| Pierce County Skills Center | |
| Pierce County Career and Technical Education Partners | |
| Total Curriculum Framework Hours: 540 |
| Course Overview |
| Course of Study Description |
| Enduring Understandings |
| · The energy available for processes on Earth is derived largely from the Sun, with a small contribution from geothermal sources. | ||
| · Energy transformations drive the movement of water and air on global and local scales. | ||
| · Primary production requires biologically accessible energy inputs, which vary over time and space. | ||
| · Climate is influenced by interactions of multiple physical, chemical and biological factors, including human actions. | ||
| · Ecosystems emerge from biotic and abiotic interactions among Earth’s atmosphere, hydrosphere, lithosphere and cryosphere. | ||
| · Earth’s landscapes emerge from the interactions among the atmosphere, hydrosphere, lithosphere, biosphere, cryosphere and human activity. | ||
| · Biogeochemical cycles are representations of the transport, transformation and storage of elements on a local, regional or global scale. | ||
| · Living things are composed of, and hence require, the elements and compounds that make up their biological components. | ||
| · The major biogeochemical cycles of elements and compounds (water, carbon, nitrogen, sulfur and phosphorus) are composed of specific processes that occur over varying intervals of space and time based on their chemical and physical properties. | ||
| · Ecosystems supply humans with a multitude of resources and processes that are collectively known as ecosystem services. | ||
| · Ecosystem services have value. | ||
| · The value of ecosystem services is integral to decision-making processes. | ||
| · Sustainability is a guiding principle by which systems and resources are used in ways that they can be maintained at an acceptable level indefinitely. | ||
| · Human societies require Earth’s resources; the amounts required are a function of human population size, growth and affluence. | ||
| · Humans engineer systems in order to (1) maximize outcomes to meet societal needs, (2) moderate system extremes, and (3) control or change interactions. Engineered systems, as all systems, have many interactions with the rest of the environment. | ||
| · Human activities, including use of resources, have physical, chemical and biological consequences for watersheds and aquatic systems. | ||
| · Human activities have physical, chemical and biological consequences for the atmosphere. | ||
| · Human activities have physical, chemical and biological consequences for ecosystems; the magnitude of the impact depends in part on the sensitivity of the system to perturbation. |
Washington State Standards, EALRs and GLEs Taught and Assessed in this Course
These standards should be practiced in each unit of this course. |
Science
|
| Students know that:
9-12 SYSA Feedback is a process in which the output of a system provides information used to regulate the operation of the system. Positive feedback increases the disturbance to a system. Negative feedback reduces the disturbance to a system. 9-12 SYSB Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs to be specified as clearly as possible. 9-12 SYSC In complex systems, entirely new and unpredictable properties may emerge. Consequently, modeling a complex system in sufficient detail to make reliable predictions may not be possible. 9-12 SYSD Systems can be changing or in equilibrium. 9-12 INQA (Question): Scientists generate and evaluate questions to investigate the natural world. 9-12 INQB (Investigate) Scientific progress requires the use of various methods appropriate for answering different kinds of research questions, a thoughtful plan for gathering data needed to answer the question, and care in collecting, analyzing, and displaying the data. 9-12 INQC (Explain) Conclusions must be logical, based on evidence, and consistent with prior established knowledge. 9-12 INQD (Communicate Clearly) The methods and procedures that scientists use to obtain evidence must be clearly reported to enhance opportunities for further investigation 9-12 INQE (Model) The essence of scientific investigation involves the development of a theory or conceptual model that can generate testable predictions. 9-12 INQF (Communicate) Science is a human endeavor that involves logical reasoning and creativity and entails the testing, revision, and occasional discarding of theories as new evidence comes to light. 9-12 INQG (Intellectual Honesty) Public communication among scientists is an essential aspect of research. Scientists evaluate the validity of one another’s investigations, check the reliability of results, and explain inconsistencies in findings. 9-12 INQH (Intellectual Honesty) Scientists carefully evaluate sources of information for reliability before using that information. When referring to the ideas or findings of others, they cite their sources of information. 9-12 APPA Science affects society and cultures by influencing the way many people think about themselves, others, and the environment. Society also affects science by its prevailing views about what is important to study and by deciding what research will be funded. 9-12 APPB The technological design process begins by defining a problem in terms of criteria and constraints, conducting research, and generating several different solutions. 9-12 APPC Choosing the best solution involves comparing alternatives with respect to criteria and constraints, then building and testing a model or other representation of the final design. 9-12 APPD The ability to solve problems is greatly enhanced by use of mathematics and information technologies. 9-12 APPE Perfect solutions do not exist. All technological solutions involve trade-offs in which decisions to include more of one quality means less of another. All solutions involve consequences, some intended, others not. 9-12 APPF It is important for all citizens to apply science and technology to critical issues that influence society. |
| Unit 1: Introduction to AP Environmental Science 15 Hours |
Standards and Competencies
| Performance Assessments
| Teaching Strategies
|
| ·
Science is a process.
· Energy conversions underlie all ecological processes. · The Earth itself is one interconnected system. · Humans alter natural systems. · Environmental problems have a cultural and social context. · Human survival depends on developing practices that will achieve sustainable systems. · Define the term environment · Describe natural resources and explain their importance to human life · Characterize the interdisciplinary nature of environmental science | Address relationships between humans and the environment
· Summer Assignment · Pre-Assessment/Formative assessment about environmental issues | Our Island, Earth
· Technology Web-Quest (overview of 9 units) · The Nature of Environmental Science · Tragedy of the Commons lab—CD Simulation · Short video clips about environmental issues · KWL chart: Use student questions to frame curriculum · Scientific method lab: How to be a Scientist |
Washington State Standards, EALRs and GLEs Taught and Assessed in this Unit
|
Science
|
| 9-11 ES3A Interactions among the solid Earth, the oceans, the atmosphere, and organisms have resulted in the ongoing evolution of the Earth system. We can observe changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years.
9-11 LS2A Matter cycles and energy flows through living and nonliving components in ecosystems. The transfer of matter and energy is important for maintaining the health and sustainability of an ecosystem. 9-11 LS2F The concept of sustainable development supports adoption of policies that enable people to obtain the resources they need today without limiting the ability of future generations to meet their own needs. Sustainable processes include substituting renewable for nonrenewable resources, recycling, and using fewer resources. |
Math
|
|
A1.3B. Represent a function with a symbolic expression, as a graph, in a table, and using words, and make connections among these representations.
