Paterson School District May 2005

Etta Marie Rizzuto HARP Academy

And

Enitza Rodriguez

Eastside High School

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I- General Core Science Statements:

• Identify characteristics of life and basic life functions and explain the interactions within the ecosystem.

• Living organisms are in constant contact and they continuously exchange materials with the environment.

• Plants and those organisms containing chloroplasts (chlorophyll) use solar energy to combine molecules of carbon dioxide and water to produce complex energy rich organic compounds and release oxygen into the environment.

• Understand the concept of biological evolution as an explanation of the similarity and diversity of life forms.

• Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities among the diverse species of living organisms.

• Demonstrate an understanding of the dynamic relationships in geophysical system.

• Investigate, interpret, and evaluate the environment as a system of interdependent components affected by human activity and natural phenomena.

• Create an awareness of the need to protect, conserve, and preserve natural resources as a goal of science education. Students will develop knowledge of environmental issues, including management of natural resources, production and use of energy, waste management, and the interdependent of ecosystems.

II- Unit 1: Introduction To Environmental Science (pg. 3) A- Curriculum Content Standards

1. Science a) Standard: 5.1 All students will develop problem-solving, decision making and inquiry skills, reflective by formulating usable questions, and hypothesis, planning experiments, conducting systematic observations, interpreting an analyzing data, drawing conclusions and communicating results. b) Standard: 5.3: Mathematical Applications: All students will integrate mathematics as a tool for problem solving in science, and as a means of expressing and / modeling scientific theory. c) Standard: 5.8: Earth Science. All students will gain an understanding of the structure, dynamics, and geophysical system of the Earth.

d) Standard: 5.10 All students will develop an understanding of the environment as a system of interdependent components affected by human activities and natural phenomena. 2. Language Arts Literacy:

Standard: 3.4 All students will read various materials and texts with comprehension and critical analysis

3. Comprehensive Health: Standard: 2.1 All students will learn health promotion and disease prevention

concepts in health/ enhancing behaviors. 4. Social Studies:

Standard 6.9: All Students will acquire geographical understanding by studying the environment and society.

5. Mathematics:

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Standard 4.1 All students will develop the ability to pose and solve mathematical problems in mathematics other disciplines and every day experiences

B- Chapters: 1. Chapter 1: Science and the Environment (pgs. 3A – 29)

Overview: The environment is all around. It includes the land above and below, the oceans to ponds, the forests to deserts, the mountains to valleys, and the surroundings depths and heights. Environmental science is the study of all of the organisms and their interactions with the environment. Discussions of environmental science include Biology, Earth Science, Physics, Chemistry, and Social Sciences. Also under consideration are the natural factors such as fires, storms, tides, wind, and more, and their effect in the environment. a) Section 1: Understanding Our Environment. 1) Objectives:

(a) Define environmental science, and compare environmental science with ecology.

(b) List the five major fields of the study that contribute to environmental science.

(c) Describe the major environmental effects of hunter-gathers, the agricultural revolution, and the Industrial Revolution.

(d) Distinguish between renewable and nonrenewable resources. (e) Classify environmental problems into three major categories.

2) Topics: (a) Environmental Science (b) Our Environment History

3) Activities: (a) Hold a Press Conference (p. 8) (b) Germinating Corn (p. 10) (c) What’s in an Ecosystem? (p. 26-27)

4) Additional Activities: * b) Section 2: The Environment and Society

1) Objectives: (a) Describe “The Tragedy of the Commons.” (b) Explain the law of supply and demand. (c) List three differences between developed and developing countries. (d) Explain what sustainability is, and describe why it is a goal of

environmental science. 2) Topics:

(a) Environmental Problems 3) Activities:

(a) “Tragedy of the Commons” Game (p.16) (b) Ecological Footprints (p. 19) (c) Critical Thinking and the News (p. 20) (d) Town Council meeting (p. 20)

4) Additional activities: * 2. Chapter 2: Tools of Environmental Science (pgs. 29A-57) Overview:

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In this chapter we discuss the thought processes and how we use our minds as tools to explore, discover, understand, and perhaps solve the problems in the environment.

Scientific research is a necessity to solve the problems that are gradually causing such severe environmental issues. Wise decisions must be made because solutions often have side effects. a) Section 1: Scientific Methods

1) Objectives: (a) List and describe the steps of the experimental method. (b) Describe why a good hypothesis is not simply a guess. (c) Describe the two essential parts of a good experiment. (d) Describe how scientists study subjects in which experiments are not

possible. (e) Explain the importance of curiosity and imagination in science.

2. Topics: (a) The Scientific Method

3. Activities: (a) Hypothesizing and predicting (p. 32) (b) Park it Right Here (p. 33) (c) The Metric game ( p. 34) (d) Dendrochronology Tutorial (p. 35) (f) Scientific Investigations (p. 54-55)

4. Additional Activities: * b) Section 2: Statistics and Models

1) Objectives: (a) Explain how scientists use statistics. (b) Explain why the size of a statistical sample is important. (c) Describe three types of models commonly used by scientists. (d) Explain the relationship between probability and risk. (e) Explain the importance of conceptual and mathematical models.

2) Topics: (a) Statistics and Models

3) Activities: (a) That’s MY Birthday (p. 38) (b) Samples and Populations (p. 40) (c) Teaching to the Class (p. 41) (d) Modeling Lava Fractures (p. 42) (e) Conceptual Models (p. 43) (f) Making Models (p. 43)

4) Additional activities: * c) Section 3 : Making Informed Decisions

1) Objectives: (a) Describe three values that people consider when making decisions

about the environment. (b) Describe the four steps in a simple environmental decision making

model. (c) Compare the short-term and long-term consequences of two decisions

regarding a hypothetical environmental issue. 2) Topics:

(a) Decision Making

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3) Activities: (a) Acronym Glossary (p. 46)

4) Additional activities: * 3. Chapter 3: The Dynamic Earth (pgs. 57A-89) Overview:

Our dynamic Earth consists of four interrelated parts, the Geosphere, the Atmosphere, the Hydrosphere, and the Biosphere. The Biosphere, where the organisms exist, is the smallest part, about 20 km, 9 km from above the Earth to 11 km below to the ocean bottom. The Earth and all the natural phenomena are constantly interacting to change the environment. a) Section 1: The Geosphere

1) Objectives: (a) Describe the composition and structure of the Earth. (b) Describe the earth’s tectonic plates. (c) Explain the main cause of earthquakes and their effects. (d) Identify the relationship between volcanic eruptions and climate

change. (e) Describe how wind and water alter the Earth’s surface.

