TDOE: Teaching & Learning: Curriculum: Science

Ecology

Course Description

Ecology is a course that enables students to develop an understanding of the natural environment and the environmental problems the world faces. Students will investigate the following:

Fundamental Ecological Principles
Human Population Dynamics
Natural Resources
Energy Sources and Their Use
Human Interaction with the Environment
Personal and Civic Responsibility

It is the expectation that students will explore the content of Ecology through inquiry. This advanced science course will utilize group lab and field experiences to meet these expectations. Concepts from Biology I and Chemistry I will be applied. Particular emphasis will be placed on local environments. Students will develop a basic understanding of ecology as a basis for making ethical decisions and career choices.

Standard Number: 1.0 Ecological Principles

Standard: The student will investigate factors that influence and are influenced by the natural environment.

Learning Expectations:

The student will

1.1 understand the structure and function of ecosystems.
1.2 explore the major biomes of the earth and the biodiversity associated with these biomes.
1.3 analyze and interpret population dynamics.
1.4 relate earth processes to ecosystem dynamics.
1.5 understand interdependence in ecosystems.
1.6 explore factors affecting the vulnerability of a species to extinction.

Performance Indicators:

At Level 1, the student is able to

illustrate that energy for life is provided by the sun that is captured by plants through photosynthesis.
draw a food web, given organisms and their role in the environment.
trace the flow of energy and the cycling of matter between living systems and the physical environment.
explore the biodiversity in various biomes.
explain how variations within a species affects the likelihood of survival.
discuss ways that populations can change over time.
describe the effect of natural disasters on ecosystems.

At Level 2, the student is able to

explain the chemical components of biological processes such as photosynthesis, respiration, nitrogen fixation, or decomposition.
trace energy flow in an ecosystem.
illustrate that the abundance and distribution of living organisms are limited by available energy and certain forms of matter.
investigate a specific biome and make a class presentation.
read and interpret population graphs and list the factors that might result in the trend represented in the graphs.
analyze the relationship of habitat change to plant and animal population density.
describe succession in ecosystems..
investigate the effect of varying one factor in a mini-ecosystem.

At Level 3, the student is able to

investigate how an experimental population changes over time.
create a model or a cross-sectional drawing that shows surface-and groundwater flows in a local water site.
construct food webs for organisms in an ecoregion in Tennessee.

Sample Task:

Conduct a 1/10-acre plot study in a woodland near the school. Use flagging to establish the plot. Group students in pairs and have them collect data in the plot on the following: Abiotic factors - air and soil temperatures, wind speed, soil characteristics, slope angle and direction and elevation. Biotic factors - Using field guides, identify the dominant forest floor plants and the dominant trees and animals that are present. After the study is completed, remove all flagging when you leave your study site. The students will then analyze their data constructing a possible food web for the organisms in the plot, the age of the plot and the stage of succession of the community represented by the plot.

Integration/Linkages:

biology, environmental science, life science, chemistry, physical science, research, K-8 curriculum, agriculture, mathematics, wildlife biology, geography, botany, careers, safety skills, and computer skills

Standard Number: 2.0 Human Population Dynamics

Standard: The student will understand the nature of human population dynamics.

Learning Expectations:

The student will

2.1 examine factors affecting human population dynamics.
2.2 consider the consequences of human population growth.
2.3 investigate approaches that address overpopulation.

Performance Indicators:

At Level 1, the student is able to

recognize that the world population has changed significantly.

At Level 2, the student is able to

characterize countries as well developed or poorly developed, and identify countries that are approaching population stability.
give examples of the major causes of the population explosion.
list economical and ecological consequences of population growth.
describe what is meant by demographic transition.
analyze the sustainability of current trends in world population growth and natural resource consumption using the concept of carrying capacity.
compare population profiles for different countries.
describe the economic impact of population growth.
discuss how health care and education can affect the birth rate.

