Course Profile   Biology, Grade 11, College Preparation, Catholic

 

Unit 5:  Environmental Science

Time:  20 hours

 

Activity 1 | Activity 2 | Activity 3 | Activity 4

Unit Description

Students build on their knowledge of the environment from Grade 10 to develop an understanding of the fragile balance that exists between organisms and the natural environment. The students demonstrate an understanding of the factors that influence sustainability of the natural environment and evaluate their importance. The culminating activity in this unit will look through the lens of stewardship and Catholic social teaching to analyse the environmental impact of human activity on fragile environments. Students will develop a proposal to the United Nations and/or Vatican Council that will outline why it is important to be aware of the impact of human activity on the environment.

Activities:  Titles & Time

1

Classification

300 minutes

2

Organisms and their Niche

300 minutes

3

Ecological Footprint

270 minutes

4

Local and Global Environmental Problems

330 minutes

Unit Synopsis Chart

Activity

Time

Expectations

Assessment

Task

1.1  Fundamental Principles of Taxonomy

100 min

ESV.01, ES2.01, ES3.01

CGE 1d, 2c, 3d, 3f, 4g, 7e

Diagnostic

Taxonomy Activity

1.2  Classification in a Local Ecosystem

170 min

ESV.01, ES1.01, ES2.01, ES3.01

CGE 1d, 2c, 3d, 3f, 4g, 7e

K/U

I

C

Classification Study

1.3  Classification 20 Questions

30 min

ES1.04

CGE 1d, 2c, 3d, 3f, 4g, 7e

K/U

Diagnostic Quiz

2.1  Creative Matter Cycles

90 min

ESV.01, ESV.02, ES1.05, ES1.06

CGE 1d, 2c, 3d, 3f, 4g, 7e

K/U

C

Song or Skit

2.2  Biomes Jigsaw

90 min

ES1.05, ES1.09

CGE 1d, 2c, 3d, 3f, 4g, 7e

K/U

C

Jigsaw, Worksheet, Quiz

2.3  Food Webs and Competition

120 min

ES1.03, ES1.05, ES1.07. ES2.02, ES2.03

CGE 1d, 2c, 3d, 3f, 4g, 7e

K/U

I

C

MC

Energy pyramid, food web/food chain activity, lab

3.1  Examining Controlled Areas

100 min

ESV.03, ES2.05, ES3.01, ES3.02

CGE 1d, 2c, 3d, 3f, 4g, 7e

I

C

Class Discussion

3.2  Population Stability

60 min

ES1.08, ES2.04

CGE 1d, 2c, 3d, 3f, 4g, 7e

K/U

Population Statistics Activity

3.3  Ecological Footprint of Local and Global Agriculture

110 min

ES1.02, ES 2.05, ES3.01

CGE 1d, 2c, 3d, 3f, 4g, 7e

I

C

MC

Poster

4.1  Examining Local Ecological Problems

105 min.

ESV.03, ES3.03

CGE 1d, 2c, 3d, 3f, 4g, 7e

C

MC

Presentation

4.2  Proposal to the United Nations Environmental Program and Vatican Council

225 min.

ES3.01, ES3.03

SIS.05

CGE 1d, 2c, 3d, 3f, 4g, 7e

I

C

MC

Conference and proposal

 

Activity 1:  Classification

Time:  300 minutes

Description

Students demonstrate the fundamental principles of taxonomy by classifying organisms from local ecosystems. Students collect specimens in a local environment keeping in mind the fragile nature of the environment and classify the specimens by applying the principles of taxonomy.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and common good;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE3d - makes decisions in light of gospel values with an informed moral conscience;

CGE3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society;

CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society.

Strand(s):  Environmental Science

Overall Expectations

ESV.01 - demonstrate an understanding of factors that influence the sustainability of the natural environment and evaluate their importance.

Specific Expectations

ES1.01 - demonstrate an understanding of the fundamental principles of taxonomy by classifying organisms from local ecosystems;

ES1.04 - explain the ecological role of representative organisms from each of the kingdoms of life (including Eubacteria and Archaebacteria);

ES2.01 - use appropriate sampling techniques to collect specimens in a local environment, and classify the specimens by applying the principles of taxonomy;

ES3.01 - independently or collaboratively, synthesize and evaluate information from a variety of sources about an environmental and population-related issue, and propose a course of action (e.g., analyse a natural preserve as to its raison d’être, such as the species being conserved).

Prior Knowledge & Skills

·         Grade 10 Science – Biology strand

·         Grade 10 Science – Chemistry strand

·         Grade 10 Science – Earth and Space Science strand

Planning Notes

·         The teacher prepares a sample template of a simple dichotomous key.

