| Big Ideas |
Complex roles and relationships contribute to diversity of ecosystems. |
Environmental Science 11 |
No CCG |
| Keyword: diversity of ecosystems |
Elaboration: Sample questions to support inquiry with students:What are the roles and relationships in a local ecosystem?How do some of the roles and relationships in ecosystems contribute to biodiversity?Why is diversity an important feature of sustainable ecosystems? |
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| Content |
restoration practices |
Environmental Science 11 |
No CCG |
| Keyword: restoration practices |
Elaboration: the process of renewing and recovering a degraded, damaged, or destroyed ecosystem (e.g., riparian zone recovery, invasive species removal, native species planting, ecological engineering, dam removal, hatcheries, wildlife, forestry and fisheries management) |
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| Content |
resource stewardship |
Environmental Science 11 |
No CCG |
| Keyword: stewardship |
Elaboration: sustainable use of, and care for, local resources (e.g., school garden, shoreline cleanup, citizen science projects) |
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| Content |
First Peoples ways of knowing and doing |
Environmental Science 11 |
No CCG |
| Keyword: First Peoples ways of knowing and doing |
Elaboration: prescribed fire, selective harvesting, plant propagation and pruning, clam gardens |
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| Content |
human actions and their impact on ecosystem integrity |
Environmental Science 11 |
No CCG |
| Keyword: human actions |
Elaboration: harvesting, resource extraction and consumption, population growth, urbanization, habitat loss and fragmentation, climate change, pollution, introduced species, invasive species, forest fires |
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| Content |
benefits of ecosystem services |
Environmental Science 11 |
No CCG |
| Keyword: ecosystem services |
Elaboration: water purification, pollination, climate regulation, medicines, food production, waste management |
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| Content |
First Peoples knowledge and other traditional ecological knowledge in sustaining biodiversity |
Environmental Science 11 |
No CCG |
| Keyword: First Peoples knowledge and other traditional ecological knowledge |
Elaboration: agriculture, ethnobotany, forestry, fisheries, mining, energy, controlled burning, harvesting cycles |
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| Content |
succession |
Environmental Science 11 |
No CCG |
| Keyword: succession |
Elaboration: primary and secondary |
|
| Content |
matter cycles through and between living systems |
Environmental Science 11 |
No CCG |
| Keyword: matter cycles |
Elaboration: water, nitrogen, carbon, phosphorus |
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| Content |
energy flow through ecosystems |
Environmental Science 11 |
No CCG |
| Keyword: energy flow |
Elaboration: food chains, food webs, photosynthesis, respiration, trophic levels, productivity, pyramids of energy and biomass |
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| Content |
ecosystem complexity:- roles
- relationships
- population dynamics
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Environmental Science 11 |
No CCG |
| Keyword: roles |
Elaboration: niche, autotrophs, heterotrophs, producers, consumers, decomposers, scavengers, keystone species |
| Keyword: relationships |
Elaboration: between organisms (e.g., predator/prey, competition, pollination, symbiosis, mutualism, parasitism, commensalism, mimicry)interactions between biotic and abiotic |
| Keyword: population dynamics |
Elaboration: cyclic fluctuations, birth rate, fertility rate, carrying capacity |
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| Content |
levels of biotic diversity |
Environmental Science 11 |
No CCG |
| Keyword: levels |
Elaboration: ecosystem, species, genetic |
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| Content |
abiotic characteristics: - aquatic
- atmospheric
- edaphic
|
Environmental Science 11 |
No CCG |
| Keyword: aquatic |
Elaboration: pH, flow, dissolved oxygen, turbidity, salinity |
| Keyword: atmospheric |
Elaboration: sunlight, wind, temperature, pressure |
| Keyword: edaphic |
Elaboration: soils (e.g., pH, mineral content, water content, temperature, acidity, aeration, nutrients, humus)topography (e.g., altitude, slope, exposure, mountain chains, valleys, plains) |
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| Curricular Competency |
Express and reflect on a variety of experiences, perspectives, and worldviews through place |
Environmental Science 11 |
Communicating |
| Keyword: place |
Elaboration: Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives. |
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| Curricular Competency |
Communicate scientific ideas and information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations |
Environmental Science 11 |
Communicating |
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