Environmental+Systems+and+Societies+Scheme+of+Work

Giving students a bit of background to the course, explaining what the different components are (internal and external assessment) and how they are all assessed. Why Environmental Systems is important and how the course will be taught. Students will also be provided with their learning outcomes booklet which they must bring to all classes || Intro to ES&S PowerPoint Learning outcomes booklet ||  || Introduce importance of the scientific method in the IB and start working through the IB scientific method booklet. || Nature of Science PowerPoint IB scientific method booklet ||  || Continue working through the booklet. || IB scientific method booklet ||  || Introduce the idea of uncertainties with the ppt and then carry out the practical outlined in the booklet || Errors and Uncertainties in Biology PowerPoint IB scientific method booklet ||  || Use ppt to introduce the idea of errors in science and the complete the booklet. || Errors and Uncertainties in Biology PowerPoint IB scientific method booklet || Calculating means (back of the IB scientific method booklet) || 7.1.1 State what is meant by an Environmental Value System 7.1.2 Outline the range of environmental philosophies with reference to a diagram from O’Riordan, T. 1981. Finding out where each of the students stand in relation to the diagram. TOK - This topic could be considered a component of a TOK course and particularly directs students to evaluate their own personal standpoints. || Environmental Value Systems lesson plan. Environmental Attitudes questionnaire. Words for table. Environmental Value System – table. ||  || 7.1.2 Outline the range of environmental philosophies. Review of Environmental Value Systems. Checking understanding of the different ideas and reading 2 different texts with different views and value systems. || Case studies from Oxford textbook. ||  || 7.1.4 Outline key historical influences on the development of the modern environmental movement. Take students through the PowerPoint looking at environmentalism and the modern environmental movement. Environmental movement – students complete the sheets of the different events in the environmental movement individually using their textbooks. They then create a small timeline of their own on A3 paper. || Environmentalism starter What is environmentalism? PowerPoint Worksheet 71 – timeline env movement. Oxford textbook A3 paper. ||  || 7.1.4 Outline key historical influences on the development of the modern environmental movement. Students will read Rachel Carson’ Silent Spring and complete the worksheet provided. || Copy of Rachel Carson’s Silent Spring. Silent Spring worksheet ||  || 7.1.2 Looking at environmental values in the school. Preparing questionnaires to ask fellow students between this and the next class. Use the example in the worksheet to help them. || Worksheet 72 || Ask the questions to their fellow students before the next class. || Analysing questionnaire results lesson plan. Green consumers by age Excel ||  || Analysing questionnaire results lesson plan. Green consumers by age Excel || Finish the write-up of their results. || 7.1.5 Compare and contrast the environmental value systems of two named societies. Take students through the PoweRPoint looking at the different worldviews of different societies (capitalist, communist, european colonisers, native americans, Buddhists etc.). As we go through the PowerPoint the students will complete the comparison table || Environmentalist worldviews PowerPoint Various environmental worldviews worksheet ||  || 7.1.5 Compare and contrast the environmental value systems of two named societies. Take students through the PoweRPoint looking at the different worldviews of different societies (capitalist, communist, european colonisers, native americans, Buddhists etc.). As we go through the PowerPoint the students will complete the comparison table || Environmentalist worldviews PowerPoint Various environmental worldviews worksheet Homework question || Past exam questions on Environmental Value Systems. || 1.1.1 Outline the concepts and characteristics of a system. 1.1.2 Apply the system concept on a range of scales 1.1.3 Define the terms //open system//, //closed system// and //isolated system//. Concepts and characteristics of a system. Applying the knowledge to a range of different scales. Learning to identify the different types of systems ‘open, closed and isolated’ and where they can be used when referring to real systems. TOK - How does a systems approach compare to the reductionist approach of conventional science? How does the methodology compare between these two approaches? What are the benefits of using an approach that is common to other disciplines such as economics and sociology? || Systems - concepts and characteristics PowerPoint Worksheet that students complete as we are going through the PowerPoint presentation. ||  || 1.1.4 Describe how the first and second law of thermodynamics are relevant to environmental systems. 1.1.5 Explain the nature of equilibria. 1.1.6 Define and explain the principles of positive and negative feedback. Energy in systems. A recap of the two laws of thermodynamics and how energy moves within systems. Explaining the nature of equilibria comparing ‘steady-state, static, stable and unstable’ equilibria. ]Going through the PowerPoint explaining the concepts as the students complete the worksheet. || Energy in systems PowerPoint Energy in systems worksheet || Systems PPQ || 1.1.6 Define and explain the principles of positive and negative feedback. Describing Positive and Negative Feedback and relating it to real world examples including aspects of global warming and predator-prey relationships. Go through the PowerPoint. || Feedback PowerPoint ||  || 1.1.6 Define and explain the principles of positive and negative feedback. Describing Positive and Negative Feedback and relating it to real world examples including aspects of global warming and predator-prey relationships. Snowshoe hare and lynx simulation cards Graph paper How to draw a graph checklist || Graphing the results from the snowshoe hare and lynx population simulations || 1.1.4 Describe how the first and second law of thermodynamics are relevant to environmental systems. Collect the results complete the graph and conclusions. || Investigating energy in foods lab worksheet Two different types of crisps e.g. Cheetos and Sabritas Graph paper ||  || 1.1.7 Describe transfer and transformation processes. 1.1.8 Distinguish between flows (inputs and outputs) and storages (stock)in relation to systems. Take students through the difference in meaning between an energy transfer and transformation and what is meant by flow and storage and then they complete the worksheet. || Transfers and transformations PowerPoint Transfers and Transformations worksheet ||  || 1.1.9 Construct and analyse quantitative models involving flows and storages in a system. 1.1.10 Evaluate the strengths and limitations of a model. Constructing models showing flows and storages within a system, using the correct symbols. Evaluating the strengths and limitations of models used to represent systems, specifically looking at climate models. || Models Powerpoint Models Worksheet Systems quick quiz || Predator prey PPQ Systems Review Worksheet || 2.1.1 Distinguish between biotic and abiotic (physical) components of an ecosystem. 2.1.2 Define the term trophic level. 2.1.3 Identify and explain the different trophic levels in food chains and food webs selected from the local environment. Take students through the PowerPoint and they complete the different sections of the work booklet. || Intro to ecosystems PowerPoint Intro to ecosystems work booklet ||  || 2.1.3 Identify and explain the different trophic levels in food chains and food webs selected from the local environment 2.1.6 Define the terms species, habitat, niches, community and ecosystem with reference to local examples. Continue going through the PowerPoint with the students while they complete the workbook. || Intro to ecosystems PowerPoint Intro to ecosystems work booklet || Food Web PPQ || 2.1.4 Explain the principles of pyramids of numbers, pyramids of biomass and pyramids of productivity and construct such pyramids from given data. Understanding the principles of the three types of ecological pyramid in this class they will start with pyramids of number and they will construct their own from given data. || Ecological pyramids realone PowerPoint || Food chain and food web practice qs || 2.2.1 List the significant abiotic (physical) factors in an ecosystem. 