A1.6.B Make valid inferences and draw conclusions based on data. |
SKILLS
|
| Leadership
1.5 The student will be involved in activities that require applying theory, problem-solving, and using critical and creative thinking skills while understanding outcomes of related decisions. 2.1 The student will communicate, participate and advocate effectively in pairs, small groups ,teams and large groups in order to reach common goals. |
| Employability
1.3 The student will demonstrate an understanding of complex inter-relationships (systems). This means that the student understands social, organizational, and technological systems; they can monitor and correct performance; and they can design and improve systems. A. Understand Systems – Know how social, organizational, and technological systems work and operate with them B. Monitor and Correct Performance – Distinguish trends, predict impacts on system operations, diagnose deviations in systems’ performance and corrects malfunction C. Improve or Design Systems – Suggest modifications to existing systems and develop new or alternative systems to improve performance 1.4 The student will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technologies. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment. A. Select Technology – Choose procedures, tools or equipment including computers and related technologies B. Apply Technology to task – Understand overall intent and proper procedures for setup and operation of equipment C. Maintain and Troubleshoot equipment – Prevent, identify, or solve problems with equipment, including computers and other technologies |
| Analytical, Logical and Creative Thinking |
| [ ]
Observe
[ ] Patterns [ ] Sequence [ ] Classify [ ] Compare/Contrast [ ] Predict | [ ]
Cause/Effect
[ ] Fact/Opinion [ ] Main Idea [ ] Summary [ ] Point of View X Analysis | [ ]
Finding Evidence
[ ] Evaluation [ ] Detect Bias X Inference [ ] Conclusion [ ] Metacognition | [ ]
Decision Making
[ ] Reasoning [ ] Problem Solving [ ] Goal Setting [ ] Fluency [ ] Elaboration [ ] Flexibility | [ ]
Originality
[ ] Risking [ ] Inquisitiveness [ ] Attending [ ] Persistence [ ] Precision |
| Relevance to Work
“Dirty Jobs” Clips about careers in environmental science |
| Unit 2: Earth Systems and Resources 60 Hours |
Standards and Competencies
| Performance Assessments
| Teaching Strategies
|
| Earth Science Concepts
· Outline the major geologic events that shaped our Earth. · Outline our knowledge regarding early life and give supporting evidence for each major concept. · Explain how plate tectonics and the rock cycle shape the landscape around us and the earth beneath our feet Atmosphere · Describe the composition, structure and function of Earth’s atmosphere · Describe Earth’s climate system and explain the many factors influencing global climate Global Water Resources and Use · Explain the importance of water and the hydrologic cycles to ecosystems, human health and economic pursuits · Define various terms used in water ecology · Delineate the distribution of fresh water on Earth · Identify physical, geographical, chemical and biological aspects of the marine environment Soil and Soil Dynamics · Explain the importance of soils to agriculture, and describe the impacts of agriculture on soils · Delineate the fundamentals of soil science, including soil formation and the properties of soil · State the causes and predict the consequences of soil erosion and soil degradation · Explain the history and the principles of soil conservation | Identify renewable and nonrenewable resources in the Pacific Northwest region.
| Labs
· Soil Formation and Properties Lab-students learn how rocks are weathered to create soil, analyze soil horizons, determine land slope, identify soil composition and calculate bulk density. · Porosity and Drainage rate of Soils Lab—students use a variety of substances such as sand, gravel and soil to measure porosity and drainage rates. · Chemistry of Soil Lab—students use a test kit to determine the Nitrate, Phosphate and pH levels in various samples of soil they have collected. Supervised Agricultural Experiences · Mt. St. Helens Field Trip · Study of Local Watershed · Field trip-Salmon spawning at hatchery |
Washington State Standards, EALRs and GLEs Taught and Assessed in this Unit
|
Science
|
| 9-11 ES2D The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources and it depletes those resources that cannot be renewed.
9-11 ES3A Interactions among the solid Earth, the oceans, the atmosphere, and organisms have resulted in the ongoing evolution of the Earth system. We can observe changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years. 9-11 ES 3B Geologic time can be estimated by several methods (e.g., counting tree rings, observing rock sequences, using fossils to correlate sequences at various locations, and using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed). |
Math
|
| A1.3B. Represent a function with a symbolic expression, as a graph, in a table, and using words, and make connections among these representations.
A1.7.D Solve an equation involving several variables by expressing one variable in terms of the others. |
SKILLS
|
| Leadership
1.5 The student will be involved in activities that require applying theory, problem-solving, and using critical and creative thinking skills while understanding outcomes of related decisions. 2.1 The student will communicate, participate and advocate effectively in pairs, small groups, teams and large groups in order to reach common goals. 2.6 The student will use knowledge, build interest, guide and influence decisions, organize efforts and involve members of a group to assure that a pre-planned group activity is completed |
| Employability
1.1 The student will demonstrate the ability to identify, organize, plan, and allocate resources. This means that the student is able to demonstrate allocating time, money, materials, space, and staff. A. Time – Select goal-relevant activities, rank them, allocate time, and prepare and follow schedules. B. Money – Use or prepare budgets, make forecasts, keep records, and make adjustments to meet objectives. C. Materials and Facilities – Acquire, store, allocate, and use materials or space efficiently. D. Human Resources – Assess skills and distribute work accordingly, evaluate performance and provide feedback. |
| Analytical, Logical and Creative Thinking |
| [ ]
Observe
[ ] Patterns [ ] Sequence X Classify [ ] Compare/Contrast [ ] Predict | X Cause/Effect
[ ] Fact/Opinion X Main Idea [ ] Summary [ ] Point of View [ ] Analysis | [ ]
Finding Evidence
[ ] Evaluation [ ] Detect Bias X Inference [ ] Conclusion [ ] Metacognition | [ ]
Decision Making
[ ] Reasoning [ ] Problem Solving [ ] Goal Setting [ ] Fluency [ ] Elaboration [ ] Flexibility | [ ]
Originality
[ ] Risking [ ] Inquisitiveness [ ] Attending [ ] Persistence [ ] Precision |
| Relevance to Work
Identifies/draws on knowledge of organizations that influenced forest policy. Applies knowledge of organizational structure and responsibility for resources at national, state and local levels. |
| Unit 3: The Living World 60 Hours |
Standards and Competencies
| Performance Assessments
| Teaching Strategies
|
| Ecosystem Structure
· Distinguish characteristics of a keystone species · Describe and illustrate the terrestrial and aquatic biomes of the world · List the levels of ecological organization · Compare and contrast the major types of species interactions · Define ecosystems and evaluate how living and nonliving entities interact in ecosystem-level ecology · Define carrying capacity. · Discuss why edges (ectones) are traps as it relates to predation. Energy Flow · Differentiate among the types of energy and recite the basics of energy flow · Distinguish photosynthesis, respiration and chemosynthesis and summarize their importance to living things · Characterize feeding relationships and energy flow, using them to construct trophic levels and food webs · Define and give an example of the relationship: primary consumer, secondary consumer, food chain Ecosystem Diversity · Explain the process of natural selection and cite evidence for this process · Describe the ways in which evolution results in biodiversity Natural Ecosystem Change · Characterize the process of succession and the debate over the nature of communities · Perceive and predict the potential impacts of invasive species in communities Natural Biogeochemical Cycles · Explain the fundamentals of environmental chemistry and apply them to real world situations · Describe the molecular building blocks of living organisms · Compare and contrast how carbon, phosphorus, nitrogen and water cycle through the environment | Create a travel brochure for a specific biome. Include analysis of altitude, the role of geochemical cycles, food webs, and keystone species within that biome.
