environmental science comp.curr.revise - lafayette … · 2010-02-09 · environmental science unit...

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Comprehensive

Curriculum

Environmental

Science

Cecil J. Picard State Superintendent of Education

© April 2005

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Revised

Comprehensive

Curriculum

Environmental

Science

Dr. James H. Easton, Superintendent

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May 2006

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Committee Members Ms. Patricia Colbert-Cormier----------------------------------High School Science Lead Teacher Lafayette Parish 326 Gauthier Rd Lafayette, La. 70501 Mrs. Jacqueline L. Martin-------------------------------------- Carencro High School

721 Butcher Switch Rd Lafayette, La. 70507 Mr. Nicholas Richert---------------------------------------------Lafayette High School 3000 West Congress St Lafayette, La. 70506 Mr. Burnell LeMoine ---------Assistant Superintendent of Curriculum and Instruction

Area Directors/Schools

Mr. Thomas H. Brown----------------------------------------Comeaux High Northside High Mrs. Nancy Cech-----------------------------------------------Acadiana High Carencro High

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Ms. Katie Landry----------------------------------------------Lafayette High

Environmental Science This comprehensive curriculum revision is not an overhaul of the past document. The three of us took what worked and what didn’t work for us and revised the curriculum according to our humble opinions of what is best. We also attempted to make some of the activities easier to understand both in what the activity covered and what procedures were involved. At the time of our revision (April/May 2006), all internet hyperlinks worked. If this is found not to be the case, contact us to remedy the problem. You will notice that quite a few unitedstreaming.com videos are included in here. For better or worse, in the movie and video game world our kids live in, they learn more and more through watching TV. We highly recommend obtaining FREE access to the unitedstreaming video catalog. Keep in mind what works and does not work for you and please feel free to pass this information along to us to help improve the curriculum for all teachers involved. Unfortunately, due to the time constraints of our meetings, we only revised the activities. We did not address the changes needed anywhere else in the curriculum. Therefore, guiding questions, assessments, etc. were not altered in any way. You will also notice that there are now some activities that are not required as the GLEs are covered by other activities. A teacher will be mandated to do at least two activities from each unit with supplementation from other sources such as the binder of activities available from the department chair at each school. It is suggested that teachers incorporate as many activities as possible according to materials available within their classroom and close-by. This document allows time, in each unit, for re-teaching and revisiting concepts which the students may not have mastered. We hope that this revision will aid you in teaching this coming school year. As always, your input is welcome and needed. Thank you. Jackie Martin, Carencro High Nick Richert, Lafayette High June Burkheiser, Moss Annex �� !�� "�� #�� $��

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Environmental Science�Unit 1�Environment Earth 6

Environmental Science

Table of Contents

Unit 1: Environment Earth................................................................................................................. 6 Unit 2: Development and Succession in Ecosystems ...................................................................... 18 Unit 3: Resources and Resource Management ............................................................................... 31 Unit 4: Environmental Awareness and Responsible Actions ........................................................ 46



Unit 1: Environment Earth

Time Frame: Six Weeks Dates-- Aug. 16-Sept. 27, 2006

Unit Description This unit focuses on the atmosphere, lithosphere, and hydrosphere and how changes in these areas might impact living organisms in the environment. Student Understandings Students will be able to identify the layers of the atmosphere, describe the importance of each layer, examine biogeochemical cycles and describe processes and theories associated with major changes in Earth’s surface. Guiding Questions

1. Can students explain and provide examples of how investigations can be observation, description, literature survey, classification, or experimentation?

2. Can students employ science lab safety procedures/ techniques? 3. Can students locate and effectively utilize emergency safety equipment? 4. Can students identify layers of the atmosphere and explain the importance of

selected components? 5. Can students describe the processes that alter Earth’s surface environment and

identify the impact of selected processes? 6. Can students apply the concept of systems as it applies to environmental studies? 7. Can students apply concept knowledge of biosphere structure and interaction? 8. Can students relate the roles of the oxygen, carbon, and phosphorus cycles to the

existence/ survival of the Earth’s life forms? 9. Can students discuss the stages of the hydrologic cycle and relate them to energy

release/absorption and with regard to the introduction and filtering of pollutants? 10. Can students relate geologic processes to the development of photosynthesis and

discuss the use of fossils and radioactive isotopes in studying the history of Earth’s atmosphere?


Unit 1 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks Science as Inquiry 2. Describe how investigations can be observation, description, literature survey,

classification, or experimentation (SI-H-A2) 3. Plan and record step-by-step procedures for a valid investigation, select

equipment and materials, and identify variables and controls (SI-H-A2) 4. Conduct an investigation that includes multiple trials and record, organize, and

display data appropriately (SI-H-A2) 6. Use technology when appropriate to enhance laboratory investigations and

presentations of findings (SI-H-A3) 7. Choose appropriate models to explain scientific knowledge or experimental

results (e.g., objects, mathematical relationships, plans, schemes, examples, role-playing, computer simulations) (SI-H-A4)

8. Give an example of how new scientific data can cause an existing scientific explanation to be supported, revised, or rejected (SI-H-A5)

9. Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2)

11. Evaluate selected theories based on supporting scientific evidence (SI-H-B1) 12. Cite evidence that scientific investigations are conducted for many different

reasons (SI-H-B2) Science and the Environment 1. Describe the abiotic and biotic factors that distinguish Earth’s major ecological

systems (SE-H-A1) 6. Analyze the consequences of changes in selected divisions of the biosphere (e.g.,

ozone depletion, global warming, acid rain) (SE-H-A5) (SE-H-A7) 7. Illustrate the flow of carbon, water, oxygen, nitrogen, and phosphorus through

an ecosystem (SE-H-A6) (LS-H-D1) Earth and Space Science 2. Trace the flow of heat energy through the processes in the water cycle (ESS-H-

A1) 8. Explain why weather only occurs in the tropospheric layer of Earth's

atmosphere (ESS-H-A5) 9. Compare the structure, composition, and function of the layers of Earth’s

atmosphere (ESS-H-A6) 12. Relate lithospheric plate movement to the occurrences of earthquakes, volcanoes,

mid-ocean ridge systems, and off shore trenches found on Earth (ESS-H-A7) 13 Explain how stable elements and atoms are recycled during natural geologic

processes (ESS-H-B1) 15. Identify the sun-driven processes that move substances at or near Earth’s

surface (ESS-H-B2 20. Determine the chronological order of the five most recent major lobes of the

Mississippi River delta in Louisiana (ESS-H-C3) 21. Use fossil records to explain changes in the concentration of atmospheric oxygen

over time (ESS-H-C4)


Mandatory Activities

Opening Safety Activity http://www.science.nsta.org/enewsletter/2003-06/member_high.htm It is essential that a lab safety unit be included in class activities early in the course and prior to students engaging in hand-on activities, including demonstrations. While most textbooks and teacher resources include materials that review/reinforce lab safety precautions and procedures, the location and use of available emergency safety devices and their effective use should also be included. To be assured that the lab situation conforms to local, state, and federally mandated lab safety standards, the teacher might refer to one of the several National Science Teachers Association (NSTA) materials including Investigating Safely: A Guide for High School Teachers (NSTA Press: Julianna Texley, Terry Kiran, and John Summers, 2004) or the NSTA Science Class-High School Edition e-newsletter for June 2003 (Theme: Safety and the Science Classroom). Pre- Course Survey: What’s Your Environmental IQ? As an introductory activity, download, print and distribute copies of the Louisiana Roper ASW Study of Environmental Attitudes and Knowledge Survey 2002. The survey, available at www.dnr.state.la.us/enviroquiz1.ssi, is based upon the Roper 1997 National Survey. (At the bottom of the survey, there is a button that will take you to the answers.) This survey will serve not only as a general introduction to the course but also as a “pre-test’ of both concept knowledge and attitudes. In addition, class review and discussion of the survey will provide the student and the teacher with a “snapshot” of the state of environmental literacy in Louisiana and in their classroom. Activity 1: The Biosphere (SI GLEs 2, 4, 6, 7: SE GLEs: 1, 6) http://www.ucar.edu/learn/1_4_1.htm 1. Collect picture from magazines such as National Geographic which show different biomes

as well as the biotic and abiotic factors present (if you do not have access, contact your school librarian or conduct an internet image search).

2. Pair students (or larger groups if needed). One magazine per pair should be sufficient. 3. Here are some guiding questions that can be used to create a worksheet for students to

complete and hand in (20 minute exercise) a. List the biotic and abiotic factors seen in the biome pictured. b. Pick a biotic and an abiotic factor listed and tell what effects its absence would have

on the area. 4. Have the students create a well written paragraph answering the following question. Refer

to Chapter 2, pages 31-44 in your Holt textbook for information on these types. a. Was the investigation you just conducted observational, descriptive, a literature

search or experimental? Explain why.


Activity 2: Surface Changes and the Environment (SI GLEs: 6, 7, 9, 11, 12; SE GLE: 6; ESS GLE: 12) http:// www.cotf.edu/ete/modules/volcanoes/volcano.html For classes with access to computers with Internet access, follow the module as described below:

The NASA Classroom of the Future-Exploring the Environment module, Volcanoes, , addresses an essential Earth Science GLE. Divide students into cooperative groups. Assign each student group one situation. Using the Problem Based Learning Model, the group will:

1. recommend whether to build a new high school in the shadow of Mt. Rainier, 2. determine what the prospects are for the population near Kilauea, 3. recommend what should be done in the Portland area when Mt. Hood starts acting

like Mt. St. Helens, or 4. estimate regional and global effects of a new Yellowstone-scale eruption and make

recommendations concerning possible protective measures. PBL Model http://www.cotf.edu/ete/pbl.html 1. Read and analyze the problem scenario. Check your understanding of the scenario by discussing it within your group. A group effort will probably be more effective in deciding what the key factors are in this situation. Because this is a real problem solving situation, your group will need to actively search for the information necessary to solve the problem.

2. List what is known. Start a list in which you write down everything you know about this situation. Begin with the information contained in the scenario. Add knowledge that group members bring. (You may want a column of things people think they know, but are not sure!)

3. Develop a problem statement. A problem statement should come from your analysis of what you know. In one or two sentences you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.

4. List what is needed. Prepare a list of questions you think need to be answered to solve the problem. Record them under a second list titled: "What do we need to know?" Several types of questions may be appropriate. Some may address concepts or principles that need to be learned in order to address the situation. Other questions may be in the form of requests for more information. These questions will guide searches that may take place on-line, in the library, or in other out-of-class searches.

5. List possible actions. List recommendations, solutions, or hypotheses under the heading: "What should we do?" List actions to be taken, e.g., question an expert, get on-line data, visit library.

6. Analyze information. Analyze information you have gathered. You may need to revise the problem statement. You may identify more problem statements. At this point, your group will likely formulate and test hypotheses to explain the problem. Some problems may not require hypotheses, instead a recommended solution or opinion (based on your research data) may be appropriate.


7. Present findings. Prepare a report in which you make recommendations, predictions, inferences, or other appropriate resolution of the problem based on your data and background. Be prepared to support your recommendation.

Note: The steps in this model may have to be visited several times. Steps two through five may be conducted concurrently as new information becomes available. As more information is gathered, the problem statement may be refined or altered.

For classes without computers and Internet access: 1. Assign student groups specific natural disasters; include examples such as earthquakes,

volcanoes, hurricanes, floods, glaciers, and erosion of Louisiana’s coastline. 2. Using textbooks, encyclopedias, magazines, and/or a trip to the library, each group will

create a poster (or other appropriate media) to illustrate the processes that alter Earth’s surface environment and identify the impact of selected processes. For example, lithospheric plate movement is linked to the occurrence of earthquakes, volcanoes, mid-ocean ridge systems, and offshore trenches found on Earth. Students could illustrate the formation of the Hawaiian Islands or “Ring of Fire” from volcanic action or Hurricanes Katrina and Rita’s changing the face of the Gulf Coast.

