Course title

Pre-requisite

Course description

Course description:
The primary focus of this course is to provide students with a sound; well-reasoned understanding of the interconnectedness of the different earth systems and a global perspective of the relationships between environmental systems and societies. This appreciation of Earth as a complex and dynamic entity will enable students to make wise personal and social decisions related to quality of life and the sustainable management of Earth's finite resources and environments.

The aims and objectives of the course are primarily to promote students’ understanding of environmental processes at a variety of scales; from local to global; and enable students to apply this understanding; along with field methodologies and skills; towards a critical evaluation of environmental issues. Students will become more aware of different cultural perspectives on environmental issues and begin to appreciate the value of international collaboration in resolving these issues. They will understand the human connection to the environment at multiple levels.

A systems approach will be used to provide a holistic perspective on environmental issues. This approach emphasizes the exchange and flow of matter and energy within and between ecosystems; and allows students to view the environment on local and global scales. This naturally lends itself to the inclusion of internationalism in the curriculum. For example; students may explore international cooperation in developing solutions to such environmental issues as ozone depletion and global warming. Comprehensive assessment of student work will include both the required external assessment papers as well as multiple internal assessments; both formative and summative. The most critical element of the assessment will be fieldwork and investigations used for students’ practical schemes of work. Assessments may also include short laboratory practicals; computer simulations; case studies and analysis of real world data. All assessments will be designed to allow students to demonstrate their understanding of core concepts; lab methodologies and skills with regard to environmental issues.

Topic 1: Systems and Models
Overview
The topic of systems and models is best used as a theme for teaching all the ESS topics rather than as an isolated topic. However; students need to be introduced to the concept of viewing Earth as a system; where energy and matter are constantly being exchanged; and using models to represent the workings of some of Earth’s systems. It is important for students to view their study of the environment as a set of complex interactions; rather than as isolated sets of components. Students will be able to compare and contrast ecosystems and biological systems with artificial systems; such as mechanical; communication or social systems. Reading; note-taking; case studies and lab activities will be designed to emphasize how the laws of thermodynamics and principle of equilibrium apply to ecosystems; and how natural systems are able to regulate themselves through positive and negative feedback. Students will use examples such as the water cycle and decomposition to describe the differences between transfer and transformation. Simple models will be introduced to illustrate the workings of a system.

Key Concepts:
• A system is an assemblage of parts; working together to form a functioning whole;
• Systems occur on many scales; from very small (such as a cell) to local (such as a pond) to large (such as the Sonoran desert ecosystem) to global in scale;
• Open; closed and isolated systems occur in theory; although most ecosystems are open systems;
• The first and second laws of thermodynamics; concerning the conservation of energy and the dissipation of energy; play a large role in the transformation of energy and maintenance of order in ecosystems;
• Living systems tend naturally toward a steady-state equilibrium rather than a static equilibrium; with continuous inputs and outputs of energy and matter leading to a more-or-less constant state;
• Positive feedback in an ecosystem leads to increasing; accelerated change (such as exponential population growth);
• Negative feedback in an ecosystem leads to steady-state equilibrium (such as predator – prey interactions);
• Matter and energy undergo transfers and transformations in flowing through ecosystems;
• Most ecosystems are very complex; with many feedback links; flows and storages;
• Models; although limited in their use; can help us understand how systems work;
• Simplified models can help predict changes in a system; but it is important to understand their strengths and limitations;

Labs/Activities
• Study of different ecosystem models
• Information about economic; social and values systems.
• Biome activity with computer research
• Biosphere II field trip
• Ecocolumns/Terrestrial vs. Aquatic ecosystems
• Information about the laws of thermodynamics and how they relate to an ecosystem
• Open system equilibrium information showing different types of succession and reaching stability
• Negative feedback information through predator-prey relationships presentation by the Sonora Desert Museum
• Positive feedback information through exponential population growth articles
• Transfer and transformation processes explanation through food web/chains and cycles of the Earth (ex. Water cycle)
• Flows through an ecosystem diagrams and graphs used to describe how energy is transferred in a system
• Input/output diagrams

Topic 2: The Ecosystem
Overview
Students will use field studies; lab activities and research to discover what an ecosystem is and the interdependency of its inhabitants. By following the flow of matter and energy within an ecosystem; students will develop an understanding of the interaction and roles of biotic and abiotic components; and how they contribute to the pyramid structure and functioning of an ecosystem. Lab activities will teach students how to measure abiotic factors such as salinity; pH; temperature; dissolved oxygen; soil moisture and drainage. Field studies will allow students to practice measuring biotic components such as identifying organisms or estimating relative abundance and diversity of different species. Through these activities students will come to understand several basic ecological concepts; especially the exchange of matter and energy in photosynthesis and respiration; and biological productivity; which are key to understanding how everything else works in an ecosystem. Finally; students will be introduced to factors causing changes in populations: how they are measured and evaluated; and the different effects they have.

Key Concepts
• Ecosystems are biological systems consisting of organisms and their environment;
• Ecosystems have biotic and abiotic components; all of which influence population size and growth or decline;
• Organisms thrive within a range of abiotic conditions; and altering those conditions can have a severe impact on their population;
• The transfer of matter and energy during photosynthesis and respiration are key concepts in understanding ecology;
• Productivity is a measure of gains or losses in biomass or energy; and is critical to understanding the functioning of an ecosystem;
• A biome is a collection of ecosystems with similar climatic conditions;
• The location of a biome depends on climate and limiting factors;
• Precipitation and temperature are the most important factors influencing biomes;
• Populations of organisms interact in different ways;
• Important concepts in understanding how ecosystems function include trophic levels; food chains; food webs and pyramid structures of number; biomass and productivity;
• Photosynthetic organisms are producers of food within ecosystems; and are essential to the survival of all other species;
• Food chains are biological avenues for the flow of energy and the cycling of nutrients in the environment;
• Species show different characteristics with respect to the ecological niche they fill;
• Energy is constantly added to; escaping from and flowing through ecosystems; and most is eventually lost as heat;
• Humans have learned to manipulate ecosystems to get the greatest productivity from them;
• A given area can only support a certain size of population;
• Population numbers may either crash or reach equilibrium around the carrying capacity; and are influenced by competition;
• Human population is growing exponentially;
• Succession is the change in species composition in an ecosystem over time;
• Early in succession; gross primary productivity (GPP) and respiration are low; so net primary productivity (NPP) is high as biomass accumulates;
• In later stages; GPP may remain high; but respiration increases; so NPP declines;
• A climax community is reached at the end of a succession where a dynamic equilibrium has been reached and the species composition stops changing;
• Species biodiversity is low in early stages and increases as succession continues; falling a little in the climax community;
• Human activities can influence natural succession;

Labs/Activities
• Sonoran Desert food webbing activity
• Investigating food webs using owl pellets
• Sonoran Desert Museum presentations/speakers
• Top of the food chain story- DDT/in Borneo
• Ecocolumn/Terrestrial vs. Aquatic ecosystems
• Taxonomy project
• Tagging lab using beans
• Population diversity using cars in school parking lots
• Power of Doubling “Exponential Growth”
• Variation in Habitats lab activity
• Earth’s Biome activity
• A review of the Rosemont Mines EIS reports
• Plant Pigments and Photosynthesis lab
• Energy Transfer in an Ecosystem activity
• Construction and analysis of flow diagrams for ecosystem cycles
• Freeport McMoRan Copper and Gold Mines speakers/presentation
• Copper more than metal activity packets
• Copper leaching and electroplating lab
• Forest fire impacts presentation
• Interpretation of survivorship curves including logarithmic scales
• Various power points; note takers; study guide questions and vocabulary
• Possible Field trips -
o Sierrita Mines; Green Valley; AZ (Freeport McMoRan)
o Sonoran Desert Museum Tucson; AZ
o Field trips – Biosphere II Oracle; AZ
o Mount Lemmon; Tucson; AZ
o White Mountains; Springerville; AZ

Topic 3: Human Population; Carrying Capacity and Resource Use
Overview
Students will be introduced to different models used to analyze population growth; and will focus on the changing human population. They will study the availability of our natural resources and analyze their use from the standpoint of sustainability. Understanding the concept of sustainable development and how this is viewed and practiced by different cultures will be a key issue for this unit. This will involve in-depth studies of different types of resources critical to human development; including energy; soil; food and water. Students will research both sustainable and non-sustainable use of resources; and be able to describe and evaluate the resource usage for specific case studies.