2.2.2 Describe and evaluate methods for measuring at least 3 abiotic (physical) factors within an ecosystem. Review the difference between biotic and abiotic factors. Identify the different abiotic factors in an ecosystem. Understanding and evaluating the different methods which are available for measuring these factors. Matching the pictures, names and definitions of different measuring equipment to the abiotic factors and giving a brief description and evaluation. TOK - How does the role of instrumentation circumvent the limitations of perception? || Measuring abiotic components PowerPoint Measuring abiotic factors lesson plan Measuring abiotic factors worksheet Measuring devices pictures Secchi disc ||  || Understanding how to use the different equipment for measuring abiotic factors. TOK - Can environmental investigations and measurements be as precise or reliable as those in the physical sciences?Why is this and how does this affect the validity of the knowledge? Is a pragmatic or correspondence test of truth most appropriate in this subject area? || digital thermometer pH meter dissolved oxygen meter Secchi disc Survey Worksheet ||  || 2.1.4 Explain the principles of pyramids of numbers, pyramids of biomass and pyramids of productivity and construct such pyramids from given data. Looking at pyramids of biomass and constructing their own. Identifying the advantages and disadvantages of pyramids of numbers and biomass. || Ecological pyramids realone PowerPoint Make your own pyramid of biomass worksheet ||  || 2.1.4 Explain the principles of pyramids of numbers, pyramids of biomass and pyramids of productivity and construct such pyramids from given data. Looking at pyramids of productivity and understanding the difference between the three different methods of representing an ecosystem. || Ecological pyramids realone PowerPoint Pyramids review handout Poster paper || Ecosystems PPQs || Analysing and drawing the samples that we collected from the pond last week. Instruction on how to do drawings from micrscope and stereoscope images. || Microscopes PowerPoint Using a microscope information sheet Microscope image drawing worksheet Microscopes and stereoscopes Samples from pond survey ||  || 2.1.4 Explain the principles of pyramids of numbers, pyramids of biomass and pyramids of productivity and construct such pyramids from given data. Continuing with pyramids of productivity and understanding the difference between the three different methods of representing an ecosystem. Creating a poster to bring all the information together. || Ecological pyramids realone PowerPoint Pyramids review handout Poster paper ||  || 2.1.5 Discuss how the pyramids structure affects the functioning of an ecosystem. Continuing with Ecological Pyramids and understanding the ideas of bioaccumulation and biomagnification. || Bioaccumulation and biomagnification PowerPoint || Ecosystems key word crossword || 2.3.2 Describe and evaluate methods for estimating abundance of organisms. Starting the practical ecology booklet - quadrating in order to calculate abundance and percentage cover of organisms. || Practical ecology booklet Practical ecology PowerPoint ||  || 2.3.2 Describe and evaluate methods for estimating abundance of organisms. Continue with the practical ecology booklet - quadrating in order to calculate abundance and percentage cover of organisms. || Practical ecology booklet Practical ecology PowerPoint ||  || 2.1.5 Discuss how the pyramids structure affects the functioning of an ecosystem. Looking at the specific case study of DDT and completing the worksheet. || DDT case study DDT worksheet || Sampling an ecosystem || 2.1.1 Distinguish between biotic and abiotic (physical) components of an ecosystem. 2.1.7 Describe and explain population interactions using examples of named species. Take the students through the PowerPoint and as we got through they complete the worksheet. || Community ecology PowerPoint Community ecology booklet ||  || 2.1.7 Describe and explain population interactions using examples of named species. Finish going through the PowerPoint and students complete their booklet. || Community ecology PowerPoint Community ecology booklet || Species interactions worksheet || 2.4.1 Define the term biome. 2.4.2 Explain the distribution, structure and relative productivity of tropical rainforests, tundra, deserts and any other biome. Introducing the term biome and the different biomes across the planet. Going through the PowerPoint as the students complete the workbook. || Biomes PowerPoint Biomes workbook ||  || 2.4.2 Explain the distribution, structure and relative productivity of tropical rainforests, tundra, deserts and any other biome. Further detail about the different biomes. Students needed to read the information on the different posters and complete what they hadn’t in their workbooks for each biome || Biomes posters Biomes workbook ||  || 2.4.2 Explain the distribution, structure and relative productivity of tropical rainforests, tundra, deserts and any other biome. Finish biomes checking the work in their workbooks from the previous class. || Biomes workbook || World biomes project || 2.3.4 Define the term diversity. 2.3.5 Apply Simpson’s Diversity Index and outline its significance. Defining Diversity and understanding the Simpson’s Diversity Index. Students will have a definition of diversity and be able to use the Simpson’s Diversity index to calculate the diversity in different ecosystems. Completing the practical ecology booklet measuring the Simpson’s diversity index. || Practical ecology booklet Biodiversity, Simpson’s diversity index and transects PowerPoint ||  || 2.3.5 Apply Simpson’s Diversity Index and outline its significance. 2.7.1 Describe and evaluate methods for measuring changes in abiotic and biotic components of an ecosystem along an environmental gradient. Continuing with the Simpson’s diversity index, collecting the data for the practical ecology booklet and making the calculations. Also working on transects. || Practical ecology booklet Simpson’s diversity index continued and transects PowerPoint ||  || Introduction to Internal Assessments and the different aspects of the Planning section. Take students through the general introduction PowerPoint and then the Planning walkthrough and give them the rubrics. || Introduction to IA Planning walkthrough IA marking criteria - planning Planning rubric Writing an ESS internal assessment - planning ||  || Students plan their first internal assessment related to species diversity and abiotic factors, carrying out measurements with a quadrat. Give the students the research question and planning sheet. || Planning lab training - species diversity || Finish writing up the planning sheet || Introducing students to the Data Collection and Processing section. Take them through the PowerPoint and the rubric for this section. || IA marking criteria - DCP DCP rubric Writing an ESS internal assessment - DCP ||  || Students collect the data for their experiment from the prepared quadrats and put the data into an Excel spreadsheet. They will then begin entering this data into Excel so that we can calculate the Simpson’s diversity index in the next class. || Simpson’s diversity index - quadrat data Processing data - Excel ||  || 2.3.2 Describe and evaluate methods for estimating abundance of organisms. 2.3.3 Describe and evaluate methods for estimating biomass of trophic levels in a community. Lincoln Index review and Biomass calculation. Consolidating the students understanding of the Lincoln Index by carrying out a practical where they use the capture-mark-release-recapture method to calculate how many beans they have. Describing and evaluating the methods for estimating the biomass at different trophic levels in a community. || Practical ecology booklet Estimating abundance and the Lincoln index PowerPoint Beans ||  || 2.3.1 Construct simple keys and use published key for the identification of organisms. Dichotomous Keys. The students are introduced to dichotomous keys making sure that they are able to read them in order to identify specific organisms and construct their own keys. || Dichotomous keys- lesson PowerPoint Dichotomous key exercise ||  || Key Worksheet Plant Class information Dichotomous key practical sheet School leaves ||  || 2.5.1 Explain the role of producers, consumers and decomposers in the ecosystem. 