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Jefferson County Schools |
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Jefferson County Schools |
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Science - Environmental Science |
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Natural Resources: Conserve/Recognize
The learner will be able to
recognize methods to conserve resources at use in the home.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Resources |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 5.0 |
Classroom
|
|
Natural Resources: List
The learner will be able to
list examples of resources that are renewable or nonrenewable.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Resources |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 3.0 |
Classroom
|
|
Natural Resources: Limitations/Identify
The learner will be able to
identify that there are limitations in the use of natural resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Resources |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 3.0 |
Classroom
|
|
Natural Resources: Conserved/Observe
The learner will be able to
observe non-energy natural resources and how they are conserved.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Resources |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, Std 3.0 |
Classroom
|
|
Natural Resources: Investigate/Types
The learner will be able to
investigate the types of non-energy renewable and nonrenewable resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Resources |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, 3.1 |
Classroom
|
|
Natural Resources: Investigate/Uses
The learner will be able to
investigate the uses of non-energy renewable and nonrenewable resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Resources |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, 3.1 |
Classroom
|
|
Natural Resources: Investigate/History
The learner will be able to
investigate the history of non-energy renewable and nonrenewable resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Resources |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, 3.1 |
Classroom
|
|
Natural Resources: Explore/Conserved
The learner will be able to
explore the ways in which basic non-energy resources are conserved.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Resources |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, 3.2 |
Classroom
|
|
Natural Resources: Conserve/Assess
The learner will be able to
assess methods to conserve resources used in the home.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Resources |
Evaluation |
Master |
2.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 5.0 |
Classroom
|
|
Natural Resources: Judge/Status
The learner will be able to
judge the status of the principle, non-energy, renewable and nonrenewable resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Resources |
Evaluation |
Master |
2.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 3.0 |
Classroom
|
|
Natural Resources: Ways/Judge/Conserved
The learner will be able to
judge the ways natural resources are conserved.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Resources |
Evaluation |
Master |
2.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 3.0 |
Classroom
|
|
Natural Resources: Non-energy/Assess
The learner will be able to
assess the use of the principle, non-energy, renewable and nonrenewable resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Resources |
Evaluation |
Master |
2.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 3.0 |
Classroom
|
|
Soil: Layers/Differentiate
The learner will be able to
differentiate between soil layers using characteristics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Soil |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 3.0 |
Classroom
|
|
Water Cycle: Label/Fundamental/Parts
The learner will be able to
label the fundamental parts of the water cycle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Water: Cycle |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 1.0 |
Classroom
|
|
Resources: Society/List
The learner will be able to
list how society wastes and conserves resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Resources |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 3.0 |
Classroom
|
|
Minerals: Forecast/Impact
The learner will be able to
forecast the impact of shortages in principle mineral resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Minerals |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 3.0 |
Classroom
|
|
Minerals: Used/Assess/Resources
The learner will be able to
assess the positives and negatives of how mineral resources are used by humans.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Minerals |
Evaluation |
Master |
2.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 3.0 |
Classroom
|
|
Environment: Conserving/Study
The learner will be able to
study and communicate findings on the importance of conserving energy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Conservation |
|
Master |
|
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 4.0 |
Classroom
|
|
Organisms: Extinction/Investigate
The learner will be able to
investigate the factors that make organisms vulnerable to extinction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, 1.6 |
Classroom
|
|
Organisms: Graphs/Interpret/Needs
The learner will be able to
interpret graphs displaying information about a living thing's needs within a habitat.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 1.0 |
Classroom
|
|
Organisms: Graphs/Make/Needs
The learner will be able to
make graphs displaying information about a living thing's needs within a habitat.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Synthesis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 1.0 |
Classroom
|
|
Producers/Consumers: Group/Environments
The learner will be able to
group living things as producers, consumers, and decomposers when provided with descriptions of their environments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Producers/Consumers/Decomposers |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 1.0 |
Classroom
|
|
Ecosystems: Structure/Comprehend
The learner will be able to
comprehend the structure of ecosystems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, 1.1 |
Classroom
|
|
Ecosystems: Show/Functions/Earth
The learner will be able to
show a comprehension of the functions of the principal ecosystems on earth.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, 1.1 |
Classroom
|
|
Environment: Factors/Explore/Affect
The learner will be able to
explore factors that affect and are affected by the natural environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Std 1.0 |
Classroom
|
|
Environment: Issue/Develop/Action
The learner will be able to
develop a personal plan of action designed to find a specific solution to an environmental issue.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment |
Synthesis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 3, Std 6.0 |
Classroom
|
|
Animals & Plants: Indigenous/Choose
The learner will be able to
choose animals and plants that are indigenous to a particular environment by studying pictures or given scenarios.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals and Plants |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 1.0 |
Classroom
|
|
Careers: Pollution/Explore
The learner will be able to
explore careers relating to environmental health, sustainability, and/or pollution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Careers: Life Science |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 5.0 |
Classroom
|
|
Food Webs: Compose/Roles
