Curriculum Science High School Environmental Science

Environmental
Science
Environmental Science
Table of Contents
Pre-course Planning: ........................................................................................................1
Unit 1: Environment Earth...............................................................................................2
Unit 2: Development an Succession in Ecos!stems.....................................................21
Unit ": #esources an #esource $anagement..............................................................%1
Unit %: Environmental &'areness an #esponsible &ctions.......................................()
Louisiana Comprehensive Curriculum* #evise 2))+
Course ,ntrouction
The Louisiana Department of Education issued the Comprehensive Curriculum in 2005. The
curriculum has been revised based on teacher feedback, an external review b a team of content
experts from outside the state, and input from course writers. !s in the first edition, the
Louisiana Comprehensive Curriculum, revised 200" is ali#ned with state content standards, as
defined b $rade%Level Expectations &$LEs', and or#ani(ed into coherent, time%bound units
with sample activities and classroom assessments to #uide teachin# and learnin#. The order of
the units ensures that all $LEs to be tested are addressed prior to the administration of iLE!)
assessments.
District ,mplementation -uielines
Local districts are responsible for implementation and monitorin# of the Louisiana
Comprehensive Curriculum and have been dele#ated the responsibilit to decide if
units are to be tau#ht in the order presented
substitutions of e*uivalent activities are allowed
$LE+ can be ade*uatel addressed usin# fewer activities than presented
permitted chan#es are to be made at the district, school, or teacher level
Districts have been re*uested to inform teachers of decisions made.
,mplementation of &ctivities in the Classroom
Incorporation of activities into lesson plans is critical to the successful implementation of the
Louisiana Comprehensive Curriculum. Lesson plans should be desi#ned to introduce students to
one or more of the activities, to provide back#round information and follow%up, and to prepare
students for success in masterin# the $rade%Level Expectations associated with the activities.
Lesson plans should address individual needs of students and should include processes for re%
teachin# concepts or skills for students who need additional instruction. !ppropriate
accommodations must be made for students with disabilities.
.e' /eatures
Content Area Literacy Strategies are an inte#ral part of approximatel one%third of the activities.
+trate# names are italici(ed. The link &view literac strate# descriptions' opens a document
containin# detailed descriptions and examples of the literac strate#ies. This document can also
be accessed directl at http,--www.louisianaschools.net-lde-uploads-..05/.doc.
! Materials List is provided for each activit and Blackline Masters (BLMs) are provided to
assist in the deliver of activities or to assess student learnin#. ! separate 0lackline 1aster
document is provided for each course.
The Access Guide to the Comprehensive Curriculum is an online database of
suggeste strategies* accommoations* assistive technolog!* an assessment
options that ma! provie greater access to the curriculum activities. The
Access Guide will be piloted durin# the 200"%2002 school ear in $rades 3 and ",
with other #rades to be added over time. 4lick on the Access Guide icon found on the first pa#e
of each unit or b #oin# directl to the url, http,--sda.doe.louisiana.#ov-!ccess$uide.
Louisiana Comprehensive Curriculum !evised "##$
Pre-course Planning
1aterials List, +ample 1ini%)ro5ect 6deas 0L1
Throu#hout the Environmental +cience course, students should be activel involved in
science%writin# activities and sub5ect%related career studies. 78efer to the 9nit . 8esource
list for science learning log%5ournalin# &vie' literac! strateg! escriptions' resources.
4areer%related resources are included within activities throu#hout the course.: +tudents
should also be provided stories-real%life examples of role%models in environmental
studies &with emphasis upon female and minorit role models, especiall those from our
area'. +ources of these stories include human interest articles in newspapers, textbooks
and text%teacher resources, the 1arsh 1ission ;eb site &'''.marshmission.com', and
Louisiana%related sections of libraries and bookstores. +tudents should also be
encoura#ed to participate in contests related to environmental studies. 4ontests to
consider include, but are not limited to, the Toshiba-<+T! Explora=ision 4ontest,
Louisiana Environmental Education !rt and ;ritin# 4ontests, and the +oil and ;ater
4onservation +tewardship )oster 4ontest.
Environmental stewardship is best tau#ht b example and experience. 4ommunit
or#ani(ations and state and federal a#encies such as the Louisiana +tate )arks, >ean
Lafitte <ational )ark, and ?isatchie <ational @orest%offer volunteer opportunities and
educational pro#rams as well as fieldtrip experiences and #uest speakers. Ane wa to
encoura#e students to become involved in their own education and to take Environmental
+tudies outside the classroom is to have them participate in Bmini%pro5ectsC. 1ini%
pro5ects mi#ht include local stewardship pro5ects, environmental studies%related
pro#rams, developin# and maintainin# classroom or schoolard habitats &a*uariums,
terrariums, butterfl #ardensD', book reports, fieldtrips, and more. &8efer to the +ample
1ini%)ro5ect 6deas 0L1 for ideas, but remember to use local resources.'
;hile several topics includin# recycling &9nit E', air and &ater 'uality monitoring &9nit
3', and composting and succession &9nit E' are not covered in the first unit, the offer the
potential for meanin#ful lon#%term pro5ects. 6f the are utili(ed in this wa, most must be
started prior to the unit of stud and, in some cases, relativel earl in the ear.
+ome activities have students activel involved in in*uir investi#ations. ! sample
experimental desi#n format is included in the 0lack Line 1asters. The sample
6nvesti#ation !nalsis 0L1 is desi#ned to specificall address $LE +6 2, 5, /, F, .0,
and .2 b #uidin# students in summari(in# what the have learned and havin# them
indicate the means and materials utili(ed in the learnin# process. 9se the 6nvesti#ation
!nalsis @ormat 0L1 as a part of studentsG reflection upon closure of each of the
specified exercises.
Environmental +cience)re%course )lannin#
.
Unit 1: Environment Earth
Time /rame: !pproximatel six weeks
Unit Description
This unit focuses on the atmosphere, lithosphere, and hdrosphere and how chan#es in
these areas mi#ht impact livin# or#anisms in the environment.
Stuent Unerstanings
+tudents will be able to identif EarthGs five interconnected spheres, describe the
importance of selected components, examine bio#eochemical ccles, and describe
processes and theories associated with ma5or chan#es in EarthGs surface.
-uiing 0uestions
.. 4an students explain and provide examples of how investi#ations can be
observational, descriptive, literature surves, classification exercises, or
experimentalH
2. 4an students emplo science lab safet procedures- techni*uesH
E. 4an students locate and effectivel utili(e emer#enc safet e*uipmentH
3. 4an students identif EarthGs five interconnected spheres and explain the
importance of selected componentsH
5. 4an students describe the processes that alter EarthGs surface environment and
identif the impact of selected processesH
/. 4an students appl the concept of systems as it applies to environmental
studiesH
F. 4an students appl concept knowled#e of biosphere structure and interactionH
". 4an students relate the roles of the ox#en, carbon, and phosphorus ccles to
the existence- survival of the EarthGs life formsH
2. 4an students discuss the sta#es of the hdrolo#ic ccle and relate them to
ener# release-absorption and with re#ard to the introduction and filterin# of
pollutantsH
.0. 4an students relate #eolo#ic processes to the development of photosnthesis
and discuss the use of fossils and radioactive isotopes in studin# the histor
of EarthGs atmosphereH
Environmental +cience9nit . Environment Earth
.
Unit 1 -rae-1evel E2pectations 3-1Es4
-1E 5 -1E Te2t an 6enchmar7s
Science as ,n8uir!
.. ;rite a testable *uestion or hpothesis when #iven a topic. &+6%I%!.'
2. Describe how investi#ations can be observation, description, literature surve,
classification, or experimentation &+6%I%!2'
E. )lan and record step%b%step procedures for a valid investi#ation, select
e*uipment and materials, and identif variables and controls &+6%I%!2'
3. 4onduct an investi#ation that includes multiple trials and record, or#ani(e, and
displa data appropriatel &+6%I%!2'
5. 9tili(e mathematics, or#ani(ational tools, and #raphin# skills to solve
problems &+6%I%!E'
/. 9se technolo# when appropriate to enhance laborator investi#ations and
presentations of findin#s &+6%I%!E'
F. 4hoose appropriate models to explain scientific knowled#e or experimental
results &e.#., ob5ects, mathematical relationships, plans, schemes, examples,
role%plain#, computer simulations' &+6%I%!3'
". $ive an example of how new scientific data can cause an existin# scientific
explanation to be supported, revised, or re5ected &+6%I%!5'
2. ;rite and defend a conclusion based on lo#ical analsis of experimental data
&+6%I%!/' &+6%I%!2'
.0. $iven a description of an experiment, identif appropriate safet measures
&+6%I%!F'
... Evaluate selected theories based on supportin# scientific evidence &+6%I%0.'
.2. 4ite evidence that scientific investi#ations are conducted for man different
reasons &+6%I%02'
Science an the Environment
.. Describe the abiotic and biotic factors that distin#uish EarthGs ma5or ecolo#ical
sstems &+E%I%!.'
5. Examine and discuss the ma5or sta#es of succession, describin# the #enerali(ed
se*uential order of the tpes of plant species &+E%I%!3'
/. !nal(e the conse*uences of chan#es in selected divisions of the biosphere
&e.#., o(one depletion, #lobal warmin#, acid rain' &+E%I%!5' &+E%I%!F'
F. 6llustrate the flow of carbon, water, ox#en, nitro#en, and phosphorus throu#h
an ecosstem &+E%I%!/' &L+%I%D.'
". Explain how species in an ecosstem interact and link in a complex web
&+E%I%!F' &+E%I%!.0'
2. 4ite and explain examples of or#anismsG adaptations to environmental
pressures over time &+E%I%!"'
.2. $ive examples and describe the effect of pollutants on selected populations
&+E%I%!..'
.2. Determine the interrelationships of clean water, land, and air to the success of
or#anisms in a #iven population &+E%I%4.'
2/. Determine local actions that can affect the #lobal environment &+E%I%D3'
2
Earth an Space Science
2. Trace the flow of heat ener# throu#h the processes in the water ccle
&E++%I%!.'
". Explain wh weather onl occurs in the tropospheric laer of EarthJs
atmosphere &E++%I%!5'
2. 4ompare the structure, composition, and function of the laers of EarthGs
atmosphere &E++%I%!/'
.2. 8elate lithospheric plate movement to the occurrences of earth*uakes,
volcanoes, mid%ocean rid#e sstems, and off shore trenches found on Earth
&E++%I%!F'
.E Explain how stable elements and atoms are reccled durin# natural #eolo#ic
processes &E++%I%0.'
.5. 6dentif the sun%driven processes that move substances at or near EarthGs
surface &E++%I%02
20. Determine the chronolo#ical order of the five most recent ma5or lobes of the
1ississippi 8iver delta in Louisiana &E++%I%4E'
2.. 9se fossil records to explain chan#es in the concentration of atmospheric
ox#en over time &E++%I%43'
Sample &ctivities
&ctivit! 1: 9pening Safet! &ctivit! 3S, -1E: 1)4
1aterials List:
per #roup % several markers or colored pencils, one sheet poster board or
newsprint
per student % class established safet #uidelines-contract
6t is essential that safet be addressed in class activities earl in the course and prior to
students en#a#in# in hands%on activities, includin# teacher demonstrations.
;hile most textbooks and teacher resources include materials that review-reinforce lab
safet precautions and procedures, the location and use of available emer#enc safet
devices and their effective use should also be included. To be assured that the lab
situation conforms to local, state, and federall mandated lab safet standards, the teacher
mi#ht refer to one of the several <ational +cience Teachers !ssociation &<+T!'
materials, such as Investigating Safely( A Guide for )igh School *eachers (<+T! )ress,
>ulianna Texle, Terr ?wan, and >ohn +ummers, 2003'.
!n exercise in which students &workin# in small #roups' develop creative visuals to
illustrate safet rules is recommended. The visuals could be posted around the classroom.
E
+tudents and parents should si#n a safet contract &samples can be found in the teacher
resources for most texts and in resources listed at the end of this unit'.
)rior to initial lab work, administer a lab safet test which includes a description of an
experiment for which students will identif safet issues and indicate the appropriate
safet measures-tools to be utili(ed. 6n addition, *uestions relatin# to relevant safet
issues should be included on tests and in pre%lab discussions throu#hout the ear.
+lease note( 1ercur thermometers are BbannedC from schools and learnin# pro#rams. 6f
mercur thermometers are in our classroom the should not be used and should be
disposed of properl
&ctivit! 2: Pre-Course Surve!: :hat;s <our Environmental ,0= 3SE -1ES: (* 12*
1>* 2(4
1aterials List,
per teacher % surve answers &one cop per instructor'
per student %Louisiana 8oper !+; +tud of Environmental !ttitudes and
?nowled#e +urve
!s an introductor activit, download, print, and distribute copies of the Louisiana
8oper !+; +tud of Environmental !ttitudes and ?nowled#e +urve 2002. The surve,
available at http,--dnr.louisiana.#ov-enviro*ui(..ssi, is based upon the 8oper .22F
<ational +urve. &!nswers are available at http,--dnr.louisiana.#ov-enviro*ui(2.ssi.'
!lthou#h the results are not current, the content is still relevantK therefore, this surve
remains a #ood #eneral introduction to the course and also as a Bpre%testG of both concept
knowled#e and attitudes. 6n addition, class review and discussion of the surve will
provide the student and the teacher with a BsnapshotC of the state of environmental
literac in his-her classroom. ;hile student knowled#e and interest will determine the
direction of class discussion, #uide the discussion to ensure inclusion of the effects of
pollutants on local populationsK the interrelationships of clean water, land, and air to
success of or#anisms in #iven populationsK local actions &such as wetlands protection' on
the #lobal environmentK and conse*uences of chan#es in selected divisions of the
biosphere &such as #lobal climate chan#e or acid rain'.
+tudent assessment should be based upon participation in the surve, class discussion,
and accurac of essa *uestions in which students discuss effects of pollutants on local
populations, interrelationships of clean water, land, and air in #iven populations, local
actions and their affect on the #lobal environment, #lobal climate chan#e, and topics
#enerated durin# class discussion. +tudents could then administer the surve to the entire
school or to their families and anal(e the data the collect. Luestions from the surve
could also be incorporated into tests throu#hout the curriculum and the Bpre%testC could
become a course Bpost%testC as well.
3
&ctivit! ": ,ntrouction to Earth S!stems an to .ote Ta7ing 3S, -1E: ?@ SE -1E:
14
1aterials List,
)art !,
per teacher % +plit%)a#e <otetakin# Teacher +ample 0L1, transparenc of the
+plit%)a#e <otetakin# +ample 0L1
per student % three%rin# binder or spiral bound notebook, cop of +plit%)a#e
<otetakin# +ample 0L1
)art 0, apple &one per class', knife &to be used b the instructor', paper towels
&for clean%up'
per #roup % poster boards or bulletin board paper, assorted markers,
+o&er+oint, access, overhead transparencies or individual copies of each
#roupGs notes.
)art !, <ote takin# skills
The process of takin# notes provides students with a permanent record of information
covered and encoura#es active participation durin# presentations and readin#s.
<otetakin# and reviewin# of notes is conducive to lon#%term memor stora#e and to the
recall of information. Iowever, man students lack the skills for takin# and utili(in#
effective notes. The split-page notetaking strate# &view literac strate# descriptions' is
an effective strate# and is eas to learn. )rior to havin# students complete a note%takin#
practice exercise on Earth +stems +cience, use the +plit%)a#e <otetakin# +ample 0L1
to prepare an overhead transparenc or computer #raphic of that document. 0e#in
instruction of split-page notetaking b explainin# the value of takin# notes in this format
b sain# it lo#icall or#ani(es information and ideas from multiple sources, it helps
separate bi# ideas from supportin# details, it promotes active readin# and listenin#, and it
allows inductive and deductive promptin# for rehearsin# and rememberin# the
information. Then, provide students with a blank cop of the +plit%)a#e <otetakin#
+ample 0L1. !nnounce that the are to take split%pa#e notes on the topic Bsplit-page
notetakingC. 9sin# the B+plit%)a#e <otetakin# Teacher +ample 0L1 and the Literac
+trate# Descriptions &view literac strate# descriptions' as #uides, present a brief
lecture of the first few steps of this split-page note taking process. !fter the have
practiced the procedure, students should compare notes with a partner. To provide
clarification, answer an *uestions that mi#ht arise. )resent the last steps of the material
while students attempt to take split-page notes on their own. !#ain, have students
compare their notes and elicit *uestions-discussion of the note%takin# process.
Throu#hout the course, #uide students as the take split-page notes and increase their
effectiveness with this techni*ue. $uided practice time is the best wa to ensure students
learn and take full advanta#e of the note takin# sstem. !ctivit assessments should
include information that students record in their split-page notes. 6n this wa, the will
see the connection between takin# notes in this format and their achievement on *ui((es
and tests.
5
)art 0, 6ntroduction to Earth +stems +cience
To provide them with an introductor overview of the course &and with an opportunit
for #uided split-page notetaking', introduce students to Earth +stems +cience. Earth
+stems +cience focuses upon interactions amon# the EarthGs five interconnected
spheres, &.' the biosphere &livin# sstems, fossils, and fossil fuels', &2' the #eosphere
&plate tectonics, volcanoes, earth*uakes, and BsolidC earth', &E' the atmosphere &air,
climate, and weather', &3' the hdrosphere &the water ccle and water in all its li*uid
forms', and &5' the crosphere &ice, #laciers, and ice a#es'. <ote: Earth +stem resources
for teachers are included in the 8esources at the end of this unit.
9se Earth, The !pple of our Ee
&http,--www.accessexcellence.or#-!E-!E)4-;;4-.22.-earth.html ' exercise as a
demonstration to model concepts discussed in this activit. =ariations of this exercise are
available in some teacher resources and on the ;orld ;ide ;eb, includin# an online
presentation, BThe !pple as )lanet EarthC at
www.farmland.or#-news-audiovideo-!=!rchive.aspM &the link is in the ri#ht%hand
column'.
!ssi#n each student to read and take split-page notes related to one of the five spheres.
1ost text materials provide this information as does .arth Systems
http,--#pc.edu-Np#ore-EarthO+pace-$)+-Earth%sstems.html &pa#es E%.5'. !fterward,
students should compare notes with other students who have been assi#ned the same
topic and should develop a common notebook entr. &To provide clarification and ensure
accurac, confer with each #roup and answer an *uestions that mi#ht arise.' 6n addition,
each #roup should create posters or murals that visuall represent their assi#ned sphere
and then use their notes and visuals to peer%teach the class. &$roup split-page notes could
be copied and distributed to classmates or be provided for them to cop via )ower)ointP
access or overhead transparencies.'
&ctivit! %: The 6iosphere 3S, -1Es 2* %* (* ?@ SE -1Es: 1* (4
1aterials List,
per student % science learnin# lo#, plastic ba#, Biospheres activit instructions and
worksheets
per #roup % #allon%si(ed 5ar, small plants, small fish &if selected', measurin# cup,
ruler, hand trowel, soil &*uantit will var'K per class %florescent li#ht source, 2
a*uarium%si(ed fish nets, buckets, spon#es, soap, sealin# tape, permanent
markers, cameras and-or colored pencils, and sketch pads
Idroponics Exercise % &these materials are #enerall available from hdroponics
suppliers or nurseries' per #roup % polcrstals &to fill #rowth-viewin# container',
rockwool &six Q%inch cubes per #roup', E peanut and E mun# bean seedlin#s per #roup
&seedlin#s of other fast #erminatin# plants can be substituted', plant nutrient solution &to
/
hdrate polcrstals', a commercial viewin# tank is su##ested &however, a small
#oldfish%tpe fish bowl should suffice'
6ntroduce the topic of science learning logs &view literac strate# descriptions ' as a
means of communication. +cience learning logs are notebooks in which students record
ideas, *uestions, reactions, hpotheses, new understandin#s, and reflections.
Documentin# ideas in a lo# about content bein# studied forces students to Bput into
wordsC what the know or do not know. This process offers a reflection of understandin#
that can lead to further stud and alternative learnin# paths. 6t combines writin# and
readin# with content learnin#. 6nvite students to personali(e their lo# covers with their
names and illustrations. !s the complete entries, encoura#e students to express
themselves throu#h a variet of techni*ues, includin# prose, poetr, sketches, leaf
rubbin#s, and photos. +cience learning logs and nature 5ournal resources &available in
bookstores, libraries, and via the internet', provide examples of writin# cues and
su##ested techni*ues to enhance student communication skills.
Take students on a nature walk on the school #rounds. ;hile on the walk, have them
collect samples &storin# these in plastic ba#s' and classif each of the items as livin# or
nonlivin# within their science learning logs. The should su##est criteria for classifin#
components of the environment as livin# or non%livin# as well. 9pon return to the class,
record the list on the chalkboard or a transparenc. ! class discussion cate#ori(in# all the
components observed as /iotic or a/iotic should follow. 0e sure that students
comprehend that a scientific investi#ation can be observational, descriptive, and even
conducted throu#h a literature search and does not alwas have to be experimental in
nature.
9sin# the nature walk discussion as a lead%in, have students infer how chan#es in a
component of the environment mi#ht affect the or#anisms in the environment. @ollow up
b havin# students work in cooperative lab #roups to complete the Access .0cellence
lesson Biospheres at
http,--www.accessexcellence.or#-!E-!E4-!E@-.225-kobaashiRbiospheres.html.
