitism).

I can explain the difference
between a producer,
consumer, decomposer, and
detritivore.





View a video: What Darwin
Never Knew (Teacher Notes)
LAB: Chi Critters ((LTF)
Interpret a graph of the 5
mass extinction events. (Fig. 5)
LAB: Paramecium Food and
Frolic (LTF)
Define niche and identify
factors that influence an
organism’s niche (tolerance,
competition, competitive
exclusion, fundamental
niche, realized niche,
resource partitioning,
character displacement).
LAB: Call of the Wild:
Investigating Predator-prey
Relationships (LTF)
State similarities/differences
in feeding patterns:
predation, parasitism, and
herbivory.
List and describe examples
of each type of symbiotic
relationship.
Construct a chart to record
the definitions of various
feeding relationships.
View a video: Community
Interactions: Competition,
Predation, and Symbiosis
(Teacher Notes)
Suggested Activities and Labs:
1. Identify the
influence of human
population,
technology, cultural

I can relate photosynthesis
and cellular respiration to
(pp 131 – 132)
(pp 133 – 135)
(pp 136 – 138)
(pp 138 – 140)
(pp 141 – 143)
(Environmental Science Your World
Your Turn: Pearson pp 124 – 161)
(teach “ I can”
statements only)
(pp 142 – 144)
and industrial
changes on the
environment.
the transfer of energy
through food-chains,
food-webs, and ecosystems.


1.1 Describe the
relationship between
carrying capacity and
population size.
12. Identify positive
and negative effects
of human activities
on biodiversity
1. Identify the
influence of human
population,
technology, cultural
and industrial
Draw and color the visible
light spectrum; explain its
role in photosynthesis.
Write the equations for
photosynthesis/respiration
and explain the purpose of
each process.
(p 145)
Chapter 5


I can discuss the
importance of keystone
species in ecosystems.
I can state the differences
between primary and
secondary succession.
(p 144)
Chapter 5
Chapter 5
 Math connection:
Real Data – Energy Flow in
Communities
 Illustrate the 10% Rule by
constructing an energy
pyramid; explain what
happens to energy that is not
captured by the organisms in
the food-chain?
 Math connection: Draw an
energy pyramid that
illustrates the flow of energy
(in kilograms) as it moves
UP through trophic levels in
a food chain.
 Construct a food web that
consists of at least two food
chains (one of the food
chains should contain a
keystone species).
 Research the kelp forest, sea
otter, and sea urchin
relationship. (Fig. 27)
*Provide a rubric.
 Writing connection: How
can an environmental
disturbance change an
ecosystem?
Suggested Activities and Labs:
(p 145)
(p 148 and World Wide Web)
(pp149 – 153)
(Environmental Science Your World
Your Turn: Pearson pp 124 – 161)
(teach “ I can” statements only)
(pp 145 – 153)
changes on the
environment.

12. Identify positive
and negative effects
of human activities
on biodiversity



I can explain how a
nonnative species can
threaten the existence of a
native species.
I can describe some human
activities that encourage the
establishment of nonnative
invasive species.
I can state the conditions
necessary for a species to
become invasive (lack of
natural predators, abundant
food source, adequate water
supply, suitable climate,
shelter).
I can list characteristics of
nonnative invasive species
that make them successful
over native species
(opportunistic generalists,
short reproduction cycle,
produce large numbers of
offspring, often adapted to
harsh habitat conditions)






List some natural
disturbances that lead to
succession in both terrestrial
and aquatic systems.
Central Case: Black and
White, and Spread All Over
(Zebra Mussels)
Reading connection: There
is a Hair in My Dirt! (USDA,
Eastern Region) (Teacher
Notes)
Math connection: Analyze
data (hare and lynx)
(questions 29 – 32) *This
classic study is often used in
standardized tests to evaluate
skill in graph interpretation.
LAB: Ecotones:
Investigating ecosystems
using CBLs (LTF)
Technology connection:
Develop a storyboard or
brochure that describes the
influence of one of the top 5
nonnative invasive animal
species in the USA or
Alabama’s 10 Worst Invasive
Weeds. (Teacher Notes)
*Provide a rubric. (Individual
research project using
primary sources only and
documenting sources of
information.)
(p 125)
(p 161).
Benchmark Test
Websites:
3rd Nine Weeks
January 06 – March 06, 2015
Alabama COS
Standard
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
“I Can” Statements
(unwrapped by school
teams)
Chapter 10








