E  N  V  I  S  I  O  N

An Environmental Science Institute for Teachers
 

Project Overview


     The unique content focus of ENVISION is the integration of earth, physical, and life science in the investigation of environmental issues, and encouraging partnering with industry, business, and government. This interdisciplinary focus provides a model for framing science teaching and learning by drawing on the NRC Standards and Benchmarks.  Table 1 provides an example of how the project models a standards-based program through an environmental context or theme, linking the NRC Content Standards (grades 5-8) to the environmental science concepts taught within the project.  In this example, students study soils in an area close to their school by assessing whether physical, chemical, and biological properties of soil vary as a function of different geological types and local land uses.  This involves lab and field work, and allows students to construct an understanding of how physical, chemical, and biological properties of soils interact and vary with the geology and land use types found in their local area.
 

Table 1.  An Example of the Link between the Environmental Science Concepts Taught in the Soil Ecosystem Topic and the NRC Standards.
 
Physical Science
Life Science
Earth Science
NRC Content Standards
(grades 5-8)
Properties and changes of properties in matter Regulation and behavior
 

Populations and ecosystems

Structure of the Earth System
Example of the 
Environmental Science
Concepts Taught within the Soil Ecosystem Topic
Soil chemistry and physical properties

Variation in soil chemistry and physical properties

Organisms and their growth, adaptations, and responses to soil chemistry and properties

Soil ecology

Variation in soil organisms and ecology by soil chemistry and properties

Variation in soil chemistry, properties, and organisms based on geological structure and human use.

Goals and Objectives

The purpose of the project is for middle school teachers to develop their knowledge and skills for designing and implementing inquiry, issues, and computer-based field study and assessment tasks that align with the National Science Education Standards and the Benchmarks for Science Literacy.  Specifically, the goals and objectives for the project are:
Goal 1.  Enhance participants' understanding of environmental science concepts and issues and inquiry skills for investigating the environment.  Participants will:
  • develop an understanding of the life, earth, and physical science concepts essential for understanding environmental issues.
  • develop the inquiry skills necessary for conducting field studies and lab investigations of environmental issues.
  • develop lifelong learning skills for independently constructing knowledge and investigating current and future environmental issues.
Goal 2.  Enhance participants' curricular, pedagogical, and assessment knowledge and skills.  Participants will:
  • learn about and implement inquiry-based pedagogy for teaching environmental science concepts:  field and lab studies.
  • learn about and implement issues-based pedagogy for teaching environmental science issues:  structured controversy and case study design.
  • learn about and implement computer-based pedagogy for teaching environmental science concepts and issues:  World Wide Web, microbased laboratories, computer simulations, spreadsheets for data collection and analysis, and telecommunications.
  • review and analyze existing environmental science curriculum for teaching environmental science and issues.
  • learn about and implement alternative forms of assessment that align with the pedagogy and curricular materials mentioned above.
  • utilize the NRC Standards and Benchmarks as tools for developing a standards-based environmental science program.
Goal 3.  Prepare participants to implement local professional development programs and partnerships.  Participants will:
  • plan and implement a local staff-development program that addresses local environmental science issues and emphasizes the objectives stated in goals 1 and 2.
  • learn how to develop partnerships with government, industry, and businesses to enhance locally relevant environmental science education.

 

ENVISION Modules
 

Built and Urban Environments:

This image was downloaded from the EPA. The web site it was obtained from can be reached by clicking anywhere on the image.In the United States about 75% of the people live in cities or urban environments. These urban environments are not without their environmental problems and issues.  Traffic, transportation, and congestion significantly impact the quality of the urban environment. Traffic and transportation contribute to air pollution problems that are exacerbated by industry, electrical generation, and commercial and residential heating and cooling requirements. Topography, climate, and atmospheric processes contribute to these air quality problems by transporting, concentrating, dispersing, and removing pollutants from the atmosphere. Urban noise may be deafening and is influenced by traffic patterns and densities, buildings, and the location of green spaces.  Waste removal and disposal have become major issues for city dwellers and urban planners as landfills become full.  Solid, hazardous and toxic waste disposal, unsafe waste storage, and illegal dumping become issues of concern for city planners.  The growth and development of urban environments, as well as surrounding land use patterns impact the quality of drinking water and sewage treatment systems.  Urban sprawl and land use planning and zoning have become major issues for cities and towns, impacting both the quality of life and the quality of the environment.  The demand for increased green spaces and urban forestry creates planning and zoning conflicts with commercial and industrial developers.  Built environments create microclimates, influence and concentrate human impacts on the environment, and expose people to indoor air pollutants: radon, molds, and toxins.  The home environment is filled with potential hazardous materials and wastes: antifreeze, motor oil, brake fluid, cleaning solvents, bleach and ammonia, oven cleaners, garden pesticides and herbicides, lawn fertilizers, paints, stains, and varnishes (to name a few).  Many of these materials make their way into the waste stream (the flow of waste) eventually ending up in landfills where they pose threats to surface and groundwater quality, eventually affecting the quality of drinking water.