This lesson includes hands%on activities, modelin#, in*uir skills, cooperative learnin#,
and concept reinforcement. 6n this lesson, students, actin# as aliens from a distant planet,
investi#ate the biosphere of the 0lue )lanet and create models of its biosphere &in #allon%
si(e 5ars', collect data from the 5ars over a period of about five weeks, and report on their
findin#s. !s alien exobiolo#ists, the will determine the tpe of ecosstem that will be
the most successful on their lon# 5 week 5ourne home, and select the tpe &and number'
of or#anisms able to survive in such limited livin# space and resources. @or about five
weeks, the take observations &multiple times per week', and create colorful sketches or
take photo#raphs which the eventuall put to#ether into a report. This #roup report
should include written observations, the sketches or photos, analsis of #roup findin#s,
and discussion of bio#eochemical ccles &as the relate to the biosphere'. )eer &and
teacher' evaluation of each #roup memberGs contributions should be part of the pro5ect
overall evaluation as well.
F
<ote, To complete the hdroponics exercise, some materials such as rockwool and
polcrstals, that are not #enerall found in the classroom, ma need to be
obtainedSordered in advance. &)olcrstals can absorb over 200 times their wei#ht in
water and will expand when hdrated. 8ockwool is spun basalt and is a li#htwei#ht
medium in which to #row plants.'
4areers associated with #ardenin#-a#riculture should be introduced here, especiall those
related to Louisiana crops in #eneral and local crops in particular. 9tili(e individuals
from the communit, if applicableK local 4ooperative Extension specialists can also serve
as a valuable resource for this information. Discussion and readin#s associated with
hdroponics and Bor#anicC #ardenin# could be introduced at this time as well.
&ctivit! A: Surface Changes an the Environment 3S, -1Es: (* ?* >* 11* 12@ SE
-1E: (@ ESS -1E: 124
1aterials List,
per #roup % !A1* &riting assi#nment, 6nternet%accessible computer for <!+!
exercise or *he .arth( 2ork in +rogress video, and individual copies of *he
.arth( 2ork in +rogress Lesson 3 Activity( 4atural 5isaster Lists back#round
and activit sheets
9se appropriate teacher%selected readin# materials includin# Earth and Environmental
+cience text readin#s and an introductor discussion to introduce relationships of
#eolo#ic surface chan#es and the biotic environment. Exercises are offered for classes
with and those without multiple internet%accessible computers. !spects of both exercises
are conducive to the use of !A1* &riting strate#ies &view literac strate# descriptions'.
8!@T is an acronm that stands for 8% role of the writer, !%audience to whom or what
the 8!@T is bein# written, @%the form the writin# will take, T% the topic focus of the
writin#. This strate# #ives students the freedom to pro5ect themselves into uni*ue,
complex roles and to look at content from uni*ue perspectives. !A1* &riting has been
used to explain certain processes, describe a point of view, envision a potential 5ob
assi#nment, or solve a problem. 6tGs the kind of writin# that when crafted appropriatel is
creative and informative. The <+T! Science *eacher article, B0ecomin#
Environmentall Literate 4iti(ensC b +usan $roenke and 8andall )uckett &<ovember
200/' serves as a #ood !A1* &riting resource and back#round information for teachers
and includes an assessment rubric as well. &!rchived copies of this article are available
to <+T! members via the <+T! website.'
6ntroduce students to the assi#nment, b tellin# them that the will be anal(in# an open%
ended, real%world problem b usin# this basic problem%based learnin# format,
.. Determine whether a problem exists.
2. 4reate an exact statement of the problem.
E. 6dentif the information needed to understand the problem.
3. 6dentif resources to be used to #ather information.
5. $enerate possible solutions.
"
/. !nal(e the solutions and determine a feasible plan of action-recommendation.
Discuss each of the steps and have students record them within their notebooks. Divide
students into small, hetero#eneous #roups and distribute the appropriate !A1* &riting
assi#nment to each &refer to the samples below'. Then, familiari(e students with the
issue&s' to be considered and inform them that ou will provide academic &and
behavioral' support but that the must make the decisions within their #roups.
@or classes with access to computers with 6nternet access, utili(e the <!+! Classroom
of the 1uture%.0ploring the .nvironment module 6olcanoes
www.cotf.edu-ete-modules-volcanoes-volcano.html and the !A1* &riting assi#nment on
the next pa#e.
@or classes without computers or 6nternet access, have students view the Louisiana )ublic
0roadcastin#Gs &L)0' .nviro*ackle/o0, video, *he .arth( 2ork in +rogress available
via L)0 4berchannel. !sk our school principal for access information. <ote, +ome
teachers and-or school libraries ma have individual copies of this video. <ext, students
should complete *he .arth( 2ork in +rogress Lesson 3 Activity( 4atural 5isaster Lists
&www.lpb.or#-education-classroom-itv-envirotacklebox-teacher#uide-module3-3natln..htm'.
;hen assi#nin# student #roups specific natural disasters, include examples such as
earth*uakes, volcanoes, hurricanes, floods, #laciers, and erosion of LouisianaGs coastline.
Ather relevant EnviroTackleboxP pro#rams-lessons are listed in the resources for this
unit. 6f utili(in# the EnviroTackleboxP exercise, the !A1* &riting assi#nment will look
like.
Disaster Prepareness -- #&/T :riting &ssignment
#ole, +cience writer
&uience, $eneral public
/ormat, BDisaster )reparedness and 6nformation 0ookletC
Tas7, 6nform the #eneral public of past natural disasters &specific to our assi#ned topic'
and describe current precautions that are taken &or are recommended' in event of
reoccurrence of the disaster.
1iving 'ith Bolcanoes---#&/T :riting &ssignment
#ole: team of science experts
&uience, appropriate & local and national' #overnment a#encies
/ormat: a risk analsis- recommendation report
Tas7:
Situation 1. Determine whether to build a new hi#h school in the shadow of 1t. 8ainier.
Situation 2. Determine what the prospects are for the population near ?ilauea.
Situation ". Determine what should be done in the )ortland area when 1t. Iood starts
actin# like 1t. +t. Ielens &sputterin#-pre%eruption activities'.
Situation %. Determine if we are facin# an eruption in Tellowstone as devastatin# as a
nuclear attack.
2
!fter #eneratin# their solutions, students should present the 8!@T products to their
classmates.
&ctivit! (: Change in the :eather 3S, -1Es: (* ?@ ESS -1Es: +* >4
1aterial List, per student % hurricane trackin# map, hurricane trackin# data
!s part of their Earth sstems studies, instruct students to read text material and conduct
research of written and electronic resources to investi#ate the structure, composition, and
functions of EarthGs atmosphere in order to explain wh weather onl occurs in the
tropospheric laers.
!s this unit is to be completed durin# hurricane season, use current or archived storm
information to teach students to track hurricanes. 6ncorporate discussion of hurricane
escape routes and hurricane preparedness needs into the class discussion as well. Iave
students read and discuss one or more of the numerous articles that have been published
since Iurricanes ?atrina and 8ita. 6nclude articles about wetlands values, loss, and
restoration pro5ects and-or articles about the interrelationships between human habitats
and the coastal environment. +ources of some articles are listed in the 8esource section
of this 9nit.
Iurricane trackin# data are available at <ational ;eather +ervice <ational Iurricane
4enter &www.nhc.noaa.#ov'. Iurricane trackin# maps are usuall available at no cost
from local merchants, or a cop can be downloaded from www.nhc.noaa.#ov.
6n addition to servin# as a resource about current weather conditions, several websites
provide excellent information on selectin# meteorolo# as a career. +tudents can learn
what courses to take in hi#h school, appropriate amateur pursuits, and the various tpes
of professional positions within the field b visitin#
www.ametsoc.or#-careercenter-careers.htmlMmeteorolo#istscareer
www.black%colle#ian.com-career-career%reports-meteorolo#200/%2nd.shtml
www.theweatherchannelkids.com-weatherRed-careersRinRmeteorolo#
&ctivit! ?: Change Closer to Come 3S, -1Es: 2* "* %* A* (* ?* >* 1)* 12@ SE -1E: (@
ESS -1E: 2)4
1aterials List,
per student % Experimental Desi#n Dia#ram 0L1, 6nvesti#ation !nalsis @ormat
0L1
per #roup % water source container &such as a lar#e waterin# can, bucket, or hose',
stream table or plastic plant tra, sand &enou#h to fill stream tables within a few
cm. of its upper surface'
.0
per class % one transparenc per class and-or one dia#ram per #roup of ima#es of
recent lobes of the 1ississippi 8iver & Ane source of the ima#es is the 4e&
7rleans a 4atural )istory website referenced at the end of this activit.'

)rior to be#innin# the in*uir investi#ation, have students identif and discuss safet
#uidelines and concerns that the should follow in this activit. The will be simulatin#
river chan#es usin# a stream tra set%up.
4oastal Louisiana is an area of continued surface chan#e. 6n one wa or another, an
ancestral river to the current 1ississippi sstem has been drainin# the chan#in# continent
for the past F500%"000 ears. !s the river chan#ed its path, new deltaic lobes formed
over time as sediments were deposited as the river made its wa to the ocean.
+tudents ma be familiar with what happens when a #arden hose is left on a surface and
then turned on at full force. 6t will wi##le and s*uirt in a chan#in# pattern first one wa
and then another &to simulate river meanderin#'. 9sin# stream tables or plastic plant tras
containin# sand and a water source, have students &workin# in cooperative #roups' set up
a river sstem in which the will desi#n and conduct an in*uir investi#ation simulatin#
river chan#es. *eacher 4ote( It &ill /e necessary to slightly elevate the stream ta/les
relative to the &ater source to esta/lish a flo& pattern8
.. )rovide instruction with re#ard to use of the stream model and have students
identif and discuss safet-behavioral #uidelines.
2. !fter settin# up their stream table, have each #roup allow water to flow over the
model for at least five minutes 3allow sufficient time for features such as
meanders, channels, and deltaic lobes to develop'. This should be considered
BTrial AneC and each #roup should prepare a labeled illustration &on a paper
labeled B#roup data sheetC' for later comparison.
E. Each #roup will develop an in*uir investi#ation in which the will alter some
aspect of the model &for example, new position of the water source, chan#e in the
an#le of elevation, additional sediment in the flowin# water, an increase in flow
of river water'. !fter receivin# teacher approval for the ad5ustment, distribute and
have each student complete an Experimental Desi#n Dia#ram 0L1Uidentifin#
and recordin# the hpothesis, variables and controls, step%b%step procedures, and
safet #uidelines needed for their investi#ation.
3. Iave student #roups run two trials incorporatin# their ad5ustment. The should
label these BTrials TwoC and BTrial ThreeC and a labeled illustration should be
prepared after each trial &and will serve as data'.
5. +tudents are to then anal(e their illustrations and relate their observations to the
1ississippi 8iver.
/. Ane of the student sstems should be selected for class discussion, and students
from the other #roups should be asked to establish a se*uence or order b a#e for
the features the are observin#. +tudents must defend their answers with evidence
observed while workin# with their own sstems. )rovidin# an ima#e of the recent
lobes of the 1ississippi 8iver, the teacher will ask the students how the would
se*uence the lobes in the sstem. ;hat evidence would the want to look forH
..
;hat information would the needH 4onclude with an introduction to the
developin# !tchafalaa Delta and the attempts to mana#e the 1ississippi 8iver
throu#h levees, spillwas, the Ald 8iver 4ontrol +tructure, and the proposed
diversion pro5ects.
F. 6ssue copies of the 6nvesti#ation !nalsis @ormat 0L1. Each student should
complete and submit this form and the completed experiment report.
The D=D, 4e& 7rleans a 4atural )istory b ;alter ;illiams, would be an excellent
resource for this activit. 6t is available as a streamin# video at
www.<ewArleansIistor.net . ! natural histor of the development of the 1ississippi
8iver Delta and the evolution of the lobes at the mouth of the river is available at
http,--www.lono.edu-lucec-mrddocs-...doc.
&ctivit! +: 6iogeochemical an C!rologic C!cles 3S, -1E: 2* A* (* ?* 1)* 12@ SE
-1E: ?@ ESS -1Es: 2* 1"* 1A4
1aterials List,
per #roup % several small potted plants and covered 5ars, a*uaria or plastic ba#s to
use as terrariums &one-plant'
per class % art supplies for visual displas or +o&er+oint, access, overhead
transparencies or slides of the water ccle
9se appropriate teacher%selected readin# materials includin# Earth +cience and
Environmental +cience text readin#s to introduce the topic. !fter participatin# in an
introductor discussion, students will complete two exercises to demonstrate the
hdrolo#ic, ox#en, carbon, nitro#en, and phosphorus ccles. &The exercises below also
offer an opportunit for reinforcement of the five interconnected Earth spheres.'
92!gen* Carbon* .itrogen* Phosphorus C!cles
@or ox#en, carbon, nitro#en,

and phosphorus ccles, students will work in small #roups
to produce presentations that should include visual displas, such as pictures, models, or
a multimedia presentation to represent the ccles. !ssi#n a different ccle to each
collaborative #roup of students. ;ith lar#e classes, assi#n each ccle to two #roups.
6nform those assi#ned the carbon ccle that the are to include information on coal and
petroleum formation, those focusin# on the nitro#en ccle are to explain the importance
of bacteria to that ccle, and those focusin# on the phosphorus ccle are to explain wh
phosphorus is important to life. Each #roup will present a visual displa illustratin# the
ccle as well as an informative, relevant presentation of the ccleGs basics and the
additional information desi#nated above. Durin# concludin# discussions, review the
processes of photosnthesis and aerobic respiration to ensure that students understand the
importance of these processes in the cclin# of ox#en and carbon.
C!rologic 3:ater4 C!cle
.2
!fter basic instruction in plant care, students should create a closed%sstem plant%#rowth chamber
&covered 5ars, a*uaria, or plastic ba#s could suffice'. Then, after havin# them read appropriate text
materials, use overhead transparencies or a slide presentation to review-clarif the sta#es of the
water ccle with students. Durin# the concludin# discussion, ask students to identif the points in
the water ccle where ener# is released or absorbed and where pollutin# chemicals ma be
introduced, such as run%off and bondin# with #as molecules to form acid rain durin#
condensation. ! complete review of the water ccle must include the #round phase, where
infiltration-percolation accomplishes the removal of some pollutants from the surface water
dischar#e as well as tracin# the flow of heat ener# throu#h the various sta#es. This is an
important function and value of the Louisiana wetlands. The Louisiana 9-) .nvironmental
Science +ro:ect Book serves as an excellent source of water ccle materials as the appl to
Louisiana and ma be obtained from the 4ooperative Extension Affice located in each parish.
&ctivit! >: Establishing a Compost 6in 3S, -1Es: 1* 2* "* %* A* (* ?* >* 1)* 12@ SE
-1Es: A* +* >4
1aterials List,
per student % lab apron, lab safet #o##les, several pairs of #loves,, 6nvesti#ation
!nalsis @ormat 0L1, Experimental Desi#n Dia#ram 0L1, science learnin# lo#
per class % utilit knife &to be used under teacher supervision', drill or nail for
makin# holes &to be used under teacher supervision'
per #roup % compost binsK two 2%liter or E%liter soda bottlesK one smaller container
&about 5%cm hi#h' that fits inside the soda bottleK one foam plate or traK duct tape
or clear packa#in# tapeK insulation materials &such as sheets of fiber#lass or foam
rubber, or foam peanuts'K fine%meshed screen or fabric lar#e enou#h to cover top
of soda bottle and air holes in bottom halfK temperature probe that will fit into the
top of the soda bottle and be lon# enou#h to reach down into the center of the
compostK pI metersK soil moisture sensorK chopped ve#etable scraps such as
lettuce leaves, carrot or potato peelin#s, and apple cores, or #arden wastes&such as
weeds or #rass clippin#s'K bulkin# a#ent &such as wood shavin#s or .%2 cm pieces
of paper e## cartons, cardboard, or wood'K hand lens or microscopeK optional %
hollow tubin# to provide ventilation
<ote, 6f the decision is made to set up a compost bin on the school campus rather than
small, individual units within the classroom, permission should be obtained from the
administration.
This is a lon#%term activit. The sta#es of succession will be observed over several weeks
and the resultin# compost will be utili(ed in resource mana#ement activities in 9nit E.
4ompostin# is the process of combinin# or#anic materials such as #rass clippin#s and
food scraps under conditions that enhance the rate at which the decompose. 6n the
9nited +tates, or#anic wastes make up a lar#e percenta#e of what is thrown awa.
4ompostin# provides an opportunit to keep or#anic materials out of landfills and to
create a useful end product instead. ! compost pile also provides opportunities for direct
.E
observation of succession. 6n this aspect of the lon#%term pro5ect, student #roups will
learn-utili(e basic lab protocols and explore basic biolo#, chemistr, and phsics
concepts. +afet concerns should be addressed in all aspects of the investi#ation. <ote, 6t
ma be necessar to provide ventilation if containers are otherwise Bair ti#htC to release
an #ases that mi#ht build up.
6ntroduce the topic of compostin# throu#h use of teacher%selected readin# materials,
includin# text readin#s and resources such as the followin#,
Building a Soda Bottle Bioreactor http:DDcompost.css.cornell.euDsoa.html,
provides instruction for buildin# a soda%bottle compost bin.
Composting in the Classroom( Scientific In'uiry for )igh School Students b
<anc Trautmann and 1arianne ?rasn is a comprehensive #uide for teachers
interested in #uidin# compostin# research pro5ects b hi#h school students. This
reference can be downloaded &http:DDcompost.css.cornell.euDC,C.html ' or
purchased from <+T!. 6t presents a detailed scientific exploration of several
methods of compostin# methods and classroom applications. 6t also provides the
framework for an interdisciplinar experience for studentsK al#ebraic e*uations
for evaluatin# mixturesK and scientific techni*ues for settin# up, monitorin#, and
evaluatin# results from experiments. There are su##estions for independent
research pro5ects.
The activit Cornell Composting( Inverte/rates of the Compost +ile
http,--compost.css.cornell.edu-monitor-monitorin#.html, provides back#round and
activities for investi#atin# succession within a compost pile throu#h observation
of chan#es in moisture, odor, microbes, invertebrates, temperature, and pI.
Inverte/rates of the Compost +ile,
http,--compost.css.cornell.edu-invertebrates.html, is useful.
Compost +hysics http,--compost.css.cornell.edu-phsics.html also provide
materials useful to the investi#ation.
!fter en#a#in# students in an introductor discussion of the process and the merits of
compostin#, distribute individual copies of the 6nvesti#ation !nalsis @ormat 0L1.
6nstruct students to complete sections .%E. !fter students identif and address safet
issues or concerns &section E', review to assure the have included wearin# #loves,
aprons, and #o##les and that the should wash their hands prior to and followin#
handlin# the lab materials. Then, place students in small, hetero#eneous lab #roups.
Distribute copies of the Experimental Desi#n Dia#ram 0L1 and instruct students to
complete these as the develop a compost investi#ation. !fter each cooperative lab #roup
develops an experimental desi#n to #uide them throu#h their in*uir, the class will
establish a startin# baseline b measurin# soil temperature, pI, and moisture levels. !ll
student investi#ation plans should be reviewed and approved b the teacher prior to
be#innin# the investi#ations.
Direct student #roups to look for si#ns of life within a small sample of the material to be
composted b observin# that sample with a hand lens or a microscope, countin# the
number of species observed, and countin# the number of or#anisms per population. Iave
.3
the class share data and estimate the number of species and or#anisms in the entire &class'
sample. &These samples are bein# taken to establish a baseline for 9nit E% !ctivit .0.'
!llow the decomposition-succession process to continue for three to four weeks. Durin#
that time, students should monitor water and food levels, addin# water and-or food items
once weekl or as necessar. !t the end of the third or fourth week &and a#ain each week
thereafter', student #roups should repeat the batter of tests done on the ori#inal samples
and should share results. Abservations, data tables, inferences, sketches, or#anism
factoids and reflections should be recorded within the science learning logs &view literac
strate# descriptions '8 !fter sharin# results, each student should work individuall to
complete the data analsis and conclusion portions of the 6nvesti#ation !nalsis @ormat
0L1 lab.
&ctivit! 1): Evience of &tmospheric 92!gen 3S, -1Es: (* +@ SE -1E: (@ ESS
-1E: 214
1aterials List,
per student % copies of #uidin# *uestions
per class % reference materials &books, articles, and websites' related to the topic
0e#in the activit with the *uestion, BDo all forms of life on Earth re*uire ox#en in their
environmentHC $uidin# *uestions ma be used to elicit desired responses. <ext, ask
students to identif the or#anisms that produce the ox#en in EarthGs atmosphere. 6nform
students that because of #eolo#ic processes and the development of life forms that could
photosnthesi(e, the #ases in our atmosphere have chan#ed over time. !sk them if
or#anisms dependent on aerobic respiration could have been the first life forms to develop
on Earth. Explain that in this activit, the are to explore the chan#es in the ox#en content
of EarthGs atmosphere throu#h fossil records. )rior to be#innin# student investi#ation,
review the meanin# of the term isotopes, usin# ox#en and carbon isotopes as examples.
6nstruct students to conduct research of written and-or electronic resources to find out how
fossils provide evidence of chan#es in the ox#en content of the atmosphere and climatic
chan#es such as temperature fluctuations. !llow students to work in pairs. 6f computers
with 6nternet access are available, develop a web*uest that includes the 98Ls for teacher%
selected websites and also includes #uidin# *uestions. 6f computers are unavailable,
provide students with copies of selected articles from Earth +cience references and from
internet sources such as B+ilence of the 4lamsC &described in the 9nit . resources'. !n
internet search usin# the ke term, Bisotonic ox#en composition of fossil shellsC will
provide samples of related articles.
;hether utili(in# the web*uest or the articles, provide students with *uestions that #uide
their studies,
@ossils from which animal #roup provide the best evidence of chan#es in ox#en
contentH Explain wh.
;hat part of shellfish makes them valuable fossil evidence of ox#en content,
and whH
.5
;hich isotopes provide evidence of atmospheric chan#esH
;hich isotopes provide evidence of temperature chan#esH
;hat technolo#ical tool is used in anal(in# the isotopes present in fossilsH ;hat
is its functionH
Iow can iron in rock laers provide evidence of atmospheric ox#en contentH
;hat are three processes that reduce ox#en in the atmosphereH
6n addition, students should print out one #raph from their research and write an
interpretation of the data illustrated. The should also use the information studied in this
unit to cite an example of how new scientific data can result in an existin# scientific
explanation bein# supported, reviewed, or re5ected.
+ee the reference section at the end of this unit for websites on this topic. !fter web*uest
data sheets are collected, conclude the activit b conductin# a class discussion in which
students reach a consensus on the correct answers to the *uestions.
Sample &ssessments
-eneral -uielines
!ssessment techni*ues should include drawin#s-illustrations-models, laborator
investi#ations with reports, a laborator practicum &problem%solvin# and performance%
based assessments', #roup discussion and 5ournalin# &reflective assessment', and paper%
and%pencil tests &traditional summative assessments'.
+tudents should be monitored throu#hout the work on all activities via teacher
observation of their work and lab notebook entries.
!ll student%developed products should be evaluated as the unit continues.
+tudent investi#ations should be evaluated with a rubric.
@or some multiple%choice items on written tests, ask students to write a
5ustification for their chosen responses.
-eneral &ssessments
+tudents will reflect on the followin# *uestions for 5ournal or notebook entr,
Iow do the abiotic factors of an environment affect the biotic factors and vice
versaH Iow are the biotic and abiotic factors affected when a sin#le factor is
no lon#er in the environmentH &Examples of these factors include milkweed
plant for monarch butterflies, a lar#e tree for shade, or rocks for or#anisms to
hide under.'
+tudents will summari(e the processes of photosnthesis and respiration and
relate their roles in the carbon and ox#en ccles.
./
:hen given scenarios escribing changes in components of the biosphere* stuents
'ill escribe the probable impact on selecte components of ecos!stems.
.F
&ctivit!-Specific &ssessments
!ctivit . , )rior to initial lab work, administer a lab safet test which
includes a description of an experiment for which students will identif
relevant safet issues and indicate the appropriate safet measures-tools to be
utili(ed. &Luestions relatin# to relevant safet issues should be included on
tests and pre%lab discussions throu#hout the ear.'
!ctivit 2 , +tudent assessment should be based upon participation in the
surve, class discussion and accurac of essa *uestions in which students
discuss effects of pollutants on local populations, interrelationships of clean
water, land, and air in #iven populations, local actions and their effect on the
#lobal environment, #lobal climate chan#e, and topics #enerated durin# class
discussion. +tudents could then administer the surve to the entire school or to
their families and anal(e the data the collect.
!ctivit ", !s an assessment of the Idrolo#ic 4cle material, have students
create an educational #ame, video, skit, or booklet to teach fourth #raders the
water ccle. !fter contactin# a fourth #rade teacher to establish the
cooperative relationship, have the fourth #raders review and evaluate our
studentsG pro5ects based upon student%selected criteria.
#esources
1earning 1ogsDEournaling
Leslie, 4lare ;alker and 4harles E. 8oth. ;eeping a 4ature <ournal(
5iscover a 2hole 4e& 2ay of Seeing the 2orld Around =ou (2
nd

edition'8<orth !dams, 1!, +tore )ublishin#,200E
+imple techni*ues to #ive first%time 5ournal%keepers the confidence to #o
outside, observe the natural world, and sketch and write about what the see
<ature >ournalin#, +ome 6deas to #et ou started &excerpted from, ;eeping a
4ature <ournal b 4lare ;alker Leslie and 4harles E. 8oth
http,--shareE.esd.05.wednet.edu-rsandelin-8esources-5ournalin#.htm
This excerpt is a user%friendl introduction to 5ournalin# techni*ues and tools
and provides sample 5ournal pa#es.
."
Earth S!stems Science
$eor#ia )erimeter 4olle#eUEarth +stems ;orkshop for Ii#h +chool
Teachers
http,--#pc.edu-Np#ore-Earth+stems-Earth+stemscontents.html
6ncludes numerous links to activities and resources related to teachin# from an
Earth +stems perspective
.arth Systems .ducation 1rame&ork
&http,--earthss.a#.ohio%state.edu-framework.html' Describes the seven basic
understandin#s of Earth +stems +cience
Safet!
The Laborator +afet 6nstitute &@ree Documents'
http,--www.labsafet.or#-freedocs.htm
This site includes safet contracts-si#noffs, lab inspection checklists, and
related links and articles.
6iogeochemical C!cles
4alifornia +tate 9niv.%1ontereGs Life and 0io#eochemical 4cles
http,--essp.csumb.edu-esse-climate-climatebio#eo.html !n overview of
bio#eochemical ccles and hi#hli#hts their role in climate, a#riculture, acid
precipitation, and or#anisms
Environmental Literac 4ouncilGs 0io#eochemical 4cles
http,--www.enviroliterac.or#-subcate#or.php-.2".html Descriptions of each
ccle and links to related sites
9+$+ ;ater +cience for +chools, The ;ater 4cle
http,--#a.water.us#s.#ov-edu-waterccle.html 6nteractive water%ccle dia#rams
and a one%pa#e ccle summar suitable as a student Bhand%outC
EnviroTacklebox 1odule%4arbon, The Element of +urprise.
! video, TeacherGs $uide, +tudent !ctivities, and 4urriculum +tandards
4orrelations are available from L! )ublic 0roadcastin# 4berchannel.
4ontact our school principal for access information.
Earth Stuies an :eather
9+$+ 1a5or Ecosstems and 8e#ions of the !cadian%)ontchartrain <!;L!
http,--la.water.us#s.#ov-naw*a-ecolo#.htm Ecolo#ical re#ions and natural
histor includin# formation of the 1ississippi Delta
.2
!ccess Excellence !ctivities Exchan#e, 0ioforum for Ii#h +chool Teachers,
B+ilence of the 4lamsC b Dr. )eter D. 8oopnarine
http,--www.accessexcellence.or#-0@-bf0/ ! talk and slides discussin# deltaic
sstem buildin# and analsis of Ax#en ./ and ." in clam fossils in anal(in#
ox#en%temperature relationships within the 4olorado 8iver
Explorin# the Environment, +evere ;eather, IurricanesV
http,--www.cotf.edu-ete-modules-sevweath-sevweath.html
+tudents review Iurricane !ndrew data in preparation for trackin#, anal(in#,
and predictin# the course of a fictional new hurricane threatenin# <orth
!merica
9+ $eolo#ical +urve, ! =irtual Tour of the .20/ +an @rancisco Earth*uake
http,--earth*uake.us#s.#ov-re#ional-nca-virtualtour
The tour explores the earth*uake and its aftermath from scientific,
en#ineerin#, and human perspectives.
9+ $eolo#ical +urve, Earth*uake 4enter
http,--earth*uake.us#s.#ov-e*center
+earch b location and ma#nitude for earth*uakes that have occurred within
the past seven das anwhere in the world
Environmental Literac 4ouncil &http,--www.enviroliterac.or# ' provides
teachers with tools to help students develop environmental literac. 6ncluded
are modules &in pdf format' of the publication, !esources for .nvironmental
Literacy. Each of the five modules is desi#ned to build skills in critical
thinkin# and analtical reasonin# about complex issues. Each module includes
back#round information detailin# the environmental context of each topic,
recommends supplementar texts and lists online teachin# resources, and
su##ests activities for further classroom exploration. This publication is
available for purchase in print from <+T!. The BEarth*uakes, volcanoes, and
tsunamisC module is relevant to 9nit ..
The >oint Aceano#raphic 6nstitutions & 1icrofossils, The AceanGs +torteller',
www.5oilearnin#.or#. includes an activit, Secrets of Sediments that uses
fossils to provide evidence of ox#en content in the atmosphere and climatic
chan#es. The activit, teacherGs #uide, and a poster can be viewed at the
mentioned site b clickin# on +osters.
Environment
4ASA Classroom of the 1uture--.0ploring the .nvironment &ETE'
http,--www.cotf.edu
20
Unit 2: Development an Succession in Ecos!stems
Time /rame: !pproximatel .0 weeks
Unit Description
This unit introduces the stud of ecolo# as it focuses upon ma5or ecosstem tpes and
upon the interrelationships amon# and between populations and their abiotic
environment.
Stuent Unerstanings
+tudents develop an understandin# of ecolo#ical sstems includin# the characteristics of
ma5or #lobal a*uatic and terrestrial ecosstems &biomes' and Louisiana ecolo#ical
re#ions-ecosstems. The #ain an understandin# of the interactions within these
ecosstems, and the ramifications of chan#e &both natural and human%induced' upon the
specific ecosstems and upon biodiversit in #eneral.
-uiing 0uestions
.. 4an students explain how species in an ecosstem interact and link in
complex websH
2. 4an students compare characteristics of the ma5or kin#doms and use
taxonomic kes to identif or#anismsH
E. 4an students describe the abiotic and biotic factors that distin#uish EarthGs
ma5or ecolo#ical sstemsH
3. 4an students use the .0W rule and data analsis to discuss the flow of ener#
throu#h the various trophic levels within a communitH
5. Describe the characteristics of ma5or biomes on Earth and ma5or Louisiana
biore#ions or ecosstem tpesH
/. 4an students examine and discuss the ma5or sta#es of succession, describin#
the #enerali(ed se*uential order of the tpes of plant speciesH
F. 4an students anal(e the effect of an invasive species on the biodiversit
within an ecosstemH
". 4an students determine the effects of limitin# factors on a population and
describe the concept of carrin# capacitH
2. 4an students cite examples and describe the effect of pollutants on selected
populationsH
.0. 4an students identif the factors that affect sustainable developmentH
... 4an students describe how accountabilit toward the environment affects
sustainabilitH
Environmental +cience9nit 2 Development and +uccession in Ecosstems
2.
.2. 4an students identif the factors that cause the ine*uitable distribution of
EarthGs resourcesH
.E. 4an students explain wh biodiversit is essential to the survival of
or#anismsH
Unit 2 -rae-1evel E2pectations 3-1Es4
Science as ,n8uir!
problems &+6%I%!E'
". $ive an example of how new scientific data can cause an existin# scientific
explanation to be supported, revised, or re5ected &+6%I%!5'
.E. 6dentif scientific evidence that has caused modifications in previousl
accepted theories &+6%I%02'
.. Describe the abiotic and biotic factors that distin#uish EarthGs ma5or ecolo#ical
sstems &+E%I%!.'
2. Describe the characteristics of ma5or biomes on Earth &+E%I%!.'
E. 9se the .0W rule and data analsis to measure the flow of ener# as
represented b biomass in a sstem &+E%I%!2'
3. Determine the effects of limitin# factors on a population and describe the
concept of carrin# capacit &+E%I%!E'
". Explain how species in an ecosstem interact and link in a complex web &+E%
I%!F' &+E%I%!.0'
2. 4ite and explain examples of or#anismsG adaptations to environmental
pressures over time &+E%I%!"'
.0. !nal(e the effect of an invasive species on the biodiversit within ecosstems
&+E%I%!2'
... Explain wh biodiversit is essential to the survival of or#anisms &+E%I%!2'
.2. $ive examples and describe the effect of pollutants on selected populations
&+E%I%!..'
22
.5. 6dentif the factors that cause the ine*uitable distribution of EarthGs resources
&e.#., politics, economics, climate' &+E%I%0E'
.". 6dentif the factors that affect sustainable development &+E%I%0/'
2F. Describe how accountabilit toward the environment affects sustainabilit &+E%
I%D5'
1ife Sciences
.". 4lassif or#anisms from different kin#doms at several taxonomic levels, usin#
a dichotomous ke &L+%I%43'
.2. 4ompare characteristics of the ma5or kin#doms &L+%I%45'
Sample &ctivities
&ctivit! 1: ,ntrouction to Ecolog! 3S, -1E 2@ SE -1E 1@ 1S -1Es 1+* 1>4
1aterials List,
per student% teacher%created pre%test, index cards, science learnin# lo#s
per class% taxonomic kes of trees, insects, fish, etc.
!dminister a pre%test to reveal the de#ree to which it is necessar to review the levels of
biolo#ical or#ani(ation and basic ecolo# concepts. Then, for remediation purposes,
assi#n appropriate teacher%selected readin# materials includin# biolo# and
environmental science text readin#s and conduct an introductor class discussion. The
discussion of ecolo#ical sstems &ecosstems' should introduce ecolo#%related terms
&includin#, but not limited to, ecology environment /iotic factors a/iotic factors
ha/itat niche and each of the levels of biolo#ical or#ani(ation' and a #eneral exploration
of the ma5or biomes.
To develop their knowled#e of the ke vocabular, have students create voca/ulary
cards
&view literac strate# descriptions ' for the terms. !sk the students to follow our
example as ou create a sample card. &8efer to the sample included in this activit.' An
the board, place a tar#eted word in the middle of the card, as in the example below. !sk
students to provide a definition. 6t is best if a word can be defined in the studentsG own
words. ;rite the definition in the appropriate space. <ext, have students list the
characteristics or description of the word and write that information in the appropriate
space. Then, ask for examples of the term and include one or two of the more accurate
ones in the desi#nated area on the card. @inall, create a simple illustration, if possible, of
the term in the last area of the card.
Ance the sample card is created, ask students to make their own word cards for the other
ecolo#%related terms &listed above' as homework.
2E
!s ecolo#ical studies will include the identification and stud of various or#anisms, a
review of the #eneral characteristics of each of the six biolo#ical kin#doms is in order.
+tudents should participate in the use, and development of taxonomic kes &biolo# texts
and their teacher resources #enerall have examples'.
)resent students with BunknownsC to identif, such as plants on the school #rounds or
animals in the classroom. To reinforce their taxonom skills, have students develop
science learning log entries &view literac strate# descriptions' about their Bunknowns.C
To develop a #reater awareness of habitats and-or or#anisms, have students BadoptC an
or#anism and then, within their science learning logs record their observations and new
understandin#s and reflections about this or#anism throu#hout the ear. 6n addition
&within their learning logs' students should discuss the roles of observation, description,
and classification in scientific investi#ations.
&ctivit! 2: Energ! /lo' Efficienc! in Ecos!stems 3S, -1Es: 2* A* ?@ SE -1Es: "* +4
1aterials List,
)art !% =ocabular 4ards, one pack per student % Ex5 or 5xF inch index cards
)art 0% The Livin# 1arsh, Ane per teacher% instructions-back#roundK one per
#roup % .00 mini%marshmallows, plastic knifeK one per student % Marshmallo&
.nergy 1lo& activit sheet, science learnin# lo#s
C&6,T&T
Characteristics
<ecessar
components are,
food, water, shelter,
and space %%%and
these must be in an
arran#ement
appropriate to the
or#anismsG needs
Definition
Iabitat is the place
where a particular
species lives and
#rows.
,llustration E2amples
.. pond
2. forest
E. cave
3. 6nside a
humanGs bod
23
)art 4% Awl )ellet Dissection Exercise, one per #roup % owl pelletK one per
student % disposable plastic #loves &pair', dissectin# needle, @T6, Awl )ellets
0L1, Awl )ellet Dissection % Lab )rocedures 0L1, Awl )ellet Dissection Lab
8eport 0L1, Lab 6nvesti#ation !nalsis @ormat 0L1 &see 9nit . !ctivities F
and 2'
)art D% Awl )ellet 6n*uir Exercise, one per #roup% owl pelletK one per student %
disposable plastic #loves &pair', dissectin# needle, @T6, Awl )ellets 0L1, Awl
)ellet Dissection%Lab )rocedures 0L1, Awl )ellet 6n*uir Exercise 0L1
)art !, 9se appropriate teacher%selected readin# materials includin# Environmental
+cience text readin#s to introduce the topic of ener# flow throu#h ecosstems. !ssi#n
students to create voca/ulary cards&view literac strate# descriptions' for topic%related
terms includin# but not limited to food (energy) chain food &e/ trophic level
autotroph heterotroph her/ivore carnivore omnivore decomposer%detritivore calorie
kilocalorie pyramid of /iomass pyramid of energy and pyramid of num/ers. ! review
of the instructions for creatin# voca/ulary cards ma be necessar &refer to !ctivit .'.
!s part of the discussion of the vocabular, introduce the interpretation and development
of food &ener#' webs and use an ener# flow pramid to illustrate the ten percent rule of
ener# flow from trophic level to trophic level. &Examples of ener# webs and ener#%
related pramids are #enerall available in student texts and their accompanin# teacher
resources.' +uch pramid displas conve both the relative si(e of the trophic level &in
terms of biomass and number' and the decreasin# amount of ener# passed on. +tudents
should include an ener# pramid within their science learning logs &view literac
strate# descriptions', addin# details as the are discussed in class.
)art 0, To appl their understandin# of these concepts, students are to complete *he
Living Marsh( .0ercise "-Marshmallo& .nergy 1lo& Activity
&http,--www.louisianaschools.net-lde-uploads-253..pdf'.This exercise illustrates ener# flow
efficienc throu#h a Louisiana marsh ecosstem b havin# students visuali(e ener#
bein# passed%on between trophic levels within a food web. 6t also includes back#round
information, instructions, and an activit sheet that calls upon students to express their
knowled#e in other contexts. 4ote( !s Marshmallo& .nergy 1lo& includes use of a
plastic knife and edible items, have students identif and discuss safet #uidelines and
concerns before conductin# the activit.
)art 4, !fter completion of the Marshmallo& .nergy 1lo& Activity and discussion, have
students participate in an investi#ation of an owl pellet. Awl pellet dissection activities
provide opportunities for stud, not onl of food webs, but also for the stud of small
mammals and their distribution, food webs, predator-pre relationships, population
studies, habitats, use of dichotomous kes, owl behavior patterns, niche, adaptation, and
sustainabilit. )ellet dissection and analsis activities are readil available in lab books
and from biolo#ical suppl companies. Distribute copies of the @T6, Awl )ellets 0L1,
Awl )ellet Dissection XLab )rocedures 0L1, Awl )ellet Dissection Lab 8eport 0L1 to
each student. The will also each need a cop of the Lab 6nvesti#ation !nalsis @ormat
25
0L1 from 9nit .. 0efore be#innin# the dissection, conduct a pre%lab discussion in which
students identif and discuss safet #uidelines and concerns and complete sections .%E of
the Lab !nalsis @ormat 0L1. )lace students in small hetero#eneous #roups and review
individual and #roup assi#nments. !fter monitorin# the dissections and clean%up, #uide
class discussion of the data, vocabular, and lab problems. ;hen reviewin# the lab
materials, emphasi(e ener# flow and its relationship to ecosstem stabilit. 8emind
students to complete the lab%related voca/ulary cards includin# the terms ventriculus
proventriculus predator prey range ha/itat and diversity8
)art D, 6f owl pellets from a number of differin# species or from differin# parts of the
countr are available, have student #roups participate in an investi#ative exercise.
&6ndividual owl pellets and kits can be purchased from a number of biolo#ical suppl
companies that can provide pellets from both the northwest and southeast 9+.' Each
#roup will need copies of the @T6, Awl )ellets 0L1 and Awl )ellet Dissection XLab
)rocedures 0L1 &as in )art 4'. Iowever, in this exercise, the Awl )ellet 6n*uir Lab
8eport 0L1 replaces the Awl )ellet Dissection Lab 8eport 0L1. The in*uir lab
exercise incorporates more sophisticated *uestions and calls upon students to utili(e
hi#her level reasonin#-process skills. The will also each need a cop of the Lab
6nvesti#ation !nalsis @ormat 0L1. 0efore be#innin# the dissection, conduct a pre%lab
discussion in which students identif and discuss safet #uidelines and concerns and
complete sections .%E of the Lab !nalsis @ormat sheet. )lace students in small
hetero#eneous #roups and review individual and #roup assi#nments. !ssi#n half the
#roups pellets from one re#ion &or species' and half with pellets from a second re#ion &or
species'. !fter monitorin# the dissections and clean%up, #uide class discussion of the
data, vocabular, and lab problems. ;hen reviewin# the lab materials, emphasi(e ener#
flow and its relationship to ecosstem stabilit. 8emind students to complete the lab%
related voca/ulary cards. )rovide time for students to review construction of the cards
and to discuss the definitions.
6f 6nternet access is available, students can participate in virtual dissection of a variet of
pellets, research owl species, and complete investi#ation analsis at 6irtual 7&l +ellet
www.kidwin#s.com-owlpellets-index.htm.
Throu#hout this activit, students are to discuss &within their learning logs' the various
was in which scientific investi#ations can be conducted and data #athered other than 5ust
experimentation.
&ctivit! ": Effects of Pollutants 3S, -1Es: A* (@ SE -1E: 124
1aterials List,
per student% index &vocabular' cards, notebook, serial dilution demonstration
per class% food colorin#, 2 droppin# pipettes, several numbered test tubes or
beakers

2/
!s a follow%up to the discussion of ener# flow, ac*uaint students with the concept of
bioma#nification and bioaccumulation. To help students #rasp the concept of parts per
thousand &ppt', parts per million &ppm', and parts per billion &ppb', include a serial
dilution demonstration in our discussion. Text resource materials fre*uentl contain
serial dilution introductor activities. 9seful on%line resources include Serial 5ilutions
Made .asy &www.accessexcellence.or#-!E-!E)4-;;4-.22E-serial.html' which is
desi#ned to assist teachers in helpin# students improve their skills and in understandin#
applications of serial dilutions.