I can explain the difference
between land cover and
land use.
I can explain how and
where urbanization occurs.
I can differentiate urban
areas from rural areas.
I can describe the role of
the USGS.
I can define urbanization.
I can state 3 factors that
determine where
urbanization occurs.
I can describe the
environmental impact of
urbanization.
I can define sustainability
and discuss the
Resources
(by school teams)
Chapter 10
Suggested Activities and Labs:




Construct a T-chart to
record types of land cover
and land use. (Fig 1)
Math connection: State the
three major uses of land in
the United States. (Fig. 2)
Invite the city planner to
talk to your classes about
the infrastructure of
Huntsville and policies that
promote sustainability.
Math connection: Real Data
Population Density and
Carbon Emissions
Pacing Recommendation /
Date(s) Taught
Chapters 2, 9, 10,
11, 12, 19
5 days
Chapter 10
(Environmental Science Your World
Your Turn: Pearson pp 292 - 312)
(p 292)
(p 293)
(p 294)
(p 302)
(pp 295 – 298)
(pp 300 – 312)
characteristics of a
sustainable city.
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
9. Describe land-use
practices that
promote
sustainability and
economic growth.
(Examples:
no-till planting,
crop rotation)
Chapter 2
 I can relate supply and
demand to economic
growth.
 I can describe ways that
economies are working
toward sustainability
Chapter 2
Suggested Activities and Labs:

Math connection: Interpret
the supply and demand
graph. (Fig. 1)
Chapter 2
15 days
(Environmental Science Your World
Your Turn: Pearson pp 36 – 41)
(p 37)
(pp 39 – 41)
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
9. Describe land-use
practices that
promote
sustainability and
economic growth.
(Examples:
no-till planting,
crop rotation)
Chapter 11
 Describe resource
management approaches
that promote sustainability
and economic growth.
 I can explain the
importance of managing
renewable resources (soil,
fresh water, wild animals,
and timber).
 I can list some ecological
and economical values of
forest resources.
 I can discuss the levels of
deforestation in the USA
and in developing nations.
 I can explain how the US
Forest Service manages
national forests.
Chapter 11
 Math connection: Interpret
the maximum sustainable
yield graph. (Fig. 4)
 Construct a T-chart to
record 3 ecological values
and 3 economic values of
forest resources.
 Watch a video: The Lorax
by Dr. Seuss *Provide a
rubric. (Teacher Notes)
Chapter 11
(Environmental Science Your World
Your Turn: Pearson pp 322 - 349)
(pp 324 – 329)
(p 328)
(pp 331 – 332)
Chapter 12
Map connection: Map it – Origins of
Agriculture
(pp 332 – 336)
(pp 337 – 339)
LAB: Pests (ASIM)
Chapter 12
 I can explain the
importance of industrial
agriculture and the green
revolution.
 I can describe three
primary methods of pest
control.
 I can understand the
importance of pollinators to
Chapter 12
Suggested Activities and Labs:
Chapter 12
(Environmental Science Your World
Your Turn: Pearson pp 350 - 389)
(p 366)
(pp 369 – 371)
(pp 371 – 372
agriculture.
Chapter 12

1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
9. Describe land-use
practices that
promote
sustainability and
economic growth.
(Examples:
no-till planting,
crop rotation)
9.1 Define various
types and sources of
waste and their
impact on the soil
Examples:
Yytypes—
biodegradable,
nonbiodegradable,
organic, radioactive,
nonradioactive
sources—pesticides,
herbicides)
I can identify types of
integrated pest
management (IPM) that
reduce pesticide resistance
(pesticide treadmill)*


I can discuss the urgency to
produce quality food in a
sustainable manner.

