ENVIROATLAS
EDUCATIONAL CURRICULUM
CONNECTING ECOSYSTEMS
MODULE DESIGNED FOR 4TH-12TH GRADERS
Created by
Jenna M. Hartley
ASPPH (Association of Schools and Programs of Public Health)
Environmental Health Fellow hosted by
National Health and Environmental Effects Research Laboratory
Office of Research and Development
U.S. Environmental Protection Agency
Research Triangle Park, NC
EPA Mentor
Laura Jackson
Created with assistance from
Jennifer Cypra
Kenan Fellows Program Participant (Summer 2017)
EPA Report #EPA/6oo/R-i8/i86
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SEPA
Overview of EnviroAtlas Connecting Ecosystems & Human Health Lesson
PREFACE
The following lesson plan module was created as part of a larger curriculum of activities
for educational use to introduce students to EnviroAtlas and the concepts of watersheds,
pollution, connections between the environment and human health, greenways, and using
maps in decision-making. This lesson plan specifically addresses human health,
ecosystem services, ecosystems, and the environment. Additional lesson plan modules
are available and forthcoming to address a variety of other topics directed at a range of
grade-levels and ages.
There is also an Educational Overview document that outlines some of the tools in
EnviroAtlas for educators who wish to design their own lesson plans around the available
EnviroAtlas tools. We encourage you to look over the Educational Overview document to
determine how EnviroAtlas can best meet your needs. All Educational materials can be
found here: https://www.epagov/enviroatlas/enviroatlas-educational-materials
For questions regarding this case study and supplemental materials, please contact the
EnviroAtlas Team at EnviroAtlas@epa.gov.
While this document has been reviewed and approved by the U.S. Environmental
Protection Agency, its contents do not necessarily reflect the views and policies of the
Agency.
Note: This document is an updated version of the "Connecting Ecosystems and Human
Health" module and replaces EPA Report #EPA/6oo/R-17/310. The following change was
made:
• All notecards for the "String Activity" have been appended to the end of the
document. Previously they were only available online.
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f/EPA
Overview of EnviroAtlas Connecting Ecosystems & Human Health Lesson
ACKNOWLEDGMENTS
These educational materials were developed though the joint efforts of multiple
contributors. At the time of publication, 822 participants, of which 680 (83%) were
students, had participated in these specific Eco-Health activities, thus contributing to
their ongoing improvement.
Thanks to Jennifer Cypra who
worked on making the existing
notecards in the String Activity
usable for upper elementary
students and contributed heavily to
the Elementary portion of this
lesson. Jen is a K-5 AIG
(Academically and Intellectually
Gifted) teacher who was an EPA
Kenan Fellow during the summer of
2017.
Thanks also to our non-classroom
teacher reviewers, Jessica Daniel: Environmental Specialist, US EPA National Exposure
Research Laboratory, Kelly Witter: Director of STEM Outreach, US EPA National Exposure
Research Laboratory and Lauren Bamford: US EPA Student Services Contractor. Their
feedback was extremely valuable in the completion of this product.
Lastly, thanks to our classroom teachers as well as their students for carrying out and
reviewing this EnviroAtlas Lesson Plan. We learned much from these pilot tests and utilized
the students' and teachers' feedback to adjust and edit the Lesson Plan.
• Alex LeMay. 8th grade Science teacher, Durham School of the Arts (2017)
• Kristin Riley, AP Environmental Science/Earth Science teacher, Orange High School
(2017)
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Overview of EnviroAtlas Connecting Ecosystems & Human Health Lesson
TABLE OF CONTENTS
Connecting Ecosystems and Human Health i
Teacher Handout i
At-a-glance Summary 2
Teacher Handout: Getting Outdoors 16
Student Handouts 18
The following handouts and materials can also be found online, separated by document:
Student Instruction Sheet 18
Student Handout: Upper-Level Worksheet and Answer Key 20
Student Handout: Elementary-Level Worksheet and Answer Key 26
APPENDIX1: Notecards 28
Upper-Level Double-sided Notecards 2^
Upper-Level Single-sided Notecards 123
Elementary-Level Double-sided Notecards 170
Teacher's Guide to Eco-Health Relationships 232
APPENDIX2: All State Science Standards 233
4th grade 234
5th grade 244
6th Grade 254
7th grade 266
8th grade 275
Grades 9-12 284
High School Biology/Life Science 2qs
High School Earth/Environmental Science 304
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Teacher Handout, Connecting Ecosystems and Human Health Module
Connecting ecosystems and human health
A lesson plan module that gets students outdoors, online, and thinking about connections
This lesson can be done with or without internet.
Suggested Grades: 4-12
Suggested Topics: human
health, ecosystems,
ecosystem services, systems,
connections,
interdependence
Key Concept: Scientific
literature shows that there
are multiple linkages between
the environment and human
health outcomes.
Time Considerations
Prep Time: 30 minutes
Outdoors: up to teacher (at
least 10 minutes
recommended)
Eco-Health Relationship
Browser: 50-70 minutes
Materials: computer(s),
internet, speakers, notecards
(provided), yarn
NGSS Standards (state
Standards in back): 4ESS3-I,
4ESS3-2, 3-5ETSI-1, 3-5ETSI-2,
MS-LS2-4, MS-LS2-5, HS-ESS2-
2, HS-ESS2-5, HS-ESS3-1, HS-
ESS3-3, HS-ESS3-4, HS-ESS3-6.
NGSS Science & Engineering
Practices: 1, 4, 7, 8.
Learning Objectives
By the end of this lesson module, students will be able to:
• Define, describe, and explain ecosystem services.
• Describe characteristics of ecosystems, including
local ecosystems on or near their school grounds
(ecosystem type will vary based on outdoor
availability near the school, such as: forested area,
creek, pond, meadow, field, etc.),
• Describe the relationships of ecosystems in their
local area and human health.
• Support their explanations with scientific evidence.
Key Words/Vocabulary
aesthetics benefit biodiversity conservation
ecosystem ecosystem services habitat
human health mitigation recreation
Summary
This module follows the BSCS 5E model to promote
student discovery and learning about the complex
interactions between the environment, ecosystem
services, and human health outcomes.
This module incorporates an outdoor lesson, an optional
hands-on lesson, and a web-based tool developed by the
US Environmental Protection Agency (EPA) called the Eco-
Health Relationship Browser. The Eco-Health Relationship
Browser is an easy-to-use, interactive tool that illustrates
scientific evidence for linkages between human health
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Teacher Handout, Connecting Ecosystems and Human Health Module
and ecosystem services, which are the benefits that
humans receive from nature. The tool links
ecosystems (including urban ecosystems),
ecosystem services, and human health outcomes1.
Students are prompted first to explore the concept
of ecosystem services, then to examine their own
local environment outdoors and how it may contain
ecosystem services, and finally to consider the
relationships between ecosystem services and
human health.
More information about how to use EnviroAtlas in
the classroom can be found here: https://
www.epa.gov/enviroatlas/enviroatlas-educational-
materials.
ECOSYSTEM SERVICES
Ecosystem goods and
services, often shortened to
ecosystem services (ES), are
the benefits that humans
receive from nature. These
benefits underpin almost
every aspect of human well-
being, including our food
and water, security, health,
and economy.
1 The Eco-Health Relationship Browser currently includes six ecosystem services that relate beneficially to
human health issues, as reported in the scientific literature. The web tool highlights linkages that may be
unfamiliar to the general population; it does not document well-known associations between public health and
ecosystem "goods" such as food, fiber, and other materials. Terms to describe ecosystem services are not
standardized and may vary slightly across reference materials.
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Teacher Handout, Connecting Ecosystems and Human Health Module
At-a-glance Summary
Teaching
Strategies
Student/teacher actions
Engage,
Option 1:
Videos
Students are prompted to consider the concept of ecosystem services by
viewing one to three videos and answering corresponding questions to help
explain and clarify the concept of ecosystem services. Video #1: (2:14
minutes") EnviroAtlas: Connecting People. Ecosystems. Health, and the
Economy Video #2: (3:^2 minutes") Ecosystem Services 101 with Hank. Video
#3: Ecosystem services (q:02 minutes).
Engage,
Option 2:
What Am I?
Students wear the Eco-Health notecards hanging on their backs. Asking
their classmates only yes or no questions, students try to guess what the
card is on their backs.
Explore
Outdoors Lesson: Students walk to a spot on campus outdoors. Students
are asked questions to explore the various interactions of the ecosystem
and to describe ecosystem services in their local community.
Eco-Health Relationship Browser Lesson: Students investigate the
connections between human health and the environment using a handout
and the Eco-Health Relationship Browser online.
Explain
Outdoors Lesson: While outdoors, the teacher asks leading questions and
the students discuss the local aspects of ecosystem services. Students
evaluate and explain how the environment is the life-support system for
humans, then students answer questions on the handout.
Eco-Health Relationship Browser Lesson: Students choose two human
health outcomes that are of interest to them from the listed human health
outcomes on the Eco-Health Relationship Browser and present the details of
the connections between ecosystem services and human health to
neighboring groups (pair-share).
Elaborate
String Lesson: Students use the provided human health notecards and
physical pieces of string to visualize the relationships between ecosystems,
ecosystem services and human health. Students discuss associations.
Evaluate
Teacher can evaluate student understanding during the two portions of
student presentations as well as after students complete the handout.
There are two versions of the handout.
Time Considerations
5E Stage
Part of Lesson
Suggested
Time
Engage
Videos
15 minutes
Explore
Outdoors
10-60 minutes
Explore & Explain
Online Eco-Health Browser
15-20 minutes
Elaborate
Eco-Health String Exercise
20-45 minutes
Evaluate
Handout: could be homework if out of time
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Teacher Handout, Connecting Ecosystems and Human Health Module
Teacher Preparation
General:
Students should have a basic understanding of environmental concepts (what an
ecosystem is, etc.) and human health (knowledge of certain organ systems would
help, but is not necessary for the success of the lesson).
