|
1 |
Earth as a Physical System |
|
Learners demonstrate an understanding that the earth is a physical system. |
|
|
|
|
1.1 |
Learners examine the processes that shape the earth.
|
|
|
1.1.1
|
By the end of the eighth grade, the students:
relate physical processes to the relationship of the earth to the sun. Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
|
|
|
1.1.2
|
distinguish among naturally occurring short-term forces, longterm forces, and human-caused influences on environmentalprocesses.
Example: Examples of these processes include earthquakes (short-term), erosion and deposition (long-term), and habitat change or pollution (human-caused).
|
|
|
1.1.3
|
analyze physical phenomena to show patterns.
Example: Low rainfall patterns, over time, will result in desert
climates.
|
|
|
1.1.4
|
link non-living parts of the environment with living portions of the ecosystem.
Example: The amount of rainfall will determine which plants may grow.
|
|
|
1.1.5
|
recognize different processes that shape the earth, such as weathering and erosion.
Example: Take the students on a walk around the school yard or to a river, creek, or stream to identify locations where weathering and erosion are taking place.
|
|
|
|
|
1.2 |
Learners investigate basic properties of matter and energy.
|
|
|
1.2.1
|
By the end of the eighth grade, the students:
recognize that the sun provides the energy to power various cycles in nature, e.g., the water cycle, air movements, ocean currents, and life processes.
Example: Using two liter bottles, have students build models to demonstrate one or more of these cycles.
|
|
|
1.2.2
|
illustrate that energy and matter cannot be created or destroyed,but it can change forms.
Example: Determine the mass of a tissue before and after burning it in a closed container.
|
|
|
|
|
|
|
|
|
|
2 |
Organisms and the Environment |
|
Learners demonstrate an understanding of the relationships and interactions between organisms and the environment.
|
|
|
|
|
2.1 |
Learners investigate complex relationships among organisms and habitats.
|
|
|
2.1.1
|
By the end of the eighth grade, the students:
identify the relationships between living and non-living components in a given habitat, e.g., white-tailed deer must have food, water, and shelter in their habitat.
Example: Have students pick an animal and identify the living and non-living components of that animal’s habitat. Have students “predict” what might happen if one or more of the components is removed from the animal’s habitat.
|
|
|
2.1.2
|
indicate how resources are used by many organisms.
Example: Identify different habitats found in a forest. Take two or more of these habitats and show how living organisms use common components of their habitats, e.g., an animal may live in
a tree or use the tree as food.
|
|
|
2.1.3
|
recognize that resources are limited, which results in competition. E.g., carrying capacity, food webs, and food chains.
Example: Discuss predator/prey relationships and identify or predict what might happen when the predator/prey balance changes.
|
|
|
|
|
2.2 |
Learners recognize the relationships between organisms’
physical characteristics and behaviors and their ability to adapt to the
environment.
|
|
|
2.2.1
|
By the end of the eighth grade, the students:
link physical features and behaviors of plants and animals to their survival in their environment.
Example: Identify plant and animal adaptations and describe the role that these adaptations have made to the survival of the species.
|
|
|
2.2.2
|
understand how features can be inherited which may allow an organism to better survive.
Example: Trace the history of the color change of English moths or find other examples of camouflage for species survival by using magazine pictures and other resource materials.
|
|
|
|
|
2.3 |
Learners investigate the interdependence of living
organisms with each other and with the physical environment.
|
|
|
2.3.1
|
By the end of the eighth grade, the students:
compare and contrast various relationships among organisms,e.g., organisms interact with each other through communities,predator/prey relationships, symbiosis, mutualism, parasitism,etc.
Example: Study the relationships between fish and other aquatic organisms in a classroom aquarium or an outdoor learning center.
|
|
|
2.3.2
|
investigate the roles of producers, consumers, scavengers, and decomposers.
Example: Build a classroom compost bin.
|
|
|
2.3.3
|
trace the flow of energy through food webs.
