Course title
SCI7000Pre-requisite
N/ACourse description
Environmental Science is a laboratory and field-based course; which is interdisciplinary in nature. The course utilizes concepts and skills from life science; earth science and physical science; with an emphasis on the impact of human populations on natural systems. The course topics include ecology; environmental types; natural resources; energy flow; human populations and human impact on environmental systems.
ESSENTIAL QUESTIONS:
How can science be used to study and understand the complex interactions of humans and their environments?
CONCEPTS:
INTRODUCTION TO ENVIRONMENTAL SCIENCE
~Worldview
~Environmental Policy
~Resource consumption
STANDARDS:
SCHS-S3C1 Science in Personal and Social Perspectives
01 Evaluate how the processes of the natural ecosystems affect; and are affected by humans
SCHS- S2C1 History of Science as a Human Endeavor
01 Describe how human curiousity and needs have influenced science; impacting the quality of life worldwide.
03 Analyze how specific changes in science have affected society.
SKILLS:
~Explain the focus of environmental science
~Evaluate different worldviews about the environment
~Describe the recent trends in human population and resource consumption
~Survey and discuss environmental movement
~Explain the relationship between economics and the environment
~Explain the purpose of environmental policy
-------------------
ESSENTIAL QUESTIONS:
What makes up the living world; and how does it impact the sustainability of life?
CONCEPTS:
ECOLOGY
-abiotic & biotic factors
-Earth's Systems
-Biogeochemical Cycles
-Ecosystem structure
-Ecosystem diversity
-Energy flow
-population dynamics
-feedback loops
-species interactions
-succession
-niche
STANDARDS:
SCHS - S3C1 Changes in Environments
01 Evaluate how the processes of natural ecosystems affect; and are affected by; humans
SCHS - S4C3 Interdependence of Organisms
01 Identify the relationships among organisms within populations; communities; ecosystems; and biomes. 02. Describe how organisms are influenced by a particular combination of biotic and abiotic factors in an environment
03 Assess how the size and the rate of growth of a population are determined by birth rate; death rate;
immigration; emigration; and carrying capacity of the environment
SCHS - S4C4 Biological Evolution
04 Predict how a change in an environmental factor (e.g.; rainfall; habitat loss; non-native species) can affect the number and diversity of species in an ecosystem.
SCHS - S4C5 Matter; Energy; & Organization of Living Systems
03 Diagram biogeochemical cycles in an ecosystem:
04 Diagram the energy flow in an ecosystem through a food chain.
05 Describe the levels of organization of living things from cells; through tissues; organs; organ systems; organisms; populations; and communities to ecosystems.
SCHS - S5C3 Conservation of Energy & Increase in disorder
01 Describe ways in which energy is stored in a system
02 Describe various ways in which energy is transferred from one system to another
05 Analyze the relationship between energy transfer and disorder in the universe
SCHS - S6C1 Geochemical cycles
01 ID ways materials are cycled within the Earth system
04 Demonstrate how the hydrosphere links the biosphere; lithosphere; cyrosphere; and atmosphere
SCHS - S6C2 Energy in the Earth System
01 Describe the flow of energy to and from the Earth
SKILLS:
~Describe ways the Earth's Systems interact
~describe how the biogeochemical cycles apply to the earth's systems
~evaluate human influences on the matter cycling in ecosystems
~Describe basic processes that keep us and other organisms alive
~Discuss the major components of an ecosystem
~apply energy laws to living systems
~survey the role & interactions in a community
~describe major characteristics of populations & their response to environmental conditions
~compare and contrast species reproductive patterns
~describe factors that influence a population's growth rate
~compare and contrast species interactions
~describe what happens to a community after a disturbance
~describe the effects that invasive species have on ecosystems
-------------------
ESSENTIAL QUESTIONS:
How can we inhabit the Earth; yet sustain biodiversity?
CONCEPTS:
TERRESTRIAL & AQUATIC ECOSYSTEMS
-Biodiversity
-Biome characterization
-Conservation
STANDARDS:
SCHS - S3C1 Changes in Environments
01 Evaluate how the processes of natural ecosystems affect; and are affected by; humans
03 Assess how human activities (e.g. clear cutting; water management; tree thinning) can affect the potential for hazards.
SCHS - S4C3 Interdependence of Organisms
01 Identify the relationships among organisms within populations; communities; ecosystems; and biomes. 02. Describe how organisms are influenced by a particular combination of biotic (living) and abiotic (nonliving) factors in an environment
SCHS - S4C4 Biological Evolution
04 Predict how a change in an environmental factor (e.g.; rainfall; habitat loss; non-native species) can affect the number and diversity of species in an ecosystem.