Explain how climate shift leads to ecological succession via natural selection. Case Study: Study current research on how climate shift is affecting a specific species (i.e. polar bears) | Labs
Ecocolumn lab—students set up mini ecosystems, observe the changes over several weeks, test water quality, and analyze the health of their ecosystem. Benthic Macro invertebrate lab Other Worm Decomposition Box—students analyze how detritivores are an important part of an ecosystem. Invasive species Research-“Most Wanted” poster Activity-students will compare seeds in wildflower packets to noxious weed/invasive species lists Arthopod biodiversity leaf litter |
Washington State Standards, EALRs and GLEs Taught and Assessed in this Unit
|
Science
|
| 9-11 ES2B Climate is determined by energy transfer from the sun at and near Earth's surface. This energy transfer is influenced by dynamic processes such as cloud cover and Earth's rotation, as well as static conditions such as proximity to mountain ranges and the ocean. Human activities, such as burning of fossil fuels, also affect the global climate.
9-11 ES2C Earth is a system that contains a fixed amount of each stable chemical element existing in different chemical forms. Each element on Earth moves among reservoirs in the solid Earth, oceans, atmosphere, and organisms as part of biogeochemical cycles driven by energy from Earth’s interior and from the Sun. 9-11 ES3D Data gathered from a variety of methods have shown that Earth has gone through a number of periods when Earth was much warmer and much colder than today. 9-11 LS1A Carbon-containing compounds are the building blocks of life. Photosynthesis is the process that plant cells use to combine the energy of sunlight with molecules of carbon dioxide and water to produce energy-rich compounds that contain carbon (food) and release oxygen. 9-11 LS1B The gradual combustion of carbon-containing compounds within cells, called cellular respiration, provides the primary energy source of living organisms; the combustion of carbon by burning of fossil fuels provides the primary energy source for most of modern society. 9-11 LS2A Matter cycles and energy flows through living and nonliving components in ecosystems. The transfer of matter and energy is important for maintaining the health and sustainability of an ecosystem. 9-11 LS2D Scientists represent ecosystems in the natural world using mathematical models. 9-11 LS2E Interrelationships of organisms may generate ecosystems that are stable for hundreds or thousands of years. Biodiversity refers to the different kinds of organisms in specific ecosystems or on the planet as a whole. 9-11 LS3A Biological evolution is due to: (1) genetic variability of offspring due to mutations and genetic recombination, (2) the potential for a species to increase its numbers, (3) a finite supply of resources, and (4) natural selection by the environment for those offspring better able to survive and produce offspring. 9-11 LS3C The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled available ecosystem niches on Earth with life forms. |
Math
|
| A1.2.B Recognize the multiple uses of variables, determine all possible values of variables that satisfy prescribed conditions, and evaluate algebraic expressions that involve variables.
A1.3B. Represent a function with a symbolic expression, as a graph, in a table, and using words, and make connections among these representations. A1.6.B Make valid inferences and draw conclusions based on data. A1.7.D Solve an equation involving several variables by expressing one variable in terms of the others. A1.8.A Analyze a problem situation and represent it mathematically. |
SKILLS
|
| Leadership
1.3 The student will demonstrate oral, interpersonal, written and electronic communications and presentation skills and understand how to apply those skills. 1.5 The student will be involved in activities that require applying theory, problem-solving, and using critical and creative thinking skills while understanding outcomes of related decisions. 2.1 The student will communicate, participate and advocate effectively in pairs, small groups ,teams and large groups in order to reach common goals. |
| Employability
1.3 The student will demonstrate an understanding of complex inter-relationships (systems). This means that the student understands social, organizational, and technological systems; they can monitor and correct performance; and they can design and improve systems. A. Understand Systems – Know how social, organizational, and technological systems work and operate with them B. Monitor and Correct Performance – Distinguish trends, predict impacts on system operations, diagnose deviations in systems’ performance and corrects malfunction C. Improve or Design Systems – Suggest modifications to existing systems and develop new or alternative systems to improve performance 1.4 The student will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technologies. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment. A. Select Technology – Choose procedures, tools or equipment including computers and related technologies B. Apply Technology to task – Understand overall intent and proper procedures for setup and operation of equipment C. Maintain and Troubleshoot equipment – Prevent, identify, or solve problems with equipment, including computers and other technologies |
| Analytical, Logical and Creative Thinking |
| X Observe
X Patterns [ ] Sequence [ ] Classify X Compare/Contrast X Predict | [ ]
Cause/Effect
[ ] Fact/Opinion [ ] Main Idea X Summary [ ] Point of View X Analysis | [ ]
Finding Evidence
[ ] Evaluation [ ] Detect Bias [ ] Inference [ ] Conclusion [ ] Metacognition | [ ]
Decision Making
[ ] Reasoning [ ] Problem Solving [ ] Goal Setting [ ] Fluency [ ] Elaboration [ ] Flexibility | [ ]
Originality
[ ] Risking [ ] Inquisitiveness [ ] Attending [ ] Persistence [ ] Precision |
| Relevance to Work
Begins to perform basic work functions of an Environmental/Natural Resources Technician - assists in designing an investigation, collects & analyzes samples and write reports |
| Unit 4: Population 60 Hours |
Standards and Competencies
| Performance Assessments
| Teaching Strategies
|
| Population Change
· Explain how large populations can be maintained. · Population density is controlled by limiting factors. · Outline the characteristics of populations that help predict population growth (use mathematical models of populations) · Sustainability of a community is dependent on resource use · Over-consumption—materials use · K and R selected species · Discuss reasons for species extinction and mass extinction events · population growth leads to variety through natural selection Changes in Human Population · Assess the scope of human population growth · Evaluate how human population, affluence and technology affect the environment Impacts of Human population growth · Characterize the dimensions of epidemic, such as malaria, HIV/AIDS, current disease migration · Hunger · Apply science and technology to issues of population growth | Evaluate the conditions necessary for rapid population growth (e.g., given adequate living and nonliving resources and no disease or predators, populations of an organism increase at rapid rates).
