GOALS for CANON ENVIROTHON CURRICULUM to Develop A

GOALS FOR CANON ENVIROTHON CURRICULUM

To develop a teacher friendly, hands on natural resources curriculum.

To provide activities and lessons for teams new to the Envirothon, while challenging experienced teams.

Use of these curriculum materials will result in:

. •Increased Envirothon participation at the local, regional, and State/Provincial levels. . •Increased team scores at the Canon Envirothon Contest in the four natural resource categories: soils and land use, aquatic ecology, forestry, and wildlife.

Canon Envirothon SOILS/LAND USE CORE ACTIVITY OUTLINE

The key points for each Envirothon topic are “fleshed out” into core activities. . • Each of the key points is included in one or more of the core activities. . • Each core activity contains extended activities, as well as the top resources and professional contacts. Key vocabulary words are also included. . • The National Science Standards suggest evaluations for each activity should encourage the students to process the data they collect during the activity, and provide solutions based on the data. This ties each activity into the issues portion of the contest. . • Evaluation is based on the information provided for each core activity and from the data students collect. This allows students to make educated decisions and create solutions for the key issues. . • Core activities will be evaluated using a performance based assessment.

Soils/Land Use Curriculum

Soils/Land Use Envirothon Key Points

1S Recognize soil as an important and dynamic resource. 2S Recognize and understand the features of a soil profile. 3S Describe basic soil properties and soil formation factors. 4S Understand the origin of soil parent materials. 5S Identify soil constituents (clay, organic matter, sand and silt). 6S Identify and list soil characteristics (e.g., texture, structure, etc.) and their relation properties. 7S Determine basic soil properties and limitations (e.g., mottling and permeability) by observing a soil pit or a soil profile. 8S Understand the nature of plant nutrients, and how they are held by soil. 9S Recognize the characteristics of wetland (hydric) soils. 10S Understand soil drainage classes and know how wetlands are defined. 11S Understand soil water, its movement, storage, and uptake by plants. 12S Understand the effects of land use on soils. 13S In land use planning discussions, discuss how soil is a factor in or is impacted by nonpoint source pollution. 14S Identify types of soil erosion and discuss methods for reducing erosion. 15S Utilize soil information, including a soil survey.

Suggested Core Activities: . • Students will read “Why Do We Study Soils” (from Globe) and perform the three suggested learning activities. 1S . • Using soil sifting screens or the Soil Particle Size Distribution Lab Guide from Globe, students will separate the clay, silt, sand, and organic matter from samples collected locally. By using a soil triangle, students will determine the soil classification of each sample. Students will then follow the Globe soil characterization protocol field guide to measure the soil texture of each sample, and record the data. It is suggested that the students collect their soil samples from the following sources: agriculture crop land, wetland, forest, and urban area, and anaylze the differences in data. 3S 5S 6S . • Soil PitStudents will dig a soil pit approximately 1 meter deep and about 1.5 meters wide. They will then record their observations of the soil profiles including color, temperature, moisture, structure, density, organic matter, and microorganisms. 2S 3S 4S 5S 7S . • Drainage/PercolationStudents will make an erosion demonstration table to determine the effects of water runoff on various soil types and ground covers. Using the Globe Infiltration Field Guide, students will determine the rate at which water soaks into the ground as a function of time. 8S 9S 10S 11S 14S . • Chemical Soil Tests: Students will conduct soil test experiments to determine the amounts of N, P, K, and PH. The samples will come from different locations in the local area including a forested site, an open field, and near a stream. Students will record their data, and analyze and compare their results. 8S . • Soil Survey Map: Using the NRCS web site, the AAFC Canadian soil survey, or the National Soil Survey Center, students will download their local area’s soil survey map to learn how land use effects soil, and the limitations their local soils have for septic systems, foundations, agriculture, and future development. 12S 13S 15S

Top Resources:

