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ED 456 999 SE 065 042

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)

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Evivirovinietital Education

Statidards for Kansas

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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.

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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


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


Benchmark 1 21

Benchmark 2 22


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



Enoironmenta/ Education S tandards for KansasOctober 1999

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Table of Comtents continued

Benchmark Matrix continuedStandard 2, Benchmark 2 for Grades 4, 8, and 12 37












Glossary 49

Environmental Education Standards for Kansas-October 1999

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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

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Standards by elichittark

10


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.


Environmental Education Standards jor KansasOctober 1999

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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>).


Environmental Education S tandards jor Kansas---October 1999 3

1 3


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.


Eating llmental Education Standar& for Kansar---October 1999 4

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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.


Envirvnmental Education Standards for Kansas---October 1999 5


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.


Environmental Education Standards for Kansas---October 1999 6

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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.


Environmental Education Standards for Kansas---October 1999

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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.


Envimmental Education Standards for Kansas---October 1999 8

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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.


Envimnmental Education Standards for Kansas---October 1999 9

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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.


Envirvnmental Education Standards for KansasOctober 1999 10

20


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.


. Envilanmental Edwation Standards.* KansasOctober 1999 11


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.


Environmental Education Standards for Kanms---October 1999 12

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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.


Environmental Education Standards for KansasOctober 1999 13

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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.


2 4


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.


Environmental Education S tandards for KansasOctober 1999 15


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.



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.


Envinmmental Education Standards for KansasOctober 1999 17

2 7


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.


Environmental Education Standanirfor Kansas---October 1999 18

28


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.



2 9

19


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


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.


Envimamental Education Standards for KansasOctober 1999 21

31


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.



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.


.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.


Envimmental Educatioll Standards for Kansal---Oaober 1999 24

3 4


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.


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.


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.


Environmental Education Standards for Kansar---October 1999 26

3 6


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.


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.


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.


Envinmmental Education Standardrfor Kansas---Oaober 1999 28

38


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.



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.



40


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.



41


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.



4 2


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.


Envinmmental Ethication Standartirfor KansasOctober 1999 33

4 3

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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

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impo

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and

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egar

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aniz

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nd

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plai

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and

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ic

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disc

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bei

ngen

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tally

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3. 4.

opin

ion

on p

artic

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deci

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ffec

t the

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desc

ribe

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ticip

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publ

ic c

once

rns

and

valu

essu

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s en

viro

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tal

qual

ity a

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ualit

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life

.ev

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te th

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roup

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n cr

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ange

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eets

indi

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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

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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

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rate

the

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part

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lect

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ems.

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unity

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ourc

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entif

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scri

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n ac

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hers

inth

e pa

st, p

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nd f

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ronm

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ploy

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arie

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to e

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unic

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asse

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yze

and

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icat

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uate

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.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

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vest

igat

e an

d st

udy

prop

osed

solu

tions

for

the

valu

es a

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ersp

ectiv

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epre

sent

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vest

igat

e is

sues

, app

lyin

g re

sear

chm

etho

dsfr

om th

e na

tura

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soc

ial s

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eval

uate

pro

pose

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lutio

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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

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utio

ns.

desc

ribe

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poin

ts o

f, v

iew

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plai

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nee

ded.

Acc

ount

for

fact

ors

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the

scal

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the

issu

e,pr

opos

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olut

ions

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lega

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cial

,ec

onom

ic, a

nd e

colo

gica

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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

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inve

stig

atio

ns a

ndac

quir

ed k

now

ledg

e.de

cide

whe

ther

the

plan

sho

uld

beim

plem

ente

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odif

ied,

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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)..


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.


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)*.


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.


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).


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).


83

KANSAS FOREST SERVICE TEL: 785-532-3305 Oct 19,01 15:18 No.007 P.01

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