·         If a field trip is to be part of Activity 1.2, prior planning is needed.

·         Diagrams, pictures and resources should be gathered for use in Activity 1.1
(e.g., leaves, specimen jars).

·         Depending on the time of year, availability of environments, availability of organisms Activity 1.2 can be modified to meet the needs of the environment.

·         Design the cards and a checklist for the 20 questions game: each card should have an organism representing a different phyla. The checklist should have general characteristics for each kingdom (e.g., single or multi-celled, method of reproduction, autotroph or heterotroph, etc.). This game is informal, and allows students to mix with others in the class. The teacher may wish to demonstrate this first to the class themselves, so that students are clear what kind of questions to ask.

·         General rubrics for laboratory reports, presentations and projects can be found in the Appendices for the Grade 10 Science and 11 Biology, Workplace Preparation, Catholic Course Profiles.

Teaching/Learning Strategies

Activity 1.1:  Fundamental Principles of Taxonomy

The teacher:

·         introduces the concept of classification in a class discussion;

·         leads the class in a simple classification exercise using common items (e.g., shoes, pens);

·         creates a dichotomous key as a template for further reference;

·         introduces the concept of classification of living things using Kingdoms, gives examples and descriptions, generates a class note;

·         assigns different organisms to groups of students for the students to classify using the class note and resources available (e.g., leaves, specimen jars, pictures);

·         monitors group discussions, and ensures that groups are remaining on task.

Students:

·         participate in a class discussion based on classification;

·         participate in classification exercise;

·         create a dichotomous key as a template for further use;

·         working in groups, using the class note on the Kingdoms and classification as well as other resources, classify the organisms that they have been given.

Activity 1.2:  Classification in a Local Environment

The teacher:

·         discusses safety issues as well as social justice issues with class that are appropriate for the environment they are going to use (e.g., do not pick certain plants, water safety at a pond, leaving specimens where they are, the right to life of all living things).

·         gives students a classification exercise based on the environment (e.g., Plant Study: Choose 5 different plant species. Using their visible characteristics, classify the specimen by applying the principles of taxonomy from the previous activity).

Students:

·         complete the classification study;

·         hand in a completed inquiry that contains:

·         classification key;

·         reasons for the classification;

·         ecological role of organisms;

·         sample of specimen (where appropriate) or photographs, or pictures, or diagrams.

Activity 1.3:  Classification 20 Questions

Students revisit the six kingdoms in a short game which helps students recognize trends within and across kingdoms. The teacher leads a short lesson, presenting representatives of each kingdom to demonstrate how animals adapt to their environment.

The teacher:

·         designs the cards in advance, with each card having a picture and the name of an organism which represents one of the various phyla;

·         randomly selects one of the cards, and fastens it to a student’s back, so that the student is unable to see the card;

·         gives each student a sheet which defines the basic characteristics of each phyla;

·         assists students in determining their organism, helping students formulate questions if needed;

·         summarizes activity with a short class discussion note.

Students:

·         circulate around the class, using their information sheet to ask other students questions that can be only be answered with a yes or no answer. The game continues until each student determines what phyla they are from;

·         participate in a class discussion about trends both within and across kingdoms.

·         record the summary note which will be used as a study guide for a summative assessment.

Assessment & Evaluation of Student Achievement

·         Diagnostic assessment of student work during Activity 1.1 is recommended;

·         Classification study is assessed for Knowledge/Understanding, Inquiry and Communication using a marking scheme (ES1.01, ES2.01) specific to task and location based on criteria given by the teacher;

·         A quiz is given to assess for Knowledge/Understanding of the fundamental principles of taxonomy and the ecological role of representative organisms (ES1.01, ES1.04).

Accommodations

·         ESL/D students have opportunities to demonstrate their learning by alternative means, (spoken English, direct demonstration, pictorial representation). At the same time, instruction in written, scientific-specific language continues;

·         If a student has an IEP this activity can be modified to meet the student’s needs as outlined in the plan;

·         For students with physical or learning disabilities, classroom activities can be modified, where possible, to permit participation in activities. Peer assistance should be encouraged;

·         Students can explore different land and water plant species as an enrichment activity;

·         Physically challenged students can use prepared specimen available from a biological supplier if access to a natural habitat is a problem;

·         A visit to a science centre/outdoor education centre would be appropriate for enrichment activities.