I can evaluate the
advantages and
disadvantages of industrial
food production.
I can discuss sustainable
agriculture (organic
agriculture, locally supported
agriculture).
I can describe some
farming practices that
reduce erosion
(intercropping, cover crops,
shelterbelts, no-till, terracing,
contour).
I can identify one way to
raise livestock in a
sustainable manner.





Writing connection: Write
an opinion paper on the use
of genetically modified
organisms (GMOs) as food
sources; use primary
sources to support your
opinions.
Contact Hudson-Alpha;
request a speaker to
present a session on GMOs
in the “grocery basket” and
their implications.
Construct a T-chart and list
the pros and cons organic
agriculture.
Chapter 12
(Environmental Science Your World
Your Turn: Pearson pp 350 - 389)
(p 371)
(pp 373 – 383)
(pp 378 – 381)
(pp 381 – 383)
(p 358 – 359)
Chapter 19
Suggested Activities and Labs:

LAB: Classify Your
Garbage! Ask students to
(p 358)
9.2 Identify ways to
manage waste,
including
composting,
recycling, reusing,
and reclaiming
collect their personal garbage
for one or two days and
separate it into categories:
biodegradable/nonbiodegrada
ble. As a class, determine
the category of most
household garbage.
*Extension: Ask students to
locate the recycle symbol on
each piece of garbage and
explain its meaning.
(Teacher Notes)
Chapter 19
 I can define and identify
the three categories of
waste (municipal,
industrial, hazardous).





I can explain the difference
between biodegradable and
nonbiodegradable waste.
I can list examples of
biodegradable and
non-biodegradable waste.
I can identify several kinds
of hazardous wastes and
explain their effect on soil.
I can identify examples of
organic waste
(biodegradable/
non-biodegradable) and
explain their impact on soil.
I can list the major types of
radioactive waste and
explain their impact on soil.
(high level, low level)

Construct a T-chart: on one
side of the chart, make a list
of five organic wastes that
are biodegradable and on the
other side, 5 organic wastes
that are not biodegradable.

Writing connection: Assign
a one-two page report on
RCRA and CERCLA
(Superfund) Acts.
(Teacher Notes)
Writing connection: Report
on the history of Love Canal
“then and now”. Use
historical events that led to
the enactment of RCRA as a
law.

Chapter 12
Suggested Activities and Labs:
 Debate reasons Yucca Mt. in
Nevada should/should not be
a single-site “nuclear waste
facility” for all nuclear waste
in the USA.
Chapter 19
(Environmental Science Your World
Your Turn: Pearson pp 580 – 617)
(p 582 – 584)
(p 590)
( pp 582, 596 – 601)
Chapter 3
(Pearson p 66)
Chapter 9
(Pearson pp 274, 276)
Chapter 19
(Pearson pp 597,
601 – 602)
(Pearson p 602)
Chapter 12
 I can explain how irrigation
and pesticide use can cause
soil pollution.

I can compare/contrast
bioaccumulation and
bio magnification of
pollutants in organisms/
food-chains/food-webs.
Chapter 19



I can identify the three
categories of waste.
I can describe ways to
reduce waste, including
recycling, reusing, and
reclaiming.
I can explain the function
of a Waste-to-energy
(WTE) facility.

Central Case: The Rise and
Fall – and Rise – of DDT
Chapter 19
 Map Study: Use a map to
locate the landfills, recycle
facilities, and compost
facilities of Huntsville, AL
 Interview a representative of
the public works office; find
out how municipal and
household wastes are
managed in Huntsville.
 View a video about corporate
farming of food: Food Inc.
Robert Kenner (2010)
(Teacher Notes)
 View a video:
Rachel Carson’s Silent
Spring American Experience
(1993)
(Teacher Notes)
Chapter 12
(Pearson pp 363 – 364)
Chapter 8
(Pearson p 229)
Chapter 9
(Pearson p 255, 274)
Chapter 12
(Pearson pp 369 – 371,
376 – 377)
Chapter 19
(Environmental Science Your World
Your Turn: Pearson pp 580 – 617)
(pp 582 – 584)
(pp 584 – 594)
(pp 588)
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
Chapter 12

I can explain the processes
that form most of Earth’s
soils (weathering, deposition,
decomposition)
10. Describe the
composition of soil
profiles and soil
samples of varying
climates.

