Saucon Valley School District
Planned Course of Study
Course Title
Grade Level
Content Area
Length of Course
Author(s)
CP Environmental Science
Ninth – Tenth Grades
Science
Semester
Tom Koch
Course Description:
Environmental science explains how scientists describe the workings of the environment
through the study of living and nonliving factors and their interdependence. Nutrient
cycles, climate, and properties of water will be examined as they relate to each other and
living systems. Life will be examined from multiple system levels to grasp the interactions
with each other and their environment. Evolution and its role in providing the biodiversity
found on Earth will be explored as well as the state of world’s biodiversity will be
examined. Finally humans’ impact upon natural ecosystems will be explored and solutions
to our environmental challenges will be explored.
Course Rationale:
This course is meant to educate students about the environment, so that if faced with
decisions that will impact their environment, they will have a thorough understanding and
background to make the best decisions possible.
CP Environmental Science
Summer 2014
Page 1 of 27
Saucon Valley School District
Planned Course of Study
Table of Contents
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Page 9
Page 10
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Page 15
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Page 21
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CP Environmental Science - Course Description; Course Rationale
Curriculum Map
Unit 1 – Introduction to Environmental Science – Unit Description; Essential
Questions & Enduring Understandings; PA Science Standards; Core Literacy \
Standards for Science; Assessment Anchors; Key Unit Vocabulary
Learning Objectives; Sequence of Teaching and Learning
Resources for this Unit
Unit 2 – Ecology – Unit Description; Essential Questions & Enduring
Understandings; PA Science Standards; Core Literacy Standards; Assessment
Anchors; Key Unit Vocabulary
Learning Objectives
Sequence of Teaching and Learning
Resources for this Unit
Unit 3 – Populations – Unit Description; Essential Questions & Enduring
Understandings; PA Science Standards; Core Literacy Standards; Assessment
Anchors; Key Unit Vocabulary
Learning Objectives; Sequence of Teaching and Learning
Resources for this Unit
Unit 4 – Human Impacts – Unit Description; Essential Questions & Enduring
Understandings; PA Science Standards; Core Literacy Standards; Assessment
Anchors; Key Unit Vocabulary; Learning Objectives
Sequence of Teaching and Learning
Resources for this Unit
Unit 5 – Renewable and Nonrenewable Resources - Unit Description; Essential
Questions & Enduring Understandings; PA Science Standards; Core Literacy
Standards; Assessment Anchors; Key Unit Vocabulary; Learning Objectives
Sequence of Teaching and Learning
Resources for this Unit
CP Environmental Science
Summer 2014
Page 2 of 27
Saucon Valley School District
Planned Course of Study
Curriculum Map (Semester Course)
Quarter
Topics covered during this time period
1 or 3
1. Introduction to Environmental Science
2. Ecology/ Evolution/ Biodiversity
2 or 4
1. Populations
2. Air, Water, and Land
3. Mineral and Energy Resources
CP Environmental Science
Summer 2014
Page 3 of 27
Saucon Valley School District
Planned Course of Study
Unit Title
Unit Description
Essential Questions &
Enduring Understandings
PA Science Standards
BIO.B.3.3.1
Applying scientific thinking
BIO.B.4.1
Ecological levels of
organization
BIO.A.2.1 Describe the
unique properties of water
that support Life on Earth
Key Unit Vocabulary
CP Environmental Science
Summer 2014
Unit 1 – Introduction to Environmental Science
This unit provides the foundation for the study of environmental
science. It first frames environmental problems and their root
causes and provides an environmental decision making process. It
also goes through the scientific method to establish the process of
science and the manner in which our knowledge is developed.
Finally it introduces the students to the functioning of the abiotic
factors in the environment
How do scientists study the environment in an organized manner?
What are the parts of the Earth that support life and what are their
characteristics?
Core Literacy Standards for
Science
CSSELA-Literacy.RST.9.10-1
CSSELA-Literacy.RST.9.10-2
CSSELA-Literacy.RST.9.10-3
CSSELA-Literacy.RST.9.10-4
CSSELA-Literacy.RST.9.10-5
CSSELA-Literacy.RST.9.10-6
CSSELA-Literacy.RST.9.10-7
CSSELA-Literacy.RST.9.10-8
CSSELA-Literacy.RST.9.10-9
CSSELA-Literacy.RST.9.1010
CSSELA-Literacy.RST.9.1011
Assessment Anchors (if any)
BIO.A.3.1
Science, ecology, hunter/ gatherer, agricultural revolution,
industrial revolution, resource depletion, pollution,
biodiversity, economics, developed countries, developing
countries, ecological footprint, sustainability, observation,
hypothesis, prediction, experiment, variable, experimental
group, control group, data, correlation, geosphere,
hydrosphere, crust, mantle core, , tectonic plates, chemical
weathering, atmosphere, troposphere, stratosphere, ozone,
radiation, conduction, convection, greenhouse effect, water
cycle, evaporation, condensation, precipitation, salinity, fresh
water, biosphere, cohesion, adhesion, boiling point, specific
heat, density, freezing point
Page 4 of 27
Saucon Valley School District
Planned Course of Study
Learning Objectives – The student will…
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Explore the tensions between societal needs and environmental protection.