At level 3, the student is able to

discuss how a shift from a largely rural society to a predominantly urban one influences perceptions of the environment.
recognize diverse cultural views about the relationship between humans and their environment.
summarize actions individuals can take toward producing a stable world population.
analyze demographic data for relationships.

Sample Task:

Hunger Banquet

The instructor announces there will be party the next day provided by the teacher. The following day, the students blindly draw a slip of paper with a country’s name. 7/10 of the countries are low income, 1/5 are middle income and 1/10 are high income. The students who drew a high-income country will be given an ample portion of food. Students who drew a middle income country will be given a sandwich, and students who drew a low-income country will receive a soda cracker. Have a class discussion about how this activity correlates to world population dynamics and economics. Also, have students express their feelings the inequity of the distribution of the world’s wealth.

Integration/Linkages:

biology, environmental science, life science, chemistry, physics, earth science, physical science, research, K-8 curriculum, government, social studies, marketing, science and society, medicine, agriculture, mathematics, economics, archeology, anthropology, measuring skills, graphing, geography, careers, safety skills, and computer skills

Standard Number: 3.0 Natural Resources

Standard: The student will survey non-energy natural resources and their conservation.

Learning Expectations:

The student will

3.1 explore the types, uses, and history of non-energy renewable and nonrenewable resources.
3.2 investigate methods of conservation of common non-energy resources.
3.3 determine the impact of waste production and management on the environment.

Performance Indicators:

At Level 1, the student is able to

list examples of renewable and nonrenewable resources.
describe major historic eras of human history.
identify ways that society conserves and wastes resources.
recognize that there are limits to the use of natural resources.

At Level 2, the student is able to

evaluate the use and future status of the major renewable and nonrenewable nonenergy resources.
predict the effect of shortages of major non-energy resources.
evaluate conservation methods for natural resources.
compare and contrast the impact of waste management methods on resource reserves.

At Level 3, the student is able to

analyze an industry or government that attempts to reduce waste production.
investigate an environmental problem that was caused by industry or government.
develop a plan for the conservation of a specific natural resource.

Sample Task:

Monitoring Household Waste

Have students keep a record of how much refuse they generate in a week. The students will separate their trash into paper, glass, plastic, aluminum and other metals (caution them to avoid any hazardous waste such as broken glass or food). Have them weigh these categories using a bathroom scale. Compile the results for the entire class and compare them to the national average. Have each student create an individual waste reduction plan.

Integration/Linkages:

biology, environmental science, life science, chemistry, physics, earth science, geology, physical science, research, K-8 curriculum, agriculture, mathematics, engineering, economics, government, measuring skills, graphing, geography, careers, safety skills, and computer skills

Standard Number: 4.0 Energy

Standard: The student will analyze energy use and its environmental consequences.

Learning Expectations:

The student will

4.1 explore both conventional and alternative energy sources.
4.2 understand the types of energy related pollution.
4.3 compare various methods of energy conservation.

Performance Indicators:

At Level 1, the student is able to

list examples of renewable and nonrenewable energy sources.
compare and contrast energy sources in terms of their impact on the environment.
discuss the pros and cons of utilizing alternative energy sources.
list steps that individuals and corporations can take to conserve energy.

At Level 2, the student is able to

describe how flowing water and wind can be used to generate electricity.
evaluate the consequences of continued reliance on fossil fuels.
formulate a plan for converting to renewable energy sources while conserving current energy sources.
describe how solar energy can be used as a home energy supply.
describe how geothermal energy can be utilized by mankind.
evaluate nuclear power as a means of energy production.

At Level 3, the student is able to

compare different means of generating electricity in terms of efficiency and production of unwanted heat energy.
design a house that would be virtually independent of fossil fuels for electricity and heating.

Sample Task:

Energy Audit

Conduct a class survey to determine how much each person spends per week on gasoline. Do this by assigning each student the task of keeping a log of how much gasoline he/she uses over this time period. At the end of this time tabulate the class results and calculate the amount that would be spent over a year’s time at the same rate. One gallon of gasoline burned in a car’s engine results in the release of 8.6 kilograms of CO_2. Calculate how much CO₂was released during the week. Discuss the impact of cars and other vehicles on the atmospheric CO₂ levels.

