ccuurrrriiccuulluumm ffoorr · create and analyze a climatograph. ... and reasoning that the...

CCUURRRRIICCUULLUUMM

FFOORR

AADDVVAANNCCEEDD PPLLAACCEEMMEENNTT

EENNVVIIRROONNMMEENNTTAALL

SSCCIIEENNCCEE

GGRRAADDEESS 99--1122

This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.

ACKNOWLEDGMENTS

Frank G. Mauriello, Interim Assistant Superintendent for Curriculum and Instruction

Dr. Kevin Robinson, Program Supervisor of STEM

The Board acknowledges the following who contributed to the preparation of this curriculum.

Jessica Merrill

Christine H. Salcito, Interim Superintendent of Schools

Subject/Course Title: Date of Board Adoptions:

Advanced Placement Environmental Science September 15, 2015 - New

Grades 9-12

RAHWAY PUBLIC SCHOOLS CURRICULUM

UNIT OVERVIEW

Content Area: Advanced Placement Environmental Science

Unit Title: Unit 1: Biotic and Abiotic Environments

Target Course/Grade Level: Grades 9-12

Unit Summary: Students will investigate biogeochemical cycles and energy. Students will use various science methods to connect biogeochemical cycles

and energy to the natural world.

Approximate Length of Unit: 3 weeks

Primary interdisciplinary connections: Language Arts, Mathematics, History, Chemistry, Biology

LEARNING TARGETS

NGS Standards:

HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserve during a chemical reaction.

HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other

component(s) and energy flows in and out of the system are known

HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with

other elements to form amino acids and/or other large carbon-based molecules.

HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere,

hydrosphere, and geosphere.

HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.

HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

College Board Standards for College Success:

Enduring Understanding 1A: The energy available for processes on Earth is derived largely from the Sun, with a small contribution from geothermal

sources.

Enduring Understanding 1B: Energy transformations drive the movement of water and air on global and local scales.

Enduring Understanding 2B: Ecosystems emerge from biotic and abiotic interactions among Earth’s atmosphere, hydrosphere, lithosphere and

cryosphere.

Enduring Understanding 3A: Biogeochemical cycles are representations of the transport, transformation and storage of elements on a local, regional

or global scale.

Enduring Understanding 3B: Living things are composed of, and hence require, the elements and compounds that make up their biological

components.

Enduring Understanding 3C: 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.

LAL standards:

CCST.ELA.Literacy.RST.11-12.1-10

CCSS.ELA-Literacy.WHST.11-12.1-10

21st Century College and Career, and Technology:

9.1.12.A.5 Analyze how the economic, social, and political conditions of a time period can affect the labor market.

9.1.12.A.11 Explain the relationship between government programs and services and taxation.

9.1.12.A.13 Analyze the impact of the collective bargaining process on benefits, income, and fair labor practice.

9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

9.2.12.C.6 Investigate entrepreneurship opportunities as options for career planning and identify the knowledge, skills, abilities, and resources

required for owning and managing a business.

9.3.13.AG Develop proposed solutions to environmental issues, problems and applications using scientific principles of meteorology, soil

ENV.3 science, hydrology, microbiology, chemistry and ecology.

Unit Understandings

Students will understand that…

Scientists collect data and develop theories, models, and laws about how nature works.

Atoms are not created or destroyed when matter undergoes changes.

When energy is transferred, energy is not created or destroyed but less usable energy may be available.

Systems have inputs, flows, and outputs.

Life is sustained by the flow of energy from the sun through the biosphere, the cycling of nutrients within the biosphere, and gravity.

Differences in long-term average annual precipitation and temperature lead to the formation of various ecosystems and biomes.

Unit Essential Questions

How do scientists collect data and develop theories, models, and laws about how nature works?

What happens when matter and energy undergoes a physical or chemical change?

What are systems and how do they respond to change?

What are the major components of an ecosystem and how are these components used by organisms within an ecosystem?

What happens to energy and matter in an ecosystem?

What factors influence climate?

How does climate affect the nature and location of biomes?

How have humans impacted biogeochemical and energy cycles throughout our world?

Knowledge and Skills

Students will know…

Key parts of a controlled experiment: Control group, experimental group, independent variable, dependent variable, constants, data and errors.

First and second law of thermodynamics.

Positive and negative feedback loops.