<ext, review use of split-page notetaking &view literac strate# descriptions' with
students. &!n abbreviated example is included below.' 9se the first readin# selection to
#uide the class throu#h the note%takin# process. ;orkin# individuall, students are to
complete the next selection. To assure that students understand the material and that the
are usin# the split-page notetaking techni*ue appropriatel, provide opportunit for them
to discuss their notes with partners or within small #roups.
Topic: )ollution, 0ioma#nification, and 0ioaccumulation
6ig ,eas Supporting ,nformation
The student teams can then create and discuss aloud their topic%related voca/ulary cards
&view literac strate# descriptions' such as concentration parts per thousand (ppt)
parts per million (ppm) parts per /illion (pp/) serial dilution /ioaccumulation and
/iomagnification . To further reinforce the concepts, provide students with video focus
*uestions to answer as ou show the EnviroTackleboxP video *he Aggravation of
Accumulation. &The video is available via L)0 4berchannel. !sk our school principal
for access information.' This video serves as a #ood introduction to the topic of
bioaccumulation of snthetic chemicals and its impact on food chains. !fter discussin#
the video focus problems, have students complete the )ro5ect ;6LD BDeadl LinksC
exercise. 6f ;6LD is not available, an adaptation, BThe @ood 4hain $ame,C is available at
http,--educ.*ueensu.ca-Nscience-main-concept-biol-b.3-foodchain#ame.html
<ote, +chool libraries and some teachers have copies of the .nvirotackle/o0 P series
which ma be borrowed for this activit.
0ioaccumulation
0ioma#nification
%+ometimes pesticides wash off of crops and #et into
water bodies
%+ome pesticides do not de#rade but enter food chains b
collectin# in microor#anisms.
% !s or#anisms at hi#her trophic levels feed, the pick up
and retain the pesticides for a lon# time.
%The amount of pesticide continues to be more
concentrated alon# the food chain
&The hi#her the feedin# level, the #reater the concentration
of pesticides'.
2F
!dditional resources are included in the 9nit 2 8esource List.
&ctivit! %: $aFor Ecos!stem T!pes: 3S, -1Es: (* ?@ SE -1Es: 1* 2* (4
1aterials List,
per class- materials to create a mural or diorama and-or computer with multimedia
software installed
one per student% blank matrix table
9se appropriate teacher%selected readin# materials, includin# Environmental +cience text
readin#s, to introduce the topic of /iomes. !fter participatin# in an introductor
discussion, student #roups will each research one of the ma5or terrestrial biomes, ma5or
a*uatic-marine ecosstem tpes, or a Louisiana biore#ion-ecosstem and prepare an
illustrated presentation. ;here available, students should either use multimedia software
or should create a mural or diorama for displa in the school librar or hallwa.
)resentations should include the phsical characteristics, avera#e temperature, annual
avera#e rainfall, and dominant plant and animal forms in their stud area. +tudents
should also explain how the topo#raph and climate of these biomes affect the
distribution of the EarthGs natural resources. +tudents should also reflect on and discuss
the followin# *uestions,
;hich plant and animal adaptations are necessar in each of the biomesH
Iow mi#ht #lobal warmin# or pollution such as acid rain or water pollution
impact the biomeH
Iow would the climate, topo#raph, and resources of the area likel affect the
economics of humans residin# thereH
Iave students construct a blank matrix graphic organi>er &view literac strate#
descriptions' with plent of columns and rows. &4onsider usin# the sample that follows.'
!s #roups present, the other students should record their notes on the matrix. ! matrix is
a tpe of graphic organi>er. This tpe of graphic organi>er is an arran#ement of words
and phrases in a table format that can be read hori(ontall and verticall. 6t is used to
compare and contrast concepts or classif attributes. Tell students that in this activit,
the will be buildin# a matrix in which the ma5or ecosstem tpes are listed on the
vertical axis of the #rid and the ecosstemsG characteristics and dominant life forms are
important are listed on the hori(ontal axis. To demonstrate how to use the #rid, a lar#e
version could be put on poster paper and attached to the wall or one could be pro5ected
from an overhead or computer.
3Sample4 $atri2 Graphic Organizer for
$aFor Ecos!stem T!pes
Ecos!stem Ph!sical
Characteristics
&vg.
Temp.
&vg.
#ainfall
Dominant
Plants
Dominant
&nimals
Tropical
2"
8ainforest
Desert
$rasslands
!s the listen to presentations, students are to fill in the table, indicatin# the manner in
which the ecosstems exhibit the stated features. Ance the table is completed, students
are led to discover both the shared and uni*ue characteristics of the properties of the
ecosstems listed. !llow students to stud from the matrix graphic organi>er and then
be #iven *uestions that ask them to compare-contrast the ecosstem tpes.
&ctivit! A: Succession 3S, -1E: (@ SE -1Es: A* +* >4
1aterials List, print and electronic topicXspecific resources, art-craft materials for
visuals, computers with multimedia software such as +o&er+oint
Y
installed &optional'
Ensure that students have a basic knowled#e of succession &primar and secondar' b
assi#nin# appropriate teacher%selected readin# materials and topic%related voca/ulary
cards &view literac strate# descriptions'. &=ocabular terms should include but not be
limited to succession sere primary succession, and secondary succession.'
!fter an introductor discussion that includes review of the voca/ulary cards have
students review their ecosstem notes from !ctivit 3 and then, allow each cooperative
#roup to select one ecosstem to research more full. &;hile the sstems identified
should not be limited to Louisiana, the teacher should facilitate the discussion to ensure
that several Louisiana sstems are included, e.#., hardwood forests alon# the 1ississippi
8iver Delta, pine forests, coastal prairie'. 6f possible, take students to the school librar to
conduct research on their topics. Emphasi(e that their research report should include
examples of specific interactions between species and links amon# species. The should
also include examples and discussion of adaptations or#anisms have developed to
environmental pressures tpical to the ecosstem.
<ext, inform the students that the will demonstrate their understandin# of succession
throu#h use of a tpe of graphic organi>er &view literac strate# descriptions' known as
a Btime line.C This tpe of displa is effective because when used in con5unction with the
text, both verbal memor &the text material' and spatial memor &the placement of events
occurrin# over time' are utili(ed. 6n this activit, each #roup will use illustrations to
represent the processes of both primar and secondar succession notin# the predominant
plant and animal life forms each supports. The graphic organi>ers could take the form of
poster boards on which the illustrate primar succession alon# the left ed#e and add
illustrations of successive sta#es to the ri#htK dioramas, or if available, +o&er+oint
Y
slide
presentations are appropriate. =isual ima#er helps students to see what the are thinkin#
and understandin# and their illustrations can then be used to #enerate Bposter sessionC
verbal presentations and written Bessa *uestionC discussion of the material.
;here possible, a field trip to a pond, forest, barrier island, deserted field, or nearb
vacant lot would help students visuali(e the concept of succession and would provide
22
additional opportunities for science learning log &view literac strate# descriptions'
entries.
E0
&ctivit! (: To Disturb or .ot to Disturb 3S, -1Es: A* (* 1"@ SE -1Es: A* (* 2?'
1aterials List,
per teacher% !e/irth in 1ire video, !e/irth in 1ire !ctivit $uide
.nviro*ackle/o0P 1odule 3, @orces in the Environment TeacherGs $uide,
!e/irth in 1ireU Lesson . !ctivit,C @ireproof )lantsC, !e/irth in 1ireULesson
2 !ctivit, CThe ;ildland- 9rban 6nterface DilemmaC, Smokey?s Message,
4ulminatin# !ctivities
per student% B@ireproof )lantsC instructions, Smokey?s Message, 4ulminatin#
!ctivities instructions
per #roup% art-craft materials for visualsK if available, a 0urnin# 6ssues 4D%8A1
and a set of B6%ZA<EC student materials

! chan#e in environmental conditions that disrupts an ecosstem or communit is
referred to as a distur/ance. Disturbances can be #radual or catastrophic. The ma be
caused b natural forces or ma result from human activities. ;hile man catastrophic
disturbances devastate communities, others &like fire', fre*uentl result in re5uvenation
that, in the lon# run, leads to increased biodiversit. +ome ecosstems, includin#
LouisianaJs Lon#leaf )ines, are fire%dependent. @or man ears, the control of fire in wild
areas has been controversial &notabl in our <ational )arks, like Tellowstone'. Iowever,
as more and more !merican cities and suburbs spread into and alon# forested areas, fires
can pose problems for homeowners, forest mana#ers, and the ecosstems themselves.
)rior to teachin# the unit, download the EnviroTackleboxP video, !e/irth in 1ire
&available via L)0 4berchannel. !sk our school principal for access information.'
!e/irth in 1ire TeacherGs $uide, 0ack#round 6nformation materials are available via
www.lpb.or#-education-classroom-itv-envirotacklebox &8efer to 1odule 3'. )review the
B0ack#round 6nformationC before introducin# the material to the class as it contains
information on heat transfer and on the characteristics of fuel, weather, and topo#raph
that will enhance the understandin# of fire in ecosstems. <ote, +chool libraries and
some teachers have copies of the EnvirotackleboxP series, which ma be borrowed for
this activit.
9se appropriate teacher%selected readin# materials includin# Environmental +cience text
readin#s to introduce the environmental disruptions topic. <ext, en#a#e students in
discussion of Bman%madeC environmental disturbances, the conse*uences of these
disturbances and the interrelationships of these to human dail life, particularl in our
state. $uide students throu#h a discussion of the [natural[ role of fire in ecosstems and
have them /rainstorm &vie' literac! strateg! escriptions' examples of human
habitats-fire interface issues. 0rainstormin# is an effective method of activatin# prior
knowled#e. 6t helps students understand what the know about a topic and enables them
to connect their prior knowled#e to that of their classmates. 6n introducin# this strate# to
the class, explain that in /rainstorming all ideas are accepted. Then, present the format to
be used for this assi#nment. This could be a list or a graphic organi>er &vie' literac!
strateg! escriptions' such as a flowchart or a web. !s students share their ideas, record
E.
them on the board, a poster, or a computer displa. ;hen students have exhausted their
ideas, invite them to contribute to the discussion of the compiled list.
9se the discussion as a lead%in to the EnviroTackleboxP video, !e/irth in 1ire video,
and to the completion of Lesson .,B@ireproof )lantsC in which student #roups research
plant adaptations to fire and desi#n fire%resistant plants.

<ext, students should complete BSmokey?s Message@ Culminating Activities@ or the B6%
ZoneC exercise if multiple computers and copies of the 4D%8om Burning Issues are
available. 0oth options offer opportunities to Bteach the momentC b incorporatin# an
recent wildfires or those which #ained national attention, such as the burnin# of
Tellowstone.
!.' Smokey?s Message( B4ulminatin# !ctivities@
http,--www.lpb.or#-education-classroom-ntti-lessons-html200E-2mt+moke.html
This exercise is a modification of B8ebirth in @ireC Lesson 2, in which students address a
wildlife-urban interface dilemma. &The role%pla in a debate re#ardin# land
use-mana#ement.' ;ritten in the <ational Teacher Trainin# 6nstitute format, this exercise
presents detailed lesson plans. To reduce anthropomorphism, this exercise, written for use
in hi#h school classes, varies sli#htl from B8ebirth in @ire@ Lesson 2. The exercise also
provides opportunities for students to examine related careers.
0.' 6f multiple computers and copies of the 4D%8A1 Burning Issues are available, the I-
Aone Activity is a more challen#in# pro#ram. 6t challen#es users to learn about prescribed
burns, wild land fire suppression, the relationships between fire and invasive plant
species, and how to build [fire wise[ homes. The 4D includes four EcoTours of different
biotic communities, an interactive field #uide containin# more than E00 slides and
descriptions of or#anisms, four on%line activities, print materials for educators and
students, and more. Burning Issues is a 5oint pro5ect of the 0ureau of Land 1ana#ement
and @lorida +tate 9niversit. 6t can be ordered at http,--eea.freac.fsu.edu-bi.htm l for a fee.
&ctivit! ?: Carr!ing Capacit! 3S, -1Es: %* A* ?@ SE -1E: %4
1aterials List: one ba# of dried beans &enou#h for five per student' and a kitchen timer or
stopwatch
9se appropriate teacher%selected readin# materials, includin# Environmental +cience text
readin#s, to introduce concepts of limiting factors and carrying capacity. !fter
completin# the readin# and concept%related voca/ulary cards, students will simulate
herds of animals seekin# food. The activit is a modification of the lesson, Carrying
Capacity in .cosystem Matters( Activity and !esource Guide for .nvironmental
.ducators published b the 9+ @orest +ervice 8ock 1ountain 8e#ion. The activit can
be found at www.na.fs.fed.us-spfo-pubs-misc-eco.
E2
!fter completin# the activit, students should summari(e their most important findin#s,
observations, or conclusions in a table or activit report. 6n addition to recordin# options
available for re%establishin# the herd si(e within the carrin# capacit of the area,
studentsG discussions should include limitin# factors and reflect upon the concept of
sustaina/ility.
To relate a Louisiana species to the concepts, consider havin# students complete the
+ro:ect 2IL5 lesson, BIow 1an 0ears 4an Live in This @orestHC 6t utili(es a
phsicall%active process to introduce students to the concepts addressed in +E $LE 3. 6t,
too, incorporates basic math skills. !n adaptation of this lesson can be found at
www.df#.ca.#ov-pro5ectwild-bear-.2%2E.pdf. Louisiana 0lack 0ear resources are
available throu#h the 0lack 0ear 4onservation 4ommittee. &8efer to the 9nit 2
8esources.'
&ctivit! +: Populations* $igrations* an Seasonal Change 3S, -1Es: A* (@ SE
-1Es: +* >4
1aterials List,
per teacher % B0irds of )reC materials produced b +ilver 8iver 1useum )ro5ect
;6LD, +tandards% based ;ritin# prompts, +tandards%based 8eadin# Luestions,
+tandards%based 1ath Luestions and !nswer sheetsK B0ehind the <umbersC
video and Lesson 2 back#round and exercise instructions
per #roup % Lar#e sheet of paper, several markers of various colorsK per student%
B0irds of )reC, 0ack#round information and #raphs !%E, several index cards,
B0ehind the <umbersC Lesson 2
+tud of inter-population relationships migration, and seasonal influences on
populations encoura#es interdisciplinar studies that include biolo#, climate studies,
math, and #eo#raph. )rior to completin# the exercises, have students read text material
and conduct research of written and electronic resources &such as the <ourney 4orth sites
referenced below' to investi#ate inter-population relationships migration and seasonal
changes on populations. +tudents should also complete topic%related voca/ulary cards
&view literac strate# descriptions'8
6f +ro:ect 2IL5 materials are available, have students complete, B0irds Af )re.C This
activit is desi#ned to allow students to note chan#es in population si(es over time b
interpretin# #raphs, to hpothesi(e the relationship amon# temperature, s*uirrel behavior,
and falcon populations and to research and develop potential explanations for population
chan#es. The activit has closed in*uir and open in*uir approach variations.
0e#in b havin# students read the B0ack#roundC material &from the ;6LD !ctivit
$uide' and participate in a discussion to ensure student understandin# of the vocabular.
Then, distribute copies of the writin# prompts. Iave students complete these as
homework. Each student should receive a cop of the #raphs !%E &from the ;6LD
!ctivit $uide', the +tandards%based readin# *uestions, and the +tandards%based math
*uestions &from the +ilver 8iver 1useum )ro5ect ;6LD materials'. Iave students
EE
complete these assi#nments, The +ilver 8iver 1useum )ro5ect ;6LD -@4!T workshop
includes the B0irds of )reC writin# prompts and standards%based readin# and math
*uestions and an answer sheet at http,--mfwc.com-educator-)D@-birdsofprefcat.pdf
@or information about upcomin# +ro:ect 2IL5 workshops, visit the Louisiana
Department of ;ildlife and @isheries website or contact the +tate 4oordinator at
2"5-""2%2/0..
6f +ro:ect 2IL5 is not available, the EnviroTackleboxP video, Behind the 4um/ers,
addresses the same $LEs &The video is available via L)0 4berchannel. !sk our
school principal for access information'. The video examines the effects of several biotic
and abiotic factors on population fluctuations within ecosstems and describes population
cclesUboth annual and over lon#er periods of time. !fter viewin# the video, have the
students complete Lesson 2,
&http:DD'''.lpb.orgDeucationDclassroomDitvDenvirotac7lebo2DteacherguieDmouleA
DApopln2.htm '. This lesson has students choose an ecosstem and desi#n an interaction
web for this ecosstem. <ote, +chool libraries and some teachers have copies of the
.nvirotackle/o0P series, which ma be borrowed for this activit.
6f multiple computers with 6nternet access are readil available, the web%based <ourney
4orth( A Glo/al Study of 2ildlife Migration and Seasonal Change
www.learner.or#-5north, is hi#hl recommended. 6t enables students to track mi#rations
and to investi#ate relationships amon# #eo#raph, temperature, and seasonal chan#es. 6n
addition, the teacher resource materials include descriptions and samples of relevant
in*uir, readin# and instructional strate#ies, and readin#-writin# connections sample
lessons.
&ctivit! >: :e Don;t :ant <ou Cere 3S, -1E: 2@ SE -1Es: +* >* 1)4
1aterials List,
per teacher % 4on-4ative Invasion video 4on-4ative Invasion Lesson 2
back#round information and lesson plans
per student% set of 4on-4ative Invasion Lesson 2 student materials
!fter havin# students read relevant text material and introducin# the topic of 6nvasive
species, review associated vocabular terms such as 4ative species 4on-4ative .0otic
or Alien species Introduced species and Invasive species.&Iave students create
voca/ulary cards &view literac strate# descriptions' for these terms as homework.' !sk
students to /rainstorm &view literac strate# descriptions' to #enerate a list of non%
native-invasive species that have created problems in Louisiana and-or <orth !merica.
+tudents should classif the BinvasionsC as bein#C naturalC or Bhuman%causedC. $uide
students throu#h a discussion the chan#es that the introduction of each of these species
seems to have produced in the communit or ecosstem. &8efer to the 9nit 2 8esources
for materials relevant to Louisiana.'
E3
The .nviro*ackle/o0P video, 4on-4ative Invasion &!vailable via L)0 4berchannel.
!sk our school principal for access information.' explores environmental impacts and
measures used in control of non%native invasive plants and animals in <orth !merica.
The video is divided into se#ments. )rovide the students with video focus problems that
encoura#e them to focus upon particular concepts ou wish to discuss-reinforce after the
viewin#. Lesson plans can be printed from the .nviro*ackle/o0P website. Iave students
complete B<on%<ative 6nvasionC Lesson 2
&http,--www.lpb.or#-education-classroom-itv-envirotacklebox-teacher#uide-moduleE-Enns
lsn2.htm '. <ote, +chool libraries and some teachers have copies of the
.nvirotackle/o0P series, which ma be borrowed for this activit.
;hile the .nviro*ackle/o0P video and materials enhance the teachin#-learnin# of the
concepts, if the are not available, students can complete a comparable exercise. ;orkin#
in cooperative #roups, students are to investi#ate non%native, invasive species. Each
#roup will select, research, and report on one species and present their findin#s as a press
release to inform the public of the potential threat from the selected species. +tudent
#roups mi#ht present their press releases to the class as public service announcements or
written press releases. Anline resources applicable to Louisiana are included in the 9nit 2
8esources.
Throu#hout !ctivit 2, have students discuss the roles of observation, description, and
literature surve in scientific investi#ation.
&ctivit! 1): Cuman Population Stuies 3S, -1Es: (* ?* +@ SE -1Es: %* 1A* 1+* 2?4
1aterials List,
per teacher % wood strips, white paint, #reen paint
per #roup % 250 colored cubesK a coffee canK #raph paperK one cop each of the
investi#ation instructions, data table, analsis problems, and research criteria
!dvanced )reparation b Teacher( . cm b . cm &or 2 inch b 2 inch' trim strips can be
purchased from a lumber suppl store. Ane side of the strip should be painted white, and
one side should be painted #reen. The number of strips purchased will depend on the
number of student #roups planned. Each #roup will need 250 colored cubes. Ance the
paint is dr, the strips should be cut into cubes and put into empt two%pound &or three%
pound' coffee cans.
Iuman population si(e is a ke component of sustainable livin#. Iave students read text
material and then consult written and electronic references to research various aspects of
human population si(e and to discuss these in relationship to resource consumption and
*ualit of life. To model human population #rowth, have students complete the activit,
A Simulation of )uman +opulation Gro&th b >anice !nderson, adapted from 4A8D
1aterials, www.nps.#ov-piro-forteachers-simulationpopulation#rowth.htm . 6n this
investi#ation, each student #roup models one of three patterns of human population
E5
#rowth. Their studies include data collection and analsis and makin# inferences with
re#ard to #lobal human population chan#e.
!s part of their research, students are to identif factors that affect sustainable
development, explain how accountabilit toward the environment affects sustainabilit,
identif factors that cause the ine*uitable distribution of EarthGs resources, and state
examples of how new scientific data can alter previous scientific explanations.
The lesson can easil be modified to include research of #rowth patterns in Louisiana. !s
textbooks are not likel to include Louisiana data or data collected since Iurricanes
?atrina and 8ita impacted Louisiana durin# the 2005 hurricane season, make students
aware of these resources,
Louisiana 5emographics( Census 5ata Center
http,--louisiana.#ov-wps-wcm-connect-Louisiana.#ov-Explore-Demo#raphics\
W2/\$eo#raph-
B8S8 Census Bureau( State C County Duick 1acts
http,--*uickfacts.census.#ov-*fd-index.html
Local newspaper reports relevant to hurricane%induced chan#es.
1a5or newspapers #enerall have archives on%line. 0ack issues of articles-series
ma be available for purchase.
<ational and-or #lobal population studies and activities are available in resource
materials provided with most textbooks. 6n addition, the *emperate 1orest 1oundation(
+opulation pa#e, www.forestinfo.or#-Discover-population.htm, provides back#round
materials. The +opulation Connection &formerl Z)$', +opulation .ducation pa#e,
www.populationeducation.or#-index.php , features links to hands%on activities, research
materials, and a free newsletter.
&ctivit! 11: 6ioiversit! 3S, -1E (@ SE -1Es (* +* 114
1aterials List, 1aterials will var with the selected biodiversit lessons.
The purpose of this activit is to have students reco#ni(e connections between human
activities and the health and diversit of EarthGs species and ecosstems. This activit is
included at the end of this unit as students are called upon to take the concepts and skills
learned in the previous activities and appl them to new situations.
+elect, or allow the class to select, a biodiversit%related issue. )lace students in small
professor kno&-it-all &view literac strate# descriptions' #roups. Tell the #roups that
the will be called upon randoml to come to the front of the room and provide BexpertC
answers to *uestions from their peers about the content. $ive the #roups time to research
the topic and-or review notes of previousl studied topics and to develop three to five
*uestions about the content the mi#ht anticipate bein# asked and that the can ask other
experts.
E/
6nformation relatin# to biodiversit%related issues can be found in most textbook resource
materials. +ome additional resources of local-re#ional interest include the followin#,
The 0arataria%Terrebonne <ational Estuar )ro#ram Estuar 6ssues
&http,--www.btnep.or#-home.asp '
L! +ea $rant 1arine Education 8esources website
&http,--www.lamer.lsu.edu-index.htm '
Living on the .dge &produced b the L! +eafood )romotion and 1arketin#
0oard'.
<A!! .0pedition to the 5eep Slope "##E&refer to unit 2 resources' is an
exploration of hdrocarbon seep communities deeper than .000 meters in the
$ulf of 1exico and includes researchers from L+9. 6t also provides opportunities
for students to relate to female and minorit field%science role models.
4all a #roup to the front of the room and ask them to face the class standin# shoulder to
shoulder. 6nvite *uestions from the other #roups. +tudents should ask their prepared
*uestions first and then add others if more information is desired. !s this strate# ma be
new to students, demonstrate how the professor kno&-it-alls should respond to their
peersG *uestions. Tpicall, students huddle after receivin# a *uestion, discuss briefl
how to answer it, then have a spokesperson #ive the answer.
8emind students askin# the *uestions to think carefull about the answers received and to
challen#e or politel correct the professor kno&-it-alls if answers are not correct or need
elaboration and amendin#. !fter five minutes or so, ask a new #roup to take their place in
front of the class until all #roups have had a chance to serve as experts. 1ake sure
students are holdin# the professor kno&-it-alls accountable for the completeness and
accurac of their answers.
6nitiall, it ma be necessar and helpful to model the various tpes of *uestions
expected from students about the content. @or example, students should ask the professor
kno&-it-alls both factual and hi#her level *uestions.
@or unit closure, students are to reflect upon a biodiversit%related issue and to express
themselves from uni*ue perspectives throu#h use of the !A1* &riting strate# &view
literac strate# descriptions'. This strate# #ives students the freedom to pro5ect
themselves into uni*ue, complex roles and to look at content from uni*ue perspectives.
!A1* &riting has been used to explain certain processes, describe a point of view,
envision a potential 5ob assi#nment, or solve a problem. 6tGs the kind of writin# that,
when crafted appropriatel, is creative and informative. 8emind students that 8!@T is an
acronm that stands for 8% role of the writer, !%audience to whom or what the 8!@T is
bein# written, @%the form the writin# will take, T% the topic focus of the writin#.
To reac*uaint students with this writin# strate#, choose a biodiversit%related issue
activit and record it on the board. &@or example, B4uttin# of the 8ain @orestsC or
B;etland loss in LouisianaC or the professor-kno&-it-all topic from above.' Then, have
students /rainstorm &view literac strate# descriptions ' all the people or #roups who are
affected- involved. ;hen students have exhausted their ideas, have each one select one of
the persons on the board and write a description of the issue from that perspective. The
EF
description could take on a number of forms, such as a conversation, a newspaper article,
a letter, an editorial, or a diar entr.
! possible !A1* &riting assi#nment for this activit mi#ht be the followin#,
:etlan 1oss in 1ouisiana -- #&/T :riting &ssignment
#ole, ;ildlife 0iolo#ist
&uience, members of the B@riends of Louisiana ;ildlifeC
/ormat, an illustrated article for the clubGs monthl ma#a(ine
Tas7, Discuss wetland loss in Louisiana since the hurricanes of 2005, the impact of this
loss on LouisianaGs wildlife, and what citi(ens can do to help remediate this situation
;hile creativit is inte#ral to this assi#nment, emphasi(e the need for accurac, as well.
Sample &ssessments
-eneral -uielines
investi#ations with reports, laborator practicals &problem%solvin# and performance%
5ustification for their chosen response.
-eneral &ssessments
+tudents will dia#ram, label, and discuss food &ener#' chains and food
&ener#' webs.
+tudents are to complete video focus problems &provided b the teacher' as
the watch video clips. The answers should be included in class- student
discussion and in analsis of the concepts under stud.
;hen #iven scenarios describin# chan#es in components of an ecosstem,
students should describe probable impact of these chan#es on specific
populations or on the diversit of the ecosstem overall.
E"
!ctivit . , +tudents participate in a lab practicum durin# which the use a
dichotomous ke to identif local or#anisms.
!ctivit 2 , Each student constructs a three%dimensional pramid &from a sheet
of unlined paper'. An one side of the pramid the student is to produce a
pramid of biomass that illustrates a food chain of 3 or 5 linksK on a second
side, label the name of the trophic level correspondin# to the or#anism BlinksC
on the first sideK and on the third side, desi#n a pramid of ener#C
correspondin# to the trophic levels indicated and based upon the .0W 8ule.
!ctivit " , Iave students complete, <ourney 4orth( )o& is a )uman
6acation Like an Animal MigrationF
http,--www.learner.or#-5north-tm-1i#ration=acation!.html.
Evaluate the studentsG work based upon the comparisons the are able to add
to their charts durin# the >ourne <orth season and how these reflect student
understandin#. 4heck that theJre able to identif some of the [whs[ and
[hows[ of mi#ration and the adaptations &structural and behavioral
characteristics' that enable animals to make the 5ournes.
#esources
-eneral
The Environmental Literac 4ouncil http,--enviroliterac.or#- provides teachers
with tools to help students develop environmental literac. 6ncluded are modules
&in pdf format' of the publication, !esources for .nvironmental Literacy. Each of
the five modules is desi#ned to build skills in critical thinkin# and analtical
reasonin# about complex issues. Each module includes back#round information
detailin# the environmental context of each topic, recommends supplementar
texts and lists online teachin# resources, and su##ests activities for further
classroom exploration. This publication is available for purchase in print from
<+T!. The module B0iodiversitC is relevant to 9nit 2.
Earth S!stems Science
$LA0E Earth +stems 8esources Iome www.#lobe.#ov-fsl-html-templ.c#iH
esmovieRsolarOlan#]enOnav].
6nvesti#ation protocols and activities includin# mi#ration-seasonal chan#e%related
protocols for trackin# !rctic bird mi#ration, budburst, #reen%down, #reen%up, and
8ub%throated hummin#birds
E2
<A!! Acean Explorer
http,--oceanexplorer.noaa.#ov
6n addition to field reports from ocean exploration expeditions this site includes
lesson plans, ocean career component, and professional development
opportunities. ! down%loadable curriculum #uide, Learning 7cean Science
through 7cean .0ploration, takes lesson plans that were developed for <A!!
=oa#es of Discover and the Acean Explorer ;eb +ite and presents them in a
comprehensive scope and se*uence throu#h sub5ect area cate#ories that cut across
individual expeditions. Each lesson focuses on an in*uir%based approach to
teachin# and learnin# and is correlated to the <ational +cience Education
+tandards.
Ecos!stems* 6ioiversit!* Species
0lack 0ear 4onservation 4ommitteeGs B0lack bears and +on#birds of the Lower
1ississippi 8iver =alleC is a free 4D%8A1 available via re*uest,
www.bbcc.or#-web-index.phpHoption]comRcontentOtask]viewOid]5EO6temid]55.
6t includes video clips, interactive maps, and *ui( #ames to help stimulate interest
in forests and the wildlife that depends on them for survival. The 4D discusses
the ecolo# of bears and forest interior birds and forest loss and fra#mentation in
the re#ion.
0iolo# of the 9nited +tates http,--nationalatlas.#ov-biolo#.html
1apped biolo#ical data of and articles about ecore#ions, ecosstems, species, and
special issues &such as invasive species'
)ortals and )athwas, 6nvasive +pecies of Louisiana http,--is.cbr.Tulane.edu
6nvasive species issues related specificall to Louisiana, maps, species info
pa#es, and B;hat to do.C
<utria 0iolo# www.nutria.com
Extensive information with re#ard to nutria histor, biolo#, and dama#e in
Louisiana &L! Dept. of ;ildlife and @isheries'
Louisiana +ea $rant, Exotic !*uatics of the $ulf of 1exico
http,--lamer.lsu.edu-exotics.htm
6ncludes links to species%related facts, posters, how to prevent spread of invasive
species, and to the +ro:ect *ellus exotic species curriculum
<ational Teacher Trainin# 6nstitute- L)0, Smokey?s Message
www.lpb.or#-education-classroom-ntti-lessons-html200E-2mt+moke.html
Lesson plan and exercises based upon the !e/irth in 1ire video
30
<A=!, @ire ;ars www.pbs.or#-nova-fire
6ncludes video clips, resources &includin# fire%#rowth computer modelin#, fire
maps and a virtual laborator', and a teachers #uide &4opies of the video are
available for a fee.'
Countering Contamination( 5ata and 55. curriculum Lesson 2. The lesson
introduces the topic of ecotoxicolo# and #uides students throu#h the scientific
process of #atherin# raw data and drawin# conclusions about the impact of
pesticides &DDE and DDT' on ospre and bald ea#les. The lesson is found at
http,--www.pwrc.us#s.#ov-contaminants%online. 4lick on BTools for TeachersC
and select BLesson 2C. The lessonGs materials include a slide show which can be
made into overhead transparencies, if necessar.
3.
Unit ": #esources an #esource $anagement
Time /rame: !pproximatel ei#ht weeks
Unit Description
This unit emphasi(es the use of natural resources and the conse*uences of their overuse
or misuse. The concepts of renewable resources, non%renewable resources &ener#
resources', de#radabilit of materials, LouisianaGs natural resources, and mana#ement
techni*ues are considered.
Stuent Unerstanings
+tudents develop an understandin# that benefits, costs, and lon#%term conse*uences
should be considered when makin# environmental decisions and formulate an
understandin# of the values and functions of LouisianaGs varied natural resources. 6n
addition, the distin#uish between renewable and non%renewable resources and
understand that it is throu#h wise use and mana#ement that the continued availabilit of
these resources will be ensured.
-uiing 0uestions
.. 4an students describe the difference between renewable and a non%renewable
resources, discuss advanta#es for usin# renewable resources in place of non%
renewable ones, and identif renewable resources that could be used to
replace non%renewable onesH
2. 4an students interpret a fictional resource issue stor or scenario relatin# the
situations presented in the stor to real situations in present%da societH
E. 4an students identif LouisianaGs ma5or natural resources, identif their
sources and use-values, identif the resource a#enc responsible for the
mana#ement of each, and evaluate the effectiveness of their mana#ementH
3. 4an students utili(e maps to identif principal locations of LouisianaGs Black
Gold resources and identif the #eolo#ic processes that resulted in Louisiana
deposits of li#nite, #as, and oil and the a#e of the formationsH
5. 4an students summari(e the histor of the petroleum industr in Louisiana
and discuss the uses of this resource, careers associated directl and indirectl
with the industr, and repercussions of oil use on societ and the
environmentH
/. 4an students reco#ni(e the various factors that come into pla when
considerin# wildlife species as resourcesH 4an the develop a resource
mana#ement plan that takes various perspectives into accountH
Environmental +cience9nit E 8esources and 8esource 1ana#ement
32
F. 4an students stud map se*uences of Louisiana coastal-estuarine
environments, anal(e data, and relate wetland loss to their livesH
". 4an students explain how compostin# reduces the amount of waste sent to
landfills, discuss advanta#es and disadvanta#es of placin# or#anic materials
into compost bins as opposed to landfills, and propose incentives or penalties
that could be used to encoura#e more people to compost household wastesH
2. 4an students discuss how people have mana#ed waste throu#hout time and
how it affected their livesH
.0. 4an students discover connections between the tpes of natural resources
found in products and what is thrown awa and investi#ate their schoolGs
waste stream b collectin#, anal(in#, and #raphin# dataH
Unit " -rae-1evel E2pectations 3-1Es4
Science as ,n8uir!
.. ;rite a testable *uestion or hpothesis when #iven a topic &+6%I%!.'
problems &+6%I%!E'
&+6%I%!/' &+6%I%!2'
.0. $iven a description of an experiment, identif appropriate safet measures &+6%
I%!F'
reasons.
3E
3. Determine the effects of limitin# factors on a population and describe the
concept of carrin# capacit &+E%I%!E'
". Explain how species in an ecosstem interact and link in a complex web &+E%
I%!F' &+E%I%!.0'
.E. Evaluate whether a resource is renewable b anal(in# its relative re#eneration
time &+E%I%0.'
.3. !nal(e data to determine the effect of preservation practices compared to
conservation practices for a sample species &+E%I%02'
./. Evaluate the effectiveness of natural resource mana#ement in Louisiana.
&+E%I%03' &+E%I%05'
.F. !nal(e data to determine when reuse, recclin#, and recover are applicable
&+E%I%05'
.". 6dentif the factors that affect sustainable development &+E%I%0/'
20. 8elate environmental *ualit to *ualit of life. &+E%I%42'
2.. !nal(e the effect of common social, economic, technolo#ical, and political
considerations on environmental polic &+E%I%4E'
2E. Describe the relationship between public support and the enforcement of
environmental policies &+E%I%45'
23. 6dentif the advanta#es and disadvanta#es of usin# disposable items versus
reusable items. &+E%I%D.'
2F. Describe how accountabilit toward the environment affects sustainabilit &+E%
I%D5'
1ife Science
2F. !nal(e positive and ne#ative effects of human actions on ecosstems&L+%I%
D3'
.2. 6nterpret #eolo#ical maps of Louisiana to describe the stateGs #eolo#ic histor
&E++%I%4E'
22. !nal(e data related to a variet of natural processes to determine the time
frame of the chan#es involved &e.#., formation of sedimentar rock laers,
deposition of ash laers, fossili(ation of plant or animal species' &E++%I%45'
33
Sample &ctivities
&ctivit! 1: &n ,ntrouction to #esources 3,f ProFect 1earning TreeG materials are
available - S, -1Es: ?* >@ SE -1Es: 1"* 1%4 3,f ProFect 1earning Tree materials are
not available - SE 1"4
1aterials List,
per student % 8esources % 8enewable or <otH 7pinionnaire 0L1K )ro5ect
Learnin# TreeY materials
per #roup % )art ! student pa#e
per class % )art 0 demonstrations, lar#e *uantit of popcorn, "" cookies, lar#e 5ar
or plastic container, 33 slips of paper, .5 paper or plastic ba#s, A Classroom 1ull
of !esources, student handouts
0e#in developin# the theme of resource mana#ement b assi#nin# students appropriate
teacher%selected readin# materials and have them define on their voca/ulary cards &view
literac strate# descriptions', the terms natural resource non-rene&a/le resource
perpetual resource and recycling, preferabl in their own words. Then, distribute and
discuss use of the B8esources % 8enewable or <otC 7pinionnaire 0L1 &view literac
strate# descriptions'. 7pinionnaires are developed b #eneratin# statements about a
topic that force students to take positions and defend them. The emphasis is not on the
correctness of their opinions but rather on the studentsG points of view. Tappin# the
personal dimension in comprehension, teachin# and learnin# is necessar in order to
ensure that students are en#a#ed, find relevance, and feel valued as members of the
classroom culture.
6f )ro5ect Learnin# TreeY resources are available, incorporate the activit and
demonstrations included in the exercise, !ene&a/le or 4ot. Throu#h !ene&a/le or 4ot
tpe activities, students develop operational definitions of resource%related terms and
participate in activities in which the discover wh sustainable use of resources is
important. En#a#e the students in discussions of their exercise answers and refer back to
the opinionnaire.
6f )ro5ect Learnin# TreeY materials are not available, students, workin# individuall or
in small #roups, should make two lists, one that lists items in their homes or classroom
that are made of renewable resources, the other that lists items made of non%renewable
resources. &@or ideas see, A Classroom 1ull of !esources
www.mii.or#-pdfs-classroom.pdf, and =our )ouse www.mii.or#-pdfs-ourhouse.pdf.'
4lass discussion of the definitions of rene&a/le and non rene&a/le and of the lists
should follow.
!s closure for both options, #uide class discussion b askin# the followin#,
;hat renewable resources could be used to replace the non%renewable onesH
35
;hat advanta#es mi#ht there be for usin# renewable resources in place of non%
renewable onesH
;hat reasons mi#ht people have for not switchin# from use of non%renewable to
renewable sourcesH
;hich resources will continue to be available no matter how much people use
themH ;h donGt we use these moreH
&ctivit! 2: #esources for $an! #easons 3S, -1E ?@ SE -1Es: 1"* 1%* 1A4
1aterials List,
per teacher % *he Lora0
G
b Dr. +euss, BTrees for 1an 8easonsC activit from
.cosystem Matters &book available on%line', video camera &optional'
per #roup % ;e <eed Thneeds 8!@T 0L1, writin# materials
per student % several craons or markers, BTrees for 1an 8easonsC focus and
analsis *uestions
This activit introduces the concept of resource use-misuse and has students look at the
issue from more than one perspective. 6t includes use of the video or text versions of *he
Lora0
G
b Dr. +euss. &The book is available in most bookstores and public libraries. The
video can be rented or purchased inexpensivel from man discount stores.' The activit
also incorporates the related exercise, BTrees for 1an 8easonsC from the <ational
@orest +erviceGs book, .cosystem Matters8 The book is currentl out of print but can be
down%loaded and printed from www.na.fs.fed.us-spfo-pubs-misc-eco-.
&;hile appropriate for #rades 2%.2, the exercise was Bmisfiled.C To view-download
BTrees for 1an 8easons,C it is necessar to click on B$rades 3%5.C'
En#a#e students in review of the terms sustaina/le use conservation preservation, and
deforestation. Then, distribute copies of the BTrees for 1an 8easons % )art !C focus
*uestions &listed below'. $ive students time to read the *uestions before ou be#in to
read *he Lora0
G
or pla the video.
;h did the Ance%ler act as he didH
;hat patterns of chan#e in the environment were observedH
;hat were environmental conditions before the compan be#an makin# ThneedsH
;hat were the like afterwardH
;hat was the authorGs messa#e concernin# what one person can do to save or
destro the environmentH
+how the video or read the stor to the class. Discuss the focus *uestions listed above.
Durin# the discussion, ask students to distin#uish between the terms preservation and
conservation and to explain how each applies to this scenario.
Iave students anal(e the stor b answerin# the BTrees for 1an 8easons % =ariation 2,
$rades 2%.2C *uestions &found within the exercise and listed below' in their science
learning log &view literac strate# descriptions'. The should develop each response
carefull, citin# specific examples from the stor.
3/
;hat seems to be the authorGs intent in writin# the bookH To what a#e
#roup is it directedH ;hH
!re an of the situations presented in the stor similar to real
situations in present%da societH 6f so, describe which resources and
which #roups of people are involved.
;hat values appear to be important to the characters of the storH ;ho
mi#ht these characters represent in real lifeH !re an of their values in
conflictH ;hich onesH @or what reasonsH
)lace students in small hetero#eneous #roups. Distribute one cop of the ;e <eed
ThneedsV 8!@T 0L1 to each #roup and review the instructions. Emphasi(e the need for
accurac, creativit, and relevance in the written aspects and in the presentation.
!fter #roup presentations, have students consider the BTrees for 1an 8easons %
Extension .C *uestions,
Does either the ori#inal stor or our se*uel accuratel portra
industrH Iow do ou knowH
;hich version, the ori#inal or our se*uel, best describes the attitudes
of people in the re#ion where ou liveH Explain our answer.
&ctivit! ": &n ,ntrouction to 1ouisiana;s .atural #esources 3S, -1Es (@ SE
-1Es: 1(* 21* 2"4
1aterials List, print and electronic natural resources reference materials, especiall as
the appl to Louisiana &will var with student #roup'
;orkin# in small #roups, the students will select a Louisiana natural resource &such as
salt, oil, natural #as, sulfur, waterwas, wildlife 7#ame or non%#ame species:, forest
resources, seafood,' and produce an illustrated brochure and class presentation &or, if the
technolo# is available, a +o&er+oint
Y
presentation or video' that incorporates the
followin#,
The name of the resource
The ma5or production area&s' of this resource in Louisiana
9se&s' of the resource
The economic value of the resource to the state
The state resource a#enc responsible for mana#ement of the resource
Iow the a#enc defines resource mana#ement
The a#encGs ma5or ob5ectives
The most difficult challen#es facin# the a#enc at this time
+ummar of the a#encGs mana#ement pro#ram&s' for this resource
6ssues associated with mana#ement of the resource
The influence-effect of common social economic, technolo#ical, and-or political
considerations on the a#encGs policies
3F
The effectiveness of mana#ement of this resource in Louisiana &6nclude a
description of the relationship between public support and the enforcement of the
a#encGs environmental policies.'