Describe the horizons that
make up a soil profile.
10.1 Identify various
processes and
activities that
promote soil
formation
(Examples:
weathering,
decomposition,
deposition).

List the 4 characteristics
used to classify soil (color,
texture, structure, pH)
10.2 Relate particle
size to soil texture
and type (sand, silt,
or clay).
Chapter 12
Suggested Activities and Labs:
 Sketch the soil profile of a
“typical” mature soil (Fig. 4) –
describe the composition of
each horizon (O, A, B, and C
only).
 Research project: Soil
profiles of the World Biomes
(Chapter 6) – Assign a
different biome to each
student group: (tundra, boreal
forest, temperate deciduous
forest, grassland, tropical
rainforest). Provide a rubric
to students.
 LAB: Soils texture (use the
Soils Texture Triangle)
 LAB: Identifying soil types,
mixtures
 LAB: Soil Quality: Nitrogen,
Potassium, Phosphorus, pH
(ASIM)
 LAB: Porosity
 Science Behind the Stories:
Dark Earth in the Amazon
Chapter 12
12 days
(Environmental Science Your World
Your Turn: Pearson pp 352 – 364)
(p 355)
(pp 352 – 354)
(p 355)
(356 – 357)
(p 385)
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
11. Describe agents of
erosion, including
moving water,
gravity, glaciers, and
wind.
Chapter 9
 I can explain how natural
processes on Earth can
cause erosion events.
(earthquakes, volcanoes,
storms, avalanches)
Chapter 9
 View a video: Flood! NOVA
(1996) Documentary on the
biggest flood in history of the
Mississippi River (Teacher
Notes)
Chapter 9
(Environmental Science Your World
Your Turn: Pearson pp 350 - 389)
Chapter 12
Chapter 12
Chapter 12
(Environmental Science Your World
Your Turn: Pearson pp 350 - 389)

I can describe some human
practices that can lead
to/prevent soil erosion.
(pp 358 – 363)
11.1 Describe
methods for
preventing soil
erosion.
(Examples:
planting vegetation,
constructing terraces,
providing barriers)
Benchmark Test
4th Nine Weeks
March 09 – May 22, 2015
Alabama COS
Standard
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
2. Evaluate various
fossil fuels for their
effectiveness as
energy resources
“I Can” Statements
(unwrapped by school
teams)
Resources
(by school teams)
Pacing Recommendation /
Date(s) Taught
Chapter 17
 I can define energy and list
several forms. (kinetic,
potential, mechanical,
electrical, thermal,
electromagnetic, chemical,
nuclear, renewable,
nonrenewable)
 I can define energy
efficiency.
Chapters 17
Suggested Activities and Labs:
 Construct a cluster diagram
and identify the major forms
of energy, examples of each,
conversions, and uses. Read
and discuss Central Case: Oil
or Wilderness on Alaska’s
North Slope?
Chapter 3/ 9/ 15/ 16/ 17/ 18
15 days
Chapter 17
Environmental Science Your World
Your Turn: (Pearson pp 514 – 547)

2.1 Describe the
formation and use of
nonrenewable fossil
fuels.



I can explain why coal,
natural gas, and oil
(petroleum) are fossil fuels
and nonrenewable.
I can describe how a fossil
fuel forms within the Earth.
I can state the primary
uses of fossil fuels.
Map connection: Locate the
major coal, natural gas, and
oil producing nations on a
world map. Name the top
three coal, natural gas, and
oil producing nations. Do this
activity as a class.
(pp 515, 517 – 521)
(p 520)
(p 520, 522 – 528)
(pp 522 – 523)
(pp 523 – 526)

(coal/electricity, natural
gas/industry & residential
heating, oil/transportation)
I can list some common
products made from
petrochemicals.
Chapter 17
 I can identify three new
alternative fossil fuels and
explain their limitations.