Part 1, Engage, Option 1: Videos
1. Either assign the videos for homework or set up the video(s) on the teacher
computer and make sure that internet connection is good enough to stream the
video(s). URLs for videos: EnviroAtlas: Connecting People, Ecosystems, Health, and
the Economy: https://www.youtube.com/watch?v=ZMU8ZLsCmUM, Ecosystem
Services 101 with Hank: https://www.youtube.com/watch?v=N2whWWYSh6M.
Ecosystem Services: https://www.youtube.com/watch?v=BCHiGre3Mgo
2. Print student handouts, Connecting ecosystems and human health.
Part 1, Engage, Option 2: What Am I?
1. Set up supplies (print, cut and laminate [optional] notecards. Tie string to the
notecards.).
2. Select which human health outcome cards that you're going to use.
3. Write the ecosystem services, ecosystems, and/or human health outcomes that
you're going to use on the white board so that students know what their options are.
4. Pick a space large enough for all students to mingle and ask each other questions
about the cards on their backs.
Part 2: Explore, Outdoors Lesson
1. Choose a location outdoors, on the school grounds, and within walking distance that
can be investigated safely with students.
2. Make sure the trip outside of the classroom is approved through all required
channels.
3. Print teacher handout, "Teacher Handout: Getting Outdoors
Part 2: Explore and Part 3: Explain, Eco-Health Relationship Browser
1. Acquire supplies (computers [group computers will work fine], internet connection,
links to websites [Note to teachers: links are embedded within student handouts:
make handouts available online to be clicked if students have printed handouts]).
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Teacher Handout, Connecting Ecosystems and Human Health Module
Part 4: Elaborate, Eco-Health Relationship Browser & String Exercise
1. Be sure that you are familiar with the Eco-Health Relationship Browser so that you can
assist students as they explore the tool.
2. Consider watching the Eco-Health Relationship Browser demo video for help (2:00
minutes). You can even show the demo video for the students if you think that it will
help them to get acquainted with the tool.
3. String exercise. Set up supplies (print, cut and laminate [optional] notecards, then
add strings to each notecard so that students can wear the cards around their necks
[optional—students can also just hold the cards if you don't have time]).
4. Pick a space large enough for all students to stand shoulder-to-shoulder in a circle.
5. Guide the students through the string exercise. Another option is for students to
remain in their seats and discuss the notecards while the teacher draws the "web" of
connections on the board.
Part 5: Evaluate
1. Be prepared to navigate around the room and help students think about the
Evaluation questions. Prompt students to think more deeply about the connections
between ecosystem services and human health. Encourage students to respond
thoughtfully about the last question, piecing together their experiences outdoors
and the connections they learned about from the browser.
Procedure
Engage, Option 1: Videos—15 MINUTES
1. Introduce ecosystem services (benefits that humans receive from nature). Play the
following video(s) for the students: Video #1: (2:14 minutes) EnviroAtlas: Connecting
People, Ecosystems, Health, and the Economy Video #2: (3:52 minutes) Ecosystem
Services 101 with Hank and/or Video #3: (9:02 minutes) Ecosystem services. Allow
students time during the videos to answer questions.
2. If students will be working in small groups, make student groups. You can let
students self-select their groups based on their interests in specific ecosystem
services if you wish (example: Air Quality, Water Quality, etc.)
Note to the teacher: There is an Eco-Health Relationship Browser data 'cheat sheet'
online so that you can access the connections and the 500+ citations with
abstracts in a table-format:
https://enviroatlas.epa.gov/enviroatlas/Tools/EcoHealth_RelationshipBrowser/relationBrowser.xml
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Teacher Handout, Connecting Ecosystems and Human Health Module
Engage, Option 2: What Am I?—15 MINUTES
1.
2.
3-
Notecards are also available online. Select which notecards you are going to use
based on the number of students in your classroom. Write the names of the
notecards that you selected on the board so that students know what the
possibilities are while they are making their guesses during the exercise.
Place the notecards around students' necks so that the cards are on the students'
backs. Make sure that students can't see which cards they have.
Have students ask each other yes or no questions until they determine which cards
they have on their backs.
Example for Forests:
• Do I have buildings? No.
• Do I help the environment? Yes.
• Do I contain water? Yes/Maybe.
• Do I contain trees? Yes.
• Am I "Wetlands"? No.
• Do people hike and camp where I am?
• Am I "Forests"? Yes.
Explore, Outdoors Lesson—TEACHER'S CHOICE FOR TIME (10-60
MINUTES)
This activity invites students to explore their local environment and their ecosystem by
walking outdoors to a location of the teacher's choosing. The location could be anywhere
on campus that relates to ecosystem services, including, but not limited to: a stream, creek,
garden, wooded area, field, meadow, walking trail, urban greenspace, etc.
The goal of this portion of the lesson is to connect students to their local environment and
encourage them to think about and interact with their local environment. The lack of
opportunity for outdoor experiences has been associated with declines in independent
thinking and problem-solving abilities (Louv, 2006), so this portion of the lesson serves to
a) directly connect the students to the subject matter and b) strengthen their intellectual
development via interaction with nature.
1. Safely walk with students to a spot on campus outdoors that pertains either to
"Recreation and Physical Activity" or to "Aesthetics & Engagement with Nature" (i.e.
a walking trail through the woods, a wooded area, a sports field, a playground, a
meadow or field, etc.). If none of these spaces are available, perhaps you can hang a
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Teacher Handout, Connecting Ecosystems and Human Health Module
bird feeder outdoors somewhere and you all can go to the bird feeder to observe and
discuss this portion of the lesson.
2. Ask the students questions to explore the various interactions of the ecosystem and
to consider ecosystem services. Sample questions can be found later in this
document.
Photos 2 and 3: Students can
use computers in a computer
lab (top) or their own
classroom laptops if available
(left).
Explore and Explain, Eco-Health Relationship Browser—15-20
MINUTES
1. Go through some of the first steps with the students to help them navigate to the
website. You can do this with the Student Instruction Sheet or instructions written
on a white board (see Photo 1 for an example of what one teacher did).
2. Let students explore the Eco-Health Relationship Browser using the Student
Instruction Sheet and their Student Handout.
3. Optional: Once students have finished filling in their charts, have students (or
student groups) present their human health impacts to the class. If computers are
available, students can make a quick PowerPoint presentation to present.
¦ Gcocf f. fytififoMfa
Photo 1: Instructions for
using the Browser written
on the board.
-
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Teacher Handout, Connecting Ecosystems and Human Health Module
Elaborate—20-45 MINUTES (can be extended or shortened as necessary)
String Exercise—a visual and hands-on way for students to see connections between human
health and ecosystem services (see Figures and Photos below for visuals)
Option
Time
Description
Benefits
^Interactive
Demo
Round One: 10-15
minutes
Round Two: 10-
20+ minutes
Students wear notecards with
information and use an actual
ball of yarn to draw connections
between ecosystems,
ecosystem services, and human
health outcomes.
Great visual,
interactive and
hands-on, thought-
provoking, gets
students moving and
potentially outdoors.
Discussion
at desks
Round One: 10
minutes
Round Two: 10+
minutes
Students still get the notecards,
but remain seated at their desks
for discussion of
interconnections—no yarn.
Good when space
does not allow for
interactive demo.
*The lesson is written for the Interactive Demo, although there is a short section on how to
adapt the lesson to be a short discussion at desks if that is the teacher's preference.
Round One—Connecting Ecosystems to Ecosystem Services—10-15 minutes
Option one: Interactive Demo. Suggested class size: 15-30; allow more time for more students.
Round One can be completed either prior to the computer session as an exploratory session
or after the computer session.
1. Give students either a green notecard (ecosystem) or a blue notecard (ecosystem
service). Since there are fewer of these cards, students may have to be in pairs or
groups of three. Pre-made notecards are available in this packet. Review or teach
the vocabulary term "mitigation" at this time,
2. If students are in a small group per notecard, have the students spend a few
moments with their partner or small group reading their card and discussing how
their notecard relates to ecosystems and/or ecosystem services.
Photos 4 and 5. Round One, Interactive Demo: Have students stand shoulder-to-
shoulder and wear the green and blue cards to make connections.
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Teacher Handout, Connecting Ecosystems and Human Health Module
3. Have all of the students stand in a tight, shoulder-to-shoulder circle and wear their
notecards (see Photos 4 and 5).
4. Start with an ecosystem service (blue card). Give that student the ball of yarn. For
this example, we'll use "Air Quality." Have the student read or summarize their card
to the group. Have the student describe what they know about how Air Quality is
related to an ecosystem (such as Forests, for example).
Have that student start with the ball of yarn and pass the yarn to an ecosystem
(Forests, in this example) that is connected to their ecosystem service.
5. Then, after the student holding the ecosystem (Forests, in this example) receives the
ball of yarn, they hold on to the string and pass the ball of yarn to someone with
another ecosystem service that is connected to Forests (Recreation & Physical
Activity, for example [i.e. hiking, fishing, mountain biking, etc.]). Encourage
discussion during the hand-offs.
Note: The links should be from a blue card to a green card and then back to a blue
card (ecosystem service ecosystem ecosystem service ecosystem), etc.
6. Recreation & Physical Activity would then hold the string and pass the ball of yarn to
another ecosystem that is related, such as Wetlands.
7. Continue until all of the students have made a connection somehow, being sure to
make time for student discussion during the hand-offs.
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Teacher Handout, Connecting Ecosystems and Human Health Module
C
If the yarn "dead ends," cut the string, have the student hold it, and re-start a new
strand with a new ecosystem or ecosystem service. If this happens, remind the students
that everything is not necessarily connected to everything else.
8, When all students have been involved in the connection, debrief with the class while
students are still holding the yarn like a web. If you run out of time before all of the
students have connected, make sure to address the students who did not get to read
their cards. When they're done answering questions, the teacher can either roll the
yarn back up or (if running out of time) cut the yarn, have students drop the yarn,
and grab the yarn to be untangled later.
Round One—Connecting Ecosystems to Ecosystem Services—10-15 minutes
Option Two: Discussions at desks.