3. Groups will present their poster ***A reminder that unitedstreaming.com is a free service to all Louisiana teachers. Your librarian should have a code to aid you in signing up.*** Activity 3: Change in the Weather (SI GLEs: 6, 7; ESS GLEs: 8, 9) As this unit is to be completed during hurricane season, use current or archived storm information to teach students to track hurricanes. Incorporate discussion of hurricane escape routes and hurricane preparedness needs into the class discussion, as well. Hurricane tracking data is available at National Weather Service National Hurricane Center (www.nhc.noaa.gov). Hurricane tracking maps are usually available at no cost from local merchants, or a copy can be downloaded from www.nhc.noaa.gov or www.katc.com. Activity 4: Change Closer to Home (SI GLEs: 3, 4, 7, 9; SE GLE: 6; ESS GLE: 20) www.NewOrleansHistory.net http://www.loyno.edu/lucec/mrddocs/11.doc Prior to beginning the inquiry investigation, have students identify and discuss safety guidelines and concerns. In this activity, students will simulate river changes. Coastal Louisiana is an area of continued surface change. In one way or another, an ancestral river to the current Mississippi system has been draining the changing continent for the past 7500-8000 years. As the river changed its path, new deltaic lobes formed over time as sediments were deposited as the river made its way to the ocean. Students may be familiar with what happens when a garden hose is left on a surface and then turned on at full force. It will wiggle and squirt in a changing pattern first one way and then another. Using stream tables or plastic plant trays containing sand and a water source, have students (working in cooperative groups) set up a river system in which they will design and conduct an inquiry investigation simulating river changes. Teacher Note: It will be necessary to elevate slightly the stream tables relative to the water source to establish a flow pattern.

1. Provide instruction with regard to use of the stream model and have students identify and discuss safety/behavioral guidelines.


2. After setting up their stream table, have each group allow water to flow over the model for at least five minutes (allow sufficient time for features such as meanders, channels and deltaic lobes to develop). This should be considered Trial One and each group should prepare a labeled illustration for later comparison.

3. Have each group develop an inquiry investigation in which they will alter some aspect of the model (for example; new position of the water source, change in the angle of elevation, additional sediment in the flowing water, an increase in flow of river water). After receiving teacher approval for the adjustment, have each group complete an experimental design diagram---identifying and recording the hypothesis, variables and controls, step-by-step procedures, and safety guidelines needed for their investigation.

4. Have students run two trials incorporating their adjustment. They should label these Trials Two and Three and a labeled illustration should be prepared after each trial (and will serve as data).

5. Have students analyze their illustrations and relate their observations to the Mississippi River.

6. One of the student systems should be selected for class discussion, and students from the other groups should be asked to establish a sequence or order by age for the features they are observing. Students must defend their answers with evidence observed while working with their own systems. Providing an image of the recent lobes of the Mississippi River, the teacher will ask the students how they would sequence the lobes in the system. What evidence would they want to look for? What information would they need? Conclude with an introduction to the developing Atchafalaya Delta and the attempts to manage the Mississippi River through levees, spillways, the Old River Control Structure and proposed diversion projects.

The DVD, New Orleans, a Natural History by Walter Williams, would be an excellent resource for this activity. The DVD is available for a fee from America’s Wetlands, www.americaswetland.com. The video may be played/downloaded at www.NewOrleansHistory.net. A natural history of the development of the Mississippi River Delta and the evolution of the lobes of the river is available at http://www.loyno.edu/lucec/mrddocs/11.doc. This report can be used as a reading supplement for either activity. For those teachers that do not possess the equipment to conduct the above activity, an alternative activity is provided. These sites include histories, recent influences, and deltaic changes of the Mississippi River. http://www.worldbookonline.com/wb/Article?id=ar364680 http://en.wikipedia.org/wiki/Mississippi_River_Delta Activity 5: Biogeochemical and Hydrologic Cycles (SI GLE: 6; SE GLE: 7; ESS GLEs: 2, 13, 15) Students will complete two exercises to demonstrate the hydrologic, oxygen, carbon, nitrogen and phosphorus cycles. (The exercises below also offer an opportunity for reinforcement of the five interconnected Earth spheres.) Oxygen, Carbon, Nitrogen, Phosphorus Cycles 1. For oxygen, carbon, nitrogen, and phosphorus cycles, students will work in small groups to

produce diagrams with visual displays, such as pictures, models, or a multimedia presentation to represent the cycles.


2. Each group can then present their cycle visual and information to their classmates. Assign a different cycle to each collaborative group of students.

a. Inform those assigned the carbon cycle that they are to include information on coal and petroleum formation.

b. Those focusing on the nitrogen cycle are to explain the importance of bacteria to that cycle.

c. Those focusing on the phosphorus cycle are to explain why phosphorus is important to life.

d. During concluding discussions, review the processes of photosynthesis and aerobic respiration to ensure that students understand their importance in the cycling of oxygen and carbon. An illustration of photosynthesis can be found using any image search, but one can be found at http://ellerbruch.nmu.edu/ classes/cs255w03/cs255students/teabbott/p4/pics/photosynthesis.jpg

Hydrologic (Water) Cycle For this investigation, students should obtain several small potted plants and water them. Each plant should then be sealed in a plastic bag or large container to create a terrarium. Place the plants in a well-lit area and leave them for several days. Give each group one of the plants after several days and ask them which parts of the water cycle this activity represents. Then, using overhead transparencies or a slide presentation, clarify the stages of the water cycle with students. During the concluding discussion, ask students to identify the points in the water cycle where energy is released or absorbed and where polluting chemicals may be introduced, such as run off and bonding with gas molecules to form acid rain during condensation. A complete review of the water cycle must include the ground phase, where infiltration/percolation accomplishes the removal of some pollutants from the surface water discharge as well as tracing the flow of heat energy through the various stages. This is an important function and value of the Louisiana wetlands. The Louisiana 4-H Environmental Science Project Book serves as an excellent source of water cycle materials as they apply to Louisiana and may be obtained from the Cooperative Extension Office in each parish. If teachers do not have access to the Louisiana 4-H Environmental Science Project Book or choose not to conduct this activity (which involves observations over consecutive days), we have provided an alternative lab. Cloud Formation Part 2 (http://sftrc.cas.psu.edu/LessonPlans/Water/WaterCycle.html) Materials 400-500 ml beaker or jar plastic wrap water rubber band matches ice cubes 1. Fill a 400-500ml. beaker fill with lukewarm water. 2. Light a match and hold it over the beaker. Then blow it out forcing some of the smoke down

into the beaker. 3. Quickly put a piece of plastic wrap over the beaker and secure it if necessary to keep in the

smoke. Observe the beaker for any change in the air above the water. 4. After 30 seconds, place 2-3 ice cubes on top of the plastic. Observe again.


Lab Questions Why was there very little, if any, change in the air before the ice cubes were placed over the top? Not enough conditions were present for cloud formation to occur. What conditions for cloud formation were present before the ice was added? Water and smoke particles Explain the change you observed after the ice was added. The temperature of the air dropped enabling the water to condense onto the smoke particles forming cloud droplets and therefore, a cloud. What condition that is often involved in cloud formation was not present in this experiment? A drop in air pressure. When you see fog, what are you actually seeing and what caused it to form? It is a cloud over the earth's surface due to a sufficient amount of water molecules and dirt particles in the air. along with a drop in air pressure and/or a drop in temperature. Evaluation During the discussion of the water cycle ask the students questions about the various components of the cycle: what they anticipate will happen at each phase and how and why it happens. Answers to the questions that pertain to each of the lab activities can also be discussed and graded. Sources Life Science (1990). Morristown, N.J.: Silver, Burdett, and Ginn. Kimball, John W. (1983). Biology. Reading, Mass.: Benjamin/Cummings Publishing Co. "Winds and Weather." Biological Sciences Curriculum Study, 1970s. Activity 6: Evidence of Atmospheric Oxygen (SI GLEs: 6, 8; SE GLE: 6; ESS GLE: 21) 1. Begin the activity with the question, Do all forms of life on Earth require oxygen in their

environment? Guiding questions may be used to elicit desired responses. 2. Next, ask students to identify the organisms that produce the oxygen in Earth’s atmosphere.

Inform students that because of geologic processes and the development of life forms that could photosynthesize, the gases in our atmosphere have changed over time.

3. Ask them if organisms dependent on aerobic respiration could have been the first life forms to develop on Earth.

4. Explain that in this activity, they are to explore the changes in the oxygen content of Earth’s atmosphere through fossil records.

5. Prior to beginning student research, review the meaning of the term isotopes, using oxygen and carbon isotopes as examples.

6. Have students use the Internet to conduct research into how fossils provide evidence of changes in the oxygen content of the atmosphere and climatic changes such as temperature fluctuations. Allow students to work in pairs. The teacher may develop a webquest including the URLs for the websites and guiding questions.

7. If computers are unavailable, the teacher may download the articles and provide copies to students.

Include questions such as:

• What type of organism fossils contains evidence of changes in oxygen content? • What part of shellfish makes them valuable fossil evidence of oxygen content, and why? • Which isotopes provide evidence of atmospheric changes? • Which isotopes provide evidence of temperature changes?


• What technological tool is used in analyzing the isotopes present in fossils? What is its function?

• Print out one graph from your research and write an interpretation of the data illustrated.

• How can iron in rock layers provide evidence of atmospheric oxygen content? • What are three processes that reduce oxygen in the atmosphere? • Using the information studied in this unit, cite an example of how new scientific data

can result in an existing scientific explanation being supported, reviewed or rejected. See the reference section at the end of this unit for websites on this topic. After webquest data sheets are collected, conclude the activity by conducting a class discussion in which students reach a consensus on the correct answers to the questions. A natural extension of this activity would be to explore carbon-14 dating of fossils. If the research based activity is not plausible, show the unitedstreaming.com video “Historical Geology: A Glimpse into Earth’s Past”.

Sample Assessments General Guidelines Assessment techniques should include use of drawings/illustrations/models, laboratory investigations with reports, a laboratory practicum (problem-solving and performance-based assessments), group discussion and journaling (reflective assessment), and paper-and-pencil tests (traditional summative assessments).

• Students should be monitored throughout the work on all activities via teacher observation and lab notebook entries.

• All student-developed products should be evaluated as the unit continues. • Student investigations should be evaluated with a rubric. • For some multiple-choice items on written tests, ask students to write a justification

for their chosen responses. General Assessments

• Students will reflect on the following questions for journal or notebook entry: How do the abiotic factors of an environment affect the biotic factors and vice versa? How are the biotic and abiotic factors affected when a single factor is no longer in the environment? (Examples of these factors include: milkweed plant for monarch butterflies, a large tree for shade, or rocks for organisms to hide under.)

• Students will summarize the processes of photosynthesis and respiration and relate their roles in the carbon and oxygen cycles.

• When given scenarios describing changes in components of the biosphere, students will describe probable impact on selected components of ecosystems.


Activity-Specific Assessments

• Opening Safety Activity: Students will complete a lab safety test that includes a lab practicum and/or justification for multiple-choice responses.

• Pre-Course Survey: Student assessment should be based upon participation in the

survey and class discussion. It should not be based upon the number of problems answered correctly or attitudes expressed.

• Activity 2: Rubrics should be used to evaluate each student's report and, if included

in the lesson, the group mobile. The student’s report should include collected observations in an organized data table, sketches, and analysis of data. The evaluation might also include peer evaluations, success of the group’s biosphere, and cooperative work as observed by the teacher. Several rubric-making websites are available including Rubistar (http://rubistar.4teachers.org/index.php), a free site for teachers who want to use rubrics, but don’t have time to develop them.

