ENVIRONMENTAL STUDIES
(SECONDARY)
SELECTIVE UNIT 5 (S05)
(Humans and Population)
(June 2011)
Unit Statement: As the human population increases so do the challenges of how to organize ourselves and interact with the environment. Cities are places of wealth, jobs and other services but also can negatively impact our environment. Technology has also been a means for making life easier but at what price to the environment?
Essential Outcomes: (assessed for mastery)
1. The Student Will explain how advances in agriculture and technology fueled population growth. (228-229)
2. TSW describe recent trends in human population growth. (230-231)
3. TSW trace the four stages of the demographic transition and relate them to developed and developing countries. (238-239)
4. TSW engage in a debate about the importance and impact of social policy (such as a one-child rule) on human population.
5. TSW analyze the impacts of technology on human populations and identifying positive and negative impacts of technology on the environment. (246-247)
6. TSW define urbanization, explain why it occurs, and identify it’s positive and negative impacts on people and the environment. (293-298)
7. TSW relate the concept of sprawl to land use and population growth and the negative impacts of sprawl. (299-304)
8. TSW evaluate efforts to control sprawl and make cities more sustainable through city planning strategies such as zoning, urban growth boundaries, smart growth, and “new urban communities”. (305-208)
9. TSW apply one or more aspects of the scientific method in a lab/investigation.
Introduced and Practiced:
1. The Student Will explain the importance of “open space” to a livable city. (310-311)
2. TSW differentiate green buildings from conventional buildings. (312)
3. TSW differentiate between population size, population density, and population distribution in regards to human population. (232-233)
Suggested Text and Material:
Pearson Environmental Science Textbook (PES Textbook), Withgott
Pearson Environmental Science Workbook (PES Workbook), Withgott
Suggested Resources:
1. PES Textbook: Chapter 8: 228-247; Chapter 10: 293-313
2. PES Workbook: 131-147, 171-188
3. Lab: “Quick Lab: Build and Compare Age Structure Diagrams” PES Text, 237
4. Activity: “Go Outside: Open Space Walk” PES Text 310
Suggested Technology Resources:
1. www.myenvironmentalscience.com
2. Destiny WebPath Express (found on school’s automated library system)
3. PES Teacher Resource DVD
4. TedTalk: Hans Rosling on global population growth
www.ted.com/talks/lang/eng/hans_rosling_on_global_population_growth.html
Suggested Assessment Tools and Strategies:
1. ExamView custom generated tests or teacher generated assessment
2. Reflective student assessment (see appendix A)
3. Student demonstrated activity
4. Class discussion of unit topic
5. Various labs from PES Teacher Resource DVD or teacher selected
6. Student responds to the unit “Big Question”
7. Student responds to the lesson “Guiding Question”
RUBRIC FOUND ON FOLLOWING PAGE…………………
Suggested Assessment Rubric: SELECTIVE UNIT 5 (S05)
TSW 1: The Student Will explain how advances in agriculture and technology fueled population growth. / Student connects advances in agriculture and industrialization to growing populations.
TSW 2: Describe recent trends in human population growth. / Student identifies a country where the total fertility rate has fallen below the replacement rate and analyzes the social and economic consequences. / Student identifies recent trends in human population growth.
TSW 3: Trace the four stages of the demographic transition and relate them to developed and developing countries. / Student analyzes host or home country demographic transition stage and gives solid reasons justifying answer. / Student identifies the four stages of the demographic transition.
TSW 4: Engage in a debate about the importance and impact of social policy (such as a one-child rule) on human population. / Student presents a convincing, well thought-out position on the impact of social policy on human population complete with real-world examples such as China’s “one-child policy” / Student engages in a debate on the impact of social policy on human population.
TSW 5: Analyze the impacts of technology on human populations and identify three positive and three negative impacts this technology has on the environment. / Student connects technology with the exploitation of natural resources as well as positive impacts such as recovery and recycling.
TSW 6: Define urbanization and explain why it occurs, and identify it’s positive and negative impacts on people and the environment. / Student analyzes local impacts of urbanization emphasizing both positive and negative impacts. / Student is able to define urbanization and explain the environmental impacts of it such as pollution and resource use.
TSW 7: Relate the concept of sprawl to land use and population growth and the negative impacts of sprawl. / Student connects sprawl to the challenges of pollution, land use, public health and transportation.
TSW 8: Evaluate efforts to control sprawl and make cities more sustainable through city planning strategies such as zoning, urban growth boundaries, smart growth, and “new urban communities”. / Student identifies the following strategies to control sprawl: zoning, urban growth boundaries, and “new urban communities”.
TSW 9: Apply one or more aspects of the scientific method in a lab/investigation. / See tier II lab rubric / See tier II lab rubric
For “B” level mastery student must not have a “P” for any TSW
For “A” level mastery student must have an “A” for “Applying the scientific method” and at least three additional TSW’s in the “A” category.
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QSI ENVIRONMENTAL STUDIES SEC S05
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