Read for understanding reliable and valid scientific investigation
Analyze the necessity of science to further our understanding of natural phenomena
Read for understanding an environmental decision making model
Apply the decision making model to a hypothetical situation
Read for understanding a general overview of the atmosphere, geosphere,
hydrosphere, and biosphere
Describe how the geosphere, atmosphere, and hydrosphere are dynamic
Explain how the dynamic Earth enables a diverse biosphere
Describe the properties of water that enable it to support life on Earth
Explain why carbon is an ideal element to build large organic molecules
Sequence
of
Teaching
and
Learning
Number of
Lessons /
Blocks
2 (chapter
1)
2 (chapter
1)
Lesson Topic
Understanding
Environmental
Science
Environment
and society
CP Environmental Science
Summer 2014
Lesson Activities
● Chapter 1 and 2 pretest
● Define environmental science and list the perceived
biggest environmental problems (think pair share)
● Present the transition of our society as it relates to
our environmental challenges
● Students read pages 14-15
● Post assessment pg 15 Questions 1-6
● Read and explain “tragedy of the commons” pg 1617
● Determine, using a real life example, how the law of
supply and demand, cost/ benefit analysis and risk
assessment lead to the use/nonuse of natual
resources.
● Compare using a Venn diagram how developed and
developing countries use natural resources
● Environmental problems in neighborhood activity
pg 20 text
● Post assessment page 21
Page 5 of 27
Saucon Valley School District
Planned Course of Study
3 (chapter
1)
Culminating
activies
2
scientific
method
1
Using an
Environmental
decision making
model
Culminating
Activity
The changing
Earth:
Geosphere
1
2-3
1
1
1
1
The changing
Earth:
Atmosphere
The changing
Earth:
Hydrosphere
Properties of
water
Culminating
activity
1
Unit #1 Test
CP Environmental Science
Summer 2014
● Research and write a persuasive essay explaining
the importance of science in the debate about
pesticide use such as DDT and environmental
issues.
● Field Exploration lab pages 28-29
● Quiz
● Read pages 31-34 describe the steps of
environmental science and explain their
importance.
● Present scientific habits of mind
● Compare the strengths and weaknesses of the
scientific method with the correlation method of
scientific inquiry
● formative assessment page 37
● Present on statistics and models pages 38- 44
● Formative assessment page 44
● Read pages 45-49
● Use the decision-making model on two different
environmental issues. (show your work!)
● Formative assessment page 49
● Inquiry Lab page 56-57
● Make a poster (detailed on page 54 / #33)
● Present on the processes that changes the
geosphere over time.
● Plate tectonic lab
● Formative assessment page 66
● Quick lab page 70
● Field study (see appendix B)
● Formative assessment page 72
● Students should make simple model of the water
cycle
● Explain how ocean currents help to determine
climate.
● Quick LAB page 78
● Differentiate the availability and distribution of
fresh and salt water
● Properties of water Lab
● Quiz properties of water
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● Exploration Lab: Beaches page 88-89
● Summative Assessment
Page 6 of 27
Saucon Valley School District
Planned Course of Study
Resources for this Unit
● Text
● Teacher CD
● Poster paper
● Markers
● Local Field guides
● Hand Lens
● Stakes
● String
● Meter stick
● Computer/ IPad
● Newspapers magazines
● World Map
CP Environmental Science
Summer 2014
Page 7 of 27
Saucon Valley School District
Planned Course of Study
Unit Title
Unit Description
Essential Questions &
Enduring Understandings
PA Science Standards
BIO.A.2. – Describe how the
properties of water support
life on Earth
Key Unit Vocabulary
CP Environmental Science
Summer 2014
Unit 2 – Ecology
This unit explains the basic parts of the environment. It helps
to describe the relationship between the living and the
nonliving portion of the environment and how they affect each
other. The unit also describes the process through which the
great diversity of life on Earth is established. Finally it
discusses the importance of biodiversity. How every species
plays of role in the functioning of the environment.