Resources

Caulderwood, Carol and Neil Campbell. Understanding Biology: Laboratory Manual. Toronto: John Wiley & Sons, 1989. ISBN 0-471-79635-2

Crawford, Ian. Patterns In Biology. Toronto: McGraw-Hill Ryerson Limited, 1983. ISBN 0-07-548469-2

Grace, Eric, et al. SciencePower 10. Toronto: McGraw-Hill Ryerson. 2000. ISBN 0-07-560364-0

Person, Jane. Environmental Science: How the world works and your place in it. Dallas: J.M. LeBel Enterprises Inc., 1989. ISBN 0-920008-41-0

Ritter, Bob, et al. Science 10. Scarborough: Nelson Thomson Learning., 2000. ISBN 0-17-607501-1

Yack, Douglas, et al. Heath Biology Connections. Canada: D.C. Heath Canada Ltd., 1990.
ISBN 0-669-95300-8

 

Activity 2:  Organisms and Their Niche

Time:  300 minutes

Description

The focus of this activity is to build on the concept of the six kingdoms and to demonstrate how representative organisms are adapted to the environment that they live in. The role of each kingdom in the global ecosystem and in matter cycles will be examined. Students will recognize the delicate balance of each organism within an ecosystem, and the inter-relationships between organisms.

Strand(s) & Learning Expectations

Catholic Graduate School Expectations

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE3d - makes decisions in light of gospel values with an informed moral conscience;

CGE3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society;

CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful, and compassionate society.

Strand(s):  Environmental Science

Overall Expectations

ESV.01 - demonstrate an understanding of factors that influence the sustainability of the natural environment and evaluate their importance;

ESV.02 - analyse how various factors influence the relationships between organisms and the natural environment.

Specific Expectations

ES1.03 - use energy pyramids to explain the production, distribution, and use of food resources in a food chain (e.g., draw energy pyramids that illustrate human consumption of corn, of cattle, and of salmon.);

ES1.05 - describe and explain examples of symbiotic relationships (e.g., explain the mutual benefits of nitrogen-fixing bacteria in the root nodules of legumes, or the negative impact of a parasite on its host);

ES1.06 - describe the flow of matter through the biogeochemical cycles (e.g., describe and illustrate the carbon, nitrogen, phosphorous, and water cycles);

ES1.07 - describe and evaluate factors contributing to environmental resistance and a change in the carrying capacity of ecosystems;

ES1.09 - compare the major Canadian biomes (e.g., tundra, taiga, deciduous forest, grasslands and temperate rain forest) in terms of vegetation, climate, type of soil, agriculture, and forestry;

ES2.02 - conduct a laboratory investigation into competition between species and evaluate the findings (e.g., investigate the competition for food among the different species of paramecium);

ES2.03 - investigate and explain how a change in one population can affect the entire food web (e.g., explain how the killing off of species of fish by the lamprey eel affects fishing communities; explain the effects of the introduction of zebra mussels into the Great Lakes).

Planning Notes

·         Prepare a note on symbiosis, parasitism, and commensalism with some specific examples;

·         Prepare organism cards, and collect and cut strands of yarn for food chain/web activity;

·         Collect alfalfa sprouts, and other herbs such as radish, mint, basil, etc;

·         Collect equipment necessary for Lab Activity in Activity 2.3 (e.g., potting soil, pots, etc.);

·         Take care to protect students with allergies from exposure, where appropriate.

Prior Knowledge & Skills

·         Grade 10 Science – Biology strand

·         Grade 10 Science – Chemistry strand

·         Grade 10 Science – Earth and Space Science strand

·         Grade 9 Canadian and World Studies – Geography of Canada

Teaching/Learning Strategies

Activity 2.1:  Creative Matter Cycles

In small groups, students make small presentations on the matter cycles, focusing on key organisms.

The teacher:

·         gives the students examples of organisms and how they are adapted to their respective environments;

·         defines and gives examples of parasitism, commensalism, and symbiosis;

·         recaps briefly the matter cycles;

·         explains to students how commensalism and symbiosis are key parts of the matter cycles (e.g., plants produce CO2 as a by-product of glycolysis, which is necessary for animal life – a commensal relationship; legumes have nodules which support bacteria life, and the bacteria which live in these nodules fix nitrogen necessary for the legumes – symbiotic relationship);

·         divides the class into four groups, with each group assigned one of the biogeochemical cycles. Each group is responsible for creating a song or a skit about their matter cycle to present to the class. The focus on these cycles, wherever possible, should be on the interaction between organisms.