Biogeochemical cycles: Water, Carbon, Nitrogen, Phosphorous, and Sulfur.

Abiotic and biotic difference between biomes throughout the world.

Students will be able to…

Define first and second law of thermodynamics.

Diagram each biogeochemical cycle and predict effects of human impacts.

Calculate the amount of energy found at each trophic level in an ecosystem.

Calculate net primary productivity.

Create and analyze a climatograph.

EVIDENCE OF LEARNING

Assessment

What evidence will be collected and deemed acceptable to show that students truly “understand”?

Biogeochemical posters.

Biome presentations.

End of unit exam formatted similar to AP exam. (25 multiple choice-60% and 1 FRQ-40%).

Learning Activities

What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Summer Packet.

Molnar lab #3: Specific Heat.

Biogeochemical posters and flip charts to collect each cycle information.

Relay rice- energy transferring.

Net Primary Productivity lab assignment.

Biome research and presentations.

RESOURCES

Teacher Resources:

Textbook: Living in the Environment, 17th Ed., by G. Tyler Miller, Jr. Chapters 2,3, and 7.

Online Resources

Equipment Needed:

Computers, balances, heat lamps, drying oven.

*Topic Outline Adopted from Collegeboard.com: Environmental Science Course Description


UNIT OVERVIEW


Unit Title: Unit 2: Interactions between Species and the Environment


Unit Summary: Students will investigate biodiversity and population sizes of various ecosystems. Students will research how evolution is driven by

environmental pressures which play a role in biodiversity. Species interaction and human impact will be a focus when studying different ecosystems and

populations.


Primary interdisciplinary connections: Language Arts, Mathematics, History, Biology, Chemistry

LEARNING TARGETS

NGS Standards:

HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at

different scales.

HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations

in ecosystems of different scales.

HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types

of organisms in stable conditions, but changing conditions may result in a new ecosystem.

HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*

HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*

HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed

from parents to offspring.

HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through

meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.


Enduring Understanding 4A: Ecosystems supply humans with a multitude of resources and processes that are collectively known as ecosystem services.

Enduring Understanding 4B: Ecosystem services have value.

Enduring Understanding 4C: The value of ecosystem services is integral to decision-making processes.

Enduring Understanding 4D: Sustainability is a guiding principle by which systems and resources are used in ways that they can be maintained at an

acceptable level indefinitely.

LAL standards:









9.3.13.AG- Develop proposed solutions to environmental issues, problems and applications using scientific principles of meteorology, soil science,

ENV.3 hydrology, microbiology, chemistry and ecology.

Unit Understandings


Species interaction affect the resource use and population sizes of the species found in an ecosystem

No population can grow indefinitely because of limiting factors.

Extinction rates have changed throughout time due to natural and human impact.

Major threats to forest and grassland ecosystems are mainly caused by human activities.

There are sustainable methods to maintain both forest and grassland ecosystems.


How do species interact and what affect do these interactions have on resources?

What are the patterns of population growth and what are the limitations?

How do communities and ecosystems respond to changing environmental conditions?

What role do humans play in the extinction of species and how do humans protect species from extinction?

What are the major threats to forest and grassland ecosystems and what can humans do to sustain these ecosystems?



Five types of species interactions- competition, predation, parasitism, mutualism, and commensalism- affect the resources and population sizes

in an ecosystem.

Exponential and logistical population growth, carrying capacity, and predator-prey models.

Primary and Secondary succession.

Humans have caused an increase of species extinction and there have been laws put in place to protect endangered organisms. Global climate

change is causing the next large extinction.

Sustaining forest and grassland ecosystems require identification of endangered areas, protection, and sustainable methods of forestry.


Calculate the biodiversity and species richness using the Shannon-Weiner Diversity Index and Excel.

Identify species interactions.

Graph and analyze a predator prey relationship based on changes in population size.

Debate the methods of using forest land with the knowledge gained from reading.


Assessment


Wanted Invasive/ endangered posters and essay.

Predator/prey simulation lab analysis questions.


Learning Activities


Natural selection scenarios to model type of evolution.

School yard ecology- Finding the biodiversity of the cars in the school parking lot.

Wanted Dead or Alive invasive/endangered species poster and essay.

Predator prey simulation and graphing.

Forestry debate and role play.

RESOURCES

Teacher Resources:

Textbook: Living in the Environment, 17th Ed., by G. Tyler Miller, Jr. Chapters 4, 5, 9, and 10.