2.5.2 Describe photosynthesis and respiration in terms of inputs, outputs and energy transformations. Introduction – Explaining the role of producers, consumers and decomposers in the ecosystem. Describing photosynthesis and respiration in terms of inputs, outputs and energy transformations. || PowerPoint ||  || 2.5.3 Describe and explain the transfer and transformation of energy as it flows through an ecosystem. Energy Flow – understanding the different pathways of incoming solar radiation incident on the ecosystem. The transfer and transformation of energy as it flows through a system. Constructing their own simple energy flow diagrams with boxes representing energy storage and arrows energy flow. || PowerPoint Textbook || Finish the exercise from the textbook if they don’t finish in class. || 2.5.4 Describe and explain the transfer and transformation of materials as they cycle within an ecosystem. Carbon Cycle – show the students a diagram of the carbon cycle on PowerPoint and in pairs students will discuss what they have seen in the diagram. Students will then imagine that they are carbon atoms and using a record sheet they will move through the ecosystem to the various different reservoirs where carbon can be found. They fill out a record sheet saying where they are going and what their journey was. They then need to complete the carbon cycle questions from the CN_Key and draw their own version of the cycle. || Carbon Cycle lesson plan PowerPoint Carbon Cycle record sheet Coloured pens Names of the different reservoirs stuck around the room. CN_Key without answers ||  || 2.5.4 Describe and explain the transfer and transformation of materials as they cycle within an ecosystem. Nitrogen Cycle – same process as the carbon cycle using a PowerPoint of the nitrogen cycle and the same game. This time with different reservoirs and a new record sheet. || PowerPoint Nitrogen Cycle Record Sheet Coloured pens Names of different reservoirs stuck around room. CN_Key without answers Nitrogen Cycle worksheet. || Complete the Nitrogen Cycle worksheet || 2.5.4 Biogeochemical webquest – Complete the webquest on the biogeochemical cycles. || Website: [|www.kscience.co.uk] Select animations and photolab. Elodea bubbler – computer sheet. Biogeochemical Cycle Webquests – FBM || Complete the cycle if they do not complete it in class. || Specific class on how to graph data and how to choose the correct graph depending on the data that you have. Looking at example graphs and determining the errors with them and also learning how to read graphs. They then mark each other’s graphs using the mark scheme that I use when grading their graphs. || PowerPoint – lesson PowerPoint – markscheme Graphing flow rates sheet Bar graph hardest sheet Interpreting graphs sheet ||  || 2.5.4 Describe and explain the transfer and transformation of materials as they cycle within an ecosystem. Water cycle – using the different reservoirs of the cycle provided to them students draw their own version the water cycle. Review of all the biogeochemical cycles, watching different videos and answering questions. Finish of the class by drawing systems diagrams for each of the cycles. || PowerPoint Question sheet ||  || 2.5.5 Define the terms gross productivity, net productivity, primary productivity and secondary productivity. Productivity – definition of terms highlighting the differences between: gross and net productivity and primary and secondary productivity. || PowerPoint ||  || 2.5.6 Define the term and calculate the values of both gross primary productivity (GPP) and net primary productivity (NPP) from given data. Productivity – review and calculations of gross, net, primary and secondary productivity. || PowerPoint Productivity worksheet Home research sheet || Complete the home research sheet. || This is their second opportunity to do a practice internal assessment before they start their own. This is going to be changing the Sodium bicarbonate concentration and measuring rate of Photosynthesis. Students will do a pre-lab experiment of the Photosynthesis floating leaf assay. || Photosynthesis floating leaf assay lab walkthrough PowerPoint ||  || Planning class. Students will be provided with a planning worksheet and in teams they need to plan their Internal Assessment projects completing all the necessary components of the worksheet. Provide them with the independent variable. || Planning worksheet ||  || Finish the planning worksheets that they started in the last class. || See previous ||  || Students collect their results from the floating leaf disc assay in teams. They will be using the difference in concentration of Sodium bicarbonate. || Beakers Leaves Projector Sodium bicarbonate solution ||  || 2.6.1 Explain the concepts of limiting factors and carrying capacity in the context of population growth. 2.6.2 Describe and explain S and J population curves. Explain the concepts of carrying capacity and limiting factors in the context of population growth. Describing and explaining S and J population curves. || PowerPoint Textbooks Graph paper ||  || 2.6.3 Describe the role of density-dependent and density-independent factors and internal and external factors in the regulation of populations. Population regulation – looking at the density-dependent and independent factors both internal and external. || PowerPoint ||  || Extended Essay information and completing a worksheet on the population changes of Yellow Perch. || PowerPoint Limfac worksheet ||  || 2.6.4 Describe the principles associated with survivorship curves including K- and r- strategists. Reproductive strategies – understanding the characteristics of r- and K-strategists and describe the principles associated with survivorship curves including K- and r-strategists. || PowerPoint Printouts of slides 3 and 4 Reproductive strategies sheet. ||  || Analysis of results from the photosynthesis assay experiment. Statistical analysis including calculation of ET50 and 1/ET50. || PowerPoint data processing ||  || Discussion, evaluation and conclusion. Take the students through the different aspects required for the discussion, evaluation and conclusion of their Internal Assessments about Photosynthesis. || PowerPoint discussion, evaluation and conclusion ||  || Go through their IAs so that they can start they write-ups. ||  || Finish the Internal Assessment write-up. || 2.6.5 Describe the concept and processes of succession in a named habitat. Succession - Introduce the students to the concept of succession. They need to be aware of named examples of organisms from pioneer communities, seral stages and climax communities. Understand that succession happening over time is different from zonation which is spatial patterning. || PowerPoint ||  || 2.6.6 Explain the changes in energy flow, gross and net productivity, diversity and mineral cycling in different stages of succession. Succession continued – explain the changes in energy flow, gross and net productivity, diversity and mineral cycling in different stages of succession. || PowerPoint Textbook ||  || 2.6.6 Explain the changes in energy flow, gross and net productivity, diversity and mineral cycling in different stages of succession. 