Students:

·         brainstorm how organisms adapt to their environment. Once this has been practised, students attempt to match up a list of organisms to various environments, given the organisms characteristics and a brief description of the environments;

·         learn how organisms adapt to each other (symbiosis, commensalism, parasitism);

·         participate in their groups to generate a song or skit which summarizes their matter cycle.

Activity 2.2:  Biomes Jigsaw

This activity allows students to learn the biomes in small groups, and teach their peers.

The teacher:

·         makes arrangements for students to do research in the Library/Resource Centre;

·         assigns each student to an “expert group” and a “home group”;

·         assigns each expert group one of the major Canadian Biomes (tundra, taiga, deciduous forest, grasslands, and temperate rain forest). The home groups will each have at least one representative from each expert group. The one-page summary sheet each expert group compiles should include (but not be limited to):

·         identifying the basic defining characteristics of their assigned biome (vegetation, climate, type of soil, agriculture, and forestry);

·         defining adaptations that two organisms have that allow them to exist in this environment;

·         discussing an interrelationship that two or more organisms share in this ecosystem (an example of parasitism, commensalism, or mutualism).

Students:

·         research their topic;

·         in their expert group, prepare their summary worksheet and a suitable quiz (these quizzes could be used as a diagnostic tool where appropriate);

·         present the information to their home group. This presentation should address each of the
above topics.

Activity 2.3:  Food Webs and Competition

The teacher:

·         gives each student an organism card, and describes food chain activity to students. Each card has a different organism on it, and they also have a number on it (e.g., 10 000 cobs of corn, 10 mice, 1 hawk). These numbers will be used to assemble food pyramids;

·         describes to students how to draw energy pyramids based on assembled food chains;

·         introduces the concepts of inter- and intra-specific competition and environmental resistance;

·         directs students to assemble into food chains. The teacher uses yarn to show the flow of energy from one trophic level to another. If desired, one student can represent the Sun, extending pieces of yarn to each producer – linking all food chains. Students are then to link their food chains into food webs using more pieces of yarn to demonstrate that organisms at the same trophic level are in competition with each other; the more their niches are similar, the stronger the competition;

·         removes organisms from the food web by cutting all pieces of yarn connected to that organism, showing how the removal of one organism through disease, hunting, and other environmental factors allows other organisms to flourish due to the lack of competition and predation;

·         leads a discussion of how exotic species negatively affect ecosystems, with the emphasis being made that humans usually introduce exotic species;

·         groups students in pairs;

·         sets up stations prior to competition lab. Each station should have: potting soil, small pots, 2 samples of simple herbs (e.g., radish, mint), alfalfa leaves, Bunsen burner, small beaker;

·         instructs the class on the procedure and safety concerns for the lab (A more detailed explanation for this lab can be found at: http://www.zoo.utoronto.ca/able/volumes/vol-19/mini/10-frame/10-frame.htm);

Alfalfa leaves are boiled, and the leaves are strained from the solution.

For each plant being tested, 2 samples are planted in small pots: one for testing, one for control. 2 alfalfa plants should also be included. Plant height and diameter are measured.

Example:

 

Alfalfa extract is poured over each testing plant. A compound in the alfalfa extract will stunt the growth of the other herbs. After a week, plant diameter and height are measured and compared. A noticeable difference in size will be evident between the testing plant and the control plant, demonstrating inter-specific competition. The alfalfa plants will not be affected by the extract, therefore there is no evidence of intra-specific competition.

 

 

If these materials are not easily available, an similar online competition simulation using paramecium is available at http://www.cquest.utoronto.ca/zoo/bio150y/xgrow/xgrowtxt.htm

Students:

·         participate in the lesson on competition and food webs. Using their knowledge of food webs, they find people in the class to assemble into food webs, and use string/yarn to show the flow of energy;

·         carry out the competition experiment safely and accurately;

·         prepare and hand in a lab report detailing the results of the experiment.

Assessment & Evaluation of Student Achievement

·         Song/skit can be assessed for Knowledge/Understanding, and Communication by means of a suitable checklist, or rating scale. (ES1.05, ES1.06).

·         Students can peer assess the summary worksheet for Knowledge/Understanding and Communication, using a rating scale (ES1.05, ES1.09).

·         Quiz can be assessed for Knowledge/Understanding using a rating scale (ES1.05, ES1.09).

·         Energy pyramids can be assessed for Knowledge/Understanding, Communication using a marking scheme (ES1.03).

·         The food web/food chain activity can be assessed for Knowledge/Understanding, Inquiry, Communication and Making Connections through a quiz (ES1.07, ES2.03).

·         The lab can be assessed for Knowledge and Understanding, Inquiry, Communication and Application using a general lab rubric (ES2.02, ES1.05, ES1.07).

