Environmental Science: Earth Systems

Unit Driving Questions

Ohio Standards

  1. What are the implications of our interactions with Earth's lithosphere, atmosphere, hydrosphere, and other parts of the biosphere?

ENV.ES.1: Biosphere
•  ENV.ES.1a Evolution and adaptation in populations
•  ENV.ES.1b Biodiversity
•  ENV.ES.1c Ecosystems (equilibrium, species interaction, stability)
•  ENV.ES.1d Population dynamics

ENV.ES.2 Atmosphere
•  ENVV.ES.2a  Atmospheric properties and currents

ENV.ES.3: Lithosphere
•  ENVNV.ES.3a  Geologic events and processes

ENV.ES.4: Hydrosphere
•  ENV.ES.4a  Ocean currents and patterns (as they relate to climate)
•  ENV.ES.4b Surface and ground water flow patterns and movement
•  ENV.ES.4c Cryosphere

ENV.ES.5 Movement of matter and energy through the hydrosphere, lithosphere, atmosphere, and biosphere
•  ENV.ES.5a Energy transformation on global, regional and local scales
•  ENV.ES.5b Biogeochemical cycles
•  ENV.ES.5c Ecosystems
•  ENV.ES.5d Weather
•  ENV.ES.5e Climate

Science Inquiry and Application

  • Identify questions and concepts that guide scientific investigations
  • Design and conduct scientific investigations
  • Use technology and mathematics to improve investigations and communication
  • Formulate and revise explanations and models using logic and evidence (critical thinking)
  • Recognize and analyze explanations and models, and
  • Communicate and support a scientific argument
Understandings
  1. Our Earth is made of a lithosphere ( land and what lies beneath it) the hydrosphere (all water on Earth) the atmosphere (the gases that enclose Earth) and the biosphere (all living things on Earth.
  2. The spheres are interconnected of Earth’s spheres and the understanding of the complex relationships between each, including both abiotic and biotic factors.  One event, such as a petroleum release or a flood, can impact each sphere. Some impacts are long- term, others are short-term and most are a combination of both long- and shortterm.
  3. Real, quantifiable data will be used to study the interactions, patterns and cycles between Earth’s spheres.
  4. We depend on energy resources, our atmosphere, our water supply, and our land. These resources are interrelated.
  5. Models can show us what is currently happening on Earth and can predict what might happen in the future, under various scenarios.
  6. Critical thinking, design thinking, and problem-solving skills can help us engineer ways to use solar energy, to keep our atmosphere clean, and to reduce sources of pollution entering our water.
  7. Scientific claims are supported by evidence and explained by scientific reasoning.

Learning Targets:

Students will be know and/or able to....

  1. Demonstrate the use of the language of scientific investigation.
  2. Define and describe these Earth systems: hydrosphere, lithosphere, atmosphere and biosphere. List components of each and explain the connections and relationships among them.
  3. Investigate a local, regional, or global contamination issue.
  4. Demonstrate understanding of both natural and human-made interactions, causes and effects of climate, global climate Examples are el Niño/la Niña patterns and trends and changes in climate through Earth’s history, geologic events (e.g., a volcanic eruption or mass wasting) that impact Earth’s spheres, biogeochemical cycles and patterns, the effect of abiotic and biotic factors within an ecosystem, and the understanding that each of Earth’s spheres is part of the dynamic Earth system.
  5. Investigate ground water and surface water velocities and patterns in the movement of water (either at the surface, in the atmosphere or beneath the surface) as a mode of transmission of contamination.
  6. Determine flow patterns and pathways for contamination in hydrologic cycles using prior understandings of geomorphology and topography.
  7. Research existing laws that apply, recommend ways to reduce or prevent contamination (based on scientific data and research), talk with community professionals and collect samples (water, soil, air) to test.
  8. Use actual data to research and investigate connections and interactions of energy and matter between Earth’s spheres
  9. Document findings, determine a way to share findings with the community and present to an authentic audience.
  10. Interpret  3-D and virtual models, simulations and real-world data to investigate energy resources and exploration.
  11. Describe the role of industry and the scientific community in learning about Earth's resources.
  12. Use critical thinking and problem-solving skills in evaluating resource use and conservation.
  13. Utilize smaller scale investigations, such as a field study to monitor stream quality, construction mud issues, stormwater management, nonpoint source contamination problems (e.g., road-salt runoff, agricultural runoff, parking lot runoff) or thermal water contamination to develop a deeper understanding of Earth’s resources.
Academic Vocabulary: Bricks Academic Vocabulary: Mortar
  • atmosphere
  • biosphere
  • hydroshpere
  • lithosphere
  • abiotic
  • biotic
  • climate
  • contamination
  • environment
  • field study
  • geomorphology
  • ground water
  • hierarchy of life
  • hydrologic cycle
  • runoff
  • topography
  • analyze
  • claim
  • classify
  • compare, comparative
  • contrast
  • cause/effec
  • definet
  • describe
  • elaborate
  • evidence
  • explain
  • global
  • interconnectedness
  • interaction
  • interpret
  • investigate (science)
  • law (science)
  • list; state
  • model
  • reason
  • relate
  • system
  • transmission
  • velocity
Activities Differentiation Assessment
  1. Read an article on Environmental Science.
  2. Make a web, concept map, or other graphic organizer interconnecting -spheres, resources, and the hierarchy of living things.
  3. Do a preliminary search on 3 issues of interest
  1. Close read, attention to academic and content vocabulary
  2. Media, format, content for web/concept map
  3. Choice of ecosystem or resource; choice of format and media
 

