Tennessee Department of Education

Environmental Science

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

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

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

Standard Number: 1.0 Ecological Principles

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

Learning Expectations:

The student will

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

Performance Indicators:

At Level 1, the student is able to

  • categorize organisms as producers, consumers, or decomposers, given a description of their environment.
  • identify commensalism, parasitism, and mutualism, given a scenario with examples.
  • construct and interpret graphs associated with an organism’s needs within a habitat.
  • recognize that energy for life is provided by the sun and is captured by plants through photosynthesis.
  • label the parts of a the hydrological cycle.
  • draw a food web, given organisms and their role in the environment.
  • select animals or plants indigenous to an environment by examining pictures or scenarios.
  • determine the biome in which an animal or plant lives, given a description.

At Level 2, the student is able to

  • trace the flow of energy and the cycling of matter between living systems and the physical environment.
  • explore the biodiversity of various biomes.
  • explain how variations within a species affects the likelihood of survival.
  • discuss ways that populations can change over time.
  • trace energy flow in ecosystems.
  • illustrate that the abundance and distribution of living organisms are limited by available energy and certain forms of matter.
  • research a specific biome and make a class presentation.
  • read and interpret a population graph.
  • describe succession in ecosystems.
  • relate climate to biome type.
  • identify possible causes of extinction.
  • observe examples of interdependence in a mini-ecosystem.

At Level 3, the student is able to

  • analyze the relationship of habitat changes to plant and animal population density.
  • construct food webs for organisms in an ecoregion of Tennessee.

Sample Task:

Succession Study: Conduct a succession study of three different plant communities near the school. Choose plant communities, which represent three distinct successional stages in woodland communities. Group students in pairs and have them record dominant trees and/or plants in each community. Have each student group estimate the age and stage of succession of each community.

Integration/Linkages:

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

Standard Number: 2.0 Human Population Dynamics

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

Learning Expectations:

The student will

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

Performance Indicators:

At Level 1, the student is able to

  • compare ancient populations to present populations.

At Level 2, the student is able to

  • analyze the role of agriculture in relation to human population growth.
  • identify the major causes of the population explosion.
  • describe the economic impact of population growth.
  • discuss how health care and education affect population growth rates.
  • list the ecological consequences of continued population growth.

At level 3, the student is able to

  • discuss the pros and cons of lowering reproductive rates as a possible solution to the population problem.
  • compare population profiles for different countries.
  • recognize diverse cultural views about the relationship between humans and their environment.
  • summarize actions individuals can take toward producing stable world population.

Sample Task:

Plotting a Population Graph: Have students plot a graph of the history of human population growth, given the years and the population numbers. Have students predict the world population in 50 years.

Integration/Linkages:

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

Standard Number: 3.0 Natural Resources

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

Learning Expectations:

The student will

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

Performance Indicators:

At Level 1, the student is able to

  • list examples of renewable and nonrenewable resources.
  • describe major eras of human history.
  • evaluate the benefits and drawbacks of man’s use of mineral resources.
  • list ways that society conserves and wastes resources.
  • distinguish between layers of soil using characteristics such as composition, texture, and plant and animal influences.
  • interpret the effectiveness of various conservation strategies on air, water, and soil.
  • research how technological advances have impacted the environment, such as fertilizers, freon, and acid rain.
  • recognize that there are limits to the use of natural resources.

At Level 2, the student is able to

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

At level 3, the student is able to

  • develop a plan for the conservation of a specific natural resource.

Sample Task:

Monitoring Household Waste: Have students keep a record of how much refuse they generate in a week. The students will separate their trash into paper, glass, plastic, aluminum and other metals. Have them weigh these categories using a bathroom scale. Compile the results for the entire class. Have each student create an individual waste reduction plan.

Integration/Linkages:

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

Standard Number: 4.0 Energy

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

Learning Expectations:

The student will

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

Performance Indicators:

At Level 1, the student is able to

  • list examples of renewable and nonrenewable energy sources.
  • list examples of various energy resources and describe their origins.
  • interpret the difference amount and kind of energy resources used in an area from provided graphs.
  • research and report on the importance of energy conservation.
  • discuss fossil fuel exploration, reserves, and production.
  • research careers that relate to energy, heat, or electricity.

At Level 2, the student is able to

  • compare and contrast energy sources in terms of their impact on the environment.
  • discuss the pros and cons of utilizing alternative energy sources.
  • list steps that individuals and corporations can take to conserve energy.
  • demonstrate how solar energy can be used as a home energy supply.
  • describe how geothermal energy can be utilized by mankind.
  • evaluate nuclear power as a means of energy production.

At Level 3, the student is able to

  • describe how flowing water and wind can be used to generate electricity.
  • evaluate the consequences of continued reliance on fossil fuels.
  • compare the energy efficiency of major appliances.

Sample Task:

Fluorescent vs. Incandescent: A 75-watt incandescent bulb costs about 50 cents and will last 7,500 hours. It provides the same illumination as an 18-watt compact fluorescent bulb, which costs $20 and will last ten times as long. If electricity costs 7 cents/kilowatt-hour (one kilowatt-hour = 1,000 watt-hours), which kind of bulb will be the cheaper over the life of the fluorescent bulb? Which one would reduce the emission of greenhouse gases the most? Calculate the savings if 270 million people in the U.S. changed one bulb to fluorescent.

Integration/Linkages:

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

Standard Number: 5.0 Human Interaction with the Environment

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

Learning Expectations:

The student will

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

Performance Indicators:

At Level 1, the student is able to

  • investigate environmental careers that relate to pollution, environmental health, and/or sustainability, such as environmental engineer, environmental toxicologist, water quality manager, environmental toxicologist, epidemiologist, environmental analyst, endocrinologist, city planner, extension agent, farmer, land developer, and public health inspector.

At Level 2, the student is able to

  • compare and contrast pollution problems in different places in TN or in the US, given data.
  • identify sources of contaminated runoff, given a map with land uses indicated.
  • research the causes and potential environmental effects of specific air and water pollution problems, given access to governmental websites and other resources.
  • identify potential health effects of exposure to various environmental hazards, including radon, UV radiation, ground-level ozone, and cigarette smoke.
  • suggest risk-reduction actions for potentially hazardous substances.
  • compare and contrast various practices in terms of their relative sustainability and economic, societal and environmental impact.
  • evaluate and identify conservation measures in the home and create a personal conservation plan.

At Level 3, the student is able to

  • identify the effects of ozone depletion and Global Warming.
  • interpret data on ground level ozone, acid rain, and stratospheric ozone, given color-coded maps.
  • construct an appropriate Integrated Pest Management plan, given a pest problem scenario.
  • compare and contrast different agricultural practices in terms of their environmental impact.

Sample Task:

Erosion Patrol: Survey the school grounds after a rain for evidence of erosion. Trace the source and fate of the eroded soil. Propose a solution to prevent further erosion.

Integration/Linkages:

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

Standard Number: 6.0 Personal and Civic Responsibility

Standard: The student will understand his/her personal and civic responsibility concerning issues related to the environment.

Learning Expectations:

The student will

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

Performance Indicators:

At Level 1, the student is able to

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

At Level 2, the student is able to

  • articulate a position on a critical environmental issue.
  • describe the potential impact of citizen participation on issues related to the environment and their community.

At Level 3, the student is able to

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

Sample Task:

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

Integration/Linkages:

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