2.2 Identify byproducts of the
combustion of fossil
fuels, including
particulates,
mercury, sulfur
dioxide, nitrogen
dioxide, and carbon
dioxide.
I can list the byproducts of
combustion of fossil fuels.

Map connection: Locate the
major coal, natural gas, and
oil producing states in the
USA. Name the top three
states in each of the three
categories. Students can do
this activity as groups.
Chapter 17
Suggested Activities and Labs:


Writing connection:
Research how coal changes
to kerogen, oil, and natural
gas. Explain how crude oil is
refined. *Evaluate the four
forms of coal: lignite, subbituminous, bituminous, and
anthracite.
Quick Lab: Where’s the
Energy?
(p 525)
Chapter 17
Environmental Science Your World
Your Turn: (Pearson pp 514 – 547)
(p 528)
(p 463)
(p 520)
Chapter 3/ 15/ 16/ 17
(pp 66 – 67; 453, 463*, 519*, 530 – 532)

2.3 Identify chemical
equations associated
with the combustion
of fossil fuels.

I can explain the chemical
equation for the
combustion natural gas
(methane) - a fossil fuel.
CH4 + 2O2 → CO2 + 2H2O
or, for other fossil fuels:
Fossil fuel + Oxygen →
Carbon dioxide + Water
I can state at least three
reasons to utilize renewable
energy sources for a
sustainable future for
humanity.

Discuss in class Figure 12 on
page 463. Students should be
able to recall the sources of
the byproducts of fossil fuel
combustion. *Direct students
to EPA’s Vocabulary Catalog
at:
http://ofmpub.epa.gov/sor_int
ernet/registry/termreg/search
andretrieve/glossariesandkey
wordlists/search.do?details=
&vocabName=Clean%20Ene
rgy%20Glossary
2.4 Describe the
benefits of abundant,
affordable energy to
humanity.
2.5 Identify effects of
fossil fuel byproducts on the
environment,
including ozone
depletion; formation
of acid rain, brown
haze, and greenhouse
gases; and
concentration of
particulates and
heavy metals

I can list alternative energy
sources to fossil fuels
(biofuels: ethanol,
biodiesel; geothermal,
hydropower, tidal, thermal,
solar, wind, hydrogen fuel,
fuel cells)
Chapter 17
 I can explain how fossil fuel
byproducts affect the ozone
layer and greenhouse gases.
 I can explain how fossil fuel
byproducts cause acid rain
and its effects on the
environment (brown haze).
 I can explain how
greenhouse gases affect the
environment.
 I can name major
greenhouse gases (O3, CO,
CO2, SO2, N2O, H20↑, CH4)
and give at least one
harmful effect on the
environment for each
*Research SO2

Chapter 17
Suggested Activities and Labs:
(p 519*)
Chapter 16/17/18
(pp 503, 535, 550, 553, 555,
558, 565, 568, 572)
Chapter 17
10 days
Environmental Science Your World
Your Turn:
(Pearson pp 548 – 579)
(pp 522 – 535)


Chapter 17
Math connection: Write the
basic equation for
combustion; identify the
reactants/products; explain
the process of combustion.
Go Outside: Is the Rainwater
Acidic? *
Conduct a debate: Use Point
Counterpoint: Are Biofuels
Better for the Environment?
Balance the groups so both
teams will have equal
opportunity to compete
successfully!*
Chapter 1/ 3/ 15/ 16
Environmental Science Your World
Your Turn:
(Pearson pp 3, 15, 20, 27,79, 456 – 457,
463*, 465, 467*472 – 473, 484*)
Chapter 15/16
(pp 465, 467* – 468,
474 – 475, 499)
Chapter 16/17/18
Environmental Science Your World
Your Turn:
(Pearson pp 503; 514 – 547; 548 - 579)
Chapter 18
(pp 550, 553, 555, 558, 568, 572, 574 –
575*)