Online Resources*

Equipment Needed:

Computers, Excel, parking lot with cars.



UNIT OVERVIEW


Unit Title: Unit 3: Aquatic Ecology

Target Course/Grade Level: Grades 9 - 12

Unit Summary: Students will investigate structure and natural changes of aquatic ecosystems. Students will also investigate the usage of aqutic

ecosystems and the human impact on these different structures.


Primary interdisciplinary connections: Language Arts, History, Chemistry, Biology

LEARNING TARGETS

NGS Standards:

HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at

different scales.

HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations

in ecosystems of different scales.




HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*


Enduring Understanding 4A: Ecosystems supply humans with a multitude of resources and processes that are collectively known as ecosystem s

services.

Enduring Understanding 4B: Ecosystem services have value.

Enduring Understanding 4C: The value of ecosystem services is integral to decision-making processes.

Enduring Understanding 4D: Sustainability is a guiding principle by which systems and resources are used in ways that they can be maintained at an

acceptable level indefinitely.

Enduring Understanding 5C: Human activities, including use of resources, have physical, chemical and biological consequences for watersheds and

aquatic systems.

LAL standards:






9.1.12.A.13 Analyze the impact of the collective bargaining process on benefits, income, and fair labor practice




9.3.13.AG Develop proposed solutions to environmental issues, problems and applications using scientific principles of meteorology, soil science,


Unit Understandings


There are several factors that determine the difference in aquatic systems.

Aquatic systems are important ecologically and economically.

Human activity affects aquatic ecosystems which affects the economy.


What are the factors that determine biodiversity in aquatic systems?

Why are both fresh and marine ecosystems important?

How have humans impacted aquatic ecosystems?

How has over fishing affected our oceans?

How are humans affected by a lack of usable water in freshwater systems?



Major life zones of marine and freshwater systems.

Ecological and economical natural capital of marine, freshwater, and brackish ecosystems.

Overfishing and destructive fishing techniques such as trawling, has made a long lasting negative impact on our oceans.

Current laws to protect fresh and marine aquatic systems.

Dissolved oxygen vs. BOD.

Aquifers have been depleted or polluted in areas where water is needed.

Irrigation is a major type of freshwater use which is causing water shortages.

Sustainable methods of conserving usable water.


Evaluate the health of aquatic systems based on provided data.

Predict the impact of fishing and other harvesting.

Identify sustainable methods of watering crops.

Construct a plan to maintain marine and freshwater systems.


Assessment


Water Quality Index of local Milton Lake Lab assignment.


Learning Activities


Water Quality Index data collection and lab assignment of Milton Lake.

“Sold Down the River” closed reading.

Molnar lab # 13: Water Loss Drop by Drop.

RESOURCES

Teacher Resources:

Textbook: Living in the Environment, 17th Ed., by G. Tyler Miller, Jr. Chapters 8, 11, and 13.

Online Resources*

Equipment Needed:

Freshwater aquatic testing kit, computers



UNIT OVERVIEW


Unit Title: Unit 4: Human Population and Human Concerns


Unit Summary: Students will investigate human populations throughout the world and throughout time. Students will research the impacts of a growing

human population and human health concerns.


Primary interdisciplinary connections: Language Arts, Mathematics, History

LEARNING TARGETS

NGS Standards:

HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in

climate have influenced human activity.

HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.*

HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human

populations, and biodiversity.

HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.*

HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due

to human activity.*


Enduring Understanding 5A: Human societies require Earth’s resources; the amounts required are a function of human population size, growth and

affluence.

Enduring Understanding 5B: 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.

LAL standards:



21st Century College, Career, and Technology:

9.3.12.AG.1 Analyze how issues, trends, technologies and public policies impact systems in the Agriculture, Food & Natural Resources Career Cluster

9.3.12.AG.2 Evaluate the nature and scope of the Agriculture, Food & Natural Resources Career Cluster and the role of agriculture, food and natural

resources (AFNR) in society and the economy.

9.3.12.AG- Analyze historic and current trends impacting the animal systems industry.

ANI.1-4

Unit Understandings


Population size increased through births and immigration and decrease through death and emigration.

The human population is currently growing exponentially and the impact of this increase of humans.

Demographic Transition of a population throughout time.

There are many obstacles to providing enough food for everyone.