Example: Using owl pellets, work backwards to reconstruct possible food webs that the owl’s prey may have been part of to survive until eaten by the owl.
|
|
|
|
|
|
|
|
|
|
3 |
Humans and the Environment |
|
Learners demonstrate an understanding of the varied roles and interactions between humans and the environment.
|
|
|
|
|
3.1 |
Learners investigate the relationships between individuals,groups, cultures, and the environment.
|
|
|
3.1.1
|
By the end of the eighth grade, the students:
recognize beliefs and assumptions about the physical and social environments that guide individuals toward decisions.
Example: Ask students to identify the source of their personal beliefs and assumptions about the physical and social environment, then compare with beliefs and assumptions held by Native Americans and early Kansas settlers.
|
|
|
3.1.2
|
understand that groups holding differing views on environmental issues must still work together.
Example: Have students take part in a land use simulation activity.
|
|
|
3.1.3
|
explain how the environment is used differently by different cultures.
Example: Investigate the use of a natural resource by several different countries and evaluate the environmental impact resulting from each country’s use of that resource.
|
|
|
3.1.4
|
recognize that limited resources can cause conflict among groups.
Example: Investigate Western water rights issues.
|
|
|
3.1.5
|
predict how human-caused changes will affect future
environments.
Example: Study river channelization and the resulting
environmental impact.
|
|
|
|
|
3.2 |
Learners explore the relationships among laws, politics, economics, and the environment.
|
|
|
3.2.1
|
By the end of the eighth grade, the students:
identify local and state environmental issues.
Example: Use current event topics from local news to identify current environmental issues.
|
|
|
3.2.2
|
describe ways that decisions about the environment are affected by economics and politics.
Example: Investigate the economics and politics involved in planning a new landfill.
|
|
|
|
|
3.3 |
Learners investigate the relationships among resources,
technology, and the environment.
|
|
|
3.3.1
|
By the end of the eighth grade, the students:
explain why international trade is common, and why worldwide resources are uneven.
|
|
|
3.3.2
|
classify natural resources as renewable, nonrenewable, or perpetual, and identify the impact of the future availability of natural resources in these categories.
Example: Conduct a resource use simulation where tokens
represent natural resources from each category. Students take the number of tokens needed (for each natural resource) for the role they play.
|
|
|
3.3.3
|
examine how Kansas natural resources are obtained, used, reused, recycled, or discarded.
Example: Design graphs that illustrate Kansas natural resources and their uses.
|
|
|
3.3.4
|
illustrate historical technological advances that have changed the way people interact with the environment.
Example: Investigate the environmental impact of the changes in transportation used in Kansas from the time of Native Americans through the present.
|
|
|
3.3.5
|
analyze the costs, risks, and benefits of technology for solving environmental problems.
Example: Complete a risk assessment of a piece or system of technology presently used in Kansas such as landfilling, nuclear energy, irrigation, or water treatment.
|
|
|
|
|
3.4 |
Learners identify and analyze environmental issues from
multiple points of view.
|
|
|
3.4.1
|
By the end of the eighth grade, the students:
recognize different points of view toward environmental issues.
Example: Identify the stakeholders involved in a specific Kansas environmental issue and investigate their points of view. Come up with suggested solutions that each stakeholder might want.
Figure out possible compromises that all stakeholders might be willing to make.
|
|
|
3.4.2
|
analyze local and state environmental issues based on benefits and risks.
Example: Debate what families should do with leaves in the fall, e.g., burn them, leave them on the ground, send them to the landfill, compost the leaves, or another solution.
|
|
|
|
|
|
|
|
|
|
4 |
Scientific Inquiries |
|
Learners develop the abilities necessary to conduct scientific inquiries.
|
|
|
|
|
4.1 |
Learners demonstrate scientific questioning skills.
|
|
|
4.1.1
|
By the end of the eighth grade, the students:
design testable questions based on environmental observations,inferences, and predictions.