2) Topics: (a) Geosphere (b) Layers of the Earth (c) Plate tectonics

1) Volcanoes 2) Earthquakes 3) Erosion

3) Activities: (a) Tectonic Jigsaw puzzle (p. 59) (b) Erastosthenes Experiment (p. 60) (c) Plate Movement (p. 62) (d) Pressure and Temperature (p. 62) (e) Analyzing seismograph (p. 64) (f) Locating Volcanoes (p. 65)

4) Additional Activities: * b) Section 2: The Atmosphere

1) Objectives: (a) Describe the composition of the Earth’s atmosphere. (b) Describe the layers of the Earth’s atmosphere. (c) Explain three mechanisms of heat transfer in Earth’s atmosphere. (d) Explain the green house effect.

2) Topics: (a) Layers of the Atmosphere (b) The Green House Effect

3) Activities: (a) How heavy is a cloud? (p. 67) (b) Mapping the Aurora (p. 69) (c) The Heat is On! (p. 70) (d) Understanding Diffraction (p. 70) (f) Weather Journal (p. 71) (g) Modeling Convection Currents (p. 71)

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(h) Exploring the greenhouse effect (p. 72) 4) Additional Activities: *

c) Section 3: The Hydrosphere and Biosphere 1) Objectives:

(a) Name the three major processes in the water cycle. (b) Describe the properties of ocean water. (c) Describe the two types of ocean currents. (d) Explain how the ocean regulates Earth’s temperature. (e) Discuss the factors that confine life to the biosphere. (f) Explain the difference between open and closed systems.

2) Topics: (a) The water Cycle (b) The Biosphere

3) Activities: (a) The Coriolis Effect (p. 73) (b) Tracking Icebergs (p. 75) (c) Make a Hydrothermal Vent (p. 78) (d) Local aquifers (p. 79) (e) Researching the Biosphere (p. 80) (f) Beaches (p. 86-87)

4) Additional Activities: * II- Unit 2: Ecology (pg 91)

A. Curriculum Content Area 1. Science:

a) Standard 5.5 All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life.

2. Language Arts Literacy: a) Standard 3.4 All students will read various materials with comprehension and critical analysis. 3. Comprehensive Health a) Standard 2.1 All students will learn health promotion and diseases prevention concepts and health-enhancing behaviors.

4. Social Studies: a) Standard 6.9 All students will acquire geographical understanding by studying the environment and society. 5. Mathematics:

a) Standard 4.3 All students will connect mathematics to other learning by understanding mathematical ideas. B. Chapters:

1. Chapter 4: The Organization of Life (pgs. 91A-115) Overview: Ecosystems are the interrelated complex actions between the biotic and abiotic components. These components in the ecosystem make up communities of all the varied living organisms within the physical environment. The organisms live as populations of one species with other species; each species have their own traits and habitats. Evolution / natural selection/ artificial selection made changes in organisms from bacteria to animals or through out the six kingdoms. a) Section 1: Ecosystems: Everything is Connected

1) Objectives:

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(a) Distinguish between the biotic and abiotic factors in an ecosystem. (b) Describe how a population differs from a species. (c) Explain how habitats are important for organisms.

2) Topics: (a) Ecosystem

1) Organisms 2) Species 3) Population

3) Activities: (a) Connections Web (p. 93) (b) Identifying Ecosystems Components (p. 94) (c) Ecosystem Connections (p. 94) (d) Golf Course Impacts (p. 95) (e) Self-sustaining Colonies (p. 95) (f) How do Brine Shrimp Select a Habitat (p. 112- 113)

4) Additional Activities: * b) Section 2: Evolution

1) Objectives: (a) Explain the process of evolution by natural selection. (b) Explain the concept of adaptation. (c) Describe the steps by which populations of insects become resistant to a

pesticide. 2) Topics:

(a) Evolution 1. Adaptation 2. Resistance

3) Activities: (a) Natural Variety (p. 97) (b) Adaptations Worldwide (p. 98) (c) Dog Breeds (p. 100) (d) Gardens and Artificial selections (p. 100) (e) Artificial Selection (p. 101)

4) Additional Activities: * c) Section 3: The Diversity of Living Things

1) Objectives: (a) Name the six kingdoms of organisms and identify two characteristics

of each. (b) Explain the importance of bacteria and fungi in the environment. (c) Describe the importance of protists in the ocean environment. (d) Describe how angiosperms and animals depend on each other. (e) Explain why insects are such successful animals.

2) Topics: (a) Diversity of living things

1) Six Kingdoms (b) Evolution

3) Activities: (a) Mushroom Walk (p. 103) (b) Pond Protists (p. 103) (c) Pollen and Flower Diversity (p. 105) (d) Angiosperm in the Classroom (p. 105)

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(e) Pollinator Game (p. 106) 4) Additional activities: *

2. Chapter 5: How ecosystems work (pgs. 115A-141) Overview:

The sun provides energy. Plants depend on the sun energy’s for photosynthesis, they are producers of food. Members of the animal kingdom are consumers, depending upon plants for the energy found in food.

Ecosystems use the materials constantly recycling and reusing by natural processes. The natural elements needed for life, hydrogen, oxygen, carbon, nitrogen, phosphorus follow particular cycles. Organisms in the ecosystem follow an ecological succession of change. a) Section 1: Energy Flow in Ecosystems

1) Objectives: (a) Describe how energy is transferred from the sun to producers and then

to consumers. (b) Describe one way in which consumers depend on producers. (c) List two types of consumers. (d) Explain how energy transfer in a food web is more complex than

energy transfer in a food chain. (e) Explain why an energy pyramid is a representation of trophic levels.

2) Topics: (a) Solar Energy

1) Photosynthesis (b) Food Change

3) Activities: (a) Classroom Hydrothermal Vent Community (p. 118) (b) Creating food Chains and Food Webs (p. 119) (c) Cellular Respiration (p. 120) (d) Biomagnification (p 121) (e) Human Diets (p. 122) (f) Dissecting Owl Pellets (p. 138-139)

4) Additional Activities: * b) Section 2: The Cycling of Materials

1) Objectives: (a) List the three stages of the carbon cycle. (b) Describe where fossil fuels are located. (c) Identify one way that humans are affecting the carbon cycle. (d) List three stages of the nitrogen cycle. (e) Describe the role that nitrogen-fixing bacteria play in the nitrogen

cycle. (f) Explain how the excess use of fertilizer can affect the nitrogen and

phosphorus cycles. 2) Topics:

(a) Cycling on Materials 1) Carbon 2) Nitrogen 3) Phosphorus

3) Activities: (a) Carbon Cycle stories (p. 124) (b) Make Every Breath Count (p. 125)

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(c) Observing Nitrogen Fixing Bacteria (p. 126) (d) Nitrogen Fertilizers (p. 127)

4) Additional Activities: * c) Section 3 : How Ecosystems Change

1) Objectives: (a) List two examples of ecological succession. (b) Explain how a pioneer species contributes to ecological succession. (c) Explain what happens during old-field succession. (d) Describe how lichens contribute to primary succession.