Accommodations

Possible enrichment activities:

·         Study the effects of intraspecific competition between plants by examining the effects of plant density on size in a lab.

·         Study other organisms to determine other methods of interspecific competition.

·         Choose one of the causes of environmental resistance, and study this in a lab using a population of bacteria. Students will develop their own problem and procedure, which will be verified by the teacher before the experiment can begin.

·         Study of the aquatic (Ocean) Biome as a possible sixth biome could be used for enrichment.

Resources

Print

Grace, Eric, et al. SciencePower 10. Toronto: McGraw-Hill Ryerson., 2000. ISBN 0-07-560364-0

Daigle, Jean-Marc and Donna J. Havinga. Restoring Nature’s Place: A Guide to Naturalizing Ontario’s Parks and Greenspace. Ecological Outlook Consulting and Ontario Parks Association: 1996.
ISBN 0-96-81919-0-1

Ritter, Bob, et al. Science 10. Scarborough: Nelson Thomson Learning., 2000. ISBN 0-17-607501-1

Videotapes

The Nature of Things: The Invaders. Toronto: CBC, 1993. 54 minutes.

Websites

Alleopathy Lab using Alfalfa Sprouts
http://www.zoo.utoronto.ca/able/volumes/vol-19/mini/10-frame/10-frame.htm

Computer Experiments in Population Ecology (XGROW)
http://www.cquest.utoronto.ca/zoo/bio150y/xgrow/xgrowtxt.htm

Invasive Exotic Species – http://www.invasive.org/

 

Activity 3:  Ecological Footprint

Time:  270 minutes

Description

Students study the Ontario agriculture industry, and learn about different farming technologies. They learn the concept of “ecological footprint” and apply this knowledge by studying a world capital and creating a poster advertising “green” reasons to live in this city.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and common good;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE3d - makes decisions in light of gospel values with an informed moral conscience;

CGE3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society;

CGE4g - examines and reflects on personal values, abilities, and aspirations influencing life’s choices and opportunities;

CGE7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful, and compassionate society.

Strand(s):  Environmental Science

Overall Expectations

ESV.03 - explain why it is important to be aware of the impact of human activities on the natural environment.

Specific Expectations

ES1.02 - assess the impact of agriculture on the natural environment;

ES1.08 - define population growth, and identify the factors that influence it;

ES2.04 - represent the growth of populations using mathematical calculations, graphs, and charts of population growth and life cycles, and survivorship curves;

ES2.05 - investigate, independently or collaboratively, the effect that human population growth has on the environment and the quality of life (e.g., examine effects, such as the movement or elimination of wildlife and plants, that are caused by the encroachment of human populations on ecosystems);

ES3.01 - independently or collaboratively, synthesize and evaluate information from a variety of sources about an environmental and population-related issue and propose a course of action (e.g., analyse a natural preserve as to its raison d’être, such as the species being conserved);

ES3.02 - evaluate the local use of natural and technologically engineered pesticides and herbicides.

Planning Notes

·         Book time in the Library/Resource Centre for Activity 3.3.

·         Select case studies for artificial environment activity.

·         If the teacher chooses to take the class on a field trip for Activity 3.1, prior planning is needed.

·         Prepare a lesson on Canadian agriculture.

·         Prepare a lesson on ecological footprint. The websites listed in the resources section are excellent, and very user-friendly.

·         Plan the Global Agriculture Activity.

Prior Knowledge & Skills

·         Grade 10 Science – Biology strand

·         Grade 10 Science – Chemistry strand

·         Grade 10 Science – Earth and Space Science strand

·         Grade 9 Canadian and World Studies – Geography of Canada

·         Grade 9 Mathematics – Graphing

Teaching/Learning Strategies

Activity 3.1:  Examining Controlled Areas

The teacher:

·         introduces the concept of environmental resistance and carrying capacity;

·         leads the class in a discussion of population graphs, showing the effects of different environmental factors (e.g., disease, predation, amount of food and water present in an ecosystem,
competition, etc.);

·         presents several case studies, describing different artificial environments such as amusement parks, zoos, parks, housing developments, campgrounds, etc.

Students:

·         brainstorm factors which control populations;

·         discuss and compare graphs illustrating the effects of population growth and how populations grow if unchecked, compared to populations greatly affected by resistance;

·         investigate one of the case studies, and discuss in class (A list of articles are included in the Resources List). Possible discussion topics could include:

·         the use of the land and reasons for managing the wildlife;

·         population density of various organisms within the controlled environment and of a similar uncontrolled outside environment;

·         the use of herbicides and pesticides to control indigenous species;

·         amount of disturbance by humans in the controlled area and how this affects the native species;

·         efforts, if any, to preserve the native species, and the results.

