Environmental Service Systems AG1 Essential Questions: 1. How do policies and regulations impact systems? 2. How do scientific principles apply to systems? 3. How are tools, equipment, machinery and technology used to accomplish tasks in systems? Essential Vocabulary: 100 foot wind up tape, accident, adhesion, aerial photography, alluvium, anaerobic digestion, aquifer, arable land, atmosphere, backsight, bedrock, benchmark, biogas, biomass, biosphere, bogs, capability factors, capillarity, carelessness, Carpenter s pencil, chalk line, chemical weathering, Clean Water Act, climate, cohesion, compost, condensation, Conservation Reserve Program (CRP), decibel, decomposers, digester, digital level, disinfecting, ear muffs, ear plugs, elevation, eluviation, Endangered Species Act, erosion, estuarine, eutrophication, evaporation, fertilizer, foresight, frequency of coverage, Geographic Information System (GIS), glacial till, glacier, global climate change, Global Positioning System (GPS), GPS receiver system, greenhouse effect, grid, ground-truthing, hand sighting level, hand tool, hazard, height of instrument, hydric soils, hydrologic cycle, hydrophytes, illuviation, irrigation, land capability, land forming, landfill, landowner, layout tool, machinery controller, manure, marshes, Materials Safety Data Sheets (MSDS), methane, Municipal Solid Waste (MSW), nitrate, non-methane organic compounds, organic matter, organic matter, parent material, passive system, personal protective equipment (PPE), physical weathering, pixels, plumb bob, power tool, precision farming, private property, profile leveling, public land, recycling, regular township, remote sensoring, risk, riverine, rulers, safety, safety glasses, satellite imaging, section, site-specific farming, slope, sludge, soil permeability, soil profile, spatial resolution, spectral resolution, Standard English measurement, sterilizing, subsoil, substratum, surface drainage, swamps, taping, topography, topsoil, trilateration, variable rate technology (VRT), vegetative indices, wetlands, yield sensing Essential Understanding The student will demonstrate competence in the application of scientific principles and techniques to the management of environmental ESS.01: The student will use analytical procedures to plan and evaluate environment Prior Background Knowledge Required: computer experience basic Math and ELA skills basic speaking and listening skills basic collaboration tools Students will know how to analyze and interpret samples. Mycaert.com AMT:A2-2 AMT:A2-3 AMT:A8-4 AMT:A8-7 Vocabulary: Students will understand that specific equipment and methods are used for specific techniques. there are certain methods of keeping survey notes for a profile survey. there are various benefits of precision farming on agriculture. remote sensing aids Students will be able to identify sample types and sampling techniques, explain the importance of unbiased sampling and collect samples. (SO) determine the appropriate sampling techniques needed to generate statistical analysis data, and prepare valid chemical
aerial photography backsight benchmark elevation foresight frequency of coverage Geographic Information System (GIS) Global Positioning System (GPS) GPS receiver system grid ground-truthing hand sighting level height of instrument machinery controller passive system pixels precision farming profile leveling remote sensoring satellite imaging site-specific farming spatial resolution spectral resolution taping trilateration variable rate technology (VRT) vegetative indices yield sensing precision farming to gather data on agronomic crops. laboratory samples according to instructions. (SO) analyze and interpret results of sample measurements.(so) identify basic laboratory equipment and environmental monitoring instruments and explain their uses. (HY, SO, SVY) demonstrate the proper use and maintenance of basic laboratory equipment and environmental monitoring instruments. (HY, SO, SVY) calibrate and use laboratory and field equipment and instruments according to standard operating procedures. (SO, HY, SVY) ESS.02: The student will assess the impact of policies and regulations on environmental Prior Background Knowledge Students will know Students will understand that Required: how to interpret laws environmental regulation Students will be able to identify laws associated