Food production has changed from low-input to high-input to greatly increase food supplies.

GMO’s are commonly used in food production to maintain food security.

Soil dynamics are important to food security.


How does a country’s human population change as the area moves from developing to developed?

What factors influence human population size?

How does a population’s age structure affect its growth and decline?

What is food security and why is it difficult to attain?

How has food production changed over time and how does this affect our environment?

What are GMO’s and why are they being used in food production?

What are the characteristics soils should have to maintain viable crops



The four stages of demographic Transition- pre-industrial, transitional, industrial, and post-industrial.

The total fertility rate and life expectancy is key to population size.

The number of males and females are different ages will affect a population in the future.

The greatest obstacles to providing enough food for everyone are poverty, corruption, political upheaval, war, bad weather, and the harmful

effects of industrialized food production.

Difference between high-input and low-input agriculture.

Green revolution and its importance.

The processes of creating a GMO, and the economic, ecological, and health concerns of GMOs.

Soil dynamics which affect plant growth such as texture, type, physical and chemical properties.


Construct and analyze age structure diagrams to make predicts of future population changes.

Construct and analyze demographic transition graph to apply proper age structure diagrams are each stage.

Identify key factors which affect population sizes.

Analyze soil sample using chemical and physical tests.

Plan farming method to maintain a population and continue sustainably.


Assessment


Cemetery investigation lab assignment.

Carolina Soil testing lab analysis.

Pesticide essay.

GMO research paper.


Learning Activities


Cemetery Investigation to construct age structure diagrams and survivorship curves.

Power of pyramids.

Carolina Soil Testing kit and Soil Analysis.

Pesticide debate.

GMO debate.

RESOURCES

Teacher Resources:

Textbook: Living in the Environment, 17th Ed., by G. Tyler Miller, Jr. Chapters 6 and 12.

On Line Resources*

Equipment Needed:

Obituary records, computers, local soil samples, Carolina Soil Testing Kit



UNIT OVERVIEW


Unit Title: Unit 5: Hazards and Waste Management


Unit Summary: Students will investigate how scientist classify and evaluate different hazards which can cause health concerns. The students will

examine different types of waste and types of waste management.


Primary interdisciplinary connections: Language Arts, Mathematics, History

LEARNING TARGETS

NGS Standards:

HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in

climate have influenced human activity.


Enduring Understanding 3B: Living things are composed of, and hence require, the elements and compounds that make up their biological components.

LAL standards:












Unit Understandings


Major types of health hazardous humans face based on cultural factors and life style choices.

Scientist use live laboratory animals, case reports, and epidemiological studies to estimate the toxicity of chemicals.

There are many ways to prevent risk.

Solid waste contributes to pollution and represents the unnecessary consumption of resources.

There are advantages and disadvantages to every type of waste management and waste reduction.


What are the types of major human health hazards?

How do scientists evaluate chemical hazards?

How do humans prevent being exposed to hazards and risks?

What are solid waste and hazardous waste, and why are they problems?

What are the advantages and disadvantages of types of waste management and waste reduction?

What are the ways humans can reduce the amount of waste produced?



The major types of biological hazards are infectious diseases such as flu, AIDS, TB, diarrheal diseases, and malaria.

The major type of chemical hazards can cause cancer, birth defects, and disrupt the human immune, nervous, and endocrine system..

The way scientist evaluate a chemical hazard is through a LD50 which is based off of smaller lab experiments.

The difference between waste management, waste reduction, and integrated waste management.

The advantages and disadvantages of each type of waste management.

Ways to reduce risk of hazardous waste.


Identify the consequences of being exposed to the major biological or chemical hazards.

Construct and analyze a LD50 based on an experiment designed by the students.

Classify type of waste and how to properly dispose of waste.


Assessment


Molnar lab # 29: Mung Beans and LD50 lab assignment.

Infectious disease brochures.


Learning Activities


Molnar lab # 29: Mung Beans and LD50 lab assignment.

Infectious disease brochures.

Trash Inventory.

Field trip to Covanta Waste to Energy Plant.

Hazardous Waste PSA posters.

RESOURCES

Teacher Resources:


*Online resources

Equipment Needed:

Computers

Topic Outline adopted from Collegeboard.com: Environmental Science Course Description


UNIT OVERVIEW


Unit Title: Unit 6: Air and Water Pollution


Unit Summary: Students will investigate sources of air and water pollution and how they affect ecological and human health.