2.6.7 Describe factors affecting the nature of climax communities. Changes in succession review and describing the factors that affect the nature of climax communities. || PowerPoint Succession pictures worksheet || Website of Mount St. Helens eruption. http://vulcan.wr.usgs.gov Sketch curves of GP, NP and respiration as a function of time in one graph since 1980. Indicate different seral stages. || Moderator’s comments of previous IAs ||  || Practical – Sampling - pitfall traps and transects. Students will set pitfall traps at the museum with a plan to collect their data in one week’s time. They will also have the opportunity to set up transects if they finish their traps. || Pitfall trap students worksheet Quadrats and transect worksheet ||  || 2.7.1 Describe and evaluate methods for measuring changes in abiotic and biotic components of an ecosystem along an environmental gradient. || PowerPoint Measuring changes along a gradient lesson plan ||  || 2.7.2 Describe and evaluate methods for measuring the changes in abiotic and biotic components of an ecosystem due to a specific human activity. Chernobyl and the Gulf of Mexico (Oil Spill and Dead Zone). || PowerPoint Vocabulary for readings Oil Spill information Dead Zone information Chernobyl information Questions for case studies ||  || Practical – Pitfall trap collection and identification of insects using stereomicroscopes. Go through their hypotheses. || Insect ID key with pics Insect Identification Key || Discussion, evaluation and conclusion for practical || 2.7.2 Describe and evaluate methods for measuring the changes in abiotic and biotic components of an ecosystem due to a specific human activity. Background to the three case studies, Chernobyl, Deepwater Horizon Oil Spill and Gulf of Mexico Dead Zone. || PowerPoint Lesson plan ||  || 2.7.2 Describe and evaluate methods for measuring the changes in abiotic and biotic components of an ecosystem due to a specific human activity. Place the students into 3 teams of 4 and they use their notes from the previous class, homework, internet and handouts to create a presentation about their case study. || See previous classes || Complete the presentation about their case study. || Practical – Simpson’s Diversity Index and calculating quadrats. || Simpson’s Diversity index exercises sheet ||  || 2.7.2 Describe and evaluate methods for measuring the changes in abiotic and biotic components of an ecosystem due to a specific human activity. Presentations given by the students of their case studies. || Students’ presentations ||  || Germination Fact Sheet Planning Sheet Seed Germination plan ||  || 2.7.3 Describe and evaluate the use of environmental impact assessments (EIAs) Environmental Impact Assessment – Introduction to EIAs describing what it is and when it would be used. || PowerPoint Questions on EIA video Ordering events of an EIA worksheet || Reading the information on the sheet and answering the two questions. || 2.7.3 Describe and evaluate the use of environmental impact assessments (EIAs) EIA evaluations and follow-up advantages and disadvantages of using them. Role-play of what happened at the Arcediano Dam || Three gorges dam questions Textbook Arcediano Dam case study Role-play information Advantages and Disadvantage worksheet || Finish of the sheet on advs and disadvs. Do some research and find your own EIA. Summary of the concerns and if the recommendations were followed. || 3.1.1 Describe the nature and explain the implications of exponential growth in human populations. Looking at human population growth over the last 100 years and the current situation with 7 billion people on the planet. || PowerPoint - “Human population growth” Video “7 billion, National Geographic” Worksheet - Questions from population sheet. World population bulletin from 2007 ||  || 3.1.2 Calculate and explain, from given data, the values of crude birth rate, crude death rate, fertility, doubling time and natural increase rate. Students will look at the different calculations and calculate some examples. If they finish quickly they can have a go at doing the same calculations with data from Mexico. || PowerPoint “Human population growth” Worksheet photocopied from p.168 of the Oxford textbook. ||  || 3.1.3 Analyse age/sex pyramids and diagrams showing demographic transition models. Looking at examples of age/sex pyramids from different countries and how the shapes change as countries become more economically developed. Students will draw their own age/sex pyramids and draw conclusions about the different shapes. Analyse the demographic transition model and what is happening at the different stages. || PowerPoint “Age/sex pyramids and DTMs” Worksheets “axes for age/sex pyramid” and “data for age/sex pyramid. Age/sex pyramids and DTMs lesson plan. Copy of DTM slide from PowerPoint ||  || 3.1.3 Analyse age/sex pyramids and diagrams showing demographic transition models. Students will continue looking at age/sex pyramids and DTMs. This is something that they struggle with so they need chance to review it. || PowerPoint “Age/sex pyramids and DTMs” Copy of DTM slide from PowerPoint || Past paper questions on human population growth. || 3.1.4 Discuss the use of models in predicting the growth of human populations. Looking at the implications and limitations of using models to predict human population growth. Focus on the DTM and estimations of world population growth. || PowerPoint “Age/sex pyramids and DTMs” ||  || 3.2.1 Explain the concept of resources in terms of natural income. 3.2.2 Define the terms renewable, replenishable and non-renewable natural capital. Explaining the concept of resources in the terms of natural income. Defining the terms renewable, non-renewable and replenishable natural capital. || PowerPoint Resources – natural capital sheet. ||  || 3.2.3 Explain the dynamic nature of the concept of a resource. 3.2.4 Discuss the view that the enviroment can have its own intirisic value. Changing value of resources over time and the dynamic nature of a resource. Discussing the view that the environment can have its own intrinsic value. TOK - How can we quantify values such as aesthetic value, which are inherently qualitative? || PowerPoint Question worksheet photocopied from Oxford book. Intrinsic value of the environment lesson plan. ||  || 50 x 50cm quadrats. || Write-up the results of the experiment using IA format. || 3.2.5 Explain the concept of sustainability in terms of natural capital and natural income. Sustainability and sustainable development. Explaining the concept of sustainability in terms of natural capital and natural income. Coming up with a working definition for the class. || Sustainability and sustainable development lesson plan. PowerPoint Textbooks. ||  || 3.2.6 Discuss the concept of sustainable development. 3.2.7 Calculate and explain sustainable yield from given data. Sustainability continued – sustainable yield. || Sustainable yield lesson plan PowerPoint The story of the Orange Roughy || Calculate the sustainable yield of the different populations from the Oxford textbook photocopy. Find out about Mexico’s agenda 21. || 3.2.6 Discuss the concept of sustainable development. Lorax – watch the Dr. Seuss cartoon and answer the questions. When it has finished complete the questions relating what the students have seen to sustainable development and resource use. Discussion questions can be used to talk about the message of the cartoon. || Lorax in 2 parts from youtube.com Lorax worksheet The Lorax – worksheet for video. The lorax and sustainable development reading. ||  || 3.3.1 Outline the range of energy resources available to society. Introduction to different energy resources. This should be a review, based on what we saw when doing Natural Resources students should be able to come up with different energy resources, and which are renewable/non-renewable. Elaborate on their lists. || Energy resources - intro PowerPoint Peak Oil video questions ||  || 3.3.2 Evaluate the advantages and disadvantages of two contrasting energy sources. In pairs students will carry out research on the internet about 2 different types of energy resource. One renewable and one non-renewable. The students will be provided with their resources. They will then use the information they obtain to create a presentation, including the uses, advantages and disadvantages of each source. || Energy resources webquest and presentation lesson plan Student energy resources sheet rpinnermatdevenergysourceswebquest ||  || 3.3.2 Evaluate the advantages and disadvantages of two contrasting energy sources. Presentations from students, then quick quiz based on the advantages and disadvantages of each source to make sure that they have taken in the information. || Students PowerPoints Create the quick quiz as watching the students present. ||  || 3.3.3 Discuss the factors that affect the choice of energy sources adopted by different societies. Recap of the different renewable and non-renewable energy sources that we have seen and an advantage and disadvantage of each one. Looking at the factors that affect a society’s choice of energy source by reading case studies from different countries. || Energy use in Mexico PowerPoint Energy resources recap and reminder lesson outline Case studies of energy use in different countries taken from the Oxford textbook Energy resources - table advantages and disadvantages worksheet ||  || 3.4.1 Outline how soil systems integrate aspects of living systems. 