How do ecosystems function.
Describe the major differences of different ecosystems in terms
of biotic and abiotic factors
Explains the process of evolution and how changes to species
occur.
Defines biodiversity and explains the importance of the
maintenance of species over time.
Core Literacy Standards for
Science
CSSELA-Literacy.RST.9.10-1
CSSELA-Literacy.RST.9.10-2
CSSELA-Literacy.RST.9.10-3
CSSELA-Literacy.RST.9.10-4
CSSELA-Literacy.RST.9.10-5
CSSELA-Literacy.RST.9.10-6
CSSELA-Literacy.RST.9.10-7
CSSELA-Literacy.RST.9.10-8
CSSELA-Literacy.RST.9.10-9
CSSELA-Literacy.RST.9.1010
CSSELA-Literacy.RST.9.1011
Assessment Anchors (if any)
BIO.A.2.1.1 Describe levels
of organization in ecosystem
BIO.B.4.1.2 Describe
characteristic components of
aquatic and terrestrial
ecosystems
BIO.B.4.2.1 Describe how
energy flows through an
ecosystem
Bio.B.4.2.2 Describe biotic
interactions in an ecosystem
BIO.B.4.2.3 Describe how
ecosystems change in
response to natural and
human disturbances
BIO.4.2.4 Describe the
effects of limiting factors on
population dynamics and
potential species extinction
ecosystem, biotic, abiotic, organism, species, population,
Page 8 of 27
Saucon Valley School District
Planned Course of Study
community, habitat, archaea, bacteria, fungus, protist, ,
invertebrate, vertebrate, photosynthesis, producer, consumer,
decomposer, cellular respiration, food chain, food web, trophic
level, carbon cycle, nitrogen fixing bacteria, nitrogen cycle, ,
ecological succession, primary succession, secondary
succession, pioneer species, climax community, biome, climate,
latitude, altitude, tropical rain forest, temperate rainforest,
temperate deciduous forest, taiga, savanna, temperate
grassland, chaparral, desert, tundra, permafrost, wetland,
plankton, eutrophication, estuary, salt marsh, mangrove
swamp, barrier island, coral reef,
Learning Objectives – The student will…
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Classify things as being biotic and abiotic factors
Explain the difference between species, populations and communities
Define habitat and describe how habitats are important for organisms
Explain the concept of adaptation
Explain the process of evolution by natural selection
Describe modern day examples of evolution by natural selection such as pesticide
resistance or antibiotic resistance of organisms
Design a dichotomous key using common objects to explore how scientists classify
organisms into the different kingdoms
Explain the common characteristics of living things in the different kingdoms
Observe the behavior of brine shrimp
Explain how energy and matter move through an ecosystem using food chains,
webs, trophic pyramids and models of the various nutrient cycles (i.e. nitrogen,
carbon, water, phosphorous etc.)
Describe how plants obtain and use energy from the Sun through photosynthesis
Describe how living things utilize energy trapped in biological molecules through
cellular respiration.
Compare the processes of cellular respiration and photosynthesis
Explain why the amount of energy available to organisms decreases as energy flows
through the food chain
Explain the factors that create different biomes throughout the world
Compare the different forested biomes in terms of abiotic and biotic factors
Compare grassland, tundra, and deserts. List the similarities and differences
Explain the factors that effect aquatic ecosystems
Explore and explain the importance of wetlands for critical environmental functions
Describe the importance of the most productive marine ecosystems and explain
why they are the most productive areas of the oceans (ie mangroves, salt marshes
CP Environmental Science
Summer 2014
Page 9 of 27
Saucon Valley School District
Planned Course of Study
and coral reefs)
Sequence of Teaching and Learning
Number of
Lessons /
Blocks
2
Lesson Topic
4
Evolution
(chapter 4)
Ecosystems
(chapter 4)
Lesson Activities
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2
2-3
Biodiversity
(chapter 4)
Energy flow in
an ecosystem
(chapter 5.1)
CP Environmental Science
Summer 2014
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Pretest unit #2
Read pages 93 - 96
Classroom catalyst 4.1
PowerPoint presentation 4.1
Quicklab Studying ecosystem
Field Study Make a miniature desert ecosystem
Formative assessment page 96
Read pages 97-101
Classroom catalyst 4.2
Teaching visuals: the evolution of thicker fur in a
deer population, The evolution of pesticide
resistance
Presentation 4.2
Lab modeling alleles
Lab Plants and pollinators
Lab Relating Natural selection and frequency of
Traits
Field Study: Coevolution
Formative assessment age 101
Read 102- 107
Classroom catalyst 4.3
Presentation 4.3
Quicklab Pollen and flower diversity
Lab: Observing organisms through the seasons
(exploration and observation)
Lab: Making a Local field guide
Formative assessment 4.3 page 107
Inquiry Lab : How do Brine Shrimp Select a Habitat