Given ecosystem data, calculate the population density of an organism. Analysis of a Sustainability case study Policy Paper: Analyze human population growth and related policies in a specific region of the world. Consider resource availability and use as well as issues of disease. | Labs
· Population Density and Biomass Lab · Duckweed Lab—students grow duckweed over 30 days in distilled vs. saline water, record growth rate, record the carrying capacity and mathematically calculate whether the difference in growth rate is significant. · Natural Selection Lab—shows population change · Gypsy Moth Lab—In this lab, students will learn the principles of the capture/recapture method used to estimate a population. Three different data collection methods can be used: field study with gypsy moth larvae (caterpillars), a hands-on simulation, or computer-generated sample data. Regardless of the data source, all are analyzed with the same formulas. Complete lesson can be found at: http://www.enviroliteracy.org/subcategory.php/243.html Case Studies · Yellowstone wolves · Kaibab deer · Lynx/Hare dynamic · China, Rapa Nui (Easter Island) Videos · Farming for Future video · Hunger Banquet video · Hungry Planet video Other Nations Report—students choose a nation from list, research and make a poster showing population dynamics of that nation. · Activity: Sugar Cube population growth—a modeling activity to demonstrate exponential growth and impact of birth/death rates · Explain and apply the fundamentals of demography · Outline and assess the concept of demographic transition · Population Math—students use formulas to calculate growth rates, death rates etc. |
Washington State Standards, EALRs and GLEs Taught and Assessed in this Unit
|
Science
|
| 9-11 LS2B Living organisms have the capacity to produce very large populations. Population density is the number of individuals of a particular population living in a given amount of space.
9-11 LS2C Population growth is limited by the availability of matter and energy found in resources, the size of the environment, and the presence of competing and/or predatory organisms. 9-11 LS2D Scientists represent ecosystems in the natural world using mathematical models. 9-11 LS3A Biological evolution is due to: (1) genetic variability of offspring due to mutations and genetic recombination, (2) the potential for a species to increase its numbers, (3) a finite supply of resources, and (4) natural selection by the environment for those offspring better able to survive and produce offspring population 9-11 LS3B— Random changes in the genetic makeup of cells and organisms (mutations) can cause changes in their physical characteristics or behaviors. If the genetic mutations occur in eggs or sperm cells, the changes will be inherited by offspring. While many of these changes will be harmful, a small minority may allow the offspring to better survive and reproduce. 9-11 APPC-F—Apply science and technology to issues of population growth |
Math
|
| A1.2.B Recognize the multiple uses of variables, determine all possible values of variables that satisfy prescribed conditions, and evaluate algebraic expressions that involve variables.
A1.3.B Represent a function with a symbolic expression, as a graph, in a table, and using words, and make connections among these representations. A1.6.B Make valid inferences and draw conclusions based on data. A1.7.D Solve an equation involving several variables by expressing one variable in terms of the others. A1.8.A Analyze a problem situation and represent it mathematically. |
SKILLS
|
| Leadership
1.5 The student will be involved in activities that require applying theory, problem-solving, and using critical and creative thinking skills while understanding outcomes of related decisions. 2.4 The student will demonstrate skills that assist in understanding and accepting responsibility to family, community and business and industry. 2.6 The student will use knowledge, build interest, guide and influence decisions, organize efforts and involve members of a group to assure that a pre-planned group activity is completed. |
| Employability
1.2 The student will demonstrate the ability to acquire and use information in family, community, business and industry settings. This means that the student can acquire and evaluate data, organize and maintain files, interpret and communicate, and use computers to process information. A. Acquire and Evaluate information B. Organize and Maintain C. Interpret and Communicate information D. Use Computer to process information 1.3 The student will demonstrate an understanding of complex inter-relationships (systems). This means that the student understands social, organizational, and technological systems; they can monitor and correct performance; and they can design and improve systems. A. Understand Systems – Know how social, organizational, and technological systems work and operate with them B. Monitor and Correct Performance – Distinguish trends, predict impacts on system operations, diagnose deviations in systems’ performance and corrects malfunction C. Improve or Design Systems – Suggest modifications to existing systems and develop new or alternative systems to improve performance |
| Analytical, Logical and Creative Thinking |
| [ ]
Observe
[ ] Patterns [ ] Sequence X Classify [ ] Compare/Contrast X Predict | [ ]
Cause/Effect
[ ] Fact/Opinion [ ] Main Idea [ ] Summary [ ] Point of View X Analysis | [ ]
Finding Evidence
X Evaluation [ ] Detect Bias X Inference [ ] Conclusion [ ] Metacognition | [ ]
Decision Making
[ ] Reasoning [ ] Problem Solving [ ] Goal Setting [ ] Fluency [ ] Elaboration [ ] Flexibility | [ ]
Originality
[ ] Risking [ ] Inquisitiveness [ ] Attending [ ] Persistence [ ] Precision |
| Relevance to Work
Field Science Connection |
| Unit 5: Land and Water Use 75 Hours |
Standards and Competencies
| Performance Assessments
| Teaching Strategies
|
| Land Use for Food Production
· Explain the challenge of feeding a growing human population · Describe the science behind and evaluate the debate over genetically modified food · Assess feedlot agriculture for livestock and poultry · Evaluate sustainable agriculture—corn vs. soybean vs. grass Land Use for Forestry and Range · Summarize the ecological roles and economic contributions of forests, and outline the history and scale of forest loss · Explain the fundamentals of forest management and describe the major methods of harvesting timber · Analyze the scale and impacts of agricultural land use (rangeland) · Identify major federal land management agencies and the lands they manage · List 5 site classes found in forest succession and give one advantage and one disadvantage of each size class for wildlife as it relates to the needs of wildlife (particularly food, shelter and protection) Non-Agricultural Land and Water Use · Recognize the types of parks and reserves and evaluate issues involved in their design · Assess urban and suburban sprawl · Describe the three characteristics required to identify a wetland. · Discuss how we use water and alter freshwater systems · Assess problems of water supply and propose solutions to address depletion of fresh water · Describe why food, water and cover are important to wildlife. · Describe and give an example of shelter and protection. Forestry · Describe the role and impact of various natural resource organizations on forest policy · Compare and contrast the role and purpose of the National Parks Service and the Forest Service · Explain policy differences between the various land, forest, and natural resource management agencies. · Describe the Forest Practices Regulations and how they are managed within the government. · Explain the structure of the government that directs various natural resources related agencies. · Explain which agency originally controlled the public domain and which group owns over the commercial forest land in the United States. · Describe the role, philosophy and legacy of various important individuals on American forest. Mining · Evaluate a mining proposal for environmental and economic cost vs. benefit analysis. Fishing · Weigh approaches in aquaculture Outline historic and current human uses of marine resources · Review the current state of ocean fisheries and reasons for their decline Global Economics · Discuss how protecting the environment can be compatible with promoting economic welfare | Students will define the role water plays in the environment.