Activity 3.2:  Population Stability

The teacher:

·         prepares a simulation activity which compares different ways populations grow (e.g., Tanya asked her parents for a bigger allowance. She was given three choices for her monthly allowance:
(a) $1.00 each day, (b) $1.00 on the first day, $2.00 the second, $4.00 the third, etc., (c) $25.00 for the week. Prepare a table and graph the data for one month);

·         discusses the difference in each of the students graphs to differentiate between arithmetic increase and geometric increase;

·         reviews the terms environmental resistance, range of tolerance, limiting factors and
carrying capacity.

·         Introduces a growth curve for yeast budding to compare the biotic potential curve and the
population growth curve;

·         Assigns a different set of population statistics and has students graph the population curve and analyse the data based on the models used as examples.

Students:

·         Participate in the class activity to develop a note;

·         Completes an activity that is based on population statistics which should include, but not be
limited to:

·         mathematical calculations,

·         graphs,

·         life cycle analysis,

·         population growth factors.

Activity 3.3:  Ecological Footprint of Local and Global Agriculture

The teacher:

·         describes the importance of agriculture to our way of life and discusses Ontario’s farming industry: what can be grown in Ontario, where the major farming centres are (e.g., Holland Marsh, Niagara Escarpment), and importing and exporting of produce, etc.;

·         leads a discussion on different farming techniques, and land management (importance of crop rotation, use of fertilizer and pesticides, etc.);

·         introduces the concept of “ecological footprint” as a measure of the environmental impact a community has on the ecosystems around it;

·         reinforces the idea that cities are not self-sufficient. Almost all the resources that are necessary to sustain a population are transported to the city from outside, and the waste produced has to be transported out of the city;

·         places the students into groups of three for ecological footprint poster activity;

·         makes accommodations for students to visit the Library/Resource Centre.

Students:

·         in groups of four, choose two Canadian cities to research: one with a population of over 100 000, and one under 10 000. For their poster, students will research:

·         the agriculture industry for each city (major crops, import/export, percentage of population
that are farmers)

·         the approximate ecological footprint for each city. This can be calculated by brainstorming/researching the lifestyle of the average citizen of each city, and extrapolating this information for the entire city. (A simple ecological footprint equation à Ecological footprint of a community = land/water occupied by the population + land/water used to produce resources for the population + land/water used to dispose of wastes for the population.) Each student can use the information on the web sites found in the resources to calculate their own footprint. Examples are also given as to how to do this for an entire city.

·         Students generate two suggestions for reducing the city’s ecological impact.

·         Students create a poster advertising benefits of living in their city, and how their improvements make their city “green” (how the improvements changed the ecological footprint of the city).

Assessment & Evaluation of Student Achievement

·         Participation in discussion can be assessed for Inquiry, Communication and Making Connections using a rubric (ES2.05, ES3.01, ES3.02).

·         Population statistics activity can be assessed for Knowledge and Understanding using a marking scheme based on the population information (ES1.08, ES2.04).

·         Poster project can be assessed for Knowledge and Understanding, Inquiry, Communication and Making Connections using a rubric (ES1.02, ES2.05, ES3.01).

Accommodations

Possible enrichment activities:

·         Visit a local farm, or invite a guest speaker to discuss local farming.

·         Students could compare two cities, examining which is more ecologically sound, and write a letter to the mayor of the city with suggestions for reducing the ecological impact.

·         Design an “eco-friendly” amusement park, housing development, campground, etc;

·         Visit a golf course, zoo, amusement park and talk with the people in charge of maintaining the grounds: what chemicals are used, how is the natural wildlife conserved, what training do they receive, etc.

Resources

Print

Grace, Eric, et al. SciencePower 10. Toronto: McGraw-Hill Ryerson. 2000. ISBN 0075603640

Ritter, Bob, et al. Science 10. Scarborough: Nelson Thomson Learning. 2000. ISBN 0176075011

Wackernagel, Mathis. Ecological Footprint for beginners. Gabriola Island: New Society Publishers. 1996. ISBN 086571312X

Wackernagel, Mathis, and William E. Rees. Our Ecological Footprint: reducing human impact on the earth. Gabriola Island: New Society Publishers. 1996. ISBN 1550922513

Websites

Revisiting Carrying Capacity: Area-Based Indicators of Sustainability
http://dieoff.com/page110.htm