1, Give students either a green notecard (ecosystem) or a blue notecard (ecosystem
service). Since there are fewer of these cards, students may have to be in pairs or
groups of three. Pre-made notecards are available in this packet. Review or teach
the vocabulary term "mitigation" at this time.
2. If students are in a small group per notecard, have the students spend a few
moments with their partner or small group reading their card and discussing how
their notecard relates to ecosystems and/or ecosystem services,
3, Write the ecosystems and ecosystem services on the board. Have students speak
about their cards as you draw arrows to show the connections on the board (see
Photo 6 for an example).
4. Go over the Debrief Questions with the class.
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Photo 6. Round One, Students at Desks: As students discuss the connections, draw
linking arrows on the board at the front of the room.
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Teacher Handout, Connecting Ecosystems and Human Health Module
ROUND ONE - DEBRIEF QUESTIONS
For both options (Interactive Demo and Discussion at Desks)
The teacher should ask the students to discuss the following questions (for Option 1,
while the students are still holding the string so that they can have a visual while they
answer the questions):
• How important are ecosystems to ecosystem services?
• What is at least one way that you might think differently about ecosystems
when you're outdoors or in a local ecosystem?
• What happens to the ecosystem services when the ecosystems get
degraded?
• What is at least one thing that surprised you during Round One?
Round Two—Connecting Ecosystem Services to Human Health Outcomes—10-20+
minutes
Option One: Interactive Demo
9
Teaching Tip #2: If you have a small class
and you want more students to have
human health outcome cards, you can tie
the blue ecosystem service cards to a chair
(see example in the photo to the right)
and then hand out more human health
outcome notecards to the students.
1. In this second round, give out the blue cards again for ecosystem services. The
remaining students should receive human health outcome cards (orange cards). If
possible, try to give students health outcome cards that match what they are already
researching so that they can present on a human health outcome that is of interest
to them.
Note: There are two versions of the notecards with varying levels of information
on them in this packet One set has human health connections on the back and
another set does not—teachers may want to use cards with less information
for higher-level students, such as AP Environmental Science students, so that
the students have to recall the connections themselves. Teachers of students
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Teaching Tip #1: Most teachers who piloted this lesson preferred for students
to do the computer portion of the lesson using the Eco-Health Relationship
Browser prior to completing Round Two.
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Teacher Handout, Connecting Ecosystems and Human Health Module
2.
3-
4-
5-
6.
7-
without internet will want to use the double-sided notecards with the Eco-
Health connections on the backs of the cards.
Have all of the students stand in a circle and wear their notecards.
Start with an ecosystem service (blue card). For this example, we'll use "Air
Quality." Have the student read or summarize their card. If it does not have text,
have the student describe what they know about how Air Quality can impact human
health and how it is related to various ecosystems. Have that student start with the
ball of yarn.
The series below is an example of how the first few steps of
the String Exercise, Round 2 might look. The blue arrows
represent the string. Keep in mind that yours may be different
from this example.
Start here
Students who have a human health outcome that is linked to Air Quality (such as
Anxiety, for example) should volunteer to read their card. Teacher: choose one of
the students who volunteered to read or summarize their card.
Have the student who read "Air Quality" pass the yarn ball to the student who
volunteered or you chose (for example, Anxiety).
For this example, have the student holding the "Anxiety" card read their card and
add any information that they researched using the Eco-Health Relationship Browser.
Then, have the student list the additional related ecosystem services other than Air
Quality. In the Anxiety example, these are "Aesthetics & Engagement with Nature,"
"Heat Hazard Mitigation," and "Recreation & Physical Activity." If the only
associated ecosystem service is Air Quality, then the student should read that.
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Teacher Handout, Connecting Ecosystems and Human Health Module
8. Have the student pass the ball of yarn to a student that is wearing one of the
ecosystem services cards that was just read.
Note: The links should be from a blue card to an orange card and then back to a blue
card (ecosystem service human health outcome ecosystem service human
health outcome), etc.
9. Repeat steps 4-8 until all of the human health outcome cards have been read and the
yarn has connected at least once to all students.
10. When all students have been involved in the connection, debrief with the class.
Potential Teachable Moments in the String Activity:
1. Incorrect Assumptions: Students might try to "wing it" or make up
connections that are not supported by scientific literature in the Eco-Health
Browser (such as, "Water Hazard Mitigation makes me stressed." While that
may be true for that student, it is not one of the links in the Eco-Health
Relationship Browser). Encourage students to use actual facts or statistics
from their research or from the backs of their cards. Also encourage
students to use the image on their card to confirm their connections.
2. Public Health terminology: Round Two presents a good time to discuss the
differences between causation and correlation/association. Just because
greenness near a mother's home has a positive correlation with birth weight
in newborns, it does not necessarily mean that the greenness causes a
healthy-weight newborn. You could facilitate this discussion by having
students brainstorm other reasons why the association might be present,
factoring in other elements such as accessibility, demographics, etc.
3. Connections to Math/Statistics: Round Two also presents an opportunity to
discuss the importance of sample size for studies. Next to each statistic or
fact, there is an "n=##." Feel free to explain to students that n is equal to the
number of subjects in the study. Have students discuss what implications
that sample size might have for scientific research.
If the yarn "dead ends," or there are no student volunteers who have human health
outcomes that match the given ecosystem service, cut the string, have the student hold
it, and re-start a new strand with a new ecosystem or ecosystem service. If this
happens, remind the students that everything is not necessarily connected to
^ everything else. ^
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Teacher Handout, Connecting Ecosystems and Human Health Module
Round Two—Connecting Ecosystem Services to Human Health Outcomes—10+ minutes
Option Two: Discussions at desks.
1. In this second round, give out the blue cards again for ecosystem services. The
remaining students should receive human health outcome cards. If possible, try to
give students health outcome cards that match what they are already researching so
that they can present on a human health outcome that is of interest to them.
2. Allow students 2-3 minutes to read their cards and prepare a fact or statement to say
when it is their turn.
3. Start with an ecosystem service (blue card, example: Air Quality). Say to the class:
• "Raise your hand if your health outcome is connected to Air Quality."
Go around the room and have the students say their health outcome. Pick
one of them to explain how their card is connected to Air Quality. Then ask
them to list another ecosystem service that they are connected to. Say to the
class:
• "Raise your hand if your health outcome is connected to
Repeat this process until most of the students have shared their health
outcome and made a connection to an ecosystem service.
ROUND TWO - DEBRIEF QUESTIONS
For both options (Interactive Demo and Discussion at Desks)
The teacher should ask the students to discuss the following questions (for Option 1,
while the students are still holding the string so that they can have a visual while they
answer the questions):
• How important are ecosystems to human health? Review some examples.
• Is everything connected to everything else? (No wrong answer; discuss why.)
• If all of a sudden, Air Quality (or some other ecosystem service) was
drastically decreased (have the person or chair holding Air Quality let go of
the strings), how would that affect the rest of the system?
• How can two ecosystem services affect the same human health issue?
• What is at least one way that you might think differently about ecosystems
when you're outdoors or in a local ecosystem?
• How can protecting the environment be important to you or the people
you love on a personal level? Do you have anyone in your family with
asthma? Arthritis? [Insert any health outcome here.] How could keeping
ecosystems intact potentially help those family members?
• What is at least one thing that surprised you during Round Two?
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Teacher Handout, Connecting Ecosystems and Human Health Module
Evaluate—An answer key to the handout is included in this module.
Hopefully, some of the teacher evaluation of student understanding has already taken place
during the student discussions as part of the Elaborate portion of the lesson (the String
Exercise is a great exercise for facilitating discussion among students).
In addition, the teacher can evaluate student understanding by looking over and grading the
student handout.
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Student Instruction Sheet [TEACHERS: MAKE ENOUGH COPIES FOR A CLASS SET]
Connecting ecosystems and human health
Connecting ecosystems
and human health by getting outdoors
This activity invites students to explore their local environment by walking outdoors to a
location of the teacher's choosing. The location could be anywhere on campus including,
but not limited to: a stream, creek, wooded area, meadow, field, or garden.
The goal of this portion of the lesson is to connect students to their local environment and
encourage them to think about and interact with their local environment. The lack of
opportunity for outdoor experiences has been associated with declines in independent
thinking and problem-solving abilities (Louv, 2006), so this portion of the lesson serves twin
goals: 1) to directly connect the students to the subject matter and 2) to strengthen their
intellectual development via interaction with nature.
If you live in an urban area and your outdoor resources are limited, you could also try a local
urban park, baseball field, or soccer field (use the field, meadow, or open area Additional
Questions below). If those are unavailable, take the students out to the local blacktop or
basketball court, and have them lie on their backs and look at the clouds.
Before asking any questions of the students, once you get outside, make sure that all of the
students feel comfortable and safe, prior to asking the questions below. It might help to
give the students a little bit of time (5-10 minutes) to get their bearings and adjust to being
outside. You can have them sit quietly and sketch, free-write, or just observe for 5-10
minutes prior to asking them questions, for example.
Note to the teacher: Students that don't spend a lot of time outdoors might
have a more difficult time with this exercise on days when the weather is poor.
If you have a group that might not spend a lot of time outdoors, try to do this
exercise on a nice, sunny, warm day. This will be beneficial for both you and the
students.
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Student Instruction Sheet [TEACHERS: MAKE ENOUGH COPIES FOR A CLASS SET]
Connecting ecosystems and human health
Guiding Questions: General
• Where are we located on or off campus right now?
• Take a deep breath. How do you feel being in the environment quietly for 5-10
minutes?
• How do you think that the environment that we are in right now could have a
positive impact on human health?
• How could human disruption of this environment (like pollution, for example) have a
negative impact on human health?
• How much time per day do you usually spend outdoors (including sports, P.E. class,
etc.)?
• Does being in the environment make you feel more or less
[calm/stressed/anxious/happy/peaceful/relaxed]?
• Are there any local areas in your town where you spend time outdoors (local
greenway, local trail in the woods, a park, etc.)? Do you enjoy spending time there?
Why or why not? If not, what might make you able to enjoy yourself more in those
places?