Resources

• Biogeochemical Cycles http://essp.csumb.edu/esse/climate/climatebiogeo.html http://www.enviroliteracy.org/subcategory.php/198.html http://www.healthywater.org http://ga.water.usgs.gov/edu/watercycle.html http://www.lpb.org/education/classroom/itv/unitedstream/index.htm

• Geologic History http://www.earth.uni.edu/ http://la.water.usgs.gov/nawqa/ecology.htm http://www.accessexcellence.org/BF/bf06 http://www.loyno.edu/lucec/mrddocs/11.doc http://news.nationalgeographic.com/news/2002/03/0326_020326_TVredwoods.html http://mapper.cadgis.lsu.edu/lhin/hurr/html/history.htm

• Environment NASA Classroom of the Future--Exploring the Environment (ETE) http://www.cotf.eu


Environmental Science Unit 1: Environment Earth

Time Frame--6 weeks

August 16-September 27, 2006

ACTIVITY/GLE’s TEXT

CORRELATION PAGES

MATERIALS MISCELLANEOUS DATE COMPLETED

Activity 1: The Biosphere SI GLE 2, 4, 6, 7; SE GLE 1, 6;

Chapter 2 pg. 31-44 Paper and pen

Activity 2: Surface Changes and the Environment SI GLEs:6, 7,9,11, 12 ; SE GLEs: 6; ESS GLE;12

Problem Based Learning Model

If available, computer with internet; or, Group assignment of natural disasters-textbooks, encyclopedias

http://unitedstreaming.com www.cotf.edu/ete/pbl.html

Activity 3: Change in Weather SI GLEs: 6 , 7; ESS GLEs: 8,9

Chapter 2 pg. 40-49 Hurricane tracking maps

http://www.nhc.noaa.gov http://www.katc.com


Activity 4: Change Closer to Home SI GLEs; 3,4,7,9; SE GLE 6;ESS GLE: 20

DVD—New Orleans, a Natural History

www.americaswetland.com, www.NewOrleansHistory.net http://www.loyno.edu/lucec/mrddocs/11.doc www.worldbookonline.com/wb/Article?id=ar364680 http://en.wikipedia.org/wiki/Mississippi_River_Delta

Activity 5: Biogeochemical and Hydrologic Cycles __________________ SI GLE: 6; SE GLE: 7; ESS: GLEs: 2,13,15 Alternate activity: Cloud Formation Part 2

Chapter 3, 73-74; Chapter 11, pg 269

multimedia software, pictures, models, Louisiana 4-H Environmental Science Project Book see activity `

http://ellerbruch.nmu.edu/classes/cs255w03/cs255students/teabbott/pr/pic/photosynthesis.jpg http://sftrc.cas.psu.edu/LessonPlans/Water/WaterCycle.html

Activity 6: Evidence of Atmospheric Oxygen SI GLE: 6, 8; SE GLE : 6;ESS GLE: 21

Chapter 3, pg. 59-72; Chapter 13, pg. 329-345

Textbooks, encyclopedias, paper pen

http://www.earth.uni.edu http://www.la.water. usgs.gov/nawqa/ecology.htm

Unit Assessment Unit Test given by Sept. 28/29 Date(s) test given_____ % GLEs correct______

Environmental Science�Unit 2 �Development and Succession in Ecosystems 19


Unit 2: Development and Succession in Ecosystems

Time Frame: 10 Weeks Date—Sept. 28-Dec. 15, 2006

Unit Description This unit introduces the study of ecology as it focuses upon major ecosystem types and upon the interrelationships among and between populations and their abiotic environment. Student Understandings Students develop an understanding of ecological systems including the characteristics of major global aquatic and terrestrial ecosystems (biomes) and Louisiana ecological regions/ecosystems. They gain an understanding of the interactions within these ecosystems, and the ramifications of change (both natural and human-induced) upon the specific ecosystems and upon biodiversity in general. Guiding Questions

1. Can students explain how species in an ecosystem interact and link in complex webs?

2. Can students compare characteristics of the major kingdoms and use taxonomic keys to identify organisms?

3. Can students describe the abiotic and biotic factors that distinguish Earth’s major ecological systems?

4. Can students use the 10% rule and data analysis to discuss the flow of energy through the various trophic levels within a community?

5. Describe the characteristics of major biomes on Earth and major Louisiana bioregions or ecosystem types?

6. Can students examine and discuss the major stages of succession, describing the generalized sequential order of the types of plant species?

7. Can students analyze the effect of an invasive species on the biodiversity within an ecosystem?

8. Can students determine the effects of limiting factors on a population and describe the concept of carrying capacity?

9. Can students cite examples and describe the effect of pollutants on selected populations?

10. Can students identify the factors that affect sustainable development? 11. Can students describe how accountability toward the environment affects

sustainability? 12. Can students identify the factors that cause the inequitable distribution of Earth’s

resources? 13. Can students explain why biodiversity is essential to the survival of organisms?


Unit 2 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks Science as Inquiry 1. Write a testable question or hypothesis when given a topic (SI-H-A1) 2. Describe how investigations can be observation, description, literature survey,

classification, or experimentation (SI-H-A2) 3. Plan and record step-by-step procedures for a valid investigation, select

equipment and materials, and identify variables and controls (SI-H-A2) 4. Conduct an investigation that includes multiple trials and record, organize, and

display data appropriately (SI-H-A2) 5. Utilize mathematics, organizational tools, and graphing skills to solve problems

(SI-H-A3) 6. Use technology when appropriate to enhance laboratory investigations and



8. Give an example of how new scientific data can cause an existing scientific explanation to be supported, revised, or rejected (SI-H-A5)


10. Given a description of an experiment, identify appropriate safety measures (SI-H-A7)

11. Evaluate selected theories based on supporting scientific evidence (SI-H-B1) 13. Identify scientific evidence that has caused modifications in previously accepted

theories (SI-H-B2) GLE # GLE Text and Benchmarks


Science and the Environment 1. Describe the abiotic and biotic factors that distinguish Earth’s major ecological

systems (SE-H-A1) 2. Describe the characteristics of major biomes on Earth (SE-H-A1) 3. Use the 10% rule and data analysis to measure the flow of energy as represented

by biomass in a system (SE-H-A2) 4. Determine the effects of limiting factors on a population and describe the concept

of carrying capacity (SE-H-A3) 5. Examine and discuss the major stages of succession, describing the generalized

sequential order of the types of plant species (SE-H-A4) 6. Analyze the consequences of changes in selected divisions of the biosphere (e.g.,

ozone depletion, global warming, acid rain) (SE-H-A5) (SE-H-A7) 8. Explain how species in an ecosystem interact and link in a complex web (SE-H-

A7) (SE-H-A10) 9. Cite and explain examples of organisms’ adaptations to environmental pressures

over time (SE-H-A8) 10. Analyze the effect of an invasive species on the biodiversity within ecosystems

(SE-H-A9) 11. Explain why biodiversity is essential to the survival of organisms (SE-H-A9) 12. Give examples and describe the effect of pollutants on selected populations (SE-

H-A11) 15. Identify the factors that cause the inequitable distribution of Earth’s resources

(e.g., politics, economics, climate) (SE-H-B3) 18. Identify the factors that affect sustainable development (SE-H-B6) 27. Describe how accountability toward the environment affects sustainability (SE-

H-D5) Life Sciences 18. Classify organisms from different kingdoms at several taxonomic levels, using a

dichotomous key (LS-H-C4) 19. Compare characteristics of the major kingdoms (LS-H-C5)


Mandatory Activities

Activity 1: Introduction to Ecology (SI GLE 2; SE GLE 1; LS GLEs 18, 19) LECTURE HELP: Provide a general introduction to the concept of ecological systems. Administration of a pre-test will reveal the degree to which it is necessary to review the levels of biological organization. Class discussion of ecological systems (ecosystems) should introduce ecology-related terms (including, but not limited to, ecology, environment, biotic factors, abiotic factors, habitat, and niche) and an exploration of the major biomes. Have students generate a list of questions that they would like answered regarding ecosystems. As ecological studies will include the identification and study of various organisms, a review of the general characteristics of each of the six biological kingdoms is in order. ACTIVITY: Students should participate in the use, and possibly, development of taxonomic keys. In addition, they should be able to discuss the roles of observation, description, and classification in scientific investigations. While you can find keys by doing an internet search, here are some

• http://www.usoe.k12.ut.us/curr/science/sciber00/7th/classify/sciber/taxokey.htm • http://www.agcomm.iastate.edu/Smith98/smith197.a3.html • http://userwww.sfsu.edu/~biol240/labs/lab_05phylogeny/pages/keys.html

Activity 2: Energy Flow Efficiency in Ecosystems (SI GLEs: 2, 5, 7, 10; SE GLEs: 3, 8) LECTURE HELP: Following discussion of vocabulary associated with energy flow within ecosystems, interpretation and development of food (energy) webs, have students examine an energy pyramid diagram to show the ten percent rule of energy flow from level to level. Illustrations that show numbers of organisms at each level of the pyramid assist students in understanding that approximately ten percent of the energy contained in one level is transferred up to the next level. A pyramid diagram showing producers (10,000 kcal), primary consumers (1,000 kcal), secondary consumers (100 kcal), tertiary consumers (10 kcal), and quaternary consumers (1 kcal) clearly illustrates this concept. Marshmallow Energy Flow Activity illustrates energy flow through a Louisiana marsh ecosystem. (Access via the DOE website, www.doe.state.la.us/lde/uploads/2541.pdf.) In this hands-on activity, there are a number of references as well as student assessments. The only supplies needed are plastic knives, paper towels and mini marshmallows. As an alternative to the Marshmallow Energy Flow Activity and discussion, have students participate in an investigation of an owl pellet. Owl pellet dissection activities provide opportunities for study, not only of food webs, but also for study of small mammals and their distribution, food webs, predator/prey relationships, population studies, habitats, use of dichotomous keys, owl behavior patterns, niche, adaptation and sustainability. Pellet dissection and analysis activities are readily available in lab books and from biological supply companies. Visit www.carolina.com/owls/guide/pellets.asp to order owl pellets. If Internet access is available, students can participate in virtual dissection of a variety of pellets, research owl species, and complete investigation analysis at Virtual Owl Pellet, www.kidwings.com. Throughout this activity, students should determine the various ways in which scientific investigations can be conducted and data gathered other than just experimentation. As yet another alternative, this activity is a highly interactive demonstration of the 10% rule of energy efficiency between trophic levels.


Materials: string, poster boards for signs, graduated cylinders, beakers, one-liter bottle of COLD cola. Procedure 1. Assign “roles” for the students to play (such as grass, grasshopper, frog, snake, hawk) 2. Assign one “lab assistant” to help in the measuring of cola. 3. Measure 100ml of cola for “grass” and eliminate the rest (it will kill them!) to represent

energy lost. 4. The next trophic level (grasshopper) gets 10% of the 100ml and so on to each level. 5. Discuss the meaning behind the activity (what did you learn?) Activity 3: Effects of Pollutants (SI GLEs: 5, 6; SE GLE: 12) As a follow-up to the discussion of energy flow, acquaint students with the concept of biomagnification and bioaccumulation. Include a serial dilution exercise in this introduction to help students grasp the concept of ppt, ppm, etc. To further reinforce the concepts, have students complete a relevant investigation. Various real world examples of parts per notation can be found at http://en.wikipedia.org/wiki/concentration. Challenging activities are included in Countering Contamination: Data and DDE curriculum available via USGS Tools for Teachers, www.usgs.gov, as well as in most text resource materials. Additionally, the Marietta College Internet resource Bioaccumulation and Biomagnification, www.marietta.edu/~biol/102/2bioma95.html, provides case studies and The EnviroTacklebox™ video The Aggravation of Accumulation is available on unitedstreaming.com and serves as a good introduction to the topic of bioaccumulation of synthetic chemicals and its impact on food chains. If computers with Internet access are available for whole class use, the National Geographic Marco Polo Expeditions (9-12): Biomagnification in the Great Lakes Ecosystems, http://www.nationalgeographic.com/xpeditions/lessons/08/g912/greatlakes.html, offers a challenging investigation, as well. Activity 4: Major Ecosystem Types: (SI GLEs: 6, 7; SE GLEs: 1, 2, 6) In this activity, student groups will each research one of the major terrestrial biomes, major aquatic/marine ecosystem types or a Louisiana bioregion/ecosystem and prepare an illustrated presentation. Where available, students should use multimedia software or create a mural or diorama for display in the school library or hallway. Presentations should include the physical characteristics, average temperature, annual average rainfall, and dominant plant and animal forms in their study area. They should also explain how the topography and climate of these biomes affect the distribution of the Earth’s natural resources. Students should also reflect on and discuss the following questions:

• Which plant and animal adaptations are necessary in each of the biomes? • How might global warming or pollution such as acid rain or water pollution impact the

biome? • How would the climate, topography, and resources of the area likely affect the

economics of humans residing there? Suggested projects include

• PowerPoint slideshow that gives all requested information graded with a teacher-made rubric.