Calculate your own ecological footprint on the web
http://www.rprogress.org/resources/nip/ef/ef_household_calculator.html

Neighbourhood Ecological Footprint
http://www.allspecies.org/neigh/nbrfootp.htm

Disney World Fun Facts
http://www.themeparks.com/wdw/press/funfacts01.htm

Best Management Practices and Integrated Pest Management Strategies for Protection of Natural Resources on Golf Course Watersheds
http://www.epa.gov/owowwtr1/watershed/Proceed/peacock.html

Managing Turf to Protect the Environment
http://www.greenindustry.com/cf/2000/1000/0900env.asp

Lillehammer Olympic Games
http://www.american.edu/projects/mandala/TED/LILLE.HTM

Greenpeace: Sydney Olympics
http://www.greenpeace.org.au/info/archives/olympics/sporty/

 

Activity 4:  Local and Global Environmental Problems

Time:  330 minutes

Description

Students examine closely the ability of humans to directly impact the environment. In groups, students discuss different scenarios describing a threat to the environment, and make a presentation to the class. Following this, students are assigned a case study on an ecological disaster, and individually write a proposal to the United Nations and/or the Vatican Council to reduce the impact of the disaster.

Strand(s) & Learning Expectations

Ontario Catholic Graduate School Expectations

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE3d - makes decisions in light of gospel values with an informed moral conscience;

CGE3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society;

CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful, and compassionate society.

Strand(s):  Environmental Science

Overall Expectations

ESV.03 - explain why it is important to be aware of the impact of human activities on the natural environment.

Specific Expectations

ES3.01 - independently or collaboratively, synthesize and evaluate information from a variety of sources about an environmental and population-related issue, and propose a course of action (e.g., analyse a natural preserve as to its raison d’être, such as the species being conserved);

ES3.03 - analyse, from a variety of perspectives, the risks and benefits to society and the environment of applying scientific knowledge of ecosystems or introducing a particular technology (e.g., examine the effects of recycling programs, or of introducing a species into an environment).

Planning Notes

·         The opening activity for this unit has students working in groups to examine different ecological problems and discuss potential solutions. Articles need to be collected for this discussion; some suggestions can be found in the resource list;

·         Prepare a list of questions for students to discuss when reading the articles;

·         Plan the U.N. Proposal activity; because it is a summative activity, it will be up to the teacher to decide when to assign the project in order to give students enough time to produce a well-researched final product;

·         Generate general questions to ask students in conference.

Prior Knowledge & Skills

·         Grade 10 Science – Biology strand

·         Grade 10 Science – Chemistry strand

·         Grade 10 Science – Earth and Space Science strand

Teaching/Learning Strategies

Activity 4.1:  Examining Local Ecological Problems

The teacher:

·         selects magazine/journal articles which outline how the activity of humans has seriously damaged the native ecosystems (e.g., greenhouse effect, contamination of Great Lakes, over-fishing of Grand Banks, etc.) The focus of the case studies will be on the solutions that scientists and industry are implementing, and the role of humans as stewards of the environment;

·         divides students into groups of three. Each group examines one article;

·         monitors group discussions and ensures that groups are remaining on task;

·         conducts class discussion, allowing each group to present their article.

Students:

·         working in groups of three, read their assigned article and analyse the ecological problem presented;

·         discuss possible solutions and brainstorm ways to prevent this from occurring in the future;

·         present to the class the problems and potential resolutions;

·         individually write a journal reflection on the topic of environmental stewardship after the class discussion.

Activity 4.2:  Proposal to the United Nations Environmental Program

The teacher:

·         makes accommodations for students to visit the Library/Resource Centre;

·         makes arrangements for Internet use for the class, and discusses proper Internet etiquette;

·         presents the summative activity to the students.

·         The project is a 3-page proposal to the United Nations Environmental Program (UNEP) and/or Vatican Council to resolve a critical environmental issue. The focus of the proposal will be on implementing modern technology into the ecosystem. The proposal should be concise – three pages maximum. Students choose one of the four case studies: reducing the damage caused by deforestation, cleaning up an oil spill off the coast of an Arctic ecosystem, implementing a water purification plant in a desert, or rejuvenating a temperate or deciduous ecosystem in a war-torn country (two sample case descriptions can be found in Appendix A), or others of the teachers choosing;

·         holds a short conference with each group after one period to ensure that students are on task, and to help them focus their research.

Students:

·         research their topic in the Library/Resource Centre, and on the Internet;

·         participates in the conference with the teacher;

·         generates a written proposal to meet the specifications laid out in the rubric.