Integration/Linkages:

biology, environmental science, life science, chemistry, physics, earth science, physical science, research, K-8 curriculum, agriculture, mathematics, engineering, economics, government, electricity, measuring skills, graphing, geography, careers, safety skills, and computer skills

Standard Number: 5.0 Human Interaction with the Environment

Standard: The student will trace the interaction of humans with their environment.

Learning Expectations:

The student will

5.1 understand causes, environmental effects, and methods for controlling pollution.
5.2 investigate the environmental impact on human health.
5.3 explore the relative sustainability of various practices in the areas of watershed management, agriculture, solid waste management, wastewater management, and development.

Performance Indicators:

At Level 1, the student is able to

investigate environmental careers that relate to pollution, environmental health, and/or sustainability, such as environmental engineer, environmental toxicologist, water quality manager, environmental toxicologist, epidemiologist, environmental analyst, endocrinologist, city planner, extension agent, farmer, land developer, and public health inspector.
investigate the effects of acid rain on the environment.
compare and contrast pollution problems in different places in TN or in the US, given data.

At Level 2, the student is able to

conduct and interpret the results of various water quality tests.
apply the concept of trade-off to the analysis of issues related to prevention, control, and remediation of pollution, given a scenario.
enumerate potential health effects of exposure to various environmental hazards.
identify appropriate risk-reduction actions, given an exposure-risk scenario.
compare the costs and benefits of Integrated Pest Management (IPM).
compare and contrast past and present agricultural practices, including current Best Management Practices, in terms of their environmental impact.
evaluate the impact of various human activities on watersheds and suggest possible mitigation measures to protect these areas.

At Level 3, the student is able to

explain the chemistry associated with various pollution problems.
describe how the concentration of harmful substances can increase at successive levels in a food chain.
research the history of agriculture, including changes in technologies, values and attitudes, legislation, and local and global interactions.
conduct a study of a local watershed.

Sample Task:

Monitoring the pH of Local Rain : Students will collect uncontaminated rain samples by lay a plastic garbage bag on the ground, away from trees and shrubs, and will place a clean container on the plastic. To store rain samples, use a sandwich-bag glove or disposable plastic food-serving gloves to open a fresh zip-lock bag and pour the sample into the bag. Test the pH of samples, graph the results, and compare the data over time and/or with other locations, using online data.

Integration/Linkages:

biology, environmental science, life science, chemistry, physics, earth science, physical science, research, K-8 curriculum, government, engineering, social studies, science and society, medicine, agriculture, mathematics, economics, measuring skills, graphing, geography, careers, safety skills, and computer skills

Standard Number: 6.0 Personal and Civic Responsibility

Standard: The student will conduct activities that illustrate environmental responsibility and stewardship.

Learning Expectations

The student will

6.1 evaluate and articulate his/her own personal views concerning the environment.
6.2 recognize his/her rights and responsibilities as a citizen in maintaining a healthy environment.

Performance Indicators:

At Level 1, the student is able to

analyze the effects of his/her personal actions on the environment.
identify ways that he or she can contribute to environmental quality in his or her community.

At Level 2, the student is able to

support a position on a critical environmental issue.
describe the potential impact of citizen participation on issues related to the environment and their community.
conduct an environmental activity that provides a solution to an environmental problem.

At Level 3, the student is able to

develop an action plan for addressing an environmental issue and to participate thoughtfully and effectively in environmental decision-making.

Sample Task:

Environmental Newsletter

Students will research local environmental issues, collecting information from a variety of sources, including printed and electronic media, their own testing results and community surveys. They will work across the curriculum with English, social studies and journalism classes to create a newsletter, which they will distribute throughout the school. The newsletter will include resources for community action.

Integration/Linkages: