Activities, Labs, Reading

Unit & Length Content Activities, Labs, Reading Earth Systems

Aug 24-Sep 1 -geological time scale -natural biogeochemical cycles and our impacts on them (carbon, nitrogen, phosphorous, calcium, sulfur, water, conservation of matter) -geological rock cycle, plate tectonics, volcanism, earthquakes)systems “How Earth Works” (the rock cycle, plate tectonics, volcanism, earthquakes) -Coriolis Effect

Brennan & Withgott Chapter 7, 4 Edible projects over biogeochemical cycles (spread Toilet Paper geological time scale activity. throughout the semester) Online Volcanoes & Earthquakes Edible Project (for two groups) over Volcanoes & Earthquakes Rock Cycle with Starbursts Oreo Plate Tectonics Layers of the Earth Card Sort Coriolis Effect Quickie Lab Kit Natural Selection, Evolution, & Biodiversity

Sep 2-Sep 14 -evolution & natural selection (affects on biodiversity, speciation, & adaptation) -ecosystem structure & levels of ecological organization -biodiversity, biodiversity loss & conservation biology (habitat loss, overuse, pollution, introduced and invasive species, endangered & extinct species; relevant laws and treaties) -population ecology and dynamics (carrying capacity; reproductive strategies; survivorship) -endemic species -Redlist

Brennan & Withgott Chapter 5

Wooly Worm natural selection activity—analysis of data using Chi-square test Quadrant Sampling with a Transect Lab: Students will perform quadrant sampling of a local field using field guides. Limiting Factors Activity (PLT) Kaibob Worksheet Deforestation Example; Animations of Primary Succession Wanted Posters of Invasive Species Cane Toads Video (Extra Credit with Qs) Endangered Species Postage Stamps Biogeography Game Biodiversity FRQ Ecology

Sep 15-Sep 28 -environmental systems & ecosystem ecology -ecosystem structure and organization (habitat, niche, food webs, & flow of energy and matter) -species interactions & community ecology; ecological niches; interaction among species; keystone species; species diversity and edge effects; species movement; ecological succession; major terrestrial and aquatic biomes -ecosystems are viewed as environmental systems at the global level with positive and negative feedback loops -species interactions & community ecology; ecological niches; interaction among species; keystone species; species diversity and edge effects; species movement; ecological succession; major terrestrial and aquatic biomes

Brennan & Withgott Chapter 6, 11

Food Webbing Activity 10% Rule with Sand Demo Biome Diorama Project  “Key Poster” of Keystone Species Invasive Species FRQ

Laws: Convention on Biological Diversity (I) CITIES (I) Lacey Act (D) ESA (D) Nonaquatic Nuisance Prevention & Control Act (D) Politics & Economics

Sep 29-Oct 14 -History of Environmentalism (main waves of environmental laws, major events, major players) -US environmental policy & economics (branches of gov, how to make enviro laws, subsidies, NPOs/NGO’s) -International Environmental Policy & Economics (WHO, UN, World Bank, cost of globalization) -Economics (Cost Benefit Analysis, Sustainability, Externalities, GPI,GDP, GNP) Brennan & Withgott Chapter 2-3

 Tragedy of the Commons gold fish lab  Subsidies Case Study  “Where Do They Stand” worksheet  “Give Me Yo’ Money” NPO/NGO activity  Unit Flowchart  History Puzzle & Short Video Clips

Laws:  Examples of First Wave Laws -Homestead Act Examples of Second Wave Laws -Wilderness Act, Yellowstone National Park Act  Examples of Third Wave Laws -NEPA, Clean Water Act Human Populations

Oct 17-Nov 4 -Human population dynamics (historical population sizes; distribution; fertility rates; growth rates & doubling times; demographic transition; age-structure diagrams) -population size (strategies for sustainability; case studies; national policies) -impacts of population growth (hunger, disease, economic effects; resource use; habitat destruction) -Introduce Urbanization & Suburban Sprawl Brennan & Withgott Chapter 8 Films: The World in the Balance & “Overpopulation is a Myth” online Dot Video, other short videos video clips with worksheet comparing them Catch and Release Lab  AP MC & FRQ questions dealing with population Population Problem sets 1 & 2 Demographic Transition Manipulative with string Population Pyramids with Lego Population Pyramids with unknown countries/ Pyramid Shapes AIDS deaths in the US Giant Graphs with yarn Students will work through an online ecological footprint calculator Introduce Urbanization with “The Little House” book Hunger Banquet (tie into next unit) FRQ Packet (covers all units so far)