• Biome placemat which illustrates the requested information in a creative manner. Activity 5: Succession (SI GLE: 6; SE GLEs: 5, 8, 9) LECTURE HELP: Students should have a basic knowledge of succession (primary and secondary) and of the general characteristics of major ecosystem types before completing this activity. ACTIVITIES: A worksheet to illustrate and pose questions dealing with the various types of succession is at http://www.biologycorner.com/worksheets/succession.html. A 30-minute unitedstreaming.com video is available entitled “Biologix: Succession and Climax Communities.” Where possible, a field trip to a pond, forest, barrier island, or deserted field could help students visualize the concept of succession. Activity 6: Succession in a Compost Bin (SI GLEs: 1, 3, 4, 5, 6, 9, 10, SE GLEs: 8, 9) This is a long-term activity. The stages of succession will be observed over three or four weeks and the resulting compost will be utilized in resource management activities in Unit 3. The demonstration will utilize red worms (not earthworms) that can be purchased from bait shops or biological supply companies or captured locally. The soil used in the activity should be collected from a site that has been heavily compacted (from a roadside) or from an area where erosion has occurred. The quantity of soil needed will depend upon the number and the size of composting bins used. Two-liter soda bottles are ideal to use as the composting bins. The activity can be found on the DEQ website (worm farm) http://www.deq.louisiana.gov/portal/tabid/2101/Default.aspx For those of you not comfortable or able to get the red worms, a composting activity on http://mrskingsbioweb.com/Decomposition.pdf includes step-by-step directions as well as questions to assess the students’ learning. To provide students an opportunity to observe, measure/analyze the changes that occur within a closed-system ecosystem, they will complete an inquiry in which they construct composting chambers (Refer to Resources at the end of this unit). In this activity, students will perform a variety of tests on soil samples; therefore, prior to the activity, students should receive instruction in testing techniques and in the use of tools. They should also identify and address safety issues or concerns such as wearing gloves, aprons, and goggles. Students should wash their hands prior to and following handling the lab materials. In addition, lead students to participate in a general discussion of composting and of the niche of earthworms prior to the start of the activity. The activity Cornell Composting: Invertebrates of the Compost Pile, http://compost.css.cornell.edu/monitor/monitoring.html, provides background and activities for investigating succession within a compost pile through observation of changes in moisture, odor, microbes, invertebrates, temperature, and pH. Invertebrates of the Compost Pile, http://compost.css.cornell.edu/invertebrates.html, and Compost Physics, http://compost.css.cornell.edu/physics.html, also provide materials useful to the investigation. After each cooperative lab group develops an experimental design, including their hypothesis and a diagram, to guide them through their inquiry, the class will establish a starting baseline


by measuring soil temperature, pH, and moisture levels. All student investigation plans should be reviewed and approved by the teacher prior to beginning the investigations. In their lab groups, direct students to look for signs of life in a small sample of soil by observing that sample with a hand lens or a microscope, counting the number of species observed, and counting the number of organisms per population. Have the class share data and estimate the number of species and organisms in the entire (class) soil sample. Allow the decomposition/succession process to continue for three to four weeks. During that time, students should monitor water and food levels, adding water and/or food items once weekly or as necessary. At the end of the third or fourth week, students should repeat the battery of tests done on the original samples and share results. After sharing results, each student should work individually to complete the data analysis and conclusion portions of the lab report. If you choose to do so, the compost bins can be collected and maintained for the duration of the school year. In Unit 3, Activity 9 “Each group should repeat the battery of tests done on the original samples (measure soil temperature, pH, and moisture levels, look for signs of life in a small sample: observe that sample using a hand lens or a microscope, count the number of species observed and the number of organisms per population). The class should then share data and estimate the number of species and organisms in the entire soil sample.” A collection of 11 composting activities can also be found at http://aggie-horticulture.tamu.edu/extension/compostfacility/les.htm Activity 7: To Disturb or Not to Disturb (SI GLEs: 5, 6, 8, 11, 13; SE GLEs: 5, 6, 27) A change in environmental conditions that disrupts an ecosystem or community is referred to as a disturbance. Disturbances can be gradual or catastrophic. They may be caused by natural forces or may result from human activities. While many catastrophic disturbances devastate communities, others (like fire), frequently result in rejuvenation that, in the long run, leads to increased biodiversity. Some ecosystems, including Louisiana's Longleaf Pines, are fire-dependent. For many years, the control of fire in wild areas has been controversial (notably in our National Parks—like Yellowstone). As more and more American cities and suburbs spread into and along forested areas where fires in this wildland/urban can interface, it poses problems for homeowners, forest managers and the ecosystems, themselves. Following a discussion of changes affecting ecosystems (disturbances) and the "natural" role of fire in ecosystems, show the EnviroTacklebox™ video, Rebirth in Fire is available at unitedstreaming.com. The Rebirth in Fire Teacher's Guide has two lessons. Students should complete Lesson 1 in which they research plant adaptations to fire and design fire-resistant plants, www.envirotacklebox.org/teacherguide/module4/4fireln1.htm. They should also complete either Lesson 2 in which students address a wildlife/urban interface dilemma, www.envirotacklebox.org/teacherguide/module4/4ln2.htm, or, if multiple computers and copies of the CD-ROM Burning Issues are available; the I-Zone Activity is a more challenging activity. Burning Issues is a joint project of the Bureau of Land Management and Florida State University. It can be ordered at http://imsp.fsu.edu for a fee.


Activity 8: Carrying Capacity (SI GLEs: 4, 5, 7; SE GLE: 4) Teacher Note: It will be necessary to obtain a bag of dried beans (enough for five per student) and a kitchen timer or stopwatch prior to the day of the activity Through this activity, students will be introduced to the concepts of carrying capacity and limiting factor while simulating herds of animals seeking food. The activity is a modification of the lesson, Carrying Capacity in Ecosystem Matters: Activity and Resource Guide for Environmental Educators, published by the US Forest Service Rocky Mountain Region. The activity can be found at www.na.fs.fed.us/spfo/pubs/misc/eco. After completing the activity, students should summarize their most important findings, observations, or conclusions in a table (such as food vs. time or food vs. predators), journal (describing what predator-prey interactions occurred), or activity report, including what options there are for re-establishing the herd size within the carrying capacity of the area. Their discussions should lead to a list of limiting factors and application of the concept of sustainability. As an alternative, The Project WILD activity, How Many Bears Can Live in This Forest? utilizes a physically-active process to introduce students to the concepts addressed in SE GLE 4. It, too, incorporates basic math skills. An adaptation of this lesson can be found at: Wildlife Management Activity Guide for Teachers: A Compilation of Activities for Teaching about Upper Peninsula Wildlife Management in High School, www.nps.gov/piro/wl_lesns.htm. Activity 9: Populations, Migrations, and Seasonal Change (SI GLEs: 5, 6, 9; SE GLEs: 8, 9) Study of inter-population relationships, migration and seasonal influences on populations encourages interdisciplinary studies that include biology, climate studies, math, and geography. If Project WILD materials are available, have students complete, Birds Of Prey which is designed to allow students • to note changes in population sizes over time by interpreting graphs • to hypothesize the relationship among temperature, squirrel behavior and falcon

populations • to research and develop potential explanations for population changes. The activity has closed inquiry and open inquiry approach variations. Assignment possibilities include written or verbal descriptions of the relationships noted in the graphed data and essays and/or class discussions of the concept of interdependence in ecosystems and its ramifications. For information about upcoming Project WILD workshops visit the Louisiana Department of Wildlife and Fisheries website or contact the State Coordinator at (985) 882-9601. If Project WILD is not available, the EnviroTacklebox™ video, Behind the Numbers, http://www.lpb.org/education/classroom/itv/unitedstream/index.htm or www.unitedstreaming.com addresses the same GLEs. The video examines the effects of several biotic and abiotic factors on population fluctuations within ecosystems and describes population cycles—both annual and over longer periods of time. After viewing the video, have the students complete Lesson 2, www.envirotacklebox.org/teacherguide/module5/5popln2.htm. This lesson has students choose an ecosystem and design an interaction web for this ecosystem. As an assessment, students could be assigned to draw an interactions web for any given ecosystem when provided specific elements---providing them with an opportunity to apply what they have learned to a new situation. Behind the Numbers-Lesson 1 includes a field survey of an environment/ecosystem. Assessment of this activity could be a field journal that includes a map of the area, the survey, a nature journal entry, and a discussion of the needs of an ecosystem to be sustainable.


Whether or not multiple computers with Internet access are readily available, the Journey North enables students to track migrations and to investigate relationships among species, geography, population, temperature, migration and seasonal changes www.learner.org/north. If the technology is available, the Bureau of Land Management’s Share the Adventure: Tracking Habitat Change, www.blm.gov/education/LearningLandscapes/teachers/fieldtrip_04/index.html, includes activities and teacher’s guide to accompany a satellite video cast. Activity 10: We Don’t Want You Here (SI GLE: 1, 2, 3; SE GLEs: 8, 9, 10) NOTE TO TEACHERS: ALL UNIT GLE’S ARE HIT BY OTHER ACTIVITIES. THIS ACTIVITY IS OPTIONAL. After introducing the topic of Invasive species and reviewing associated vocabulary terms (Native species, Non-Native, Exotic or Alien species, Introduced species, and Invasive species), have students generate a list of non-native/invasive species that have created problems in Louisiana and/or North America. Have the students classify the organisms as natural or human caused disturbances and discuss the changes introduction of these species seem to have produced in the community or ecosystem. The EnviroTacklebox™ video, Non-Native Invasion, (www.unitedstreaming.com or http://www.lpb.org/education/classroom/itv/unitedstream/index.htm), explores environmental impacts and measures used in control of non-native invasive plants and animals in North America. The video is divided into segments. 1. Provide the students with video focus problems that encourage them to focus upon

particular concepts you wish to discuss/reinforce after the viewing. Lesson plans can be printed from the EnviroTacklebox™ website. Have students complete Non-Native Invasion Lesson 2, www.envirotacklebox.org/teacherguide/module3/3nnslsn2.htm. In the activity the students will work in cooperative groups to investigate non-native, invasive species.

2. Each group will select, research, and report on one species and present their findings as a press release to inform the public of the potential threat from the selected species. Student groups might present their press releases to the class as public service announcements or written press releases. In bringing closure to the activity, have students discuss the roles of observation, description, and literature survey in scientific investigation.

A long list of non-native invasive species can be found at www.invasivespeciesinfo.gov and www.laseagrant.org/ (under “sea grant advisory services”, click on non-indigenous invasive species). Students can select, research and report on one non-native invasive species and create a press release or news story about this species. Ensure they include a headline, opening paragraph (who, what, when, where, why, how), body, and closing. Activity 11: Human Population Studies (SI GLEs: 1, 3, 6, 7; SE GLEs: 4, 15, 18, 27) STUDENT RESEARCH: Human population size is a key component of sustainable living. Have students research aspects of human population size and discuss these in relationship to resource consumption, and to quality of life. As part of their research (and subsequent report), students are to identify factors that affect sustainable development; explain how accountability toward the environment affects sustainability, identify factors that cause the inequitable distribution of Earth’s resources, and state examples of how new scientific data can alter previous scientific explanations. ACTIVITY: Students are given population forecasting information and asked to calculate and project the population increase as well as the percent increase in some U.S. states’ population.