2) Topics: (a) Ecological Successions

3) Activities: (a) Investigating Succession (p. 132) (b) Musical Succession (p. 132)

4) Additional Activities: * 3. Chapter 6: Biomes (pgs. 141A-171)

Overview: Biomes are large areas in the ecosystem that are identified by the plants growing in the area. Climate determines plant types and other organisms live in that particular biome because of certain plants. The biomes and the factors that contribute to their existence are forest, grassland, desert, and tundra. a) Section 1: What is a Biome?

1) Objectives: (a) Describe how plants determine the name of a biome. (b) Explain how temperature and precipitation determine which plants

grow in the area. (c) Explain how latitude and altitude affect which plants grow in the area.

2) Topics: (a) Biome (b) Climate and Vegetation

3) Activities: 4) Additional Activities: *

b) Section 2: Forest Biomes 1) Objectives:

(a) List three characteristics of tropical rain forests. (b) Name and describe the main layers of a tropical rain forest. (c) Describe one plant in a temperate deciduous forest and an adaptation

that helps the plant survive. (d) Describe one adaptation that may help an animal survive in the taiga. (e) Name two threats to the world’s forest biomes.

2) Topics: (a) Tropical Rain Forests (b) Temperate Forests (c) Deciduous Forests

3) Activities: (a) Exotic Fruit (p. 146) (b) Rain Forest Collage (p. 147) (c) Visual Precipitation (p. 147) (d) Light in the Forest (p. 148)

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(e) We’re All Thumbs! (p. 149) (f) Ecotourism (p. 150) (g) Pacific Northwest Food Web (p. 151) (h) Forest Soil Field Trip (p. 152) (i) Touring the Forest (p. 153) (j) Biome Component (p. 153)

4) Additional Activities: c) Section 3: Grassland, Desert, and Tundra Biome

1) Objectives: (a) Describe the difference between tropical and temperate grasslands. (b) Describe the climate in a chaparral biome. (c) Describe two desert animals and adaptations that help them survive. (d) Describe one threat to the tundra biome.

2) Topics: (a) Grassland (b) Desert (c) Tundra

3) Activities: (a) Grass Roots (p. 157) (b) Plant a Prairie! (p. 157) © Native Grasses (p. 158) (d) Sponging It Up (p. 158) (e) Plants of the Chaparral (p. 159) (f) Miniature Desert (p. 161) (g) Animal Adaptations To Heat (p. 161) (h) Xeriscaping (p. 161) (i) Tundra Creatures (p. 162) (j) Artic Science (p. 162) (k) Identify Your Local Biome (p. 168-169)

4) Additional Activities: * 3. Chapter 7: Aquatic Ecosystems (pgs.171A-193)

Overview: Fresh-water and marine ecosystems are aquatic biomes. Plants and animals have adapted to these particular environments. Fresh-water includes lakes, ponds, fresh water wetlands, rivers, and streams. They are classified by depth and speed of water flow, the amount and kinds of available minerals, and the amount of sunlight and oxygen. The marine ecosystem is identified by the presence of salt in the water. This includes coastal wetlands, coral reefs, ocean and polar ecosystems. O f the marine ecosystem the estuaries provide habitats for many plants and animals. Coral reefs provide habitat for about one fourth of all marine organisms and they are very susceptible to environmental damage. a) Section 1 : Fresh water Ecosystems

1) Objectives: (a) Describe the factors that determine where an organism lives in an aquatic

ecosystem. (b) Describe the littoral zone and the benthic zone that make up a lake or

pond. (c) Describe two environmental functions of wetlands. (d) Describe the threat against river ecosystems.

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2) Topics: (a ) Aquatic Ecosystems 1) Lakes and Ponds 2) Fresh Water Wetlands 3) Rivers

3) Activities: (a) Observing Aquariums (p. 173) (b) Wetlands Plants (p. 176) © Wetlands in your Neighborhood (p. 177) (d) Eutrophication: Too Much of a Good Thing (p. 190-191)

4) Additional Activities: * b) Section 2 : Marine Ecosystems

1) Objectives: (a) Explain why an estuary is a very productive ecosystem. (b) Compare salt marshes and mangrove swamps. (c) Describe two threats to coral reefs. (d) Describe two threats to ocean organisms.

2) Topics: (a) Coastal Wetlands (b) Coral Reefs (c) Oceans

3) Activities: (a) Salinity Change (p. 180) (b) Save the Chesapeake Bay (p. 181) © Tides and Estuaries (p. 181) (d) Barrier Islands (p. 182) (e) Coral Reef (p. 183) (f) Make a Miniature Aquatic Ecosystem (p. 184) (g) Marine Ecosystems (p. 184)

4) Additional Activities: * III- Unit 3: Populations (pg.195)

A. Curriculum Content Standards: 1. Science: a) Standard 5.5 All students will gain an understanding of the structure characteristics and basic needs of organisms and will investigate the diversity of life. b) Standard 5.10 All students will develop an understanding of the environment as a system of interdependent components affected by human activities and natural phenomena.

2. Language arts: a) Standard 3.4 All students will read various materials and texts with comprehension and critical analysis. 3. Comprehensive Heath a) Standard 2.2 All students will learn health-enhancing personal interpersonal and life skills. 4. Social Studies: a) Standard 6.9 All students will acquire geographical understanding by studying the environment and society. 5. Mathematics: a) Standard 4.2 All students will communicate mathematically through written, oral, symbolic, and visual forms of expressions.

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b) Standard 4.9 All students will develop an understanding of and will use measurement to describe and analyze phenomena. c) Standard 4.10 All students will used a variety of estimation strategies and recognize situations in which estimation is appropriate. d) Standard 4.12 All students will develop and understanding of statistics and probability and will use them to describe the set of data, model situation, and support appropriate inferences and arguments.

B. Chapters: 1. Chapter 8: Understanding Populations (pgs. 195A-217) Overview: Populations are all the members of a species living in the same place at the same time. Populations are a reproductive group because a particular species usually breeds with members of its own kind / population/ species. Populations can be described by size, density, or dispersion, but limits on population growth can be caused by disease and competition. How an organism uses its habitat and its interactions with other organisms places it in a particular niche. These interactions are classified as competition, predation, parasitism, mutualism, and commensalisms.

a) Section 1: How Populations Change in Size 1) Objectives:

(a) Describe the three main properties of a population. (b) Describe exponential population growth. (c) Describe how reproductive behavior of individuals can affect the growth

rate of their population. (d) Explain how population sizes in nature are regulated.