Key Concepts:
• A given area can only support a certain size of population;
• Human population is growing exponentially;
• Population numbers may either crash or reach an equilibrium around the carrying capacity;
• The population of LEDCs is 80% of the world’s population; and is growing faster than the population of MEDCs.
• Crude birth rate; death rate; fertility; doubling time and natural increase rate are all indicators of population change;
• Population pyramids and the demographic transition model are used to analyze population changes over time and can help predict future population changes;
• Resources; or natural capital; are goods or services that have some value to humans; and can be exploited to produce a yield; or natural income;
• Resources are either renewable; non-renewable or replenishable;
• The value of a resource is different in different cultures; and can change over time as technology and economic development progress;
• Sustainability refers to the use of natural resources at a rate that allows its natural replenishment without undue environmental damage or compromising their availability for future generations;
• Sustainability relies on living within the natural income generated by available natural resources without destroying those resources;
• Technology; reducing energy use and recycling are ways of increasing human carrying capacity;
• Ecological footprint refers to the land area required to sustainably support a population;
• Ecological footprint can be calculated; and is influenced by a country’s stage of development and its worldview;
• Sustainable yield refers to the amount of natural income that can be exploited without depleting the original stock; and can be calculated;
• Societies get their energy from a variety of resources; including both renewable (such as solar; wind and hydro) and non-renewable (such as fossil fuels and nuclear);
• Energy resources used in a particular society depend on many factors; including availability; economic; cultural; environmental and technological factors;
• All the food we consume ultimately depends on soil; making it a valuable resource;
• Different soils have different properties with affect their productivity;
• Human activities; such as irrigation; desertification and toxification; degrade our soil resources;
• A variety of measures can be taken to conserve soil and soil nutrients; such as conditioning the soil or reducing erosion;
• Food production for the current human population is sufficient; however; its distribution needs to be improved;
• The energy efficiency of terrestrial food production systems are significantly higher than aquatic food production systems;
• Different food production systems have different impacts and make different demands on the environment;
• Food production is closely linked with culture; tradition and politics;
• Most of the water on Earth is salt water and not suitable for human use or consumption; with only about 3% fresh water;
• Water moves through the water cycle continuously by being transferred (as in moving from a stream to the ocean) or transformed (as in evaporation);
• Global consumption of fresh water is increasing quickly due to human population increases;
• Freshwater resources can be used sustainably if used wisely;

Labs/Activities
• Exponential growth in human populations information
• Tragedy of the Commons article
• Information and explanations of raw data to calculate crude birth and death rates; fertility; doubling time and natural increase rate
• Diagrams showing demographic transition models of MEDCs and LEDCs
• Models helping to explain the growth of human populations comparing MEDCs and LEDCs
• Freeport McMoRan Copper and Gold Mines speakers/presentations covering natural income; renewable; replenishable and non-renewable natural capital also covering information about sustainability; sustainable development and sustainable yield from data given from the mines
• Water packet containing groundwater information
• Energy activities for Tucson; AZ
• Soil system information outlined in water packet with leaching lab activity focusing around inputs/outputs of a given system
• Soil degradation and effects of human activities study by the U of A and the Biosphere II
• Soil conservation information from U of A Agriculture program and information from area farmers
• Video information on global food supply and food production systems
• Food webbing activities
• Input/output diagrams for two named food production systems
• Discussion of the links between social and food production systems
• % of water distribution lab
• Using a case study describe and evaluate the sustainability practices of freshwater
• Eco-footprint activity touching on information about carrying capacity and the human population with LEDC and MEDC information
• Recycling in Tucson with information from Waste Management
• Land usage and stakeholders activities with flow charts
• U of A Hydrology presentation by Martha Whitaker

Topic 4: Conservation and Biodiversity
Overview
Students will explore the meaning of biodiversity and the impacts of changing ecosystems on biodiversity at local; national and international scales. They will use the fossil record and an understanding of plate tectonics to consider how and why species have evolved throughout geologic time; and apply their knowledge to understanding how speciation and extinction continue to occur. Using field activities students will study the impact of abiotic factors on local biodiversity. Case studies of the rainforest biome will help students understand the richness of biodiversity being lost by its destruction. Students will end by studying conservation – reasons and criteria for preserving species and habitat; and the role of governmental and non-governmental organizations in accomplishing this.