The activity can be found at www.census.gov/dmd/www/pdf/912ch6.pdf and includes assessment of population changes information. As textbooks are unlikely to include Louisiana data, make students aware of these resources:

• Louisiana Demographics: Census Data Center www.louisiana.gov/wps/portal/.cmd/cs/.ce/155/.s/3313/_s.155/1133

• U.S. Census Bureau: State & County Quick Facts http://quickfacts.census.gov/qfd/index.html

As an alternative, national and/or global population studies and activities are available in resource materials provided with most textbooks. In addition, the Temperate Forest Foundation: Population page, www.forestinfo.org/Discover/population.htm, provides background materials. A compilation of labs, activities and resource materials appropriate for high school classes can be found at Environmental Literacy Council-Population: Labs and Activities, www.enviroliteracy.org/article.php/360.html, Included are links to PBS, Access Excellence, U.S. Census Bureau and other materials. The Population Connection (formerly


ZPG), Population Education page available at www.populationeducation.org/index/jsp, features links to hands-on activities, research materials, and a free newsletter. For a virtual tour of population issues with an assignment for students, parts of which teachers may find suitable for high school students, visit http://www.wadsworth.com/sociology_d/virtual/12.html#. Activity 12: Biodiversity (SI GLE 6; SE GLEs 6, 8, 10, 11) LECTURE HELP: The purpose of this activity is to have students recognize connections between human activities and the health and diversity of Earth’s species and ecosystems. This activity is included at the end of this unit as students are called upon to take the concepts and skills learned in the previous activities and apply them to new situations. Lessons relating to biodiversity issues can be found in most textbook resource materials. The online resource, Biodiversity 911, www.biodiversity911.org/default.html, offers interactive quizzes, activities, and a music video designed to help students learn more about the importance of biodiversity, how it is being threatened, and current preservation efforts. A fast internet connection is preferred for some of the activities. You can select materials from the site and have students view or complete these as homework or class assignments Have students think about and discuss:

1. What is biodiversity? 2. Why is biodiversity so important? 3. How is biodiversity being threatened? 4. What is being done to preserve it? 5. How does loss of biodiversity affect your life?

If computer or internet access is a problem, working individually or in small groups, have students select local or regional issues and answer problems 3-5 (above) with reference to their selected topic. Topics might include wetland loss in Louisiana, habitat loss due to human development, the role of invasive species in loss of biodiversity, or Louisiana’s endangered and threatened species. Students could refer to the Barataria-Terrebonne National Estuary Program’s Seven Priority Problems, the LA Sea Grant Marine Education Resources website and Living on the Edge (produced by the LA Seafood Promotion and Marketing Board and available on www.unitedstreaming.com) for additional topic ideas.


Sample Assessments

General Guidelines Assessment techniques should include use of drawings/illustrations/models, laboratory investigations with reports, laboratory practicals (problem-solving and performance-based assessments), group discussion and journaling (reflective assessment), and paper-and-pencil tests (traditional summative assessments).


• All student-developed products should be evaluated as the unit continues. • Student investigations should be evaluated with a rubric. • For some multiple-choice items on written tests, ask students to write a justification

for their chosen response. General Assessments

• Students will diagram, label, and discuss food (energy) chains and food (energy)

webs. • Students are to complete video focus problems (provided by the teacher) as they

watch video clips. The answers should be included in class/ student discussion and in analysis of the concepts under study.

• When given scenarios describing changes in components of an ecosystem, students describe probable impact of these changes on specific populations or on the diversity of the ecosystem overall.



• Activity 1: Students participate in a lab practicum during which they use a dichotomous key to identify local organisms.

• Activity 2: Each student constructs a three-dimensional pyramid (from a sheet of

unlined paper). On one side of the pyramid the student is to produce a pyramid of biomass that illustrates a food chain of 4 or 5 links; on a second side, label the name of the trophic level corresponding to the organism “links” on the first side; and on the third side, design a pyramid of energy” corresponding to the trophic levels indicated and based upon the 10% Rule.

• Activity 5: Student groups provide audio/visual presentations and conduct peer and

self-evaluation of the presentations using a class-determined rubric.

Resources

• Print Materials American Forest Foundation. Project Learning Tree

EXPLORING ENVIRONMENTAL ISSUES: Municipal Solid Waste Activity 4- Composting

Appendix 5-Vermicomposting Appendix 6-Composting in a Bottle

For information about upcoming Project Learning Tree workshops visit the Louisiana PLT website or contact the State Coordinator at 225-952-8011

• Earth Systems Science www.globe.gov/fsl/html/templ.cgi?esmovie_solar&lang=en&nav=1 http://oceanexplorer.noaa.gov

• Invasive Species http://is.cbr.Tulane.edu http://www.nutria.com www.seagrant.umn.edu/exotics/ http://www.lpb.org/education/classroom/itv/unitedstream/index.htm

• Resources Management http://www.deq.louisiana.gov/portal/tabid/2101/Default.aspx www.louisianaseafood.com www.carolina.com/owls/guide/pellets.asp http://nationalatlas.gov/environment.html www.pbs.org/nova/fire

Resources and Resource Management

Environmental Science�Unit 3�Resources and Resource Management 32


Unit 3: Resources and Resource Management

Time Frame: Ten Weeks Date(s)—Dec. 20, 2006-Mar 21, 2007

Unit Description This unit emphasizes use of natural resources and the consequences of their overuse or misuse. The concepts of renewable resources, non-renewable resources (energy resources), degradability of materials, Louisiana’s natural resources, and management techniques are considered. Student Understandings Students develop an understanding that benefits, costs, and long-term consequences should be considered when making environmental decisions and formulate an understanding of the values and functions of Louisiana’s varied natural resources. In addition, they distinguish between renewable and non-renewable resources and understand that it is through wise use and management that their continued availability will be ensured. Guiding Questions

1. Can students describe the difference between a renewable and a non-renewable resource?

2. Can students identify renewable resources that could be used to replace the non-renewable ones?

3. Can students discuss advantages for using renewable resources in place of non-renewable ones?

4. Can students interpret a fictional resource issue story or scenario relating the situations presented in the story to real situations in present-day society?

5. Can students identify Louisiana’s major natural resources, identify their sources, use/values, identify the resource agency responsible for the management of each, and evaluate the effectiveness of their management?

6. Can students utilize maps to identify principal locations of Louisiana’s Black Gold resources and identify the geologic processes that resulted in Louisiana deposits of lignite, gas, and oil, and the age of the formations?

7. Can students summarize a history of the petroleum industry in Louisiana, uses of the resource, and careers associated directly and indirectly with the industry?

8. Can students discuss changes in the roll of oil over time, and the repercussions of oil use on society and the environment?

9. Can students recognize the various factors that come into play when considering wildlife species as resources? Can they develop a resource management plan that takes the various perspectives into account?

10. Can students design a simple biological assay for use in wildlife resource management? 11. Can students study map sequences of Louisiana coastal/estuarine environments, analyze

data, and relate wetland loss to their lives? 12. Can students explain how composting reduces the amount of waste sent to landfills?



13. Can students discuss advantages and disadvantages of placing organic materials into compost bins as opposed to in landfills?

14. Can students propose incentives or penalties that could be used to encourage more people to compost household wastes?

15. Can students discuss how people have managed waste throughout time and how it affected their lives?

16. Can students discover connections between the types of natural resources found in products and what is thrown away, and investigate their school’s waste stream by collecting, analyzing, and graphing data?

Unit 3 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks Science as Inquiry 1. Write a testable question or hypothesis when given a topic (SI-H-A1) 2. Describe how investigations can be observation, description, literature survey,

classification, or experimentation (SI-H-A2) 4. Conduct an investigation that includes multiple trials and record, organize, and

display data appropriately (SI-H-A2) 5. Utilize mathematics, organizational tools, and graphing skills to solve problems






Science and the Environment 5. Examine and discuss the major stages of succession, describing the generalized

sequential order of the types of plant species (SE-H-A4) 8. Explain how species in an ecosystem interact and link in a complex web (SE-H-

A7) (SE-H-A10) 13. Evaluate whether a resource is renewable by analyzing its relative regeneration

time (SE-H-B1) 14. Analyze data to determine the effect of preservation practices compared to

conservation practices for a sample species (SE-H-B2) 15. Identify the factors that cause the inequitable distribution of Earth’s resources

(e.g., politics, economics, climate) (SE-H-B3) 16. Evaluate the effectiveness of natural resource management in Louisiana. (SE-

H-B4) (SE-H-B5) 17. Analyze data to determine when reuse, recycling, and recovery are applicable

(SE-H-B5) 18. Identify the factors that affect sustainable development (SE-H-B6) 20. Relate environmental quality to quality of life. (SE-H-C2) 21. Analyze the effect of common social, economic, technological, and political

considerations on environmental policy (SE-H-C3)



23. Describe the relationship between public support and the enforcement of environmental policies (SE-H-C5)

24. Identify the advantages and disadvantages of using disposable items versus reusable items. (SE-H-D1)

26. Determine local actions that can affect the global environment (SE-H-D4) 27. Describe how accountability toward the environment affects sustainability (SE-

H-D5) Earth and Space Science 19. Interpret geological maps of Louisiana to describe the state’s geologic history

(ESS-H-C3) 22. Analyze data related to a variety of natural processes to determine the time

frame of the changes involved (e.g., formation of sedimentary rock layers, deposition of ash layers, fossilization of plant or animal species) (ESS-H-C5)

Mandatory Activities Activity 1: An Introduction to Resources (If PLT materials are available--SI GLEs: 7, 9; SE GLEs: 13, 14) (If PLT materials are not available—SE 13) NOTE TO TEACHERS: ALL UNIT GLE’S ARE HIT BY OTHER ACTIVITIES. THIS ACTIVITY IS OPTIONAL. If Project Learning Tree (PLT) resources are available, incorporate the activity and demonstrations included in the activity, Renewable or Not. Through Renewable or Not type activities, students develop operational definitions of resource-related terms and participate in activities in which they discover why sustainable use of resources is important. LECTURE HELP: If PLT materials are not available, engage students in discussion of these concepts by having them define (in their notebooks) the terms: natural resource, renewable resource, non-renewable resource and perpetual resources. ACTIVITY: Working individually or in small groups, have students make two lists: one that lists items in their homes or classroom that are made of renewable resources; the other that lists items made of non-renewable resources. For ideas see, A Classroom Full of Resources, www.mii.org/pdfs/classroom.pdf, and Your House, www.mii.org/pdfs/yourhouse.pdf. Class discussion of the definitions and of the lists should follow. Then guide class discussion by asking;

• What renewable resources could be used to replace the non-renewable ones? • What advantages might there be for using renewable resources in place of non-renewable

ones? • What reasons might people have for not switching from use of non-renewable to renewable

sources? • Which resources will continue to be available no matter how much people use them? Why

don’t we use these more? Activity 2: Resources for Many Reasons (SI GLE 7; SE GLEs: 13, 14, 15) NOTE TO TEACHERS: ALL UNIT GLE’S ARE HIT BY OTHER ACTIVITIES. THIS ACTIVITY IS OPTIONAL. This activity introduces the concept of resource use/misuse and has students look at the issue from more than one perspective. The activity includes use of the video or text versions of The Lorax© by



Dr. Seuss. (The book is available in most bookstores and public libraries. The video can be rented or purchased inexpensively from many discount stores.) Give students a copy of the following focus questions prior to reading the story or watching the video. Give them time to read the questions before you begin to read or play the video.

• Why did the Once-ler act as he did? • What patterns of change in the environment were observed? • What were environmental conditions before the company began making Thneeds? What

were they like afterward? • What was the author’s message concerning what one person can do to save or destroy the

environment? 1. Show the video or read the story to the class. 2. Discuss the video focus questions listed above. During the discussion, ask students to

distinguish between the terms preservation and conservation and to explain how each applies in this scenario.

3. Have students analyze the story by answering the following questions in their notes. They should develop each response carefully, citing specific examples from the story.

� What seems to be the author’s intent in writing the book? To what age group is it directed? Why?

� Are any of the situations presented in the story similar to real situations in present-day society? If so, describe which resources and which groups of people are involved.

� What values appear to be important to the characters of the story? Who might these characters represent in real life? Are any of their values in conflict? Which ones? For what reasons?

4. Either alone or in small groups, have students write and illustrate a sequel to The Lorax©. The sequel might explain how the Truffula tree made a come-back through replanting and proper care. The sequence might describe that the new managers of the Truffula Tree Company are going to maintain environmental quality and at the same time make Thneeds.

5. After the sequels are finished, have students consider the following questions: � Does either the original story or your sequel accurately portray industry? How

do you know? � Which version, the original or your sequel, best describes the attitudes of people

in the region where you live? Explain your answer. � What social and economic implications will the actions suggested in your sequel

have on ensuring a quality environment? For example, who will pay for the environmental protection?