2) Topics: (a) Population Properties (b) Population Growth (c) Population Limitations

3) Activities: (a ) Two Types Of growth (p. 197) (b) Population Growth (p. 198) © Classroom Density (p. 198) (d) Islands Carrying Capacities (p. 200) (e) Studying Population Growth (p. 214-215)

4) Additional Activities: * b) Section 2: How species Interact with Each Other.

1) Objectives: (a) Explain the differences between niche and habitat. (b) Give examples of parts of a niche. (c) Describe the five major types of interactions between species. (d) Explain the difference between parasitism and predation. (e) Explain how symbiotic relationships may evolve.

2) Topics: (a) The Organism’s Niches (b) Ways in Which Species Interact

3) Activities: (a) Constructing a Personal Niche Map (p. 203)

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(b) Observing Competition (p. 204) © Species Interactions Skit (p. 204) (d) Restricted and Potential Niches (p. 205) (e) Predator Adaptations (p. 206) (f) Evolving Relationships (p. 208)

4) Additional Activities: * 2. Chapter 9: The Human Population (pgs. 217A-239) Overview:

The industrial revolution and scientific advancement have made an increase in food production and improvement in health / hygiene. This in turn has made a great increase in human populations. The increase in human population is responsible for tremendous environmental issues. Fuels, usable land, portable water, clean air are a few of the problems that must be addressed. a) Section 1: Studying Human Populations

1) Objectives: (a) Describe how the size and growth rate of the human population has

changed in the last 200 years. (b) Define four properties that scientists use to predict population sizes. (c) Make predictions about population trends based on age structure. (d) Describe the four stages of the demographic transition. (e) Explain why different countries may be at different stages of the

demographic transition. 2) Topics:

(a) Human Population (b) Demographics (c) Population Size

3) Activities: (a) Growth Rates (p. 219) (b) Modeling Infant Mortality (p.222) © Demographic Data (p. 223)

4) Additional Activities: * b) Section 2: Changing Population trends

1) Objectives: (a) Describe three problems caused by rapid human population growth. (b) Compare population growth problems in more-developed countries and

less developed countries. (c) Analyze strategies countries may used to reduce their population

growth. (d) Describe worldwide population projections into the next century.

2) Topics: (a) Problem s of Rapids Growth (b) Demographically Diverse World

3) Activities: (a) Suburban, Metropolitan, Rural, or ? (p. 226) (b) Does Your Local Area Have Population Pressures? (p. 227) © UN Population Goals (p. 230) (d) Estimating Fertility Rates (p. 231) (e) How Will Our Population Growth? (p. 236-237)

4) Additional Activities: * 3. Chapter 10: Biodiversity (pgs. 239A-265)

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Overview: The number and variety of different species in a given area usually refers to biodiversity. It can also describe genetic variation within populations or variation across ecosystems. The lost of biodiversity is an environmental issue because destruction of habitats can caused extinction but this often conflicts with human interests. International cooperation has increased world-wide recognition and protection of biodiversity. a) Section 1: What is biodiversity?

1) Objectives: (a) Describe the diversity of species types on Earth, relating the difference

between known numbers and estimated numbers. (b) List and describe three levels of biodiversity. (c) Explain four ways in which biodiversity is important to ecosystems and

humans. (d) Analyze the potential value of a single species.

2) Topics: (a) Biodiversity

3) Activities: (a) Keystone Metaphor (p. 242) (b) A Wild Pharmacy (p. 243)

4) Additional Activities: * b) Section 2: Biodiversity at Risk

1) Objectives: (a) Define and give examples of endangered and threatened species. (b) Describe several ways that species are being threatened with extinction

globally. (c) Explain which types or threats are having the largest impact on

biodiversity. (d) List areas of the world that have high levels of biodiversity and many

threats to species. (e) Compare the amount of biodiversity in the United States to that of the

rest of the world. 2) Topics:

(a) Current Extinctions (b) How do Humans Cause Extinctions

3) Activities: (a) Exotic Species (p. 245) (b) Public Perceptions (p. 246) © Exotic Alert (p. 247) (d) Species Bulletin (p. 247) (e) Biodiversity Hotspot Fair (p. 250)

4) Additional Activities: * c) Section 3: The future of Biodiversity

1) Objectives: (a) List and describe four types of efforts to save individual species. (b) Explain the advantages of protecting entire ecosystems rather than

individual species. (c) Describe the main provisions of the Endangered Species Act.

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(d) Discuss ways in which efforts to protect endangered species can lead controversy.

(e) Describe three examples of world-wide cooperative efforts to prevent extinction’s.

2) Topics: (a) Saving Species One at the Time (b) Preserving Habitats and Ecosystems (c) Legal Protection for Species

3) Activities: (a) Fun Park USA (p. 252) (b) Humans and Wildlife (p. 253) © Design Wildlife Preserve (p. 254) (d) Species Survival Plans (p. 255) (e) Simple Biodiversity Assessment (p. 257) (f) Difference In Diversity (p. 262- 263)

4) Additional activities: * IV - Unit 4: Water, Air, And Land (pg. 267)

A. Curriculum national Standards: 1. Science: a) Standard 5.4 All students will understand the interrelationship between science and technology and develop a conceptual understanding of the nature and process of technology. b) Standard 5.8 All students will gain an understanding of the structure, dynamics, and geophysical system of the Earth. 2. Language Arts a) Standard 3.3 All students will write and clear concise organize language that varies in content and form for different audiences and purposes. 3. Comprehensive Health: a) Standard 2.1 All students will learn health promotion and disease prevention concepts and health-enhancing behaviors. b) Standard 2.2 All students will learn health-enhancing personal, interpersonal and life skills. 4. Social Studies: a) Standard 5.9 All students will acquire a geographical understanding by studying the environment and society. 5. Mathematics: a) Standard 4.11 All students will develop an understanding of patterns relationships and functions and will use to represente and explain real world phenomena.

B. Chapters: 1. Chapter 11: Water (pgs. 267A-301) Overview:

The two main sources of Earth’s limited fresh water supply are surface water and groundwater. The amount of available water can vary in different seasons and from year to year.

Aquifers contain accumulated ground water, and surface water enters aquifers through its recharge zone. When water is pumped out faster that it is replenished it affects humans and animals that depend upon ground water for life. Water is used for residential, industrial and agricultural needs. But water conservation is necessary to keep an adequate supply of fresh water available.

