NAAEE Publications

   Excellence in

   Environmental Education —

   Guidelines for Learning (K-12)

Strand 2--
Knowledge of Environmental Processes and Systems

Strand 2.1--The Earth as a Physical System

References to Standards:
Geography 156-157
Science 158-160
Science Benchmarks 73
Guidelines:

A) Processes that shape the Earth--Learners have a basic understanding of most of the physical processes that shape the Earth. They are able to explore the origin of differences in physical patterns.

Analyze physical patterns such as climate, areas of geothermal activity, soil types, and arid regions, suggesting reasons for these patterns. Explain these patterns in terms of abrupt forces (such as earthquakes or major storms) and long-term processes (such as erosion and rock formation), as well as those that are human-caused (such as suburban development or agricultural practices).
Predict the consequences of specific physical phenomena such as a hurricane in a coastal area or heavy grazing in an arid region.
Relate physical processes and patterns (such as climate, weather phenomena, and seasonal change) to the Earth/sun relationship. For example, create a model that shows how seasonal change is affected by the Earth/sun relationship.

Science Benchmarks 77-79
Science 154
B) Changes in matter--Learners understand the properties of the substances that make up objects or materials found in the environment.

Describe a variety of chemical reactions and offer examples from daily life and the local environment.
Explain properties of materials in terms such as atomic and molecular structure or reactivity. For example, describe why particular building materials have properties such as rigidity, impermeability, or the ability to reflect or gather heat.
Explain an object's characteristics based on its composition and how it was formed. For example, describe the characteristics of different types of rock and account for these characteristics based on their constituent parts and the processes by which they were formed.

Science 155
Science Benchmarks 84-85
C) Energy-- Learners begin to grasp formal concepts related to energy by focusing on energy transfer and transformations. They are able to make connections among phenomena such as light, heat, magnetism, electricity, and the motion of objects.

Trace the flow of energy in examples that encompass several different transfers and transformations of energy. For example, trace the path of energy in the creation and consumption of fossil fuels.
Explain how solar energy contributes to the movement of global air masses, the hydrological cycle and ocean currents.
Explain how the process of life is based on the conversion, utilization, storage and transfer of energy. For example, create a visual display that shows how plants or animals use energy, where that energy comes from, and where it goes.

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	Strand 2-- Knowledge of Environmental Processes and Systems Strand 2.1--The Earth as a Physical System
References to Standards: Geography 156-157 Science 158-160 Science Benchmarks 73	Guidelines: A) Processes that shape the Earth--Learners have a basic understanding of most of the physical processes that shape the Earth. They are able to explore the origin of differences in physical patterns. Analyze physical patterns such as climate, areas of geothermal activity, soil types, and arid regions, suggesting reasons for these patterns. Explain these patterns in terms of abrupt forces (such as earthquakes or major storms) and long-term processes (such as erosion and rock formation), as well as those that are human-caused (such as suburban development or agricultural practices). Predict the consequences of specific physical phenomena such as a hurricane in a coastal area or heavy grazing in an arid region. Relate physical processes and patterns (such as climate, weather phenomena, and seasonal change) to the Earth/sun relationship. For example, create a model that shows how seasonal change is affected by the Earth/sun relationship.
Science Benchmarks 77-79 Science 154	B) Changes in matter--Learners understand the properties of the substances that make up objects or materials found in the environment. Describe a variety of chemical reactions and offer examples from daily life and the local environment. Explain properties of materials in terms such as atomic and molecular structure or reactivity. For example, describe why particular building materials have properties such as rigidity, impermeability, or the ability to reflect or gather heat. Explain an object's characteristics based on its composition and how it was formed. For example, describe the characteristics of different types of rock and account for these characteristics based on their constituent parts and the processes by which they were formed.
Science 155 Science Benchmarks 84-85	C) Energy-- Learners begin to grasp formal concepts related to energy by focusing on energy transfer and transformations. They are able to make connections among phenomena such as light, heat, magnetism, electricity, and the motion of objects. Trace the flow of energy in examples that encompass several different transfers and transformations of energy. For example, trace the path of energy in the creation and consumption of fossil fuels. Explain how solar energy contributes to the movement of global air masses, the hydrological cycle and ocean currents. Explain how the process of life is based on the conversion, utilization, storage and transfer of energy. For example, create a visual display that shows how plants or animals use energy, where that energy comes from, and where it goes.