The learner will be able to
given examples of living things and their roles in the environment, compose a food web.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Food Webs |
Synthesis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 1.0 |
Classroom
|
|
Food Webs: Create/State
The learner will be able to
create food webs for living things in a region of his/her own state.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Food Webs |
Synthesis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 3, Std 1.0 |
Classroom
|
|
Biomes: Biodiversity/Investigate
The learner will be able to
investigate the biodiversity within the major biomes of the earth.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biomes |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, 1.2, Indicators, Lvl 2, Std 1.0 |
Classroom
|
|
Biomes: Study/Presentation
The learner will be able to
study a particular biome and make a class presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biomes |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Biomes: Associate/Climate
The learner will be able to
associate climate to a particular biome.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biomes |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Biomes: Ecosystems/Explore
The learner will be able to
explore the major biomes of the world's ecosystems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biomes |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, 1.2 |
Classroom
|
|
Biomes: Deduce/Animal/Plant
The learner will be able to
deduce in what biome an animal or plant lives when provided with a description of the organism and illustrations of a variety of biomes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biomes |
Synthesis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 1.0 |
Classroom
|
|
Species: Extinction/Recognize/Causes
The learner will be able to
recognize causes that promote species extinction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Species |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Living Systems: Trace/Energy
The learner will be able to
trace how energy flows and matter cycles between living systems and the physical environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Human Population: Causes/Recognize
The learner will be able to
recognize the primary causes of the population explosion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Population |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 2.0 |
Classroom
|
|
Human Population: Identify/Cultures/View
The learner will be able to
identify how different cultures view the relationship between humans and the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Population |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 3, Std 2.0 |
Classroom
|
|
Human Population: Consequences/List
The learner will be able to
list the consequences of continued population growth as they relate to ecological issues.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Population |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 2.0 |
Classroom
|
|
Human Population: Dynamics/Comprehend
The learner will be able to
comprehend the characteristics of human population dynamics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Population |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, Std 2.0 |
Classroom
|
|
Human Population: Talk/Growth/Rates
The learner will be able to
talk about how population growth rates are impacted by education and health care.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Population |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 2.0 |
Classroom
|
|
Human Population: Talk/Solution
The learner will be able to
talk about the positives and negatives of lowering reproductive rates as one solution to the population problem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Population |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 3, Std 2.0 |
Classroom
|
|
Human Population: Explain/Economy
The learner will be able to
explain the effect of population growth on the economy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Population |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 2.0 |
Classroom
|
|
Human Population: Summarize/Stable
The learner will be able to
summarize the individual actions that can be taken to achieve a stable world population.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Population |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 3, Std 2.0 |
Classroom
|
|
Human Population: Find/Present/Ancient
The learner will be able to
find similarities and differences between ancient populations and present populations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Population |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 2.0 |
Classroom
|
|
Human Population: Dynamics/Analyze
The learner will be able to
analyze factors that impact human population dynamics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Population |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, 2.1 |
Classroom
|
|
Human Population: Agriculture/Examine
The learner will be able to
examine how the role of agriculture relates to the growth of the human population.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Population |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 2.0 |
Classroom
|
|
Human Population: Find/Profiles
The learner will be able to
find similarities and differences in the population profiles of different countries.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Population |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 3, Std 2.0 |
Classroom
|
|
Human Population: Assess/Consequences
The learner will be able to
assess the consequences related to human population growth.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Population |
Evaluation |
Master |
2.0 |
TN: Curriculum Standards, 2001, Environmental Science, 2.2 |
Classroom
|
|
Human Health: Exposed/Recognize
The learner will be able to
recognize the potential health impacts of being exposed to different environmental hazards, including radon, ground level ozone, UV radiation, and cigarette smoke.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 5.0 |
Classroom
|
|
Human Health: Effects/Explore
The learner will be able to
explore the effects of the environment on human health.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, 5.2 |
Classroom
|
|
Human Health: Data/Interpret/Ozone
The learner will be able to
given maps that are color-coded, interpret data concerning acid rain, stratospheric, and ground-level ozone.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 3, Std 5.0 |
Classroom
|
|
Environment: Conserve/List/Energy
The learner will be able to
list actions that individuals and corporations can take in order to conserve energy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Conservation |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 4.0 |
Classroom
|
|
Environment: Conserve/Find
The learner will be able to
find similarities and differences in ways to conserve energy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Conservation |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, 4.3 |
Classroom
|
|
Environment: Conservation/Interpret
The learner will be able to
interpret how effective different conservation methods are in preserving the quality of air, water, and soil.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Conservation |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 3.0 |
Classroom
|
|
Environment: Human/Identify
The learner will be able to
identify his/her rights and responsibilities as a citizen in preserving a healthy environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Human Activities |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Environmental Science, 6.2 |