Assessment & Evaluation of Student Achievement

Discussion can be assessed for Inquiry, Communication and Making Connections by means of a suitable checklist, or rating scale (ESV.03, ES3.01, ES3.03).

Journal can be assessed for Communication and Making Connections by means of a suitable rubric (ESV.03, ES3.01, ES3.03).

Conference can be assessed for Communication and Making Connections using an appropriate checklist (ESV.03, ES3.01, ES3.03).

Proposal can be assessed for Inquiry, Communication and Making Connections by means of a suitable rubric (ESV.03, ES3.01, ES3.03).

Accommodations

Possible enrichment activities:

·         Students could write a letter to their MP or MPP regarding one of these environmental issues.

·         Students could research the efforts of other environmental organizations.

·         Students could produce posters for the social justice club or similar within the school.

·         Students could make a presentation to a church council or youth group.

Resources

Print

Beck, Gregor G. and Bruce Littlejohn. Voices for the watershed: environmental issues in the Great Lakes-St. Lawrence drainage basin. Montreal: McGill-Queen’s University Press. 2000.
ISBN 0-77-352003-1

Clark, Sarah L. Fight global warming: 29 things you can do. New York: Environmental Defense Fund. 1991. ISBN 0-89-043444-1

Grace, Eric, et al. SciencePower 10. Toronto: McGraw-Hill Ryerson. 2000. ISBN 0-07-560364-0

Keeble, John. Out of the channel: the Exxon Valdez oil spill in Prince William Sound. Cheney, Wash.: Eastern Washington University Press. 1999. ISBN 0-91-005553-X

Ritter, Bob, et al. Science 10. Scarborough: Nelson Thomson Learning. 2000. ISBN 0-17-607501-1

Videotapes

Alaska outrage at Valdez. Atlanta: Turner Home Entertainment, 1996. ISBN 1-55-960696-7

Great Lakes, fragile seas. New York: National Geographic Society, 1991.

Websites

United Nations Environmental Program – www.unep.org

Vatican – www.vatican.va

Common Wealth Magazine – http://commonwealmagazine.org

Catholic resource sites – www.catholicplanet.com

www.catholic.org

Catholic World News – www.cwnews.com

Appendix A

Scenario 1

ALERT – Approximately 4.2 million litres of oil spilled into the Peetway River this morning when a large oil storage tank collapsed nearby. Almost instantly, a 10-metre wave of crude oil crashed into the river, which flows into a large bay. The oil slick is currently floating on the water, and has just begun to reach the shores of the bay. High winds (excess of 40 km/h) are moving the oil spill very rapidly through the bay. There are many indigenous species living in and around the bay and the shores of the river that are now threatened.

 

Native Animal Species: musk ox, caribou, wolf, arctic fox, arctic hare, polar bears, snow geese, red-throated loons and snowy owls.

Native Aquatic Species: walrus, seal, Arctic char, beluga whale, narwhal

Native Plant Species: purple saxifrage, mountain avens, arctic poppy, arctic willow.

Weather Report: Light Snow, Temperature: - 10.6 °C, Wind Speed: 40 km/h, Barometer 101.61 kPa.

 

Please advise on an action plan to contain the oil spill. You will have to determine the best methods and outline steps for containing the slick, removing the oil from the water, and preserving as much of the natural wildlife as possible.

Scenario 2

You are asked to consult on a city desperately in need of a new water supply. XXX is expanding quickly, and demand for fresh water is reaching critical levels. XXX gets its water from a nearby river and an aquifer which stretches from northwest to southeast of the city. Water pollution has become a major problem for XXX over the past few years. Pollution originates in industries, uncollected solid waste, and inadequate disposal, as well as inadequate sanitary facilities in large informal settlements, where 60% of XXX’s population lives. Almost all industrial waste is discharged to natural stream channels without treatment. This results in pollution of the surface water and shallow groundwater with heavy metals, making it unusable to people downstream. Most of the domestic wastes are disposed to the stream channels resulting in significant pollution.

 

Current Population: 2.4 million people

Major Industries: Mining (gold, platinum, copper, coal, natural gas), hydroelectric energy

Native Animal Species: antelopes, rhinoceros, elephants, zebras, lions, tigers, rats, mice, monkeys, apes.

Native Aquatic Species: whales, dolphins, piranha.

Weather Report: Sunny, Temperature: 29 °C, Wind Speed: 10 km/h, Barometer 101.61 kPa.

 

You are asked to outline a plan to purify the water supply for the city of XXX. You will have to determine how to build a water purification plant while minimizing the environmental impact on the surrounding ecosystem.

 

 

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