1. Holt Environmental Science Study Guide

Environmental Science. The item is complete, unmarked, and undamaged. Holt Environmental Science: Study Guide Karen Arms. HOLT ENVIRONMENTAL SCIENCE STUDY GUIDE COMPLETION holt physics study guide answers amazon holt physics student edition 2009 amazon holt.

Welcome to Ms. Stephens Environmental Science Class Email: Class website: Tutorial: 3:45-4:45 Wednesdays, or schedule an appointment. Announcements: The class website contains lesson plans, notes, and study links. Please check the lesson plans to see what you missed, and for make-up work.

Notice to Parents & Students: The class website is regularly updated for each unit. Students are expected to check the class website prior to the next class when they are absent to not get behind. There are many study resources available as well!

Course Syllabus:. Please download the Course Syllabus by clicking the link above and confirm you have read the course syllabus by clicking the link below and completing the following form. Mission Possible at Maynard Jackson High School Video: - Save As. To save the graph of your results, print, email me, or save using copy ScreenShot and paste in a word doc. Bring results to class. Unit 1: Human Impact: Cause and Effect (August 1-Oct. Obtain, evaluate, and communicate information to analyze human impact on natural resources.

A.Construct and revise a claim based on evidence on the effects of human activities on natural resources. Design, evaluate, and refine solutions to reduce human impact on the environment including, but not limited to, smog, ozone depletion, urbanization, and ocean acidification. Essential Questions: 1. How does pollution affect land, air, and water? How does air pollution affect water resources?

Intro to Land Resources: (August 1-11, 2017) SWBAT obtain, evaluate, and communicate information to analyze human impact on natural resources IOT construct and revise a claim based on evidence on the effects of agriculture, forestry, ranching, mining, urbanization, and pollution on land and organisms. (Lesson 1.1) Text References: Chapter 1 Section 1 pgs. 14–15 ​ Engage: Questions: 1.What are the key patterns in land use change in Georgia? 2.What are the causes and effects of these patterns? Lab Activity: Complete a mining lab using cookies. Link: This lab demonstrates for students the considerations that must take place when using land as a natural resource.

Cookie Homework: Evaluate: Choose one of the following writing prompt to summarize the importance of land and organism conservation. Prompt 1: It is estimated that we are losing 137 plant, animal and insect species every day due to the deforestation of rainforests.

That means we are losing over 50,000 species every year. The reasonthe land is being cleared is for the timber, for mining operations and to provide grazing areas for large scale cattle ranching. What do you think can or should be done to stop the deforestation? Prompt 2: A tract of land is being sold in your community. Fictitious bidders include the National Park Service, a children’s hospital, a shopping-mall developer, an oil drilling company, and the U.S.Armed Forces.

Choose one and become a lobbyist for one that group writing arguments on behalf of their interests. ​ Introduction to Water Resources: (August 14-25) SWBAT obtain, evaluate, and communicate information to analyze human impact on natural resources IOT construct and revise a claim based on evidence on the effects of fishing, water use, desalination, and waste water treatment on water and organisms. (Lesson 1.2) Lesson 1.2 (Water) Classroom Activity: Overfishing Link to Activity: Link to Article: rt Hands-On Lab: Water Quality testing in the classroom Virtual Lab option: Students will engage in a virtual lab to test water and document their findings for each sample. Link: Guiding Questions: 1.What other issues can water have besides too much lead? 2.How does the treatment process address issues with the water quality?

​ Homework: Use the following writing prompt to summarize the importance of water and organism conservation. Prompts: Water is life. There is the same amount of water now on Earth as when it was first created. For us,it’s easy.

We turn on the tap and there it is. Yet in Africa and Asia, women and children spend about 6 hours a day and walk an average of 3.7 miles a day just to collect water, according to water.org. This is time they could be spending in school or caring for their families. Think of five ways you and your family could conserve water so that everyone can do their part.

Scotts s2554 tractor manual. Introduction to Air Resources:(August 28-Sept 8) SWBAT obtain, evaluate, and communicate information to analyz e human impact on natural resources IOT construct and revise a claim based on evidence on the effects of agriculture, forestry, ranching, mining, urbanization, and pollution on air and organisms. (Lesson 1.3) Video: Guiding Questions: 1.What did you observe?

2.What are some of the effects of air pollution in North China? 3.Why do you think that China is so polluted? Activity: The State of Air Link: Investigation Handout: State of the Air.pdf Begin to reason and understand that there are multiple issues factors that cause air quality issues. This activity will help you understand that there are multiple factors and that some of the factors have a greater impact than others. Guiding Questions: 1.What is ground level ozone and what effects does it have? 2.What are particulates and are all particulates harmful?