Formative Assessment page 107
Read pages 117- 123
Classroom catalyst 5.1
Present 5.1
Quicklab: Modeling Biomagnification
Lab: Pyramid Building (exploration / simulation
STEM)
Page 10 of 27
Saucon Valley School District
Planned Course of Study
2-3
Cycling of
matter (chapter
5.2)
1
How
Ecosystems
Change
(Chapter 5.3)
.5
What is a biome
(chapter 6.1)
.5
Forest Biomes
(chapter 6.2)
1
1
Grasslands,
Tundra, and
Deserts
(Chapter 6.3)
Culminating
activity
(chapter 6)
3
Aquatic
CP Environmental Science
Summer 2014
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Lab: Best food for yeast (exploration probeware)
Demonstration: Cellular respiration
Formative assessment page 123
Read Pages 124-128
Presentation 5.2
Classroom catalyst 5.2
Quicklab: Make every breath count
Lab: Modeling the water cycle
Lab: BEST composting (Inquiry/ Investigation)
Lab: Explaining the Carbon Cycle in Fermentation
(Exploration/ Observation)
Formative Assessment page 128
Read Pages 129-133
Catalyst 5.3
Presentation 5.3
Field Study: Investigating Succession
Formative assessment 133
Quiz Chapter 5
Read pages 143- 145
Classroom catalyst 6.1
Presentation 6.1
Quicklab: Microclimates
Lab: Modeling Biomes (Inquiry/Simulation)
Lab: Microclimates (Exploration/ Field Activity)
Formative assessment page 145
Read pages 146- 154
Class Catalyst 6.2
Present 6.2
Lab: Identifying Sustainable Rainforest Products
(Exploration/ Research)
Demonstration: Exotic Fruit
Formative Assessment page 154
Read pages 155- 163
Classroom Catalyst 6.3
Presentation 6.3
Quicklab: Plant Adaptations
Field Study: Xeriscaping
Formative Assessment page 163
Chapter Lab: Identifying Your Local Biome
(Exploration/ Field Study)
Chapter Quiz
Read pages 173 - 178
Page 11 of 27
Saucon Valley School District
Planned Course of Study
Ecosystems
(chapter 7.1)
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Marine
Ecosystems
(chapter 7.2)
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1
1
Culminating
Activity
Unit Test
Resources for this Unit
● Textbook
● Art Supplies
● Dissolved oxygen test kit
● Methylene Blue
● Test tubes
● Thermometer
● Plant samples
● Microscope slides
● microscope
● Hand Lens
● Fossil samples
● Various colored beans
● Paint brush
● chisels (screw drivers)
CP Environmental Science
Summer 2014
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Catalyst 7.1
Presentation 7.1
Quicklab: Diatoms
Lab: Stream Quality Monitoring (Exploration/
Field Activity)
Lab: Limiting Nutrients for Algae
(Exploration/Observation)
Lab: Aquatic Primary Productivity (Inquiry/
Environmental Engineering)
Formative Assessment page 178
Read Pages 179- 185
Catalyst 7.2
Present 7.2
Quicklab: Estuaries
Field Study: Once Upon a Time
Lab: Relating Ocean Currents and Climate
(Exploration/ Observation)
Lab: The Blue Green Ocean (Exploration/
Observation)
Demonstration: Barrier Islands
Formative Assessment page 185
Chapter Lab: Eutrophication Too Much of a Good
Thing (Exploration/ Observation)
Case Study: Restoration of the Chesapeake Bay
Summative Assessment
Page 12 of 27
Saucon Valley School District
Planned Course of Study
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plaster of Paris
hammer
dissection tray
Container for mixing plaster
wooden dinosaur models
vegetable oil
dissection picks
2L Bottles
Charcoal pencil
Black light
flowering plant
UV sensitive photo equipment
Graph paper
petri dishes
Nails 2 inch
Owl Pellets
Removable sticker circles in three colors
Baker’s yeast
balance
Salt and sugar
Beakers
graduated cylinders
binoculars
globes
wind vane
rain meter
light meter
pond water
distilled water
droppers
pond life identification guide
Stirring rod
soda
stopwatch
Sand
silt
juice containers
Aquarium
Plant fertilizer
pH paper or meter
stream invertebrates field guide
ice cube trays
CP Environmental Science
Summer 2014
Page 13 of 27
Saucon Valley School District
Planned Course of Study
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buckets
trisodium phosphate solution
ammonium sulfate solution
geographic map of US
sieve
kick nets
soil/ coarse
modeling clay
grass leaves or hay
grow lights
automatic timer
red and blue food coloring
heat resistant gloves
CP Environmental Science
Summer 2014
Page 14 of 27
Saucon Valley School District
Planned Course of Study
Unit Title
Unit Description
Essential Questions &
Enduring Understandings
PA Science Standards
BIO.B.3 Theory of Evolution
BIO.B.4 Ecology
Key Unit Vocabulary
CP Environmental Science
Summer 2014
Unit 3 - Populations
Populations of species on the planet rely on limited resources in
order to survive. When these resources are in abundance the
population grows and when they are in scarcity the population
declines. Other factors such as disease, predation etc. can also
influence population size. The maintenance of populations is
necessary to ensure environmentally productive ecosystems on
planet Earth.