Example: Develop open-ended problem questions that can be tested using scientific processes.
|
|
|
|
|
4.2 |
Learners demonstrate scientific inquiry skills.
|
|
|
4.2.1
|
By the end of the eighth grade, the students:
refine questions; make assertions and predictions; identify and define variables; develop hypotheses; collect, organize and analyze information/data through surveys, interviews,experiments, or other means.
|
|
|
4.2.2
|
select appropriate measurement strategies, which may include models and simulations.
|
|
|
4.2.3
|
collect data through surveys, interviews, experiments, or other means.
|
|
|
4.2.4
|
consider relationships among variables, develop insightful interpretations, and examine evidence for support or non-support of the hypothesis.
Example: Identify a local environmental issue that can be tested using science process skills. Develop an open-ended problem question and design and conduct an investigation to test the question. E.g., investigate the effects of XYZ sewage treatment plant on ABC Creek. After completing the investigation, evaluate
the processes used and the reliability of the results.
|
|
|
|
|
|
|
|
|
|
5 |
Environmental Issues |
|
Learners develop the abilities necessary to participate and make informed decisions regarding environmental issues.
|
|
|
|
|
5.1 |
Learners demonstrate the skills necessary to understand and communicate ideas about environmental issues.
|
|
|
5.1.1
|
By the end of the eighth grade, the students:
identify a variety of beliefs and values toward the environment and acknowledge that others may hold views different from their own.
|
|
|
5.1.2
|
use a variety of methods to express ideas and viewpoints about environmental issues.
|
|
|
5.1.3
|
identify a range of historical or current environmental issues and analyze them by considering consequences and trade-offs.
|
|
|
5.1.4
|
compare strengths and weaknesses of environmental solutions using evidence to support alternative solutions and viewpoints.
Example: Identify an environmental issue in Kansas. After examining the issue, students state the side of the issue they support and provide evidence to support their opinion. Identify other opinions and provide evidence to support each alternative point of view. Design charts, graphs, and other methods to
communicate their personal opinion and the alternative
viewpoints. Make a timeline relating to the issue they have chosen and complete a risk assessment for their chosen solution and each alternative solution.
|
|
|
|
|
5.2 |
Learners exhibit an understanding of their role, as
individuals, in environmental issues.
|
|
|
5.2.1
|
By the end of the eighth grade, the students:
develop an understanding of how an individual interacts with societal institutions in order to have an impact on environmental concerns.
|
|
|
5.2.2
|
analyze consequences of personal actions, relate these actions to impacts in the future, and compare personal actions with commonly accepted societal views.
Example: Investigate the environmental impact of one or more of the students’ personal actions, e.g., riding or not riding the bus to school or the length of time it takes them to shower. Compare their actions to commonly accepted societal views on the same
action. Analyze how their personal action may impact the future. Consider communicating their findings to community institutions such as neighborhood organizations, local governmental institutions, or the local newspaper.
|
|
|
|
|
5.3 |
Learners investigate the role of democracy and other forms of government in environmental issues.
|
|
|
5.3.1
|
By the end of the eighth grade, the students:
investigate the importance of personal rights and civic responsibilities with regard to environmental stewardship.
|
|
|
5.3.2
|
recognize the roles that individuals, organizations, businesses,and governments play in being environmentally responsible.
Example: Attend a city council meeting or public forum on an environmental issue, after which the students identify all sides of the issue and prepare a risk assessment for the side they feel most matches their own personal view.
|
|
|
|
|
5.4 |
Learners demonstrate the skills necessary to take action on environmental issues and evaluate results.
|
|
|
5.4.1
|
By the end of the eighth grade, the students:
assess the situation, evaluate alternative solutions, and work cooperatively to implement an action plan.
|
|
|
5.4.2
|
analyze and evaluate the results of the action plan and make modifications and revisions as appropriate.
Example: Identify a current environmental issue involving the community or the state, e.g., chemical run-off from golf courses. Assess current practices, suggest alternative solutions, and provide risk assessments for the current practice and each
alternative solution. Develop an action plan and present it to the individuals and feedback from these individuals and groups. Analyze and evaluate the feedback and make appropriate modifications and
revisions to the action plan.
|
|
|
|
|
|
|
|
|
|