I can explain how mining of
coal and drilling for
petroleum, natural gas, oil
sands, and methane
hydrates contribute to
particulates and heavy
metals in the atmosphere.
Chapter 15
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
2. Evaluate various
fossil fuels for their
effectiveness as
energy resources.
Chapter 17
 Discuss the ozone layer –
Central Case: Fixing a Hole
in the Sky (see chapter 1, p 3)
 Recall the components in the
atmosphere from chapters 1
and 3 that keep Earth warm.
(chapter 1 p 3, 15, 20, 27,
chapter 3 p 79)
Chapter 15
Suggested Activities and Labs:
 Construct a T-chart to relate
the effect of ozone in the
stratosphere contrasted with
its effects in the troposphere.
Chapter 16/17
(pp 79, 484 – 485, 495 – 496, 505 – 506,
519, 530, 549)
Chapter 15/16
 Writing connection: Research
the effects of acid rain on the
Black Triangle in Europe.
Provide a rubric.
Chapter 15/16
Environmental Science Your World
Your Turn: (Pearson pp 450 – 480)
Environmental Science Your World
Your Turn: (Pearson p 499)
Chapters 1/ 3/ 15/ 16
Environmental Science Your World
Your Turn: (Pearson pp 450 – 480)
Chapter 1
(p 3, 15, 20, 27)
Chapter 3
(p 79)
Chapter 15
(pp 456 – 457, 463, 465, 472 – 73)
Chapter 16
(p 484)
Chapter 16/17
Chapter 16/17
Suggested Activities and Labs:
 Writing connection:
Research the “brown
haze/brown cloud”
phenomena in Los Angeles,
Denver, Africa and Asia.
Provide a rubric.

Math connection: Interpret
Figure 10 on page 496; study
three greenhouse gases and
Chapter 16/17
Environmental Science Your World
Your Turn: (Pearson pp 481 – 513)
(Pearson pp 519, 530, 549) 496*
how their rates have changed
since scientists have been
keeping records.
Chapter 15
Chapter 15
Suggested Activities and Labs:
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
2. Evaluate various
fossil fuels for their
effectiveness as
energy resources.
2.5 Identify effects of
fossil fuel byproducts on the
environment,
including ozone
depletion; formation
of acid rain, brown
haze, and greenhouse
gases; and
concentration of
particulates and
heavy metals.
Chapter 9
 2.5 I can identify heavy
metal by-products in the
atmosphere caused by the
fossil fuel industry and
describe their dangers to
human health.

Compare/contrast industrial
smog/photochemical smog

Writing connection:
Research the effects of
particulate matter in the
environment on human health
(COPD, Asthma, and Lung
Cancer).
Chapter 9
 Writing connection:
Research the dangers of
mercury and benzene in the
environment to human
health. *Provide a rubric.
Chapter 15
Environmental Science Your World
Your Turn: (Pearson pp 450 - 480)
(p 463)
Chapter 9
Environmental Science Your World
Your Turn: (Pearson pp 268 – 269)
Chapter 15
Chapter 15
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
4. Identify the impact
of pollutants on the
atmosphere.
4.1 Identify layers of
the atmosphere and
the composition of air
4.2 Describe the
formation of
primary, secondary,
and indoor air
pollutants
4.3 Relate
pollutants to smog
and thermal
inversions


I can identify the four main
layers of the atmosphere
and state their composition.

I can explain how primary
and secondary air
pollutants form.

Chapter 9
 I can name and give the
source(s) of indoor air
pollutants.
Chapter 15
 I can describe the role of
hydrocarbons in the
production of smog.
Sketch the four layers of the
atmosphere (insert the ozone
layer) and annotate the
composition of each.
Central Case: Charging
Toward Cleaner Air in
London
Chapter 9

Map Study: Investigate the
occurrence of radon in
Alabama and Huntsville.
Chapter 15
Suggested Activities and Labs:
 LAB: How does the Hot
Water Move?
 Define thermal inversion.
Chapter 3/ 9/ 15/ 16
10 days
(Environmental Science Your World
Your Turn:
Pearson pp 254 – 289;
Pearson pp 450 – 480)
(p 455 – 459)
Chapter 15
(pp 451, 462 – 465)
Chapter 9
(Environmental Science Your World
Your Turn:
Pearson pp 254 – 289)
(pp 270 – 273)
(p 271)
Chapter 15
(pp 451. 458 – 459,
465 – 466, 470 – 475)
Chapter 3
(p 66)
4.4 Investigate the
impact of air quality
on the environment


