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TITLE Environmental Education Standards for Kansas.INSTITUTION Kansas Association for Conservation and Environmental
Education, Manhattan.PUB DATE 2000-10-00NOTE 83p.
AVAILABLE FROM Kansas Association for Conservation and EnvironmentalEducation, 2610 Claflin Road, Manhattan, KS 66502-2743. Forfull text: http://www.kacee.org.
PUB TYPE Legal/Legislative/Regulatory Materials (090)EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS *Academic Standards; Curriculum Development; Educational
Change; Elementary Secondary Education; *EnvironmentalEducation; *Learning Activities
IDENTIFIERS *Kansas
ABSTRACTThis document is organized under three knowledge skills
standards and two process skills standards which reflect the breadth ofenvironmental education and its goal of environmental literacy. Relatedbenchmarks and indicators suggesting appropriate expectations for learnerperformance and achievement at specific grade levels (fourth, eighth, andtwelfth grades) follow each standard. Each standard in the main body of thedocument contains a series of benchmarks that describe what students shouldknow and be able to do at a specified time in their schooling. Each benchmarkcontains a series of indicators that identify what it means for students tomeet a benchmark. Indicators are frequently followed by examples illustratingclassroom activities for meeting the standards. (ASK)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
Evivirovinietital Education
Statidards for Kansas
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TO THE EDUCATIONA RESOURCESINFORMATION CENTER (ERIC)
1
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EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
This ocument has been reproduced aseived from the person or organization
originating it.0 Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
Kansas Association for Conservation and Environmental Education1610 Olaf lin Road
Manhattan, KS 66502-/745
October 1999
2 BEST COPY AVAILABLE
TULE OF CONTENTS
Environmental Education Standards for Kansas Writers
IntroductionEnvironmental Education ii
Background Information iii
The Environmental Education.Standards for Kansas Document iii
Defmitions iv
Yet to Come iv
Standards by Benchmark 1
Standard 1 for Grades 4, 8, and 12 1
Benchmark 1 1
Benchmark 2 4
Standard 2 for Grades 4, 8, and 12 6
Benchmark 1 6
Benchmark 2 8
Benchmark 3 10
Standard 3 for Grades 4, 8,.and 12 12
Benchmark 1 12
Benchmark 2 14
Benchmark 3 16
Benchmark 4 19
Standard 4 for Grades 4, 8, and 12 21
Benchmark 1 21
Benchmark 2 22
Standard 5 for Grades 4, 8, and 12 25
Benchmark 1 25
Benchmark 2 27
Benchmark 3 29
Benchmark 4 31
Benchmark Matrix 34
Standard 1, Benchmark 1 for Grades 4, 8, and 12 34
Standard 1, Benchmark 2 for Grades 4, 8, and 12 35
Standard 2, Benchmark 1 for Grades 4, 8, and 12 36
Enoironmenta/ Education S tandards for KansasOctober 1999
3
Table of Comtents continued
Benchmark Matrix continuedStandard 2, Benchmark 2 for Grades 4, 8, and 12 37
Standard 2, Benchmark 3 for Grades 4, 8, and 12 38
Standard 3, Benchmark 1 for Grades 4, 8, and 12 39
Standard 3, Benchmark 2 for Grades 4, 8, and 12 40
Standard 3, Benchmark 3 for Grades 4, 8, and 12 41
Standard 3, Benchmark 4 for Grades 4, 8, and 12 42
Standard 4, Benchmark 1 for Grades 4, 8, and 12 43
Standard 4, Benchmark 2 for Grades 4, 8, and 12 44
Standard 5, Benchmark 1 for Grades 4, 8, and 12 45
Standard 5, Benchmark 2 for Grades 4, 8, and 12 46
Standard 5, Benchmark 3 for Grades 4, 8, and 12 47
Standard 5, Benchmark 4 for Grades 4, 8, and 12 48
Glossary 49
Environmental Education Standards for Kansas-October 1999
4
Environmental Education Statidards
for Kansas Writers
Jim Benz 6-8 Teacher--Science and Stream Team Consultant, Highland
Middle School, Turner--USD 202, Kansas City
Kacy Bookout K-3 Teacher and Coordinator, Robert H. Martin HabitatDevelopment Center, Martin Primary School North, Andover--
USD 385
Jim Clark Technical Support & Training, WichitaUSD 259
Laura Downey-Skochdopole Assistant Executive Director, Kansas Association for Conservation
and Environmental Education, Manhattan
Connie Elpers Naturalist and Kansas Project Learning Tree Co-Coordinator,Great Plains Nature Center, Wichita
Cindy Ford Assistant Professor, Department of Biology, Pittsburg State
University
Julie Hansen K-3 Teacher and Coordinator, Robert H. Martin HabitatDevelopment Center, Martin Primary School North, Andover--
USD 385
Janet Loebel Education Program Consultant, School Improvement andAccreditation Team, Division of Learning Services, Kansas State
Department of Education
Diane S. Maddox Kansas Project WET Coordinator, Overland Park
Claudia Peebler Instructional Coordinator, Derby--USD 260
George Potts EESK Project Coordinator, 9-12 Teacher--Science, Northeast
Magnet High School, and Outdoor Wildlife Learning Sites (OWLS)
Coordinator, Wichita
Gladys Sanders Mathematics Coordinator (retired), Lawrence--USD 497
Robert Sanders Professor, Biochemistry Department, University of Kansas,
Lawrence
Twyla Sherman Coordinator, Horace Mann Irving Park, Wichita State University
Professional Development School
Gail Shroyer Associate Professor, College of Education, Kansas State University,
Manhattan
Roland Stein Wildlife Education Coordinator, Education Division, Kansas
Department of Wildlife and Parks, and Project WILD and ProjectWILD/Aquatic Coordinator, Pratt
John K. Strickler Executive Director, Kansas Association for Conservation and
Environmental Education, Kansas Investigating Your Environment
Coordinator, and Kansas Project Learning Tree Co-Coordinator,
Manhattan
Shari L. Wilson EESK Project Director and Special Projects Coordinator, Kansas
Association for Conservation and Environmental Education,
Kansas City
Environmental Education Standardrfor KansasOctober 1999
Introduction
Environmental Education
As a learning process, environmental education is directed at increasing people's knowledge, awareness,
and understanding of environmental issues, leading to responsible individual and group actions. Thefocus of environmental education is to integrate understandings ofscientific knowledge and of society's
needs through processes that enhance critical thinking, problem solving, and effective decision making.
A base for understanding environmental education is rooted in the framework of goals and objectivesproduced by international and national conferences during the late 1970s and early 1980s. The Belgrade
Charter (1975) was adopted by a United Nations conference and provides a widely accepted goal
statement for environmental education:
"The goal of environmental education is to develop a world population that is aware of,
and concerned about, the environment and its associated problems, and which has theknowledge, skills, attitudes, motivations, and commitment to work individually andcollectively toward solutions of current problems and the prevention of new ones."
A few years later, at the world's first intergovernmental conference on environmental education, theTbilisi Declaration (1978) was adopted. This declaration built upon the Belgrade Charter and outlined
the following five categories of objectives for environmental education:
1) Awareness and sensitivity to the environment and environmental challenges.
2) Knowledge and understanding of the environment and environmental challenges.
3) Attitudes of concern for the environment and a motivation to improve or maintain
environmental quality.
4) Skills to identify and help resolve environmental challenges.
5) Participation in activities that lead to the resolution ofenvironmental challenges.
In 1990, the United States Congress approved, and the President signed, the National EnvironmentalEducation Act (P.L. 101-619) into law. The Act recognizes the need to have a well-educated andtrained citizenry with the knowledge, skills, and motivation to make informed decisions and take
responsible actions to ensure environmental quality. The Act designated the U.S. EnvironmentalProtection Agency (USEPA) to establish an office of environmental education to oversee several major
initiatives including a grants program to help states promote and support environmental education.
Environmental Education Standards for KansasOctober 1999
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Background Information
Environmental education (EE) supports the high national and state standards set during the last fewyears for traditional disciplines such as mathematics, science, social studies, reading and writing.
Recognizing human dependency on natural resources and seeking to preserve, improve, and utilize theKansas environment for the benefit and enjoyment of all, the educational efforts of the KansasAssociation for Conservation and Environmental Education (KACEE) are directed toward the goalsof encouraging citizen awareness, stewardship of natural resources, and promoting a full understandingof environmental issues through the educational process. In 1997, KACEE received an EE grant fromthe USEPA to integrate environmental education into the K-12 educational system in Kansas and itscurrent educational reform efforts (Quality Performance Accreditation). To achieve this goal, threespecific objectives are cited:
1) Develop a set of Environmental Education Standards for Kansas (EESK). The nationalstandards currently being developed by the Environmental Education and TraiiiingPartnership (EETAP) and the North American Association for Environmental Education(NAAEE) were used as a guide. The EESK, which are not mandated by the Kansas StateBoard of Education, will be correlated with the core state curricular standards (science,mathematics, language arts, and social studies).
Correlate various teacher training materials currently being delivered by KACEE and itspartners to the state EE standards and the core state curricular standards. Included in thematerials are Project Learning Tree, Project WILD, Project WILD/Aquatic, Project WET,and the Investigating Your Environment series.
3) Disseminate the EE Standards and correlations of EE materials with the core statecurricular standards through various workshops (provided for formal educators includingpre-service and inservice training, and nonformal educators through pre-professionaleducation and professional development training) conducted by KACEE and its partners,and utilize the broad network represented by KACEE and its partners, including theKansas State Department of Education and the Kansas State Board of Education, toexpand that dissemination.
The Environmental Education Standards for Kansas Document
This document represents the first phase of the USEPA grant project. Using drafts of EETAP andNAAEE national EE standards documents as guidelines, a writing team of Kansas educators, naturalresource professionals, and Kansas State Department ofEducation staff customized the documents toreflect the interests and needs of Kansans.
The EESK document is organized under three knowledge skills standards (Standards 1-3) and twoprocess skills standards (Standards 4-5) which reflect the breadth of environmental education and itsgoal of environmental literacy. These skills should be incorporated throughout all sections and activities
Environmental Education Standards for Kansas--October 1999 Il
7
within the document on a continuing basis. Related benchmarks and indicators suggesting appropriateexpectations for learner performance and achievement at specific grade levels (4th, 8th, and 12th grades)follow each standard. Age- and subject-appropriate concepts should also be introduced by K-3, 5-7,and 9-11 grade teachers. For the purpose of clarification, examples illustrating classroom activities formeeting the standards have been included in the EESK document. A glossary is located in the back ofthe document.
Definitions
The following terms are used for the three levels of the document:
Standard: A curricular standard is a general statement of what a student should knowand be able to do in academic subjects.
Benchmarks: A specific statement of what a student should know and be able to do at aspecified time in his/her schooling. Benchmarks are used to measure astudent's progress towards meeting the standard. Statements outlining thespecifics of what a student should know and be able to do are found directlyfollowing the benchmark. For the purposes of this document, benchmarks aredefined for grades 4, 8, and 12.
Indicators:
Example:
Yet to Come. . .
A statement of the knowledge or skills which a student demonstrates in orderto meet the benchmark. Indicators are critical to understanding the standardsand benchmarks and are intended to be met by all students. The set ofindicators listed under each benchmark is not listed in priority order norshould the list be considered as all-inclusive.
Two types of examples are given in this document. One type provides aspecific illustration of how the indicator might be demonstrated by students.A second type provides a sample of what students would need to know relatedto the indicator. Comments regarding which type of examples are mosthelpful are welcome.
The EEKS is the first in a series of documents to be made available to educators. Future documents,to be completed in phases by the end of 2000, will include:
Correlations of the EEKS to the core state curricular standards.
Correlations of the EEKS to the activities contained within the environmental educationprograms Project Learning Tree, Project WET, Project WILD, Project WILD/Aquatic,and Investigating Your Environment.
Environmental Education S tandards for KansasOctober 1999 iv
8
Correlations of the activities contained within the above-mentioned environmentaleducation programs to the core state curricular standards.
It is KACEE's intent that these documents will provide educators with the tools necessary to encourageincreased usage of environmental education activities in the classroom to meet state and local schoolperformance requirements. The documents will be made available as they are completed, and will be
placed on KACEE's web site, <www.kacee.org>.
For more information, please contact Shari L. Wilson, EEKS Project Director, KACEE-KansasCity Office, 51 South 64th Street, Kansas City, KS 66111-2002, phone and fax number (913) 287-6879, or e-mail <wilson-shari®swbell.net>.
Environmental Education Standards for Kansas--October 1999
9
Standards by elichittark
10
Environmental Education
Standard 1, 13et1chwark 1
Standard 1: Learners demonstrate an understanding that the earth is a physical system.
K-4 Benchmark 1: Learners explore the processes that shape the earth.
K-4 Indicators:By the end of the fourth grade, the students:1. identify some of the forces that cause erosion and other changes within
their own region.Example: If they revisit study sites regularly, children will develop anunderstanding that the earth's surface is constantly changing. They can alsosimulate some changes, such as erosion, in a small tray of soil or a streamtable, and compare their observations with photographs of similar, butlarger scale changes.
2. identify, compare, and contrast distinctive landforms, both within theirregion and other areas of the United States.Example: Explore diverse Kansas landforms such as prairies, hills, ponds,lakes, and rivers through field observation, hands-on investigations orsimulations, and various media. Compare and contrast Kansas landformswith those found in other areas of the United States.
3. describe the climate of their region.Example: Construct a simple weather station, or utilize existing equipment,to gather data for identifying trends and patterns, e.g., record daily weather,graph and compare weather characteristics.
4. describe living and non-living processes that shape the earth.Example: Take a nature walk. Record observations such as rootsburrowing, and water flowing, and how these processes shape the earth.(Be sure to respect the environment and disturb as little as possible.)
5-8 Benchmark 1: Learners examine the processes that shape the earth.
5-8 Indicators:By the end of the eighth grade, the students:1. relate physical processes to the relationship of the earth to the sun.
Example: The sun has an effect on seasonal change.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Environmental Education Standard.rfor KansasOctober 1999 1
11
Environmental. Education
StaNdard 1, Denehmark 1 continued
2. distinguish among naturally occurring short-term forces, long-term forces,and human-caused influences on environmental processes.Example: Examples of these processes include earthquakes (short-term),erosion and deposition (long-term), and habitat change or pollution(human-caused).