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Pollution from other sources, point-source and no point-source has to be controlled. The Clean Water Act of 1972 has succeeded in reducing surface-water pollution. a) Section 1: Water Resources

1) Objectives: (a) Describe the distribution of Earth’s water resources. (b) Explain why fresh water is one of Earth’s limited resources. (c) Describe the distribution of Earth’s surface water. (d) Describe the relationship between groundwater and surface water in a

watershed. 2) Topics:

(a) Water Cycle 1) Surface Water 2) Ground Water

3) Activities: (a) How Much Water is there? (p. 269) (b) Why Can’t We Drink Salt Water? (p. 271) © Modeling an Aquifer (p. 274)

4) Additional Activities: * b) Section 2: Water Use and Management

1) Objectives (a) Identify patterns of global water use. (b) Explain how water is treated so that it can be used for drinking. (c) Identify how water is used in homes, in industry, and in agriculture. (d) Describe how dams and water diversion projects are used to manage

freshwater resources. (e) Identify five ways that water can be conserved.

2) Topics: (a) Residential Water Use (b) Industrial Water Use (c) Agricultural Water Use (d) Water Conservation and Management

3) Activities: (a) Modeling Water Management Projects (p. 279)

4) Additional Activities: * c) Section 3: Water Pollution

1) Objectives: (a) Compare point-source pollution and nonpoint-source pollution. (b) Classify water pollutants by five types. (c) Explain why groundwater pollution is difficult to clean. (d) Describe the major sources of ocean pollution, and explain the effects of

pollution on ecosystems. (e) Describe six major laws designed to improve water quality in the United

States. 2) Topics:

(a) Point-Source Pollution and Non-Source Pollution 3) Activities:

(a) Identifying Sources of Pollution (p. 285) (b) Measuring Dissolved Oxygen (p. 288)

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© Mapping Pollution (p. 288) (d) Artificial Eutrophication in a Fishbowl (p. 289) (e) Researching Phosphates (p. 289) (f) Demonstrating Biomagnifications (p. 292) (g) Dearly Six Packs (p. 292) (h) Coastal Cleanups (p. 293) (i) Groundwater Filters (p. 298-299)

4) Additional Activities: * 2. Chapter 12: Air (pgs. 301A -325) Overview:

Human activity is the primary cause of air pollution. The secondary cause is when primary pollutants contact other air-borne pollutants and chemical reactions occur.

Air pollution, noise, and light pollution may all have effects on human health. Acid precipitation is rain, snow or sleet that contains a high content of acids. This too can harm life. a) Section 1: What Causes Air Pollution?

1. Objections: (a) Name five primary air pollutants, and give sources for each. (b) Name the two major sources of air pollution in urban areas. (c) Describe the way in which smog forms. (d) Explain the way in which a thermal inversion traps air pollution.

2. Topics: (a) Primary and Secondary Pollutants

1) Motor Vehicle Emissions 2) Industrial Air Pollution

3. Activities: (a)Collecting Particulate Matter (p. 304)

(b)Reducing Auto Emissions (p.305) © Air Pollution and the Individuals (p.306) (d)Temperature Inversion (p. 307)

4. Additional Activities: *

a) Section 2: Air, Noise, and Light Pollution 1. Objectives:

a) Describe three possible short-term effects and long-term effects of air pollution on human health.

b) Explain what causes indoor air pollution and how it can be prevented. c) Describe three human health problems caused by noise pollution. d) Describe solutions to energy waste caused by light pollution.

2) Topics: (a) Short and Long Term Effects of Air Pollution on Health

1) Light Pollution 2) Air Pollution 3) Noise Pollution

3) Activities: (a) Search the School (p. 311) (b)Asbestos Contamination (p. 312)

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© Light Pollution (p. 313) 4) Additional Activities: *

b) Section 3: Acid Precipitation 1) Objectives:

(a) Explain the causes of acid precipitation. (b) Explain how acid precipitation affects plants, solids, and aquatic

ecosystems. (c) Describe three ways that acid precipitation affects humans. (d) Describe ways that countries are working together to solve the problem of

acid precipitation. 2) Topics:

(a) Acid Precipitation Affects 1) Soils and plants 2) Humans

3) Activities: (a) Neutralizing Acid Precipitation (p. 316) (b) The Acid Test (p. 322-323)

4) Additional Activities: * 3. Chapter 13: Atmosphere and Climate Change (pgs.325A-353)

Overview: Climate is weather and other meteorological conditions existing locally or

over a region for a period of time. Climate factors include latitude, atmospheric and oceanic circulation patters, local geography and solar, and volcanic activity, with latitude being the most important factor. Other atmospheric concerns are the ozone layer which is being destroyed by human-made chemicals; and green house gases which are responsible for increasing global warming.

a) Section 1: Climate and Climate Change 1) Objectives:

(a) Explain the difference between weather and climate. (b) Identify four factors that determine climate. (c) Explain why different parts of the Earth have different climates. (d) Explain what causes the seasons.

2) Topics: (a) Latitude (b) Atmospheric Circulation

3) Activities: (a) Latitude and Climate (p. 328) (b) Convection Currents (p. 329) (c) Investigating Prevailing Winds (p. 330) (d) Air Currents and the Spinning Earth (p. 330) (e) Rain Shadows in Satellite Imagery (p. 333) (f) Build a Model of Global Air Movement (p. 350-351)

4) Additional Activities: * b) Section 2: The Ozone Shield

1) Objectives: (a) Explain how the ozone layer shields the Earth from much of the sun’s

harmful radiation. (b) Explain how chloroflurocarbons damage the ozone layer.

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(c) Explain the process by which the ozone hole forms. (d) Describe the damaging effects of ultraviolet radiation. (e) Explain why the threat to the ozone layer is still continuing today.

2) Topics: (a) Ozone Hole (b) Protecting the Ozone Layer

3) Activities: (a) Modeling Ozone Reactions (p. 336) (b) Testing Sunscreens (p. 337)

4) Additional Activities: * c) Section 3: Global Warming

1) Objectives: (a) Explain why Earth’s atmosphere is like the glass in a greenhouse. (b) Explain why carbon dioxide in the atmosphere appears to be increasing. (c) Explain why many scientists think that the Earth’s climate may be

becoming increasingly warmer. (d) Describe what a warmer Earth might be like.