• Some topics that you could ask the students about include:
o Air Quality: Clean air, air pollution—What are sources of air pollution?
o Water Quality: Drinking water contamination, potential sources of local
water pollution—What are potential sources of water contamination?
o Heat Hazard Mitigation: How do you feel in the middle of summer when it is
very hot outside? How might heat affect human health?
o Water Hazard Mitigation: Have areas locally experienced any floods recently?
What was that like?
o Aesthetics & Engagement with Nature: What is the difference between
walking in a park or on a greenway versus walking through a parking lot? Do
you ever look at images of nature? How does that make you feel?
o Recreation & Physical Activity: What do you most enjoy doing outdoors?
Feel free to add questions as you wish.
Encourage students to elaborate and be as specific as possible.
Louv, R. (2006). Last child in the woods: Saving our children from nature-deficit disorder:
Chapel Hill, NC: Algonquin Books of Chapel Hill.
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AEPA
United States
Environmental Protection
Agency
Student Instruction Sheet [TEACHERS: MAKE ENOUGH COPIES FOR A CLASS SET]
Connecting ecosystems and human health
Description: Urban Ecosystems
aysHMti t*i« coniana Ua5i bull and
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hnndtfniUe
eeosyswsis can mimic if» furcren ci
nsursl ecosystems and thus provide
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island affna by raplarlno Ixia-absoralno
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STUDENT INSTRUCTION SHEET FOR USING THE
ECO-HEALTH RELATIONSH
These materials are part of EPA Report #EPA/6oo/R-i8/i86.
Students: Use this before filling in the chart on your handout.
Answer the questions on your Student Handout using the Eco-Health Relationship Browser
1. Click on the link above or go to
https://enviroatlas.epa.gov/eiiviroatlas/Tools/EcoHealth_RelationshipBrowser/index.html
to access the Eco-Health Relationship Browser.
It should open up a page that looks like the
image to the right.
2. Click on one of the OUTSIDE CIRCLES
(example: Aesthetics and Engagement with
Nature). The ecosystem service will move
towards the center of the graphic and will be
surrounded by both human health outcomes
(with blue arrows) and ecosystems (with
green arrows). The screen should look like
the one below (if you clicked on Aesthetics &
Engagement with Nature).
3. With your group, look over the
human health outcomes and click on
them to explore the relationships.
When you click on them, they will
move to the center of the chart and
then information about them will
appear to the right (see Anxiety
example on the next page). If you
need to get back to your ecosystem
service easily, use the dropdown box in
the top-right corner.
Note: You can keep a health outcome
pop-up box open to read at your own
pace by right-clicking it
Next page
Ecosystems
ADHD
Social 6
Community
Ties
Respiratory
Symptoms
Aesthetics &
Engagement
with Nature
COPD
Low Birth
Weight
Longevity
Healing
Happiness
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Student Instruction Sheet [TEACHERS: MAKE ENOUGH COPIES FOR A CLASS SET]
Connecting ecosystems and human health
How to
get back
to your
main
Eco-Health Relationship Browser: Public Health Linkages to Ecosystem Services
Human
health
outcome
Click a topic bubble or choose a topic from the dropdown list above.
Hover over linkages (+) to view the relationship between elements.
—... —
r Details
Definition: Anxiety
Anxiety is characterized by excessive
and unrealistic worry about everyday
tasks that interferes with normal
functioning. Several types of recognized
anxiety disorders exist.
Organ System
Nervous
Demographic
Children and adults
Trend in Incidence Rate
Anxiety disorders are the most common
mental illness in the U.S., affecting 18%
of adults, according to leading
specialists in anxiety treatment.
Known Contributing Factors
Chemical Imbalance in the Brain, Lack
of Exercise, Poor Diet, Stressful
Environments
Recreation &
Physical
Activity
during extreme heat events
- Evidence -
] The study found a 9 /*/. irvcrosisi
in hospital ndmmsions for sirens-
related disorders, such as anxiety
¦V
Hover over the plus signs (+) to see
scientific evidence of relationships
Information about the
human heath outcome
ixiety Disorders
4. Click around and explore the tool for about five minutes. Once you have explored the
tool some, return to an initial ecosystem service (example: Air Quality). Again, if you
can't figure out how to get back to where you started, use the dropdown box in the top
right corner.
5. If you are working alone, select two human health outcomes that are of interest to you
to explore. If you are working in a group, select two human health outcomes per group
member to explore based on each group member's personal interest.
6. Fill in the chart on your Student Handout with your two chosen human health outcomes.
Then pair-share with people or groups next to you to get the rest of the chart filled in
with six total human health outcomes ("Pair-Sharecompare with neighbors and have
them explain their entries to you and then you explain yours to them—continue this until
your whole chart is filled in).
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*»EPA
Student Handout: Connecting ecosystems and human health
Middle School/High School
United States
Environmental Protection
Agency
Connecting ecosystems and human health
These materials are part of EPA Report #EPA/6oo/R-i8/i86.
Student Name:
Key Words/Vocabulary
aesthetics
ecosystem
mitigation
benefit
ecosystem services
recreation
biodiversity
habitat
conservation
human health
Part i: Engage
Ecosystem Services 101 with Hank, https://www.youtube.com/watch?v=N2whWWYSh6M
video questions (vlogbrothers)
1, According to Hank in the video, the concept of ecosystem services is based on which
main idea? List some examples.
2. In New York, a decision was made to restore the health of an ecosystem to filter the
water as opposed to spending $6-8 billion to build a water filtration plant to filter the
water. Placing dollar values on ecosystem services combines ecology and which
other field?
3, What was the worth of all of the world's ecosystems, as determined in 1997?
4. What argument does Hank make that ecosystem services are good for the economy?
Ecosystem Services, https://www.youtube.com/watch?v=BCHiGre3Mgo
video questions (California Academy of Sciences)
5. What are the three main ways in which biodiversity is crucial to humans?
1.
2.
6. List some of the things that we get directly from biodiversity on the planet:
7. Name one direct service from nature:
US Environmental Protection Agency | May be reproduced for educational purposes only
20
trillion dollars
3-
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Student Handout: Connecting ecosystems and human health
Middle School/High School
8. Rosy periwinkle is a plant with extracts that are used to treat which childhood
disease?
9. List some of the services of mangrove forests:
10. The video discusses the source water to New York City and how it was contaminated.
How much was it going to cost just to build a water filtration system to clean up the
water? $
11. What was the cost going to be to restore the wetlands in upstate New York to clean
the water through means of natural filtration? $
12. After watching the video, describe why the last ecosystem service, the aesthetic and
ethical ecosystem service, could be considered the most important:
13. Describe a place where you like to go outdoors (you can name it if you know the
name!) that makes you feel relaxed, happy, or calm. Remember, that's an ecosystem
service, too!
Part 2: Explore, Outdoors Lesson
Answer the questions after going outside and discussing ecosystem services.
o How do you feel being outdoors? Be descriptive if you can.
o Are those feelings technically an ecosystem service? Explain why or why not.
o List and describe some of the ecosystem services you experienced outdoors:
Example: tree cover reduces air and water temperatures
a.
b.
c.
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Student Handout: Connecting ecosystems and human health
Middle School/High School
Use the Student Instruction Sheet for Parts 3 and 4: Explain and Elaborate, Eco-
Health Relationship Browser
Answer the questions below using the Eco-Health Relationship Browser.
STUDENTS: LOOK UP 2 HEALTH OUTCOMES ON YOUR OWN. THEN PAIR-SHARE WITH
YOUR GROUP OR CLASSMATES TO FILL IN THE REST OF THE CHART.
Air Quality: AQ Water Hazard Mitigation: WHM
Heat Hazard Mitigation: HHM Aesthetics & Engagement with Nature: AEN
Water Quality: WQ Recreation & Physical Activity: RPA
#
Human
Health
Outcome
All
associated
Ecosystem
Services
How does the ecosystem play a role in the health outcome?
(look at the info in the (+) signs and then think about how the
ecosystem is related to the health outcomes)
THIS SHOULD BE JUST A SHORT SUMMARY.
Example
bronchitis
AQ
and
WHM
(see above
for acronyms)
-bronchitis rates: 2.2X up in the most polluted Swiss city compared to
the least polluted city. (How ecosystems help: Forests filter pollution,
Urban tree cover can remove PM from the air)
- the odds of bronchitis for children were increased 14% when
dampness and/or mold were present in the home (How ecosystems
help: Flooding can increase mold in the home, and wetlands and
forests serve to buffer flood impacts...)
1
2
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22
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Student Handout: Connecting ecosystems and human health
Middle School/High School
#
Human
Health
Outcome
All
associated
Ecosystem
Services
How does the ecosystem play a role in the health outcome?
(look at the info in the (+) signs and then think about how the
ecosystem is related to the health outcomes)
THIS SHOULD JUST BE A SHORT SUMMARY.
3
4
5
Part 51 Evaluate. At this point, your teacher may do a class share-out exercise with string.
While you're waiting, begin to work on the questions below.
Talk with your group members about the following questions. Then, in complete sentences
and citing evidence from your chart and the string exercise, describe in your own words
(using a separate sheet of paper):
1. How important ecosystems are to human health;
2. How two ecosystems can affect the same human health issue. Give at least
one example of a human health issue that is affected by two different
ecosystems and the services that those ecosystems provide;
3. At least one way that you might think differently about ecosystems when
you're outdoors or in a local ecosystem;
4. At least one thing that surprised you during this lesson (or the string exercise if
your class did the string exercise)
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Student Handout: Connecting ecosystems and human health
Middle School/High School, ANSWER KEY
Connecting ecosystems and human health
Student Name:
ANSWER KEY
Key Words/Vocabulary
aesthetics
ecosystem
mitigation
benefit
ecosystem services
recreation
biodiversity
habitat
conservation
human health
Part t: Engage
Ecosystem Services 101 with Hank, https://www.youtube.com/watch?v=N2vvhWWYSh6M
video questions (vlogbrothers)
1. According to Hank in the video, the concept of ecosystem services is based on which
main idea? List some examples. That all of life on Earth does "useful stuff" for people.
Examples: providing pharmaceuticals, regulating the weather, filtering the water,
cleaning the air...
2. In New York, a decision was made to restore the health of an ecosystem to filter the
water as opposed to spending $6-8 billion to build a water filtration plant to filter the
water. Placing dollar values on ecosystem services combines ecology and which
other field? Economics
3. What was the worth of all of the world's ecosystems, as determined in 1997?
33 trillion dollars
4. What argument does Hank make that the ecosystem services are good for the
economy? They provide the services for free.
Ecosystem Services, https://www.youtube.com/watch?v=BCHiGre3Mgo
video questions (California Academy of Sciences)
5. What are the three main ways in which biodiversity is crucial to humans?
6. List some of the things that we get directly from biodiversity on the planet: Food.
clothing, housing, transportation, many medicines and medical supplies, energy...
US Environmental Protection Agency | May be reproduced for educational purposes only
24
1. Direct services
2. Indirect services
3. Aesthetic/Ethical Effect
-------
Student Handout: Connecting ecosystems and human health
Middle School/High School, ANSWER KEY
7. Name one direct service from nature: Shelter
8. Rosy periwinkle is a plant with extracts that are used to treat which childhood
disease? Leukemia
9. List some of the services of mangrove forests: Protect the ocean from wave action,
nurseries for aquatic species
10. The video discusses the source water to New York City and how it was contaminated.
How much was it going to cost just to build a water filtration system to clean up the
water? £6 billion
11. What was the cost going to be to restore the wetlands in upstate New York to clean
the water through means of natural filtration? £1 billion
12. After watching the video, describe why the last ecosystem service, the aesthetic and
ethical ecosystem service, could be considered the most important: Answers will
vary, but should describe a human element
13. Describe a place where you like to go outdoors (you can name it if you know of the
name!) that makes you feel relaxed, happy, or calm. Remember, that's an ecosystem
service, too! Answers will vary
Part 2: Explore, Outdoors Lesson
Answer the questions after going outside and discussing ecosystem services.
o How do you feel being outdoors? Be descriptive if you can. Answers will vary
o Are those feelings technically an ecosystem service? Explain why or why not.
Technically, positive feelings inspired by the outdoors are classified as a human benefit,
while the ecosystem service is providing the opportunity for engaging with nature. Often,
this ecosystem service is paired with opportunities for physical activity and social
interaction.
o List and describe some of the ecosystem services you experienced outdoors:
Example: tree cover reduces air and water temperatures
Examples: Trees filter air for healthful breathing: trees offer habitat for wildlife: plants
alongside a stream or creek can prevent erosion of sediments into the water: wooded
areas provide recreation for hunters, fishermen, and people that enjoy being outdoors
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25
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v»EPA Student Handout: Connecting ecosystems and human health
En^ifonmental Protection UPPer Elementary
Agency
4
•'¦v F.nviroAtlas
Lesson Plan
\
^7 nature economy f
www.epa.gov/enviroatlas
Connecting ecosystems and human health
These materials are part of EPA Report #EPA/6oo/R-i8/i86.
Student Name:
Key Words/Vocabulary
aesthetics benefit biodiversity conservation
ecosystem ecosystem services habitat human health
mitigation recreation
Part 1: Engage, What Am I?
1. Which notecard did you have on your back?
2. What did you learn about that notecard?
Part 2: Explore, Outdoors Lesson
Answer the question after going outside and discussing ecosystem services.
3. How do you feel being outdoors? Be descriptive if you can,
Part 3: Explore & Explain, Eco-Health Relationship Browser
Answer the questions after looking online at Eco-Health Relationship Browser.
4. Which health outcome did you click on in the Browser?
5. How is that health outcome related to an ecosystem? (Example: forests provide
clean air clean air helps to reduce asthma symptoms)
Part 4: Elaborate, String Exercise (Liked/Learned)
Write what you liked and learned about the Eco-Health String Activity,
I LIKED
I LEARNED
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Student Handout: Connecting ecosystems and human health
Upper Elementary
#^EnviroAtlas
Lesson Plan
\
people 4 health 0 nature 0 economy
www.epa.gov/enviroatlas
Connecting ecosystems and human health
Student Name: ANSWER KEY (all answers will vary based on each student's experience)
Key Words/Vocabulary
aesthetics benefit biodiversity conservation
ecosystem ecosystem services habitat human health
mitigation recreation
Part 1: Engage, What Am I?
1. Which nolecard did you have on your back? Answers will vary
2. What did you learn about that notecard? Answers will vary
Part 2: Explore, Outdoors Lesson
Answer the question after going outside and discussing ecosystem services.
3. How do you feel being outdoors? Be descriptive if you can. Answers will vary
Part 3: Explore & Explain, Eco-Health Relationship Browser
Answer the questions after looking online at Eco-Health Relationship Browser.
4. Which health outcome did you click on in the Browser? Answers will vary
5. How is that health outcome related to an ecosystem? (Example: forests provide
clean air clean air helps to reduce asthma symptoms) Answers will vary
Part 4: Elaborate, String Exercise (Liked/Learned)
Write what you liked and learned about the Eco-Health String Activity.
I LIKED
Answers will vary
I LEARNED
Answers will vary
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27
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APPEN DIX: Connecting ecosystems and human health module
EnviroAtlas Eco-Heaith Notecards (All levels)
The following Eco-Health Notecards can also
be found online for use in your classroom at:
https://www.epa.gov/enviroatlas/enviroatlas-
educational-materials
• Elementary-Level Notecards, Double-Sided
• Upper-Level Notecards, Double-Sided
• Upper-Level Notecards, Single-Sided
US Environmental Protection Agency | May be reproduced for educational purposes only
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&EPA
United States
Environmental Protection
Agency
Eco-Health Relationship Browser Notecards:
Double-sided (has connec
These materials are part of EPA Report #EPA/6oo/R-i8/i86.
Instructions:
in
1. Print out these Notecards DOUBLE-sided (preferably i
color so that the categories are visibly distinct for
students (ecosystems in green, ecosystem services in
blue, and health outcomes in red).
Optional: If you have time, cut ou
don't have time, students can just
hands. You could also slide the pieces of paper into sheet protectors
for a quick lamination substitute.
2. Punch holes in the black circles on the Notecards
sheet protectors, use the existing holes in the sheet protectors).
3. Using yarn or string, tie a loop (long enough to drape
the card around the neck) around the Notecards.
4. Follow the instructions in the Lesson Plan: Connecting
ecosystems and human health
5. Store for use in future years—just a one-time set-up!
(notecards last updated 9/8/2017)
: JL
I
Don't have
time? Use
Sheet
Protectors!
Have time?
Laminate and
hole-punch the
notecards.
-------
Eco-Health Relationship Browser Notecards:
Double-sided (has connec
(last updated 8114/2017)
This side intentionally left blank for double-sided printing purposes.
If printing double-sided, choose to "flip on short edge" when in the
Printing Window.
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30
Settings
Print All Slides
Print entire presentation
Slides:
~
Full Page Slides
Print 1 slide per page
~
|n=NA
Print on Both Sides
Flip pages on short edge
~
TO
Collated
1,2,3 1,2,3 1,2,3
T
¦
Color
~
Edit Header & Footer
-------
3~
Urban
Ecosystems
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All information available from www.epa.gov/EnviroAtlas
US Environmental Protection Agency | May be reproduced for educational purposes only
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Urban
Ecosystems
Urban ecosystems are dynamic systems that
contain both built and natural environments.
Urban ecosystems include all green and blue
spaces within the area, such as parks,
cemeteries, lakes and streams, along with
human components. Urban ecosystems can
mimic the function of natural ecosystems and
thus provide their own important ecosystem
services that contribute to human well-being in
those urban areas.
All information available from www.epa.gov/EnviroAtlas
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32
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Agro-Ecosystems
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33
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Agro-Ecosystems
Agro-ecosystems are ecosystems that have been modified
by humans for the primary purpose of producing food,
fiber or agricultural products (Huggins, 2000). Agro-
ecosystems can provide various ecosystem services such as
regulation of soil and water quality and carbon
sequestration (Power, 2010). Agro-ecosystems may
contain cover crops, wetlands, wind rows and wildlife
habitats. They can also assist with pollination and pest
control/regulation and are often popular for recreation and
with bird watchers and hunters.
Aesthetics &
Engagement
with Nature
Q
0
All information available from www.epa.gov/EnviroAtlas
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34
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Forests
All information available from www.epa.gov/EnviroAtlas
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35
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Forests
Forest ecosystems are dominated by trees,
where the crown cover exceeds 10% and the
area is larger than 0.5 hectares. There are
multiple types of forests: tropical, wetland, and
community-managed forests. Forests are made
up of different tree and plant species that vary
according to climate, geography, and
hydrology. Forests are often managed for the
goods that they provide, such as timber and
paper products. Forests also provide other
services, such as filtering pollutants from water
and air that would be virtually impossible to
replace using technology. Forests are also used
for recreation activities such as hiking and
Cam pi ng. ^Il information available from www.epa.gov/EnviroAtlas
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Wetlands
All information available from www.epa.gov/EnviroAtlas
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37
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Wetlands
Wetlands are lands transitional between
terrestrial and aquatic systems where the
water table is usually at or near the surface
or the land is covered by shallow water.
Some common wetlands in the US include
coastal salt marshes, peat bogs, lowland
swamps, and even rivers and lakes.
Wetlands are often rich in bird species and
thus are prime bird watching areas. They
also provide opportunities for other
recreation activities such as fishing and
hunting.
All information available from www.epa.gov/EnviroAtlas
US Environmental Protection Agency ] May be reproduced for educational purposes only
38
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Definition:
Organ System:
Demographic:
Trend in
Incidence
Rate:
Known
Contributing
Factors:
ADHD
Attention-deficit/hyperactive disorder (ADHD)
is the most common neurobehavioral
disorder of childhood. It manifests as an
unusually high and chronic level of
inattention, impulsivity/hyperactivity or both.
Nervous System
ADHD is a common condition that affects
children and adolescents, while ADD is more
common in adults.