computer experience basic Math and ELA skills basic speaking and listening skills basic collaboration tools affecting environmental AGEDnet.com NR014 Vocabulary: Clean Water Act Conservation Reserve Program (CRP) Endangered Species Act landowner private property public land set forth by governmental organizations, such as the Environmental Protection Agency must be followed. decisions on the use of private land differ from those on public land. with systems. (WH, HY, SVY) identify the purposes of laws associated with systems. (WH, HY, SVY) abide by the specific laws pertaining to systems. (SVY, SO) ESS.03: The student will apply scientific principles to environmental Prior Background Knowledge Required: computer experience basic Math and ELA skills basic speaking and listening skills basic collaboration tools Students will know how to apply meteorology principles to environmental how to apply soil science principles to environmental how to apply hydrology principles to environmental how to apply best management techniques associated with the properties, classifications and functions of wetlands. how to apply chemistry principles to environmental how to apply microbiology principles to environmental Students will understand that there are five factors involved in soil formation. types of parent material result in different soil types. topography, organisms, time and weathering affect properties of soil. soils within a profile change over time. there are major horizons of a soil profile. land capability classification system can be used to describe improvements. some obvious characteristics of land and soil that favor one kind of land use over another. Students will be able to identify components and structural layers of the earth s atmosphere. (WH, HY) differentiate the types of weather systems and weather patterns. (HY) monitor meteorological conditions and accurately record and document the data. (PG) illustrate the formation of acid precipitation and explain its impact on the environment. (HY) explain climate change and recognize signs of climate change. (WH) prepare a report on the environmental
Mycaert.com APSR:D1-1 APSR:D1-3 APSR:D1-7 AGEDnet.com NR008 NR013 Vocabulary: adhesion alluvium aquifer arable land atmosphere bedrock biosphere bogs capability factors capillarity chemical weathering climate cohesion condensation eluviation erosion estuarine eutrophication evaporation glacial till glacier hydric soils hydrologic cycle hydrophytes illuviation the components and relationships of the hydrologic cycle are interdependent. in the past, people mistakenly viewed wetlands as wasted land that should be drained, ditched, burned or buried. consequences of climate change. (WH) explain the earth s balance of energy. (WH, PG) explain the basics of the greenhouse effect and describe how the greenhouse effect alters the earth s balance of energy. (PG) explain processes that contribute to the change in levels of greenhouse gases. (PG) explain the process of soil formation through weathering.(so) differentiate rock types and relate the chemical composition of mineral matter in soils to the parent material. (SO) apply knowledge of soil orders to environmental (SO, PG) describe the biodiversity found in soil and the contribution of biodiversity to the physical and chemical characteristics of soil. (SO) relate the activities of microorganisms in soil to systems. (SO) evaluate the uses of soil microorganisms in
irrigation land capability land forming marshes organic matter parent material physical weathering riverine slope slope soil permeability soil profile subsoil substratum surface drainage swamps topography topsoil wetlands systems. (SO) explain how the physical qualities of the soil influence the infiltration and percolation of water. (SO, HY) identify the physical qualities of the soil that determine its use for systems. (SO) conduct tests of soil to determine its use for systems. (SO) identify land uses, capability factors and land capability classes. (SO, SVY) use a soil survey to determine the land capability classes for different parcels of land in an area. (SO, SVY) describe the world s water supplies and discuss the many uses of water. (HY) describe characteristics of water that influence the biosphere and sustain life. (HY) demonstrate knowledge of hydrogeology by differentiating between groundwater and surface water. (HY)
describe interactions between groundwater and surface water. (HY) define groundwater potential.( HY, SO) identify differences in groundwater potential. (HY) identify environmental hazards associated with groundwater supplies. (HY) test and document the quality of groundwater supplies. (HY) discuss factors that influence the velocity of water through an open channel. (PMS) explain how the velocity of water influences channel morphology and stream processes. (PMS, HY) measure and document water flow through an open channel and interpret channel-flow analysis. (PMS, HY) identify the operational components of a pumping or fluid movement system. (PMS) discuss design principles related to hydraulic systems and high-flow technologies related to fluid movement. (PMS)