SCHS - S3C1 Changes in Environments
05 Evaluate the effectiveness of conservation practices and preservation techniques on environmental quality and biodiversity
SKILLS:
~Describe the criteria used to classify the major terrestrial biomes
~Explain how organisms are adapted to the conditions of their biomes
~evaluate how human activities have affected the Earth
~describe the major categories of fresh water and marine ecosystems
~analyze the problem of premature extinction by human activities
~Explain ways in which biodiversity varies across groups or geography
~describe the economic benefits of biodiversity
~evaluate the threats to biodiversity
~propose ways we can sustain the vital economic & ecological importance of biodiversity
-------------------
ESSENTIAL QUESTIONS:
How does the human population affect the environment?
CONCEPTS:
~Human Population
~Environmental
Health
~Urbanization
~Waste Management
STANDARDS:
S3C1 Changes in Environments
02 Describe the environmental effects of the following natural and/or human-caused hazards
~flooding
~drought
~earthquakes
~fires
~pollution
~extreme weather
04 Evaluate the following factors that affect the quality of the environment:
~urban development
~smoke
~volcanic dust
S3C2 Science and Technology in Society
01 Analyze the cost; benefits; and risks of various ways of dealing with the following needs or problems:
~hazardous waste
S3C3 Human Population Characteristics
011 Analyze social factors that limit the growth of a human population; including:
~affluence
~education
~access to healthcare
~cultural influences
02 Describe biotic (living) and abiotic (nonliving) factors that affect human populations
03 Predict the effect of a change in a specific factor on a human population
S4C3 Interdependence of Organisms
03 Assess how the size and the rate of growth of a population are determined by birth rate; death rate; immigration; emigration; and carrying capacity of the environment
SKILLS:
~Describe how advances have contributed to human population growth
~Explain recent trends in population growth
~Identify characteristics of human population that are studied by demographers
~Explain how the age structure and sex ratio of a populationdefine its potential for growth
~Describe the demographic transition
~Discuss social factors that affect population growth
~Describe how humans impact their environment
~List the types of environmental health hazards
~Explain why infectious diseases are important to monitor and control
~Discuss how chemical hazards affect human health (ie. biomagnification; etc...)
~Discuss how physical events (earthquake; volcano; etc...) can affect human health
~Describe the environmental impacts of urbanization
~Describe several components of a sustainable city
~Describe conventional waste disposal methods (municipal; industrial; hazardous)
~Discuss the strategies and importance of reducing waste
-------------------
ESSENTIAL QUESTIONS:
How can we use Earth's resources sustainably?
How can we balance our growing demand for food with our need to protect the environment?
CONCEPTS:
RESOURCE MANAGEMENT
~Forests
~Soil
~Agriculture
STANDARDS:
SCHS - S3C1 Changes in the Environment
PO1 Evalute how the processes of natural ecosystems affect and are affected by humans
PO3 Assess how human activities (e.g. clear-cutting; tree thinning) can affect the potential for hazards
PO5 Evaluate the effectiveness of conservation practices and preservation techniques on environmental quality and biodiversity
SCHS - S3C2 Science and Technology in Society
PO4 Analyze the use of renewable and nonrenewable resources in Arizona
~land
~soil
PO5 Evaluate methods used to manage natural resources (fire ecology)
SKILLS:
~Evaluate and explain the importance of managing specific renewable resources
~List some of the ecological and economic values of forest resources
~Describe the costs and benefits of the different methods of timber harvesting
~Discuss the current levels of deforestation in the United States and in developing nations
~Describe some practices that can lead to soil erosion and some that can prevent it
~Identify the causes and effects of desertification
~Explain how irrigation and pesticide use can cause soil pollution
~Explain the importance of industrial agriculture and the green revolution
~Describe the need for sustainable agriculture
~Discuss genetically modified food
~Describe the advantages and disadvantages of industrial food production
-------------------
ESSENTIAL QUESTIONS:
At what point do the costs of mining outweight the benefits?
Why are we running out of water?
CONCEPTS:
~Minerals & Rocks
~Mining
~Mining Impacts & Regulation
~Use of fresh water
~water pollution
STANDARDS:
SCHS - S3C1 Changes in the Environment
PO1 Evalute how the processes of natural ecosystems affect and are affected by humans
PO3 Assess how human activities (e.g. water management) can affect the potential for hazards
PO5 Evaluate the effectiveness of conservation practices and preservation techniques on environmental quality and biodiversity
SCHS - S3C2 Science and Technology in Society
PO4 Analyze the use of renewable and nonrenewable resources in Arizona
~water
~minerals
PO5 Evaluate methods used to manage natural resources
SCHS - S3C2 Science and Technology in Society
PO1 Analyze the costs; benefits; and risks of various ways of dealing with the following needs or problems (abandoned mines)
SCHS S6C1 Geochemical cycles
02 Demonstrate how dynamic processes such as weathering; erosion; metamorphism; and orogenesis relate to redistribution of materials within the Earth system
03 Explain how the rock cycle is related to plate tectonics
05 Describe factors that impact current and future water quantity and quality including surface; ground; and local water issues
06 Analyze methods of reclamation and conservation water
07 Explain how the goechemical processes are responsible for the concentration of economically valuable minerals and ores in Arizona and worldwide
SKILLS:
~Describe a mineral
~Identify types of rocks and the stages of the rock cycle
~Describe different methods used for mining and the impacts on the environment and society
~Explain how mining is regulated
~Discuss how fresh water can be both renewable and limited
~List the primary categories of freshwater use
~Explain the major causes of freshwater depletion (groundwater & surface water)
~Discuss the main categories of water pollution (nutrient; thermal; chemical; sediment...)