3. analyze physical phenomena to show patterns.Example: Low rainfall patterns, over time, will result in desert climates.
4. link non-living parts of the environment with living portions of theecosystem.Example: The amount of rainfall will determine which plants may grow.
5. recognize different processes that shape the earth, such as weathering anderosion.Example: Take the students on a walk around the school yard or to a river,
creek, or stream to identify locations where weathering and erosion aretaking place.
9-12 Benchmark 1: Learners analyze the systems that shape the earth.
9-12 Indicators:By the end of the twelfth grade, the students:1. describe how the distribution and transfer of heat energy affects climates
throughout the earth.Example: Heat distribution and transfer via winds, ocean currents, and thecycling of water between the earth and the air creates climatic weather
patterns.2. explain how wind and temperature patterns across land and ocean surfaces
affect weather.Example: Cool Arctic air plus moist Gulf air brings snow to the Great
Plains.3. describe the major landforms of the earth and the physical processes that
form them.Example: Mountains (plate tectonics and uplift), hills (erosion), plains(wind and water erosion plus deposition), etc., all help to change thephysical appearance of the earth.
4. explain the causes and effects of plate tectonics (earth crust movements).Example: Convection currents in the mantle produce earth movementswhich result in earthquakes and volcanic mountain building. Kansas is on astable continental plate, therefore we don't have mountains.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Environmental Education Standards jor KansasOctober 1999
12
Environmental Education
Standard 1, 13enchtuark I continued
5. describe how each of the 11 Physiographic Provinces of Kansas wasformed, and how they are related to the natural communities of the state.Example: The geology and soils (along with precipitationpatterns) of theHigh Plains, Arkansas River Lowlands, Flint Hills, etc., play a big role in thedevelopment of natural communities like the shortgrass prairie, sandprairie, tallgrass prairie, etc. (See Kansas Department of Transportationmap and Natural Kansas book; also Kansas Geological Survey's web site at<www.kgs.ukans.edu>).
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Environmental Education S tandards jor Kansas---October 1999 3
1 3
Environmental Education
Standard 1, OnichniarkK-4 Benchmark 2: Learners explore basic properties of matter and energy.
K-4 Indicators:By the end of the fourth grade, the students:1. explain uses and properties of earth materials (rocks, soils, water, and air).
Example: Compare soil, rock, and/or water samples from around students'homes. Explain how they are used in their natural setting.
2. compare and contrast fossil samples and look for evidence about the plantsand animals that lived long ago.Example: Use fossil kits, books, and videos to observe and makeinferences about past life.
3. explain that energy keeps things going.Example: Explore how batteries are a source of energy necessary to keeptoys running, how food is necessary for people to function, how gas isnecessary to operate cars, how the sun's energy is necessary for plants togrow, etc.
5-8 Benchmark 2: Learners investigate basic properties of matter and energy.
5-8 Indicators:By the end of the eighth grade, the students:1. recognize that the sun provides the energy to power various cycles in
nature, e.g., the water cycle, air movements, ocean currents, and life
processes.Example: Using two liter bottles, have students build models todemonstrate one or more of these cycles.
2. illustrate that energy and matter cannot be created or destroyed, but it can
change forms.Example: Determine the mass of a tissue before and after burning it in a
closed container.
9-12 Benchmark 2: Learners analyze and communicate the basic properties of matter and
energy.
9-12 Indicators:By the end of the twelfth grade, the students:1. explain how the process of photosynthesis transforms the sun's energy in
plants and releases oxygen into the air.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Eating llmental Education Standar& for Kansar---October 1999 4
14
Environmental Education
Standard 1, Denchniark _ continued
Example: Carbon dioxide (from the air) + water (from the soil) + lightenergy (from the sun) + chlorophyll (light energy trapper)= stored energy(in plants) + oxygen (in the air).
2. explain how the process of respiration releases energy and carbon dioxidefor growth and other life processes in plants and animals.Example: Stored energy (in plants or animals) + oxygen (from the air) =growth and other life processes (in plants or animals) + carbon dioxide (tothe air).
3. illustrate how energy and matter flow in the biosphere.Example: Use illustrations of food chains, food webs, and energypyramids.
4. explain combustion (burning) of fossil fuels and the products of thisprocess, such as energy for mechanical motion and waste products.Example: Fossil fuel.(oil, gas, or coal) + oxygen (from the air) + heat ofreaction = heat (to produce steam that spins a turbine which produceselectricity) + carbon dioxide (to the air) + noncombusted carbon (to theair).
5. illustrate how different elements and compounds cycle through ecosystemsat different rates.Example: Use illustrations of carbon, oxygen, nitrogen, phosphorous, andwater cycles.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Envirvnmental Education Standards for Kansas---October 1999 5
Environmental Education
Standard Z. Oenchniark I
Standard 2: Learners demonstrate an understanding of the relationships andinteractions between organisms and the environment.
K-4 Benchmark 1: Learners investigate organisms and habitats.
K-4 Indicators:By the end of the fourth grade, the students:1. identify similarities and differences among a wide variety of living
organisms.Example: Compare and contrast two animals (e.g., classroom pets such asa gerbil vs. rat) and two plants.
2. classify or group plants and animals according to structures and basic needs(food, water, shelter, space, air, and sunlight).Example: Classify birds by foot type (e.g., webbed, clawed, taloned, etc.).
5-8 Benchmark 1: Learners investigate complex relationships among organisms andhabitats.
5-8 Indicators:By the end of the eighth grade, the students:1. identify the relationships between living and non-living components in a
given habitat, e.g., white-tailed deer must have food, water, and shelter intheir habitat.Example: Have students pick an animal and identify the living and non-living components of that animal's habitat. Have students "predict" whatmight happen if one or more of the components is removed from theanimal's habitat.
2. indicate how resources are used by many organisms.Example: Identify different habitats found in a forest. Take two or moreof these habitats and show how living organisms use common componentsof their habitats, e.g., an animal may live in a tree or use the tree as food.
3. recognize that resources are limited, which results in competition. E.g.,carrying capacity, food webs, and food chains.Example: Discuss predator/prey relationships and identify or predict whatmight happen when the predator/prey balance changes.
9-12 Benchmark 1: Learners analyze complex relationships among organisms andhabitats.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Environmental Education Standards for Kansas---October 1999 6
16
Environmental Education
Stapidard Z. Denchniark I continued
9-12 Indicators:By the end of the twelfth grade, the students:1. explain how habitat changes influence the size of plant and animal
populations.Example: When habitats are damaged or reduced, the essentials for ahealthy existence, such as food, cover, reproductive space, etc., are reduced,thus decreasing the population size of living organisms.
2. explain how genetic diversity among individuals within a species increasesthe chances of survival of the species when environmental changes occur.Example: The greater the diversity of the gene pool of a species, thegreater the chances that some individuals will be able to adapt to thechanges, reproduce, and carry on the species.
3. explain how biodiversity of species in an environment increases the chancesof survival of at least a few species.Example: If an environment consists of a monoculture, such as wheat, adisease, like wheat rust, can destroy all the wheat. On the otherhand, aprairie with 35 species of plants, will be able to survive, even if one or twospecies are removed by disease.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Environmental Education Standards for Kansas---October 1999
1 7
Environmental Education
Standard j, Denchntark
K-4 Benchmark 2: Learners identify characteristics that help organisms live in their
environment.
K-4 Indicators:By the end of the fourth grade, the students:
1. compare and contrast offspring of both plants and animals with their
parents.Example: Create a class garden where students can track a plant's life cyclefrom beginning as a seed to becoming a seed producer. Observe animal
cycles, e.g., butterflies, mealworms, frogs, etc.
2. identify observable characteristics that help organisms survive.Example: Construct a plant box investigation to see how plants respond to
changing light sources. Compare beaks of birds using simulated "beaks" to
try and pick up various objects.
5-8 Benchmark 2: Learners recognize the relationships between organisms' physicalcharacteristics and behaviors and their ability to adapt to the
environment.
5-8 Indicators:By the end of the eighth grade, the students:
1. link physical features and behaviors of plants and animals to their survival
in their environment.Example: Identify plant and animal adaptations and describe the role thatthese adaptations have made to the survival of the species.
2. understand how features can be inherited which may allow an organism to
better survive.Example: Trace the history of the color change of English moths or find
other examples of camouflage for species survival by using magazine
pictures and other resource materials.
9-12 Benchmark 2: Learners analyze the relationships between organisms' physicalcharacteristics and behaviors and their ability to adapt to the
environment.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Envimmental Education Standards for Kansas---October 1999 8
18
Environmental Education
Standard Z. Denchniark _ continued
9-12 Indicators:By the end of the twelfth grade, the students:1. explain the relationship of genetic variation and rate of reproduction of a
species to its chances of surviving the natural selection process duringenvironmental change.Example: Some insect populations, due to various gene mutations, have agreat deal of genetic variation in their gene pool. Because of this, and theirability to reproduce rapidly, they can quickly develop immunity toinsecticides.
2. explain how natural selection helps species adapt to a newly changedenvironment.Example: Individual organisms with genotypes (gene characteristics) thatproduce phenotypes (physical characteristics) which help them survive in anew environment, will reproduce, and their progeny will carry on thespecies.
3. explain how genetic variation within a species, and diversity of specieswithin an environment, helps organisms to adapt to and survive futurechanges in the environment.Example: The greater the diversity among genes and species in anenvironment, the greater the chance to survive environmental change.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Envimnmental Education Standards for Kansas---October 1999 9
1 9
Environmental Education
Standard /, Detichniark 3
K-4 Benchmark 3: Learners explore how organisms depend on one another and their
environment.
K-4 Indicator:By the end of the fourth grade, the students:1. construct a simple food chain.
Example: Students construct a simple food chain using string and pictures,
e.g., oak tree to acorns to squirrels for food and shelter.
5-8 Benchmark 3: Learners investigate the interdependence of living organisms witheach other and with the physical environment.
5-8 Indicators:By the end of the eighth grade, the students:1. compare and contrast various relationships among organisms, e.g.,
organisms interact with each other through communities, predator/preyrelationships, symbiosis, mutualism, parasitism, etc.Example: Study the relationships between fish and other aquatic organismsin a classroom aquarium or an outdoor learning center.
2. investigate the roles of producers, consumers, scavengers, and
decomposers.Example: Build a classroom compost bin.
3. trace the flow of energy through food webs.Example: Using owl pellets, work backwards to reconstruct possible food
webs that the owl's prey may have been part of to survive until eaten by the
owl.
9-12 Benchmark 3: Learners analyze the interdependence of living organisms with each
other and with the physical environment.
9-12 Indicators:By the end of the twelfth grade, the students:1. explain how plants, animals, and all the physical components of ecosystems
are connected.Example: Use illustrations of food webs, predator-prey relationships,
mineral cycles, etc.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Envirvnmental Education Standards for KansasOctober 1999 10
20
Environmental Education
Standard Z. Detichniark 5 coniinued
2. describe how ecosystems remain stable over long periods of time throughinterdependence, cyclic fluctuations, and equilibrium.Example: Use illustrations of biological communities, matter cycling inecosystems, ecological niches, etc.
3. explain how climate change, introduction of new species, and humanimpacts cause changes in ecosystems.Example: Use illustrations of human impacts on the environment asrelated to introduction of alien species to ecosystems, and the role ofhumans in producing climatic changes, such as global warming.
4. describe the steps of succession in various biotic communities in Kansas.Example: Bare sand bar to appearance of annual forbs (sunflowers andcockleburs) to appearance of sedges and grasses (switchgrass andpurpletop) to appearance of woody shrubs (aquatic leadplant andbuttonbush) to establishment of a climax woodland of trees(cottonwoods, willows, ash, maple and elm).
5. describe the factors that cause wildlife population change over time.Example: Habitat destruction, habitat improvement, climatic changes, etc.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
. Envilanmental Edwation Standards.* KansasOctober 1999 11
Environmental Education
Standard 3, Oenchniark
Standard 3: Learners demonstrate an understanding of the varied roles and interactionsbetween humans and the environment.
K-4 Benchmark 1: Learners explore the relationships among individuals, groups,cultures, and the environment.
K-4 Indicators:By the end of the fourth grade, the students:1. identify various groups to which people can belong.
Example: Create a Venn diagram that illustrates various groups to whichclass members belong.
2. identify ways in which groups work to meet personal and group needs.Example: Involve students in peer and self evaluation of cooperativelearning activities.
3. practice basic interpersonal skills, e.g., liStening to others, asking questions,identifying similarities and differences, and resolving conflicts.Example: Engage students in active listening during sharing time.
4. give examples of how experiences and issues may be interpreted differentlyby people with different backgrounds.Example: Utilize the classroom environment to explore differentperspectives, e.g., how do students feel about having windows open orclosed, shades open or closed.
5-8 Benchmark 1: Learners investigate the relationships between individuals, groups,cultures, and the enviromnent.
5-8 Indicators:By the end of the eighth grade, the students:1. recognize beliefs and assumptions about the physical and social
environments that guide individuals toward decisions.Example: Ask students to identify the source of their personal beliefs andassumptions about the physical and social environment, then compare with
beliefs and assumptions held by Native Americans and early Kansas
settlers.2. understand that groups holding differing views on environmental issues
must still work together.Example: Have students take part in a land use simulation activity.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Environmental Education Standards for Kanms---October 1999 12
22
Environmental Education
Standard 3, Doichniark I continued
3. explain how the environment is used differently by different cultures.Example: Investigate the use of a natural resource by several differentcountries and evaluate the environmental impact resulting from eachcountry's use of that resource.
4. recognize that limited resources can cause conflict among groups.Example: Investigate Western water rights issues.
5. predict how human-caused changes will affect future environments.Example: Study river channelization and the resulting environmentalimpact.
9-12 Benclunark 1: Learners analyze the relationships between individuals, groups,cultures, and the environment.
9-12 Indicators:By the end of the twelfth grade, the students:1. explain how family, religion, gender, socioeconomic status, and other
factors influence the values and perceptions individuals have about theenvironment.Example: Parents' outlook on recycling will influence their children'swillingness to recycle consumer goods, e.g., plastic bottles, aluminum cans,etc.