3.4.2 Compare and contrast the structure and properties of sand, clay and loam soils, including their effect on primary productivity. Students will look at the composition of soil and how it links the lithosphere, atmosphere and living organisms. The different inputs, outputs, transfers and transformations that occur here. As we go through the videos and PowerPoints they will complete the worksheet. Considering the mineral content, drainage, water-holding capacity, air spaces, biota and potential to hold organic matter of the different types of soils. || Soil resources PowerPoint Soil resources worksheet Soil resources lesson plan ||  || 3.4.3 Outline the processes and consequences of soil degradation. Continue to go through the PowerPoint from the previous class finishing off structure of soil and now looking at how soil degrades. As we do this students will complete the worksheet that they have. || Soil resources PowerPoint Soil resources worksheet ||  || 3.4.4 Outline soil conservation measures. Go through the PowerPoint looking at the different types of soil conservation techniques and as we do the students will label and annotate the diagrams. || Soil conservation PowerPoint Soil conservation techniques worksheet ||  || 3.4.5 Evaluate soil management strategies in a commercial farming system and in a named subsistence farming system. Students will analyse the different strategies that have been used in the 3 case studies taken from both subsistence and commercial farming. || Case studies of soil management strategies and conservation techniques taken from pp. 238-239, 241-242 of the Oxford textbook. || Soil past paper essay question. || Students will measure soil erosion by calculating the splash distance when a drop of water hits a mound of soil. They will have the option of what their independent variable will be using their knowledge from the previous classes. || QRG_soil texture guide Soil lab worksheet Target zone ||  || Continue measuring soil erosion || QRG_soil texture guide Soil lab worksheet Target zone || Write up practical - Planning and DCP - tables, graphs and statistical tests. || 3.5.1 Outline the issues involved in the imbalance in global food supply. Take students through the PowerPoint getting their ideas about why there is a global imbalance in food supply. They make notes as we go through. || Food resources - intro PowerPoint Food facts sheet World hunger video questions Graph of food production from p.246 Oxford textbook ||  || 3.5.1 Outline the issues involved in the imbalance in global food supply. Continue from the last class - comparing the difference between food supply in MEDCs and LEDCs. Going through the PowerPoint. || Food resources - intro PowerPoint Food shortages could force world into vegetarianism - Guardian article || Go to the FAO website and other resources and answer the questions from p. 246 of the Oxford textbook. || 3.5.2 Compare and contrast the efficiency of terrestrial and aquatic food production systems. 3.5.3 Compare and contrast the inputs and outputs of materials and energy (energy efficiency), the system characteristics, and evaluate the relative environmental impacts for two named food systems. Review of the first and second laws of thermodynamics and the movement of energy through food chains. Go through PowerPoint with students looking at the difference between efficiency of terrestrial and aquatic systems. Students complete the table for their two systems (one subsistence and one commercial). They will then present their system and as they do the students will note down the information into the other spaces in the table. || Food resources - intro PowerPoint Food resources lesson plan Comparing food production systems table Case studies of different food production systems taken from Pearson textbook pp. 139-142 ||  || 3.5.3 Compare and contrast the inputs and outputs of materials and energy (energy efficiency), the system characteristics, and evaluate the relative environmental impacts for two named food systems. 3.5.4 Discuss the links that exist between social systems and food production systems. Recap from last class of the difference between the specific named systems that we saw and as we discuss it they complete the worksheet. Then go through the PowerPoint looking at the link between social systems and food production systems focussing specifically on some specialised systems. || Links between social systems and food production PowerPoint Worksheet food production systems diffs Examples of specialised food production systems information sheet || Students need to research one community that uses shifting cultivation and one that uses wet rice agriculture and discuss how their social systems link to the food production systems. || Students prepare their research questions and start working on their planning using the internal assessment planning format. Give students the calendar explaining when they will be collecting data and processing it and when the final draft needs to be handed in. || Internal assessment planning format IA Calendar || Complete the planning sheet before the next class when they will begin data collection. || Students will have lesson time to collect the data for their internal assessment. They should have ordered any special equipment / solutions that they may need from Mario before and bring in anything that they need which might not be available in the class. || Students must bring their completed planning forms so that they can be checked. ||  || Continue with data collection. ||  ||   || Continue with data collection. ||  ||   || Continue with data collection. Depending on how far along they are some students may be able to start their data processing on their laptops if they bring them in. ||  ||   || Continue with data collection. Depending on how far along they are some students may be able to start their data processing on their laptops if they bring them in. ||  || Writing up Internal Assessment to be handed in. || Students have been looking at past paper questions from paper 1 and previous essay questions from paper 2 (section B), throughout the year. They have also been looking at case studies in class but they have not had much practice at the paper 2 questions where they are given a resource booklet and need to answer questions based on the information provided (section A). In this class they will have an example of paper 2 (section A) and we shall work through it as a group. || Past paper 2 (section A) questions Past paper 2 resource booklet ||  || Continue working through the past paper. || Past paper 2 (section A) questions Past paper 2 resource booklet ||  || 3.6.1 Describe the Earth’s water budget. Introduction to how water is divided across the planet. Take students through the PowerPoint. || Water resources intro PowerPoint ESS water resources intro lesson plan ||  || 3.6.2 Describe and evaluate the sustainability of freshwater resources usage with reference to a case study. Continue working through the PowerPoint from last class looking at the issues of freshwater scarcity across the planet. || ESS water resources class part 2 ||  || 3.6.2 Describe and evaluate the sustainability of freshwater resources usage with reference to a case study. Continue looking at the issues of water scarcity focussing on specific case studies from Israel, the Aral Sea and the Colorado River. Students need to read their case study and then as a group they will share their answers and complete the table. Each student will have a different case study. || ESS water resources class part 2 Case studies taken from the Oxford textbook p. 218, 220-222 Case study table || Water resources PPQs || 3.7.2 Explain how absolute reductions in energy and material use, reuse and recycling can affect human carrying capacity. ||  ||   || 3.8.1 Explain the concept of an ecological footprint as a model for assessing the demands that human populations make on their environment. In a circle students will be asked what would happen if a glass dome was placed over the school - they then need to consider all the aspects of their lifestyle that depend on the environment and all the actions that they do that impact on the environment and write them into footprints. Take students through the PowerPoint. TOK: What does the model of an ecological footprint add to the earlier concepts of “resources” and “carrying capacity”? Is it more objective?How does the **language** affect our understanding of the concepts? - EF conjures an image of environmental threat from any growing population whereas “carrying capacity” focuses on the maximum number that a population can reach. || Ecological footprints intro lesson plan Ecological footprint PowerPoint Coloured paper (2 sheets per student) p. 54 of teachers handbook || Calculate your own personal ecological footprint and bring to the next class. || 3.8.2 Calculate from appropriate data the ecological footprint of a given population, stating the approximations and assumptions involved. Class discussion about the size of their different ecological footprints that they researched for homework. Calculating the school’s ecological footprint. Students attempt to identify how large the school’s ecological footprint is. || School’s ecological footprint PowerPoint Calculating the school’s ecological footprint worksheet Ecological footprinting of the school lesson plan ||  || 3.8.2 Calculate from appropriate data the ecological footprint of a given population, stating the approximations and assumptions involved. Continue making calculations for the school’s footprint. ||  ||   || 3.8.3 Describe and explain the differences between the ecological footprint of two human populations, one from an LEDC and one from an MEDC. 3.7.1 Explain the difficulties in applying the concept of carrying capacity to local human populations. 3.8.5 Describe and explain the relationship between population, resource consumption and technological development, and their influence on carrying capacity and material economic growth. Students will calculate the ecological footprints of an MEDC and an LEDC using the formulas provided and discuss the reasons for the differences between them. || Ecological footprints of different regions calculating worksheet Human carrying capacity, resource consumption and technology PowerPoint. Human carrying capacity, resource consumption and technology lesson plan || Creating a video campaign on how to reduce the school’s ecological campaign. || 3.8.4 Discuss how national and international development policies and cultural influences can affect human population dynamics and growth. take students through the PowerPoint and then read the different articles describing population policies that have been introduced by different countries. || Population policies PowerPoint Mexico - population policies article When sperm didn’t meet ovum article China - one child policy article ||  || 4.1.1 Define the terms biodiversity, genetic diversity, species diversity and habitat diversity. ||  ||   || 4.1.2 Outline the mechanism of natural selection as a possible driving force for speciation. ||  ||   || 4.1.3 State that isolation can lead to different species being produced that are unable to interbreed to yield fertile offspring. 4.1.4 Explain how plate activity has influenced evolution and biodiversity. ||  ||   || 4.1.5 Explain the relationships among ecosystems stability, diversity, succession and habitat. ||  ||   || 4.2.1 Identify factors that lead to loss of diversity. ||  ||   || 4.2.2 Discuss the erceived vulnerability of tropical rainforest and their relative value in contributing to global biodivdersity. ||  ||   || 4.2.3 Discuss current estimates of numbers of species and past and present rates of species extinction. ||  ||   || 4.2.4 Describe and explain the factors that may make species more or less prone to extinction. ||  ||   || 4.2.5 Outline the factors used to determine a species’ Red List conservation status. ||  ||   || 4.2.6 Describe the case histories of three different species: one that has become extinct, another that is critically endangered, and a third species whose conservation status has been improved by intervention. 4.2.7 Describe the case history of a natural area of biological significance that is threatened by human activities. ||  ||   || 4.3.1 State the arguments for preserving species and habitats. ||  ||   || 4.3.2 Compare and contrast the role and activities of intergovernmental and non governmental organisations in preserving and restoring ecosystems and biodiversity. ||  ||   || 4.3.3 State and explain the criteria used to design protected areas. ||  ||   || 4.3.4 Evaluate the success of a named protected area. ||  ||   || 4.3.5 Discuss and evaluate the strengths and weaknesses of the species-based approach to conservation ||   ||   || 5.1.1 Define the term pollution 5.1.2 Distinguish between the terms point source pollution and non-point source pollution, and outline the challenge they present for management. 5.1.3 State the major sources of pollutants. ||  ||   || 5.2.1 Describe 2 direct methods of monitoring pollution. ||  ||   || 5.2.2 Define the term biochemical oxygen demand (BOD) and explain how this indirect method is used to assess pollution levels in water. ||  ||   || 5.2.3 Describe and explain an indirect method of measuring pollution levels using a biotic index. ||  ||   || 5.3.1 Outline approaches to pollution management with respect to figure 5. ||  ||   || 5.3.2 Discuss the human factors that affect the approaches to pollution management. 5.3.3 Evaluate the costs and benefits to society of the World Health Organisation’s ban on the use of the pestiicide DDT. ||  ||   || 5.4.1 Outline the processes of eutrophication ||   ||   || 5.4.2 Evaluate the impacts of eutrophication. ||  ||   || 5.4.3 Describe and evaluate the pollution management strategies with respect to eutrophication. ||  ||   || 5.5.1 Outline the types of solid domestic waste. ||  ||   || 5.5.2 Describe and evaluate pollution management strategies for solid domestic (municipal) waste. ||  ||   || 5.6.1 Outline the overall structure and composition of the atmosphere. ||  ||   || 5.6.2 Describe the role of ozone in the absorption of ultraviolet light. 5.6.3 Explain the interaction between ozone and halogenated organic gases. ||  ||   || 5.6.4 State the effects of ultraviolet radiation on living tissues and biological productivity. 5.6.5 Describe 3 methods of reducing the manufacture and release of ozone-depleting substances. 5.6.6 Describe and evaluate the role of national and international organisations in reducing the emissions of ozone-depleting substances. ||  ||   || 5.7.1 State the source and outline the effect of tropospheric ozone. 5.7.2 Outline the formation of photochemical smog. ||  ||   || 5.7.3 Describe and evaluate pollution management strategies for urban air pollution. ||  ||   || 5.8.1 Outline the chemistry leading to the formation of acidified precipitations. 5.8.2 Describe three possible effects of acid deposition on soil, water and living organisms. ||  ||   || 5.8.3 Explain why the effect of acid deposition is regional rather than global. 5.8.4 Describe and evaluate pollution management strategies for acid deposition. ||  ||   || 6.1.1 Describe the role of greenhouse hases in maintaining mean global temperature. ||  ||   || 6.1.2 Describe how human activities add to greenhouse gases. ||  ||   || 6.1.3 Discuss qualitatively the potential effects if increased mean global temperature. ||  ||   || 6.1.4 Discuss the feedback mechanisms that would be associated with an increase in mean global temperature. ||  ||   || 6.1.5 Describe and evaluate pollution management strategies to address the issue of global warming. ||  ||   || 6.1.6 Outline arguments surrounding global warming. 6.1.7 Evaluate contrasting human perceptions of the issue of global warming. ||  ||   ||
 * IB Environmental Systems and Societies Scheme of Work **
 * **Topic** || **Lessons (1 hour blocks)** || **Resources** || **Homeworks** ||
 * **Introductory class (1 hour)** || **Introduction to ES&S:**
 * **The scientific method and measuring**
 * (4 hours)** || **Introduction to the scientific method:**
 * || **Variables and hypotheses:**
 * || **Uncertainty:**
 * || **Error analysis:**
 * **7: Environmental Value Systems (9 hours)** || **What is an Environmental Value System?:**
 * || **Environmental philosophies:**
 * || **Environmentalism and the modern environmental movement:**
 * || **Environmentalism and the modern environmental movement:**
 * || **Environmental attitudes:**
 * || **Environmental attitudes analysis:**
 * Practical** – Compile questionnaire results. Create pie charts in Excel using the data they have collected. Write-up their results. || Worksheet 72.