ADHD affects more than 2 million school-aged
children. Recent statistics indicate that
among children aged 6 to 11 years the
incidence of ADHD is approximately 7%.
Premature Birth, Fetal Trauma (including that
from infection or drug/alcohol exposure)
All information available from www.epa.gov/EnviroAtlas,
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39
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ADHD: Eco-Health
Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
ADHD I AESTHETICS & ENGAGEMENT WITH NATURE:
Several studies suggest spending time/exercising in green settings versus other environments has a
positive effect on children with ADHD. - Evidence -[1] Access to green space, including gardens, parks,
and playgrounds, was found to be related to fewer conduct, peer and hyperactivity problems in children
(Flouri et al., 2014; n=6,384, United Kingdom). [2] In ten-year old children, the odds of hyperactivity or
inattention problems were almost one and a half times higher for children living further than 500m from
urban green spaces than those within 500 meters (Markevych et al., 2014; n=i,932, Munich, Germany).
ADHD I RECREATION & PHYSICAL ACTIVITY:
Children with ADD/ADHD experience reductions in symptoms following exercise in green environments.-
Evidence -[1] Children with ADHD function 10% better after activities in green settings, when compared to
activities indoors and activities in the built outdoor environment (Faber et al., 2001; n=g6, USA).
ADHD / WATER QUALITY:
A pilot study was conducted to determine the effect of Manganese (Mn) levels in water on hyperactive
behaviors in children exposed. Children who received water from a well with higher Mn concentrations
(610 micro-g/L vs 160 micro-g/L) also had higher Hair Manganese (MnH) concentrations MnH was
significantly and directly associated with oppositional (defiance) and hyperactivity behaviors- two J
predictors of ADH D risk (Bouchard et al., 2007; n=46, Quebec). /
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Definition:
Organ System:
Demographic:
Known
Contributing
Factors:
Aggression
Aggression often manifests in the form of hostility - a
multidimensional construct consisting of cognitive,
affective and behavioral dimensions. These include
cynicism and mistrust; feelings of anger, irritation, rage,
contempt; and various acts of physical and verbal
aggression.
Nervous
Individuals from any race, ethnicity, gender or age group
can experience hostility. Men, especially between the
ages of 20 - 30, exhibit more physical aggression and
hostile behavior than women. Evidence suggests,
however, that women in romantic relationships may
exhibit as much hostile behavior as their partner.
Low Economic Status, Vitamin Deficiency, Alcohol Use,
Testosterone
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Aggression: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
AGGRESSION / AESTHETICS & ENGAGEMENT WITH NATURE:
Walking outdoors or being exposed to a natural setting reduces feelings of aggression, anger and
hostility. Evidence - [1] Those individuals who had higher levels of nearby nature reported fewer acts
of aggression and violence against others. Nearby nature was related to lower scores on multiple
indices of aggression against partners and one index of aggression against children (Kuo et al., 2001;
n=i45, Chicago). [2] People who took part in green exercise reported reduced feelings of anger and
hostility by 4% after the activity (Pretty et al., 2005; n=263, UK). [3] Taking a walk outdoors can reduce
feelings of anger by nearly 8% (Peacock et al., 2007; n=20, UK). [4] Running outdoors can reduce
feelings of hostility by 80% (Harte et al., 1995; n=io males, Australia). [5] Exposure to a natural setting
reduces feelings of aggression by 1.95 points on a 5-point scale, while exposure to an urban setting
reduces aggression by 0.82 point on a 5-point scale (Ulrich et al., 1991; n=i20, Delaware).
AGGRESSION / RECREATION & PHYSICAL ACTIVITY:
Study participants reported reduced feelings of anger/hostility by almost 4% after participating in
physical activity (Pretty et al., 2005, n=263, UK).
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Anxiety
Definition:
Organ System:
Demographic:
Trend in
Incidence Rate:
Known
Contributing
Factors:
Anxiety is characterized by excessive and
unrealistic worry about everyday tasks that
interferes with normal functioning. Several
types of recognized anxiety disorders exist.
Nervous
Children and adults
Anxiety disorders are the most common
mental illness in the U.S., affecting 18% of
adults, according to leading specialists in
anxiety treatment.
Chemical Imbalance in the Brain, Lack of
Exercise, Poor Diet, Stressful Environments
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Anxiety: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
ANXIETY / AESTHETICS & ENGAGEMENT WITH NATURE: Spending time in green space and exercising
outdoors can significantly reduce anxiety; this effect is increased by the presence of water.- Evidence - [1] Both
meditative and athletic walking in a forested environment reduced reported anxiety more than either of these
activities in an indoor environment. (Shin et al., 2013; n=i39 young women, Korea).
ANXIETY I RECREATION & PHYSICAL ACTIVITY: Exercising reduces feelings of tension and anxiety. Intensity
and duration of the exercise, as well as surroundings while exercising (indoor vs outdoor; natural vs other
view), can affect the level of reduction.- Evidence -[1] Study participants reported reduced feelings of tension-
anxiety by roughly 7% after exercising for 20 minutes on a treadmill. This reduction increased when participants
viewed pleasant rural and urban scenes while exercising (Pretty et al., 2005; n=ioo, UK).
ANXIETY I HEAT HAZARD MITIGATION: The # of anxiety and stress-related disorders often increases during
extreme heat events.- Evidence -[1] The study found a 9.7% increase in hospital admissions for stress-related
disorders, such as anxiety and panic disorders, during heat waves (Hansen et al., 2008; n=i.i6 mill., Adelaide,
Australia).
ANXIETY/AIR QUALITY: Prior-week Ozone levels of o.025ppm in Los Angeles, California were associated with
an anxiety score of 1.07, while Ozone levels of 0.044pm were associated with an anxiety score of 1.33-with a
higher score representing higher levels of anxiety on a scale from 0 to 4. Thus, a higher level of ozone was
associated with a modest increase in anxiety levels (Evans et al., 1988; n=i,002 adults, Los Angeles, California).
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Arthritis
Definition:
Demographic:
Trend in
Incidence Rate:
Known
Contributing
Factors:
Arthritis is inflammation of one or more joints, which
results in pain, swelling, stiffness, and limited
movement. There are over 100 different types of
arthritis.
Air Quality
Organ System: Skeletal, Muscular, Immune
Most people over age 60 have arthritis to some
degree, but its severity varies. Even people in their 20s
and 30s can get arthritis. In people over 50, more
women than men get arthritis.
Arthritis affects nearly 27 million Americans. The
chance of developing the disease increases with age.
Heredity, Injury to Joints, Abnormal Metabolism,
Blood Infections, Aging
Arthritis
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Arthritis: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
ARTHRITIS/AIR QUALITY:
Women living within 50 meters of a major road or interstate in the United States are at a 31% increased
risk of Rheumatoid Arthritis compared with women living more than 200 meters away from major
roadways (Hart et al., 2009; n=90,297, USA).
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Definition:
Organ System:
Demographic:
Trend in Incidence
Rate:
Asthma
Asthma is a chronic disease of the airways that makes breathing
difficult. With asthma, there is inflammation of the air passages
that results in a temporary narrowing of the airways that carry
oxygen to the lungs.
Respiratory
Both children and adults have asthma, although in 2009 a higher
percentage of children (9.6%) were reported as having asthma
when compared to adults (7.7%). Diagnoses were especially high
among boys (11.3%). In 2009, the highest rate of asthma among
racial/ethnic groups was 17% for non-Hispanic black children.
Asthma affects 24.6 million Americans. The CDC reports that the
number of people in the U.S. diagnosed with Asthma grew by
4.3 million, from 7.3% of the population to 8.2%, between 2001
and 2009.
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Asthma: Eco-Health
Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
ASTHMA I Al R QUALITY: When air pollution increases, the odds of having an asthma attack worsen.
Though vegetation can remove air pollutants, green space has been shown to have neutral or negative
implications for asthma.- Evidence - [1] Residential proximity to forest land (within 300m) was not
associated with children's asthma prevalence. However, residential proximity to parkland was
associated with 60% higher relative prevalence of asthma, potentially due to the common practice of
siting non-native species in parks as opposed to forests (Dadvand et al., 2014; n=3,i78, Spain). [2] When
total suspended particulates are greater than or equal to 181 micro-g/m3 in Taiwan, the odds of having
asthma increase by 32%. When carbon monoxide is greater than or equal to 0.80 ppm, the odds of
having asthma increase by 23%, and when ozone is greater than or equal to 0.022 ppm, the odds of
having asthma increase by 7% (Wang et al 1999; n=i65,i73 adolescents, Taiwan).
ASTHMA I WATER HAZARD MITIGATION: Dampness and mold in the home are associated with
reported asthma symptoms in people with and without pre-existing conditions. Thus, events such as
flooding that increase dampness/mold in the home may increase asthma symptoms.- Evidence -[1] In
determining the association between the respiratory health of young children and home dampness
—1 — 3|C|S) researchers determined that the odds of asthma for children were increased 29% whe~
less and/or mold were present in the home (Dales et al., 1991; n=i3,495, Canada).
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Definition:
Organ
System:
Known
Contributing
Factors:
Birth Outcomes
For the purposes of the browser, birth
outcomes can mean multiple adverse
outcomes or issues associated with
pregnancy or birth. These may include
preeclampsia, high blood pressure, preterm
birth, low birth weight, birth defects, and
miscarriage.