2. describe how the actions of businesses, community groups, and othersocietal organizations may bring about unintended impacts to theenvironment.Example: The development of a shopping center in the city.
3. explain how groups concerned about the environment meet the needs ofgroup members, accomplish group goals, and influence society as a whole.Example: National and local organizations provide outlets for individualsto enjoy the natural environment, as well as an opportunity to voiceconcerns about the environment.
4. explain how cultural change influences perceptions of the environment.Example: Diversified cultures have diverse outlooks on the value of theenvironment.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Environmental Education Standards for KansasOctober 1999 13
2 3
Environmental Education
Standard 3, Devichwark
K-4 Benchmark 2: Learners explore the relationships between rules and the learners'environment.
K-4 Indicator:By the end of the fourth grade, the students:1. give examples of rules at home, in the neighborhood, and at school as they
relate to the environment.Example: discuss the reasons for various rules at school and at the park,zoo, or nature center (e.g., staying on paths, no drinking straws at the zoobecause they may harm the animals, etc.).
5-8 Benchmark 2: Learners explore the relationships among laws, politics, economics,and the environment.
5-8 Indicators:By the end of the eighth grade, the students:1. identify local and state environmental issues.
Example: Use current event topics from local news to identify currentenvironmental issues.
2. describe ways that decisions about the environment are affected byeconomics and politics.Example: Investigate the economics and politics involved in planning anew landfill.
9-12 Benchmark 2: Learners analyze the relationships among laws, politics, economics,and the environment.
9-12 Indicators:By the end of the twelfth grade, the students:1. explain scarcity and uneven distribution of resources as motivating factors
behind the progress of economic systems.Example: Zinc and lead mining in southeast Kansas at the turn of thecentury brought about economic boom.
2. describe the role of private property rights in shaping decisions about landuse in the United States and in Kansas.Example: The movement to change railroad rights-of-way in Kansas topublic usage as trails.
Indicators and examples are not listed in priority order nor are they to be considered asall-inclusive.
Environmental Education Standards for Kansas---October 1999 14
2 4
Environmental Education
Standard 3, Devichotark _ continued
3. explain human rights, economic development, public health, resourceallocation, and environmental quality from the perspectives of theindividual, the community, the nation, and the world.Example: The complexity of disposing of solid waste.
4. describe the short-term and long-term costs and benefits of addressinglocal, national, and worldwide environmental problems.Example: The use of the Ogallala aquifer for irrigation.
5. describe the governmental and non-governmental roles in addressing local,
national, and worldwide environmental problems.Example: Enactment of the Endangered Species Act.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Environmental Education S tandards for KansasOctober 1999 15
Environmental Education
Standard 3, 13et1chniark 3
K-4 Benchmark 3: Learners explore the relationships among resources, technology, and
the environment.
K-4 Indicators:By the end of the fourth grade, the students:1. examine the relationships between their needs and wants and the resulting
impact on the environment.Example: Discuss with students the items they wish to take with them on afield trip. Identify which of those items are wants or needs. Evaluate theimpact of those items on the environment.
2. observe and describe the natural and cultural characteristics of theircommunity or region.Example: Visit historical sites or museums, and compare and contrast thenatural and cultural characteristics of the past with the present.
3. identify natural resources used to develop a variety of products.Example: Ask students to collect products derived from trees, such as
wood, paper, and rubber erasers.4. collect and reuse or recycle products derived from natural resources.
Example: Make paper or pinecone bird feeders.5. identify resources from the environment which meet the needs and wants
of a population.Example: Explore the uses of water at home and classify each useaccording to needs and wants.
6. identify ways in which technology affects other people as it relates to the
environment.Example: Identify technology uses in the local environment and analyze
their effects, both positive and negative, e.g., gas lawnmower vs. push
lawnmower.
5-8 Benchmark 3: Learners investigate the relationships among resources, technology,
and the environment.
5-8 Indicators:By the end of the eighth grade, the students:1. explain why international trade is common, and why worldwide resources
are uneven.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Environmental Education Standards for Kansas---October 1999
26
16
Environmental Educaiion
Standard 3, Delichwork 5 continued
Example: Have students choose a product that they use (such as rollerblades), determine what natural resources were used to make the product,and trace the possible source of that resource, e.g., oil from the Middle Eastmight have been used to produce the plastic in the roller blades.
2. classify natural resources as renewable, nonrenewable, or perpetual, andidentify the impact of the future availability of natural resources in thesecategories.Example: Conduct a resource use simulation where tokens representnatural resources from each category. Students take the number of tokensneeded (for each natural resource) for the role they play.
3. examine how Kansas natural resources are obtained, used, reused, recycled,or discarded.Example: Design graphs that illustrate Kansas natural resources and theiruses.
4. illustrate historical technological advances that have changed the waypeople interact with the environment.Example: Investigate the environmental impact of the changes intransportation used in Kansas from the time of Native Americans throughthe present.
5. analyze the costs, risks, and benefits of technology for solvingenvironmental problems.Example: Complete a risk assessment of a piece or system of technologypresently used in Kansas such as landfilling, nuclear energy, irrigation, orwater treatment.
9-12 Benchmark 3: Learners investigate and analyze the relationships among resources,technology, and the environment.
9-12 Indicators:By the end of the twelfth grade, the students:1. describe how technology has influenced the quality of life.
Example: The ready availability of electricity to provide heat, light, etc.2. describe how technology has altered the natural environment.
Example: The mining of coal to provide energy for electrical power plants.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Envinmmental Education Standards for KansasOctober 1999 17
2 7
Environmental Education
Standard 3, Denchniark 5_ continued
3. describe how agriculture, mining, manufacturing, energy production,highway construction, and other economic development activities havebenefited Kansas.Example: The easy access provided by highways has benefited consumersby bringing goods to their communities.
4. describe how agriculture, mining, manufacturing, energy production,highway construction, and other economic development activities havealtered the natural environment in Kansas.Example: The mining and manufacture of materials for highwayconstruction.
5. identify ways in which various resources can be reused and recycled.Example: The conversion of plastic bottles into construction materials.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Environmental Education Standanirfor Kansas---October 1999 18
28
Environmental Education
Standard 3, elichnflark 4K-4 Benchmark 4: Learners identify environmental issues.
K-4 Indicators:By the end of the fourth grade, the students:1. describe ways in which environmental factors help or hinder humans in
their community (tornadoes, floods, drought, erosion, hail, wind storms,fire, etc.).Example: Following one of these events in the community, use a fieldexperience to observe the effects, both positive and negative.
2. describe environmental changes, natural and cultural.Example: Use historical society resources and library media to constructmodels comparing past and present features of the community.
5-8 Benchmark 4: Learners identify and analyze environmental issues from multiplepoints of view.
5-8 Indicators:By the end of the eighth grade, the students:1. recognize different points of view toward environmental issues.
Example: Identify the stakeholders involved in a specific Kansasenvironmental issue and investigate their points of view. Come up withsuggested solutions that each stakeholder might want. Figure out possiblecompromises that all stakeholders might be willing to make.analyze local and state environmental issues based on benefits and risks.Example: Debate what families should do with leaves in the fall, e.g., burnthem, leave them on the ground, send them to the landfill, compost theleaves, or another solution.
9-12 Benchmark 4: Learners identify and evaluate environmental issues from multiplepoints of view.
9-12 Indicators:By the end of the twelfth grade, the students:1. identify the various uses of soil and water in Kansas.
Example: Watering lawns and irrigating fields.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Environmental Education Standards for Kansas---October 1999
2 9
19
Environmental Education
Standard 3, Detichmark 4_ continued
2. identify the risks and benefits that agriculture, petroleum production,manufacturing, energy production, human communities, and othereconomic development activities can have on soil and water in Kansas.Example: Fertilizers used by agriculture and golf courses causingeutrophication of streams.
3. describe the problems that Kansans face in regard to solid and hazardouswaste disposal.Example: Finding suitable areas for solid waste disposal.
4. describe the problems that Kansans face in regard to urban growth.Example: Good farmland is taken over by urban sprawl.
5. identify the reasons that acquisition of private land for public use is an issuein Kansas. List the arguments for all sides of the issue.Example: Good farmland is taken over for public use, thus reducingproduction.
Indicators and examples are not listed in Priority order nor are they to be considered as all-inclusive.
Environmental Edmcation Standards for Kansas---October 1999 20
3 0
Environmental Education
Standard 4, Onichnork 1Standard 4: Learners develop the abilities necessary to conduct scientific inquiries.
K-4 Benchmark 1: Learners demonstrate scientific questioning skills.
K-4 Indicator:By the end of the fourth grade, the students:1. express a simple question in a way that can be investigated.
Example: See the comprehensive example at the end of Standard 4,Benchmark 2.
5-8 Benchmark 1: Learners demonstrate scientific questioning skills.
5-8 Indicator:By the end of the eighth grade, the students:1. design testable questions based on environmental observations, inferences,
and predictions.Example: Develop open-ended problem questions that can be tested usingscientific processes.
9-12 Benchmark 1: Learners demonstrate scientific questioning skills.
9-12 Indicator:By the end of the twelfth grade, the students:1. identlfy an environmental topic to be studied using primary and secondary
sources of information, and pose a research question or hypothesis,identifying key variables.Example: Select a river or stream to investigate for water quality. Have thestudents go to various sources (libraries, government agencies, the Internet,etc.), collect information (from books, journals, pamphlets, etc.) and write areview of literature (with citations) regarding water quality issues.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Envimamental Education Standards for KansasOctober 1999 21
31
Environmental Education
Standard 4, Denchmark
K-4 Benchmark 2: Learners demonstrate scientific inquiry skills.
K-4 Indicators:By the end of the fourth grade, the students:1. design and perform, in groups or individually, investigations or experiments
which can be tested.2. demonstrate different ways of investigating with simple instruments.3. describe investigations in ways that allow them to be repeated.4. gather and record data related to an investigation using appropriate data
displays.5. form conclusions based on the data collected.6. demonstrate a willingness to modify opinions based on evidence.
Example for all of Standard 4: Identify a problem area, e.g., an eroded areain the school yard. Students ask simple questions and design investigationsor experiments to try different things and see what happens, such asplanting grass vs. different plant materials, roping the area off, or coveringthe area with rocks or mulch. Students can work in groups to gather andrecord data related to their investigations or experiments. Groups drawconclusions based on data gathered. The groups or class revisit the originalquestions and formulate opinions based on the evidence.
5-8 Benchmark 2: Learners demonstrate scientific inquiry skills.
5-8 Indicators:By the end of the eighth grade, the students:1. refme questions; make assertions and predictions; identify and defme
variables; develop hypotheses; collect, organize and analyzeinformation/data through surveys, interviews, experiments, or other means.
2. select appropriate measurement strategies, which may include models and
simulations.3. collect data through surveys, interviews, experiments, orother means.
4. consider relationships among variables, develop insightful interpretations,and examine evidence for support or non-support of the hypothesis.Example: Identify a local environmental issue that can be tested usingscience process skills. Develop an open-ended problem question anddesign and conduct an investigation to test the question. E.g., investigatethe effects of XYZ sewage treatment plant on ABC Creek. Aftercompleting 'the investigation, evaluate the processes used and the reliability
of the results.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Environmental Education Standards for KansasOctober 1999 22
32
Enviromental Educaiion
Statidard 4, Itetichniark _ continued
9-12 Benchmark 2: Learners demonstrate scientific inquiry skills.
9-12 Indicators:By the end of the twelfth grade, the students:1. connect questions with appropriate means of inquiry, including scientific
investigations, historical inquiry, and social science observation andresearch.
2. use sampling techniques, e.g., spatial sampling and random sampling.3. apply observation and measurement skills in field situations, e.g., interview
community members about environmental issues.4. gather information from a variety of sources, e.g., examine historical sites,
censuses, tax records, statistical compilations, economic indicators,transcripts of interviews, surveys, aerial photographs, newspapers, andother data banks.
5. perform basic statistical analyses to describe data using quantitativemeasures, e.g., mean, median, mode, variability, probability, etc.
6. look for and explain inconsistencies, such as faulty or misleading use ofstatistics, misrepresentation of data that is presented graphically, or biasedselection of data to support a claim.
7. use technology to interpret and communicate, e.g., database and mappingsoftware.
8. integrate and summarize information using a variety of media, e.g., writtentexts, graphic representations, audiovisual materials, maps,computer-generated images, etc.
9. create models and simulations, e.g., project the effects of habitatfragmentation on species diversity, the water quality effects of a newfactory, or the economic impacts of proposed water quality rules.
10. differentiate between causes and effects and identify when causality isuncertain.
11. develop new questions to stimulate further inquiry based on experience,e.g., draw on the results of a stream monitoring project in your area todevelop questions that guide an investigation into water quality issues in the
community.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
.Environmental Education S tandards for Kansas---October 1999 23
3 ",
Enviromental Education
Standard 4, Denchniark _ continued
Example: After the students have completed their review of literature ofstream quality, have them select four sites on a local stream for purposes ofconducting a scientific investigation. Measure the following parameters:physical (width, depth, flow of current), biological (vertebrates andinvertebrates), and chemical (dissolved oxygen, nitrates, phosphates).Compare the results to historical records and to state water qualitystandards. See whether there are any significant differences between sites(using graphs, statistical tests of significance, maps). Compare and contrasthow possible changes in chemical parameters may change biologicalparameters. Students can braliistorm other possible investigations related
to their study.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Envimmental Educatioll Standards for Kansal---Oaober 1999 24
3 4
Environmental Education
Standard 5, 13enchmark 1
Standard 5: Learners develop the abilities necessary to participate and make informeddecisions regarding environmental issues.
K-4 Benchmark 1: Learners demonstrate the skills necessary to understand andcommunicate ideas about environmental issues.
K-4 Indicators:By the end of the fourth grade, the students:1. identify and express ideas and understandings regarding the environment.2. demonstrate an awareness of new information and ideas.
Example: See the comprehensive example at the end of Standard 5,Benchmark 4.
5-8 Benchmark 1: Learners demonstrate the skills necessary to understand andcommunicate ideas about environmental issues.
5-8 Indicators:By the end of the eighth grade, the students:1. identify a variety of beliefs and values toward the environment and
acknowledge that others may hold views different from their own.2. use a variety of methods to express ideas and viewpoints about
environmental issues.3. identify a range of historical or current environmental issues and analyze
them by considering consequences and trade-offs.4. compare strengths and weaknesses of environmental solutions using
evidence to support alternative solutions and viewpoints.Example: Identify an environmental issue in Kansas. After examining theissue, students state the side of the issue they support and provide evidence
to support their opinion. Identify other opinions and provide evidence tosupport each alternative point of view. Design charts, graphs, and othermethods to communicate their personal opinion and the alternative .
viewpoints. Make a timeline relating to the issue they have chosen andcomplete a risk assessment for their chosen solution and each alternative
solution.
9-12 Benchmark 1: Learners demonstrate the skills necessary to understand andcommunicate ideas about environmental issues.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Envimmental Education S tandards for Kansas---October 1999 25
Environntenial Education
Standard 5, Onichmark I continued
9-12 Indicators:By the end of the twelfth grade, the students:1. identify and clearly articulate environmental issues and their connections
with other issues, e.g., disposal of community solid waste.2. identify different perspectives on environmental issues and approaches to
resolving them. Discuss assumptions and goals that underlie each position,
e.g., is a local landfffi, incineration, or recycling the answer to thecommunity's solid waste problem.
3. discuss the social, political, and economic implications of environmentalissues, e.g., trace the root causes of the corrununity's solid waste problem,its disposal, and likely consequences of the various proposed solutions ondifferent areas within the community.
4. project the likely consequences of failure to resolve a specificenvironmental issue, e.g., sanitation problems.
5. justify their position on an analysis of information from a variety ofsources, personal beliefs and values, and clear reasoning, e.g., select one ofthe positions and justify it.
6. consider viewpoints that differ from their own and information thatchallenges their position, e.g., participate in a public forum that discusses all
points of view.F,xample: Have the students participate in a simulation dealing with theircommunity's disposal of solid waste. Have them identify and analyze their .community's present means of disposing of solid waste. Are there otheralternatives to consider for the future? Have the students select different
roles from the community. Have them select an alternative that best fits
their role. Hold a forum in which each alternative is debated. Take a vote
to select an alternative.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Environmental Education Standards for Kansar---October 1999 26
3 6
Environmental Education
Standard 5, Denchmark
K-4 Benchmark 2: Learners exhibit an understanding of their role, as individuals, inenvironmental issues.
K-4 Indicators:By the end of the fourth grade, the students:1. identify themselves as members of groups.2. identify their roles and responsibilities in various groups.
Example: See the comprehensive example at the end of Standard 5,Benchmark 4.
5-8 Benchmark 2: Learners exhibit an understanding of their role, as individuals, inenvironmental issues.
5-8 Indicators:By the end of the eighth grade, the students:1. develop an understanding of how an individual interacts with societal
institutions in order to have an impact on environmental concerns.2. analyze consequences of personal actions, relate these actions to impacts in
the future, and compare personal actions with commonly accepted societalviews.Example: Investigate the environmental impact of one or more of thestudents' personal actions, e.g., riding or not riding the bus to school or thelength of time it takes them to shower. Compare their actions tocommonly accepted societal views on the same action. Analyze how theirpersonal action may impact the future. Consider communicating theirfindings to community institutions such as neighborhood organizations,local governmental institutions, or the local newspaper.
9-12 Benchmark 2: Learners exhibit an understanding of their role, as individuals, inenvironmental issues.
9-12 Indicators:By the end of the twelfth grade, the students:1. evaluate whether personal involvement is warranted. Consider factors such
as personal values, skills, resources, and commitment.2. describe and suggest ways individuals can work to change how institutions
within society function.3. demonstrate a willingness to work toward the resolution of environmental
issues.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Erwironmental Education Standards for Kansas---October 1999 27
3 7
Environwntal Education
Statidard 5, Detichniark _ continued
4. develop a "lessons learned" document or presentation to demonstratecomprehension of an environmental issue.Example: Use the same simulation format as Standard 5, Benchmark 1,with community water use as the topic.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Envinmmental Education Standardrfor Kansas---Oaober 1999 28
38
Environmental Educaiion
Standard 5, kiichmark 3K-4 Benchmark 3: Learners explore the role of democracy in environmental issues.
K-4 Indicators:By the end of the fourth grade, the students:1. practice the basic tenets of democracy, such as the rights and
responsibilities of citizens as they relate to their school environment, e.g.,right to learn in a safe environment, respect for property of others, etc.
2. discuss rights and responsibilities of a citizen as they relate to the school
community.3. analyze how individual and group actions influence the environment.4. describe traits that enable people to function collectively as responsible
citizens.5. describe ways in which individual behaviors affect change in the
environment.6. identify some of their own personal responsibilities.
Example: See the comprehensive example at the end ofStandard 5,
Benchmark 4.
5-8 Benchmark 3: Learners investigate the role of democracy and other forms ofgovernment in environmental issues.
5-8 Indicators:By the end of the eighth grade, the students:1. investigate the importance of personal rights and civic responsibilities with
regard to environmental stewardship.2. recognize the roles that individuals, organizations, businesses, and
governments play in being environmentally responsible.Example: Attend a city council meeting or public forum on anenvironmental issue, after which the students identify all sides of the issueand prepare a risk assessment for the side they feel most matches their own
personal view.
9-12 Benchmark 3: Learners analyze the role of democracy and other forms ofgovernment in environmental issues.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Environmental Education Standards for KansasOctober 1999 29
3 9
Envirommental Education
Standard 5, $enchniark continued
9-12 Indicators:By the end of the twelfth grade, the students:
1. identify shared political values and principles that unite U.S. citizens, andanalyze conflicting views about their interpretation and application.
2. explain the influence of citizen action and public opinion on particularpolicy decisions that affect the environment.
3. describe the impact of citizen participation on public concerns and valuessuch as environmental quality and quality of life.
4.* evaluate the extent to which individual and group action creates change,meets individual needs, and promotes the common good.
xample: Using the same simulation format as in Standard 5, Benchmark1, have the students examine conflicting views regarding the protection ofthe general welfare and private property rights in a specific land-usedecision where a lawsuit has been filed alleging a "taking" of privateproperty rights by the government.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Environmental Education Standards for KansasOctober 1999 30
40
Environmental Education
Standard 5, I3epichniark 4K-4 Benchmark 4: Learners demonstrate the skills necessary to take action on
environmental issues and evaluate results.
K-4 Indicators:By the end of the fourth grade, the students:1. identify problems in the environment and brainstorm solutions.2. participate in solving group-selected problems.3. conduct group investigations using community resources.4. identify and describe the effects of their own actions and the actions of
others in the past, present, and future on the environment.5. describe a healthy environment.6. employ a variety of strategies to effectively communicate the results of their
actions, e.g., speaking, writing, drawing, dramatizing, videotaping, etc.Example for all of Standard 5: As an extension of the school yard erosioninvestigation, Example for all of Standard 4, groups of students developproposals for action. This may require further investigation or research andconsultation with resources within the community. Proposals mightinclude advantages and disadvantages, cost analysis, further options and/orpossible solutions. Students develop methods for communicating theinformation in their proposals to share with the school community anddecision makers. The agreed upon course of action is implemented andevaluated. Modifications are made when necessary.
5-8 Benchmark 4: Learners demonstrate the skills necessary to take action onenvironmental issues and evaluate results.
5-8 Indicators:By the end of the eighth grade, the students:1. assess the situation, evaluate alternative solutions, and work cooperatively
to implement an action plan.2. analyze and evaluate the results of the action plan and make modifications
and revisions as appropriate.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Environmental Education Standards for Kansas---October 1999 31
41
Environmental Educaiion
Standard 5, $enchniark 4_ continued
Example: Identify a current environmental issue involving the community
or the state, e.g., chemical run-off from golf courses. Assess currentpractices, suggest alternative solutions, and provide risk assessments for the
current practice and each alternative solution. Develop an action plan andpresent it to the individuals and groups involved on all sides of the issue.Solicit feedback from these individuals and groups. Analyze and evaluate
the feedback and make appropriate modifications and revisions to the
action plan.
9-12 Benchmark 4: Learners demonstrate the skills necessary to take action onenvironmental issues and evaluate results.
9-12 Indicators:By the end of the twelfth grade, the students:1. define and clearly articulate environmental issues to be investigated, and
identify connections with other issues.2. using various resources, identify key individuals and groups involved, and
investigate and study proposed solutions for the values and perspectives
they represent.3. investigate issues, applying research methods from the natural and social
sciences, e.g., survey a community about an environmental issue using a
random sample.4. evaluate proposed solutions on the basis of their impacts on society and the
environment, and on their effectiveness in resolving the issue, e.g., use
methods such as cost/benefit analysis, ethical analysis, environmentalimpact analysis, and risk assessment.
5. define and provide examples of community and individual action
appropriate for proposed solutions.6. describe alternative points of view.7. explain whether action is needed. Account for factors such as the scale of
the issue, proposed solutions, and legal, social, economic, and ecological
consequences.8. describe proposed actions. Articulate well-reasoned arguments supporting
their views and decisions.9. develop plans for individual and collective action based on their
investigations and acquired knowledge.10. decide whether the plan should be implemented, modified, or abandoned.
11. implement the action plan.12. evaluate the results.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Environmental Education Standards for KansasOctober 1999 32
4 2
Environmental Education
Standard 5, Denchnork 4 continued
Faample: Using the same simulation format as discussed in Standard 5,
Benchmark 1, have the students consider a recycling plan for thecommunity.
Indicators and examples are not listed in priority order nor are they to be considered as all-inclusive.
Envinmmental Ethication Standartirfor KansasOctober 1999 33
4 3
Detiehniark Matrix
4 4
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ions
of
the
ecos
yste
m.
4.
the
phys
ical
pro
cess
es th
atfo
rm th
em.
expl
ain
the
caus
es a
ndef
fect
s of
pla
te te
cton
ics
(ear
th c
rust
mov
emen
ts).
5.re
cogn
ize
diff
eren
tpr
oces
ses
that
sha
pe th
eea
rth,
suc
h as
wea
ther
ing
and
eros
ion.
5.de
scri
be h
ow e
ach
of th
e11
Phy
siog
raph
ic P
rovi
nces
of K
ansa
s w
as f
orm
ed, a
ndho
w th
ey a
re r
elat
ed to
the
natu
ral c
omm
uniti
es o
f th
est
ate.
4 5
4 6
34
Env
ironm
enta
l Edu
catio
n S
tand
ards
for
Kan
sas
letic
hnta
rk M
atrb
cOot
ober
199
9
STA
ND
AR
D 1
:L
earn
ers
dem
onst
rate
an
unde
rsta
ndin
g th
at th
e ea
rth
is a
phy
sica
l sys
tem
.
K-4
5-8
9-12
Ben
chm
ark
2: L
earn
ers
expl
ore
basi
cpr
oper
ties
of m
atte
r an
d en
ergy
.B
ench
mar
k 2:
Lea
rner
s in
vest
igat
e ba
sic
prop
ertie
s of
mat
ter
and
ener
gy.
Ben
chm
ark
2: L
earn
ers
anal
yze
and
com
mun
icat
e th
e ba
sic
prop
ertie
s of
mat
ter
and
Indi
cato
rs: 1
.re
cogn
ize
that
the
sun
ener
gy.
Indi
cato
rs: 1
.ex
plai
n us
es a
nd p
rope
rtie
spr
ovid
es th
e en
ergy
toIn
dica
tors
: 1.
expl
ain
how
the
proc
ess
of
of e
arth
mat
eria
ls (
rock
s,so
ils, w
ater
, and
air
).
pow
er v
ario
us c
ycle
s in
natu
re.
phot
osyn
thes
is tr
ansf
orm
sth
e su
n's
ener
gy in
pla
nts
2.co
mpa
re a
nd c
ontr
ast f
ossi
l2.
illus
trat
e th
at e
nerg
y an
dan
d re
leas
es o
xyge
n in
to
sam
ples
and
look
for
mat
ter
cann
ot b
e cr
eate
d or
the
air.
evid
ence
abo
ut th
e pl
ants
dest
roye
d, b
ut it
can
2.ex
plai
n ho
w th
e pr
oces
s of
and
anim
als
that
live
d lo
ngag
o.
chan
ge f
orm
s.re
spir
atio
n re
leas
es e
nerg
yan
d ca
rbon
dio
xide
for
3.ex
plai
n th
at e
nerg
y ke
eps
thin
gs g
oing
.
grow
th a
nd o
ther
life
proc
esse
s in
pla
nts
and
anim
als.
3.ill
ustr
ate
how
ene
rgy
and
mat
ter
flow
in th
ebi
osph
ere.
4.ex
plai
n co
mbu
stio
n(b
urni
ng)
of f
ossi
l fue
ls a
ndth
e pr
oduc
ts o
f th
ispr
oces
s, s
uch
as e
nerg
y fo
rm
echa
nica
l mot
ion
and
was
te p
rodu
cts.
5.ill
ustr
ate
how
aff
eren
tel
emen
ts a
nd c
ompo
unds
cycl
e th
roug
h ec
osys
tem
sat
dif
fere
nt r
ates
.
4 7
4 8
"
Env
ironm
enta
l Edu
catio
n S
tand
ards
for
Kan
sas
senc
hnta
rk M
atrix
Otto
ber
1999
STA
ND
AR
D 2
:L
earn
ers
dem
onst
rate
an
unde
rsta
ndin
g of
the
rela
tions
hips
and
inte
ract
ions
bet
wee
n or
gani
sms
and
the
envi
ronm
ent.
K-4
5-8
9-12
Ben
chm
ark
1: L
earn
ers
inve
stig
ate
orga
nism
s an
d ha
bita
ts.
Ben
chm
ark
1: L
earn
ers
inve
stig
ate
com
plex
rel
atio
nshi
ps a
mon
g or
gani
sms
and
habi
tats
.
Ben
chm
ark
1: L
earn
ers
anal
yze
com
plex
rela
tions
hips
am
ong
orga
nism
s an
dha
bita
ts.
Indi
cato
rs: 1
.id
entif
y si
mila
ritie
s an
ddi
ffer
ence
s am
ong
aw
ide
vari
ety
of li
ving
orga
nism
s.
