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NSTA POSITION STATEMENT on Environmental Education
NSTA strongly supports environmental education as a way to instill environmental literacy in our nation's pre-K–16 students. It should be a part of the school curriculum because student knowledge of environmental concepts establishes a foundation for their future understandings and actions as citizens...
NAAEE Guidelines for Excellence
The National Project for Excellence in Environmental Education, initiated by NAAEE in 1993, has developed a series of Guidelines that set the standards for high-quality environmental education.
Pre K-8 Voluntary State Curriculum
Includes Goal 6: Environmental Science AND Goal 3: Life Science, ecology. EE also can be integrated through Earth Science, Chemistry, Physics, Health, Family & Consumer Sciences, and Social Studies (geography, economics, government).
High School Environmental Science Indicators and Assessment Limits
In Environmental Science courses, students use scientific skills and processes to investigate the interrelationships of the natural world and to analyze environmental issues and their solutions. Initial instructional activities involve careful observations of the environment. During these early years, students observe both gradual and rapid changes and compare the effects of these changes on the environment. By middle school, students are able to construct models that explain the geosphere, hydrosphere, atmosphere, and biosphere. These models prepare students for the deeper analysis that occurs in grades 9-12. At this level, they explore the regulatory nature of earth’s cycles, the fluctuations in global temperatures, and the resulting environmental effects.
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For a detailed description of Bolded and Italicized terms, click here.
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Flow of Matter and Energy |
| By the end of grade 3, students know and are able to do: |
By the end of grade 5, students know and are able to do everything required at earlier grades and: |
By the end of grade 8, students know and are able to do everything required at earlier grades and: |
By the end of grade 12, students know and are able to do everything required at earlier grades and: |
| 6.3.1 explain that the amount of water on earth continues to stay the same even though it may change from one form to another. (i.e., water cycle) |
6.5.1 explain that regardless of how many parts of a material are assembled or broken apart, the parts are the same. |
6.8.1 explain how matter is transformed between the physical environment and organisms (e.g. food webs, nitrogen cycle) and that the total amount of matter remains constant. |
6.12.1 analyze and explain the movement of matter and energy through the biosphere (lithosphere, hydrosphere, atmosphere, and organisms) and the influence of this movement on weather patterns, climatic zones, and the distribution of life.
The student will demonstrate that matter cycles through and between living systems and the physical environment constantly being recombined in different ways
(CLG 6.1.1).
The student will analyze how the transfer of energy between atmosphere, land masses and oceans results in areas of different temperatures and densities that produce weather patterns and establish climate zones around the earth
(CLG 6.1.2). |
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Interdependence of Organisms |
| By the end of grade 3, students know and are able to do: |
By the end of grade 5, students know and are able to do everything required at earlier grades and: |
By the end of grade 8, students know and are able to do everything required at earlier grades and: |
By the end of grade 12, students know and are able to do everything required at earlier grades and: |
| 6.3.2 explain that organisms can survive only in environments in which their needs (e.g., food, water, and habitat) can be met. |
6.5.2 explain how Earth’s surface features (i.e., mountains, valleys, oceans) and environmental conditions (i.e., temperatures, amounts of food or nutrients, types of soil) limit what types of living things can survive.
(MLO 6.1) |
6.8.2 identify and explain the interdependency of organisms within the environment in a given ecosystem (i.e., producer/consumer, predator/prey, host/parasite).
(MLO 6.1) |
6.12.2 use physical, chemical, biological, and ecological concepts to analyze and explain the interdependence of organisms within the environment.
The student will explain how organisms are linked by the transfer and transformation of matter and energy at the ecosystem level
(CLG 6.2.1)
The student will explain why interrelationships & interdependencies of organisms contribute to the dynamics of ecosystems.
(CLG 6.2.2)
The student will conclude that populations grow or decline due to a variety of factors.
(CLG 6.2.3)
The student will provide examples showing that natural selection leads to organisms that are well suited for survival in particular environments.