2) Topics: (a) Green House Effect (b) Consequences of a Warmer Earth

3) Activities: (a) Decreasing Land Surface (p. 339) (b) Carbon Dioxide (p. 340) (c) Testing a Climate Model (p. 340) (d) Researching Alternative- Fuel Vehicles (p. 340) (e) Global Warming and Climate Change (p. 341) (f) How Much Does a Car Really Cost? (p. 343)

4) Additional Activities: *

4. Chapter 14: Land (pgs. 353A-377) Overview: The land we use is separated into urban (city/town) and rural (farm). Land is covered with forest, farm fields, pastures, roads, and towns. Urban areas need large rural ecosystems to supply them with water, food, fuel (wood). It is the migration of people from the rural areas to the city that have caused environmental problems. Traffic / noise/ substandard housing/ and unplanned land use, change the environment into urban sprawl. Services are neglected or beyond carrying capacity. Land must be managed and conserved efficiently.

a) Section 1: How We Use Land 1) Objectives:

(a) Distinguish between urban and rural land. (b) Describe three major ways in which humans use land. (c) Explain the concept of ecosystem services.

2) Topics: (a) Land Use and Land Cover (b) The Urban-Rural Connection

3) Activities:

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a) Where Do We Live? (p. 355) 4) Additional Activities: *

b) Section 2: Urban Land Use 1) Objectives:

(a) Describe the urban crisis, and explain what people are doing to deal with it.

(b) Explain how urban sprawl affects the environment. (c) Explain how open spaces provide urban areas with environmental

benefits. (d) Explain the heat-island effect. (e) Describe how people use the geographic information system as a tool for

land-use planning. 2) Topics:

(a) Urbanization (b) Urban Planning

3) Activities: a) Megalopolis (p.358) b) Local Urban Sprawl (p. 359) c) Identifying the Urban Crisis (p.359) d) Suburban Sprawl (p.359) e) Creating a Land-Use Model (pgs. 374-375

4) Additional Activities: * c) Section 3: Land Management and Conservation

1) Objectives: (a) Explain the benefits of preserving farmland. (b) Describe two ways that rangeland can be managed sustainably. (c) Describe the environmental effects of deforestation. (d) Explain the function of parks and of wilderness areas.

2) Topics: (a) Farmlands (b) Rangelands (c) Forest Lands

3) Activities: a) Putting Knowledge into Positive Action (p. 364) b) Measuring Soil Depth and Compaction (p.365) c) Balancing Recreation and Conservation (p. 368)

4) Additional Activities: * 5. Chapter 15: Food and Agriculture (pgs. 377A-407)

Overview: To feed the populations of the world each year more food is needed. Problems exist because of drought or other conditions-insufficient arable land or poor agricultural methods.

Crops and soil must be conserved properly. Erosion of topsoil damages the growth of crops. Over use of pesticides have a harmful effect on the environment especially to organisms.

The aquatic population has continued to diminish because of overharvesting. With an increase in meat consumption, livestock has become increasingly important. a) Section 1: Feeding the World

1) Objectives: (a) Identify the major causes of malnutrition.

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(b) Compare the environmental costs of producing different types of food. (c) Explain how food distribution problems and drought can lead to famine. (d) Explain the importance of the green revolution.

2) Topics: (a) Humans and Nutrition (b) The Ecology of Food (c) World Food Problems

3) Activities: a) Food Choices (p. 379) b) Food Distribution (p. 380)

4) Additional Activities: * b) Section 2: Crops and Soil

1) Objectives: (a) Distinguish between traditional and modern agricultural techniques. (b) Describe Fertile Soil. (c) Describe the need for soil conservation. (d) Explain the benefits and environmental impacts of pesticide use. (e) Explain what is involved in integrated pest management. (f) Explain how genetic engineering is used in agriculture.

2) Topics: (a) Agriculture, Traditional, and Modern (b) Fertile Soil: The Living Earth

© Soil Conservation (d) Biological Pest Control

3) Activities: a) Soil Qualities (p. 385) b) Preventing Soil Erosion (p. 386) c) World Farming Methods (p. 385) d) The Land Grant System (p. 385) e) Unexpected Pesticides (p. 389) f) Role-Playing Game (p.390) g) Pest Search (p. 391) h) Small-Scale Pest Control (p. 391) i) Managing the Moisture in Garden Soil (p. 391)

4) Additional Activities: * c) Section 3: Animals and Agriculture

1) Objectives: (a) Explain how overharvesting affects the supply of aquatic organisms

used for food. (b) Describe the current role of aqua-culture in providing seafood. (c) Describe the importance of live-stock in providing food and other

products. 2) Topics:

(a) Aqua Culture (b) Livestock

3) Activities: a) Fish Harvests and Aquaculture (p. 396) b) Overlooked Food (p. 397)

4) Additional Activities: * V- Unit 5: Mineral And Energy Resources (pg. 409)

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A. National Curriculum Standards: 1. Science: a) Standard 5.7 All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformation. b) Standard 5.8 All students will gain an understanding of the structure dynamic and geophysical system of the Earth. c) Standard 5.10 All students will develop an understanding of the environment as a system of interdependent components affected by human activities and natural phenomena. 2. Language Arts: a) Standard 3.1 All students will speak for a variety of real purposes and audiences. 3. Comprehensive Health a) Standard 2.1 All students will learn health promotion and disease prevention concepts and health-enhancing behaviors. 4. Social Studies: a) Standard 6.9 All students will acquire geographical understanding by studying the environment and society. 5. Mathematics: a) Standard 4.2 All students will communicate mathematical to written or syrbolic and visual forms of expression.

B. Chapters: 1. Chapter 16: Mining and Mineral Resources (pgs. 409A-433) Overview:

Minerals are usually inorganic solids with particular properties that are arranged in geometric patterns. Physical properties of minerals depend on atom placement along with the chemical bonds and the strength that holds the atoms together. Two methods of mining are surface mining and subsurface mining. Environmental concerns include air and noise pollution, water contamination, the destruction of wild life habitats, erosion, and soil degradation. Legislation has been passed that regulates mining and lessens its effects on the environment. a) Section 1: Minerals and Mineral Resources

1) Objectives: (a) Define the term mineral. (b) Explain the difference between a metal and nonmetal, and give two

examples of each. (c) Describe three processes by which ore minerals form.

2) Topics: (a) Mineral Resources

3) Activities: a) Identifying Objects Made of Materials (p. 411) b) Rocks and Minerals (p. 411) c) Unique Mineral Properties (p. 412) d) Extraction of Copper from Its Ore (p. 430-431)

4) Additional Activities: * b) Section 2: Mineral Exploration and Mining

1) Objectives: (a) Describe the manner in which mining companies explore for new mineral

deposits. (b) Describe three methods of subsurface mining.

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(c) Describe two methods of surface mining. (d) Define placer deposit, and explain how placer deposits form. (e) Describe the steps that take place in smelting an ore.