4.5 Interpret social,
political, and
economic influences
on air quality.
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
I can describe the 4
provisions of the Clean Air
Act have helped reduce air
pollution in the USA and
internationally.
Chapter 1/ 2/ 15/ 16

I can state the purpose of
three international
agreements/policies
regarding air quality.
Conduct a class discussion
using: Success Stories – The
Clean Air Act and Acid Rain
Chapter 1/ 2/ 15/ 16


Math connection: Real Data
– Effects of the Clean Air
Act
Research the significance of
the Kyoto Protocol, Montreal
Protocol, and Copenhagen
Accord. *Provide a rubric.
4. Identify the impact
of pollutants on the
atmosphere.
4.5 Interpret social,
political, and
economic influences
on air quality.
1. Identify the
influence of human
population,
technology, cultural
and industrial
changes on the
environment.
3. Evaluate other
sources of energy for
Chapter 15

I can explain the value of
catalytic converters and
scrubbers to improvement
of air quality.
Chapter 17
 I can state the similarities
and differences of nuclear
fission and fusion.
Chapter 15
 View a video: Who Killed
the Electric Car? (2006)
Director: Chris Paine.
*Provide a worksheet to
keep students focused. This
documentary is a good leadin to alternative energy
sources. (Teacher Notes)
Chapter 17
Suggested Activities and Labs:
 Construct a Venn diagram
and use it to differentiate
between nuclear fission and
fusion.
Chapter 15
(pp 470- 473; 474 – 475)
(p 471)
(pp 474 – 475)
Chapter 1/ 2/ 15/ 16
(Environmental Science Your World
Your Turn:
Pearson pp 450 – 480;
Pearson pp 481 – 513)
Chapter 1
(p 25)
Chapter 2
(p 49)
Chapter15
(p 470, 473)
Chapter 16
(p 507)
Chapter 15
(Environmental Science Your World
Your Turn:
Pearson pp 450 – 480)
(pp 471 – 472)
Chapter 17
(Environmental Science Your World
Your Turn:
Pearson pp 514 – 547)
(p 537, 541)
their effectiveness as
alternatives to fossil
fuels.
3.1 Compare nuclear
fission and nuclear
fusion reactions in
the production of
energy.
3. Evaluate other
sources of energy for
their effectiveness as
alternatives to fossil
fuels.
3.2 Compare energy
production and waste
output in generating
nuclear energy
3.3 Differentiate
between renewable
and nonrenewable
energy resources
3.4 Identify local
energy sources
(Examples:
landfill gas, wind,
water, sun)
3.5 Identify ways the
law of conservation of
energy relates to fuel
consumption
(Examples:
development of
hybrid cars,
construction of
energy-efficient
homes)
Chapter 17
 I can evaluate the energy to
waste relationship of
generating nuclear energy.


I can explain the difference
between a renewable
energy resource and one
that is nonrenewable.
I can name three energy
sources available in the
Huntsville and surrounding
area.
Chapter 17
 I can name new
technologies that are more
energy efficient than
traditional products.
(high-efficiency light bulbs,
energy star appliances,
electric car, use of alternative
energy)
Chapter 17



Understand how a nuclear
power plant is designed and
used to produce electricity.
Construct a T-chart; list
renewable energy resources
on the left and nonrenewable
energy resources on the right.
Chapter 17
Environmental Science Your World
Your Turn: Pearson (pp 514 – 547)
(p 538)
(pp 8, 503, 520,
548 – 573)
Construct a Venn diagram
and compare/contrast
renewable and nonrenewable
resources.
Chapter 17
Chapter 17
Environmental Science Your World
Your Turn: Pearson (pp 514 - 549)
(p 535)
Cumulative Benchmark