Video Reference: (Overuse of Land) (Urbanization) (Overfishing) (Overfishing: Planet Ocean) (Air Pollution Video) (Acid Rain) Human Impact: (Sept. Obtain, evaluate, and communicate information to analyze human impact on natural resources. Design, evaluate, and refine solutions to reduce human impac t on the environment including, but not limited to, smog, ozone depletion, urbanizati on, and ocean acidification SWBAT design, evaluate, and refine solutions IOT to reduce human impact on the environment including, but not limited to, smog, ozone depletion, urbanization, and ocean acidification.

( Lesson 2.1) Essential Questions: 1. What information did you use from prior lessons to decide which problem you consider the most important to reduce? 2.Which resource (land, water, air) is most effected by smog, ozone depletion, urbanization,and acidification? Chapter 2 Section 3 pgs.

38–42 Video: Guided questions: 1.How would you describe the job of an environmental engineer? Performance Assessment: Design and Engineer a process that solves a problem related to human impact on land, air, water, and organisms. Project Resource: Claim-Evidence-Reasoning (CER) Claim: Statement that answers the question. Evidence: Information that supports the claim. Scientific data comes from observations in natural settings or controlled experiments, measurements, or valid scientific sources. Personal information comes from opinions, beliefs, and everyday experiences.

Reasoning: The justification that links the evidence to the claim. It explains why the evidence supports the claim. Scientific reasoning includes a scientific principle. Informational Texts Resources: News Articles:  (Ocean pollution)  (AllPollution and food)  (Acidification article)  (Ocean Acidification and Sea Life)  (Ocean Acidification) Human Impact: Food and Agriculture (Sept.

25-Oct.6) SEV4. Obtain, evaluate, and communicate information to analyze human impact on natural resources. C.Construct an argument to evaluate how human population growth affects food demand and food supply (GMOs, monocultures, desertification, Green Revolution). SWBAT obtain, evaluate, and communicate information to analyze human impact on natural resources IOT construct an argument to evaluate how human population growth affects food demand and food supply. (Lesson 3.1) Essential Questions: What affect does scarcity of food have on food quality? GMO Article Unit 1 Summative Assessment: October 12/13 Unit 2: Ecology (total time 7 weeks) 2A: Ecology Pacing: Standards: SEV1.b, d, e; SEV2.a SWBAT: describe the flow of energy in the ecosystem IOT construct models to describe the cycling of matter and flow of energy among living and nonliving parts in an ecosystem. Standards: SEV2.b SWBAT: describe levels of ecological organization IOT construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

Essential Questions:. How is an ecosystem organized?. What is an ecosystem?. How does energy flow within an ecosystem?.

How is matter recycled within an ecosystem?. How do ecosystems change over time? Chapter 4: The Organization of Life Environmental Science: Holt pages 98-113 Notes: (DOCX 315 KB) (PPT 574 KB) (PPT 453 KB) (PPT 919 KB) Class Activities: (DOC 75 KB) (PDF 112 KB) (DOC 32 KB) (PDF 2.01 MB) (DOCX 21 KB) (PDF 198 KB) Videos: Biotic and abiotic factors Lab Investigation: (DOCX 37 KB). 2B: Ecology: Standards: SEV3 d,e, SEV5 c. SWBAT: differentiate between the three types of symbiotic relationships IOT contruct an explaination that predicts patterns of interactions among organisms across multiple ecosystems.(SEV3.e) SWBAT: demonstrate how they personally impact the ecosystem they inhabit IOT calculate their ecological footprint.(SEV5.c) SWBAT: demonstrate how human kind has permanently changed the earth in both negative and positive ways IOT develop a feasible plan to conserve the earth.(SEV5.c) Essential Questions:. How do organisms affect one another's survival and environment?. How do human decisions concerning the use of resources affect the stability and biodiversity of the ecosystems?.

How do human activities disrupt the ecological balance? Chapter 5: How Ecosystems Work Environmental Science: Holt p ages 124-141 Notes: (DOCX 596 KB) (PPT 859 KB) (PPT 904 KB) (PPT 481 KB) Class Activities: (DOCX 53 KB) (PDF 991 KB) Internet Activities: (DOC 33 KB) Lab ​. Chapter 6: Biomes Environmental Science: Holt pages 152-182 Standards: SEV2 c, d SWBAT: construct climatograms IOT identify major terrestrial biomes.(SEV2.c) SWBAT: describe the major aquatic or terrestrial biomes IOT explain how human involvement and disruption of these biomes can have a long term impact on the environment.(SEV2.d) SWBAT: describe how biomes impact biodiversity IOT explain why some biomes have been intensely exploited. (SEV2.c) Essential Questions:. What is a biome and how are they characterized?.