2) Topics: (a) Exploration (b) Subsurface Mining © Surface (d) Undersea Mining

3) Activities: a) Mining Chocolate Minerals (p.416) b) Calculating the Percentage Composition of an Ore (p. 417) c) Surface Coal Mining (p. 420)

4) Additional activities: * c) Section 3: Mining Regulations and Mine Reclamation

1) Objectives: (a) Describe seven important potential environmental consequences of

mining. (b) Name four federal laws that relate to mining and reclaiming mined land. (c) Define the term reclamation. (d) Describe two ways in which state governments regulate mining.

2) Topics: (a) Environmental Impacts in Mining (b) Mining Regulation and Reclamation

3) Activities: a) Measuring the Impact of a Mine (p. 422) b) Bioremediation (p. 422) c) Obtaining Permits for Mining (p. 424)

4) Additional activities: * 2. Chapter 17: Nonrenewable Energy (pgs. 443A-455)

Overview: Fossils fuels, which supply most of our energy needs, are a nonrenewable resource. Its extraction, transportation, and use cause air, water, noise pollution, and habitat destruction. Nuclear energy is the energy released when the nucleus of the atom is split. Advantages are nuclear fuel is compact and power stations generally do not cause pollution. But nuclear power produces radioactive waste which is extremely dangerous to organisms. A Section 1: Energy Resources and Fossil Fuels

1) Objectives: (a) List five factors that influence the value of a fuel. (b) Explain how fuels are used to generate electricity in an electric power

plant. (c) Identify patterns of energy consumption and production in the world and

in the United States. (d) Explain how fossil fuels form and how they are used. (e) Compare the advantages and disadvantages of fossil-fuel use. (f) List three factors that influence predictions of fossil-fuel production.

2) Topics: (a) Fuels for Different Uses (b) Fossil Fuels

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3) Activities: a) Generating Electricity (p. 437) b) Global Fossil Fuel Distribution (P. 438) c) Simulating Coal Formation (p. 438) d) Making Plastic (p. 440) e) Your Household Energy Consumption (p. pgs. 452-453)

4) Additional Activities: * b) Section 2: Nuclear Energy

1) Objectives: (a) Describe nuclear fission. (b) Describe how a nuclear power plant works. (c) List three advantages and three disadvantages of nuclear energy.

2) Topics:

(a) Splitting Atoms 3) Activities: 4) Additional Activities: *

3. Chapter 18: Renewable Energy (pgs. 455A-479) Overview:

Our renewable energy source is the power we receive from the sun’s energy - solar energy. Other renewable energy sources are wind power, biomass, hydroelectric energy from moving water and geothermal energy-heat used from the Earth’s core. Worldwide there are industries working on alternatives forms of energy. a) Section 1: Renewable Energy Today

1) Objectives: (a) List six forms of renewable energy, and compare their advantages and

disadvantages. (b) Describe the differences between passive solar heating, active solar

heating, and photovoltaic energy. (c) Describe the current state of wind energy and technology. (d) Explain the differences of biomass fuel use between developed and

developing nations. (e) Describe how hydroelectric energy, geothermal energy, and geothermal

heat pumps work. 2) Topics:

(a) Power from the Sun (b) Wind Power (c) Biomass (d) Power from Moving Water (e) Power from the Earth

3) Activities: a) Solar Heater (p. 457) b) Cooking With the Sun (p. 458) c) Measuring Wind Power Potential (p. 461) d) Biomass Survey (p. 462) e) Hydropower (p. 463)

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f) Micro-hydropower System (p. 464) g) Alternative Energy Possibilities Near You (p. 464) h) Blowing in the Wind (p. 464)

4) Additional Activities: * b) Section 2: Alternative Energy and Conservation

1) Objectives: (a) Describe three alternative energy technologies. (b) Identify two ways that hydrogen could be used as a fuel source in the

future. (c) Explain the difference between energy efficiency and energy

conservation. (d) Describe two forms of energy efficient transportation. (e) Identify three ways that you can conserve energy in your daily life.

2) Topics: (a) Tidal Power (b) Energy Efficiency (c) Energy Conservation

3) Activities: a) Hydrolysis (p. 468) b) Inefficient Light Bulbs (p. 469) c) Alternative Fuel Vehicles (p. 469)

4) Additional Activities: * 4. Chapter 19: Waste (pgs. 479A-507) Overview:

Solid wastes that are biodegradable (newspapers, cotton fibers, etc.) can be broken down and used again wild non-biodegradable materials (plastics) are environmental concerns.

Recycling and reusing is one method of changing biodegradable wastes into avaluable assets.

Landfills and incinerators are two means of disposing solid wastes. Hazardous waste is waste that is a potential risk for living organisms and the rest of the environment. a) Section 1: Solid Waste

1) Objectives: (a) Name one characteristic that makes a material biodegradable. (b) Identify two types of solid waste. (c) Describe how modern landfill works. (d) Name two environmental problems caused by landfills.

2) Topics: (a) Waste generation (b) Solid Waste Type (c) Solid Waste management

3) Activities: a) Packaging Analysis (p.481) b) Landfills (p. 485) c) Solid Waste in Your Lunch (p. 504-505)

4) Additional Activities: * b) Section 2: Reducing Solid Waste

1) Objectives: (a) Identify three ways you can produce less waste.

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(b) Describe how you can use your consumer buying power to reduce solid waste.

(c) List the steps that an item must go through to be recycled. (d) List two benefits of composting. (e) Name one advantage and one disadvantage to producing degradable

plastic. 2) Topics:

(a) Recycling (b) Reusing

3) Activities: a) A New Beginning (p. 488) b) Is It Really Recyclable (p. 489) c) Creating a School Recycling Program (p. 490) d) Recycling Education Campaign (p.491)

4) Additional Activities: * c) Section 3: Hazardous Waste

1) Objectives: (a) Name two characteristics of hazardous waste. (b) Describe one law that governs hazardous waste. (c) Describe two ways in which hazardous waste is disposed.

2) Topics: (a) Types of Hazardous Waste (b) Waste Management

3) Activities: a) Neutralizing Hazardous Waste (p. 495) b) Energy is Hazardous Waste (p. 495) c) Hazardous Waste Spills(p. 496) d) Hazardous Substances (p. 497) e) Household Hazardous Waste Disposal (p. 498)

4) Additional Activities: * VI- Unit 6 : Our Health and Our Future (pg. 509)

A. Curriculum National Standards: 1. Science: a) Standard 5.2 All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology and how major discoveries and advanced science and technology. b) Standard 5.10 All students will develop an understanding of the environment as a system of interdependent components by human activities and natural phenomena. 2. Language Arts: a) Standard 3.4 All students will read various materials and text with comprehension and critical analysis. 3. Comprehensive Health: a) Standard 2.1 All students will learn health promotion and disease prevention concepts and health-enhancing behaviors. 4. Social Studies: a) Standard 6.3 All students will acquire historical understanding of political and diplomatic ideas, forces, and institutions throughout the history of New Jersey, the United States and The World. 5. Mathematics:

27

a) Standard 4.9 All students will develop an understanding of and use measurement to describe and analyze phenomena. b) Standard 4.12 All students will develop an understanding of statistics and probability and will used them to describe sets of data, models situations, and support appropriate of inferences and arguments.

