Mississippi Science ENV.2

ENV.2 is a cluster heading. These are the individual standards under it.

• ENV.2.1

  Differentiate between renewable and nonrenewable resources and compare and contrast the pros and cons of using these resources.

• ENV.2.2

  Investigate and research the pros and cons of using traditional sources of energy (e.g., fossil fuels) and alternative sources of energy (e.g., water, wind, geo...

• ENV.2.3

  Compare and contrast biodegradable and nonbiodegradable wastes and their significance in landfills.

• ENV.2.4

  Examine solutions for developing, conserving, managing, recycling, and reusing energy and mineral resources to minimize impacts in natural systems (e.g., agricu...

• ENV.2.5

  Research various resources related to water quality and pollution (e.g., nonfictional text, EPA’s Surf Your Watershed, MDEQ publications) and communicate the po...

• ENV.2.6

  Enrichment: Obtain water from a local source (e.g., stream on campus, rainwater, ditch water) to monitor water quality over time, using a spreadsheet program to...

01

What Students Need to Do

Students sort resources by whether they can be replenished and waste by whether it breaks down. They compare energy choices and explain how land use and pollution affect ecosystems, water, and human health. They suggest ways to conserve resources and repair damaged habitats.

02

What Mastery Looks Like

Given a coal plant or a wind farm, a student names a benefit, a drawback, and a way to reduce harm. They explain why food scraps and plastic behave differently in a landfill. They use water quality results to describe a possible risk without claiming the results prove its cause.

03

Common Misconceptions

Students may think renewable energy uses no finite materials. They may assume food scraps disappear quickly in a landfill, where little oxygen slows decay. Clear water can still contain pollutants or pathogens.

04

How to Assess It

Exit ticket: Classify coal and sunlight as renewable or nonrenewable, give one benefit and drawback of each as energy sources, and suggest one way to protect a nearby stream.

1. 01

   Test tap and rainwater with pH strips, record readings, and graph them over three days.

2. 02

   Ask: Which would you approve near town, a wind farm or a coal plant? Defend your choice using two trade-offs.

3. 03

   Give pairs cards showing sunlight, coal, food scraps, and plastic; have them sort resources by renewability and waste by biodegradability.

4. 04

   Sketch a school parking lot and nearby storm drain, then mark where a rain garden could reduce runoff.

• L.2.3A

  Students will demonstrate an understanding of the interdependence of living things and the environment in which they live.

• ENV.4

  Students will demonstrate an understanding of the interdependence of human sustainability and the environment.

• E.5.10

  Students will demonstrate an understanding of the effects of human interaction with Earth and how Earth’s natural resources can be protected and conserved.

• ESS.4

  Students will develop an understanding of Earth’s resources and the impact of human activities.