Rural Environments:

This image was downloaded from the EPA. The web site it was obtained from can be reached by clicking anywhere on the image.Although the majority of people in the United States live in cities, their activities greatly impact rural environments.  Weather patterns transport particulate matter and air pollutants to rural environments; the waste stream (the flow of waste) often ends in landfills located in rural environments, raising issues about solid, hazardous, and toxic waste disposal and concerns about surface, groundwater, and drinking water quality. Further, cities impact the quality of rural environments through parking lot and road runoff (non-point source pollution) and waste water discharge (point source pollution) into rivers and streams.  Sprawling cities consume land and change land use patterns impacting both the environment and the culture of the local community.  Rural environments provide food to the world, yet impact surface and groundwater quality through agricultural runoff--animal waste, pesticides, herbicides, and fertilizers.  Soil erosion from fields also impacts the quality of our streams and lakes, as well as the land's ability to produce crops and food for the world.  Soil, as an ecosystem, is as essential to life as water.  Ecologically inappropriate farming and grazing practices can devastate the soil ecology, greatly impacting the ability to produce crops.

 

Water and Watersheds:

This image was downloaded from the EPA. The web site it was obtained from can be reached by clicking anywhere on the image.Focus is on environmental concepts, issues, and research surrounding the management of wetlands, streams, and watersheds.  In addition to their ecological significance, wetlands play important and often unappreciated roles in flood reduction, groundwater recharge, water quality protection, and recreation.  The destruction of wetlands has numerous environmental impacts, however, once drained, former wetland areas can become highly productive agricultural areas or prime real estate for development. Participants will learn about wetlands concepts and issues through the Celery Bog case study, a local wetland impacted by agricultural, residential, commercial, industrial, and recreational land use, and the focus of much local debate and community activism.
 

Burnett Creek in Battle Ground introduces participants to stream ecology and water quality issues within a watershed.  Like wetlands, streams are located within a watershed.  A watershed is an area of land that drains into a particular stream, like Burnett Creek.  A creek may flow into a river located in a larger watershed.  For example, Burnett Creek flows into the Wabash River.  Thus, large watersheds are comprised of subwatersheds.  In the Lafayette area, the water quality of the Wabash River is impacted not only by water that drains from the surrounding land, but by water that flows into it from other streams like Burnett Creek.  The water quality and ecology of Burnett Creek is influenced by the degree of point source and nonpoint source pollution that drains into it from the surrounding land within the watershed.  Point source pollution is from a known source or location such as a pipe or sewage treatment facility.  Nonpoint source pollution is picked up by rainwater that flows over land as it drains into a stream.  Examples of nonpoint source pollution are debris from construction sites, fertilizers from lawns and agricultural fields, and run off from parking lots.


Water is essential for life on earth, yet 2% is freshwater and only a small portion is available for human use.  Thus, it is crucial to understand the sources of water and the uses and management of water (see Source Water Condition Map below).  It is easy to forget that our drinking water doesn't just come from a tap or a bottle.  The water that we drink comes from streams, rivers, lakes, or from ground water wells that tap underground aquifers.  Most of the drinking water from these sources is treated before it's poured into our glasses.  However, treatment is often expensive for water providers and for the customers drinking that water.  The costs of treatment can be reduced or avoided by ensuring that the sources of drinking water are safe from contamination.

Ground water is a vital national resource that is used for myriad purposes.  It is used for public and domestic water supply systems, for irrigation and livestock watering, and for industrial, commercial, mining, and thermoelectric power production purposes.  In many parts of the nation, ground water serves as the only reliable source of drinking and irrigation water.  Unfortunately, this vital resource is vulnerable to contamination, and ground water contaminant problems are being reported throughout the country.

This image was downloaded from the EPA. The web site it was obtained from can be reached by clicking anywhere on the image.