. • Globe http://ltpwww.gsfc.nasa.gov/globe/pvg/chartoc.htm (All) . • NRCS http://www.nrcs.usda.gov (12S, 13S, 15S, 9S, 10S, 11S) . • Canada Science and Technology www.science.gc.ca (ALL) . • Canada Soil Surveys . • http://sis.agr.gc.ca/cansis/nsdb/detailed/intro.html 12S, 13S, 15S . • Conservation Technology Information Center (CTIC) http://www.ctic.purdue.edu/ctic/ctic.html (All)

. • Wetlands http://www.epa.gov/owow/wetlands/ 9S, 10S . • Canada Wetlands http://www.ec.gc.ca/water/en/nature/wetlan/e_protect.htm 9S, 10S . • National Soil Survey Center http://soildatamart.nrcs.usda.gov/ 12S, 13S, 15S . • Power point soils lab curriculum http://ltpwww.gsfc.nasa.gov/globe/charts/charts.htm (All)

. • AAFC Canada Erosion http://res2.agr.gc.ca/publications/hs/chap07_e.htm 14S . • School of Geography http://soilerosion.net/ 14S

Soils/Land Use Extended Studies

The students will participate in a debate using one of the soils issues from the website found below. Ecolinks are provided for student research.

• Botkin, Keller Environmental Science http://www.wiley.com/college/environet/CH11FAQ.HTM

The students will build a watershed model and locate regional wetland types in the U.S. and Canada.

• U.S. Environmental Protection Agency (wetlands) http://www.epa.gov./owow/wetlands/ . • Canadian National Water Research Institute

http://www.nwri.ca/nwrie.html

Using the National erosion map from the NRCS, or the Canadian Provincial erosion map, students will identify the most erodable crop lands, and give soil conservation solutions for improving them.

. • http://www.nrcs.usda.gov/technical/land/meta/m5083.html . • Canadahttp://res2.agr.gc.ca/publications/hs/chap07_e.htm . • http://www.epa.gov/owow/wetlands/guidance/index.html#mitigation . • Canada- http://www.ec.gc.ca/water/en/nature/wetlan/e_protect.htm

Students will create a wetland mitigation map using a future land development planned for their local area as an example.

The Environmental Literacy Council has developed an excellent online classroom resources website for environmental education. Nonpoint pollution fact sheets and examples, land use activities, and many labs and activities for soils curriculum are available. Students and teachers can choose from a variety of handson lessons. A link to Advanced Placement lessons is also available.

•http://www.enviroliteracy.org/index.php

Soils/Land Use Team Presentation Assessment

Purpose: Students will demonstrate their understanding of the soil/land use key points by creating an educational display and presenting their solution to a teacher supplied land use issue.

The display should contain the following Key Point information.

2S Diagram of a soil profile with labels http://soils.usda.gov/education/resources/k_12/lessons/profile/ 3S Diagram of soils formation processes with descriptions http://soils.usda.gov/education/facts/formation.html 4S Diagrams and labels that show the soil parent material

http://www.soils.agri.umn.edu/academics/classes/soil2125/doc/s2chap5.htm 14S Diagrams of soil erosion and its causes, with explanations http://soilerosion.net 10S Cross section of a wetland and its underlying soils with labels http://www.newp.com/wetland.jpg 11S Arrows and graphics that illustrate water movement, storage, and uptake by wetland plants http://ga.water.usgs.gov/edu/earthgwdecline.html 12S Teacher supplied “land use issues” will be the central theme of the display and presentation (agriculture, urbanization or restoration)

Terms to include on the display:

2S Parent material, subsoil, soil, humus 3S Weathering, organisms, topography, illuviation 4S Igneous, sedimentary, metamorphic 14S Physical weathering, chemical weathering, ground cover, organisms 10S Open water, marsh, scrub wetland, hydric soils, clay, sediments 11S Ground water flow, water table, aquifer, absorption, roots

A complete glossary of soil terms can be accessed at: http://www.hwr.arizona.edu/globe/soilwords.html

Assessments for Canon Envirothon Preparation

The National Science Standards recommend that multiple and varied assessments be employed when attempting to evaluate science understanding. Since the Envirothon contest requires students to respond in a variety of ways (performance tasks, oral presentation, written response and graphics), the preparation for the Envirothon will incorporate each of these styles of assessment and evaluation.

