Topic 4 3 2 Eco Footprint: Energy and Transportation In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the learning goal. 3A: Apply energy concepts to calculate your household energy consumption and compare to the state and nation. 3B: Compare and contrast the different forms of non-renewable energy (include environmental impacts and world reserves). 3C: Explain remediation and reduction strategies for air pollution. 3D: Describe the impacts of climate change and ways to reduce climate change. 2A: Identify and describe energy concepts: -energy forms (kinetic and potential) -power -energy units (kW, BTU) -energy conversions -calculate household energy consumption 2B: Describe the formation, extraction, and purification methods for different forms of energy: -coal -oil -natural gas 2C: Identify and describe air pollutant concepts: -primary air pollutants -secondary air pollutants -Clean Air Act 2D: Identify and describe climate change concepts: -greenhouse gases -greenhouse effects -relevant laws (Kyoto Protocol, Paris Agreement COP21 Eco Footprint: Alternative Energy Text and Resources KIA Project Cycle: Eco Footprint Teacher notes: 2B: Solar power: photovoltaic cells, solar water heater, passive solar design Alternative Energy: Jigsaw alternative energies because we will need to fly through a lot of this information Example 4: Draft a proposal to present to the City of Des Moines that will allow Des Moines to be more sustainable in its energy use. renewable
Topic 4 3 2 Eco Footprint: Water/Waste In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the learning goal. 3A: Evaluate the impacts associated with the use of freshwater resources. 3B: Evaluate various ways of managing MSW. 3C: Evaluate various ways of managing hazardous waste. 2A: Identify and describe freshwater concepts: -use by agriculture, industry, and domestic -waste water/sewage treatment; purification -septic systems -relevant laws: Safe Drinking Water Act 2B: Identify and describe municipal solid waste concepts: -landfills -incinerators -reduce, reuse, recycle -composting 2C: Identify and describe hazardous concepts: -hazardous waste -components of hazardous waste -management strategies; deep well injection, surface impoundments; hazardous waste landfills -relevant laws: CERCLA (Superfund Act), RCRA MCE: Ecology and Biodiversity Text and Resources KIA Project Cycle: My Community Ecology Teacher notes: Example 4: Develop a strategy to minimize the environmental impact on an ecosystem and its biodiversity at a proposed development site. Topic 4 3 2 MCE: In addition to score 3.0 performance, the student 3A: Based on our development site, predict the impact of removing a species 2A: Identify and describe biological population
Ecology and Biodiversity demonstrates in-depth inferences and applications that go beyond the learning goal. on the structure and function of ecosystem. 3B: Develop an argument for the conservation of biodiversity in an ecosystem. 3C: Apply understandings of ecosystem services to a given site. 3D: Form conclusions about how creating a road through a development site could lead to a change in the ecosystem. biological communities species interaction (mutualism, commensalism, predation, parasitism) major terrestrial and aquatic biomes Keystone species food webs trophic levels ecological pyramids (energy, biomass, population) primary productivity laws of thermodynamics 2B: Define and describe biodiversity and the Endangered Species Act 2C: Identify and describe ecosystem services/ 2D: Identify ways an ecosystem can change (climate shifts; species movement; ecological succession; loss of biodiversity). MCE: Human Population and Land Use Text and Resources KIA Project Cycle: My Community Ecology Teacher notes: 3A and 3B: Given a case study (method for collecting evidence) 2C: Strategies for controlling population size i.e. policies, contraception, education for women Topic 4 3 2 MCE: In addition to score 3.0 performance, the student demonstrates in-depth inferences 3A: Apply the population vocabulary terms to populations of plants, animals or humans. 2A: Identify and describe the population vocabulary terms: -carrying capacity -logistic growth -exponential growth