Students will correlate how history has impacted natural resources use and management Students will distinguish the roles animals play in the forest and will identify ways to improve wildlife habitat. | Labs
· Salinization Lab—students germinate radish seeds in a variety of different salt concentrations ranging from 0% to 4% salinity. Students determine the threshold for soil in terms of salt content and germination. · DNA Depot Lab-students study genetically modified plant characteristics. · Cookie Mining Lab—students determine the expanding cost and diminishing returns of mining. · Serotinous Cone Lab—students learn about fire ecology and policy by simulating fire conditions and determining the germination rate of native seeds · Water Quality testing Lab—students use probeware to determine the pH, temperature, dissolved oxygen content, nitrate level, calcium level, turbidity and salinity levels of various water samples · Ocean science lab-students explain the relationships between salinity, temperature, density and pressure and the ocean and its currents. · Oil spill lab-students study oil degrading microbes · The Costal Resource Debate is an activity where students role-play and present arguments to decide the fate of a fictional town's only bay. The debate is intended to stimulate each participant to delve deeply into the facts of the issue and develop articulate and persuasive ways of presenting the information. In the activity's scenario, the State government has recently decided to try and bring in more money to the fictional town of Ectoproct and has proposed a variety of development plans. A moderator has been appointed to organize a debate between the citizens (who are divided over what plan to approve) and several special interest groups. The vote following the debate will decide the fate of Ectoproct's Macrocystis Bay and thus the town of Ectoproct for years to come. Complete lesson can be found at: http://www.enviroliteracy.org/subcategory.php/243.html Videos · Cadillac Desert #1, #28, #3 video-William Mulholland, LA, Colorado River, Central California Project · Food Inc. Video · Feeding a growing population · Pesticides and pollinators · Genetic Modification of Food · Journey to Planet Earth Video on Overfishing · Shallow Disposal Systems video (15 min.) · EPA water Quality Standards video (14 min.)-economic considerations · Strange Days on Planet earth video-Jamaica Coral Reefs · Valdez video Case Studies Central Case: Plumbing the Colorado River Central Case: Seeding the Seas with Marine Reserves Other · Prepared Public Speech-students are assigned a topic from the chapter and prepare and present a 5-7 minute speech. · Jared Diamond’s article about the beginnings of agriculture. · Truax booklets—students read and compare with the Lorax story. · Discuss industry bias. · WA state water irrigation project (SAE) · Dam controversy in WA. Removal of dams for salmon restoration · Bacterial contamination of water lab · Field Trip-Tacoma Wastewater Treatment Plant · Wastewater treatment model and demonstration · LA Times Altered Oceans series |
Washington State Standards, EALRs and GLEs Taught and Assessed in this Unit
|
Science
|
| 9-11 ES2D The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources and it depletes those resources that cannot be renewed.
9-11 LS2F The concept of sustainable development supports adoption of policies that enable people to obtain the resources they need today without limiting the ability of future generations to meet their own needs. Sustainable processes include substituting renewable for nonrenewable resources, recycling, and using fewer resources. |
Math
|
| A1.1.A Select and justify functions and equations to model and solve problems.
A1.3.B Represent a function with a symbolic expression, as a graph, in a table, and using words, and make connections among these representations. A1.6.B Make valid inferences and draw conclusions based on data. |
SKILLS
|
| Leadership
FFA Career Development Event: Natural Resources 1.3 The student will demonstrate oral, interpersonal, written and electronic communications and presentation skills and understand how to apply those skills. 1.5 The student will be involved in activities that require applying theory, problem-solving, and using critical and creative thinking skills while understanding outcomes of related decisions. 2.4 The student will demonstrate skills that assist in understanding and accepting responsibility to family, community and business and industry. |
| Employability
1.2 The student will demonstrate the ability to acquire and use information in family, community, business and industry settings. This means that the student can acquire and evaluate data, organize and maintain files, interpret and communicate, and use computers to process information. A. Acquire and Evaluate information B. Organize and Maintain C. Interpret and Communicate information D. Use Computer to process information |
| Analytical, Logical and Creative Thinking |
| [ ]
Observe
[ ] Patterns [ ] Sequence [ ] Classify X Compare/Contrast [ ] Predict | X Cause/Effect
X Fact/Opinion [ ] Main Idea [ ] Summary [ ] Point of View [ ] Analysis | [ ]
Finding Evidence
X Evaluation [ ] Detect Bias X Inference X Conclusion X Metacognition | [ ]
Decision Making
[ ] Reasoning [ ] Problem Solving [ ] Goal Setting [ ] Fluency [ ] Elaboration [ ] Flexibility | [ ]
Originality
[ ] Risking X Inquisitiveness [ ] Attending [ ] Persistence [ ] Precision |
| Relevance to Work
· Uses standard policies and procedures of data collection and recording. · Measures water and air temperature; relative humidity · Measures stream area and velocity; calculates discharge · Explains/draws on knowledge of forest history and policy leading to current conditions and regulations · Identifies/draws on knowledge of leaders that influenced forest policy · Applies environmental processes · Identifies qualities of wildlife and habitats |
| Unit 6: Energy Resources and Consumption 60 Hours |
Standards and Competencies
| Performance Assessments
| Teaching Strategies
|
| Energy Concepts
· Identify the energy sources that we use Energy Consumption Non-Renewable Energy: Coal, Propane, Petroleum, Natural Gas, Nuclear · Evaluate the nature, origin and potential of non-renewable energy including advantages and disadvantages · Describe the nature and origin of all non-renewable resources and evaluate their extraction, use and future depletion · Outline the societal debate over non-renewable energy sources · Evaluate political, social and economic impacts of fossil fuel use · Describe nuclear energy and how it is harnessed · Outline the societal debate over nuclear power Renewable Energy: Biomass, Solar, Hydro, Geothermal, Wind · Evaluate the nature, origin and potential of renewable energy sources including advantages and disadvantages. · Discuss the reasons for seeking energy alternatives to fossil fuels · Summarize the contributions to world energy supplies of conventional alternatives to fossil fuels · Describe other energy sources and the ways they could be harnessed (ocean energy, hydrogen fuel cells and future options for energy and transportation. Energy Conservation · Specify strategies for conserving energy and enhancing efficiency | Explain how scientific concepts and findings relate to a resource issue currently under discussion in the state of Washington (e.g., removal of dams to facilitate salmon spawning in rivers; construction of wind farms).