B. Chapters: 1. Chapter 20: The Environment and Human Health (pgs. (pgs. 509A-530) Overview:

Human health may suffer from the toxic pollution of the environment. Most pollutants come from human activities but some occur naturally. When there are outbreaks of sicknesses epidemiologists study the causes and try to pinpoint origins of the toxins and try to find solutions so epidemics do not start. Human diseases that have environmental components are caused by pathogens which are very often transmitted through water. Improper disposal of infectious wastes pollutes the environment. a) Section 1: Pollution and Human Health

1) Objectives: (a) Live five pollutants, their sources, and their possible effects on human

health. (b) Explain how scientists use toxicology and epidemiology. (c) Explain how pollution can come from both natural sources and human

activities. (d) Describe the relationship between waste, pollution., and human health.

2) Topics: (a) Environmental Effects on Health (b) Pollution from Natural Sources (c) Pollution from Human Sources

3) Activities: a) ECOTOX and IRIS (p. 512) b) Eliminating Everyday Mercury (p. 513) c) Testing the Air (p. 514) d) Sources of Pollution (p. 515) e) Pollution Diary (p. 515) f) Lead Poisoning and Mental Ability (pgs. 528-529)

4) Additional Activities: * b) Section 2: Biological Hazards

1) Objectives: (a) Explain why the environment is an important factor in the spread of

cholera. (b) List two changes to the environment that can lead to the spread of

infectious diseases. (c) Explain what scientist’s means when they say that certain viruses are

emerging. 2. Topics:

(a) Diseases in the Environment 3. Activities:

a) Tiny but Deadly (p. 519) b) Simulating an Epidemic (p. 520) c) Forest Clearing and Disease (p. 521)

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d) Asking About Antibiotic Used (p. 521) 4. Additional Activities: *

2. Chapter 21: Economics, Policy, and the Future (pgs. 531A-555) Overview:

In order to achieve environmental stability, cooperation, communication and maintenance must be organized by international agreements. In some instances goals have being established but not jet achieved. The US government has established many policies concerning the environment. But it is the individual who must be the watchdog. Leadership and education is necessary to make an impact on the environment. How you choose to use your scientific thinking and knowledge will make the difference in tomorrow if you act wisely today. a) Section 1: Economics and International Cooperation

1) Objectives: (a) Describe some of the challenges to achieving sustainability. (b) Describe several major international meetings and agreements relating to

the environment. (c) Explain how economics and environmental science are related. (d) Compare two different approaches to regulation. (e) Give an example of a private effort to address environmental problems.

2) Topics: (a) Development and Cooperation (b) Economics in the Environment

3) Activities: a) UN Documentation (p. 535) Making Conservation Profitable (p. 537)

4) Additional Activities: * b) Section 2: Environmental Policies in the United Sates

1) Objectives: (a) Describe two major developments in U.S. environmental history. (b) Give examples of three federal agencies that have environmental

responsibilities. (c) Explain the purpose of Environmental Impact Statements. (d) Give an example of how citizens can affect environmental policy at each

level of government- local, state, and national. (e) Evaluate the media as a source of information about the environment.

2) Topics: (a) Environmental Policy U.S. (b) Influencing Environmental policy

3) Activities: a) Whose Issue? (p. 539) b) U.S. Agencies (p. 540) c) Advertising Campaign (p. 541) d) The Impact of an EIS (p. 541) e) Local Policies (p. 542) f) How Does a City Council Works? (p. 542)

4) Additional Activities: * c) Section 3: The Importance the individual 1) Objectives: a) Give examples of the individuals who has influenced environmental

29

history. b) Identify ways in which the choices that you make as an individual may affect the environment.

2) Topics: (a) Influential Individuals (b) Knowledgeable Individuals

3) Activities: a) Product Packaging (p. 545) b) Researching Influential Individuals (p. 545) c) Making a Decision (p. 546) d) Be an Environmental Scientist (p. 552-553)

4) Additional Activities: * * VII - Additional Activities:

A. Curriculum National Standards 1. Science: a) Standard 5.10 -Descriptive Statement- Creating an awareness of the need to protect, conserve, and preserve natural resources is a goal of science education. This standard calls for students to develop knowledge of environmental issues, including management of natural resources, production and use of energy, waste management, and interdependence of ecosystems.

3. Hands On Activities / Lab Experiments for the following Chapters a) Chapter 5 1) Activity 27: Food? What Food? 2) Activity 8: Endangered Species I - What’s Happening? 3) Activity 9: Endangered Species II - Who Cares?

b) Chapter 6 1) Activity 8: Endangered Species I – What’s Happening? 2) Activity 9: Endangered Species II – Who Cares? c) Chapter 8 1) Activity 26: Population – More is Less d) Chapter 9 1) Activity 26: Population – More is Less e) Chapter 11 1) Activity 12: “Water” We Going To Do? 2) Activity 11: Water Treatment f) Chapter 12 1) Activity 28: We “Auto” Drive Less 2) Activity 10.1: Oil Spill! Background Information 3) Activity 13: Detecting Air pollution g) Chapter 13 1) Activity 12: Global Warming 2) Activity 2: Why Recycle? h) Chapter 14 1) Activity 6: Habitats – The Choice is Yours 2) Activity 6.1: Habitats – The Choice is Yours Background Information 3) Activity 5: Multiple Use or Multiple Abuse i) Chapter 15 1) Activity 16: Food Chains j) Chapter 17 1) Activity 22: Fossil Fuel Extraction

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2) Activity 23: Nuclear Power Puzzle k) Chapter 18 1) Activity 24: Biogas 2) Activity 25.1 Energy Alternative Background Information l) Chapter 19 1) Activity 2: Why Recycle? 2) Activity 29: Toxic in the Home m) Chapter 20 1) Activity 2: Why Recycle? n) Chapter 21 1) Activity 6: Habitats – The Choice is yours 2) Activity 6.1: Habitats – The Choice is Yours: Background Information 3) Activity 30: Wants and Needs 4) Activity 5: Multiple Use or Multiple Abuse? Bibliography: Environmental Science, Karen Arms Publisher: Holt, Rinehart and Winston, 2004 Austin Texas 78759 Environmental Science Activities Kit, Michael L. Roa Publisher The Center For Apply Research and Education, 1993 West Nyack, New York 10995