� Who will pay for the damage to the environment if these actions prove unsuccessful?

� What does the Truffula Tree Company provide the local economy? � Who will provide Thneeds if the Truffula Company doesn’t?

This lesson is modified from the Ecosystem Matters lesson Trees for Many Reasons (Part A-variation 2: grades 6-12 and extension 1). Additional Lorax-related activities are included in the unit resources.

Activity 3: An Introduction to Louisiana’s Natural Resources (SI GLEs 2, 6; SE GLEs: 16, 21, 23) Working in small groups, the students will select a Louisiana natural resource [such as salt, oil, natural gas, sulphur, waterways, wildlife (game or non-game species), forest resources, seafood,]



and produce an illustrated brochure and class presentation (or, if the technology is available, a PowerPoint® presentation or video) that incorporates the following:

• The name of the resource • The major production area(s) of this resource in Louisiana • Use(s) of the resource • Products this resource is used to create • The economic value of the resource to the state If you want to include questions dealing with the resource agency, extra research can be conducted to answer the following questions and included in the presentation. • The state resource agency responsible for management of the resource • How the agency defines resource management • The agency’s major objectives • The most difficult challenges facing the agency at this time • Summary of the agency’s management program(s) for this resource • Issues associated with management of the resource • The influence/effect of common social economic, technological, and/or political

considerations on the agency’s policies. • The effectiveness of management of this resource in Louisiana (Include a description of the

relationship between public support and the enforcement of the agency’s environmental policies.)

To complete this project, student groups will research both the selected resource and the state agency that regulates it. The websites of these agencies include the postal addresses and phone numbers of state offices and, in some cases, regional offices:

LA Environmental Resource Directory www.leeric.lsu.edu/erd/index.htm LA Department of Agriculture and Forestry www.ldaf.state.la.us LA Department of Economic Development www.lded.state.la.us/overview LA Department of Environmental Quality www.deq.state.la.us LA Department of Natural Resources www.dnr.state.la.us/teach.ssi LA Department and Wildlife and Fisheries www.wlf.state.la.us

Also useful: Louisiana Geological Survey www.lgs.lsu.edu/geofacts.htm Louisiana State Minerals Information (each yearbook includes a minerals map) http://minerals.usgs.gov/minerals/pubs/state/la.html

Be sure that students comprehend that investigations can be observational, descriptive or conducted through literature search and do not always have to be experimental. Activity 4: Louisiana Black Gold and the Future (SE GLEs: 7, 16; ESS GLEs: 19, 22) NOTE TO TEACHERS: ALL UNIT GLE’S ARE HIT BY OTHER ACTIVITIES. THIS ACTIVITY IS OPTIONAL. Have students, working in teams, identify the principal locations and the geologic processes that resulted in Louisiana deposits of lignite, gas, and oil and the age of the formations. Reports should include maps to show location, a history of the industry in Louisiana, uses of the resource, careers associated directly and indirectly with the industry, estimated costs and profits for the business owner, and production impacts on the environment. (Resources listed at the end of this unit include Black Gold Beneath the Bayou that includes extensive background information useful to both teachers and students.)



Then, have student groups: 1. Discuss the relationship of use of fossil fuels to worldwide resource depletion. 2. Identify and briefly discuss various alternative fuels include the history, and current

use of each. Discussions should also include advantages and disadvantages associated with the use of each fuel. (This list will be incorporated into Activity 5 exercises.)

If the technology permits, teachers could use the 2004 PBS series, Extreme Oil video series and lesson plans. The series examines the drawbacks of a country's having oil deposits and how oil wealth can benefit developing countries. Two high-school level activities have been developed to be used in conjunction with the video. The lessons can be accessed at www.pbs.org/wnet/extremeoil/teachers/index.html Activity 5: Energy Alternatives (SI GLE 7; SE GLEs: 15, 18, 27) Among our major resource management concerns is the growing scarcity of energy resources and rising fuel costs. In the Project Learning Tree activity, Energy Sleuths, students learn about different sources of energy, how energy is used in their lives, the sustainability of the sources, and develop an energy policy they would like to see enacted. ACTIVITY: Have students develop a concept map entitled Energy Resources and use it to distinguish among renewable, non-renewable, and perpetual energy sources (and associated forms of energy and their uses). After the students share their concept maps with the class, distribute copies of the Energy Sleuths- Energy Primer to each student or small group. Assign each group an energy source to research, and have them develop a report on that resource. Guiding questions and assessment suggestions are included in Energy Sleuths-Part A- Energy Round-Up. If PLT resources are not available, divide the class into pairs or small cooperative groups and using the list of alternative fuels generated in Activity 4, assign each group one type of fuel to research. (Research materials are available in most textbook resources). Each group should prepare a Powerpoint® or poster presentation used as part of a persuasive sales-pitch on the merits of this fuel type. (While encouraging students to be creative, also stress accuracy and honesty in advertising). For consistency in reporting instruct each group to include: the relative availability of the fuel, how it is extracted/processed, its economic potential, feasibility of its long-term use, environmental impacts, and economic/social impacts of its use. Have them discuss the factors that might cause the inequitable distribution of this resource. After group presentations, have student groups develop an Energy Policy for the Twenty-first Century that addresses predicted energy demands and energy conservation issues, identifies/addresses factors that affect sustainable development, and addresses how accountability toward the environment affects sustainability. ACTIVITY: To help them visualize means by which perpetual energy sources are/can be utilized in meeting energy needs, have students design, construct, and use a device that incorporates a perpetual energy source (such as a solar oven, solar heater, or windmill) and relate the structure to energy conservation, air pollution, and/or deforestation. Note: Design and construction ideas for these devices are available from textbook resources, the Internet, and several energy conservation-related organizations. In the HOLT Environmental Science workbooks, there is an activity in which the students design a windmill that will power the movement of paperclips.



Activity 6: Wildlife as Resources (SI GLEs: 1, 7, 9, 10; SE GLEs: 14, 21) Introduce the topic of wildlife management by asking students to offer operational definitions of the terms: game species, non-game species, threatened species, and endangered species. Present background information on wildlife management, introducing the concepts of consumptive and non-consumptive uses of wildlife. Ask students to list questions that they have about wildlife management in addition to identifying and discussing various factors that are involved in wildlife management decisions (political, economic, social/emotional and biological). If Project WILD is not available, unitedstreaming.com has a 45 minute video entitled “Africa: Playing God with Nature?” synopsis: African nations struggle with different and sometimes controversial choices they must make to preserve their wildlife. For example, Richard Leakey, Director of Kenya wildlife Service, shares wildlife revenues from tourism with the local population and places fences in the parks. Zimbabwe, on the other hand, encourages a policy of "wildlife utilization," which allows trophy hunting. And in heavily managed Kruger National Park in South Africa large mammals are counted, watering holes and habitats are monitored, and some animals are even inoculated against disease. Once humans have tampered with nature's equilibrium they are sometimes forced to become custodians of its future. For background information on management of wildlife species refer to Project WILD, the US Fish and Wildlife Service website, or contact the Louisiana Department of Wildlife and Fisheries Wildlife/Aquatic Educator for your region (for materials or to request a guest speaker for your class). Project WILD activities Deer Dilemma and Dropping in on Deer present opportunities for students to consider the biology and management of white-tailed deer and the issues associated with its management. In Dropping in on Deer, students:

• Conduct habitat surveys (using dried cat food to represent deer pellets). • Apply field methodology reflecting wildlife management practices. • Explain the importance of scientific knowledge and technical skills in conservation and

enhancement of wildlife and its habitat. • Incorporate an experimental design into their investigation. An experimental design

diagram and lab report format modified for use with this activity is included at the end of the unit.

• Identify and incorporate appropriate safety measures.

In Deer Dilemma, students conduct a Board of Commissioners meeting (simulation) to hear the concerns of constituents regarding the ever-increasing deer population in and around a local park and make a decision concerning this issue. In this activity, students must consider the needs of both people and wildlife in the sustainability of the resource (the deer) For information about wildlife management in Louisiana, visit the Wildlife and Fisheries website, http://www.wlf.louisiana.gov. Activity 7: Louisiana Coastal Wetlands: Resources at Risk (SE GLEs: 16, 20, 26, 27; ESS GLEs 19, 22) In this investigation students will engage in activities that allow them to observe and analyze Louisiana coastal wetland loss through use of Wetland Education Through Maps and Aerial



Photography (WETMAAP) materials (if computers are available) or through use of materials developed by the Lake Pontchartrain Basin Foundation (Lessons on the Lake) if computers are not available. In each of the activities, students study map sequences of Louisiana coastal/estuarine environments, analyze data, and relate wetland loss to their lives. For WETMAAP Activities utilizing the Internet: After discussing the functions and values of Louisiana’s wetlands (Coastal Wetlands Resources for Information and Activities, www.nwrc.usgs.gov/fringe/resource.html), introduce the students to either Where Have All the Marshes Gone? or Losing Lafitte. Both activities can be accessed via Louisiana Wetlands Education site http://www.challenge.state.la.us/wetlands/default.htm. Both require use of WETMAAP materials which can be accessed at www.wetmaap.org If WETMAPP activities are not available, use The Loss of Wetland Ecosystems in the Lake Pontchartrain Basin Associated with Population Increases from the Lake Pontchartrain Basin Foundation’s publication Lessons on the Lake: an Educator’s Guide to the Pontchartrain Basin. The resource book is on-line at http://pubs.usgs.gov/of/of98-805/lessons/index.htm#contents. The activity Bird Beak Buffet shows how various shapes and sizes of beaks are specialized for food gathering. The 56 minute unitedstreaming.com video “On the Gulf: Coastlines in Danger” was made in 2006 and includes segments on the Mississippi River Delta as well as Post-Katrina and Rita wetlands. An abundance of wetland resources are available. Refer to the unit resources for some of those relevant to Louisiana. Activity 8: Waste Not, Want Not. (SI GLEs: 2, 4, 5, 7, 9; SE GLEs: 13, 14, 17, 24) Safety Note: If students sort through the trash, be sure to have them wear gloves and protective eye goggles and to use a broom stick (or similar object) for moving the trash. 1. After students have read text material related to solid waste management or the article, Did

You Know…Landfills at www.deq.state.la.us/assistance/educate/DYK-Landfills.pdf, inform them that they will be participating in a hands-on investigation of household/school solid wastes.

2. Identify the various waste materials generated at home or at school through an investigation of trash items thrown away.

3. Students bring in trash lists and items from each student are tallied and a class chart is made representing the relative abundance of trash items.