Explain how the concept of sustainable development may be applied to a current resource issue in the state of Washington, the U.S. and the World. | Labs
· LAB: Burn oil to measure heat and toxic fumes · Solar panel cookers lab—students build solar panel cookers and test the heating of water with them. Students must research the best design, build and test. · Capturing the Wind lab—students build windmills out of small motors and cardboard, plastic etc. Multimeters are used to test the millivolts produced. Students must design and test for the greatest efficiency. · Home Energy Audit: in this activity, students will: · Conduct an energy audit/survey of electrical appliances in a home, in terms of the energy used and the costs involved. · Determine the amount of energy used by different appliances. · Interpret a monthly electric bill. · Make calculations and conversions relating to energy use. · Increase understanding of energy units such as watts, volts, amps, and kilowatt-hours. · Evaluate the relationship of electricity generation and use to environmental consequences. ·
Design and implement a specific strategy or conservation plan that will lead not only to a reduction in the amount of electricity used, but also a lower monthly cost.
|
Washington State Standards, EALRs and GLEs Taught and Assessed in this Unit
|
Science
|
| 9-12 APPE Perfect solutions do not exist. All technological solutions involve trade-offs in which decisions to include more of one quality means less of another. All solutions involve consequences, some intended, others not.
9-11 ES2D 9-11 LS1B The gradual combustion of carbon-containing compounds within cells, called cellular respiration, provides the primary energy source of living organisms; the combustion of carbon by burning of fossil fuels provides the primary energy source for most of modern society. 9-11 LS2F The concept of sustainable development supports adoption of policies that enable people to obtain the resources they need today without limiting the ability of future generations to meet their own needs. Sustainable processes include substituting renewable for nonrenewable resources, recycling, and using fewer resources. 9-11PS2F All forms of life are composed of large molecules that contain carbon. Carbon atoms bond to one another and other elements by sharing electrons, forming covalent bonds. Stable molecules of carbon have four covalent bonds per carbon atom. 9-11 PS2G Chemical reactions change the arrangement of atoms in the molecules of substances. Chemical reactions release or acquire energy from their surroundings and result in the formation of new substances. 9-11 PS2K Nuclear reactions convert matter into energy, releasing large amounts of energy compared with chemical reactions. Fission is the splitting of a large nucleus into smaller pieces. Fusion is the joining of nuclei and is the process that generates energy in the Sun and other stars. 9-11 PS3A Although energy can be transferred from one object to another and can be transformed from one form of energy to another form, the total energy in a closed system is constant and can neither be created nor destroyed. (Conservation of Energy) |
Math
|
| A1.2.B Recognize the multiple uses of variables, determine all possible values of variables that satisfy prescribed conditions, and evaluate algebraic expressions that involve variables.
A1.3.B Represent a function with a symbolic expression, as a graph, in a table, and using words, and make connections among these representations. A1.6.B Make valid inferences and draw conclusions based on data. A1.7.D Solve an equation involving several variables by expressing one variable in terms of the others. |
SKILLS
|
| Leadership
1.5 The student will be involved in activities that require applying theory, problem-solving, and using critical and creative thinking skills while understanding outcomes of related decisions. 2.1 The student will communicate, participate and advocate effectively in pairs, small groups, teams and large groups in order to reach common goals. 2.4 The student will demonstrate skills that assist in understanding and accepting responsibility to family, community and business and industry. |
| Employability
1.4 The student will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technologies. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment. A. Select Technology – Choose procedures, tools or equipment including computers and related technologies B. Apply Technology to task – Understand overall intent and proper procedures for setup and operation of equipment C. Maintain and Troubleshoot equipment – Prevent, identify, or solve problems with equipment, including computers and other technologies |
| Analytical, Logical and Creative Thinking |
| [ ]
Observe
[ ] Patterns [ ] Sequence X Classify X Compare/Contrast [ ] Predict | [ ]
Cause/Effect
X Fact/Opinion [ ] Main Idea X Summary [ ] Point of View [ ] Analysis | [ ]
Finding Evidence
X Evaluation [ ] Detect Bias [ ] Inference [ ] Conclusion [ ] Metacognition | [ ]
Decision Making
X Reasoning [ ] Problem Solving [ ] Goal Setting [ ] Fluency [ ] Elaboration [ ] Flexibility | [ ]
Originality
[ ] Risking [ ] Inquisitiveness [ ] Attending [ ] Persistence [ ] Precision |
| Relevance to Work
Begins to perform basic work functions of an Environmental/NaturalResources Technician - assists in designing an investigation, collects & analyzes samples and write reports |
| Unit 7: Pollution 75 Hours |
Standards and Competencies
| Performance Assessments
| Teaching Strategies
|
| Pollution Types
· Describe the types, abundance, distribution and movement of toxicants in the environment · Summarize and compare the types of waste we generate · List the major approaches to managing waste · Describe conventional waste disposal methods: landfills and incineration · Evaluate approaches for reducing waste: source reduction, reuse, composting and recycling · Discuss industrial solid waste management and principles of industrial ecology · Assess problems of water quality and propose solutions to address water pollution · Explain how wastewater is treated · Outline the scope of outdoor air pollution and assess potential solutions · Characterized the scope of indoor air pollution and assess potential solutions Impacts on the Environment and Human Health · Identify the major types of environmental health hazards and explain the goals of environmental health · Discuss the study of hazards and their effects, including case histories, epidemiology, animal testing and dose-response analysis · Assess risk assessment and risk management and compare philosophical approaches to risk · Assess issues in managing hazardous waste Economic Impact · Describe policy and regulation in the United States and internationally · Compare the concepts of economic growth, economic health and sustainability · Explain the fundaments of environmental economics and ecological economics · Describe environmental policy and assess its societal context · Identify the institutions important to US environmental policy and recognize major US environmental laws · List the institutions involved with international environmental policy and describe how nations handle transboundary issues · Pollution Reduction Measures (carbon sinks, green roof, porous concrete) | Give an example of a physical, biological and chemical parameter that we monitor to manage water quality.