Why do populations increase and or decrease in size? What are
the factors that limit population growth? What determines the
magnitude of population growth
What is the value of maintaining our diversity of life on the planet
and how might we preserve our Earth for future generations?
Core Literacy Standards for
Science
CSSELA-Literacy.RST.9.10-1
CSSELA-Literacy.RST.9.10-2
CSSELA-Literacy.RST.9.10-3
CSSELA-Literacy.RST.9.10-4
CSSELA-Literacy.RST.9.10-5
CSSELA-Literacy.RST.9.10-6
CSSELA-Literacy.RST.9.10-7
CSSELA-Literacy.RST.9.10-8
CSSELA-Literacy.RST.9.10-9
CSSELA-Literacy.RST.9.1010
CSSELA-Literacy.RST.9.1011
Assessment Anchors (if any)
BIO.B.3.1 Explain how
natural selection can impact
allelic frequencies in a
population
BIO.B.4.1 Describe the levels
of ecological organization
BIO.B.4.2.2 Describe biotic
interactions in an ecosystem
population, density, dispersion, growth rate, reproductive
potential, exponential growth, carrying capacity, niche,
competition, predation, parasitism, mutualism, commensalism,
symbiosis, demography, age structure, survivorship, fertility
rate, migration, life expectancy, demographic transition,
infrastructure, arable land, urbanization, least developed
countries, biodiversity, gene, keystone species, ecotourism,
endangered species, threatened species, exotic species,
poaching, endemic species
Page 15 of 27
Saucon Valley School District
Planned Course of Study
Learning Objectives – The student will…
● Describe the three main properties of a population
● Describe Exponential Population growth
● Describe how reproductive behavior of individuals can affect the growth rate of
their population
● Explain how population sizes in nature are regulated
● Explain the differences between niche and habitat
● Give examples of parts of a niche
● Describe the five major types of interactions between species
● Explain the difference between parasitism and predation
● Explain how symbiotic relationships may evolve
● Describe the diversity of species on Earth and relate the difference between known
numbers and estimated numbers of species
● List and describe three levels of Biodiversity
● Explain four ways biodiversity is important to ecosystems and humans
● Analyze the value of a single species
● Define and give examples of endangered and threatened species
● Describe several ways that species are threatened with extinction globally
● 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 US 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
● Discuss ways in which efforts to protect endangered species can lead to controversy
● Describe three examples of worldwide cooperative efforts to prevent extinctions.