Main: Reproductive, other systems
Obesity, Older age, First Pregnancy, Multiple
Pregnancy (twins+)
Air Quality
Birth
Outcomes
All information available from www.epa.gov/EnviroAtlas,
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Birth Outcomes:
Eco-Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
BlRTH OUTCOMES / Al R QUALITY:
Exposure to air pollution has been positively correlated with negative birth outcomes such as
preeclampsia, preterm birth and heart defects in newborns. - Evidence —[1] In relation to traffic-
generated air pollution, the risk of preeclampsia increased 33% and 42% for the highest NOx and PM2.5
exposure quartiles, respectively. Additionally, the risk of very preterm deliveries (gestational age less
than 30 weeks) increased 128% and 81% for women in the highest NOx and PM2.5 exposure quartiles,
respectively (Wu et al., 2009; n=8i,i86 live births, Southern California). [2] In a study that looked at the
effects a pregnant mother's air pollution exposure would have on potential birth defects in their
children, scientists found relationships between exposure levels to carbon monoxide (CO) and ozone
and prevalence of birth defects. Odds ratios for a heart defect (a hole in the wall dividing heart
chambers) increased in dose-response fashion with increasing carbon monoxide (CO) exposure in the
second month of pregnancy. For this second-month exposure, the incidence of defects increased 62%
for an exposure level of 1.14 to 1.57 ppm up to 195% for the highest exposure levels (greater than or equal
to 2.39 ppm). (Ritz et al., 2002; Birth Defects Monitoring data 4 counties 1987-93, Southern California).
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Definition:
Organ System:
Demographic:
Trend in
Incidence
Rate:
Known
Contributing
Factors:
Bronchitis
A condition resulting when the bronchial tubes,
which carry air to the lungs, become inflamed
and irritated. When this happens, the tubes swell
and produce mucus. This results in coughing and
wheezing that can last for up to 8 weeks.
Respiratory
Bronchitis is equally distributed among men and
women.
In the US, it has been estimated that almost 5% of
the general population develops acute bronchitis
each year.
Cigarette Smoke, Compromised Immune System,
Air Pollution/Irritants
Air Quality
o
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Bronchitis: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
BRONCHITIS I AIR QUALITY:
Bronchitis rates and hospital admissions are highly correlated with air pollution, in particular PM10.
Reductions in particulate matter could significantly reduce bronchitis cases in cities around the world.
Evidence - [1] As measured by PM10 concentration, bronchitis rates are 2.2 times higher in the most
polluted Swiss city (33 micro-g/m3) when compared to the least polluted city (10 micro-g/m3) (Braun-
Fahrlander et al., 1997; n=4,470, Switzerland).
[2] The author estimates that reducing annual concentrations of particulate matter in Jakarta,
Indonesia from 90 micro-g/m3 to 75 micro-g/m3 (WHO guideline midpoint), could reduce yearly
bronchitis cases in children by 125,000 (Ostro 1994; n=8.2 million, Jakarta, Indonesia).
[3] Declining PM10 was found to be associated with declining prevalence of bronchitis in children
(OR=o.66) (Bayer-Oglesby et al., 2005; n=9,59"i, Switzerland).
BRONCHITIS I WATER HAZARD MITIGATION:
In determining the association between the respiratory health of young children and home dampness
and molds, researchers determined that the odds of bronchitis for children were increased 14% when
dampness and/or mold were present in the home (Dales et al., 1991; n=i3,495, Canada).
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Definition:
Organ System:
Demographic:
Trend in
Incidence Rate:
Known
Contributing
:actors:
Cancer
Cancer is the uncontrolled growth of abnormal cells in
the body. Cancerous cells are also called malignant cells.
Multiple
Anyone can develop cancer, although the risk of being
diagnosed with cancer increases with age. In 2007, there
were 11.7 million Americans living with a history of
cancer. About 78% of all cancers are diagnosed in
persons 55 years of age or older.
Roughly 1.65 million new cancer cases were estimated
to be diagnosed in the year 2015. Cancer is the second
most common cause of death in the U.S. with more than
1,600 people a day dying from it.
Diet, Tobacco, Air/Water Pollution, Alcohol, Radiation,
Medications, Genes
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Cancer: Eco-Health
Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
CANCER IAESTH ETICS & ENGAGEMENT WITH NATURE: [1] The odds of having skin cancer were 9% higher for
people 45+ yrs. who at the time of the study were living in neighborhoods with greater than 80% green space,
as compared to those with 0-20% green space. The odds were also 9% higher for people who reported
spending 10+ hours outdoors per week versus 0-4 hours (Astell-Burt et al., 2013; n=267,072, Australia).
CANCER I WATER QUALITY: Contaminated water has been linked to increased cancer risk in affected
populations. Known contaminants include chromium, wastewater effluent and nitrate, which have been
associated with multiple cancer types.- Evidence -[1] Stomach cancer mortality in regions with Chromium
contaminated water was 82% more likely in comparison with the regions without contaminated water.
(Beaumont et al., 2008; Liaoning Province, China).
CANCER I WATER HAZARD MITIGATION: While investigating the connection between floods resulting from
Hurricane Agnes (1972) and incidences of certain cancers, researchers found that from 1974-1977 the
difference in rates of Leukemia & Lymphoma between the four-county area most affected by the flood and
the remainder of upstate New York was significant. The rate in the four county areas was 32/100,000 while
the rate in the rest of upstate New York was 24.4/100,000 (Janerich et al., 1981; n=io million, Western and
Upstate New York).
CANCER I Al R QUALITY: [1] Each increase of 10 micro-g/m3 fine particulate air pollution was associated with
an 8% increase in lung cancer mortality (Pope III et al., 2002; n=500,000, USA). J
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Definition:
Organ
System:
Demographic:
Trend in
Incidence
Rate:
Known
Contributing
Factors:
Cardiovascular Disease
Cardiovascular Diseases are a group of diseases that affect the
heart and blood vessels. These include several types of heart
diseases, cerebrovascular disease, and arterial disease. Coronary
heart disease, which is the leading cause of cardiovascular-related
deaths, is a narrowing of the small blood vessels that supply blood
and oxygen to the heart.
Cardiovascular System
CVDs are the leading cause of death worldwide. Those in low and
middle income countries are disproportionately affected - roughly
80% of cases take place in these countries. In the U.S., CHD affects
men roughly 40% more than women, while hypertension is slightly
higher in women.
Worldwide, the number of people with cardiovascular diseases is
rising and WHO estimates that by 2030, almost 23.6 million people
will die from CVDs, mainly heart disease and stroke. In the United
States, age-adjusted prevalence for coronary heart disease
declined overall from 6.7% to 6.0% between 2006 and 2010.
Diet, Physical Inactivity, Tobacco Use, Alcohol Abuse, High
Cholesterol, Access to Health Care, Socioeconomic Status
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Cardiovascular Disease:
Eco-Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
CARDIOVASCULAR DISEASES / AESTHETICS & ENGAGEMENT WITH NATURE: Walking in green settings
has been shown to positively affect the cardiovascular system, including reducing arterial stiffness.-
Evidence- [1] Study subjects walking in a forest had significantly lower heart rates than those walking in
an urban area (p less than 0.01) (Lee J, et al., 2014; n=48, Japan).
CARDIOVASCULAR DISEASES / RECREATION & PHYSICAL ACTIVITY: Authors found that the odds of
hospitalization were 37% lower, and the odds of self-reported heart disease or stroke were 16% lower,
among adults with highly variable greenness (high land use diversity) around their home, compared to
those in neighborhoods with low variability in greenness (Pereira et al., 2012; n=i,4"i5, Perth, Australia).
CARDIOVASCULAR DISEASES / HEAT HAZARD MITIGATION: A statewide and 6 sub-region study of
California found that on average hospital admissions for cardiovascular diseases increased by 7% on peak
heat-wave days (Guirguis et al., 2014; n=2,5"io, California, United States).
CARDIOVASCULAR DISEASES / AIR QUALITY: Studies show that cardiovascular-related hospital
admissions and cardiovascular events, such as heart attack and stroke, are positively correlated with
increases in ambient particulate matter.- Evidence -[1] From 1981-95, cardiovascular-related hospital
admissions increased 4.8% for people 65+ when there was a 10 micro-g/m3 increase in black smoke
(Prescott et al., 1998; n=450,ooo, Edinburgh).
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Cognitive Function
Cognitive function refers to a person's ability to
process thoughts. Cognition primarily refers to things
like memory, the ability to learn new information,
Definition: speech, and reading comprehension. Cognitive
function can become impaired as a result of aging,
head trauma or the presence of disease such as
Alzheimer's.
Organ System: Nervous
Trend in
Incidence
Rate:
Known
Contributing
Factors:
Cognitive function can become impaired as people
grow older and may develop conditions such as
dementia. Alzheimer's disease is the 5th leading cause
of death among those 65 and older in the United
States
Exercise, Diet, Sleep, Aging, Disease
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Cognitive Function: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
COGNITIVE FUNCTION/AESTHETICS & ENGAGEMENT WITH NATURE: A view of nature from a high
school cafeteria window was found to be positively associated with student academic achievement
(three measures). Cafeteria views explained 4-12% of the variance. Researchers also found landscapes
composed primarily of trees and shrubs, and larger classroom windows, were positively associated with
student performance (Matsuoka, 2010; n=ioi schools, Michigan).
COGNITIVE FUNCTION / RECREATION & PHYSICAL ACTIVITY: School aged children who participated in a
12-week classroom-based physical activity program showed more than 8% improvement in on-task
behavior during academic instruction (Mahar et al., 2006; n=243 children, North Carolina).
COGNITIVE FUNCTION / AIR QUALITY: [1] A study found that of children tested, 57% in a highly polluted
city had brain lesions compared to only 8% from a less polluted city. When tested, children from the more
polluted city overall performed at lower levels of psychometric intelligence, memory and executive
functioning (Calderon-Garciduenas et al., 2008; n=i8, Mexico). [2] An association was found between
black carbon, a marker of traffic-related air pollution, and cognitive function in older men. An MMSE
score was used to measure cognitive function, where the odds of having a score of less than 25
—^:dered low on a 30 pt. scale) was 1.3 times higher for each doubling in black carbon (Power
)=68o, USA).
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Definition:
Organ System:
Demographic:
Known
Contributing
Factors:
Confusion
Confusion is the inability to think with one's usual
speed or clarity. This includes difficulty in
remembering, paying attention or making
decisions.
Nervous
Confusion is more common in the elderly.
Alcohol intoxication, Head Trauma, Brain Tumor,
Low Blood Sugar, Infection, Drug Use
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Confusion: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
CONFUSION / AESTHETICS & ENGAGEMENT WITH NATURE:
Exercising/walking outdoors or while viewing outdoor scenes can reduce feelings of confusion by up to
8%.- Evidence -[1] Walking outdoors reduced confusion by nearly 8% (Peacock et al., 2007; n=20, UK).