Core Activities

Field surveys, model building and laboratory protocols each have specific learning targets. Many of the activities have builtin assessment sections such as Globe soils lab guides and field guides. In general students should be able to:

Select and effectively use tools in a safe manner Collect, record and analyze data in an organized fashion Use resource material, manuals and field guides Demonstrate teamwork while investigating solutions to problems Clearly communicate the results of the investigations

Display Presentation Sessions

Students will provide solutions to problems presented in the issues portion of the contest. Teachers and team coaches should become familiar with the Envirothon oral presentation scoring criteria. It is recommended that local agency professionals be invited to judge the presentations. http://www.envirothon.org/competition/judging.htm

In general, students should be able to:

_____ Ensure that all team members contribute to the presentation _____ Make the central theme clearly written or diagramed on the display _____ Use in context important vocabulary related to the topic _____ Include graphics that are technically correct and labeled _____ Use the display effectively during the oral presentation

Online Sample Tests

The Canon Envirothon web site contains sample tests for each of the Envirothon topics and a list of issues. Many state and provincial Envirothon websites also contain sample tests. http://www.envirothon.org/competition/tests.htm http://www2.jklasser.com/college/bcs/redesign/student/0%2C%2C_04713891 45_BKS_ 1215____%2C00.html

ENERGY AND SOLID WASTE

Students will outline Albuquerque’s solid waste management department, and how it continues to implement the Comprehensive Integrated Solid Waste Management Program.

http://www.cabq.gov/aes/s5swm.html

After studying the following web site, students will create a powerpoint presentation detailing the effects of soild waste on soil contamination, and provide solutions for dealing with the problem.

http://www.sp.uconn.edu/~an226vc/classroom/swsc.html

. Students will create an educational poster diagraming the problems and solutions to the following waste disposal issues in Canada: municipal and industrial, mining, agriculture, biosolids, septic, and petroleum.

http://www.nwri.ca/threatsfull/ch121e.html

Solid waste in landfills could be reduced between twentyfive to forty percent by composting. Students will describe and outline the steps for this process ,as well as the effects of the compost on soil properties, and plant growth responses to landfill compost. http://www.soil.ncsu.edu/publications/Soilfacts/AG43919/

Students will discuss the minimum standards for California’s handling of solid waste. http://www.ciwmb.ca.gov/Regulations/Title14/ch3a56.htm

Students will create an educational display detailing the benefits of composting and vermicomposting in our communities. http://www.epa.gov/epaoswer/nonhw/muncpl/reduce.htm

Students will list the benefits of using Geothermal Heat Pumps for heating and cooling, and explain how the soil plays an important role in this technology.

http://www.eere.energy.gov/geothermal/heatpumps.html

Students will create an educational display explaining the effects of coal mining on the environment, and give detailed examples of reclamation projects for surface and underground coal mines. http://www.coaleducation.org/lessons/sec/illinois/corecky.htm

Students will debate the issue of dam breaching and its effects on soil erosion and sediment release on the Snake River. They will focus their debate on the following points of view: Corps of Engeneers, Tribal, Environmentalists, and the National Marine Fisheries Service.

REFERENCES

Minestry of Energy and Mines British Columbia http://www.em.gov.bc.ca/Mining/Geolsurv/Terrain&Soils/Default.htm

Restoring Degraded Soils http://www.energybulletin.net/2595.html Energy and Environment http://www.tnscf.com/social/energ_envir.html

Canada Renewable Energy http://www2.nrcan.gc.ca/es/es/renewable_e.cfm

Mining and Environment Canada http://www.mrn.gouv.qc.ca/english/mines/environment/index.jsp U. S. Dept. of Energy – Energy Efficiency and Renewable Energy http://www.eere.energy.gov/ GOALS FOR NATIONAL ENVIROTHON CURRICULUM

To develop a teacher friendly, handson natural resources curriculum.

