Environmental Quality
Environmental Science
Embedded Files
Literacy / Driving Question Board Connections
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Driving Question Boards
Multilingual Learner Language Expectations
Environmental Quality: Overview
In this unit, students will learn about myriad solutions people are investigating to protect crucial Earth systems. They will also evaluate the benefits, costs, and viability of various proposals at different scales.
Chapter 9 explores food security and production, environmental issues related to food production, and managing agricultural pests.
Chapter 10 illustrates fresh water supplies, sustainability, and pollution.
Chapter 11 describes geological processes and Earth’s mineral resources.
Chapter 12 defines net energy and its importance, and discusses the advantages and disadvantages of using fossil fuels and nuclear power.
Chapter 13 explains the importance of energy efficiency, renewable energy resources, and a more sustainable energy future.
Engineering Project 4 explores possible designs for energy-efficient, wind-powered generators.
Unit Standards
What is the NGSS & 3 Dimensional Science Learning and Why is it Important?
Science Practices - Disciplinary Core Ideas - Crosscutting Concepts
HS-ESS3-2: Cost-Benefit Ratio Design Solutions
Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. (Engineering and Technology)
Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.
Boundary Statement: none
HS-ESS3-4: Reducing Human Impact Design Solutions
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. (Stability and Change)
Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).
Boundary Statement: none
HS-LS2-2: Biodiversity and Populations in Ecosystems
Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. (Scale, Proportion, and Quantity)
Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.
Boundary Statement: Assessment is limited to provided data.
HS-LS2-7: Human Impact Reduction Solution
Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. (Stability and Change)
Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive species.
Boundary Statement: none
Learning Objectives / Career Connections
Chapter 9 Food, Soil, and Pest Management
Chapter 9 examines food security and sustainable food production.
About 1 billion people have health problems because they do not get enough to eat and 1.6 billion people face health problems from eating too much.
Modern industrialized agriculture has a greater harmful impact on the environment than any other human activity.
More sustainable forms of food production could greatly reduce the harmful environmental and health impacts of industrialized food production systems.
Chapter 10 Water Resources and Water Pollution
Chapter 10 focuses on fresh water and how we can use fresh water more sustainably.
One of the major global environmental problems is the deepening shortage of fresh water in many parts of the world.
We can use water more sustainably by reducing water use, using water more efficiently, cutting water losses, and protecting aquifers, glaciers, forests, and other systems that store and release water.
Reducing water pollution requires that we do our best to prevent it, work with nature in treating sewage, and curb our water resource use and waste.
Chapter 11 Geology and Nonrenewable Mineral Resources
Chapter 11 describes Earth’s geology as well as its nonrenewable mineral resources and how people use them.
Dynamic forces move matter within Earth and on its surface, recycling Earth’s rocks, forming deposits of mineral resources, and causing volcanic eruptions, earthquakes, and tsunamis.
The available supply of a mineral resource depends on how much of it is in Earth’s crust, how fast we use it, the mining technology used to obtain it, its market prices, and the harmful environmental effects of removing and using it.
Mineral resources can be used more sustainably by trying to find substitutes for scarce resources, reducing resource waste, and reusing and recycling nonrenewable minerals.
Chapter 12 Nonrenewable Energy Resources
Chapter 12 examines the benefits and drawbacks of producing energy from fossil-fuels and nuclear reactions.
In evaluating energy resources, we should consider their net energy, the environmental and health impacts of using them, and their potential supplies.
The use of nonrenewable energy resources provides immediate benefits, but results in pollution and biodiversity losses.
Energy reserves from nonrenewable resources are finite. While new technologies enable people to use sources not previously available to them, the technologies themselves have benefits and drawbacks.
Chapter 13 Renewable Energy Resources
Chapter 13 focuses on the transition to a more environmentally and economically sustainable energy future.
As we evaluate energy resources, we should consider their net energy and the environmental and health impacts of using them, as well as their potential supplies.
By phasing in a mix of renewable energy sources—especially solar, wind, flowing water, sustainable biofuels, and geothermal energy—we could drastically reduce greenhouse gas emissions and biodiversity losses.
Making the transition to a more sustainable energy future requires sharply increasing energy efficiency, using a mix of renewable energy resources, and including the harmful environmental and health costs of energy resources in their market prices.
Using ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a high school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example HS-LS1-6)"
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.
Hands On, Minds On Connections
Hands-On Labs / Lab Safety
Ocean First Education - Online Courses
St Vrain Science Center
Simulations
GIZMOS
Nearpod Lessons / Activities / Videos
LabXchange Lessons / Activities / Videos
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