~Discuss the sources and effects of major pollutants found in the ocean
~Describe how water is regulated and treated (Clean water act...wastewater treatment)
-------------------
ESSENTIAL QUESTIONS:
How can we ensure everyone has clean air to breathe?
What are the causes and consequences of a warming Earth?
CONCEPTS:
Atmosphere & Global Climate Change
~layers of the atmosphere
~weather
~Air pollution
~Global climate change
STANDARDS:
SCHS - S6C2 Energy in the Earth System
01 Describe the flow of energy to and from the Earth
02 Explain the mechanisms of heat transfer among the atmosphere; land masses; and oceans
03 Distinguish between weather and climate
09 Explain the effect of heat transfer on climate and weather
14 Analyze how weather is influenced by both natural and artificial Earth features (mtn ranges; bodies of water; cities; air pollution)
15 List the factors that determine climate (altitude; latitude; water bodies; precipitation; prevailing winds; topography)
16 Explain the causes and/or effects of climate changes over long periods of time
17 Investigate the effects of acid rain; smoke; volcanic dust; urban development; and greenhouse gases; on climate change over various periods of time.
SCHS - S3C1 Changes in Environments
01 Evaluate how the processes of natural ecosystems affect; and are affected by; humans
02 Describe the environmental effects of the following natural and/or human-caused hazards:
~pollution
~extreme weather
03 Assess how human activities can affect the potential for hazards
04 Evaluate the following factors that affect the quality of the environment:
~urban development
~smoke
~volcanic dust
05 Evaluate the effectiveness of conservation practices and preservation techniques on environmental quality and biodiversity
SCHS-S3C2 Science and Technology in Society
01 Analyze the costs; benefits; and risks of various ways of dealing with the following needs or problems:
~greenhouse gases
02 Recognize the importance of basing arguments on a thorough understanding of the core concepts and principles of science and technology
SKILLS:
~Identify and describe the properties of the main layers of the atmosphere
~Differentiate between climate & weather
~Explain how both natural processes and human activities can cause air pollution
~Describe how air pollutants affect human health
~Explain how acid deposition occurs and describe its effects
~Explain how the provisions of the Clean Air Act have affected air pollution in the United States
~Describe international efforts to reduce the ozone hole
~Describe factors that affect how the sun warms the Earth
~Identify evidence of global warming
~State the probable causes of global climate change
~State ways in which the warming atmosphere affects ecosystems and organisms
~Explain how climate change is affecting people now and in the future
~Describe ways to reduce greenhouse gases
~Explain ways nations are working together to address global climate change
-------------------
ESSENTIAL QUESTIONS:
Can we depend on nonrenewable energy resources for our needs?
What are the potential uses and limitations of renewable energy sources?
CONCEPTS:
Energy Sources
~Nonrenewable
~Renewable
STANDARDS:
SCHS-S3C2 Science and Technology in Society
01 Analyze the costs; benefits; and risks of various ways of dealing with the following needs or problems:
~various forms of alternative energy
~storage of nuclear waste
02 Recognize the importance of basing arguments on a thorough understanding of the core concepts and principles of science and technology
03 Support a position on a science or technology issue
04 Analyze the use of renewable and nonrenewable resources in AZ:
~water
~land
~soil
~minerals
~air
SKILLS:
~Identify different forms of energy
~Describe how human society uses energy resources (renewable & nonrenewable)
~Explain how fossil fuels are formed (coal; oil & natural gas)
~Predict the future of fossil fuels
~Explain the environmental impacts of using and obtaining fossil fuels
~Explain the implications of dependence on foreign nations for fossil fuels
~Explain why energy conservation is important
~Identify the advantages and disadvantages of nonrenewable energy sources (nuclear; coal; oil & natural gas)
~Explain the benefits and current status of renewable energy sources
~List renewable energy sources and describe how each is used (biomass; geothermal; wind; water; solar; hydrogen fuel)
~Identify the advantages and disadvantages of renewable energy sources (biomass; geothermal; wind; water; solar; hydrogen fuel)
-------------------
ASSESSMENTS:
Case Studies
Labs
Unit Exam
District Summative End of Course Assessment
LAB:
BIOASSAY OF CHEMICALS ON BRINE SHRIMP
BACKGROUND
A bioassay is a toxicity test used to determine the dose or concentration of a toxicant. In dealing with toxins a frequent relative danger indicator is the LD-50. For example the LD-50 for sugar in rats is 30 grams; which is out of 100 laboratory rats; 50 would be expected to die at levels of 30 grams of sugar/kg of body weight. Nicotine has an LD-50 in rats of 0.05 g; which is much more toxic.