Indi
cato
rs: 1
.id
entif
y th
e re
latio
nshi
psbe
twee
n liv
ing
and
non-
livin
g co
mpo
nent
sin
a g
iven
hab
itat.
Indi
cato
rs: 1
.ex
plai
n ho
w h
abita
tch
ange
s in
flue
nce
the
size
of
plan
t and
ani
mal
popu
latio
ns.
2.cl
assi
fy o
r gr
oup
plan
tsan
d an
imal
s ac
cord
ing
tost
ruct
ures
and
bas
icne
eds
(foo
d, w
ater
,sh
elte
r, s
pace
, air
, and
2. 3.
indi
cate
how
res
ourc
esar
e us
ed b
y m
any
orga
nism
s,re
cogn
ize
that
res
ourc
esar
e lim
ited,
whi
ch r
esul
ts
2.ex
plai
n ho
w g
enet
icdi
vers
ity a
mon
gin
divi
dual
s w
ithin
asp
ecie
s in
crea
ses
the
chan
ces
of s
urvi
val o
f
sunl
ight
).in
com
petit
ion.
3.
the
spec
ies
whe
nen
viro
nmen
tal c
hang
esoc
cur.
expl
ain
how
bio
dive
rsity
of s
peci
es in
an
envi
ronm
ent i
ncre
ases
the
chan
ces
of s
urvi
val
of a
t lea
st a
few
spe
cies
.
5 0
4 9
36
Env
ironn
iettt
al E
duca
tion
Sta
ndar
ds fo
r K
ansa
sD
ench
mar
k M
atrix
Oct
ober
199
9
STA
ND
AR
D 2
:L
earn
ers
dem
onst
rate
an
unde
rsta
ndin
gof
the
rela
tions
hips
and
inte
ract
ions
betw
een
orga
nism
s
and
the
envi
ronm
ent.
K-4
5-8
9-12
Ben
chm
ark
2: L
earn
ers
iden
tify
char
acte
rist
ics
that
hel
p or
gani
sms
live
inth
eir
envi
ronm
ent,
Ben
chm
ark
2: L
earn
ers
reco
gniz
e th
ere
latio
nshi
ps b
etw
een
orga
nism
s' p
hysi
cal
char
acte
rist
ics
and
beha
vior
s an
d th
eir
abili
ty to
ada
pt to
the
envi
ronm
ent,
Ben
chm
ark
2: L
earn
ers
anal
yze
the
rela
tions
hips
bet
wee
n or
gani
sms'
phy
sica
lch
arac
teri
stic
s an
d be
havi
ors
and
thei
rab
ility
to a
dapt
to th
e en
viro
nmen
t.
Indi
cato
rs: 1
.
2.
com
pare
and
con
tras
tof
fspr
ing
of b
oth
plan
tsan
d an
imal
s w
ith th
eir
pare
nts.
iden
tify
obse
rvab
lech
arac
teri
stic
s th
at h
elp
orga
nism
s su
rviv
e.
Indi
cato
rs: 1
.lin
k ph
ysic
al f
eatu
res
and
beha
vior
s of
pla
nts
and
anim
als
to th
eir
surv
ival
in th
eir
envi
ronm
ent,
2.un
ders
tand
how
fea
ture
sca
n be
inhe
rite
dw
hich
may
allo
w a
n or
gani
smto
bet
ter
surv
ive.
1
Indi
cato
rs: 1
.ex
plai
n th
e re
latio
nshi
pof
gen
etic
var
iatio
n an
dra
te o
f re
prod
uctio
nof
asp
ecie
s to
its
chan
ces
ofsu
rviv
ing
the
natu
ral
sele
ctio
n pr
oces
s du
ring
envi
ronm
enta
l cha
nge.
2.ex
plai
n ho
w n
atur
alse
lect
ion
help
s sp
ecie
sad
apt t
o a
new
ly c
hang
eden
viro
nmen
t.3.
expl
ain
how
gen
etic
vari
atio
n w
ithin
asp
ecie
s, a
nd d
iver
sity
of
spec
ies
with
in a
nen
viro
nmen
t, he
lps
orga
nism
s tc
; ada
pt to
and
surv
ive
futu
rech
ange
s in
the
envi
ronm
ent.
5237
Env
ironm
enta
l Edu
catio
n S
tand
ards
for
Kan
sas
Oet
ichi
star
k M
atri
xOct
ober
199
9
STA
ND
AR
D 2
:L
earn
ers
dem
onst
rate
an
unde
rsta
ndin
gof
the
rela
tions
hips
and
inte
ract
ions
betw
een
orga
nisn
is
and
the
envi
ronm
ent.
K-4
5-8
9-12
Ben
chm
ark
3: L
earn
ers
expl
ore
how
orga
nism
s de
pend
on
one
anot
her
and
thei
ren
viro
nmen
t.
Indi
cato
r: 1
.co
nstr
uct a
sim
ple
food
chai
n.
Ben
chm
ark
3: L
earn
ers
inve
stig
ate
the
inte
rdep
ende
nce
of li
ving
org
anis
ms
with
eac
hot
her
and
with
the
phys
ical
env
iron
men
t.In
dica
tors
: 1.
com
pare
and
con
tras
tva
riou
s re
latio
nshi
psam
ong
orga
nism
s.2.
inve
stig
ate
the
role
s of
prod
ucer
s, c
onsu
mer
s,sc
aven
gers
, and
deco
mpo
sers
.3.
trac
e th
e fl
ow o
f en
ergy
thro
ugh
food
web
s.
Ben
chm
ark
3: L
earn
ers
anal
yze
the
inte
rdep
ende
nce
of li
ving
org
anis
ms
with
eac
hot
her
and
with
the
phys
ical
env
iron
men
t.In
dica
tors
: 1.
expl
ain
how
pla
nts,
anim
als,
and
all
the
phys
ical
com
pone
nts
of e
cosy
stem
sar
e co
nnec
ted.
2.de
scri
be h
ow e
cosy
stem
sre
mai
n st
able
ove
r lo
ngpe
riod
s of
tim
e th
roug
hin
terd
epen
denc
e, c
yclic
fluc
tuat
ions
, and
equi
libri
um.
3.ex
plai
n ho
w c
limat
ech
ange
, int
rodu
ctio
n of
new
spe
cies
, and
hum
anim
pact
s ca
use
chan
ges
inec
osys
tem
s.4.
desc
ribe
the
step
s in
succ
essi
on o
f va
riou
s bi
otic
com
mun
ities
in K
ansa
s.5.
desc
ribe
the
fact
ors
that
caus
e w
ildlif
e po
pula
tion
chan
ge o
ver
time.
5354
38
Env
ironn
ient
al E
duca
tion
Sta
ndar
dsfo
r K
ansa
sP
ench
niar
k M
atrix
Otto
ber
1999
STA
ND
AR
D 3
:L
earn
ers
dem
onst
rate
an
unde
rsta
ndin
g of
the
vari
ed r
oles
and
inte
ract
ions
bet
wee
n hu
man
s an
dth
e
envi
ronm
ent.
K-4
5-8
9-12
Ben
chm
ark
1: L
earn
ers
expl
ore
the
rela
tions
hips
amon
g in
divi
dual
s, g
roup
s,cu
lture
s, a
nd th
e
envi
ronm
ent,
Ben
chm
ark
1: L
earn
ers
inve
stig
ate
the
rela
tions
hips
bet
wee
n in
divi
dual
s, g
roup
s,cu
lture
s,
and
the
envi
ronm
ent.
.
Ben
chm
ark
1: L
earn
ers
anal
yze
the
rela
tions
hips
betw
een
indi
vidu
als,
gro
ups,
cul
ture
s, a
ndth
e
envi
ronm
ent.
Indi
cato
rs: I
. 2.
iden
tify
vari
ous
grou
ps to
whi
ch p
eopl
e ca
n be
long
,id
entif
y w
ays
in w
hich
gro
ups
Indi
cato
rs: 1
.re
cogn
ize
belie
fs a
ndas
sum
ptio
ns a
bout
the
phys
ical
and
soc
ial
envi
ronm
ents
that
gui
de
Indi
cato
rs: 1
.ex
plai
n ho
w f
amily
, rel
igio
n,ge
nder
, soc
ioec
onom
ic s
tatu
s,an
d ot
her
fact
ors
infl
uenc
eth
e va
lues
and
per
cept
ions
wor
k to
mee
t per
sona
l and
grou
p ne
eds.
indi
vidu
als
tow
ard
deci
sion
s,
2.un
ders
tand
that
gro
ups
hold
ing
indi
vidu
als
have
abo
ut th
een
viro
nmen
t.
3.pr
actic
e ba
sic
inte
rper
sona
ldi
ffer
ing
view
s on
env
iron
men
tal
2.de
scri
be h
ow th
e ac
tions
of
skill
s, e
.g.,
liste
ning
to o
ther
s,as
king
que
stio
ns, i
dent
ifyi
ng
issu
es m
ust s
till w
ork
toge
ther
.3.
expl
ain
how
the
envi
ronm
ent i
s us
ed
busi
ness
es, c
omm
unity
grou
ps, a
nd o
ther
soc
ieta
l
sim
ilari
ties
and
diff
eren
ces,
and
reso
lvin
g co
nflic
ts.
diff
eren
tly b
y di
ffer
ent c
ultu
res.
4.re
cogn
ize
that
lim
ited
reso
urce
s ca
n
orga
niza
tions
may
bri
ng a
bout
unin
tend
ed im
pact
s to
the
4.gi
ve e
xam
ples
of
how
caus
e co
nflic
t am
ong
grou
ps.
envi
ronm
ent.
expe
rien
ces
and
issu
es m
ay b
e5.
pred
ict h
ow h
uman
-cau
sed
chan
ges
3.ex
plai
n ho
w g
roup
s
inte
rpre
ted
diff
eren
tly b
ype
ople
with
dif
fere
ntba
ckgr
ound
s.
will
aff
ect f
utur
e en
viro
nmen
ts,
.
4.
conc
erne
d ab
out t
heen
viro
nmen
t mee
t the
nee
dsof
gro
up m
embe
rs,
acco
mpl
ish
grou
p go
als,
and
infl
uenc
e so
ciet
y as
a w
hole
.ex
plai
n ho
w c
ultu
ral c
hang
ein
flue
nces
per
cept
ions
of
the
envi
ronm
ent.
5556
39
Env
ironm
enta
l Edu
catio
n S
tand
ards
for
Kan
sas
feri
chno
rk M
atrk
Oct
ober
199
9
STA
ND
AR
D 3
:L
earn
ers
dem
onst
rate
an
unde
rsta
ndin
g of
the
vari
ed r
oles
and
inte
ract
ions
bet
wee
nhu
man
s an
d th
e
envi
ronm
ent.
K-4
5-8
9-12
Ben
chm
ark
2: L
earn
ers
expl
ore
the
rela
tions
hips
betw
een
rule
s an
d th
e le
arne
rs' e
nvir
onm
ent,
Ben
chm
ark
2: L
earn
ers
expl
ore
the
rela
tions
hips
amon
g la
ws,
pol
itics
, eco
nom
ics,
and
the
envi
ronm
ent.
Ben
chm
ark
2: L
earn
ers
anal
yze
the
rela
tions
hips
amon
g la
ws,
pol
itics
, eco
nom
ics,
and
the
envi
ronm
ent.
Indi
cato
r: I
. giv
e ex
ampl
es o
f ru
les
at h
ome,
in th
eIn
dica
tors
: 1.
iden
tify
loca
l and
sta
teIn
dica
tors
: 1.
expl
ain
scar
city
and
une
ven
neig
hbor
hood
, and
at s
choo
l as
they
envi
ronm
enta
l iss
ues.
dist
ribu
tion
ofir
esou
rces
as
rela
te to
the
envi
ronm
ent.
2.de
scri
be w
ays
that
dec
isio
nsab
out t
he e
nvir
onm
ent a
reaf
fect
ed b
y ec
onom
ics
and
mot
ivat
ing
fact
ors
behi
nd th
epr
ogre
ss o
f ec
onom
icsy
stem
s.
polit
ics.
2.de
scri
be th
e ro
le o
f pr
ivat
epr
oper
ty r
ight
s in
sha
ping
deci
sion
s ab
out l
and
use
inth
e U
nite
d St
ates
and
in
3. 4. 5.
Kan
sas.
expl
ain
hum
an r
ight
s,ec
onom
ic d
evel
opm
ent,
publ
ic h
ealth
, res
ourc
eal
loca
tion,
and
env
iron
men
tal
qual
ity f
rom
the
pers
pect
ives
of th
e in
divi
dual
, the
com
mun
ity, t
he n
atio
n, a
ndth
e w
orld
.de
scri
be th
e sh
ort-
term
and
long
-ter
m c
osts
and
ben
efits
of a
ddre
ssin
g lo
cal,
natio
nal,
and
wor
ldw
ide
envi
ronm
enta
lpr
oble
ms.
desc
ribe
the
gove
rnm
enta
lan
d no
n-go
vern
men
tal r
oles
in a
ddre
ssin
g lo
cal,
natio
nal,
and
wor
ldw
ide
envi
ronm
enta
lpr
oble
ms.
575
840
Env
ironm
enta
l Edu
catio
n S
tand
ards
for
Kan
sas
15eN
chnt
ark
Mat
rlxO
ctob
er 1
999
STA
ND
AR
D 3
:L
earn
ers
dem
onst
rate
an
unde
rsta
ndin
g of
the
vari
ed r
oles
and
inte
ract
ions
bet
wee
n hu
man
s an
dth
e
envi
ronm
ent.
K-4
5-8
9-12
Ben
chm
ark
3: L
earn
ers
expl
ore
the
rela
tions
hips
am
ong
reso
urce
s, te
chno
logy
,an
d th
e en
viro
nmen
t,
Ben
chm
ark
3: L
earn
ers
inve
stig
ate
the
rela
tions
hips
am
ong
reso
urce
s,te
chno
logy
,
and
the
envi
ronm
ent,
Ben
chm
ark
3: L
earn
ers
inve
stig
ate
and
anal
yze
the
rela
tions
hips
am
ong
reso
urce
s,te
chno
logy
, and
the
envi
rom
nent
.