Classroom
|
|
Environment: Human/Recognize/Support
The learner will be able to
recognize ways that he/she can act to support the quality of the surrounding environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Human Activities |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 6.0 |
Classroom
|
|
Environment: Human/Comprehend
The learner will be able to
comprehend the personal and civic responsibility he/she has toward environmental issues.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Human Activities |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, Std 6.0 |
Classroom
|
|
Environment: Human/Communicate
The learner will be able to
communicate his/her personal environmental perspectives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Human Activities |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, 6.1 |
Classroom
|
|
Environment: Human/Communicate/Position
The learner will be able to
communicate a position on an environmental issue of critical importance.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Human Activities |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 6.0 |
Classroom
|
|
Environment: Human/Effect/Explain
The learner will be able to
explain the effect citizens may potentially have by participating in issues related to their community and environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Human Activities |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 6.0 |
Classroom
|
|
Environment: Human/Track
The learner will be able to
track human interactions with the environment around them.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Human Activities |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Std 5.0 |
Classroom
|
|
Environment: Human/Participate/Decision
The learner will be able to
participate in environmental decision-making in a thoughtful and effective way.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Human Activities |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 3, Std 6.0 |
Classroom
|
|
Environment: Human/Actions/Examine
The learner will be able to
examine how his/her personal actions impact the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Human Activities |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 6.0 |
Classroom
|
|
Environment: Human/Create/Plan
The learner will be able to
create an Integrated Pest Management plan when presented with a particular example of a pest problem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Human Activities |
Synthesis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 3, Std 5.0 |
Classroom
|
|
Environment: Assess/Perspectives
The learner will be able to
assess his/her personal environmental perspectives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Human Activities |
Evaluation |
Master |
2.0 |
TN: Curriculum Standards, 2001, Environmental Science, 6.1 |
Classroom
|
|
Ecosystems: Energy/Matter/Flow
The learner will be able to
follow the path of energy through an ecosystem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems: Energy/Matter |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Environment: Population/Examine/Density
The learner will be able to
examine how changes in a habitat relate to the population density of plants and animals in the habitat.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Population |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 3, Std 1.0 |
Classroom
|
|
Environment: Population/Explore
The learner will be able to
explore solutions to overpopulation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Population |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, 2.3 |
Classroom
|
|
Graphs: Population/Read
The learner will be able to
read a population graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Life Science |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Graphs: Population/Interpret
The learner will be able to
interpret a population graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Life Science |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Plants: Photosynthesis/Identify/Life
The learner will be able to
identify that the energy for life comes from the sun and is captured by plants during photosynthesis.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plants: Photosynthesis |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 1.0 |
Classroom
|
|
Environment: Resources/Explain/Origin
The learner will be able to
explain the origin of different energy resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Resources |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 4.0 |
Classroom
|
|
Environment: Resources/Conserving
The learner will be able to
create a plan to conserve natural resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Resources |
Synthesis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 3, Std 3.0 |
Classroom
|
|
Environment: Impact/Technology/Research
The learner will be able to
research ways advances in technology have affected the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Impact |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 3.0 |
Classroom
|
|
Ecosystems: Population/Variation
The learner will be able to
describe how variations in the traits of a population increase the chances for survival.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems: Population |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Ecosystems: Population/Demonstrate
The learner will be able to
demonstrate that the number and distribution of organisms are limited by the amount of energy and matter in an ecosystem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems: Population |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Environment: Policy/Suggest
The learner will be able to
suggest actions that will reduce risks when dealing with substances that are potentially hazardous.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Policy |
Synthesis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 5.0 |
Classroom
|
|
Population: Talk About/Change
The learner will be able to
talk about how populations change over time.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Population Change |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Population: Dynamics/Interpret
The learner will be able to
interpret population dynamics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Population Change |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, 1.3 |
Classroom
|
|
Population: Dynamics/Examine
The learner will be able to
examine population dynamics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Population Change |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, 1.3 |
Classroom
|
|
Symbiosis: Recognize/Examples
The learner will be able to
recognize mutualistic, parasitic, and commensal relationships when provided with examples in a scenario.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Symbiosis |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 1.0 |
Classroom
|
|
Fossil Fuels: Talk About
The learner will be able to
talk about the exploration, reserves, and production of fossil fuels.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fossil Fuels |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 4.0 |
Classroom
|
|
Fossil Fuels: Rely/Assess
The learner will be able to
assess the consequences of continuing to rely on fossil fuels.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fossil Fuels |
Evaluation |
Master |
2.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 3, Std 4.0 |
Classroom
|
|
Waste: Affect/Discover/Environment
The learner will be able to