Key Concepts:
• Biodiversity refers to the amount of living diversity per unit area; and includes the ideas of species diversity; habitat diversity and genetic diversity;
• We do not know the total amount of species living on Earth; but we do know many species are becoming extinct or are endangered;
• Speciation occurs due to isolation of populations; either geographically or by reproductive ability;
• Plate tectonic activity has contributed to speciation on geologic timescales as continents separated; causing isolation of populations;
• Some species are more prone to extinction than others;
• The loss of a keystone species can have a bigger impact on its ecosystem by causing a great imbalance;
• Biodiversity is lost through natural hazards; habitat degradation; agriculture; introduction of non-native species; pollution; hunting and harvesting;
• Tropical rainforests are the biome with the most biodiversity and are under significant threat;
• Ecosystem stability is related to biodiversity; succession; habitat diversity; and human activity;
• Many factors are considered to determine a species’ conservation status; including population size; numbers of mature individuals; geographic range and fragmentation; quality of habitat; and area of occupancy;
• Species and habitats should be preserved for many reasons; including economic; commercial; ethical and aesthetic;
• Both governmental (GO) and non-governmental organizations (NGO) work to preserve biodiversity and protect ecosystems; on local; national and international scales;
• GOs and NGOs often have similar goals; but different approaches to preservation;
• Criteria are used to design protected areas; including size; shape; edge effects; corridors and proximity;
• Species –based approaches to conservation have strengths and weaknesses; which need to be evaluated.

Labs/Activities
• Natural selection lab activities; bird beak; Jelly bird and Woolybooger labs explaining the concepts of natural selection in a given environment
• Concept of Pangea and the splitting of different environments and its relationship to speciation; reassembly of maps with species distribution evidence supporting the existence of Pangea and interpreting that information
• Ecology power points and information covering key vocabulary terms and explain the vulnerability and biodiversity in different habitats.
• National Shooting Sports Foundation video collection on conservation
• Sonora Desert Museum field trip and presentation about conservation and biodiversity
• Conservation information about areas of Arizona that are protected and why
• Case studies of extinct; endangered and recovered species

Topic 5: Pollution Management
Overview
This unit will give students a broad overview of different types of pollution affecting aquatic; terrestrial and atmospheric systems; including eutrophication; solid domestic waste and wastewater; urban air pollution; acid deposition and ozone depletion. Students will have the opportunity to study and compare different methods of managing pollution. One important example of international cooperation in managing pollution is the limits placed on emissions of ozone-depleting chemicals. Students will review how the international community worked together to address this issue.

Key Concepts:
• Pollution occurs when human activity adds a substance to the environment that cannot be effectively broken down before it affects organisms;
• Pollution may come from point sources (such as effluent from a pipe) or from non-point sources (such as automobile exhaust);
• Point sources are generally easier to manage and control because they can be easily monitored;
• Major sources of pollutants are emissions from combustion of fossil fuels; domestic and industrial waste; manufacturing and agriculture;
• There are both direct and indirect methods of measuring and monitoring pollution in the air and water or on land;
• Eutrophication is caused by an increase in nitrates and phosphates leading to rapid growth of algae; accumulation of dead organic matter; high rate of decomposition and a resulting lack of oxygen;
• Solid domestic waste includes many different types of material and is generated by individuals as well as all aspects of industry;
• Urban air pollution sources are primarily generated by the burning of fossil fuels; and the gases emitted cause pollution of the lower atmosphere (where life occurs and is directly impacted);
• Acid deposition occurs when air pollutants react in the lower atmosphere to produce weak acids; which then affect soil; water and living organisms in certain regions;
• Strategies for reducing the amount and impact of pollution include altering human activity through incentives; regulation of pollutant discharge; and remediation and restoration of ecosystems;
• Depletion of stratospheric ozone is caused by the release of stable halogenated organic gases into the atmosphere; and can result in an increase of ultraviolet radiation reaching Earth’s surface;
• International cooperation has resulted in agreements worldwide to limit the emissions of these gases;