Sequence of Teaching and Learning
Number of
Lessons /
Blocks
3
Lesson Topic
Lesson Activities
Nature of
populations
(Chapter 8-1)
Pretest unit #3
Read pages 197- 202
Catalyst 8.1
Presentation 8-1
Formative assessment 8-1 (page 202)
QuickLab Population Growth page 198
LAB: 8.1 Calculating Generation Rate
CP Environmental Science
Summer 2014
Page 16 of 27
Saucon Valley School District
Planned Course of Study
3
Interactions of
species
(Chapter 8-2)
2
Culminating
Activity
(chapter 8)
Intro to
Biodiversity
(chapter 10-1)
3
4
Biodiversity at
Risk and
Protecting
Biodiversity
Read pages 203- 210
Catalyst 8.2
Presentation 8.2
Lab 8.2
Case Study page 206-207
Formative Assessment 8-2 page 209
Society and Environment: Conserving Top Predators 210211
Chapter review
Exploration Lab: Calculating Generation Rate pages 216217
Read Pages 240- 244
Catalyst 10-1
Presentation 10-1
Lab 10.1
Lab 10.2
Formative Assessment: page 244
Read Pages 245- 251
Catalyst 10-2
Presentation 10-2
Lab 10.3
Lab 10.4
Formative Assessment page 251
Read pages 252- 257
Quicklab: Habitat Degradation page 254
Catalyst 10-3
Presentation 10-3
Lab 10.5
Formative Assessment pages 257
Resources for this Unit
● Microorganisms Blaspherisma
● Microorganisms Euplotes
● Wheat germ
● Plastic well plate
● distilled water
● microscope
● graph paper
● micropipette
● uncooked rice grains
● toothpicks
CP Environmental Science
Summer 2014
Page 17 of 27
Saucon Valley School District
Planned Course of Study
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calculator
scissors
Hand lens
meter stick
chalk line
Map of US
Pictures and names of species from around the world
Tap water
Construction paper
CP Environmental Science
Summer 2014
Page 18 of 27
Saucon Valley School District
Planned Course of Study
Unit Title
Unit Description
Essential Questions &
Enduring Understandings
PA Science Standards
BIO.B.4 Ecology
Key Unit Vocabulary
Unit 4 – Human Impacts
This unit explores the consequences of current methods of
resource use. Students will explore how we are altering the
Earth’s ecosystems as a result of our daily activities. Decision
making models will be used to explore pros and cons of altering
current practices.
Human interactions with the environment result in environmental
changes. These changes can be described in a qualitative and
quantitative way. A problem solving approach can then be utilized
to develop possible solutions.
Core Literacy Standards for
Science
CSSELA-Literacy.RST.9.10-1
CSSELA-Literacy.RST.9.10-2
CSSELA-Literacy.RST.9.10-3
CSSELA-Literacy.RST.9.10-4
CSSELA-Literacy.RST.9.10-5
CSSELA-Literacy.RST.9.10-6
CSSELA-Literacy.RST.9.10-7
CSSELA-Literacy.RST.9.10-8
CSSELA-Literacy.RST.9.10-9
CSSELA-Literacy.RST.9.1010
CSSELA-Literacy.RST.9.1011
Assessment Anchors (if any)
BIO.B.4.1.2 Describe
characteristic biotic and
abiotic components of
aquatic and terrestrial
ecosystems
BIO.4.2.4 Describe how
ecosystems change in
response to natural and
human disturbances
surface water, river system, watershed, groundwater, aquifer,
porosity, permeability, recharge zone, potable, pathogen, dam,
reservoir, water pollution, point-source pollution, non point
pollution, wastewater, artificial eutrophication, thermal
pollution, biomagnification, air pollution, primary pollutant,
secondary pollutant, smog, temperature inversion, acid
precipitation, pH, climate, latitude, ozone layer, CFC’s, ozone
hole, greenhouse gases, global warming,
Learning Objectives – The student will…
● Describe the distribution of Earth’s water resources
● Explain why fresh water is one of Earth’s limited resources
● Describe the distribution of Earth’s surface water
CP Environmental Science
Summer 2014
Page 19 of 27
Saucon Valley School District
Planned Course of Study
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Describe the relationship between groundwater and surface water in a watershed
Identify patterns of global water use
Explain how water is treated so that it can be used for drinking
Id how water is used in homes, in industry, and agriculture,
Describe how dams and water diversion projects are used to manage freshwater
resources
Id five ways that water can be conserved
Compare point source pollution and non point source pollution
Classify water pollutants by five types
Explain why groundwater pollution is difficult to clean up
Describe the major sources of ocean pollution, and explain the effects of pollution
on ecosystems
Describe the six major laws designed to improve water quality in the US
Explain the causes of acid precipitation
Explain how acid precipitation affects plants, soils, and aquatic ecosystems
Describe three ways that acid precipitation affects humans
Describe ways that countries are working together to solve the problem of acid
precipitation
Explain the difference between weather and climate
Identify four factors that determine climate
Explain why different parts of Earth have different climate
Explain what causes the seasons
Explain how the ozone layer shields the Earth from much of the Sun’s harmful
radiation
Explain how CFC’s damage the ozone layer
Explain the process by which the ozone hole forms
Describe the damaging effects of UV radiation.