What are the abiotic and biotic characteristics of the eight major biomes of the world?. How do freshwater and marine ecosystems differ?. What are some threats to freshwater and marine organisms?. What are some threats to terrestrial organisms? (PPT 636 KB) (PPT 1.09 MB) (PPT 892 KB) (DOCX 299 KB) (DOC 35 KB) (DOC 48 KB).

Holt Environmental Science Study Guide

Unit 3 Populations Chapter 8: Understanding Populations Environmental Science: Holt pages 210-223 Below you find the classroom assignments and PPT's used for Chapter 8, Understanding Populations. You may use this website for access to PPT's, guided notes, and make up assignments. (PPT 369 KB) (PPT 725 KB) (DOCX 285 KB) (DOC 162 KB) (DOC 73 KB) (DOC 61 KB) (DOC 27 KB) (DOC 27 KB) (PDF 23 KB) ​ ​ Chapter 9: The Human Population Environmental Science: Holt pages 234-247 Below you find the classroom assignments and PPT's used for Chapter 9, The Human Population. You may use this website for access to PPT's, guided notes, and make up assignments. (DOCX 41 KB) (DOCX 88 KB) (PDF 66 KB) (PDF 19 KB) (DOCX 20 KB) Population sampling techniques -Mark-release-recapture Ocearch shark research website: (DOCX 17 KB) Unit 4 Populations Chapter 10: Biodiversity Environmental Science: Holt pages 258-275 Below you find the classroom assignments and PPT's used for Chapter 10, Biodiversity. You may use this website for access to PPT's, guided notes, and make up assignments.

(PPT 415 KB) (PPT 540 KB) (PPT 369 KB) (DOCX 33 KB) (DOCX 18 KB) (DOC 39 KB) (DOCX 246 KB) First Page Only (DOC 52 KB) (DOCX 108 KB) (DOC 36 KB) (DOC 26 KB) Additional online resources. Unit 5: Pollution: Water, Air, and Land Chapter 11: Water Environmental Science: Holt pages 288-313 Below you find the classroom assignments and PPT's used for Chapter 11, Water. You may use this website for access to PPT's, guided notes, and make up assignments.

(PPT 1.59 MB) ​ Text Resource: Chapter 11 Section 2 pgs. 296–303 Chapter 11Section 3 pgs. 304–313 (PPT 690 KB) (PPT 624 KB) (DOCX 31 KB) (DOCX 30 KB) Project based learning Assessment Activities: Students will choose one of the activities from The Water Project lesson. Rubrics forAssessment: Be a Volunteer Health Worker: Students choose an activity from the list below.

Groups may be needed for some activities. Create a Skit: Your skit will be used to teach a group of adults about germs and the importance of hand washing. The tricky part is that not everyone speaks or understands English in a lot of countries. So you have to use pantomime or other ways of communicating beyond words. Create a Pamphlet: In some places people still don't know how to read but they still have to learn about disease.

One way that is used to teach people is pamphlets with lots of pictures. Create a pamphlet that can be used anywhere in the world to show people how and when to wash their hands. Write a Song: Children learn new languages a lot easier than adults so in some places the children know more English than their parents. Write an original song for children that teaches them how to properly wash their hands. Design Your Own Tippy Tap: We've seen people use all sorts of things - like a hollowed out gourd with a pen casing - to create tippy taps from whatever materials they have available. Using only materials in the classroom and/or your home, design your own tippy tap. We will be installing it on the roof; to be used by those working in the garden.

Jigsaw Class Activity: The Water Project -Dirty Water.So What? Understanding all of the different ways that water can cause problems in a society can be a challenge. Complete this jigsaw activity based off of the 4 effects components from the water project websites (Health, Hunger, Poverty, and education) Health: Water, Air, and Land Chapter 12: Air Environmental Science: Holt pages 324-339 Chapter 12 Sections 1 pgs. 325–330 Chapter 12 Section 2 pgs. 331–335 Chapter 12 Section 3 pgs.

336–339 (DOCX 40 KB) (DOCX 18 KB) Unit 6 Water, Air, and Land Chapter 13: Atmosphere and Climate Change Environmental Science: Holt pages 350-369 Below you find the classroom assignments and PPT's used for Chapter 13, Atmosphere and Climate Change. You may use this website for access to PPT's, guided notes, and make up assignments. (PPT 1.07 MB) (PPT 464 KB) (PPT 563 KB) (DOCX 35 KB) (DOC 28 KB) (DOCX 13 KB) (DOCX 20 KB) Unit 6 Water, Air, and Land Chapter 14: Land Environmental Science: Holt pages 380-395 Below you find the classroom assignments and PPT's used for Chapter 14, Land. You may use this website for access to PPT's, guided notes, and make up assignments.