Labs/Activities
• Nature of pollution lab activities along with how to detect and monitor pollutions in air; water and soil
• Pollution management information through web research and guest speakers from the community
• Real examples of human factors that affect pollution management
• DDT article information
• Pond water lab activities and the process of eutrophication
• Sewage and water treatment guest speaker and field trip
• Atmosphere ozone information and activities
• Your carbon footprint information and how to reduce emissions
• Future strategies for reducing emissions into ozone.
• Smog activity around the school campus
• Acid deposition and its effects on soil; water and living organisms
• Case study information to help understand management strategies

Topic 6: The Issue of Global Warming
Overview
This topic allows students to study and review data on a current controversial global issue; and look at how different communities on a global scale are choosing to address (or not address) this issue. Students will begin by reviewing some important factors that influence climate; especially greenhouse gases. Using empirical data; students will evaluate the effect GHGs on air temperature. Online databases provide a wealth of historical temperature and atmospheric data for analysis. Students will be encouraged to critically evaluate the controversies surrounding global warming and develop their personal viewpoint based on their research.

Key Concepts:
• Greenhouse gases GHGs; including water vapor; methane; CO2; chlorofluorocarbons and others; have the important job of regulating air temperatures on Earth; keeping our climate suitable for life as we know it;
• Human activities; especially burning of fossil fuels; are causing an increase in GHGs in our atmosphere;
• Increases in GHGs have been shown historically to correlate with higher temperatures; and may lead to warming of the atmosphere and climate change;
• Potential effects of increasing GHGs include shifting biomes; redistribution of agricultural areas; changing weather patterns; coastal inundation due to sea level rise and thermal expansion as ocean temperatures rise; and spread of tropical diseases;
• Feedback mechanisms for global temperatures are complex; and likely include both positive and negative feedback;
• The issue of climate change is controversial; especially among political parties and in the general public;
• Global climate models contain many uncertainties and are; therefore; interpreted in conflicting ways;
• Intergovernmental and international agreements have been proposed as strategies to limit human emissions of GHGs;
• Some strategies may have limited effectiveness or applicability in LEDCs;
• Individuals can act to reduce their GHG emissions.

Labs/Activities
• Greenhouse gas lab – measure the effects of methane; CO2; and water vapor on air temperature;
• Video: A Global Warning; discussing factors influencing climate; how climate has changed historically; and factors influencing greenhouse gas concentrations today.
• Analyze databases showing historical temperature and atmospheric data.
• Research how human activities add to greenhouse gasses
• Study of how global temperature has been effected by human activities
• Relate negative and positive feedback loops to global temperatures through research
• Research and document information about global warming and what arguments surround global warming; web quest activity; planet Earth videos with study guides

Topic 7: Environmental Value Systems
Overview
Understanding environmental value systems is a theme that will be addressed within every topic throughout the course. Students will be introduced to the concept of environmental value systems from the start of the class. They will have the opportunity to explore environmental value systems on a global scale; and monitor changes in their own thoughts and beliefs as they progress through the course.

Key Concepts:
• Environmental concern; considered primarily a modern movement started in the 1960’s; was evident long before;
• An environmental value system is a particular world view that shapes the way an individual or group of people perceive and evaluate environmental issues;
• Environmental value systems are influenced by cultural; religious; economic and socio-political backgrounds;
• Environmental philosophies include a range of ideas which may be ecocentric (nature-centered); anthropocentric (people-centered); or technocentric (technology-centered;
• A person’s environmental philosophy influences their decision-making process on environmental and other issues;
• A person’s environmental philosophy can change dramatically throughout one’s life; and it is important to re-evaluate your thoughts and actions periodically;
• Different societies hold different environmental philosophies and comparing these helps explain why societies make certain choices;
• The environment or any organism can have its own intrinsic value; which may be measured differently by different individuals and/or societies;
• It is important to develop your own environmental worldview; reflecting your position on a range of issues (such as population control; resource management; sustainable development; global warming and pollution management) and be aware of how it influences your decisions on a daily basis.

Labs/Activities
• Possible outside reading – Silent Spring; by Rachel Carson; A Sand County Almanac; by Aldo Leopold
• Explain and research information about what an environmental value system is
• Describe and define the three environmental philosophies with reference to figure 6 of the IB ESS guide
• Research and present different historical influences that has helped to develop the modern environmental movement
• Research and develop your own opinion about different environmental value systems of two societies
• Support; using information that you have researched and learned throughout the ESS program; your personal viewpoint on environmental issues

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Approved

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• LINT
• Integrated science

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Online / Virtual