Explain why the threat to the ozone layer is still continuing today
Explain why Earth’s atmosphere is like the glass in a greenhouse
Explain why the carbon dioxide content of the atmosphere is increasing
Id one possible explanation for the increase in average global temperature
Describe what a warmer Earth might be like
Sequence of Teaching and Learning
Number of
Lessons /
Blocks
1
Lesson Topic
Lesson Activities
Water
Resources
(chapter 11)
Pretest unit #4
Read pages 269- 275
Catalyst 11-1
Presentation 11-1
CP Environmental Science
Summer 2014
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Saucon Valley School District
Planned Course of Study
1
Water Use and
Management
(chapter 11)
1
Water Pollution
(chapter 11)
1
Acid
Precipitation
(chapter 12-3)
2
Climate
(chapter 13-1)
1
Ozone Shield
(chapter 13-2)
1
Climate Change
(chapter 13-3)
1
Summative
Assessment
Case Study: Ogallala Aquifer
Formative Assessment page 275
Read pages 276- 283
Catalyst 11-2
Presentation 11-2
Formative Assessment page 283
Lab 11-1
Read pages 284- 293
Catalyst 11-3
Presentation 11-3
Formative Assessment page 293
Classroom catalyst 12-1
Read pages 314 - 317
Quicklab: Effects of Acid Precipitation page 316
Killer Smog: Page 319
Catalyst 13-1
Present 13-1
Read Pages 327-334
Formative Assessment 334
Lab 13.1
Catalyst 13-2
Present 13-2
Read pages 335- 338
Lab 13.2
Formative Assessment 338
Catalyst 13-3
Present 13-3
Read Pages 339- 345
Lab 13.3,13.4,13.5
Formative Assessment 345
Unit #4 Test
Resources for this Unit
● Calculator
● Pen/ Pencil
● Data table
● kick nets
● plastic foam egg cartons
● macro invertebrate field identification guides
CP Environmental Science
Summer 2014
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Saucon Valley School District
Planned Course of Study
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Hand lens
Almanac
atlas
rain gauge
thermometer
weather reports
graph paper
heat lamp
meter stick
soil
water
acrylic sheets
baking sheets
construction paper
lotion
sunscreen
sun sensitive paper
cotton swabs
wax pencil
filter paper
permanent marker
incubator
refrigerator
seeds
zip loc bags
CP Environmental Science
Summer 2014
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Saucon Valley School District
Planned Course of Study
Unit Title
Unit Description
Essential Questions &
Enduring Understandings
Unit 5 – Renewable and Nonrenewable Resources
Resources will be categorized according to renewable and
nonrenewable resources. Mineral and energy resource use/
availability will be explored. The management of these resources
as well as the management of wastes derived from these resources
will also be explained. Finally a discussion of sustainability and
minimal impacts of resource use will be covered.
Humans require natural resources to meet society’s needs. A
decision making model will be used to examine the kinds of
resources necessary to develop an understanding of sustainability.
PA Science Standards
Core Literacy Standards for
Science
CSSELA-Literacy.RST.9.10-1
CSSELA-Literacy.RST.9.10-2
CSSELA-Literacy.RST.9.10-3
CSSELA-Literacy.RST.9.10-4
CSSELA-Literacy.RST.9.10-5
CSSELA-Literacy.RST.9.10-6
CSSELA-Literacy.RST.9.10-7
CSSELA-Literacy.RST.9.10-8
CSSELA-Literacy.RST.9.10-9
CSSELA-Literacy.RST.9.1010
CSSELA-Literacy.RST.9.1011
BIO.B.4 Ecology
Key Unit Vocabulary
Assessment Anchors (if any)
BIO.B.4.2.4 Describe how
ecosystems change in
response to natural and
human disturbances
BIO.B.4.2.5 Describe the
effects of limiting factors on
population dynamics and
potential species extinction
Mineral, ore mineral, subsurface mining, surface mining, placer
deposit, smelting, fossil fuels, electric generator, petroleum, oil
reserves, nuclear energy, nuclear fission, renewable energy,
passive solar heating, active solar heating, biomass fuels,
hydroelectric energy, geothermal energy, alternative energy,
ocean thermal energy conversion, fuel cell, energy efficiency,
energy conservation, solid waste, biodegradable, municipal
solid waste, landfill, source reduction, recycling, compost,
hazardous waste, deep-well injection, surface impoundment,
Learning Objectives – The student will…
● Define the term mineral
CP Environmental Science
Summer 2014
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Saucon Valley School District
Planned Course of Study
● Explain the difference between a metal and a nonmetal and give two examples of
each
● Describe the processes by which ores form
● Describe the manner in which mining companies explore for new mineral deposits
● Describe three methods of subsurface mining
● Describe two methods of surface mining
● Define placer deposit, and explain how placer deposits form
● Describe the steps that take place in smelting an ore
● List five factors that influence the value of a fuel
● Explain how fuels are used to generate electricity in an electric power plant
● Id patterns of energy consumption and production in the world and in the US
● Explain how fossil fuels form and how they are used
● Compare the advantages and disadvantages of fossil fuel use
● List three factors that influence predictions of fossil fuel production
● Describe nuclear fission
● Describe how a nuclear power plant works
● List three advantages and three disadvantages of nuclear energy
● List six forms of renewable energy, and compare their advantages and
disadvantages
● Describe the differences between passive solar heating , active solar heating, and
photovoltaic energy
● Describe the current state of wind energy technology
● Explain the differences in biomass fuel use between developed and developing
nations
● Describe how hydroelectric energy, geothermal energy, and geothermal heat pumps
works.