4areers associated with production, use, or mana#ement of the resource should be
investi#ated. Local specialists with these various a#encies can serve as a valuable
resource for this information.
+tate a#encies produce publications &electronic and print' and several have education
divisions which ma provide #uest speakers as well as classroom materials. The websites
of these a#encies include the postal addresses and phone numbers of state offices and, in
some cases, re#ional offices,
L! Environmental 8esource Director
www.leeric.lsu.edu-erd-index.htm
L! Department of !#riculture and @orestr
www.ldaf.state.la.us
L! Economic Development
http,--www.lded.state.la.us-home.aspxHref]303
L! Department of Environmental Lualit
www.de*.state.la.us
L! Department of <atural 8esources
www.dnr.state.la.us-teach.ssi
L! Department and ;ildlife and @isheries
www.wlf.state.la.us
!lso useful,
Louisiana $eolo#ical +urve
http,--www.l#s.lsu.edu
Louisiana +tate 1inerals 6nformation &each earbook includes a minerals map'
http,--minerals.us#s.#ov-minerals-pubs-state-la.html
0e sure that students comprehend that investi#ations can be observational, descriptive, or
conducted throu#h literature search and do not alwas have to be experimental.
&ctivit! %: 1ouisiana 6lac7 -ol an the /uture 3S, -1E ?@ SE -1Es: 1(@ ESS
-1Es: 1>* 224
1aterials List, Black Gold Beneath the Bayous computers with 6nternet access &one per
#roup' or L4D pro5ector &if multiple computers with internet access are not available',
learnin# lo#
1ost texts lack information specific to LouisianaK therefore, it will be necessar for
students &and teachers' to obtain current print and electronic resources from various
a#encies such as the L! Department of <atural 8esources, L! $eolo#ical +urve, and
the L! +tate 1inerals 6nformation sites listed in !ctivit E. 6f the technolo# allows,
3"
direct students to Black Gold Beneath the Bayous &or download, print, and distribute
copies of relevant information'.
&http,--dnr.louisiana.#ov-sec-execdiv-techasmt-educationalRresources-0$00-toc.html'
Black Gold Beneath the Bayous is a classroom teachin# aid desi#ned for Louisiana
science teachers. @unded and sponsored b the state Department of <atural 8esources,
Technolo# !ssessment Division, this outstandin# instructional tool offers factual text
and #raphics, music, animation, and classroom experiments.
Iave students, workin# in teams, identif the principal locations and the #eolo#ic
processes that resulted in Louisiana deposits of li#nite, #as, and oil and the a#e of the
formations. 8eports should include maps to show location, a histor of the industr in
Louisiana, uses of the resource, careers associated directl and indirectl with the
industr, estimated costs and profits for the business owner, and production impacts on
the environment.
Then, have student #roups
.. Discuss the relationship of use of fossil fuels to worldwide resource depletion.
2. 6dentif and briefl discuss various alternative fuels, include the histor and
current use of each. Discussions should also include advanta#es and
disadvanta#es associated with the use of each fuel. &This list will be
incorporated into !ctivit 5 exercises.'
6f a computer with a D=D drive is available, have students utili(e the Louisiana $6+
Di#ital 1ap &1a 200F 4ompilation D=D'. )ublished b the Louisiana Ail +pill
4oordinatorGs Affice &LA+4A'-Affice of the $overnor, the two volume D=D set is a
compilation of publicl available #eospatial data for oil spill prevention, contin#enc
plannin#, response, and natural resource dama#e assessment. !dditional information
&includin# an order form for this free resource' is available from the L! $6+ Di#ital 1ap
D=D ;ebsite, http,--la#ic.lsu.edu-#eodata-M. <ote, ! D=D set was sent to ever
Louisiana school teachin# #rades /%.2. 4ontact our principal or department head for its
location.
6f the technolo# permits, teachers should access the 2003 )0+ series, .0treme 7il video
series and lesson plans. The series examines the drawbacks of a countr havin# oil
deposits and how oil wealth can benefit developin# countries. Two hi#h%school%level
activities have been developed to be used in con5unction with the video. The lessons can
be accessed at www.pbs.or#-wnet-extremeoil-teachers-index.html. The video is also
available for purchase from )0+.
6nformation about related 5ob options in the ener# field is summari(ed at
http,--www.ener#3me.or#-careers-index.htm. The ener#3me site includes profiles of
.5 &ethnicall diverse' ener# industr professionals. !s a science learning log &view
literac strate# descriptions' entr, provide each student with a cop of one of the
profiles. &To access the profiles from the ener#3me site, click on BToun# )rofessionals
discuss their careers in the oil and #as industr.C' 6nstruct the students to summari(e the
profile received as it relates to the individualGs 5ob and to his-her career%related education.
!fter recordin# the summaries in their science learnin# lo#s, have students conduct a
32
round%table discussion of their entries. &!dditional resources are available on the
ener#3me site b clickin# on the B4areers,C BEducators,C B+tudents,C and B+peakersC
tabs.'
&ctivit! A: Energ! &lternatives 3S, -1E (@ SE -1Es: 1A* 1+* 2?4
1aterials List,
4oncept maps, poster board or newsprint &optional % one per #roup'
+olar Devices, will var with pro5ect choice&s'
8esearch )ro5ect, print and electronic reference sources, either computer with
+o&erpoint
H
&or similar pro#ram' or poster boards &per #roup'
)ro5ect Learnin# TreeY option, .nergy Sleuths - .nergy +rimer &one per student
or small #roup', list of #uidin# *uestions &one per student'
<on%)ro5ect Learnin# TreeY option, variet of BalternativeC ener# reference
materials
!mon# our ma5or resource mana#ement concerns is the #rowin# scarcit of ener#
resources and risin# fuel costs, which have resulted in more attention bein# #iven to
findin# alternative fuel sources. To introduce the theme of alternative ener# sources,
assi#n students appropriate teacher%selected readin# materials and have them complete
voca/ulary cards &view literac strate# descriptions' as homework. Then, workin#
individuall or in small #roups, have students develop an Balternative ener# concept
map.C The should use their maps to distin#uish amon# renewable, non%renewable, and
perpetual ener# sources, their associated forms of BalternativeC ener# and their uses.
The concept maps could be stored in their science learning logs &view literac strate#
descriptions' and-or exhibited as posters in the classroom or hallwa.
Graphic organi>ers &view literac strate# descriptions ', such as concept maps, promote
relational knowled#e b emphasi(in# connections amon# ideas and, thereb, leadin# to
in%depth understandin# of concepts. 8eview of the concept mappin# techni*ue is
su##ested and, to ensure student knowled#e of concept mappin#, Bwalk students throu#hC
development of a sample map. 6t ma be necessar to remind students that to create the
map
.. The must concentrate on relationships amon# the concepts under stud.
2. 4oncepts are to be connected with labeled lines, fre*uentl in a downward%
branchin# hierarchical structure as a web or as a split tree.
E. The relationship between two concepts is indicated throu#h linkin# phrases &for
example, [consists of,[ [results in,[ [includesC'.
The partial concept map below could be used as a B#ettin# startedC sample to
illustrate the strate# for students. !fter copin# and discussin# the sample, the
50
ma complete the rest of the concept map individuall or in pairs. To assure that all
students understand the material and are usin# the concept mappin# techni*ue
appropriatel, provide opportunities for them to share their notes within small
#roups.
To help students visuali(e means b which perpetual ener# sources are-can be utili(ed in
meetin# ener# needs, have them desi#n, construct, and use a device that incorporates a
perpetual ener# source &such as a solar oven, solar heater, or windmill' and relate the
structure to ener# conservation, air pollution, and -or deforestation. <ote, Desi#n and
construction ideas for these devices are available from textbook resources, the 6nternet,
and several ener#%conservation%related or#ani(ations.
6f )ro5ect Learnin# TreeY materials are available, !fter the students share their concept
maps with the class, distribute copies of the .nergy Sleuths-.nergy +rimer to each
student or small #roup. 6n BEner# +leuths,C students learn about different sources of
ener#, how ener# is used in their lives, and the sustainabilit of the sources. Each
#roup will develop an ener# polic the would like to see enacted. !ssi#n each
cooperative #roup one BalternativeC fuel source to research. &+tudents should utili(e
electronic and print references. Encoura#e them to contact local or#ani(ations and
resource professionals, as well.' Each #roup should develop a report on the assi#ned
resource. $uidin# *uestions and assessment su##estions are included in .nergy Sleuths-
+art A- .nergy !ound-Bp.
6f )ro5ect Learnin# TreeY resources are not available, !fter the students share their
concept maps, divide the class into pairs or small cooperative #roups and, usin# the list of
alternative fuels #enerated in !ctivit 3, assi#n each #roup one tpe of fuel to research.
8esearch materials are available in most textbook resources. +tudents should also utili(e
electronic and print references. Encoura#e them to contact local or#ani(ations and
resource professionals, as well.
Each #roup should prepare a +o&erpoint
H
or poster presentation used as part of a
persuasive sales%pitch on the merits of their assi#ned fuel tpe. &;hile encoura#in#
students to be creative, also stress accurac and honest in advertisin#.' @or consistenc
5.
in reportin#, instruct each #roup to include the relative availabilit of the fuel, how it is
extracted and processed, its economic potential, the feasibilit of its lon#%term use, its
environmental impacts, and the economic-social impacts of its use. Iave them discuss the
factors that mi#ht cause the ine*uitable distribution of this resource.
!fter #roup presentations, have student #roups develop an BEner# )olic for the
Twent%first 4enturC that addresses predicted ener# demands and ener# conservation
issues, identifies-addresses factors that affect sustainable development, and addresses
how accountabilit toward the environment affects sustainabilit. Their policies should
be shared with the class via presentations or round%table discussions.
&ctivit! (: :illife as #esources 3S, -1Es: 1* 2* A* (* ?* 1)* 12@ SE -1Es: % 1%* 214
1aterials List,
per student % worksheets for the selected exercises, vocabular cards 6nvesti#ation
!nalsis @ormat 0L1 &see 9nit .'K 5ropping in on 5eer
per class % small piles of dr do# food pellets scattered randoml over the stud
area
per #roup % colored surve tape or .0 wire surve fla#s, measurin# tape, E.5" m
strin# tied to a wooden stake, compasses, clip boards, student worksheet
<ote, The 5ropping in on 5eer option has students conductin# field BresearchC and
re*uires pre%field trip preparation b the teacher and collection of simulated deer pellets
&dr do# food pieces'.
6n !ctivit E, wildlife species were introduced with reference to resources. !sk students
to refer back to the discussion of the selected wildlife resources and to offer operational
definitions of the terms game species non-game species threatened species and
endangered species. $uide student discussion to include various aspects of consumptive
and non%consumptive uses of wildlife. !sk students to list *uestions that the have about
wildlife mana#ement in addition to identifin# and discussin# various factors that are
involved in wildlife mana#ement decisions &political, economic, social-emotional, and
biolo#ical'. 8emind students to complete voca/ulary cards &view literac strate#
descriptions' for these terms. !llow them to *ui( each other over the content of their
cards in preparation for tests and other class activities.
@or back#round information on mana#ement of wildlife species refer to )ro5ect ;6LDY,
the 9+ @ish and ;ildlife +ervice or the Louisiana Department of ;ildlife and @isheries
;ildlife-!*uatic Educator for our re#ion &for materials or to re*uest a #uest speaker for
our class'. Louisiana ;ildlife <ews is a bi%monthl publication intended to serve as an
outlet for wildlife issues relevant to Louisiana and the +outheast. 6n addition to current
news events, profiles on specific plant, wildlife, and nuisance wildlife species are
52
included in each issue. 6t can be accessed from
http,--www.lsua#center.com-en-environment.
Two )ro5ect ;6LDY activities, 5ropping in on 5eer and 5eer 5ilemma present
opportunities for students to consider the biolo# and mana#ement of a Louisiana
species, the white%tailed deer, and the issues associated with its mana#ement.
6n 5ropping in on 5eer students
4onduct habitat surves &usin# dried do# food to represent deer pellets'
!ppl field methodolo# reflectin# wildlife mana#ement practices
Explain the importance of scientific knowled#e and technical skills in
conservation and enhancement of wildlife and its habitat
6ncorporate an experimental desi#n into their investi#ation
6dentif and incorporate appropriate safet measures.
6f )ro5ect ;6LDY is not available or if Bfield workC is not possible, the followin#
activities have students simulate wildlife mana#ement situations, Classroom Mark-
!ecapture &ith Crickets lab manual which utili(es live crickets
&www.bioed.or#-E4A+-in*uiries-in*uirRcrickets.pdf' and Duke 9niversitGs B1ark and
8ecaptureC exercises which utili(e small ob5ects such as dried beans. &Teacher materials
are found at http,--www.biolo#.duke.edu-cibl-exercises-markRrecapture.htm and student
instructions at http,--www.biolo#.duke.edu-cibl-exercises-markRrecaptureRifs.htm'.
Iave each student submit a lab report that includes a completed cop of the 6nvesti#ation
!nalsis @ormat 0L1.
6n 5eer 5ilemma, students conduct a 0oard of 4ommissioners meetin# &simulation' to
hear the concerns of constituents re#ardin# the ever%increasin# deer population in and
around a local park and make a decision concernin# this issue. 6n this activit, students
must consider the needs of both people and wildlife in the sustainabilit of the resource
&the deer'. 6f access to 5eer 5ilemma is not possible the video I2hat *hey Say A/out
)unting@ includes a BdebateC b hi#h school students and interviews professionals from
#roups with varin# opinions on huntin#-wildlife mana#ement. The video can be
downloaded or teachers can re*uest a free cop. ! teacherGs #uide and student activit
masters can also be obtained,
!ctivit masters % http,--www.unendan#eredspecies.com-pdfs-;T+!I!ct1strs.pdf
TeacherGs $uide % http,--www.nssf.or#-conservationvideos-pdfs-;T+!IRT$.pdf
+treamin# video and re*uest form % http,--www.nssf.or#-conservationvideos-vid8e*.cfm
&ctivit! ?: 1ouisiana Coastal :etlans: #esources at #is7 3S, -1E (@ 1S -1E 2?@
SE -1Es: (* 2)* 21* 2(* 2?@ ESS -1E 1>4
1aterials List,
per class % 2e Can Still *urn the *ide lesson, 2ashing A&ay video clips
&specified within activit'K It?s a 2onderful Life lesson, 2ashing A&ay video
clips &specified within activit'K aerial photos of wetland lossK a sample of cloth,
5E
paper or wood one%s*uare ard &2..33 cm
2
' in si(eK computers with 6nternet
access &if possible'
per #roup % topic sheet for their assi#ned presentation topic, topo#raphical maps
of coastal Louisiana
LouisianaGs wetlands are disappearin# at an alarmin# rate and have been exacerbated b
Iurricanes ?atrina and 8ita. 6n this investi#ation, students will en#a#e in exercises to
investi#ate Louisiana wetlands from various perspectives. ;hile texts are unlikel to
have Louisiana%specific materials, several resources &both print and electronic' are
available from state and local a#encies and or#ani(ations. &8efer to unit resources.'
9tili(e relevant readin#s from these sources and the slide presentation, BEnvisionin# the
@uture of the $ulf 4oast,C to introduce the Bwetlands % resources at riskC topic. The slide
presentation is available from America?s 2etland education home pa#e,
http,--www.americaswetland.com-custompa#e.cfmHpa#eid]2".
Download the L)0-!mericaGs ;ETL!<D lesson plans, 2e Can Still *urn the *ide and
It?s a 2onderful Life8 The lesson plans are desi#ned to be used with video clips from the
L)0 documentar, 2ashing A&ay8 The lesson plans are available at the America?s
2etland education home pa#e. The materials are also available via L)0. The lesson plans
are available at www.lpb.or#-pro#rams-washin#awa &click on @or Educators' and the
video clips at www.lpb.or#-pro#rams-washin#awa-video.html. &The video clips used
with each of the two exercises are specified within the exercise descriptions on the next
pa#e.' The entire video is available as streamin# video at the L)0 video link at
http,--www.americaswetland.com-assets-E@$48eport.pdf.
0efore incorporatin# the B+u##ested )roceduresC into our 2e Can Still *urn the *ide
plans download and save the three su##ested 2ashing A&ay video clips &Ted @al#out
7.3,.E%.F,EE:, Ted @al#out 7E.,5.%E5,05:, and ?err +t. )e 7E",02%30,E/:'. +tudents
should discuss the facts included on )urricane Impacts on America?s 2etland
http,--www.americaswetlandresources.com-back#roundRfacts-basicfacts-hurricane.html
and have them view and discuss the su##ested video clips. @ollowin# the video clips,
en#a#e students in a discussion of coastal wetlands.
Each student #roup should then be assi#ned one of the six su##ested topics, receive a
cop of the topic worksheet, and be instructed to develop a presentation based upon the
criteria specified for their topic. )resentations should include maps, audio%visual
components or other #raphic displas, and computer technolo#, if possible. Anline
reference su##estions are included on each topic sheet, but students should refer to other
current, accurate, and relevant resources &print, electronic, and-or interviews of
professionals', as well.
It?s a 2onderful Life focuses on the economic and cultural impacts of wetland loss.
0efore incorporatin# the B+u##ested )roceduresC into our lesson plans, it will be
necessar to download and save the two su##ested 2ashing A&ay video clips &1r. Dore
of Delcambre 7..,E0%.3,.3: and Domini#ue farm in Erath 7",E"%..,22:'. Durin# this
exercise, students will have to locate coastal towns. 6t will, therefore, be necessar to
53
provide each #roup with topo#raphical maps of coastal Louisiana. 0e sure that
Delcambre and Erath are included. +ome sources of appropriate maps are included at the
end of this activit.
4onsider havin# students submit their reports in the form of an illustrated newspaper
article or as an informative Bvirtual web pa#e.C Tou ma wish to invite a #uest speaker
from the L+9 4ooperative Extension +ervice, Louisiana Department of ;ildlife and
@isheries, Louisiana Department of !#riculture and @orestr, or Louisiana +eafood 0oard
to speak about the BcostsC of wetland loss-hurricane impact on wetlands%related
professions &and recreation'.

+ome websites listed in the It?s a 2onderful Life exercise have been chan#ed. Listed
below are some updated and some additional sites useful to both teacher and students,
B)reliminar Estimates of 4umulative Economic 6mpact from Iurricanes ?atrina
and 8ita to Louisiana !#riculture Due to 8educed 8evenue and 6ncreased 4ostsC
http,--www.lsua#center.com-<8-rdonlres-2@D@D202%!/E4%3@25%"0"2%
F.0.3!/2D0!/-."35E-Iurricanelosses.pdf
B!ssessment of Dama#e to Louisiana !#ricultural, @orestr, and @isheries
+ectors b Iurricane ?atrinaC
http,--www.lsua#center.com-<8-rdonlres-@!"245!0%@/3/%3ED0%""2.%
43/003E52@E0-."352-?atrinalosses.pdf
)arish b parish summar of ma5or commodities
http,--www2.lsua#center.com-a#summar
Louisiana maps, http,--atlas.lsu.edu-rasterdown.htm
http,--www.lib.utexas.edu-maps-louisiana.html
http,--www.nwrc.us#s.#ov- 4lick on BLouisiana Land 4han#esC
http,--wetmaap.or#

Lessons on the Lake, an .ducator?s Guide to the +ontchartrain Basin
The #uide facilitates instruction for teachers, allows eas access to information on
environmental issues surroundin# the Lake )ontchartrain watershed, and provides
students with skills to identif environmental concerns, make chan#es, solve
problems and ac*uire a sense of stewardship.
http,--pubs.us#s.#ov-of-.22"-of2"%"05-lessons-
Louisiana +eafood 0oard
Teachers can order Living on the .dge-Guide to the 5ocumentary and the
)a/itat Study Guide to accompan the Living on the .dge documentar on the
histor, culture, economics, and science associated with LouisianaGs seafood
industr. &The video is available via L)0 4berchannel.'
http,--www.louisianaseafood.com-education.cfm
55
9.+. $eolo#ical +urve <ational ;etlands 8esearch 4enter
4lick on%BThe @ra#ile @rin#e, ! $uide for Teachin# !bout 4oastal ;etlandsC
http,--www.nwrc.us#s.#ov-
&ctivit! +: :aste .ot* :ant .ot. 3S, -1Es: %* A* ?* >@ SE -1Es: 1"* 1?* 2%4
1aterials List,
per class % waste materials #enerated around the school
per #roup % broom stick or similar ob5ect for movin# trashK per student % #loves
and protective ee #o##les, vocabular cards, one sheet of #raph paper
Safety 4ote: If students sort through the trash /e sure to have them &ear gloves and
protective eye goggles and to use a /room stick (or similar o/:ect) for moving the trash8
!fter students have read and discussed the text material related to solid waste
mana#ement, inform them that the will be participatin# in a hands%on investi#ation of
household-school solid wastes. 8emind students to complete voca/ulary cards &view
literac strate# descriptions' as new terms are introduced. 0e sure to allow students to
*ui( each other over the content of their cards in preparation for tests and other class
activities. 1ake sure students are holdin# their partners accountable for the completeness
and accurac of their definitions and examples.