LEARNING TARGETS

NGS Standards:

HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves

traveling in various media.

HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast.






affluence.



environment.


aquatic systems.

Enduring Understanding 5D: Human activities have physical, chemical and biological consequences for the atmosphere.

Enduring Understanding 5E: 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.

LAL standards:






9.1.12.A.13 Analyze the impact of the collective bargaining process on benefits, income, and fair labor practice




9.3.13.AG- Develop proposed solutions to environmental issues, problems and applications using scientific principles of meteorology, soil science,


Unit Understandings


The two innermost layers of the atmosphere are the troposphere, which supports life, and the stratosphere which contains protective ozone.

Air pollutants can be dangerous on in primary form or secondary form.

Industrial smog and photochemical smog is caused by the chemical reaction between different air pollutants.

Acid disposition is directly linked to human activity and can cause harm to ecosystems.

Water pollution causes illness and death in humans and other species, and disrupts ecosystems.

Addition of excess nutrients to lacks from human activities can disrupt ecosystems.


What is the nature of the atmosphere?

What are the major outdoor and indoor air pollutants?

What are the environmental and health effects of air pollution?

How can air pollution be controlled?

What are the causes and effects of water pollution?

What are the major pollution problems affecting freshwater, groundwater, other drinking water sources, and oceans?

What are the major events which have caused water pollution?

How can water pollution be controlled?



The major outdoor pollutants (EPA dirty half-dozen),

The major indoor pollutants.

Sources of primary and secondary pollutants and the chemical reactions which form these pollutants.

The impact of each pollutant on human health and ecosystems.

Difference between photochemical and industrial smog.

Sources and impact of acid disposition on agriculture, ecosystems, and human health.

The major types of water pollution.

Point vs. nonpoint water pollution and eutrophication.

Streams can dilute and decay degradable, oxygen-demanding wastes, and heated waters.

DO vs. BOD model in polluted streams.

Laws to regulate air and water pollution.


Identify sources of each primary pollutant.

Explain the chemical reaction(s) which take place to form secondary pollutants.

Describe impact on human health and on ecosystems if exposed to each type of air pollutant.

Construct an action plan to reduce or eliminate air pollutants.

Identify sources of water pollution.

Describe impact on human health and on ecosystems if exposed to each type of water pollutant.

Construct an action plan to reduce or eliminate water pollutants.

Apply laws which regulate air and water pollution to real life case studies.


Assessment


Water pollution Station Information.

Dirty half dozen public service announcement

Lab report based on car emission findings.


Learning Activities


Water pollution Station Information.

Visit and analysis of Milton Lake.

Dirty half dozen PSA announcement.

Air pollution Card Sorting.

Car emission experiment design (Carolina investigation: Air Pollution and Vehicle Emissions).

RESOURCES

Teacher Resources:


Online Resources

Equipment Needed:

Computers and Carolina Ozone and Car Emission lab kit

Topic Outline Adopted from Collegeboard.com: Environmental Science Course Description


UNIT OVERVIEW


Unit Title: Unit 7: Energy Sources and Global Impact


Unit Summary: Students will investigate nonrenewable and renewable energy sources and the impact they have on human health and the surrounding

ecosystems. Students will research the economic and ecological advantages and disadvantages of each type of energy source.



LEARNING TARGETS

NGS Standards:

HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of

fission, fusion, and radioactive decay.

HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves

traveling in various media.

HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with

matter to transmit and capture information and energy.*



affluence.



environment.


aquatic systems.

Enduring Understanding 5D: Human activities have physical, chemical and biological consequences for the atmosphere.

Enduring Understanding 5E: 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.

LAL standards:












Unit Understandings


Net energy is the amount of high-quality energy available form an energy resources minus the amount of energy needed to make it available.

Conventional oil is currently abundant, has a high net energy yield, and is relatively inexpensive, but using it causes air and water pollution and

releases greenhouse gases to the atmosphere. Tar sands have a lower energy yield.

Conventional natural gas is more plentiful than oil, has high net energy yield and fairly low cost, and has lowest environmental impact of all

fossil fuels.

Conventional coal is plentiful and has high net energy yield and low cost, but it has very high environmental impact

Nuclear power has low environmental impact and very low accident risk, but is limited by low net energy yield, high costs, fear of accidents,

long-lived radioactive wastes, and the potential for spreading nuclear weapons technology.


