Environmental Systems Unit 6

Big Idea:

• This unit bundles student expectations that focus on environmental ethics, research, and legislation. Students gain an understanding of processes in place to address or respond to environmental issues. Many environmental issues can be controversial and / or complicated. Students are challenged to use information from this course to evaluate opposing views and analyze advantages and disadvantages of past and current solutions to environmental problems. They investigate an environmental issue in order to develop a plan for a community awareness campaign regarding a specific local issue.
• Students will use their understanding of environmental systems to make informed decisions and potentially seek a career in environmental sciences.

Student Expectations:

Priority TEKS

E.9(K) analyze past and present local, state, and national legislation including Texas automobile emissions regulations, the National Park Service Act, the Clean Air Act, the Soil and Water Resources Conservation Act, and the Endangered Species Act

Focus TEKS

E.9(G) analyze how ethical beliefs can be used to influence scientific practices such as methods for increasing food production

E.9(I) discuss the impact of research and technology on social ethics and legal practices in situations such as the design of new buildings, recycling, or emission standards

E.9(J) research the advantages and disadvantages of “going green” such as organic gardening and farming, natural methods of pest control, hydroponics, xeriscaping, energy‐efficient homes and appliances, and hybrid cars

E.9(L) analyze past and present international treaties and protocols such as the environmental Antarctic Treaty System, Montreal Protocol, and Kyoto Protocol

Ongoing TEKS

E.2(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section

E.2(B) know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories

E.2(C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well‐established and highly‐ reliable explanations, but may be subject to change as new areas of science and new technologies are developed

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(H) use a wide variety of additional course apparatuses, equipment, techniques, materials, and procedures as appropriate such as air quality testing devices, cameras, flow meters, Global Positioning System (GPS) units….

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

E.3(C) draw inferences based on data related to promotional materials for products and services E.3(D evaluate the impact of research on scientific thought, society, and the environment

E.3(E) describe the connection between environmental science and future careers

E.3(F) research and describe the history of environmental science and contributions of scientists

Student Learning Targets:

• I will know to various degrees, governments try to bring about social change or impede it through policies, laws, incentives, or direct coercion. Sometimes such efforts achieve their intended results and sometimes they do not.
• I will know benefits and costs of proposed choices include consequences that are long-term as well as short-term, and indirect as well as direct. The more remote the consequences of a personal or social decision, the harder it usually is to take them into account in considering alternatives. But benefits and costs may be difficult to estimate.
• I will know in deciding among alternatives, a major question is who will receive the benefits and who (not necessarily the same people) will bear the costs.

Essential Questions:

• In what ways to ethical beliefs influence scientific practices that impact the environment?
• What are the advantages and disadvantages of the scientific practices that we choose?
• What events have led to the political changes made through legislation and treaties?

Extra Information:

Adopted Textbook: Environmental Systems Texas: Houghton Mifflin Harcourt

District Grading Policy

Texas Gateway Online Resource Center