6n the activit B;hatGs in m TrashHC&Lesson E of An 7unce of +revention available via
the <+T! +ource 8eduction 4urriculum, http,--c#nus%#roup.com-use%less%
stuff-<+T!.html, students will identif the various waste materials #enerated in the
school. The will also describe the se*uence of collection and the destination of the
materials identified &compost bin, recclin# center, landfill, or incinerator'.
Ar, if available, use the )ro5ect Learnin# TreeY +econdar Environmental Education
)ro#ram module, Explorin# Environmental 6ssues, 1unicipal +olid ;asteK assi#n
students !ctivit . of the module, 6ntroduction to 1unicipal +olid ;aste, The ;aste
+tream. 6n this lesson, students learn how people have mana#ed waste throu#hout time
and how it affected their lives, discover connections between the tpes of natural
resources found in products and what is thrown awa, and investi#ate their schoolGs
waste stream b collectin#, anal(in#, and #raphin# data.
6n both options, students must develop and utili(e classification sstems, anal(e data,
and draw conclusions-make recommendations with re#ard to solid waste mana#ement.
&ctivit! >: :asting &'a! 3S, -1E 2@ SE -1Es: 1?* 2%4

1aterials List, per class % )ro5ect Learnin# Tree
Y
materials include tea ba#s, loose tea,
concentrated 5uice, 5uice boxes, individuall packa#ed and bulk packa#ed cookies,
5/
unconcentrated and concentrated deter#ent &per class'K per student one cop &or an
overhead transparenc' of B)acka#in# )rofileC student pa#e
!fter assi#nin# appropriate teacher%selected readin# materials, includin# text readin#s,
introduce the concept of municipal solid waste mana#ement b en#a#in# students in class
discussion and operational definition of associated vocabular. &8emind students to
complete their voca/ulary cards &view literac strate# descriptions'8 !#ain, allow
students to *ui( each other over the content of their cards in preparation for tests and
other class activit. 1ake sure students are holdin# their partners accountable for the
completeness and accurac of their definitions and examples.
Then, if )ro5ect Learnin# TreeY materials are available, have students complete Lesson
2%Source !eduction +art A and Enrichment activities M2 and ME from the secondar
module, .0ploring .nvironmental Issues( Municipal Solid 2aste. 6n these exercises,
students will look at was to prevent and reduce waste and to examine connections
between waste reduction and conservation of natural resources. +tudents will be
classifin# product packa#in# materials and it will, therefore, be necessar to collect
product packa#in# prior to be#innin# the activit.
6f )ro5ect Learnin# Tree materialsY are not available, Lesson 3, B;here Does the Trash
$oHC in An 7unce of +revention &from the <+T! +ource 8eduction 4urriculum,
http,--c#nus%#roup.com-use%less%stuff-<+T!.html', makes students aware of disposal
options and their advanta#es and disadvanta#es, reco#ni(e the role of ener# and
bproducts in the evaluation of a disposal method, and be#in to think about was to
prevent or reduce waste, rather than findin# places to Bthrow it awa.C 0oth options
include back#round information and student worksheets that should be copied and
distributed prior to be#innin# the assi#nment.
!s an overarchin# exercise, students should develop and, with administrative approval,
initiate a school%wide or class waste%source% reduction pro5ect. 0efore allowin# students
to develop their action plans, have them identif safet issues and develop appropriate
safet measures. )ro5ect ideas include school recclin# pro5ects, such as B8ecclin#, at
school C resources available from the )aper 6ndustr !ssociation 4ouncil &)6!4'
&www.paperreccles.or#-recclin#-school-index.html' and end of school ear pro5ects
like Locker 4leanout Tips &www.de*.louisiana.#ov-portal-tabid-202"-Default.aspx'.
Iol 4ross Ii#h +chool in <ew Arleans has an on%#oin# motor oil recclin# pro#ram
&)ro5ect @.9.8.'. !s a homework assi#nment, distribute copies of )ro5ect @.9.8.
&http,--www.de*.louisiana.#ov-portal-Default.aspxHtabid].2F.' information sheet and
have students read and reflect upon the impact teena#ers can have on resource
mana#ement.
5F
&ctivit! 1): Composting DHFI vu 3S, -1Es: 2* %* A* (* ?* >* 1)* 12@ SE -1Es: A* +4
1aterials List,
per #roup % compost bins, hand lenses or microscope, temperature probes, pI
paper, soil moisture tests, #loves, protective ee #o##les, pencils or chopsticks
per student % 6nvesti#ation !nalsis @ormat 0L1 &see 9nit .'
Safety 4ote: 0efore collectin# data, students are to identif and record appropriate safet
measures on an 6nvesti#ation !nalsis @ormat 0L1. !s the sort throu#h the compost,
students must wear #loves and protective ee #o##les and use a pencil or chopstick for
movin# the trash. 0e co#ni(ant of the fact that mercur thermometers are BbannedC from
schools. 6f mercur thermometers are in our classroom the should not be used and
should be disposed of properl.
!fter completin# the 2aste 4ot 2ant 4ot activit, have students refer to the compost
bins the produced in 9nit . % .sta/lishing a Compost Bin. 8emind students to complete
the 6nvesti#ation !nalsis @ormat 0L1 and to record their data as the work on this
activit. Each #roup should repeat the batter of tests done on the ori#inal samples
&measure soil temperature, pI, and moisture levelsK usin# a hand lens or a microscope,
count the number of species observed and the number of or#anisms per population'. The
class should then share data and estimate the number of species and or#anisms in the
entire soil sample.
!fter sharin# results, each student should work individuall to complete the data analsis
and conclusion portions of the lab report makin# sure to answer the *uestions posed and
commentin# upon the hpothesis. The conclusion should reflect upon the succession that
has occurred. 6t should also include answers to the followin# problems,
Define /iodegrada/le.
Discuss biode#radabilit with re#ard to the or#anic materials within our compost
bin.
Iow does compostin# reduce the amount of waste sent to landfillsH
;hat are the advanta#es of placin# or#anic materials into compost bins as
opposed to in landfillsH
;hat are the disadvanta#esH &;h doesnGt everone compostH'
;hat are some incentives or penalties that could be used to encoura#e more
people to compost household wastesH
Sample &ssessments
-eneral -uielines
investi#ations with reports, laborator practicals &problem%solvin# and performance%
5"
-eneral &ssessments
+tudents should construct =enn Dia#rams to distin#uish amon# tpes of
natural resources.
+tudents should self%evaluate and peer%evaluate pro5ects usin# class%
developed rubrics specific for each presentation.
+tudents should construct 4oncept 1aps appropriate for natural resources
concepts.
!ctivit . , 6ncorporate the opinionnaire *uestions and #uided discussion
*uestions into a post%activit *ui(.
!ctivit 3 , +tudent #roups should provide #roup presentations and conduct
peer and self%evaluation of the resource presentations usin# a class%determined
rubric.
!ctivit " , B6sland +urvivalC &Lesson 5 in An 7unce of +revention@ from
<+T! +ource 8eduction 4urriculum available at http,--c#nus%
#roup.com-use%less%stuff-<+T!.html' is a simulation in which students make
lifestle choices while considerin# the effect of these choices on waste
#eneration. Iave students work individuall or in #roups to prioriti(e personal
needs, desires, essentials, and source reduction strate#ies necessar for their
sta on an uninhabited island. 9tili(e a student%desi#ned rubric to evaluate
understandin#.
#esources
!mericaGs ;etland% 0asic back#round and facts about Louisiana wetlands.
http,--www.americaswetlandresources.com-back#roundRfacts-index.html
http,--www.americaswetlandresources.com-back#roundRfacts-whtheconcern.html
!mericaGs ;etland% Livin# b the +easons in !mericaGs wetland
52
http,--www.americaswetlandresources.com-voices-stories-!mericas;ETL!<D4hick
en.html
6owa D<8 ;ildlife 1ana#ement &back#round info'
www.iowadnr.com-education-backinfo-wldman#.pdf
Lake )ontchartrain 0asin @oundation www.saveourlake.or#
Louisiana Department of <atural 8esources % Affice of 4oastal 8estoration and
1ana#ement www.dnr.state.la.us-crm
Louisiana Dept. <atural resources% teacher resources
www.dnr.state.la.us-teach.ssi
<ational Ener# Education Development )ro#ram &<EED )ro5ect'
Ener#%related activities and curriculum #uides in )D@ format.
http,--need.or#-curriculum.php
<ature 4onservanc %% 6nformation related to Louisiana ecore#ions.
http,--nature.or#-wherewework-northamerica-states-louisiana-preserves
9.+. @orest +ervice 4onservation Education Iome )a#e
http,--www.na.fs.fed.us-spfo-ce-
9.+. $eolo#ical +urve <ational ;etlands 8esearch 4enter
http,--www.nwrc.us#s.#ov-
/0
Unit %: Environmental &'areness an #esponsible &ctions
Time /rame: !pproximatel six weeks
Unit Description
This unit focuses on environmental awareness and protection with respect to water and
air *ualit, ha(ardous waste, risk mana#ement, and environmental polic.
Stuent Unerstanings
+tudents develop an awareness of the relationships between human actions and
environmental *ualit.
-uiing 0uestions
.. 4an students anal(e the risk%benefit ratio for selected environmental situationsH
2. 4an students anal(e the effect of common social, economic, technolo#ical, and
political considerations on environmental policH
E. 4an students identif ma5or sources of water pollution in Louisiana and make
inferences about the potential effects of these pollutants on local wildlife and the
hdrosphereH
3. 4an students conduct water *ualit monitorin# tests and relate local water *ualit
to environmental accountabilit and sustainabilitH
5. 4an students distin#uish amon# the five ma5or air pollutants, discuss each, and
usin# the !ir Lualit 6ndex, en#a#e in discussions comparin# and contrastin# air
*ualit in different Louisiana locations &or in different time periods'H
/. 4an students discuss relationships between 4A
2
levels and #lobal warmin#, #lobal
temperature and atmospheric #reenhouse #ases, auto emissions and air pollution,
and auto emissions and #lobal climate chan#esH
F. 4an students identif and locate potential sources of ha(ardous waste in their
communit, parish, or stateH
". 4an students discuss how common household products ma become ha(ardous
waste and propose local ha(ardous waste mana#ement education measuresH
2. 4an students anal(e the effect of common social, economic, technolo#ical, and
political considerations on environmental policH
Environmental +cience9nit 3Environmental !wareness
/.
Unit % -rae-1evel E2pectations 3-1Es4
Science as ,n8uir!
anal(e data appropriatel &+6%I%!2'
5. 9tili(e mathematics, or#ani(ational tools, and #raphin# skills to solve problems
&+6%I%!E'
&+6%I%!/' &+6%I%!2'
.0. $iven a description of an experiment, identif appropriate safet measures
&+6%I%!F'
... Evaluate selected theories based on supportin# scientific evidence. &+6%I%0.'
reasons &+6%I%02'
.E. 6dentif scientific evidence that has caused modifications in previousl
accepted theories. &+6%I%02'
.3. 4ite examples of scientific advances and emer#in# technolo#ies and how the
affect societ &e.#., 186, D<! in forensics' &+6%I%0E'
.5. !nal(e the conclusion from an investi#ation b usin# data to determine its
validit &+6%I%03'
./. 9se the followin# rules of evidence to examine experimental results,
a. 4an an expertGs techni*ue or theor be tested, has it been tested, or is it
simpl a sub5ective, conclusive approach that cannot be reasonabl
assessed for reliabilitH
b. Ias the techni*ue or theor been sub5ected to peer review and
publicationH
c. ;hat is the known or potential rate of error of the techni*ue or theor
when appliedH
d. ;ere standards and controls applied and maintainedH
e. Ias the techni*ue or theor been #enerall accepted in the scientific
communitH &+6%I%05' &+6%I%0.' &+6%I%03'
.2. $ive examples and describe the effect of pollutants on selected populations.
& +E%I% !..'
.2. Determine the interrelationships of clean water, land, and air to the success of
or#anisms in a #iven population &+E%I%4.'
/2
20. 8elate environmental *ualit to *ualit of life &+E%I%42'
2.. !nal(e the effect of common social, economic, technolo#ical, and political
considerations on environmental polic &+E%I%4E'
22. !nal(e the risk%benefit ratio for selected environmental situations &+E%I%43'
2E. Describe the relationship between public support and the enforcement of
environmental policies &+E%I%45'
25. Discuss how education and collaboration can affect the prevention and control
of a selected pollutant &+E%I%D2' &+E%I%DE'
2F. Describe how accountabilit toward the environment affects sustainabilit
&+E%I%D5'
2". Discuss the reduction of combustible en#ines needed to si#nificantl decrease
4A
2
in the troposphere &+E%I%D/'
.. Describe what happens to the solar ener# received b Earth. &E++%I%!.'
.0. !nal(e the mechanisms that drive weather and climate patterns and relate them
to the three methods of heat transfer. &E++%I%!/'
Sample &ctivities
&ctivit! 1: ,ntrouction to #is7 3S, -1Es A* ?* >@ SE -1Es 2)* 224
1aterials List,
per teacher % E)! Super 1und for Students and *eachers, !isk Concepts )o&
!isky Is ItF teacher materials, 8isk )erception !nticipation $uide 0L1, 8isk
)erception !nticipation $uide !nswer +heet 0L1, .nviro*ackle/o0P video, At
=our 7&n !isk
per student % science learnin# lo#, vocabular cards, 8isk )erception !nticipation
$uide 0L1, and !isks and Benefits- student worksheet
per #roup % )o& !isky Is ItF student worksheet, flip chart paper, assorted markers,
a penn, a piece of paper, a pencil

Environmental risk refers to the probabilit that the environment will be harmed b a
particular situation or technolo#. 0efore discussin# environmental risk, ensure that
students understand the concept of probabilit b assi#nin# them appropriate teacher%
selected readin# materials and en#a#in# them in an introductor probabilit exercise such
as the E)! Super 1und for Students and *eachers, !isk Concepts
http,--www.epa.#ov-superfund-students-clasRact-ha(%ed-rskcncpt.htm &)rocedure / steps
.%/'. &6n this exercise, students investi#ate the meanin# of risk in terms of a simple
exercise in probabilit. The explore the idea that not all risks have the same
/E
conse*uences and are not likel to occur at the same rate. The exercise helps students to
evaluate the impact of risk on the basis of probabilities, benefits, and their perceptions.'
!fter class discussion of their answers, distribute copies of the 8isk )erception
!nticipation $uide 0L1 on which the students will rank perceived risk associated with
everda events. !n anticipation guide &view literac strate# descriptions ' helps instill
interest in material prior to its presentation and prompts students to become active
seekers of important information and ideas. !fter distributin# the anticipation guide to
each student
.. 8eview the definition of perception with the class.
2. Explain that the are to complete the B0eforeC section of the anticipation guide
before en#a#in# in readin#, research, or discussion.
E. 6nstruct students to read each of the risk activities-situations and to rank these,
with the situation the perceive as presentin# the #reatest risk ranked . and
proceedin# throu#h the list with the least risk ranked as .0. &8esponse options of
anticipation guides are fre*uentl Btrue-falseC or Ba#ree-disa#reeC. Iowever, the
rankin# modification works best with this exercise.'
3. !fter students have initiall ranked the situations, have them share their responses
with a partner or within a small #roup. This is a critical step because it allows
alternative points of view to be expressed and activates relevant prior knowled#e.
!sk for volunteers to share their responses with the class but do not #ive awa the
correct rankin#s. The more ea#er the students are to find out whether their
anticipations are verifiable, the better.
&8efer to the 8isk )erception !nticipation $uide%!nswer sheet 0L1.4
5. Tell students the will view the probabilit portion of the L)0
EnviroTackleboxP video, At =our 7&n !isk &available throu#h L)0
4berchannelK some school libraries and teachers have personal copies of this
video, as well' and will read the assi#ned text material. 6f the video is not
available, refer students to print or 6nternet resources such as The <ational +afet
4ouncilGs BThe odds of din# fromC & www.nsc.or#-lrs-statinfo-odds.htm ' or
Dom <o((iGs Listin# of 4omparative 8isks &www.afn.or#-Nsavanna-risk.htm'.
/. !fter viewin# the video and readin# the text material, students are to determine
whether their initial responses are supported b the material presented. 6f
supported, their after%readin# -viewin# rankin# will differ from their B0eforeC
rankin#. 6n either case, the should record a brief explanation for their B!fterC
answers, preferabl in the form of numerical probabilities.
F. @inall, ask for volunteers to share their responses and their explanations. Durin#
sharin#, misconceptions about risk probabilities should be clarified.
!s follow%up, assi#n the !isks and Benefits- +tudent ;orksheet as homework
&http,--www.epa.#ov-superfund-students-clasRact-ha(%ed-riskwsht.htm'. This exercise is
Bprocedure FC of the Super 1und for Students and *eachers, !isk Concepts utili(ed
above. !fter downloadin# and copin# the worksheet, distribute one cop to each
student. +tudents should record their worksheet answers in their science learning logs
&view literac strate# descriptions'. 8emind students to complete topic%related
voca/ulary cards & view literac strate# descriptions ' includin# risk perception , and
pro/a/ility .
/3
!s a concludin# activit &and assessment', students are to complete the
EnviroTackleboxP BLesson 2 !ctivit, )o& !isky Is ItF@ &Teacher instructions are
available via
http,--www.lpb.or#-education-classroom-itv-envirotacklebox-teacher#uide-module.-trskls
n2.htm
and the student worksheet is available at
http,--www.lpb.or#-education-classroom-itv-envirotacklebox-teacher#uide-module.-trskls
2f.htm.
6n this activit, students will be #iven an opportunit to look at phsical recreation and
sports activities to determine how risk an activit is and what teena#ers can do to
prevent in5ur to themselves, their teammates, or opponents. &6f )ro5ect Learnin# Tree
module .0ploring .nvironmental Issues( 1ocus on !isk, is available, !ctivit 2 X)art 4,
.nvironmental !isks and Special *opics-*aking Action( !educing !isk in =our School or
Community are comparable but more sophisticated exercises.'
&ctivit! 2: :ater 0ualit! 3S, -1Es: (* ?* 1)* 1A: SE -1Es: 12* 1A* 1>* 2(* 2?4
1aterials List,
per student % science learnin# lo#, vocabular cardsK
per class % water *ualit test kits-meters &such as A
2,
4A
2
, pI', samplin# tools
such as nets and collection 5ars, disposable #loves, safet #o##les, lab aprons,
hand soap, paper towels
<ote, 6dentif potential pollutants and safet issues before takin# students to collection
sites or havin# them test water samples. )rovide students with basic water *ualit
monitorin# mechanisms and procedures &and have them identif and discuss safet
measures' before the participate in the water *ualit monitorin# activities. Iands should
be washed prior to and after testin#. 6nstruct students in appropriate disposal of the water
samples and of used #loves.
This activit will take several das to complete. 6f it is possible to participate in local
water *ualit monitorin# pro#rams, this activit should be an on%#oin# pro5ect. 4ontact
the local 4ooperative Extension +ervice office about local pro#rams. 6n addition, a list of
volunteer monitorin# pro#rams is available at .+A Monitoring and Assessing 2ater
Duality http,--osemite.epa.#ov-water-volmon.nsf-vstH
openviewOstartke]LouisianaOexpandview.
6ntroduce the topic of &ater 'uality b assi#nin# text readin# materials relevant to water
pollution and water *ualit monitorin#. 8emind students to complete voca/ulary cards
&view literac strate# descriptions' fo r topic%related terms includin# pollution point-
source pollution nonpoint-source pollution eutrophication and thermal pollution . To
ensure accurac in card construction as well as in content, invite student volunteers to
recreate their cards on the board, as a computer #raphic, or as an overhead transparenc.
/5
+tudents should also be #iven time to review the cards with a partner in preparation for
*ui((es and other class activities.
6nstruct students to identif ma5or sources of a*uatic pollution in Louisiana and to make
inferences about the potential effects of a variet of a*uatic pollutants on local wildlife
and the hdrosphere within their science learning logs &view literac strate#
descriptions '. Local-state information can be accessed from the followin#,
.+A 2ater- Louisiana includes links to a variet of water *ualit%related
resources www.epa.#ov-water-states-la.html
Louisiana DEL%;ater Lualit Educational 8esources
http,--www.de*.louisiana.#ov-portal-Default.aspxHtabid]23F0
Louisiana Adopt =our 2atershed
http,--osemite.epa.#ov-water-adopt.nsf-b\stateH+earch=iewOLuer]Louisiana
<ext, provide students with basic water *ualit monitorin# mechanisms and procedures
and have them identif and discuss safet measures before the participate in water
*ualit monitorin# activities. )ealthy 2ater )ealthy +eople( 2ater Duality .ducation
Guide www.healthwater.or#-resourcesED.htmlM*monitorin#, and most textbook
resources provide instruction on both water *ualit tests-techni*ues and on the use of
biolo#ical indicators &such as macro%or#anisms' in determinin# water *ualit. Test kits
are available throu#h science suppl catalo#s.
!fter each data collection experience, students should share their findin#s with the class
and, based upon their collected observations, offer inferences relatin# local water *ualit
to both environmental accountabilit and sustainabilit issues.
Dependin# upon the available resources, water *ualit monitorin# can be accomplished
b
Takin# a short field trip to a local stream or bod of water and collectin# water
samples or b havin# students brin# in samples of water from local bodies of
water and conductin# water *ualit tests on the samples. 6f available, calculators
and calculator%based laborator probes could be used to inte#rate technolo# for
water *ualit tests.
Iavin# students participate in watershed monitorin# pro5ects. The pro5ects have
students collect and or#ani(e environmental data, anal(e the data, and
communicate their findin#s. +ome #roups have students present their work durin#
smposia on area water *ualit.