Is there a role for green urban planning work to lower pollution? In a written report, students will describe and discuss several air pollutants and methods for detecting them. Students will also be able to describe the chemical reactions behind how several monitoring systems function. | Labs
· Consumer evaluation lab—Household Hazardous Waste: students compare a variety of store-bought cleaners to homemade cleaners to evaluate their effectiveness and affect on the environment. · LD-50 Lab—students determine the Lethal Dose 50% dead of a specific species such as Daphnia magna. Chemicals such as Copper Sulfate are used in various doses as determined by the students. · Acid Rain lab-students observe the effects of acid rain on plants and the interaction of acid rain with the physical environment. · Exploring Air Pollution Generated by Fossil Fuels lab-students investigate the cycle of ground level ozone by measuring fossil fuel air pollutants and the contributing environmental factors. · Air Quality survey lab-students monitor airborne particulates, investigate the effects of airborne pollutants on common materials and examine how air pollutants effect the chemistry of rainwater · Air pollution assay lab-students stain lichen samples and subject them to various cation solutions to correlate the speed of leached dye to the speed at which cations from polluted air are absorbed by lichens in nature · Landfill Decomposition Lab—students set up three mini landfills, sanitary, open air, and sand. Over 8 weeks, they record the decomposition of various items such as Styrofoam, paper, plastic, food and metal in these landfills. Case Studies Central Case: Endocrine Disruptors Case Study-London’s killer smog Videos · Health Effects of Smog video -20 minutes · EPA Pay as you throw video (1st 15 min.) · Time and Again Video (15 min.) Other · Risk assessment activity · 10 Sources of Indoor Air Pollution handout · Field trip-to LRI landfill/recycling center on S. Meridian, Graham · Recycle City –website in computer lab |
Washington State Standards, EALRs and GLEs Taught and Assessed in this Unit
|
Science
|
| 9-11 ES2D
The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources and it depletes those resources that cannot be renewed.
9-12 APPA Science affects society and cultures by influencing the way many people think about themselves, others, and the environment. Society also affects science by its prevailing views about what is important to study and by deciding what research will be funded. 9-12 APPB The technological design process begins by defining a problem in terms of criteria and constraints, conducting research, and generating several different solutions. 9-12 APPC Choosing the best solution involves comparing alternatives with respect to criteria and constraints, then building and testing a model or other representation of the final design. 9-12 APPD The ability to solve problems is greatly enhanced by use of mathematics and information technologies. 9-12 APPE Perfect solutions do not exist. All technological solutions involve trade-offs in which decisions to include more of one quality means less of another. All solutions involve consequences, some intended, others not. 9-12 APPF It is important for all citizens to apply science and technology to critical issues that influence society. |
Math
|
| A1.3B. Represent a function with a symbolic expression, as a graph, in a table, and using words, and make connections among these representations.
A1.6.B Make valid inferences and draw conclusions based on data. A1.8.A Analyze a problem situation and represent it mathematically. A1.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem. A1.8.G Synthesize information to draw conclusions and evaluate the arguments and conclusions of others. |
SKILLS
|
| Leadership
1.5 The student will be involved in activities that require applying theory, problem-solving, and using critical and creative thinking skills while understanding outcomes of related decisions. 2.1 The student will communicate, participate and advocate effectively in pairs, small groups ,teams and large groups in order to reach common goals. |
| Employability
1.4 The student will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technologies. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment. A. Select Technology – Choose procedures, tools or equipment including computers and related technologies B. Apply Technology to task – Understand overall intent and proper procedures for setup and operation of equipment C. Maintain and Troubleshoot equipment – Prevent, identify, or solve problems with equipment, including computers and other technologies |
| Analytical, Logical and Creative Thinking |
| [ ]
Observe
[ ] Patterns [ ] Sequence [ ] Classify X Compare/Contrast [ ] Predict | X Cause/Effect
[ ] Fact/Opinion [ ] Main Idea X Summary [ ] Point of View [ ] Analysis | [ ]
Finding Evidence
X Evaluation [ ] Detect Bias X Inference [ ] Conclusion [ ] Metacognition | [ ]
Decision Making
X Reasoning [ ] Problem Solving [ ] Goal Setting [ ] Fluency [ ] Elaboration [ ] Flexibility | [ ]
Originality
[ ] Risking [ ] Inquisitiveness [ ] Attending [ ] Persistence [ ] Precision |
| Relevance to Work
Begins to perform basic work functions of an Environmental/NaturalResources Technician - assists in designing an investigation, collects & analyzes samples and write reports |
| Unit 8: Global Change 60 Hours |
Standards and Competencies
| Performance Assessments
| Teaching Strategies
|
| Stratospheric Ozone
· Explain stratospheric ozone depletion and identity steps taken to address it · Characterize human influences on the atmosphere and global climate Global Warming · Diagnose and illustrate some of the pressures on the global environment Loss of Biodiversity · Characterize the scope and benefits of biodiversity on Earth · Contrast background extinction rates with periods of mass extinction · Evaluate the primary causes of biodiversity loss and impact of invasive species · Assess conservation biology practices and analyze traditional and innovative biodiversity conservation efforts · Explain loss of Biodiversity in Water Systems including Acidification, Nitrification, and supply demands · Describe the importance of the Endangered Species Act. Sustainability · Explain the concept of sustainable development · Describe and assess key approaches to designing sustainable solutions · Evaluate the concepts of sustainability and sustainable development · Define and give examples of a Habitat Conservation Plan. | Explain that Earth is warmer near the equator and cooler near the poles due to the uneven heating of Earth by the Sun.
| Labs
· Ice Cubes Lab Case Studies · Central Case-Rising Temperatures and Seas may take the Maldives Under Videos · Life in the Balance video · Strange Days on Planet Earth-invasive species video · National Parks CD-ROM-Invasive species · National Geographic video “Endangered Species, Don’t Say Goodbye” · “Glaciers” on Views of the National Parks CD-ROM · An Inconvenient Truth or other film on global warming · Climate Change, Wildlife and Wetlands Video- 12 min. Other · Biodiversity notes · Endangered Species Model—Students research and build a model of an endangered species along with information about that endangered species. · Island Biogeography Activity—students use beans to determine which islands would receive the most biodiversity. · Debate over Climate change · Reducing Emissions · Summarize modern methods of climate research · Outline current and future trends and impacts of global climate change · Suggest ways we may respond to climate change · List and describe approaches being taken on college and university campuses to promote sustainability · Facing the Future · 11th Hour · 6 Degrees · Sustainability—1 hr episodes of Blood, Sweat and Take Away · Water Systems · Poisoned Water |
Washington State Standards, EALRs and GLEs Taught and Assessed in this Unit
|
Science
|
| 9-11 ES2A Global climate differences result from the uneven heating of Earth’s surface by the Sun. Seasonal climate variations are due to the tilt of Earth’s axis with respect to the plane of Earth’s nearly circular orbit around the Sun.