4. If desired, a class discussion on recycling and conservation of natural resources should follow. To introduce the concept of municipal solid waste management through class discussion and through operational definition of associated vocabulary. If Project Learning Tree materials are available, have students complete Lesson 2-Source Reduction Part A, Enrichment #2 and Enrichment #3 from the secondary module, Exploring Environmental Issues: Municipal Solid Waste. In these exercises, students will look at ways to prevent and reduce waste and examine connections between waste reduction and conservation of natural resources. Students will be classifying product packaging materials and it will, therefore, be necessary to collect product packaging prior to beginning the activity. If PLT materials are not available, have students complete the EnviroTacklebox™ Tackle Trash: Lesson 1- Trash...It Really Piles Up! This lesson introduces the concept of waste generation in our daily lives. Students are to sort and classify trash using class- selected methods of classifying and



recording data. Subsequent discussion will provide a format for content information to emerge based on student input and interests. Be sure that students comprehend that investigations can be observational, descriptive or conducted through literature search and do not always have to be experimental. As an alternative, Waste Where Does It Come From? Where Does It Go? (available at the Louisiana Department of Environmental Quality website, www.deq.state.la.us/assistance/educate/swlessn1.htm, students will identify the various waste materials generated in the school. They will also describe the sequence of collection and the destination of the materials identified. Or, if available, use the Project Learning Tree Secondary Environmental Education Program module, Exploring Environmental Issues: Municipal Solid Waste, assign students Activity 1 of the module, Introduction to Municipal Solid Waste: The Waste Stream. In this lesson, students learn how people have managed waste throughout time and how it affected their lives, discover connections between the types of natural resources found in products and what is thrown away, and investigate their school’s waste stream by collecting, analyzing, and graphing data. In both activities, students must develop and utilize classification systems, analyze data, and draw conclusions/make recommendations with regard to solid waste management. As an extra-credit project students may enjoy constructing the Edible Landfill at www.deq.state.la.us/assistance/educate/edible-landfill.pdf. In the lesson, they learn about how a sanitary landfill is built and about waste reduction. Consider sanitation/health issues before allowing students to complete/eat this project in school, however. Activity 9: Composting Déjà vu (SI GLEs: 4, 6, 9, 10; SE GLEs: 5, 8) Safety Note: Have students identify and incorporate appropriate safety measures. If they sort through the compost, be sure to have students wear gloves and protective eye goggles and to use a pencil or chopstick for moving the trash. After completing the Waste Not, Want Not activity have students refer to the compost bins they produced for Unit 2 Activity 6: Succession in a Compost Bin. Each group should repeat the battery of tests done on the original samples (measure soil temperature, pH, and moisture levels, look for signs of life in a small sample: observe that sample using a hand lens or a microscope, count the number of species observed and the number of organisms per population). The class should then share data and estimate the number of species and organisms in the entire soil sample. After sharing results, each student should work individually to complete the data analysis and conclusion portions of the lab report making sure to answer the questions posed and commenting upon the hypothesis. The conclusion should reflect upon the succession that has occurred. It should also include answers to the following problems:

• Define biodegradable. • Discuss biodegradability with regard to the organic materials within your compost bin. • How does composting reduce the amount of waste sent to landfills? • What are the advantages of placing organic materials into compost bins as opposed to in

landfills? • What are the disadvantages? (Why doesn’t everyone compost?) • What are some incentives or penalties that could be used to encourage more people to

compost household wastes?



Sample Assessments General Guidelines Assessment techniques should include use of drawings/illustrations/models, laboratory investigations with reports, laboratory practicals (problem-solving and performance-based assessments), group discussion and journaling (reflective assessment), and paper-and-pencil tests (traditional summative assessments).


• All student-developed products should be evaluated as the unit continues. • Student investigations should be evaluated with a rubric. • For some multiple-choice items on written tests, ask students to write a justification for

their chosen response. General Assessments

• Students construct Venn Diagrams to distinguish among types of natural resources. • Students self-evaluate and peer-evaluate projects using teacher-developed or class-

developed rubrics specific for each presentation. • Students construct Concept Maps appropriate for natural resources concepts.


• Activity 2: Students will write and illustrate a sequel to The Lorax© and answer the questions listed in step 5 of the activity. Use student answers to the questions to assess understanding of the environmental message.

• Activity 4: Student groups provide group presentations and conduct peer and self-

evaluation of the resource presentations using a class-determined rubric.

• Activity 8: In a formal lab report, each student will record, organize and analyze data, draw conclusions, and make recommendations with regard to solid waste management.

Resources

• Coastal Processes and Wetlands www.americaswetland.com www.dnr.state.la.us/crm www.saveourlake.org

• Resource Management www.dnr.state.la.us/sec/execdiv/techasmt/teacher/BGBB/index.html www.dnr.state.la.us/teach.ssi http://www.na.fs.fed.us/spfo/ce/ www.ekcsk12.org/science/regbio/loraxproject.htm



www.intersurf.com/~chalcedony/geomap1.html http://www.louisianaseafood.com/education http://nature.org/wherewework/northamerica/states/louisiana/preserves www.tpwd.state.tx.us/edu/enved/lorax.htm



Activity/ GLE’s Text Correlation Notes Miscellaneous Date Completed Activity 1: An Introduction to Resources SI GLEs: 7, 9; SE GLEs: 13, 14) (If PLT materials are not available—SE 13

Chap. 1 p. 14 Chap. 2, pp. 34-52

Project Learning Tree (PLT) resources All GLEs are hit by other activities. This activity is optional

www.mii.org/pdfs/classroom.pdf www.mii.org/pdfs/yourhouse.pdf

Activity 2: Resources for Many Reasons SI GLE 7; SE GLEs: 13, 14, 15

Chap. 1, p. 14; Chap. 2, pp. 18-20, 34, 52

The Lorax©

Activity 3: An Introduction to Louisiana’s Natural Resources SI GLEs 2, 6; SE GLEs: 16, 21, 23

PowerPoint LA Environmental Resource Directorywww.leeric.lsu.edu/erd/index.htm

LA Department of Agriculture and Forestry

www.ldaf.state.la.us

LA Department of Economic Development

www.lded.state.la.us/overview



LA Department of Environmental Quality

www.deq.state.la.us

LA Department of Natural Resources

www.dnr.state.la.us/teach.ssi

LA Department and Wildlife and Fisheries

www.wlf.state.la.us

http://lgs.lsu.edu/geofacts.htm

http://minerals.usgs.gov/minerals/pubs/state.la.html

Activity 4: Louisiana Black Gold and the Future

Computers and various websites (technology)

www.pbs.org/wnet/extremeoil/teachers/index.html



SE GLEs: 7, 16; ESS GLEs: 19, 22

Extreme Oil Video (2004 PBS series)

Activity 5: Energy Alternatives SI GLE 7; SE GLEs: 15, 18, 27

Project Learning Tree activity, Energy Sleuths copies of the Energy Sleuths- Energy Prime PowerPoint

Activity 6: Wildlife as Resources SI GLEs; 1,7,9,10; SE GLEs: 14, 21

PROJECT WILD dried cat food “Africa: Playing God with Nature”

www.wlf.state.la.us/apps/netgear/index.asp?cn=lawlf&pid=1 www.unitedstreaming.com http://www.wlf.louisiana.gov

Activity 7: Louisiana Coastal Wetlands: Resources at Risk SE GLEs: 16, 20, 26, 27; ESS GLEs 19, 22

Wetland Education Through Maps and Aerial Photography (WETMAAP) materials

www.nwrc.usgs.gov/fringe/resource.html www.challenge.state.la.is/wetlands/lessons.html www.wetmaap.org

Activity 8: Waste Not, Want Not SI GLEs:2, 4, 5, 7, 9; SE GLEs: 13, 14, 17, 24

Computers with internet access Pontchartrain Basin Foundation’s Publication: Lessons on the Lake: An Educator’s Guide to the Pontchartrain Basin—on-line at http://pubs.usgs.gov/of/of98-805 lessons/index.htm#contents

www.deq.state.la.us/assistance/educate/DYK-Landfills.pdf www.deq.state.la.us/assistance/educate/swlessn1.htm www.deq.state.la.us/assistance/educate/edible-landfill.pdf

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Environmental Awareness and Responsible Actions

Environmental Science�Unit 4�Environmental Awareness and Responsible Actions

47


Unit 4: Environmental Awareness and Responsible Actions

Time Frame: Six weeks Date: March 22-May 17, 2006

Unit Description This unit focuses on environmental awareness and protection with respect to water and air quality, waste management, and environmental policy. Student Understandings Students develop an awareness of the relationships between human actions and environmental quality. Guiding Questions

1. Can students identify each activity as observation, description, literature survey, classification, or experimentation?

2. Can students analyze the risk-benefit ratio for selected environmental situations? 3. Can students analyze the effect of common social, economic, technological and

political considerations on environmental policy? 4. Can students identify major sources of water pollution in Louisiana and make

inferences about the potential effects of these pollutants on local wildlife and the hydrosphere?

5. Can students conduct water quality monitoring tests and relate local water quality to environmental accountability and sustainability?

6. Can students analyze the consequences of changes in ozone levels on a given population?

7. Can students discuss relationships between: CO2 levels and global warming, global temperature and atmospheric greenhouse gases, auto emissions and air pollution, and auto emissions and global climate changes?

8. Can students determine ways to prevent or reduce wastes and relate waste reduction to conservation of natural resources?

9. Can students identify and locate potential sources of hazardous waste in their community, parish, or state?

10. Can students discuss how common household products may become hazardous waste and propose local hazardous waste management education measures?

11. Can students analyze the effect of common social, economic, technological, and political considerations on environmental policy?

Unit 4 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks Science as Inquiry 4. Conduct an investigation that includes multiple trials and record, organize, and

analyze data appropriately (SI-H-A2)



48

GLE # GLE Text and Benchmarks 5. Utilize mathematics, organizational tools, and graphing skills to solve problems




9.

Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2)


12. Cite evidence that scientific investigations are conducted for many different reasons (SI-H-B2)

14. Cite examples of scientific advances and emerging technologies and how they affect society (e.g., MRI, DNA in forensics) (SI-H-B3)

15. Analyze the conclusion from an investigation by using data to determine its validity (SI-H-B4)

16. Use the following rules of evidence to examine experimental results: a. Can an expert’s technique or theory be tested, has it been tested, or is it

simply a subjective, conclusive approach that cannot be reasonably assessed for reliability?

b. Has the technique or theory been subjected to peer review and publication?

c. What is the known or potential rate of error of the technique or theory when applied?

d. Were standards and controls applied and maintained? e. Has the technique or theory been generally accepted in the scientific

community? (SI-H-B5) (SI-H-B1) (SI-H-B4) Science and the Environment 6. Analyze the consequences of changes in selected divisions of the biosphere (e.g.,

ozone depletion, global warming, acid rain) (SE-H-A5) (SE-H-A7) 12. Give examples and describe the effect of pollutants on selected populations. (

SE-H- A11) 15. Identify the factors that cause the inequitable distribution of Earth’s resources

(e.g., politics, economics, climate) (SE-H-B3) 19. Determine the interrelationships of clean water, land, and air to the success of

organisms in a given population (SE-H-C1) 20. Relate environmental quality to quality of life (SE-H-C2) 21. Analyze the effect of common social, economic, technological, and political

considerations on environmental policy (SE-H-C3) 22. Analyze the risk-benefit ratio for selected environmental situations (SE-H-C4) 23. Describe the relationship between public support and the enforcement of

environmental policies (SE-H-C5) 25. Discuss how education and collaboration can affect the prevention and control of

a selected pollutant (SE-H-D2) (SE-H-D3) 26. Determine local actions that can affect the global environment (SE-H-D4) 27. Describe how accountability toward the environment affects sustainability (SE-

H-D5) 28. Discuss the reduction of combustible engines needed to significantly decrease

CO2 in the troposphere (SE-H-D6) Earth and Space Science



49

GLE # GLE Text and Benchmarks 21 Use fossil records to explain changes in concentration of atmospheric oxygen

over time (ESS-H-C4)

Mandatory Activities Activity 1: Environmental Risk (SI GLEs 5, 7, 9; SE GLEs 20, 21, 22, 26, 27) NOTE TO TEACHERS: ALL UNIT GLE’S ARE HIT BY OTHER ACTIVITIES. THIS ACTIVITY IS OPTIONAL. Download and print the EPA Super Fund for Students and Teachers: Risk Concepts www.epa.gov/superfund/students/clas_act/haz-ed/rskcncpt.htm. In this exercise, students investigate the meaning of risk in terms of a simple exercise in probability. Students explore the idea that not all risks have the same consequences and are not likely to occur at the same rate. The exercise helps students to evaluate the impact of risk on the basis of probabilities, benefits, and their perceptions. After completion and discussion of the activity, distribute copies of a survey on which students rank perceived risk associated with everyday events. One such survey can be found in the LPB National Teacher Training Institute (NTTI) 2002 lesson Living is about Managing Risks www.lpb.org/education/classroom/ntti/cdpdf/12trisk8.pdf. Another is available in Project Learning Tree module, Exploring Environmental Issues: Focus on Risk. (Answer sheets are available for both versions—within the PLT guide and as the NTTI Video Focus 2 Answer Sheet with the Student Materials.) Then discuss their perceptions with the class or if the video is available, have them watch the probability portion of the LPB EnviroTacklebox™ video, At Your Own Risk, available at http://www.lpb.org/education/classroom/itv/unitedstream/index.htm. Prepare students for participation in EnviroTacklebox™ lesson, How Risky Is It?, www.unitedstreaming.com. In this activity, students will be given an opportunity to look at physical recreation and sports activities to determine how risky an activity is and what teenagers can do to prevent injury to themselves, their teammates or opponents. (If Project Learning Tree module Exploring Environmental Issues: Focus on Risk, is available, Activity 2 –Part C, Environmental Risks and Special Topics-Taking Action: Reducing Risk in Your School or Community are comparable but more sophisticated exercises.) Activity 2: Water Quality (SI GLEs: 6, 7, 10, 15: SE GLEs: 12, 15, 19, 26) You can use http://imnh.isu.edu/waterdiscoverybox/Activities/Filter.pdf as a guideline for students creating their own water filtration system. We recommend that you give the groups a set amount of coarse gravel, fine gravel, coarse sand, fine sand, activated charcoal, and cotton balls (or coffee filter) to be used to filter dirty water through a 2- or 3-liter bottle. • Allow the students to place the filters in any order they desire. • Each group pours a set amount of dirty water from a natural site (from ditches, coulees,

etc.) and filters it. • As an incentive, prizes or points can be awarded for the fastest filter, clearest product,

and/or most efficient filter (most collected). • A class discussion on which order of filters is best will follow. This activity will take several days to complete---and may be an on-going project. Instruct students to identify major sources of aquatic pollution in Louisiana and make inferences



