School Improvement in Maryland

Using the Core Learning Goals: Science

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CLG Toolkit

Tools aligned to CLG expectations and/or indicators.

Environmental Science

Goal 6: Environmental Science

The student will demonstrate the ability to use the scientific skills and processes (Core Learning Goal 1) and major environmental science concepts to understand interrelationships of the natural world and to analyze environmental issues and their solutions.

Expectation

6.1 The student will explain how matter and energy move through the biosphere (lithosphere, hydrosphere, atmosphere and organisms).

Indicator

  • 6.1.1 The student will demonstrate that matter cycles through and between living systems and the physical environment constantly being recombined in different ways.

    At least —

    • nitrogen cycle
    • carbon cycle
    • phosphorus cycle (rock/mineral)
    • hydrologic cycle

Indicator

  • 6.1.2 The student will analyze how the transfer of energy between atmosphere, land masses and oceans results in areas of different temperatures and densities that produce weather patterns and establish climate zones around the earth.

    At least —

    • differential heating and cooling
    • oceanic and atmospheric circulation patterns
    • climates and microclimates
    • biomes

Expectation

6.2 The student will investigate the interdependence of organisms within their biotic environment.

Indicator

  • 6.2.1 The student will explain how organisms are linked by the transfer and transformation of matter and energy at the ecosystem level.

    At least —

    • Photosynthesis/respiration
    • Producers, consumers, decomposers
    • Trophic levels
    • Pyramid of energy/pyramid of biomass

Indicator

  • 6.2.2 The student will explain why interrelationships & interdependencies of organisms contribute to the dynamics of ecosystems.

    At least —

    • Interspecific and intraspecific competition
    • Niche
    • Cycling of materials among organisms
    • Equilibrium/cyclic fluctuations
    • Dynamics of disturbance and recovery
    • Succession: aquatic and terrestrial

Indicator

  • 6.2.3 The student will conclude that populations grow or decline due to a variety of factors.

    At least —

    • Linear/exponential growth
    • Carrying capacity/limiting factors
    • Species specific reproductive factors (such as birth rate, fertility rate)
    • Factors unique to the human population (medical, agricultural, cultural)
    • Immigration/emigration
    • Introduced species

Indicator

  • 6.2.4 The student will provide examples and evidence showing that natural selection leads to organisms that are well suited for survival in particular environments.

    At least —

    • coevolutionary relationships, e.g. symbiotic relationships
    • variation within a species increases survival potential
    • natural selection provides a mechanism for evolution
    • adaptations of organisms within biomes

Expectation

6.3 The student will analyze the relationships between humans and the earth’s resources.

Indicator

  • 6.3.1 The student will evaluate the interrelationship between humans and air quality.

    At least —

    • ozone
    • greenhouse gases
    • volatile organic compounds (smog)
    • acid rain
    • indoor air
    • human health

Indicator

  • 6.3.2 The student will evaluate the interrelationship between humans and water quality and quantity.

    At least —

    • fresh water supply
    • point source/nonpoint source pollution
    • waste water treatment
    • thermal pollution
    • Chesapeake Bay and its watershed
    • eutrophication
    • human health

Indicator

  • 6.3.3 The student will evaluate the interrelationship between humans and land resources.

    At least —

    • wetlands
    • soil conservation
    • mining
    • solid waste management
    • land use planning
    • human health

Indicator

  • 6.3.4 The student will evaluate the interrelationship between humans and biological resources.

    At least —

    • food production/agriculture
    • forest and wildlife resources
    • species diversity/genetic resources
    • integrated pest management
    • human health

Indicator

  • 6.3.5 TThe student will evaluate the interrelationship between humans and energy resources.

    At least —

    • renewable
    • nonrenewable
    • human health

Expectation

6.4 The student will develop and apply knowledge and skills gained from an environmental issue investigation to an action project which protects and sustains the environment.

Indicator

  • 6.4.1 Identify an environmental issue and formulate related research questions.

    Methods of gathering information may include

    • writing letters
    • performing a literature search
    • using the internet
    • interviewing experts

Indicator

  • 6.4.2 Design and conduct the research.

    Methods of data collection may include

    • field or laboratory
    • questionnaire/opinionnaire

Indicator

  • 6.4.3 Interpret the findings to draw conclusions and make recommendations to help resolve the issue.

Indicator

  • 6.4.4 Apply the conclusions to develop and implement an action project.

    Methods of implementation may include

    • physical action
    • persuasion
    • consumer action
    • political action

Indicator

  • 6.4.5 Analyze the effectiveness of the action project in terms of achieving the desired outcomes.