9-11 ES2B Climate is determined by energy transfer from the sun at and near Earth's surface. This energy transfer is influenced by dynamic processes such as cloud cover and Earth's rotation, as well as static conditions such as proximity to mountain ranges and the ocean. Human activities, such as burning of fossil fuels, also affect the global climate. 9-11 ES3D Data gathered from a variety of methods have shown that Earth has gone through a number of periods when Earth was much warmer and much colder than today. |
Math
|
| A1.1.A Select and justify functions and equations to model and solve problems.
A1.7.A Sketch the graph for an exponential function of the form y = abn where n is an integer, describe the effects that changes in the parameters a and b have on the graph, and answer questions that arise in situations modeled by exponential functions. A1.7.B Find the approximate solutions to exponential equations. |
SKILLS
|
| Leadership
1.5 The student will be involved in activities that require applying theory, problem-solving, and using critical and creative thinking skills while understanding outcomes of related decisions. 2.1 The student will communicate, participate and advocate effectively in pairs, small groups ,teams and large groups in order to reach common goals. |
| Employability
1.4 The student will demonstrate an ability to work with a variety of technologies, identify or solve problems with equipment, including computers and other technologies. This means that the student can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment. A. Select Technology – Choose procedures, tools or equipment including computers and related technologies B. Apply Technology to task – Understand overall intent and proper procedures for setup and operation of equipment C. Maintain and Troubleshoot equipment – Prevent, identify, or solve problems with equipment, including computers and other technologies |
| Analytical, Logical and Creative Thinking |
| [ ]
Observe
X Patterns [ ] Sequence [ ] Classify [ ] Compare/Contrast [ ] Predict | [ ]
Cause/Effect
[ ] Fact/Opinion [ ] Main Idea [ ] Summary [ ] Point of View X Analysis | [ ]
Finding Evidence
X Evaluation [ ] Detect Bias [ ] Inference [ ] Conclusion [ ] Metacognition | [ ]
Decision Making
[ ] Reasoning [ ] Problem Solving [ ] Goal Setting [ ] Fluency [ ] Elaboration [ ] Flexibility | [ ]
Originality
[ ] Risking [ ] Inquisitiveness [ ] Attending [ ] Persistence [ ] Precision |
| Relevance to Work
Begins to perform basic work functions of an Environmental/Natural Resources Technician - assists in designing an investigation, collects & analyzes samples and write reports |
| Unit 9: Careers and Field Investigations in Environmental Science 75 Hours
The goal of the field investigation component of the AP Environmental Science course is to complement the classroom portion by allowing students to learn about the environment through firsthand observation. Experiences both in the laboratory and in the field provide students with important opportunities to test concepts and principles that are introduced in the classroom, explore specific problems with a depth not easily achieved otherwise, and gain an awareness of the importance of confounding variables that exist in the "real world". In these experiences students can employ alternative learning styles to reinforce fundamental concepts and principles. Because all students have a stake in the future of their environment, such activities can motivate students to study environmental science in greater depth. Laboratory and field investigation activities in the course should be diverse. As examples, students can acquire skills in specific techniques and procedures (such as collecting and analyzing water samples), conduct a long-term study of some local system or environmental problem (such as pollution of a nearby stream), analyze real data sets (such as mean global temperatures over the past 100 years), and work with a local public facility (such as a water-treatment plant). |
Standards and Competencies
| Performance Assessments
| Teaching Strategies
|
| ·
Through internships and field experience, students will prepare for the various career options in Environmental Science and will prepare for post-high school opportunities.
| Students will complete a Field Experience/Internship summary and evaluation. Students will also be evaluated by their supervisor.
List two jobs and the employers, related to environmental science/natural resources in the community. List environmental science/natural resources degrees/certification programs in the Pacific northwest. | ·
Guest speakers, employers, counselors, workers
· Field trips to colleges, employers · Career Research · Career Presentations · ID common environmental science skills and practice (sample collection, GPS, GIS, etc.) |
Washington State Standards, EALRs and GLEs Taught and Assessed in this Unit
|
Science
|
| Misc; depending on experiences. |
Math
|
| Misc; depending on experiences. |
SKILLS
|
| Leadership
1.3 The student will demonstrate oral, interpersonal, written and electronic communications and presentation skills and understand how to apply those skills. 1.6 The student will demonstrate self-advocacy skills by achieving planned, individual goals. 2.1 The student will communicate, participate and advocate effectively in pairs, small groups, teams and large groups in order to reach common goals. 2.4 The student will demonstrate skills that assist in understanding and accepting responsibility to family, community and business and industry. 2.8 The student will demonstrate the ability to incorporate and utilize the principles of group dynamics in a variety of settings. 3.1 The student will analyze the roles and responsibilities of citizenship. 3.4 The student will understand the organizational skills necessary to be a successful leader and citizen and practices those skills in real-life. FFA Career Development Event: Job Interview |
| Employability
D. Human Resources – Assess skills and distribute work accordingly, evaluate performance and provide feedback. A. Select Technology – Choose procedures, tools or equipment including computers and related technologies B. Apply Technology to task – Understand overall intent and proper procedures for setup and operation of equipment |
| Analytical, Logical and Creative Thinking |
| X Observe
[ ] Patterns [ ] Sequence [ ] Classify X Compare/Contrast [ ] Predict | [ ]
Cause/Effect
[ ] Fact/Opinion X Main Idea X Summary [ ] Point of View X Analysis | X Finding Evidence
X Evaluation [ ] Detect Bias [ ] Inference [ ] Conclusion [ ] Metacognition | X Decision Making
[ ] Reasoning [ ] Problem Solving X Goal Setting X Fluency X Elaboration [ ] Flexibility | [ ]
Originality
X Risking X Inquisitiveness X Attending X Persistence X Precision |
| Relevance to Work
Discriminates between different employers Locates, reads and analyzes employment information from various sources. Selects area of specialization or attraction Evaluates different educational opportunities/institutions for further training/learning. |