● Describe three alternative energy technologies
● Identify two ways that hydrogen could be used as a fuel source in the future
● Explain the difference between energy efficiency and energy conservation
● Describe two forms energy efficient transportation
● Id three ways that you can conserve energy in your daily life
● Name on characteristic that makes a material biodegradable
● Id two types of solid waste
● Describe how a modern landfill works
● Name two environmental problems caused by landfills
● Id three ways you can produce less waste
● Describe how you can use your consumer buying power to reduce solid waste
● List the steps that an item must go through to be recycled
● List two benefits of composting
● Name one advantage and one disadvantage to producing degradable plastic
● Name two characteristics of hazardous waste
● Describe one law that governs hazardous waste
CP Environmental Science
Summer 2014
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Saucon Valley School District
Planned Course of Study
● Describe two ways to treat hazardous waste safety
Sequence of Teaching and Learning
Number of
Lessons /
Blocks
1
Lesson Topic
Lesson Activities
Mineral and
Mineral
Resources
1
Mineral
exploration and
mining
1
Energy
Resources and
fossil fuels
1
Nuclear Energy
1
Renewable
Energy Today
Pretest unit #5
Catalyst 16-1
Read pages 411- 414
Maps in Action page 426
Presentation 16-1
Lab 16-1
Formative Assessment page 414
Catalyst 10-2
Read pages 415- 420
Case Study page 419
Quicklab page 420
Presentation 16-2
Formativ Assessment page 420
Catalyst 17-1
Read pages 435- 443
Present 17-1
Quicklab page 438
Case Study: Hydraulic Fracturing page 440-441
Lab 17-1
Formative Assessment page 443
Exploration Lab page 454-455
Catalyst 17-2
Read pages 444- 447
Present 17-2
Lab 17-2
Points of View page 448-449
Formative Assessment page 447
Catalyst 18-1
Read pages 457- 465
Present 18-1
Case Study pages 458- 459
Formative Assessment page 465
Catalyst 18-2
Read Pages 466- 471
Maps in action page 472
1
Developing
Energy
Technologies
CP Environmental Science
Summer 2014
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Saucon Valley School District
Planned Course of Study
1
Solid Waste
1
Reducing Solid
Waste
1
Hazardous
Waste
1
Summative
Assessment
Resources for this Unit
● steel file
● hand lens
● mineral guide
● imeral samples
● streak plate
● penny
● medicine dropper
● dilute hydrochloric acid
● rock samples
● cheesecloth
● hammer
● jar
● litmus paper
● marker
● safety goggle
● sulfur coal
● cloth towel
● masking tape
CP Environmental Science
Summer 2014
Present 18-2
Formative Assessment page 471
Exploration Lab pages 478-479
Catalyst 19-1
Read pages 481- 487
Present 19-1
Formative Assessment 487
Exploration Lab : Out of Sight- Out of Mind
Catalyst 19-2
Read pages 488- 492
Present 19-2
Case Study pages 490-491
Quicklab: Here Today- Gone Tomorrow
Formative Assessment: page 492
Catalyst 19-3
Read Pages 493- 499
Case Study pages 496-497
Present 19-3
Points of View pages 500-501
Formative Assessment page 499
Unit #5 Test
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Saucon Valley School District
Planned Course of Study
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pyrite
distilled water
electric bill
notebook
poster board
shoe box
clothes hanger
clothes pin
flashlight
metric ruler
plastic wrap
balance
paper towels
plastic bags
CP Environmental Science
Summer 2014
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