Environmental Systems Unit 5

Big Idea:

• This unit bundles student expectations that address environmental impact as a result of both natural events and human activities. Students examine how natural processes such as succession and feedback loops restore habitats and ecosystems and analyze and describe the effects on areas impacted by natural events such as tectonic movement, volcanic events, fires, tornadoes, hurricanes, flooding, tsunamis, and population growth. They describe how temperature inversions impact weather conditions, including El Niño and La Niña oscillations, and analyze the impact of temperature inversions on global warming, ice cap and glacial melting, and changes in ocean currents and surface temperatures. Additionally, students identify causes of air, soil, and water pollution, including point and nonpoint sources, and investigate the types of air, soil, and water pollution such as chlorofluorocarbons, carbon dioxide, pH, pesticide runoff, thermal variations, metallic ions, heavy metals, and nuclear waste. Students examine the concentrations of air, soil, and water pollutants using appropriate units; measure the concentration of solute, solvent, and solubility of dissolved substances such as dissolved oxygen, chlorides, and nitrates; and describe their impact on an ecosystem. Furthermore, students analyze and evaluate different views on the existence of global warming and describe the effect of pollution on global warming, glacial and ice cap melting, greenhouse effect, ozone layer, and aquatic viability. They explain how regional changes in the environment may have a global e
• Students end the course by evaluating major efforts that have contributed to the field of environmental science and engaging in their own investigation of an environmental issue in order to develop a plan for a community awareness campaign. This is a culminating activity to address issues they have studied during the course.

Student Expectations:

Priority TEKS

E.4(E) measure the concentration of solute, solvent, and solubility of dissolved substances such as dissolved oxygen, chlorides, and nitrates and describe their impact on an ecosystem

E.8(A) analyze and describe the effects on areas impacted by natural events such as tectonic movement, volcanic events, fires, tornadoes, hurricanes, flooding , tsunamis, and population growth

E.8(C) examine how natural processes such as succession and feedback loops restore habitats and ecosystems

E.9(A) identify causes of air, soil, and water pollution, including point and nonpoint sources

E.9(C) examine the concentrations of air, soil, and water pollutants using appropriate units

E.9(H) analyze and evaluate different views on the existence of global warming

Focus TEKS

E.8(B) explain how regional changes in the environment may have a global effect

E.8(D) describe how temperature inversions impact weather conditions, including El Nino and La Nina oscillations

E.8(E) analyze the impact of temperature inversions on global warming, ice cap and glacial melting, and changes in ocean currents and surface temperatures

E.9(B) investigate the types of air, soil, and water pollution such as chlorofluorocarbons, carbon dioxide, pH, pesticide runoff, thermal variations, metallic ions, heavy metals, and nuclear waste

E.9(D) describe the effect of pollution on global warming, glacial and ice cap melting, greenhouse effect, ozone layer, and aquatic viability

Ongoing TEKS

E.1(A) demonstrate safe practices during laboratory and field investigations, including the appropriate first aid responses to accidents that could occur in the field such as insect stings, animal bites, overheating, sprains, and breaks

E.1(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials

E.2(G) demonstrate the use of course apparatuses, equipment, techniques, and procedures, including meter sticks, rulers, pipettes, graduated cylinders, triple beam balances, timing devices, pH meters or probes, thermometers, calculators, computers….

E.2(K) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology‐based reports

E.3(A) in all fields for science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student

E.3(B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles and marketing materials

Student Learning Targets:

• I will know a great diversity of species increases the chance that at least some living things will survive in the face of large changes in the environment.
• I will know if a disturbance such as flood, fire, or the addition or loss of species occurs, the affected ecosystem may return to a system similar to the original one, or it may take a new direction, leading to a very different type of ecosystem. Changes in climate can produce very large changes in ecosystems.
• I will know the global environment is affected by national and international policies and practices relating to energy use, waste disposal, ecological management, manufacturing, and population.

Essential Questions:

• In what ways will the concentration of a dissolved substance impact an ecosystem?
• In what ways can natural events affect an ecosystem?
• What processes can an ecosystem undergo after it has been impacted by a natural event?
• In what ways have regional changes in an environment had a global impact?
• In what ways do temperature inversions impact weather and climate?
• What are the causes of pollution?
• What are the types of pollution?
• In what ways can the concentration of pollutants be measured?
• How can the environmental impact of various types of pollution be determined?

Extra Information:

Adopted Textbook: Environmental Systems Texas: Houghton Mifflin Harcourt

District Grading Policy

Texas Gateway Online Resource Center