Laws: Noise Pollution Act (D) Soils, Food, & Agriculture

Nov 7-Dec 2 (Includes Thanksgiving Week) -soil & agriculture (formation; composition; physical & chemical properties; main soil types; erosion & other soil problems; soil conservation -feeding a growing population (human nutritional requirements; types of agriculture; green revolution; genetic engineering and crop production; deforestation; aquaculture; irrigation; sustainability -controlling pests (types of pesticides; costs & benefits of pesticide use; integration pest management; relevant regulations/laws

Brennan & Withgott Chapter 9-10, 14 (pp 424-428)

Weekday Vegetarian TED talk Soil properties Lab: Students will collect soil samples from various locations (at home and near school). Students will use standard tests to determine physical and chemical characteristics of the soil. Composting experiment Salinization Lab: Students will design their own experiments to test the affect of salanization on seed germination. Each team will have to research various parts of the world where salanization is a problem. They must research the types of plants grown there and the likely amount of salanization in that area. The students will turn in a formal lab write up and a list of suggestions to improve the situation. Integrated pest management Project: Students will develop an integrated pest management program for a specific crop. They will research the crop, determine it’s pests, and develop a IPM program to control an insect, pest, or disease. Students will sell their programs to the rest of the class using Prezi, PPT, Video, or SpiceyNodes  Students will read Botany of Desire: Potato by Michael Pollen. They will discuss this chapter and answer questions about the domestication of the potato.  Students will create Edible Soil Profiles and answer questions about types of soil. debate over GMOs Thanksgiving Meal Assignment Grocery Store Extravaganza Project

Laws: Food Quality Control Act (D) Environmental Pesticide Control Act (D) Soil Erosion Act (D) FIFRCA (D) Land Management

Dec 5-Dec 15 -resource management overview -forestry (tree plantations, old growth forests; forest fires & fire ecology; forest management; national forest) -rangeland (overgrazing; deforestation; desertification; rangeland management; federal rangelands) -public & federal lands (management; wilderness areas; national parks; wildlife refuges; forests; wetlands) -urban land development (planned development; suburban sprawl; urbanization) -transportation infrastructure (federal highways systems; canals and channels; roadless areas; ecosystem impacts) -land conservation options (preservation; remediation; mitigation; restoration) -sustainable land-use strategies -mining (mineral formation; extraction; global reserves; relevant laws & treaties; impact on environment; acid mine drainage Brennan & Withgott Chapter 11, 12, 13

 Research National Parks and create tourism posters Activity on Burn Policy of Forests? Activity on types of public lands?  “The Lorax” vs. “The Truax”  Research & Create a campaign to make Houston a SMART growth city Park in the Sky Article (NY city)  Interactive SMART growth NatGeo website

Laws: National Park Service Act (D) Highways Act (D) Taylor Grazing Act (D) Land & Water Conservation Act (D) National Trails Act (D) Forest Reserve Act (D) Environmental Health & Toxicology

Jan 3-Feb 3 (includes Finals Week) -environmental hazards can be physical, chemical, biological, or cultural -impacts on the earth and human health -hazards to human health (hazardous chemicals in the environment; environmental risk analysis; acute & chronic effects; dose-response relationships; air pollutants; smoking & other risks -hazardous chemicals in the environment (types of hazardous waste; treatment/disposal of hazardous waste; cleanup of contaminated sites; biomagnification; regulation & laws) -solid waste (types, disposal, reduction, recycling) -cost/benefit analysis of hazardous and solid waste management

Brennan & Withgott Chapter 14, 22

Hazardous Substance Home Audit: Students will list inactive and active ingredients of hazardous substances from home using guidelines. They will research the impact of these ingredients on human health and environment. They will list LD50 for hazardous substances when possible. Students will create a plan to reduce hazards to themselves and the environment. They will consider “green” options. They will create an analytical report and discuss their findings in class. Research a superfund site & create quickie poster  Garbology Activity: Students will collect their garbage for a week. As a class they will determine what percentages goes to a landfill and what goes to be recycled/composted.  Create mini landfills (open pit, sanitary closed, sanitary open) Story of Stuff Cradle to Grave: Design Project?  Erin Brockovich Film (Extra credit with Qs) Risk Assessment Personal Radiation Dose Assessment LD50 Brine Shrimp Lab? Blackworm Nicotine Lab? LD50 FRQ Biomagnification with Paperclips

Laws: CERCLA (D) TOSCA Federal Hazardous Substance Act HAZMAT Act RCRA Freshwater & Marine Resources

Feb 6-Feb 24 -global water resources & use (freshwater/saltwater; ocean circulation; upwelling; agricultural; industrial and domestic use; surface & groundwater issues; global problems; conservation -freshwater pollution (types, sources, causes, and effects; cultural eutrophication; groundwater pollution; maintaining water quality; water purification; sewage treatment/septic systems; Clean Water Act and other relevant laws -fishing (fishing techniques; overfishing; marine conservation; marine protected areas and marine reserves; relevant laws and treaties Brennan & Withgott Chapter 15-16