 * || **Environmental attitudes analysis:**
 * Practical** – Compile questionnaire results. Create pie charts in Excel using the data they have collected. Write-up their results. || Worksheet 72.
 * || **Environmental value systems of two named societies:**
 * || **Environmental value systems of two named societies:**
 * **1: Systems and models**
 * (7 hours)** || **Concepts and characteristics:**
 * || **Energy in systems:**
 * || **Positive and negative feedback:**
 * || **Positive and negative feedback:**
 * Practical** - students carry out the Snowshoe Hare and Lynx population simulation activity. || Snowshoe hare and lynx populations activity sheet
 * || **Energy in systems:**
 * Practical** – Investigating the energy content of food – burning crisps to see how they heat up water differently, looking at the movement of energy.
 * || **Transfers and transformations:**
 * || **Modelling:**
 * **2: The ecosystem**
 * (31 hours)** || **2.1 Structure:**
 * Introduction to ecosystems:**
 * || **2.1 Structure**:
 * Introduction to ecosystems:**
 * || **2.1 Structure:**
 * Ecological pyramids:**
 * || **2.2 Measuring abiotic components of the system:**
 * Measuring abiotic factors:**
 * || **2.2 Measuring abiotic components of the system:**
 * Measuring abiotic factors:**
 * Practical** – survey of the museum pond.
 * || **2.1 Structure:**
 * Ecological pyramids:**
 * || **2.1 Structure:**
 * Ecological pyramids:**
 * || **Practical - Microscopes and stereoscopes:**
 * || **2.1 Structure:**
 * Ecological pyramids:**
 * || **2.1 Structure:**
 * Bioaccumulation and biomagnification:**
 * || **2.3 Measuring biotic components of the system:**
 * Measuring abundance:**
 * || **2.3 Measuring biotic components of the system:**
 * Measuring abundance:**
 * || **2.1 Structure:**
 * Bioaccumulation and biomagnification:**
 * || **2.1 Structure:**
 * Community ecology:**
 * || **2.1 Structure:**
 * Community ecology:**
 * || **2.4 Biomes:**
 * || **2.4 Biomes:**
 * || **2.4 Biomes:**
 * || **2.3 Measuring biotic components of the system:**
 * Measuring diversity:**
 * || **2.3 Measuring biotic components of the system:**
 * Measuring diversity:**
 * || **Internal Assessment preparation:**
 * Introduction to internal assessments:**
 * || **Internal Assessment preparation:**
 * First practice internal assessment - species diversity:**
 * || **Internal Assessment preparation:**
 * Introduction to internal assessments:**
 * || **Internal Assessment preparation:**
 * First Practice internal assessment - species diversity**
 * || **2.3 Measuring biotic components of the system:**
 * Measuring abundance:**
 * || **2.3 Measuring biotic components of the system:**
 * Dichotomous keys:**
 * || **Dichotomous keys:**
 * Practical** – creating a dichotomous key using leaves from the school. || Dichotomous practical start-up PowerPoint
 * || 2.5 Function:
 * || 2.5 Function:
 * || 2.5 Function:
 * || 2.5 Function:
 * || 2.5.2 Practical – Photosynthesis practical. Computer simulation of the Elodea bubbler. Review of photosynthesis: students write the word equation on the board. Ask them what abiotic factors they think are going to affect photosynthesis. Brainstorm how we can measure the rate of photosynthesis. The students choose an independent variable to manipulate using the computer simulation and complete the practical worksheet. They will create a table of their results in Excel and measure the rate of photosynthesis and how it changes.
 * || Graphs review:
 * || 2.5 Function:
 * || 2.5 Function:
 * || 2.5 Function:
 * || **Internal Assessment preparation:**
 * || **Internal Assessment preparation:**
 * || **Internal Assessment preparation:**
 * || **Internal Assessment preparation:**
 * || 2.6 Changes:
 * || 2.6 Changes:
 * || Internal Assessment – getting the results for the Photosynthesis Internal Assessment. || See previous resources ||  ||
 * || 2.6 Changes:
 * || 2.6 Changes:
 * || **Internal Assessment preparation:**
 * || **Internal Assessment preparation:**
 * || **Internal Assessment preparation:**
 * || 2.6 Changes:
 * || 2.6 Changes:
 * || Changes:
 * || Internal Assessments – students mark previous examples of Internal Assessments using the IAs that are available on the OCC website. Give the students the mark scheme and they decide on the grades that the person deserves. || Markscheme
 * || Internal Assessments – the students now use the information that they have to mark the Internal Assessments of the other people in the class. || Markscheme ||  ||
 * || 2.3 measuring biotic components of the system
 * || 2.7 Measuring changes in the system:
 * || 2.7 Measuring changes in the system:
 * || 2.3 measuring biotic components of the system
 * || 2.7 Measuring changes in the system:
 * || 2.7 Measuring changes in the system:
 * || 2.3 measuring biotic components of the system
 * || 2.7 Measuring changes in the system:
 * || Internal Assessment – introduction to next internal assessment on seed germination. Background and start of planning. This time they need to select their own independent variable that they will test. Using the same dependent variable, percentage germination. || PowerPoint
 * || Internal Assessment – Finish off their planning and provide the list of equipment that they will need to carry out their Internal Assessments. ||  ||   ||
 * || 2.7 Measuring changes in the system.