What is net energy and why is it important?

What are the economic and ecological advantages and disadvantages of using each type of nonrenewable energy source?

Why is energy efficiency an important energy resource?

What are the economic and ecological advantages and disadvantages of using each type of renewable energy source?



The formula for net energy.

The sources of oil, natural gas, coal, and nuclear power.

The economic and ecological advantages and disadvantages of each type of nonrenewable energy source.

The sources of solar energy, hydropower, wind power, biomass, geothermal, and hydrogen as a renewable source.


Identify sources of each nonrenewable and renewable energy.

Describe the economic and ecological impact of each nonrenewable and renewable energy sources.

Construct plan to increase energy efficiency and sustainably in a real life case study.


Assessment


Home energy Audit.

Energy town presentations (renewable and nonrenewable).

Half-life of an element lab report.


Learning Activities


Home energy audit.

Crude: The Incredible Journey of Oil video and questions.

“My Water’s on Fire Tonight” (The fracking song.)

Energy town research and presentations.

Half-life lab.

Fukushima Nuclear Crisis web quest.

RESOURCES

Teacher Resources:


Online Resources

Equipment Needed:

Computers and home appliances



UNIT OVERVIEW


Unit Title: Unit 8: Miscellaneous “The left overs”


Unit Summary: Students will investigate geology and minerals, climate disruption, ozone depletion, and environmental sustainability.


Primary interdisciplinary connections: Language Arts, Mathematics, History, Chemistry, Biology

LEARNING TARGETS

NGS Standards:

HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages

of crustal rocks.

HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of

Earth’s formation and early history.

HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental

and ocean-floor features.


Enduring Understanding 1A: The energy available for processes on Earth is derived largely from the Sun, with a small contribution from geothermal

sources.

Enduring Understanding 1B: Energy transformations drive the movement of water and air on global and local scales.

Enduring Understanding 1C: Primary production requires biologically accessible energy inputs, which vary over time and space.

Enduring Understanding 2A: Climate is influenced by interactions of multiple physical, chemical and biological factors, including human actions.

LAL standards:










9.3.13.AG- Develop proposed solutions to environmental issues, problems and applications using scientific principles of meteorology, soil

ENV.3 science, hydrology, microbiology, chemistry and ecology.

Unit Understandings


Dynamic process (rock cycle) within the earth and on its surface produce mineral resources.

Hazards may occur during dynamic processes within and on the surface of earth.

Extracting mineral from earth’s crust has advantages and disadvantages.

Considerable scientific evidence indicates that the earth’s atmosphere is warming at a rapid rate that is likely to lead to significant climate

disruption during this century which could have long lasting consequences.

Urbanization continues to increase steadily and the number and sizes of urban areas are growing causing health and environmental damage.


What are earth’s major geological processes and what are mineral resources?

What type of natural hazards may occur during geological processes?

What are the economic and ecological advantages and disadvantages of extracting mineral resources?

How and why is the earth’s climate changing?

What are the possible effects of a changing atmosphere?

What are the future predictions of climate change and how can we slow the change?



Phases of the rock cycle

Dynamic processes move matter within the earth and on its surface which can cause volcanic eruptions, earth quakes, tsunamis, erosion, and

landslides

Different mining techniques and the environmental and economic impact.

Climate change is caused by the increase of greenhouse gases in the atmosphere.

Difference between global climate change and ozone depletion.

The long lasting effects of climate change are increased drought and flooding, rising sea levels, and shifts in the locations of croplands and

wildlife habitats.

Laws in place to reduce ozone depletion and global climate change.


Identify type of mineral at each stage of the rock cycle.

Identify and evaluate types of natural hazards and their impact on human life.

Use evidence to support humans play a role in climate change.

Explain the difference between ozone depletion and climate change.

Predict consequence of climate change if earth continues rapid warming.

Apply laws and construct solutions to real life case studies.


Assessment


Cookie Mining Simulation lab report

End of unit exam formatted similar to AP exam. (25 multiple choice-60% and 1 FRQ-40%)

Learning Activities


Cookie mining simulation lab

Plate tectonics web quest

RESOURCES

Teacher Resources:


Online Resources

Equipment Needed:

Computers


ccuurrrriiccuulluumm ffoorr · create and analyze a climatograph. ... and reasoning that the...

Documents