To provide activities and lessons for teams new to the Envirothon, while challenging experienced teams.

Use of these curriculum materials will result in:

. •Increased Envirothon participation at the local, regional, and State/Provincial levels. . •Increased team scores at the National Envirothon Contest in the four natural resource categories: soils and land use, aquatic ecology, forestry, and wildlife.

National Envirothon SOILS/LAND USE CORE ACTIVITY OUTLINE

The key points for each Envirothon topic are “fleshed out” into core activities.

. • Each of the key points is included in one or more of the core activities. . • Each core activity contains extended activities, as well as the top resources and professional contacts. Key vocabulary words are also included. . • The National Science Standards suggest evaluations for each activity should encourage the students to process the data they collect during the activity, and provide solutions based on the data. This ties each activity into the issues portion of the contest. . • Evaluation is based on the information provided for each core activity and from the data students collect. This allows students to make educated decisions and create solutions for the key issues. . • Core activities will be evaluated using a performance based assessment.

Soils/Land Use Curriculum

Soils/Land Use Envirothon Key Points

Suggested Core Activities:

. • Students will read “Why Do We Study Soils” (from Globe) and perform the three suggested learning activities. 1S . • Using soil sifting screens or the Soil Particle Size Distribution Lab Guide from Globe, students will separate the clay, silt, sand, and organic matter from samples collected locally. By using a soil triangle, students will determine the soil classification of each sample. Students will then follow the Globe soil characterization protocol field guide to measure the soil texture of each sample, and record the data. It is suggested that the students collect their soil samples from the following sources: agriculture crop land, wetland, forest, and urban area, and anaylze the differences in data. 3S 5S 6S . • Soil PitStudents will dig a soil pit approximately 1 meter deep and about 1.5 meters wide. They will then record their observations of the soil profiles including color, temperature, moisture, structure, density, organic matter, and microorganisms. 2S 3S 4S 5S 7S . • Drainage/PercolationStudents will make an erosion demonstration table to determine the effects of water runoff on various soil types and ground covers. Using the Globe Infiltration Field Guide, students will determine the rate at which water soaks into the ground as a function of time. 8S 9S 10S 11S 14S . • Chemical Soil Tests: Students will conduct soil test experiments to determine the amounts of N, P, K, and PH. The samples will come from different locations in the local area including a forested site, an open field, and near a stream. Students will record their data, and analyze and compare their results. 8S . • Soil Survey Map: Using the NRCS web site, the AAFC Canadian soil survey, or the National Soil Survey Center, students will download their local area’s soil survey map to learn how land use effects soil, and the limitations their local soils have for septic systems, foundations, agriculture, and future development. 12S 13S 15S

Top Resources:

. • AAFC Canada Erosion http://res2.agr.gc.ca/publications/hs/chap07_e.htm 14S . • School of Geography http://soilerosion.net/ 14S

Soils/Land Use Extended Studies

The students will participate in a debate using one of the soils issues from the website found below. Ecolinks are provided for student research.

• Botkin, Keller Environmental Science http://www.wiley.com/college/environet/CH11FAQ.HTM

The students will build a watershed model and locate regional wetland types in the U.S. and Canada.

• U.S. Environmental Protection Agency (wetlands) http://www.epa.gov./owow/wetlands/ . • Canadian National Water Research Institute

http://www.nwri.ca/nwrie.html

Using the National erosion map from the NRCS, or the Canadian Provincial erosion map, students will identify the most erodable crop lands, and give soil conservation solutions for improving them.

Students will create a wetland mitigation map using a future land development planned for their local area as an example.

•http://www.enviroliteracy.org/index.php

Soils/Land Use Team Presentation Assessment

Purpose: Students will demonstrate their understanding of the soil/land use key points by creating an educational display and presenting their solution to a teacher supplied land use issue.

The display should contain the following Key Point information.

A complete glossary of soil terms can be accessed at: http://www.hwr.arizona.edu/globe/soilwords.html

Assessments for Envirothon Preparation

Core Activities

Display Presentation Sessions

Online Sample Tests