Fieldwork: Work on the eco pond at Marshal Elementary and perform water quality testing. Students will also perform protist population sampling and classification. Create a Winogradsky column using water from the same local pond and bog. They will make observations for several months. Students will research dead zones around the world. Use a variety of materials to contain an oil spill in a metal pie pan. Students will research major oil spills (focusing on the most recent oil spill in the Gulf of Mexico) and the technology used to clean them up. Students will research the impact of oil spills on local and global ecosystems. Aquatic Primary Productivity Lab Design and create a waste water treatment plant. Home Water Audit: students track how much water is used at home and for what purpose. This requires calculations of water emitted per unit time for the water sources/ uses in their homes. Students write up their results and recommend how to reduce water usage. Water Wars Film Debate over 3 Gorges Dam Short Videos over Aral Sea, Irrigation Discussion over Deep Water Horizon

Laws: Oil Spill Prevention Act Water Resource Development Act Federal Water Pollution Control Act Water Quality Act MMPA SWAP Safe Drinking Water Act Ocean Dumping Ban Act Fisheries Conservation Act Atmospheric Science, Air Pollution & Global Climate Change

Feb 27-Mar 23

the atmosphere (composition, structure, weather & climate; seasons; solar intensity and latitude; atmospheric circulation and Coriolis Effect; atmospheric-ocean interactions air pollution (sources: primary & secondary; major air pollutants; measurement units; smog; acid deposition (causes and effects); heat islands & temperature inversions; formation of stratospheric ozone; ultraviolet radiation; causes of ozone depletion; strategies for reducing ozone depletion; indoor air pollution and noise pollution; remediation & reduction strategies Global Climate Change Brennan & Withgott Chapter 17-18 Airborne particulate Lab: Students will hang insect sticky boards and Petri plates in place of interest for 3 days. Students will analyze the particulates and their results will be related to potential causes and impacts of health. Indoor Home Air Pollution Audit: Students will research indoor air pollutants and evaluate their home for indoor pollution. They will take this information and develop a plan that could potentially be used to reduce their exposure to indoor pollutants. Lichen Air Quality Lab UV Beads/Nail Polish Auto Exhaust Test (with Auto pathway) Clean Air Act Worksheet Climate Change Scrapbook Air Molecule Gin Rummy Paper Air Molecules Smog City Website Heat Island Activity? Flume Box to show Air Circulation Case Study: Hole in the Ozone? ENSO Game? Heat Island Activity?

Laws: Kyoto Protocol (I) Montreal Protocol (I) Clean Air Act (D)  Copenhagen (I) Energy Resources & Consumption and Sustainable Solutions

Mar 26-April 20 -review energy concepts & laws of thermodynamics -energy consumption (history; present global energy use; future energy needs) -fossil fuel resources and use (formation of coal, oil, and natural gas; extraction/purification methods; world reserves and global demand; synfuels; environmental advantages/disadvantages of sources -nuclear energy (nuclear fission process; nuclear fuels; electricity production; nuclear reactor types environmental advantages and disadvantages; safety issues; radiation and human health; radioactive waste; nuclear fusion) -hydroelectric power (dams, flood control; salmon; silting; other impacts) -renewable energy (solar energy; solar electricity; hydrogen fuel cells; biomass; wind energy; small-scale hydroelectric; ocean waves and tidal energy; geothermal; environmental advantages/disadvantages -energy conservation (energy efficiency; CAFÉ standards; hybrid electric vehicles; mass transit -sustainability where you live; consume less, conserve more -strategies for sustainability -Cradle to Grave Philosophy

Brennan & Withgott Chapter 19-21

School Energy Audit: Students will research energy usage and evaluate their school for energy use using KillAWatts. They will take this information and develop a plan that could potentially be used to reduce their energy expenditure. Montana State University-USAFA global energy simulator Research various types of biodiesels and create their own. Peak Oil Ice Bucket Lab & Animation Make Your Own Oil Gyser FT to Open Pit Coal Mine FT to Gloria Marshal Elementary (LEEDS school) to discuss passive vs. active solar capture, geothermal energy, wind energy Who Killed the Electric Car Edible Nuclear power plant, coal-powered power plant, wave-powered power plant, & geothermal- powered power plant Research and design a sustainable city using online resources. Students will read excerpts from Cradle to Cradle by William McDonough & Michael Braungart ”Climate of Change” & “No Impact Man” Build Houses out of sustainable options, test R factors

Laws: Low Level Radioactivity Act Nuclear Policy Act Price-Anderson Nuclear Indemnity Act General Mining Act Energy Tax Act

Review -Test

After Test -Environmentally Themed Videos -Projects -Trip to Galveston/ NOAA Sea Turtle Research Facility