 * || Internal Assessment – setting up experiments for seed germination. Creating their results tables for data collection. ||  ||   ||
 * || Internal Assessments – results collection ||  ||   ||
 * || 2.7 Measuring changes in the system:
 * || Internal Assessment – Data processing, completing the conversion of their data from raw to processed data and presenting their final data in graphs. ||  || Finish the write-up of the Internal Assessment. ||
 * **3 Human population, carrying capacity and resource use**
 * (39 hours)** || 3.1 Population dynamics
 * **3 Human population, carrying capacity and resource use**
 * (39 hours)** || 3.1 Population dynamics
 * **3 Human population, carrying capacity and resource use**
 * (39 hours)** || 3.1 Population dynamics
 * **3 Human population, carrying capacity and resource use**
 * (39 hours)** || 3.1 Population dynamics
 * || 3.1 Population dynamics
 * || 3.1 Population dynamics
 * || 3.1 Population dynamics
 * || 3.1 Population dynamics
 * || 3.2 Resources – natural capital:
 * || 3.2 Resources – natural capital:
 * || 3.2 Resources – natural capital:
 * || 3.2 Resources – natural capital:
 * || Practical – Predator/prey interactions. Using beans and quadrats students simulate these interactions using prey density as the independent variable. || Beans
 * || 3.2 Resources – natural capital:
 * || Resources – natural capital:
 * || Practical – starting next Internal Assessment. They need to decide on their research question using the experience they have of previous Internal Assessments and begin their planning. || Planning sheets that they can use. || Complete their planning for the next class. ||
 * || Practical – begin the data collection for their next Internal Assessment. Need to present a completed planning sheet before they can carry out the data collection. || Items that they need for their Internal Assessments. They bring their own unless sufficient available in the lab. ||  ||
 * || Practical – Data collection continued. ||  ||   ||
 * || Practical – Data collection continued. ||  || Carry out the analysis of their results for the Internal Assessment and write-up a First Draft that I can annotate and return to them. ||
 * || 3.2 Resources – natural capital:
 * || Practical – annotated copies of Internal Assessments returned and students ask any questions and work on making the amendments that they need to. ||  || Final draft of Internal Assessment. ||
 * || **3.3 Energy resources:**
 * Introduction:**
 * || **3.3 Energy resources:**
 * Advantages and disadvantages:**
 * || **3.3 Energy resources:**
 * Advantages and disadvantages:**
 * || **3.3 Energy resources:**
 * Energy resources in different societies:**
 * || **3.4 The soil system:**
 * Soil structure and properties**
 * || **3.4 The soil system:**
 * Soil degradation**
 * || **3.4 The soil system:**
 * Soil conservation:**
 * || **3.4 The soil system:**
 * Soil management:**
 * || **Practical - Soil erosion practical**
 * || **Practical - Soil erosion practical**
 * || **3.5 Food resources:**
 * Imbalance in global food supply:**
 * || **3.5 Food resources:**
 * Imbalance in global food supply:**
 * || **3.5 Food resources:**
 * Comparing food production systems:**
 * || **3.5 Food resources:**
 * Comparing food production systems**
 * || **Internal assessment:**
 * Planning:**
 * || **Internal assessments:**
 * Data collection:**
 * || **Internal assessments:**
 * Data collection:**
 * || **Internal assessments:**
 * Data collection:**
 * || **Internal assessments:**
 * Data collection / processing:**
 * || **Internal assessments:**
 * Data collection:**
 * || **Exam practice:**
 * Practice of paper 2 (section A):**
 * || **Exam practice:**
 * Practice of paper 2 (section A):**
 * || **3.6 Water resources**
 * Earth’s water budget:**
 * || **3.6 Water resources**
 * Sustainability of freshwater resources:**
 * || **3.6 Water resources:**
 * Sustainability of freshwater resources:**
 * || **3.7 Limits to growth** (+0.5 hours)
 * || **3.8 Environmental demands of human populations:**
 * Ecological footprinting:**
 * || **3.8 Environmental demands of human populations:**
 * Ecological footprinting:**
 * || **3.8 Environmental demands of human populations:**
 * Ecological footprinting:**
 * || **3.8 Environmental demands of human populations:**
 * Comparing MEDCs and LEDCs:**
 * || **3.8 Environmental demands of human populations:**
 * National and international policies and population dynamics:**
 * **4: Conservation and biodiversity**
 * (15 hours)** || 4.1 Biodiversity in ecosystems
 * || 4.1 Biodiversity in ecosystems
 * || 4.1 Biodiversity in ecosystems
 * || 4.1 Biodiversity in ecosystems
 * || 4.2 Evaluating biodiversity and vulnerability
 * || 4.2 Evaluating biodiversity and vulnerability
 * || 4.2 Evaluating biodiversity and vulnerability
 * || 4.2 Evaluating biodiversity and vulnerability
 * || 4.2 Evaluating biodiversity and vulnerability
 * || 4.2 Evaluating biodiversity and vulnerability
 * || 4.3 Conservation of biodiversity
 * || 4.3 Conservation of biodiversity
 * || 4.3 Conservation of biodiversity
 * || 4.3 Conservation of biodiversity
 * || 4.3 Conservation of biodiversity
 * || Conservation of biodiversity ||  ||   ||
 * **5: Pollution management**
 * (18 hours)** || 5.1 Nature of pollution
 * || 5.2 Detection and monitoring of pollution
 * || 5.2 Detection and monitoring of pollution
 * || 5.2 Detection and monitoring of pollution
 * || 5.3 Approaches to pollution management
 * || 5.3 Approaches to pollution management
 * || 5.4 Eutrophication
 * || 5.4 Eutrophication
 * || 5.4 Eutrophication
 * || 5.5 Solid domestic waste
 * || 5.5 Solid domestic waste
 * || 5.6 Depletion of stratospheric ozone
 * || 5.6 Depletion of stratospheric ozone
 * || 5.6 Depletion of stratospheric ozone
 * || 5.7 Urban air pollution
 * || 5.7 Urban air pollution
 * || 5.8 Acid deposition
 * || 5.8 Acid deposition
 * **6: Global Warming**
 * (6 hours)** || Global Warming
 * **6: Global Warming**
 * (6 hours)** || Global Warming
 * **6: Global Warming**
 * (6 hours)** || Global Warming
 * || Global Warming
 * || Global Warming
 * || Global Warming
 * || Global Warming
 * || Global Warming