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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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 |
| |