discover how waste production and management affect the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Waste |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, 3.3 |
Classroom
|
|
Waste: Management/Find/Impacts
The learner will be able to
find the similarities and differences in the impacts waste management methods have on the reserves of resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Waste |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 3.0 |
Classroom
|
|
Pollution: Runoff/Recognize/Maps
The learner will be able to
given maps indicating land usage, recognize the sources of contaminated runoff.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pollution |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 5.0 |
Classroom
|
|
Pollution: Comprehend/Energy
The learner will be able to
comprehend pollution as it relates to types of energy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pollution |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, 4.2 |
Classroom
|
|
Pollution: Impacts/Understand
The learner will be able to
understand how pollution impacts the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pollution |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, 5.1 |
Classroom
|
|
Pollution: Control/Comprehend
The learner will be able to
comprehend ways to control pollution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pollution |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, 5.1 |
Classroom
|
|
Pollution: Causes/Know
The learner will be able to
know the causes of pollution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pollution |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, 5.1 |
Classroom
|
|
Pollution: Find/Similarities/Differences
The learner will be able to
given data, find similarities and differences between problems concerning pollution in different regions of his/her state, or in the US.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pollution |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 5.0 |
Classroom
|
|
Pollution: Air/Study/Causes/Effects
The learner will be able to
given the availability of governmental websites and other resources, study the causes of air pollution problems and their potential effects on the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pollution |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 5.0 |
Classroom
|
|
Pollution: Water/Study/Causes/Effects
The learner will be able to
given the availability of governmental websites and other resources, study the causes of water pollution problems and their potential effects on the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pollution |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 5.0 |
Classroom
|
|
Ecosystems: Dependence/Survey
The learner will be able to
survey examples of interdependence within a mini-ecosystem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems: Relationships/Dependency |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Ecosystems: Dependency/Relationships
The learner will be able to
comprehend patterns of interdependency in ecosystems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems: Relationships/Dependency |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, 1.5 |
Classroom
|
|
Ecosystems: Succession/Explain
The learner will be able to
explain the process of succession in a variety of environmental settings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems: Succession |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Ecosystems: Impact/Connect/Processes
The learner will be able to
connect ecosystem dynamics to earth processes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems: Impact/Change |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, 1.4 |
Classroom
|
|
Energy: Environment/Examine/Use
The learner will be able to
examine energy use and its consequences for the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Energy |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Std 4.0 |
Classroom
|
|
Energy: Environment/Find/Sources
The learner will be able to
find similarities and differences in the ways energy sources affect the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Energy |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 4.0 |
Classroom
|
|
Careers: Research/Energy/Heat
The learner will be able to
research careers that are related to heat, electricity, or energy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Careers: Physical Science |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 4.0 |
Classroom
|
|
Electricity: Generated/Show
The learner will be able to
show how electricity can be generated by moving water and wind.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electricity: Production |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 3, Std 4.0 |
Classroom
|
|
Energy: Sources/List
The learner will be able to
list examples of energy sources that are renewable or nonrenewable.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Sources |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 4.0 |
Classroom
|
|
Energy: Sources/Provide/Examples
The learner will be able to
provide examples of energy sources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Sources |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 4.0 |
Classroom
|
|
Energy: Sources/Talk/About/Alternative
The learner will be able to
talk about the benefits and risks of using alternative energy sources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Sources |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 4.0 |
Classroom
|
|
Energy: Sources/Show/Solar
The learner will be able to
show the use of solar energy for the home.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Sources |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 4.0 |
Classroom
|
|
Energy: Sources/Show/Geothermal
The learner will be able to
show the use of geothermal energy by mankind.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Sources |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 4.0 |
Classroom
|
|
Energy: Sources/Interpret/Amount
The learner will be able to
interpret the difference in the amount of energy used in a particular area when provided with graphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Sources |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 4.0 |
Classroom
|
|
Energy: Sources/Interpret/Kind
The learner will be able to
interpret the kinds of energy used in a particular area when provided with graphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Sources |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 1, Std 4.0 |
Classroom
|
|
Energy: Sources/Investigate/Alternative
The learner will be able to
investigate alternative energy sources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Sources |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, 4.1 |
Classroom
|
|
Energy: Sources/Investigate/Traditional
The learner will be able to
investigate traditional energy sources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Sources |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, 4.1 |
Classroom
|
|
Energy: Nuclear/Judge
The learner will be able to
judge nuclear power as a way of producing energy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Nuclear |
Evaluation |
Master |
2.0 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 2, Std 4.0 |
Classroom
|
|
Energy: Types/Find/Efficiency
The learner will be able to
find similarities and differences in the energy efficiency of various types of major appliances.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Types |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Environmental Science, Indicators, Level 3, Std 4.0 |
Classroom
|
|
|