(CLG 6.2.4) |
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6.5.3 identify the survival needs and interactions between organisms and the environment (e.g., insects depend on plant and animal material for food). |
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Natural Resources and Human Needs |
| By the end of grade 3, students know and are able to do: |
By the end of grade 5, students know and are able to do everything required at earlier grades and: |
By the end of grade 8, students know and are able to do everything required at earlier grades and: |
By the end of grade 12, students know and are able to do everything required at earlier grades and: |
6.3.4 explain that Earth’s natural resources (i.e., fuels, water, air, trees, animals) are taken from the living and non-living environment to meet human needs.
(MLO 6.1) |
6.5.4 explain how natural resources (i.e., renewable and nonrenewable) are used by humans to meet basic needs.
(MLO 6.1) |
6.8.4 compare how different parts of the world have varying amounts and types of natural resources and how the use of those resources determines environmental quality (i.e. soil erosion ,water pollution, deforestation). |
6.12.4 use concepts from chemistry, physics, biology, and ecology to analyze and interpret the impact both positive (recycling) and negative (toxic wastes) of human activities on the earth’s resources (land, water, air, energy, biological).
The student will evaluate the interrelationships between humans and air quality.
(CLG 6.3.1)
The student will evaluate the interrelationship between humans and water quality and quantity.
(CLG 6.3.2)
The student will evaluate the interrelationships between humans and land resources.
(CLG 6.3.3)
The student will evaluate the interrelationships between humans and biological resources.
(CLG 6.3.4)
The student will evaluate the interrelationships between humans and energy resources.
(CLG 6.3.5) |
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Environmental Issues |
| By the end of grade 3, students know and are able to do: |
By the end of grade 5, students know and are able to do everything required at earlier grades and: |
By the end of grade 8, students know and are able to do everything required at earlier grades and: |
By the end of grade 12, students know and are able to do everything required at earlier grades and: |
| 6.3.5 explain that using the environment to meet one’s wants and needs has consequences (i.e., pollution, extinction) |
6.5.5 explain that decisions influencing the environment may have benefits, drawbacks, and unexpected consequences no matter how carefully the decisions are made. |
6.8.5 analyze how human activities can accelerate or magnify many naturally occurring changes (i.e., erosion, air and water quality, populations).
(MLO 6.2) |
6.12.5 investigate and analyze environmental issues from local to global perspectives (e.g., world population, food production and distribution, pollution and epidemics, biodiversity) to develop an action project that protects, sustains, or enhances the natural environment.
The student will identify an environmental issue and formulate related research questions.
(CLG 6.4.1)
The student will design and conduct the research.
(CLG 6.4.2)
The student will interpret findings to form conclusions and make recommendations to help resolve the issue.
(CLG 6.4.3)
The student will apply the conclusions to develop and implement an action project.
(CLG 6.4.4)
The student will analyze the effectiveness of the action project in terms of achieving the desired outcomes.
(CLG 6.4.5) |
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6.8.6 compare different ways of obtaining, transforming, and distributing energy from various sources (e.g., fossil fuels, sun, water, radioisotopes) and their impact on the environment. |
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Description of Terms
At grades 3, 5, and 8 regular type is used when an indicator, or part of an indicator, is specifically included in the Maryland Learning Outcomes (MLO) for Science. These indicators are also cross-referenced by number with the Maryland Learning Outcomes. Indicators in italicized type are not specifically measured through the Maryland School Performance Assessment Program.
At the high school level specific indicators from the Science Core Learning Goals (CLG) are in regular type and cross-referenced with the appropriate CLG number. Content standard indicators that are closely related to the CLG are also in regular type, but do not have a CLG number.
Italicized type is used when an indicator is not assessed as part of the High School Assessment – Science Core Learning Goals. “SFS” refers to the Skills for Success CLG. Click here for the complete match between the content area indicators and the Skills for Success.
Terms in bold type are included in the Glossary at the end of the Content Standards.
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| Rebecca Bell, Environmental Education Specialist |
Division of Instruction
Maryland State Department of Education |
| 200 West Baltimore Street |
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| Email: |
rbell@msde.state.md.us |
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| Maryland State Department of Education |
| 200 West Baltimore Street |
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