50

about the potential effects of a variety of aquatic pollutants on local wildlife and the hydrosphere. Local/state information can be accessed from:

• EPA Water- Louisiana www.epa.gov/water/states/la.html • Earth 911 www.earth911.org/master.asp (Locate information about local and state

environmental programs and events by typing in your zip code) • Louisiana Department of Environmental Quality (www.deq.state.la.us )

Next, provide students with basic water quality monitoring mechanisms and procedures (and have them identify and discuss safety measures) before they participate in water quality monitoring activities. [Healthy Water Healthy People: Water Quality Education Guide, www.healthywater.org/resourcesED.html#qmonitoring, and most textbook resources provide instruction on both water quality tests/techniques and on the use of biological indicators (such as macro-organisms) in determining water quality . Test kits are available through science supply catalogs.] Depending upon the available resources, water quality monitoring can be accomplished by:

• Taking a short field trip to a local stream or body of water and collecting water samples or by having students bring in samples of water from local bodies of water and conducting water quality tests on the samples. Calculators and calculator-based laboratory probes could be used to integrate technology for water quality tests.

• Having students participate in watershed monitoring projects. The projects have students collect and organize environmental data, analyze the data, and communicate their findings. Some groups have students present their work at symposia on area water quality.

A list of Louisiana Adopt Your Watershed groups can be found at: http://yosemite.epa.gov/water/adopt.nsf/by+state?SearchView&Query=Louisiana Some of the groups also have a speakers bureau and/or education al programs.

• Using water quality monitoring activities available from text resources, biological supply houses, Healthy Water Healthy People: Water Quality Education Guide, Project WET, or Field Trip in a Box: Focusing on Science Process Skills through a Real World Simulation (LA Tech University CATALYST Program).

Activity 3: Breath Easy (SI GLEs: 5, 6, 9, 12, 15; SE GLEs: 6, 12, 19, 20, 21, 25, 26, 27, 28; ESS GLE 21) (Assessment of this activity also includes SI GLE: 4) Air Quality activities are available through most textbook resources. Additional air pollution activities, including in-door air quality activities, are also available through the EPA and the Enviroliteracy Council. Easy Breathers is a transportation and air quality science resource for high school students and teachers. It is a multimedia resource featuring a video and web site produced in a project-based learning environment with high school students from Wisconsin, Texas and California. The Easy Breather Teacher Orientation for First Time Visitors page (www.easybreathers.org/teacher/firstvisit.html) provides background information, print-ready activities, tips on how to incorporate the materials into the curriculum and more. A free CD version of the website is also available by calling (608) 267-7375. While not essential to the unit, the Easy Breather program includes a student-produced video. To request a copy of this free video program, visit www.easybreathers.org or contact: Air Quality Education Wisconsin DNR-CE6 (608) 266-6790 voice or (608) 264-6293 fax. If it is available, have students watch the video and discuss the significance, name the environmental topics it presents, and identify and discuss the hidden clues they discover. Relate the video to local transportation issues. If the video is not available, use text and



51

reference materials to introduce the topic of air quality and have students relate air quality to local transportation issues. Then:

• Download and print copies of the Classroom Activities. • Divide the class into groups. • After preliminary introductions, have each group complete one of the investigations

and prepare an audio-visual presentation of their findings. The eight investigations are:

1. Global Warming? Detecting CO2 2. Climate and Greenhouse Gases: A Graphing Exercise 3. What Information Do Paleobotanists Use to Study Ancient Climates? 4. Average Vehicle Occupancy in Your Community (Could be combined with Activity

7.) 5. Exploring Air Issues: A Community Survey 6. Pounds of Pollution 7. Auto-Mania 8. Milkweed Monitoring [If milkweed plants are not readily available, PathFinder

Science, www.pathfinderscience.org, has a research activity incorporating lichens that can be modified for inclusion here.]

At the conclusion of this activity ask students to cite evidence that investigations are conducted for many different reasons (relating their reasons to examples from this activity). Activity 4: Hazardous Wastes (SI GLEs: 5, 7; SE GLEs: 20, 21, 22, 25, 26) (Assessment of this activity also includes SI GLEs: 14 and 16. Refer to Activity 4 Activity-Specific Assessment) To introduce the concept of hazardous waste use the EPA Super Fund for Students and Teachers: Defining Hazardous Waste Materials, available at www.epa.gov/superfund/students/clas_act/haz-ed/def_hazw.htm. In the activity, students are asked to define hazardous substance and share their definitions with the class, leading into a teacher-guided discussion of the characteristics of hazardous materials and of some types of hazardous materials found in the local community. The exercise takes about one class period with students reading Fact Flash 1: Hazardous Substances and Hazardous Waste as homework. A number of activities and links to the Fact Flash can be found at www.epa.gov/superfund/students/clas_act/haz-ed/hazindex.htm. Defining Hazardous Waste prepares students for, EPA Super Fund for Students and Teachers: Waste: Where Does It Come From? Where Does It Go?, www.epa.gov/superfund/students/clas_act/haz-ed/act01.htm. In this lesson, students discuss how members of their community (and family) dispose of waste products, participate in recycling programs, and utilize available hazardous household chemicals programs. The students use a map to identify and locate potential sources of hazardous waste in their community, parish, or state. They learn how common household products may also become hazardous waste, and propose local hazardous waste education measures. EPA Super Fund for Students and Teachers: Making Decisions about Hazardous Waste Cleanup, www.epa.gov/superfund/students/clas_act/haz-ed/act09.htm, has students assume roles and act out a situation that illustrates the process of decision making during cleanup of a Superfund site and also serves as an authentic assessment of the hazardous waste exercises.



52

Activity 5: Government and the Environment (SI GLE: 7; SE GLEs: 21, 22, 23, 25, 26) Download and print EPA Super Fund for Students and Teachers: Federal and State Laws on Hazardous Waste, www.epa.gov/superfund/students/clas_act/haz-ed/act12.htm. In this simulation exercise, students become familiar with how legislation on hazardous waste is developed, enacted, implemented, and enforced. Students gain an understanding of how hazardous waste cleanup laws are enacted and intended to function by creating a statute and set of regulations that parallel the issues covered by Superfund. (1 class period) If Project WILD materials are available, Know Your Legislation: What’s in It for Wildlife? provides a similar activity with a wildlife focus. Project Learning Tree lesson, There Ought to be a Law, provides students an opportunity to select the environmental issue under consideration.


Environmental Science�Unit 4�Environmental Awareness and Responsible Actions 53

Activities Text Correlation

Pages Materials Notes Date Completed

Activity 1: Environmental Risk (SI GLEs 5, 7, 9; SE GLEs 20, 21, 22, 26, 27)

Chap. 2 p.42; pp. 38-44; Chap. 20 pp. 511-523; Chap. 21 p. 542; pp. 544-545

EPA Super Fund for Students and Teachers: Risk Concepts www.epa.gov/superfund/students/clas_act/haz-ed/rskcncpt.htm Survey on risk associated with everyday events If available: probability portion of the LPB EnviroTacklebox video, At Your Own Risk EnviroTacklebox lesson, How Risky Is It?

NOTE*** All unit GLEs are hit by other activities. This activity is optional. Risk surveys can be obtained from: Living is about Managing Risks www.lpb.org/education/classroom/ntti/cdpdf/12trisk8.pdf Project Learning Tree module - Exploring Environmental Issues: Focus on Risk At Your Own Risk video: http://www.lpb.org/education/classroom/itv/unitedstream/index.htm How Risky Is It? www.envirotacklebox.org/teacherguide/module1/trsklsn2.htm

Activity 2: Water Quality (SI GLEs: 6, 7, 10, 15: SE GLEs: 12, 15, 19, 26)

Chap 2 pp. 38-44; Appendix- pp. 558-561; Cap. 21 p. 542

Water quality monitoring kits or indicators Healthy Water Healthy People: Water Quality Education Guide, www.healthywater.org/resourcesED.html#qmonitoring Adopt Your Watershed groups—http://yosemite.epa.gov/water/a

This activity will take several days to complete---and may be an on-going project. Local/state pollution information can be accessed from:

• EPA Water- Louisiana www.epa.gov/water/states/la.html

• Earth 911 www.earth911.org/master.asp (Locate information about local and state environmental programs and events by typing in your zip code)

• Louisiana Department of Environmental Quality (www.deq.state.la.us )

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Sample Assessments General Guidelines Assessment techniques should include use of drawings/illustrations/models, laboratory investigations with reports, and laboratory practicals (problem-solving and performance-based assessments), group discussion and journaling (reflective assessment), and paper-and-pencil tests (traditional summative assessments).


• All student-developed products should be evaluated as the unit continues. • Student investigations should be evaluated with a rubric. • For some multiple-choice items on written tests, ask students to write a

justification for their chosen response. General Assessments

• Student groups will set up information booths at school or during a community celebration of Earth Day. They can collect and distribute the information previously gathered about an environmental issue or results of a monitoring study.

• The students will work in small groups to prepare a display/model and to make a presentation on their pollution research. Rubrics should be used to evaluate each group’s report.

• The students should compose essays that relate the impact that personal choices have upon environmental quality and make recommendations for solutions for the future.


• Activity 2: Students are to participate in a lab practicum in which they analyze water quality of a specific water sample and draw conclusions with regard to environmental quality of the source

• Activity 3: Using an experimental design format, students will create their own

ground-level ozone investigation. Using a teacher-developed format or the materials found at: www.k12science.org/curriculum/airproj/lessonsenrich1.html , students will determine if there is ground level ozone present in your area.


57

• Activity 4: Students should cite and research emerging technologies associated

with hazardous waste disposal and/or clean up and use the rules of evidence listed in GLE-SI-H-16 to analyze reports or research on these technologies. Students then assume roles and act out a situation that illustrates the process of decision making during cleanup of a Superfund site by completing EPA Super Fund for Students and Teachers: Making Decisions about Hazardous Waste Cleanup, www.epa.gov/superfund/students/clas_act/haz-ed/act09.htm. This exercise serves an authentic assessment of the hazardous waste exercises and should be graded using a rubric.

Resources

• Environmental Health Related Issues www.cotf.edu/ete/modules www.epa.gov/superfund/students/clas_act/haz-ed/hazindex.htm www.enviroliteracy.org/article/php/363.html www.epa.gov/iaq/index.htm http://134.67.99.109/wme/myWindow.asp?xl=90.177489&yb=29.966521&xr=-90.12909&yt=30.00282 www.healthywater.org www.lpb.org/education/classroom/ntti/lessons/12smoke.html

• Global Change http://gcrio.custhelp.com/cgi-bin/gcrio.cfg/php/enduser/home.php www.gcrio.org/ask-.doctor-links.html www.ncdc.noaa.gov/oa/climate/globalwarming.html http://www.pathfinderscience.org

environmental science comp.curr.revise - lafayette … · 2010-02-09 · environmental science unit...

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