install and maintain pumps and associated delivery systems. (PMS) describe the functions of wetlands and differentiate types of wetlands. (WH) explain the criteria for classifying wetlands. (WH) identify the major types of living organisms that inhabit wetlands. (WH) explain the importance of wetland management, creation, enhancement and restoration programs. (WH, HY) explain basic chemistry principles. (SO, HY) distinguish the characteristics of inorganic and organic compounds as they relate to systems. (HY) describe microbial growth in the environment and analyze the influence of environmental factors on microbial growth. (WH, HY, SO) ESS.04: The student will operate systems to manage a facility environment. Prior Background Knowledge Students will know Students will understand that Required: how to use pollution public laws regulate water computer experience control measures to quality. basic Math and ELA skills maintain a safe facility there are environmental Students will be able to identify types of pollution and distinguish between point source and nonpoint
basic speaking and listening skills basic collaboration tools environment. how to manage safe disposal of all categories of solid waste. how to apply the principles of public drinking water treatment operations to ensure safe water at a facility. how to apply principles of wastewater treatment to manage wastewater disposal in keeping with rules and regulations. how to manage hazardous materials to assure a safe facility and to comply with applicable regulations. Mycaert.com APSR:C7-18 NRES:G1-2 Vocabulary: anaerobic digestion biogas biomass compost decomposers digester disinfecting fertilizer global climate change greenhouse effect landfill manure concerns associated with manure, such as air and water pollution. basic sanitary landfill operating procedures and designs are utilized in the US. the composting process can be monitored and controlled. source pollution. (HY, SO) give examples of how industrial and nonindustrial pollution has damaged the environment. (HY) describe ways in which pollution can be managed and prevented. (HY, SO) define compost and composting. (PG) explain scientific principles related to composting.(pg) evaluate methods of operating a composting facility. (PG) explain the importance of recycling. (PG) identify chemical and physical properties of drinking water. (HY) illustrate the steps in the public drinking water treatment process. (HY) demonstrate the use of water-testing instruments and water-treatment equipment for processing public drinking water. (HY) define source water quality.(hy) define wastewater. (HY) diagram the steps in wastewater treatment. (HY)
methane Municipal Solid Waste (MSW) nitrate non-methane organic compounds organic matter recycling sludge sterilizing ESS.05: Examine the relationships between energy sources and environmental (not until AG2) ESS.06: The student will use tools, equipment, machinery and technology to accomplish tasks in environmental Prior Background Knowledge Required: computer experience basic Math and ELA skills basic speaking and listening skills basic collaboration tools Students will know how to use technological and mathematical tools to map land, facilities and infrastructure. how to maintain tools, equipment and machinery in safe working order for tasks in environmental Mycaert.com AMT:A2-1 AMT:A3-2 Vocabulary: 100 foot wind up tape accident carelessness carpenter s pencil chalk line Students will understand that land measurement and legal descriptions systems are used in the United States. irregular townships and sections have multiple causes. by knowing tool classes including: layout, cutting, shaping, and boring tools, holding and turning tools, driving and wrecking tools, they can operate equipment safely. they must identify and properly use personal protection equipment. (PPE) Students will be able to explain the importance of surveying and mapping for systems. (SVY) explain surveying and mapping principles and identify and explain the use of equipment for surveying and mapping.(svy) demonstrate surveying and cartographic skills to make site measurements and map facility accesses and infrastructure. (SVY) demonstrate proper use and maintenance of hand tools. (WH, PMS, HY, SO, SVY) operate equipment and machinery in accordance
decibel digital level ear muffs ear plugs hand tool hazard layout tool Materials Safety Data Sheets (MSDS) personal protective equipment (PPE) plumb bob power tool regular township risk rulers safety safety glasses section Standard English measurement with manufacturers instructions and OSHA standards, specifically addressing personal protective equipment and proper machine guarding. (WH, PMS, HY, SO, SVY)