Indi
cato
rs: 1
.ex
plai
n w
hy in
tern
atio
nal
Indi
cato
rs: 1
.de
scri
be h
ow te
chno
logy
Indi
cato
rs: 1
.ex
amin
e th
ere
latio
nshi
ps b
etw
een
trad
e is
com
mon
, and
why
wor
ldw
ide
reso
urce
s
has
infl
uenc
ed th
equ
ality
of
life.
thei
r ne
eds
and
wan
tsar
e un
even
.2.
desc
ribe
how
tech
nolo
gy
2. 3.
and
the
resu
lting
impa
cton
the
envi
ronm
ent,
obse
rve
and
desc
ribe
the
natu
ral a
nd c
ultu
ral
char
acte
rist
ics
of th
eir
com
mun
ity o
r re
gion
.id
entif
y na
tura
l res
ourc
esus
ed to
dev
elop
a v
arie
ty
2.cl
assi
fy n
atur
al r
esou
rces
as r
enew
able
,no
nren
ewab
le, o
rpe
rpet
ual,
and
iden
tify
the
impa
ct o
f th
e fu
ture
avai
labi
lity
of n
atur
alre
sour
ces
in th
ese
cate
gori
es.
3.
has
alte
red
the
natu
ral
envi
ronm
ent.
desc
ribe
how
agr
icul
ture
,m
inin
g, m
anuf
actu
ring
,en
ergy
pro
duct
ion,
high
way
con
stru
ctio
n,an
d ot
her
econ
omic
deve
lopm
ent a
ctiv
ities
of p
rodu
cts.
3.ex
amin
e ho
w K
ansa
sha
ve b
enef
ited
Kan
sas.
4. 5.
colle
ct a
nd r
euse
or
recy
cle
prod
ucts
der
ived
from
nat
ural
res
ourc
es.
iden
tify
reso
urce
s fr
omth
e en
viro
nmen
t whi
chm
eet t
he n
eeds
and
wan
ts o
f a
popu
latio
n.
4.
natu
ral r
esou
rces
are
obta
ined
, use
d, r
euse
d,re
cycl
ed, o
r di
scar
ded.
illus
trat
e hi
stor
ical
tech
nolo
gica
l adv
ance
sth
at h
ave
chan
ged
the
way
peo
ple
inte
ract
with
4.de
scri
be h
ow a
gric
ultu
re,
min
ing,
man
ufac
turi
ng,
ener
gy p
rodu
ctio
n,hi
ghw
ay c
onst
ruct
ion,
and
othe
r ec
onom
icde
velo
pmen
t act
iviti
esha
ve a
ltere
d th
e na
tura
l
6.id
entif
y w
ays
in w
hich
tech
nolo
gy a
ffec
ts o
ther
peop
le a
s it
rela
tes
to th
een
viro
nmen
t,
5.
the
envi
ronm
ent,
anal
yze
the
cost
s, r
isks
,an
d be
nefi
ts o
fte
chno
logy
for
sol
ving
envi
ronm
enta
l pro
blem
s.
5.
envi
ronm
ent i
n K
ansa
s.id
entif
y w
ays
in w
hich
vari
ous
reso
urce
s ca
n be
reus
ed a
nd r
ecyc
led.
604
1
Env
ironm
enta
l Edu
catio
n S
tand
ards
for
Kan
sas
Del
ichm
ark
Mat
rixO
ctob
er 1
999
STA
ND
AR
D 3
:L
earn
ers
dem
onst
rate
an
unde
rsta
ndin
g of
the
vari
edro
les
and
inte
ract
ions
bet
wee
n hu
man
s an
d th
e
envi
ronm
ent.
K-4
5-8
9-12
Ben
chm
ark
4: L
earn
ers
iden
tify
envi
ronm
enta
l iss
ues.
Ben
chm
ark
4: L
earn
ers
iden
tify
and
anal
yze
envi
ronm
enta
l iss
ues
from
mul
tiple
poi
nts
ofvi
ew.
Ben
chm
ark
4: L
earn
ers
iden
tify
and
eval
uate
envi
ronm
enta
l iss
ues
from
mul
tiple
poi
nts
ofvi
ew.
Indi
cato
rs: 1
.de
scri
be w
ays
in w
hich
envi
ronm
enta
l fac
tors
hel
pIn
dica
tors
: 1.
reco
gniz
e di
ffer
ent p
oint
sof
vie
w to
war
dIn
dica
tors
: 1.
iden
tify
the
vari
ous
uses
of
soil
and
wat
..r in
Kan
sas.
or h
inde
r hu
man
s in
thei
ren
viro
nmen
tal i
ssue
s.2.
iden
tify
the
risk
s an
d
2.
com
mun
ity (
torn
adoe
s,fl
oods
, dro
ught
, ero
sion
,ha
il, w
ind
stor
ms,
fir
e, e
tc. )
.de
scri
be e
nvir
onm
enta
lch
ange
s, n
atur
al a
ndcu
ltura
l.
2.an
alyz
e lo
cal a
nd s
tate
envi
ronm
enta
l iss
ues
base
don
ben
efits
and
ris
ks.
3.
bene
fits
that
agr
icul
ture
,pe
trol
eum
pro
duct
ion,
man
ufac
turi
ng, e
nerg
ypr
oduc
tion,
hum
anco
mm
uniti
es, a
nd o
ther
econ
omic
dev
elop
men
tac
tiviti
es c
an h
ave
on s
oil
and
wat
er in
Kan
sas.
desc
ribe
the
prob
lem
s th
at
4.
Kan
sans
fac
e in
reg
ard
toso
lid a
nd h
azar
dous
was
tedi
spos
al.
desc
ribe
the
prob
lem
s th
at
5.
Kan
sans
fac
e in
reg
ard
tour
ban
grow
th.
iden
tify
the
reas
ons
that
acqu
isiti
on o
f pr
ivat
e la
ndfo
r pu
blic
use
is a
n is
sue
inK
ansa
s. L
ist t
he a
rgum
ents
for
all s
ides
of
the
issu
e.
6 1
6 2
42
Env
ironm
enta
l Edu
eaiio
n S
tand
ards
for
Kan
sas
Pet
ichi
star
k M
atrix
Oet
ober
199
9
STA
ND
AR
D 4
:L
earn
ers
deve
lop
the
abili
ties
nece
ssar
y to
cond
uct s
cien
tific
inqu
irie
s.
K-4
5-8
9-12
Ben
chm
ark
1: L
earn
ers
dem
onst
rate
scie
ntif
ic q
uest
ioni
ng s
kills
,
Ben
chm
ark
1: L
earn
ers
dem
onst
rate
scie
ntif
ic q
uest
ioni
ng s
kills
,
Ben
chm
ark
1: L
earn
ers
dem
onst
rate
scie
ntif
ic q
uest
ioni
ng s
kills
.
Indi
cato
r: 1
.ex
pres
s a
sim
ple
ques
tion
in a
way
that
can
be in
vest
igat
ed,
Indi
cato
r: 1
.de
sign
test
able
que
stio
nsba
sed
on e
nvir
onm
enta
lob
serv
atio
ns, i
nfer
ence
s,an
d pr
edic
tions
.
Indi
cato
r: 1
.id
entif
y an
envi
ronm
enta
l top
ic to
be s
tudi
ed u
sing
pri
mar
yan
d se
cond
ary
sour
ces
ofin
form
atio
n, a
nd p
ose
are
sear
ch q
uest
ion
orhy
poth
esis
, ide
ntif
ying
key
vari
able
s.
6 3
43
Env
ironm
enta
l Edu
catio
n S
tand
ards
for
Kan
sas
Den
chnt
ark
Mat
rixO
ctob
er 1
999
STA
ND
AR
D 4
:L
earn
ers
deve
lop
the
abili
ties
nece
ssar
y to
cond
uct s
cien
tific
inqu
irie
s.
K-4
5-8
9-12
Ben
chm
ark
2: L
earn
ers
dem
onst
rate
sci
entif
icin
quir
y sk
ills,
Ben
chm
ark
2: L
earn
ers
dem
onst
rate
sci
entif
icin
quir
y sk
ills,
Ben
chm
ark
2: L
earn
ers
dem
onst
rate
scie
ntif
ic
inqu
iry
skill
s.
Indi
cato
rs: I
.re
fine
que
stio
ns; m
ake
Indi
cato
rs: 1
.co
nnec
t que
stio
ns w
ith
Indi
cato
rs: I
. 2.
desi
gn a
nd p
erfo
rm, i
n gr
oups
or in
divi
dual
ly, a
nex
peri
men
tw
hich
can
be
test
ed.
dem
onst
rate
dif
fere
nt w
ays
ofin
vest
igat
ing
with
sim
ple
asse
rtio
ns a
nd p
redi
ctio
ns;
iden
tify
and
defi
ne v
aria
bles
;de
velo
p hy
poth
eses
; col
lect
,or
gani
ze a
nd a
naly
zein
form
atio
n/da
ta th
roug
h
appr
opri
ate
mea
ns o
f in
quir
y,in
clud
ing
scie
ntif
icin
vest
igat
ions
, his
tori
cal
inqu
iry,
and
soc
ial s
cien
ceob
serv
atio
n an
d re
sear
ch.
3.
inst
rum
ents
.de
scri
be in
vest
igat
ions
in w
ays
surv
eys,
inte
rvie
ws,
expe
rim
ents
, or
othe
r m
eans
.
2. 3.
use
sam
plin
gte
chni
ques
.ap
ply
obse
rvat
ion
and
4.
that
allo
w th
em to
be
repe
ated
.ga
ther
and
rec
ord
data
rel
ated
to a
n in
vest
igat
ion
usin
g
2.se
lect
app
ropr
iate
mea
sure
men
t str
ateg
ies,
whi
ch m
ay in
clud
e m
odel
san
d si
mul
atio
ns.
4.
mea
sure
men
t ski
lls in
fie
ldsi
tuat
ions
.ga
ther
info
rmat
ion
from
ava
riet
y of
sou
ites.
5.
appr
opri
ate
data
dis
play
s.fo
rm c
oncl
usio
ns b
ased
on
the
data
col
lect
ed.
3.co
llect
dat
a th
roug
h su
rvey
s,in
terv
iew
s, e
xper
imen
ts, o
rot
her
mea
ns.
5.pe
rfor
m b
asic
sta
tistic
alan
alys
es to
des
crib
e da
ta u
sing
quan
titat
ive
mea
sure
s.
6.de
mon
stra
te a
will
ingn
ess
tom
odif
y op
inio
ns b
ased
on
evid
ence
,
4.co
nsid
er r
elat
ions
hips
am
ong
vari
able
s, d
evel
op in
sigh
tful
inte
rpre
tatio
ns, a
nd e
xam
ine
evid
ence
for
sup
port
or
non-
supp
ort o
f th
ehy
poth
esis
.
6. 7. 8. 9. 10.
11.
look
for
and
exp
lain
inco
nsis
tenc
ies,
suc
h as
fau
ltyor
mis
lead
ing
use
ofst
atis
tics,
mis
repr
esen
tatio
n of
dat
a th
atis
pre
sent
ed g
raph
ical
ly, o
rbi
ased
sel
ectio
n of
dat
a to
supp
ort a
cla
im.
use
tech
nolo
gy to
inte
rpre
tan
d co
mm
unic
ate.
inte
grat
e an
d su
mm
ariz
ein
form
atio
n us
ing
a va
riet
y of
med
ia.
crea
te m
odel
s an
dsi
mul
atio
ns.
diff
eren
tiate
bet
wee
n ca
uses
and
effe
cts
and
iden
tify
whe
nca
usal
ity is
unc
erta
in.
deve
lop
new
que
stio
ns to
stim
ulat
e fu
rthe
r in
quir
yba
sed
on e
xper
ienc
e.
6 5
6 6
44
Env
ironm
enta
l Edu
catio
n S
tand
ards
for
Kan
sas
lene
hisi
ark
Mat
rbc-
--O
etob
er 1
999
STA
ND
AR
D 5
:L
earn
ers
deve
lop
the
abili
ties
nece
ssar
y to
par
ticip
ate
and
mak
e in
form
ed d
ecis
ions
reg
ardi
ng e
nvir
onm
enta
lis
sues
.
K-4
5-8
9-12
Ben
chm
ark
1: L
earn
ers
dem
onst
rate
the
skill
sne
cess
ary
to u
nder
stan
d an
d co
mm
unic
ate
idea
s
abou
t env
iron
men
tal i
ssue
s.
Ben
chm
ark
1: L
earn
ers
dem
onst
rate
the
skill
sne
cess
ary
to u
nder
stan
d an
d co
mm
unic
ate
idea
s
abou
t env
iron
men
tal i
ssue
s.
Ben
chm
ark
1: L
earn
ers
dem
onst
rate
the-
skill
sne
cess
ary
to u
nder
stan
d an
dco
mm
unic
ate
idea
sab
out e
nvir
onm
enta
l iss
ues.
Indi
cato
rs: 1
.id
entif
y a
vari
ety
of b
elie
fsIn
dica
tors
: 1.
iden
tify
and
clea
rly
Indi
cato
rs: 1
. 2.
iden
tify
and
expr
ess
idea
san
d un
ders
tand
ings
rega
rdin
g th
e en
viro
nmen
t,de
mon
stra
te a
n aw
aren
ess
and
valu
es to
war
d th
een
viro
nmen
t and
ackn
owle
dge
that
oth
ers
may
hol
d vi
ews
diff
eren
t
artic
ulat
e en
viro
nmen
tal
issu
es a
nd th
eir
conn
ectio
ns w
ith o
ther
issu
es.
of n
ew in
form
atio
n an
dfr
om th
eir
own.
2.id
entif
y di
ffer
ent
idea
s.2.
.
use
a va
riet
y of
met
hods
toex
pres
s id
eas
and
view
poin
ts a
bout
envi
ronm
enta
l iss
ues.
iden
tify
a ra
nge
ofhi
stor
ical
or
curr
ent
envi
ronm
enta
l iss
ues
and
anal
yze
them
by
cons
ider
ing
cons
eque
nces
3.
pers
pect
ives
on
envi
ronm
enta
l iss
ues
and
appr
oach
es to
res
olvi
ngth
em. D
iscu
ss a
ssum
ptio
nsan
d go
als
that
und
erlie
eac
hpo
sitio
n.di
scus
s th
e so
cial
, pol
itica
l,an
d ec
onom
ic im
plic
atio
nsof
env
iron
men
tal i
ssue
s.