A similar measure; the LC-50; (which stands for lethal concentration) is often used. In this lab we will use a small crustacean; the brine shrimp. It is normally found in brackish water and is a very hearty little organism - able to tolerate high salt concentrations. The purpose/problem of this lab is to determine the LC-50 of various substances for a brine shrimp.
Observations: Make at least 5 observations of the brine shrimp. Make sure to pay attention to behavior; movements or physical attributes.
Drawing of Brine shrimp: Do you best. I know you all aren’t artists and you have a moving organism.
Hypothesis:
METHODS/EXPERIMENTAL PLAN
Materials-
6 Test tubes
Brine (salt water in tank)
1 - Pipette (1 mL)
Petri Dishes
Dissecting Microscope
Test tube rack
Net
10mL graduated cylinder
Brine Shrimp
Toxin (chosen from supply table)
Day 1: Titration Method- (work in groups of 3 or 4; at the most)
1) Use a small amount of masking tape to label 5 test tubes as follows: 1:1; 1:10; 1:100; 1:1000; 1:10;000
2) Take 11 mL of the full-strength material being tested for toxicity from the stock solution and add it to the test tube labeled 1:1.
3) Place 9 mL of brine into each of the other test tubes. Brine is in the 1 gallon jar.
4) Pipette 1 mL of "toxic" material from the 1:1 tube into the tube labeled 1:10. Mix well.
5) Pipette 1 mL from the 1:10 tube into the tube labeled 1:100. Mix well.
6) Pipette 1 mL from the 1:100 tube into the tube labeled 1:1000. Mix well
7) Pipette 1 mL from the 1:1000 tube into the tube labeled 1:10;000. Mix well.
8) Label 6 petri dishes as follows: 1:1; 1:10; 1:100; 1:1000; 1:10;000; and control. Be sure to label the bottom of the dish; not the cover! Transfer all the test tube contents to the dishes.
9) Put 10 mL of brine in the control dish. Store the dishes in the box to continue the lab tomorrow.
10) You will clean your area. Be sure to remove your tape from the tubes. Return graduated cylinder and test tube rack.
Day 2
1) Uncover all of your petri dishes. Use a CLEAN beaker; to dip into the brine shrimp tank. Using a pipette; move 10 brine shrimp into each Petri dish Petri dish and observe for 10 minutes
2) Put any “extra” shrimp back into the tank for the other classes.
3) Count the number of brine shrimp alive after 10 minutes. Record your data in Data Table A.
4) Recover your petri dishes and return your box to storage area until day 2. Wash and dry beaker.
Day 3
1) Uncover all of your petri dishes.
2) Use a dissecting microscope if needed; count the number of brine shrimp alive after 24 hours. Record your data in Data Table A.
3) Wash all the petri dishes out and dry them. Return the dishes stacked and covered.
If you prefer concentration in percent versus “part per” (part per hundred; etc); the percents would be as follows:
1:1 = 100% (pollutant); 1:10 = 10%; 1:100 = 1%; 1:1000 = 0.1%; 1:10;000 = 0.01%
Do not use both of the measurements!!!! Label your x-axis for which you choose.
Data Table A
Record observation in this table during your bioassay.
Concentration % Number of dead in 10 minutes Number of dead in 24 hours
0% (0:0)
0.01% (1:10;000)
0.1% (1:1;000)
1% (1:100)
10% (1:10)
100% (1:1)
Graph Data: Plot a line graph of dilution (x – axis) vs. Survival # (y – axis)
Analysis:
1. What are the controls in this experiment? What is its purpose?
2. What is the LD50 of your “toxin” for brine shrimp
3. LD50 tests have been called inhumane. Should they be allowed? Why or why not?
Conclusion/Discussion: (Here sum up what you did in the lab…what were you trying to find out…was your hypothesis correct?....yes/no….support with your data…what did you learn...)
School country
United StatesSchool state
ArizonaSchool city
AvondaleSchool / district Address
1481 N. Eliseo Felix Jr. WaySchool zip code
85323Date submitted
Approved
YesApproved competency code
- LINT
- Integrated science