The exercise, 2ater 1it 1or a Bug( Macroinverte/rate Sampling for .valuating
2ater Lualit, developed b the Louisiana Department of Environmental Lualit,
can be completed within 2%E hours. 6t can be completed outdoors or indoors with
pre%collection of water samples b the teacher.
http,--www.de*.louisiana.#ov-portal-)ortals-0-plannin#-;!TE809$.DA4
9sin# water *ualit monitorin# activities available from text resources, biolo#ical
suppl houses, and )ealthy 2ater )ealthy +eople( 2ater Duality .ducation
//
Guide +ro:ect 2.* or 1ield *rip in a Bo0( 1ocusing on Science +rocess Skills
through a !eal 2orld Simulation &L! Tech 9niversit 4!T!LT+T )ro#ram'.
!t the conclusion of their water testin# pro#ram, have students share their findin#s and
state conclusions the have reached relatin# local water *ualit to environmental
accountabilit and sustainabilit. This could be accomplished throu#h participation in a
smposium durin# a school B+cience <i#htC, durin# a )T! meetin#, or via presentations
to a local environmental or#ani(ation or to other science classes.
!dditional ;ater Lualit resources include the followin#,
D=D and =I+ copies of the popular .-2 hour television pro#ram, about storm
water run% off and watersheds %% After the Storm &@eb.,2003' %% co%produced b
E)! and The ;eather 4hannel are available at no char#e. 0rochures, fact
sheets, and Bwhat ou can doC recommendations are also available,
http,--www.epa.#ov-weatherchannel
Louisiana Adopt =our 2atershed list can be found at
http,--osemite.epa.#ov-water-adopt.nsf-b\stateH+earch=iewOLuer]Louisiana
+ome of the #roups also have a speakers bureau and-or educational pro#rams.
&ctivit! ": &ir 0ualit! 3S, -1Es: A* (* >* 12* 1A@ SE -1Es: (* 2)* 21* 2A* 2(* 2+4
3!ssessment of this activit also includes S, -1E %. 8efer to !ctivit E !ctivit +pecific
!ssessments.'
1aterials List,
per teacher-class % E)! Air +ollution( B;hat do ou ?nowHC lesson, lar#e cop
of the !ir Lualit 6ndex, 8eal%time data materials
per pair of students % E)! AI! 472( Duality of Air Means Duality of Life@ fact
sheets
per student % vocabular cards
6ntroduce the topic of air 'uality b assi#nin# students appropriate teacher%selected text
materials and en#a#in# them in a discussion of *uestions about what the know and what
the want to know about air pollution. &The E)! Air +ollution( 2hat?s the SolutionF
pro5ectGs B;hat do ou ?nowHC lesson lists numerous appropriate *uestion prompts at
http,--www.k.2science.or#-curriculum-airpro5-#enknow.html'. @amiliari(e students with
the !ir Lualit 6ndex &!L6' and distin#uish amon# the five ma5or air pollutants re#ulated
b the 4lean !ir !ct, #round%level o(one, particle pollution &also known as particulate
matter', carbon monoxide, sulfur dioxide, and nitro#en dioxide.
)rovide individual copies or post a lar#e cop of the !ir Lualit 6ndex and discuss its use
&available in most texts and at http,--airnow.#ov-index.cfmHaction]static.a*i'.
En#a#e students in discussions comparin# and contrastin# air *ualit in different
locations &utili(e Louisiana locations, if possible' or differences noted in one location at
/F
different times of da or in different seasons. Iave them speculate causes for differences
noted. 6f possible, provide students with real%time ima#es or data instead of
information-ima#es from the textbook alone. 8eal%time data en#a#es students, and also
brin#s a BrealC and relevant connection to the content. 8eal%time data can be obtained
and forecasts can be accessed from several sources includin# b followin# the links on
http,--airnow.#ov-index.cfmHaction]static.back#round. ;hen usin# an form of
technolo#, especiall the 6nternet and 8eal%Time Data, it is essential to have a back%up
plan in case of technolo# failures.
9sin# student input as a #uide to their need, select, download, and print copies of the
E)! AI! 472( Duality of Air Means Duality of Life@ fact sheets found at
http,--airnow.#ov-index.cfmHaction]5ump.5umpRoucando. !ssi#n each pair or small
#roup of students one air *ualit BtipC sheet. Tell them that the will be summari(in# a
fact sheet and usin# it to create a public service announcement to educate the #eneral
public about their assi#ned Btip.C !s students unskilled in summari(in# tend to sa too
much or too little in their summaries, take this opportunit to introduce them to a
techni*ue of extractin# essential ideas or Bgisting8C GIS*ing &view literac strate#
descriptions' is an excellent strate# for helpin# students paraphrase and summari(e
essential information. +elect one of the fact sheets and model the GIS*ing strate# with
the class prior to placin# them in #roups. 8efer to the attached sample #ist of a para#raph
from the BDonGt Top off Tour $as TankVC fact sheet.
6tGs best to start the summari(in# process with relativel short para#raphs that are easil
understood. Then, establish a limited number of spaces to represent the total number of
words in the #ist, sa fifteen or so. +tudents then read the first sentence of the para#raph
and, usin# onl the spaces allowed, write a statement in those spaces capturin# the
essential information of the sentence. Iave the students then read the second sentence of
the para#raph and, usin# the information from the first and second sentences, rewrite
their #ist statement b combinin# information from the first sentence with information
from the second. !#ain, the studentsG revised #ist statement should be no more than the
allotted number of spaces. This process continues with the remainin# sentences of the
para#raph. !s students read each succeedin# sentence, the should rework their #ist
statement b accommodatin# an new information, while not usin# an more than the
allotted number of spaces. @inall, students should share their #ists for comment and
criti*ue. &Iere, in the form of their public service announcements.' 8emind the class that
the announcement is to be accurateK the should incorporate the entire fact sheet and be
concise. !fter readin# the assi#ned fact sheet and preparin# their announcement, each
#roup will present to the class.
Sample: :riting a -ist 'ith $a2imum of 1A spaces 3'ors4
Paragraph from: Quality of Air Means Quality of Life fact sheet* JDon;t Top off
<our -as Tan7KL
BToppin#%off the #as tank can result in our pain# for #asoline that is fed back into the
stationJs tanks because our #as tank is full. The #as no((le automaticall clicks off when
/"
our #as tank is full. 6n areas of o(one non%attainment, #as station pumps are e*uipped
with vapor recover sstems that feed back #as vapors into their tanks to prevent vapors
from escapin# into the air and contributin# to air pollution. !n additional #as ou tr to
pump into our tank ma be drawn into the vapor line and fed back into the stationGs
stora#e tanks.C
-ist statements for the sample paragraph
Sentence 1, Toppin# off can result in pain# for #as fed back into stationGs tanks.
Sentences 1 an 2, +top pumpin# when no((le clicks off to prevent #as bein# fed back to
stationGs tank.
Sentences 1-": Toppin# off feeds #as vapor back to stationGs tank and into the air.
-ist of the paragraph: Toppin# off contributes to #as feed%back into stationGs tank and
to air pollution.
!fter several #istin# activities usin# this approach, #uide students in constructin#
summaries without havin# to #ist each sentence of a para#raph. 6t is more important that
students reco#ni(e that the #istin# process is a mental one and not necessaril a written
one. Eventuall, it will be possible for students to prepare overall #ists for sections of text
b combinin# essential information from summar statements made from several
para#raphs.
!s air *ualit vocabular terms are introduced, have students complete voca/ulary cards
&view literac strate# descriptions'. Terms shoul d include but not be limited to particle
(particulate) pollution o>one 67C (volatile organic compounds) 47
0
(nitrogen o0ides
)

temperature inversions smog ADI car/on mono0ide . )rovide students with an
opportunit to review, discuss, and modif the cards, as well.
!dditional air pollution resources, includin# indoor air *ualit activities, are available
throu#h the E)! and the Environmental Literac 4ouncil. The !68<ow, !ir Lualit
1ovie Link &http,--airnow.#ov-index.cfmHaction]movie.main' provides flash animations
and on%line movies related to o(one and particulate air pollution. 6f class computer access
is available, !ir 6nfo <ow &www.airinfonow.com-html-activities.html' offers on%line
#ames, experiments and B!ctions Tou 4an Take to 8educe !ir )ollutionC. These include
effects of air pollution on the lun#s and 4A%4it, an interactive animation that lets
students set certain parameters. +tudents can then find out how and wh 4A levels
chan#e in response to their actions.
!t the conclusion of this activit ask students to cite evidence that investi#ations are
conducted for man different reasons &relatin# their reasons to examples from this
activit'.
/2
&ctivit! %: #elationship bet'een Carbon Dio2ie an -lobal Climate Change
3S, -1Es: 11* 1"@ SE -1Es: (* 12* 1>* 2"* 2(* 2+@ ESS -1Es: 1* 1)4
1aterials List,
per teacher % the 9nion of 4oncerned +cientistsG publications, Confronting
Climate Change in the Gulf Coast J Curriculum Guide, Confronting Climate
Change in the Gulf Coast !egion( +rospects for Sustaining 7ur .cological
)eritage !eport

per student % pa#es 2.%2E of Confronting Climate Change in the Gulf Coast
!eport
per #roup % 4limate 4han#e 6mpacts on Ecosstems ;orksheet &Confronting
Climate Change in the Gulf Coast-Curriculum Guide p./E%/5'K per class % !ccess
to recent newspapers and ma#a(ines, copies of 4h. 2 and E of Confronting
Climate Change in the Gulf Coast !eport, access to books, ma#a(ine articles, and
6nternet for student research
;hile developed before the hurricanes of 2005, the 9nion of 4oncerned +cientistsG
publications, Confronting Climate Change in the Gulf Coast J Curriculum Guide
&www.ucsusa.or#-assets-documents-#lobalRwarmin#-94+R#ulfRRcurriculum.pdf' and the
report upon which it is based &Confronting Climate Change in the Gulf Coast !egion(
+rospects for Sustaining 7ur .cological )eritage
&http,--www.ucsusa.or#-#ulf-#cchallen#ereport.html', provide resources that are of lon#%
term relevance. The report website also includes links to Louisiana specific materials, and
the curriculum #uide includes Louisiana%specific supplements.
6ntroduce the topic of #lobal climate chan#e b assi#nin# relevant text readin# materials.
!fter discussin# the basic concepts, students are to research newspaper and ma#a(ine
articles to identif current &or recent' topics related to #lobal warmin#-#lobal climate
chan#e. 6nform students that the will be summari(in# the articles the identif. 6nclude a
review of the gisting &view literac strate# descriptions ' strate# as part of the exercise
procedures. &8eminder, Gisting instructions are included in this 9nit within !ctivit E'
The article summaries should include the followin#,
The biblio#raphical information & article title, author, publication title, date of
publication, and pa#e number7s:'
The focus of the article. &;hatGs the issueH Iow does it relate to LouisianaH'
Does the article present several perspectives, or is there a biasH
;hat interest #roups, #overnment a#encies, or#ani(ations, and-or communities
are involved, and what is at stake for eachH
!re new research findin#s includedH 6f so, how do the alter previous knowled#e
of the issueH
Iave students record their summaries within their notebooks and present their summaries
to their classmates in the form of round%table discussions. 8ecent articles on #lobal
climate chan#e can #enerall be accessed from newspaper and ma#a(ine archives and via
web pa#es b doin# a keword search for B#lobal warmin#C or B#lobal climate chan#e.C
F0
&;ebsite links for Louisiana newspapers can be found at
http,--www.newslink.or#-lanews.html.'
Throu#h text readin#s and teacher%lead discussion, introduce the concept of greenhouse
emissions. 6nclude discussion of the basic processes underlin# the #reenhouse effect, the
relationship of BnaturalC #reenhouse emissions to climate, and issues related to increases
in #reenhouse emissions as a result of human activities. 6f computers with internet access
are available, have students estimate their personal Bcarbon footprintsC throu#h the use of
a climate calculator such as the one found at http,--#o.ucsusa.or#-calculator.html.
Distribute a cop of pa#es 2.%2E of Confronting Climate Change in the Gulf Coast to
each student. !sk them to read the material as homework and to answer the discussion
*uestions. &Luestions are listed in the Teachin# +trate#ies section of the Confronting
Climate Change in the Gulf Coast-Curriculum Guide - !ctivit /.'
!ssi#n students to small, cooperative #roups. !sk the student #roups to ima#ine that the
are wildlife mana#ers in char#e of protectin# a species from ne#ative conse*uences of
climate chan#es in the $ulf. Distribute copies of B;orksheet, 4limate 4han#e 6mpacts
on EcosstemsC &pa#es /E% // of Confronting Climate Change in the Gulf Coast-
Curriculum Guide' to each #roupK assi#n each #roup a sin#le species or local ecosstem
to research. !sk each #roup to answer the problems and to create a technolo#%enhanced
presentation that incorporates a verbal component and visuals &such as photos, videos,
and- or #raphic or#ani(ers such as those available throu#h pro#rams such as
6nspiration'. 8emind students that while their report is to be creative, accurac is most
important.
!fter each #roup has presented, conduct a *uestion%and%answer session to insure that the
assi#ned problems have been accuratel and completel reported.
<ote, 4hapters 2 and E of the Confronting Climate Change in the Gulf Coast !eport and
the websites listed at the end of this unit should be included in research resources
available for student use.
&ctivit! A: CaMarous :astes 3S, -1Es: A* ?@ SE -1Es: 2)* 21* 22* 2A* 2(4
&!ctivit%+pecific !ssessment includes S, -1Es: 1% an 1(.4
1aterials List,
per teacher % E)! Super 1und for Students and *eachers( 5efining )a>ardous
2aste Materials E)! 2aste-2here 5oes It Come 1romF 2here 5oes It GoF
E)! Making 5ecisions A/out )a>ardous 2aste Cleanup
per class % map of the communit, assorted markers
F.
per student % Analysis of Alternatives for Cleaning Bp 1lo&ing !ailroad SiteK
1act 1lash handout ., vocabular cardsK per #roup % 4haracter 0ack#round
information 1act 1lash handouts 2 and 3
Download and print a cop of the E)! Super 1und for Students and *eachers( 5efining
)a>ardous 2aste Materials &www.epa.#ov-superfund-students-clasRact-ha(%
ed-defRha(w.htm'. 9se the 0ack#round and )rocedure sections in introducin# the
concept of ha(ardous waste to the class. 0e#in the exercise b askin# students to define
ha(ardous substance and invitin# them to share their answers with the class. !fter
discussin# the definition, discuss the characteristics of ha(ardous substances with them.
+tudents should prepare voca/ulary cards &view literac strate# descriptions ' for the
terms discussed &ha>ardous su/stance corrosive to0ic ignita/le and reactive'. !sk
students to list and discuss some tpes of ha(ardous substances found in their homes and
communit. Then, distribute copies of the 1act 1lash 3( )a>ardous Su/stances and
)a>ardous 2aste for students to read, possibl as homework. 8ecord the exercise
*uestions &)rocedure +tep /' on the board. !ssi#n students to small #roups. Explain that
the will have about 20 minutes to discuss the problems within their #roups and will then
participate in a class%wide discussion. !fter the discussion period, have students share
their concerns and opinions with the class.
@ollowin# this discussion, students are to complete E)! Super 1und for Students and
*eachers( B;aste, ;here Does 6t 4ome /rom= :here Does ,t -o=L e2ercises.
3www.epa.#ov-superfund-students-clasRact-ha(%ed-act0..htm 4. Cang a large map of the
local communit! 3or state4 on the classroom 'all. &s the! complete the e2ercise*
students will discuss and indicate locations of local landfills, recclin# centers,
incinerators, an haMarous 'aste facilities on the map. UtiliMe the e2ercise
bac7groun an proceures in proviing prompts an in guiing the class through
this e2ercise.
!s an authentic assessment of the ha(ardous waste exercises, students are to complete
.+A Super 1und for Students and *eachers( Making 5ecisions a/out )a>ardous 2aste
Cleanup, www.epa.#ov-superfund-students-clasRact-ha(%ed-act02.htm. 6n this exercise,
the students assume roles and act out a situation that illustrates the process of decision
makin# durin# clean%up of a +uperfund site. Explain to students that the will be
participatin# in a role%plain# exercise in which the will assume the live in the
hpothetical area of a +uperfund site. The will participate in a communit meetin# held
to discuss views about the site clean%up options under construction. Divie the class into
nine teams. &ssign one team to represent each of the Jpla!ersL in the scenario.
Distribute copies of the Analysis of Alternatives for Cleaning Up Flowing ailroa!
"ite to each stuent. /act /lashes 2 an % 3bac7groun info4 an the Character
#ac$groun! shoul be istribute to each group. 36oth are available via lin7s on the
'ebsite.4 Tell stuents that each team is to research its role* choose a group member
to be the actor in the class presentation* an participate in an anal!sis of the
ecision-ma7ing process. UtiliMe the e2ercise bac7groun an proceures in guiing
the class through this e2ercise.
F2
&ctivit! (: -overnment an the Environment 3S, -1E: ?@ SE -1Es: 21* 22* 2"* 2A*
2(4
1aterials List,
per teacher - E)! Super 1und for Students and *eachers( 1ederal and State
La&s on )a>ardous 2aste
per student - E)! +tudent Iandout 1ederal and State La&s on )a>ardous
2aste 1act 1lash " &see !ctivit 5'
Download and print E)! Super 1und for Students and *eachers( 1ederal and State
La&s on )a>ardous 2aste, www.epa.#ov-superfund-students-clasRact-ha(%ed-act.2.htm.
6n this simulation exercise, students become familiar with how le#islation on ha(ardous
waste is developed, enacted, implemented, and enforced. +tudents also #ain an
understandin# of how ha(ardous waste clean%up laws are enacted and intended to
function b creatin# a statute and set of re#ulations that parallel the issues covered b the
+uperfund.
Distribute the E)! +tudent Iandout 1ederal and State La&s on )a>ardous 2aste to
each student. !ssi#n students to read this document and to review 1act 1lash "
&previousl distributed in !ctivit 5'. !ssi#n them to record answers to the +tudent
Iandout *uestions in their science learning logs (view literac strate# descriptions)8
0riefl review the concerns raised in the handout and the *uestions that students must
answer when the are devisin# their pro#ram. Divide the class into small, collaborative
#roups.
9tili(e the simulation e2ercise bac7groun an proceures in guiing the class
through this activit!. #emin stuents that each group member shoul e2press
hisDher opinion on the issues an that if the group can not reach a consensus on an
ans'er* the! shoul move on* consiering the ne2t problem3s4 in terms of
alternative positions suggeste b! group members. During the last 1) minutes of the
perio* each group outlines the program it has ecie upon* lists the features of the
program* an recors the consensus response to each 8uestion. 9n the follo'ing
a!* conuct a roun-table iscussion. 6e sure that each group iscusses its
program an states 3an efens4 its position on the issues. Discussion of ho'
eucation an collaboration can affect the prevention an control of haMarous
materials shoul also be inclue in the activit! summation.
6f +ro:ect 2IL5 materials are available, ;no& =our Legislation( 2hat?s in It for
2ildlifeF provides a similar activit with a wildlife focus. +ro:ect Learning *ree lesson,
*here 7ught to /e a La&, provides students an opportunit to select the environmental
issue under consideration.
FE
Sample &ssessments
-eneral -uielines
investi#ations with reports, and laborator practicals &problem%solvin# and performance%
-eneral &ssessments
+tudent #roups will set up information booths at school or durin# a
communit celebration of Earth Da. The can collect and distribute the
information previousl #athered about an environmental issue or results of a
monitorin# stud.
The students will work in small #roups to prepare a displa-model and to
make a presentation on their pollution research. 8ubrics should be used to
evaluate each #roupGs report.
The students should compose essas that relate the impact that personal
choices have upon environmental *ualit and make recommendations for
solutions for the future.
!ctivit 2 , +tudents are to participate in a lab practicum in which the anal(e
water *ualit of a specific water sample and draw conclusions with re#ard to
environmental *ualit of the source.
!ctivit E , 9sin# an experimental desi#n format, students will create their
own #round%level o(one investi#ation. 9sin# a teacher%developed format or
the materials found via the o(one lessons link from
http,--www.k.2science.or#-curriculum-airpro5-#enopena*i.html,
students will determine if there is #round level o(one present in our area.
F3
!ctivit 5 , +tudents should cite and research emer#in# technolo#ies
associated with ha(ardous waste disposal and-or clean%up and use the rules of
evidence listed in $LE%+6%I%./ to anal(e reports or research on these
technolo#ies. +tudents then assume roles and act out a situation that illustrates
the process of decision makin# durin# clean%up of a +uperfund site b
completin# E)! Super 1und for Students and *eachers( Making 5ecisions
a/out )a>ardous 2aste Cleanup,
www.epa.#ov-superfund-students-clasRact-ha(%ed-act02.htm.
#esources
-lobal Change an 1ouisiana
Louisiana )ublic +*uareGs 4limate 4han#e and Louisiana, The Ieat 6s An
http,--www.lpb.or#-pro#rams-L!publics*uare-topic.cfmH
1onthofEvent]0EOTearofEvent]200F
4omprehensive look at #lobal warmin# issues as the relate to Louisiana
Louisiana +ea $rantGs 4limate 4han#e, ;hat ;ill 6t 1ean @or LouisianaGs
4oastal @isheriesH
http,--www.sea#rantfish.lsu.edu-pdfs-coastOsea-4limate4han#e.pdf
$lobal warmin# histor and its effects on Louisiana ecosstems
F5

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