.
-
4.
and
trad
e-of
fs.
com
pare
str
engt
hs a
ndw
eakn
esse
s of
envi
ronm
enta
l sol
utio
nsus
ing
evid
ence
to s
uppo
rtal
tern
ativ
e so
lutio
ns a
ndvi
ewpo
ints
,
4. 5. 6.
proj
ect t
he li
kely
cons
eque
nces
of
failu
re to
reso
lve
a sp
ecif
icen
viro
nmen
tal i
ssue
.ju
stif
y th
eir
posi
tion
on a
nan
alys
is o
f in
form
atio
nfr
om a
var
iety
of
sour
ces,
pers
onal
bel
iefs
and
val
ues,
and
clea
r re
ason
ing.
cons
ider
vie
wpo
ints
that
diff
er f
rom
thei
r ow
n an
din
form
atio
n th
at c
halle
nges
thei
r po
sitio
n.
634
5
Env
ironm
enta
l Edu
catio
n S
tand
ards
for
Kan
sas
Den
chm
ark
Mat
rixO
ctob
er 1
999
STA
ND
AR
D 5
: Lea
rner
s de
velo
p th
e ab
ilitie
s ne
cess
ary
topa
rtic
ipat
e an
d m
ake
info
rmed
dec
isio
nsre
gard
ing
envi
ronm
enta
l
issu
es.
K-4
5-8
9-12
Ben
chm
ark
2: L
earn
ers
exhi
bit a
nun
ders
tand
ing
of th
eir
role
, as
indi
vidu
als,
in e
nvir
onm
enta
l iss
ues.
Indi
cato
rs: 1
.id
entif
y th
emse
lves
as
mem
bers
of
grou
ps.
2.id
entif
y th
eir
role
s an
dre
spon
sibi
litie
s in
var
ious
grou
ps.
Ben
chm
ark
2: L
earn
ers
exhi
bit a
nun
ders
tand
ing
of th
eir
role
, as
indi
vidu
als,
in e
nvir
onm
enta
l iss
ues.
Indi
cato
rs: 1
.de
velo
p an
unde
rsta
ndin
g of
how
an
indi
vidu
al in
tera
cts
with
soci
etal
inst
itutio
ns in
orde
r to
hav
e an
impa
cton
env
iron
men
tal
conc
erns
.2.
anal
yze
cons
eque
nces
of
pers
onal
act
ions
, rel
ate
thes
e ac
tions
to im
pact
sin
the
futu
re, a
ndco
mpa
re p
erso
nal
actio
ns w
ith c
omm
only
acce
pted
soc
ieta
l vie
ws.
Ben
chm
ark
2: L
earn
ers
exhi
bit a
nun
ders
tand
ing
of th
eir
role
, as
indi
vidu
als,
in e
nvir
onm
enta
l iss
ues.
Indi
cato
rs: 1
.ev
alua
te w
heth
erpe
rson
al in
volv
emen
t is
war
rant
ed. C
onsi
der
fact
ors
such
as
pers
onal
valu
es, s
kills
, res
ourc
es,
and
com
mitm
ent.
2.de
scri
be a
nd s
ugge
stw
ays
indi
vidu
als
can
wor
k to
cha
nge
how
inst
itutio
ns w
ithin
soci
ety
func
tion.
3.de
mon
stra
te a
will
ingn
ess
to w
ork
tow
ard
the
reso
lutio
n of
envi
ronm
enta
l iss
ues.
4.de
velo
p a
"les
sons
lear
ned"
doc
umen
t or
pres
enta
tion
tode
mon
stra
teco
mpr
ehen
sion
of
anen
viro
nmen
tal i
ssue
.
6 9
7 0
46
Env
ironm
enta
l Edu
catio
n S
tand
ards
for
Kan
sas
lesc
hitia
rk M
atrix
Oet
ober
199
9
STA
ND
AR
D 5
: Lea
rner
s de
velo
p th
e ab
ilitie
s ne
cess
ary
topa
rtic
ipat
e an
d m
ake
info
rmed
dec
isio
nsre
gard
ing
envi
ronm
enta
l
issu
es.
K-4
5-8
9-12
Ben
chm
ark
3: L
earn
ers
expl
ore
the
role
of
dem
ocra
cy in
env
iron
men
tal i
ssue
s.
Ben
chm
ark
3: L
earn
ers
inve
stig
ate
the
role
of
dem
ocra
cy a
nd o
ther
for
ms
of g
over
nmen
t in
envi
ronm
enta
l iss
ues.
Ben
chm
ark
3: L
earn
ers
anal
yze
the
role
ofde
moc
racy
and
oth
er f
orm
s of
gov
ernm
ent
in
envi
ronm
enta
l iss
ues.
Indi
cato
rs: 1
.pr
actic
e th
e ba
sic
tene
ts o
fde
moc
racy
, suc
h as
the
righ
ts a
nd r
espo
nsib
ilitie
sof
citi
zens
as
they
rel
ate
toth
eir
scho
ol e
nvir
onm
ent,
e.g.
, rig
ht to
lear
n in
asa
fe
Indi
cato
rs: 1
. 2.
inve
stig
ate
the
impo
rtan
ceof
per
sona
l rig
hts
and
civi
cre
spon
sibi
litie
s w
ith r
egar
dto
env
iron
men
tal
stew
ards
hip.
reco
gniz
e th
e ro
les
that
Indi
cato
rs: 1
.id
entif
y sh
ared
pol
itica
lva
lues
and
pri
ncip
les
that
unite
U.S
. citi
zens
, and
anal
yze
conf
lictin
g vi
ews
abou
t the
ir in
terp
reta
tion
and
appl
icat
ion.
envi
ronm
ent,
resp
ect f
orpr
oper
ty o
f ot
hers
, etc
.
indi
vidu
als,
org
aniz
atio
ns,
busi
ness
es, a
nd
2.ex
plai
n th
e in
flue
nce
ofci
tizen
act
ion
and
publ
ic
2. 3. 4. 5. 6.
disc
uss
righ
ts a
ndre
spon
sibi
litie
s of
a c
itize
nas
they
rel
ate
to th
esc
hool
com
mun
ity.
anal
yze
how
indi
vidu
al a
ndgr
oup
actio
ns in
flue
nce
the
envi
ronm
ent,
desc
ribe
trai
ts th
at e
nabl
epe
ople
to f
unct
ion
colle
ctiv
ely
as r
espo
nsib
leci
tizen
s.de
scri
be w
ays
in w
hich
indi
vidu
al b
ehav
iors
aff
ect
chan
ge in
the
envi
ronm
ent.
iden
tify
som
e of
thei
r ow
npe
rson
al r
espo
nsib
ilitie
s.
gove
rnm
ents
pla
y in
bei
ngen
viro
nmen
tally
resp
onsi
ble.
3. 4.
opin
ion
on p
artic
ular
pol
icy
deci
sion
s th
at a
ffec
t the
envi
ronm
ent.
desc
ribe
the
impa
ct o
fci
tizen
par
ticip
atio
n on
publ
ic c
once
rns
and
valu
essu
ch a
s en
viro
nmen
tal
qual
ity a
nd q
ualit
y of
life
.ev
alua
te th
e ex
tent
tow
hich
indi
vidu
al a
nd g
roup
actio
n cr
eate
s ch
ange
,m
eets
indi
vidu
al n
eeds
,and
prom
otes
the
com
mon
good
.
71
72 47
Env
ironm
enta
l Edu
catio
n S
tand
ards
for
Kan
sas
Ben
chm
ark
Mat
rixO
ctob
er 1
999
STA
ND
AR
D 5
: Lea
rner
s de
velo
p th
eab
ilitie
s ne
cess
ary
to p
artic
ipat
ean
d m
ake
info
rmed
dec
isio
nsre
gard
ing
envi
ronm
enta
l
issu
es.
K-4
5-8
9-12
Ben
chm
ark
4: L
earn
ers
dem
onst
rate
the
skill
s
nece
ssar
y to
take
act
ion
onen
viro
nmen
tal i
ssue
s an
d
eval
uate
res
ults
.
Indi
cato
rs: 1
.id
entif
y pr
oble
ms
in th
een
viro
nmen
t and
bra
inst
orm
solu
tions
.2.
part
icip
ate
in s
olvi
ng g
roup
-se
lect
ed p
robl
ems.
3.co
nduc
t gro
up in
vest
igat
ions
usin
g co
mm
unity
res
ourc
es.
4.id
entif
y an
d de
scri
be th
eef
fect
s of
thei
r ow
n ac
tions
and
the
actio
ns o
f ot
hers
inth
e pa
st, p
rese
nt, a
nd f
utur
eon
the
envi
ronm
ent.
5.de
scri
be a
hea
lthy
envi
ronm
ent.
6.em
ploy
a v
arie
ty o
f st
rate
gies
to e
ffec
tivel
y co
mm
unic
ate
the
resu
lts o
f th
eir
actio
ns,
e.g.
, spe
akin
g, w
ritin
g,dr
awin
g, d
ram
atiz
ing,
vide
otap
ing,
etc
.
Ben
chm
ark
4: L
earn
ers
dem
onst
rate
the
skill
s
nece
ssar
y to
take
act
ion
onen
viro
nmen
tal i
ssue
s an
d
eval
uate
res
ults
.In
dica
tors
: 1.
asse
ss th
e si
tuat
ion,
eval
uate
alte
rnat
ive
solu
tions
, and
wor
k co
oper
ativ
ely
toim
plem
ent a
n ac
tion
plan
.2.
anal
yze
and
eval
uate
the
resu
lts o
f th
e ac
tion
plan
and
mak
e m
odif
icat
ions
and
revi
sion
s as
app
ropr
iate
.
Ben
chm
ark
4: L
earn
ers
dem
onst
rate
the
skill
s
nece
ssar
y to
take
act
ion
onen
viro
nmen
tal i
ssue
s an
d
eval
uate
res
ults
.In
dica
tors
: 1.
2. 3. 4. 5. 6. 7. 8. 9. 10.
11.
12.
defi
ne a
nd c
lear
ly a
rtic
ulat
een
viro
nmen
tal i
ssue
s to
be
inve
stig
ated
, and
iden
tify
conn
ectio
ns w
ith o
ther
issu
es.
usin
g va
riou
s re
sour
ces,
iden
tify
key
indi
vidu
als
and
grou
ps in
volv
ed, a
ndin
vest
igat
e an
d st
udy
prop
osed
solu
tions
for
the
valu
es a
nd p
ersp
ectiv
es th
ey r
epre
sent
.in
vest
igat
e is
sues
, app
lyin
g re
sear
chm
etho
dsfr
om th
e na
tura
l and
soc
ial s
cien
ces.
eval
uate
pro
pose
d so
lutio
ns o
n th
eba
sis
ofth
eir
impa
cts
on s
ocie
ty a
nd th
een
viro
nmen
t, an
d on
thei
r ef
fect
iven
ess
in
reso
lvin
g th
e is
sue.
defm
e an
d pr
ovid
e ex
ampl
es o
fcom
mun
ity
and
indi
vidu
al a
ctio
n ap
prop
riat
efo
r
prop
osed
sol
utio
ns.
desc
ribe
alte
rnat
ive
poin
ts o
f, v
iew
.ex
plai
n w
heth
er a
ctio
n is
nee
ded.
Acc
ount
for
fact
ors
such
as
the
scal
e of
the
issu
e,pr
opos
ed s
olut
ions
, and
lega
l, so
cial
,ec
onom
ic, a
nd e
colo
gica
l con
sequ
ence
s.de
scri
be p
ropo
sed
actio
ns. A
rtic
ulat
ew
ell-
reas
oned
arg
umen
ts s
uppo
rtin
g th
eir
view
s an
d de
cisi
ons.
deve
lop
plan
s fo
r in
divi
dual
and
colle
ctiv
e
actio
n ba
sed
on th
eir
inve
stig
atio
ns a
ndac
quir
ed k
now
ledg
e.de
cide
whe
ther
the
plan
sho
uld
beim
plem
ente
d, m
odif
ied,
or
aban
done
d.im
plem
ent t
he a
ctio
n pl
an.
eval
uate
the
resu
lts.
7374
48
Glossary
75
GLOSSARY
Definitions of terms contained in the glossary vary from expert to expert.For the purposes of this document, the writing committee has agreed
to the following definitions.
adaptation: changes in an organism's physiological structure or function or habits that allow it to
survive in new surroundings.
aquifer.: an underground geological formation, or group of formations, containing water. Are
sources of groundwater for wells and springs.
atmosphere: layer of air surrounding the earth's surface.
benchmark: a specific statement of what a student should know and/or be able to do at aspecified time in his/her schooling. Benchmarks are used to measure a student's progress towards
meeting the standard. Statements outlining the specifics of what students should know and/or be
able to do are found directly following the benchmark. Benchmarks for the Envimmental Education
Standards for Kansas are defined for grades 4, 8, and 12.
biosphere: total of all the ecosystems on the planet, along with their interactions; parts of thelithosphere, atmosphere, and hydrosphere in which living organisms can be found.
biotic community.: a naturally occurring assemblage of plants and animals that live in the same
environment and are mutually sustaining and interdependent.
biodiversity: physical or biological complexity of a system. Usually a measure of different species
in an ecosystem (species diversity).
carnivores: animals that obtain their food by feeding only on other animals.
carrying capacity: maximum population size of a species that a given ecosystem or area can
support indefmitely under a given set of environmental conditions.
chemical cycle: mechanism by which chemicals such as carbon, oxygen, phosphorous, nitrogen,
and water are continuously moved through the biosphere to be renewed again and again for use by
living organisms.
Definitions are from the U.S. Environmental Protection Agency, the Kansas State Department of Education, Project
Learning Tree Secondary Modules (American Forest Foundation)0, Dictionary of Geological Terms (Bates & Jackson) X, The
Mosb, Me&cal Enryclopedia, Revised Edition (Glanze et al.)°, Envimmental Assessment (Jain et al.)0, A Dictionary of Ecology,
Evolution, and Systematics (Lincoln et al.)M, Environmental Science (Miller)*, Living in the Environment (Miller)41, and Dictionary
of Biology (Steen)..