Links: (open in a new window)

Daily Learning Activities
Day 1
  • Learning Target/Standard
    • Describe the scope and importance of environmental science to us as humans living on Earth.
  • Activities/Strategies
    • Skim the article. Underline any term of which you are uncertain.
    • Close read of article.
    • Discussion, with sentence starters
  • Assessments
    • exit ticket; class folder update
  • Assignment

    • Create a Semester 1 folder in your class folder. Put all work from last semester in the folder EXCEPT your website.

Day 2

Lab day

  • Learning Target/Question
    • Define and describe these Earth systems: hydrosphere, lithosphere, atmosphere and biosphere. List components of each and explain the relationships among them.
    • Demonstrate the use of the language of scientific investigation.
  • Activities/Strategies
    • Label your graphic organizer handout as in the example on the screen.
    • - 4 spheres note stations - define and describe these Earth systems: hydrosphere, lithosphere, atmosphere and biosphere. List components of each and explain the relationships among them.
    • Match game - add terms from game and graphic organizer to a Google doc, with definitions.
  • Assessments
    • visual check of graphic organizer; exit pass
  • Assignment

    •   Make a list of terms and definitions from today on a Google doc

Day 3
  • Learning Target/Question
  • Activities/Strategies
    •  Open the doc with your list of terms. Compare with a neighbor.
    • Fill in any missing terms or definitions. (5 min)
    • Share the disaster you investigated, , including cause and effect among the disaster and each of the 4 spheres.
  • Assessments
    • Google doc of terms
  • Assignment

    •  Google doc of terms
      ENTRY TICKET:

      LEARNING TARGET:

      • Do a preliminary survey of a local, regional, or global contamination issue.

      IN CLASS:
      Issues in Environmental Science - what do they mean to us?
      Interactions activity - review an environmental disaster to share with class. This page on agricultural pollution may also be of interest. Explain clearly what happened in 50 words or less on this doc.. Start a list of terms on a Google doc.
      TO DO
      :
      Gdoc of terms updates
Day 4
  • Learning Target/Question
    • Do a preliminary survey of a local, regional, or global contamination issue.
  • Activities/Strategies
    • Sharing issues (no not those issues. The issues on the class doc.)
      Create a folder called ISSUES-lastname in your class folder. Start a doc titled ISSUES-draft-lastname in the ISSUES folder and add 3 issues of interest from the list. Find some sources of information for each and add annotated links to your doc.
  • Assessments
  • Assignment

    • Consider 3 issues that you might investigate as your semester project.
Day 5
  • Learning Target/Question
  • Activities/Strategies
  • Assessments
  • Assignment

Day 6

Lab Day

  • Learning Target/Question
  • Activities/Strategies
  • Assessments
  • Assignment

Day 7
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Day 8
  • Learning Target/Question
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Day 9
  • Learning Target/Question
  • Activities/Strategies
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Day 10
  • Learning Target/Question
  • Activities/Strategies
  • Assessments
  • Assignment

Day x
  • Learning Target/Question
  • Activities/Strategies
  • Assessments
  • Assignment


Next Generation Science Standards:

 

 

 

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