Environmental Education Standards for Kansas---October 1999 49
7 6
climax community*: a more or less stable biotic community which is in equilibrium with existing
environmental conditions and which represents the terminal stage of an ecological succession.
competition: two or more individual organisms of a single species (intraspecific competition) or
two or more individuals of different species (interspecific competition) in the same ecosystem
attempting to use the same scarce resources.
compost:I: the humus or mulch remaining as a result of the controlled biological decomposition of
organic solid waste such as food scraps and yard trimmings. This material can be used as a soil
conditioner.
consumers: organisms that rely on other organisms for their food. Generally divided into
primary consumers (herbivores), secondary consumers (carnivores), and microconsurners
(decomposers).
convection currentsX: pattern of mass movement of mantle material in which the central area is
uprising and the outer area is downflowing due to heat variations. Thought to be the cause of plate
tectonics.
decomposers: organisms such as bacteria, mushrooms, and fungi that obtain nutrients by
breaking down complex matter in the wastes and dead bodies of other organisms into simpler
chemicals, most of which are returned to the soil and water for reuse by producers.
ecological/environmental sustainability: maintenance of ecosystem components and
functions for future generations.
ecological niche: description of all the physical, chemical, and biological factors that a species
needs to survive, stay healthy, and reproduce in an ecosystem. The species' "role" in the
environment.
ecosystem: self-regulating natural community of plants and animals interacting with one another
and with their nonliving environment.
endangered species+: animals, birds, fish, plants, or other living organisms threatened with
extinction by human-caused or other natural changes in their environment. Requirements for
declaring a species endangered are contained in the Endangered Species Act.
energylli: the capacity to do work; involving thermal energy (heat), radiant energy (light), kinetic
energy (motion), or chemical energy.
Definitions are from the U.S. Environmental ProtectionAgency, the Kansas State Department of Education*, Prz?ject
Learning Tree Secondary Modules (American Forest Foundation)0, Dictionary of Geological Terms (Bates & Jackson)X, The
Mosly Medical Enryclopedia, Revised Edition (Glanze et al.)0, Environmental Assessment Gain et al.)0, A Dictionary of EcoioD,
Evolution, and Systematics (Lincoln et al.)111, Environmental Science (Miller), Living in the Environment (Miller)ó, and Dictionary
of Bioiogy (Steen)0.
Environmental Education Standards for Kansas--October 1999 50
7 7
energy pyramid: diagram representing the loss or degradation of useful energy at each step in a
food chain. About 80 percent to 90 percent of the energy in each transfer is lost as waste heat, and
the resulting shape of the energy levels is pyramidal (shaped like a pyramid).
environment: the sum of all external conditions affecting the life, development, and survival of
an organism.
environmental assessmentO: a study of the probable changes in the various socioeconomic and
biophysical characteristics of the environment which may result from a proposed or impending
action.
environmental education.: a learning process that increases people's knowledge and awareness
about the environment and associated challenges; develops the necessary skills and expertise to
address these challenges; and fosters attitudes, motivations, and commitments to make informed
decisions and take responsible action.
environmental/ecological risk.: the potential for adverse effects on living organisms associated
with pollution of the environment by effluents, emissions, wastes, or accidental chemical releases;
energy use; or the depletion of natural resources.
environmental equity/justice.: equal protection from environmental hazards for individuals,
groups, or communities regardless of race, ethnicity, or economic status. This applies to the
development, implementation, and enforcement ofenvironmental laws, regulations, and policies,
and implies that no population of people should be forced to shoulder a disproportionate share ofnegative environmental impacts of pollution or environmental hazards due to a lack of political or
economic strength.
erosion: removal of soil by flowing water or wind.
eutrophication: natural process in which lakes receive inputs of plant nutrients (mostly nitrates
and phosphates) as a result of natural erosion and runoff from the surrounding land basin.
extinction: complete disappearance of an entire species.
food chain: sequence of transfers of energy in the form of food from organisms in one trophic
level to organisms in another trophic level when one organism eats or decomposes another.
formal education+: education involving the formal school system; includes programs and
activities taking place in public and private preschools, elementary schools, middle schools,
secondary schools, colleges, and universities.
Definitions are from the U.S. Environmental ProtectionAgency, the Kansas State Department of Education, Project
Learning Troe Secondary Modules (American Forest Foundation)13, Dictionary of Geological Terms (Bates & Jackson)X, The
Mosey Medical Enryclopedia, Revised Edition (Glanze et al.)®, Environmental Assessment Gain et al.)0, A Dictionag of Ecology,
Evolution, and .Systematics (Lincoln et al.)Ol , Environmental Science (Miller)*, Living in the Environment (Miller)41, and Dictionary
of Biology (Steen).
Environmental Education S tandards for Kansas---October 1999 51
78
fossilX: any remains, trace, or imprint of a plant or animal that has been preserved in the earth's
crust since some past geologic or prehistoric time.
gene pool: genetic information possessed by a given reproducing population.
genetic diversity/variation*: variability in the genetic make-up among individuals within a single
species.
genotype*: the genetic constitution of an individual, in contrast to the individual's physical
appearance or phenotype.
geological processesaC: general term referring to surface actions of the earth, such as erosion and
subsurface actions, causing mountain building and earthquakes.
geothermal energy: heat transferred from the earth's intensely hot molten core to underground
deposits of dry steam (steam with no water droplets), wet steam (a mixture of steam and water
droplets), hot water, or rocks lying relatively close to the surface. Can be used to generate electricity.
global wannin: an increase in the near surface temperature of the earth. Global warming has
occurred in the distant past as the result of natural influences, but the term is most often used to
refer to the warming predicted to occur as a result of increased emissions of greenhouse gases.
groundwater: see "aquifer".
habitat: place or type of place where an organism or community of organisms naturally or
normally thrives.
herbivore: an animal that feeds on plants.
heredity*: specific traits capable of being transmitted genetically from parents to offspring.
hydrosphere: region that includes the earth's moisture as liquid waters (oceans, smaller bodies of
fresh water, and underground aquifers), frozen water (polar ice caps, floating ice, and frozen upper
layer of soil known as permafrost), and small amounts of water vapor in the earth's atmosphere.
hypothesesaC: conceptions or propositions that are tentatively assumed, and then tested for validity
by comparison with observed facts and by experimentation. They are less firmly founded than are
theories.
immunity: the ability to resist infection or overcome the effects of infection.
Definitions are from the U.S. Environmental Protection Agency+, the Kansas State Department of Education+, Project
Learning Tree Secondary Modules (American Forest Foundation)0, Dictionary of Geological Terms (Bates & Jackson)X, The
Mosey Medical Enryclopedia, RevisedEdition (Glanze et al.)®, EnvironmentalAssessment (Jain et al.)0, A Dictionary of Ecology,
Evolution, and Systematics (Lincoln et al.)N, Envimnmental Science (Miller)+, living in the Environment (Millet)4, and Dictionary
of Biology (Steen)0.
Environmental Education Standards for Kansas--October 1999 52
79
indicator: a statement of the knowledge or skills which a student demonstrates in order to meetthe benchmark.
in-service training+: training that takes place after teachers are in the classroom.
landfill: land waste disposal site located to minimize water pollution from runoff and leaching;waste is spread in thin layers, compacted, and covered with a fresh layer of soil each day.
landformX: one of the many features that taken together make up the surface of the earth. Itincludes broad features, such as plain, plateau and mountain, and also minor features, such as hill,valley, slope, canyon, arroyo, and alluvial fan.
lawsX: in science, formal statements of the invariable and regular manner in which naturalphenomena occur under given conditions.
lithosphere: region of soil and rock consisting of the earth's upper surface or crust and the upperportion of the mantle of partially molten rock beneath this crust.
mantleX: the zone of the earth below the crust (upper zone of continental and ocean bottom rock)and above the core (the central part of the earth, probably consisting of iron and nickel alloy).
matter: anything that has mass and occupies space.
mineral cycle: mechanism by which chemicals such as carbon, oxygen, phosphorus, nitrogen,and water are continuously moved through the biosphere to be renewed again and again for use by
living organisms. Also called the biogeochemical cycle.
monoculture*: cultivation of a single crop (such as wheat or corn) to the exclusion ofother cropson a piece of land.
mutation: inheritable changes in the DNA molecules found in genes as a result of exposure tovarious environmental factors such as radiation and certain chemicals.
natural resource: anything obtained from the physical environment to meet human needs.
natural selection: mechanism for genetic change in which individual organisms in a singlepopulation die over time because they cannot tolerate a new stress and are replaced by individualswhose genetic traits allow them to cope with the stress and reproduce successfully to pass theseadaptive traits on to their offspring.
niche: see "ecological niche".
Definitions are from the U.S. Environmental Protection Agency., the Kansas State Department of Education, PtvjectLearning Tree Secondary Moduks (American Forest Foundation)0, Dictionary of Geological Terms (Bates & Jackson)X, The
Mosty Medical Enryclopedia, Revised Edition (Glanze et al.)®! Environmental Assessment (Jain et al.)0, A Dictionary of Ecolocry,
Evolution, and Systematics (Lincoln et al.) , Environmental Science (Miller), Living in the Environment (Miller)6, and Dictionary
of Biology (Steen)*.
Environmental Education Standards for KansasOctober 1999 53
so
nonformal education: education that takes place outside the formal school system; includes
programs and activities taking place in museums, nature centers, zoos, aquariums, community clubs,
science centers, and other community educational institutions and organizations; also includes
television, radio, newspapers, and other media-generated educational programs.
oil reserve*: the stored oil that a nation has to guard against a political crisis causing shortages of
oil imports.
omnivores*: organisms such as pigs, rats, cockroaches, or humans that can use both plants and
animals as food sources.
parasitism*: two organisms living in close association with each other, the one, a parasite,
depending upon the other, the host, for some essential food factor.
phenotype: the physical make-up or appearance of an individual in contrast to its genetic
constitution or genotype.
photosynthesis*: the process which occurs in the chloroplasts (chlorophyll-containing bodies) of
green plants in which simple sugars are formed from carbon dioxide and water in the presence of
light and chlorophyll (green pigment which directs the light trapping and chemical synthesis
process).
plate tectonicsn: a theory in which the lithosphere is divided into a number of plates whose
pattern of horizontal movement causes earthquakes and volcanoes at the boundaries of the moving
plates.
pre-professional education+: education for students studying to be park naturalists, zoo
educators, and other educators working in nonformal educational settings and institutions.
pre-service training+: training that takes place at colleges and universities before students are
certified to teach.
producers: organisms that use solar energy (green plants) or chemical energy (some bacteria) to
manufacture their own organic substances (food) from inorganic nutrients.
professional development+: development for nonformal educators working in zoos, museums,
nature centers, and other nonformal educational settings and institutions.
Definitions are from the U.S. Environmental ProtectionAgency., the Kansas State Department of Education*, Project
Learning Tree Secondary Modules (American Forest Foundation)0, Dictionary of Geological Terms (Bates licJackson)X, Tbe
Mos, Medical Enrythpedia, Revised Edition (Glanze et al.)®, Environmental Assessment Gain et al.)0, A Dictionary of Ecology,
Evolution, and Systematics (Lincoln et al.)M, Environmem'al Science (Miller), Living in the Environment (Miller)é, and Dictionary
of Biology (Steen)0.
Environmental Education Standards for Kansas--October 1999 54
81
public healthO: a field of medicine that deals with the general health of the community. Includessuch areas as water supply, waste disposal, air pollution, and food safety.
renewable resource0: a naturally occurring raw material or form of energy which has the capacity
to replenish itself through ecological cycles and sound management practices. The sun, wind, fallingwater, and trees are examples of renewable resources.
riparian habitat+: areas adjacent to rivers and streams with a differing density, diversity, andproductivity of plant and animal species relative to nearby uplands.
risk+: a measure of the probability that damage to life, health, property, and/or the environmentwill occur as a result of a given hazard.
risk assessment0: process through which one attempts to evaluate and predict the likelihood and
extent of harm (in qualitative and quantitative terms) that may result from a health or safety hazard.
scavengers: any organism that feeds on carrion or organic waste.
solar energy: direct radiant energy from the sun plus indirect forms of energy, such as wind,falling or flowing water (hydropower), ocean thermal gradients, and biomass, that are producedwhen solar energy interacts with the earth.
standard: a general statement of what a student should know and/or be able to do in academic
subjects.
successions: the gradual and predictable process of progressive community change andreplacement, leading towards a stable climax community; the process of continuous colonizationand extinction of species populations at a particular site.
theoriesX: concepts or propositions developed from hypotheses, that are supported byexperimental or factual evidence, but are not so conclusively proved as to be acceptable as a law, e.g.
plate tectonics.
trophic level: all organisms that consume the same general types of food in a food chain or foodweb. For example, all producers belong to the first trophic level and all primary consumers belong
to the second tropliic level in a food chain or a food web.
Venn diagram: a graphic organizer displayed as two overlapping circles that show those features
either unique or common to two or more concepts.
volcanicat: pertaining to the activities, structures, or rock types of a volcano.
Definitions are from the U.S. Environmental Protection Agency+, the Kansas State Department of Education, ProjectLearning Tree Secondary Modules (American Forest Foundation)0, Dictionag of Geological Terms (Bates & Jackson)X, The
Moslry Medical Enryclopedia, Revired Edition (Glanze et al.)®, Environmental Assessment Gain et al.)0, A Dictionary of EcoloD,
Evolution, and Sytematics (Lincoln et A)O, Environmental Science (Miller), Living in the Environment (Miller)411, and Dictionary
of Biology (Steen).
Environmental Education Standards for Kansas---October 1999 55
8 2
water cycle: chemical cycle that moves and recycles water in various forms through the
biosphere.
weathering: see "erosion".
Definitions are from the U.S. Environmental Protection Agency., the Kansas State Department of Education, Project
Learning Tree Secondary Modules (American Forest Foundation)D, Dictionary of Geological Terms (Bates & Jackson)X, The
Mos, Medical Enrychspedia, Revised Edition (Glanze et al.)®, EnvirvmmentalAssessment (lain et a).)0, A Dictionary of Ecology,
Evolution, and Systematics (Lincoln et al.)t, Envimnmental Science (Miller), Living in the Environment (Miller)411, and Dictionary
of Biology (Steen).
Environmental Education Standards for Kansas---October 1999 56
83
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