[2] People who exercised while viewing urban scenes reported reduced feelings of confusion by 5%
following the activity (Pretty et al., 2005; n=ioo, U K).
CONFUSION I RECREATION & PHYSICAL ACTIVITY:
Participating in physical activity can reduce feelings of confusion.- Evidence -[1] Across 10 green exercise
case studies, participants reported reduced feelings of confusion by almost 5% after the physical activity
(Pretty et al., 2005; n=263, UK).
[2] Across 36 studies investigating the linkage between physical activity and well-being in older adults,
there was a significant reduction in confusion for those who participated in exercise as compared to
A/ho participated in little or no exercise (Netz et al., 2005; n=36 studies, meta-analysis).
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Definition:
Organ System:
Demographic:
Trend in Incidence
Rate:
COPD
Chronic Obstructive Pulmonary Disease (COPD) is a disease of the
lungs that makes it difficult for one to breathe. The term COPD
most often includes two conditions: chronic bronchitis and
emphysema. With chronic bronchitis, the lining of the lung airways
becomes irritated, thickens, and produces large amounts of
mucus. With emphysema, the walls between the lung's air sacs
become damaged and deflate, reducing gas exchange in the lungs.
Respiratory
Worldwide, 64 million people have COPD. Typically, people
between the ages of 65 - 84 develop COPD. Men and women are
affected by the disease equally at present. Those who smoke are
much more likely to develop the disease.
In 2012, more than 3 million people died of COPD and WHO
predicts that by 2030 it will be the third leading cause of death
worldwide. The number of women with COPD is increasing due to
increased tobacco use in high-income countries and exposure to
indoor air pollution in low-income countries.
Smoking, Exposure to Air Pollutants, Indoor Air Quality, Outdoor
Air Quality
All information available from www.epa.gov/EnviroAtl
Known
Contributing
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COPD: Eco-Health
Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
COPD I AESTHETICS & ENGAGEMENT WITH NATURE: In a randomized, controlled trial, senior women
who walked around a forested area for an hour showed significant increases in mean values for two
measures of pulmonary function: forced expiratory volume (FEV) in 1 second (12.3% increase), and FEV in
6 seconds (11.3% increase). Women in the control group who walked around an urban area for an hour did
not show a significant change in either measurement (Lee & Lee 2013; n=62, Korea).
COPD I AlR QUALITY: Emergency room admissions for chronic bronchitis and emphysema increased by
31% with a 2.7-fold increase in sulfur dioxide (So2) in the same day and by 39% after a 3 day lag period after
the So2 event for individuals less than 65 years old (Ponka & Virtanen 1994; n=2,807, Helsinki, Finland).
COPD I HEAT HAZARD MITIGATION: During a July, 2006 heat wave in Porto, Portugal, a 1° C increase in
mean apparent temperature was associated with a 5.4% increase in hospitalizations due to chronic
obstructive pulmonary disease for the entire population, with a 7.5% increase for women. For those older
than 74 yrs., there was a 7.0% increase in these hospitalizations, with a 9.0% increase for senior women.
The greatest number of excess hospitalizations occurred on the fourth consecutive day of extreme heat
/Monteiro et al., 2013). >
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Diabetes
Definition:
Organ System:
Demographic:
Trend in Incidence
Rate:
Known Contributing
Factors:
Diabetes is a disease in which blood glucose levels are above normal.
When people have diabetes, their bodies either do not make enough
insulin or cannot use it as well as they should.
Diabetes can affect major organs, including heart, blood vessels,
nerves, eyes, and kidneys.
Compared with non-Hispanic whites, members of racial and ethnic
minority groups are more likely to have diagnosed diabetes. During
their lifetime, half of all Hispanic men and women and non-Hispanic
black women are predicted to develop the disease.
Over the past 32 years, from 1980 through 2012, the number of adults
with diagnosed diabetes in the United States nearly quadrupled, from
5.5 million to 21.3 million. Among adults, about 1.7 million new cases of
diabetes are diagnosed each year.
Obesity, Sedentary Lifestyle, Heredity, Hypertension (High Blood
Pressure), Low levels of HDL and Elevated Levels of Triglycerides in the
blood.
All information available from www.epa.gov/EnviroAtlas,
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Diabetes: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
DIABETES I RECREATION & PHYSICAL ACTIVITY:
Exposure to green space was negatively associated with the rate of type 2 diabetes, where the
strongest effect was found for neighborhoods containing 41-60% green space (Astell-Burt, et al., 2014;
n=267,072, Australia).
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Definition:
Organ System:
Demographic:
Trend in Incidence
Rate:
Depression
Depressive disorders are characterized by persistent low mood,
loss of interest and enjoyment, and reduced energy, causing
varying levels of social and occupational dysfunction.
Nervous
Women are affected twice as often as men. In patients with an
affected first-degree relative, the lifetime risk of depression
increases to 1.5 to 3.0 times average. First onset occurs most
frequently in patients aged 12 to 24 years and in those older
than 65 years.
In people aged 18 to 44 years, depression is the leading cause of
disability and premature death. Depression is predicted to be
the second leading cause of disability in people of all ages by
the year 2020.
O
O
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Depression: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
DEPRESSION / AESTHETICS & ENGAGEMENT WITH NATURE: Exercising or participating in activities
outdoors can reduce feelings of depression, sometimes significantly. In the case of running outdoors, an
almost 85% reduction has been observed.- Evidence -[1] After running outdoors, subjects reported feeling
significantly less depressed-an 85% reduction (Harte et al., 1995; n=io, Australia). [2] Taking a walk outdoors
reduced depression by 6%, while walking indoors had little effect (Peacock et al., 2007; n=20, UK). [3]
People who took part in green exercises reported reduced feelings of depression by 2% after the activity
(Pretty et al., 2005; n=263, UK). [4] The presence of parks or recreation facilities in the neighborhood was
significantly associated with a lower risk of depression (HR=o.8o) (Gariepy, et al., 2014; n=9,025, Canada).
DEPRESSION I RECREATION & PHYSICAL ACTIVITY: Availability of parks or recreation areas and exercising
in greenspace was shown to mitigate feelings of depression.- Evidence -[1] Across 10 green exercise case
studies, participants reported reduced feelings of depression by over 2% after physical activity (Pretty et al.,
2005; n=263, UK). [2] The presence of parks or recreation facilities in the neighborhood was significantly
associated with a lower risk of depression (Gariepy, et al., 2014; n=9,025, Canada). [3] Individuals walking in
a forest had improved self-reported mood states when compared to individuals walking in urban areas (Lee
,et al., 2014; n=48, Japan).
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Definition:
Organ System:
Demographic:
Known
Contributing
Factors:
Fatigue
Fatigue is a feeling of tiredness, weariness or lack of
energy. It can be a normal response to physical or
emotional stress among other factors but can also be a
sign of more serious conditions.
Fatigue can affect the entire body or be localized in
certain systems.
Any person from any race, ethnicity, gender, or age
group can experience fatigue.
Anemia, Depression, Certain Medications, Sleep
Disorders, Malfunction of Thyroid Gland, Chronic
Disease, Malnutrition, Exertion
Aesthetics &
Engagement
.with Nature
O
o
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Fatigue: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
FATIGUE/AESTHETICS & ENGAGEMENT WITH NATURE: Walking or running outdoors can
significantly reduce fatigue and increase vitality.- Evidence -[1] Those who engaged in physical activity
while immersed in natural settings had increased energy levels when compared with sedentary
individuals and those physically active in a laboratory setting (p less than 0.01) (Kinnafick and
Thogersen-Ntoumani, 2014; n=40, United Kingdom). [2] Taking a walk outdoors reduced fatigue
(nearly 15%) and increased feelings of vigor (3%), while walking indoors had only half the same effect
for fatigue and decreased feelings of vigor (Peacock et al., 2007; n=20, U K). [3] Participants reported
significantly increased energy after walking outdoors (condition effect 21.99) while exercising and
viewing nature through virtual reality had little effect (Plante et al., 2006; n=n2, US). [4] Running
outdoors reduced fatigue by 26%, while subjects felt more fatigued after running indoors (Harte et al.,
1995; n=io, Australia).
FATIGUE I RECREATION & PHYSICAL ACTIVITY: Those who engaged in physical activity while
immersed in natural settings had increased energy levels when compared with sedentary individuals
and those physically active in a laboratory setting (p less than 0.01) (Kinnafick and Thogersen-
Ntoumani, 2014; n=40, United Kingdom). /
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Definition:
Organ System:
Demographic:
Trend in
Incidence Rate:
Known
Contributing
Factors:
Gastrointestinal
Illness
Gastrointestinal infections (GIs) can be caused by a host of different
parasites, viruses and bacteria and often result in diarrhea, nausea,
cramping and vomiting. Bacterial gastroenteritis (food poisoning) is
commonly caused by E.coli, Salmonella, and Staphylococcus. Enteric
viral gastroenteritis, often called stomach flu, is caused by viruses such
as adenovirus and rotavirus.
Digestive
Those with the highest risk for severe gastroenteritis include the young,
the elderly, and people who have suppressed immune systems.
Each year in the US, foodborne illness causes 48 million gastrointestinal
illnesses. Incidence rates for foodborne illnesses fluctuate yearly,
although in the US, the general trend from 1996 - 2010 has shown a
decrease in illnesses as a result of Campylobacter and Shigella, while
there has been an increase in illnesses associated with Salmonella.
Tainted Food or Water, Contact with an Infected Person (viral)
o
o
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Gastrointestinal Illness:
Eco-Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
GASTROINTESTINAL ILLNESS / WATER HAZARD MITIGATION: The incidence of gastrointestinal illnesses,
such as gastroenteritis and diarrhea, has been shown to increase during and following flood events.
- Evidence - While investigating the association of gastrointestinal illness and contact with flood water,
researchers determined that during flooding, incidence was 29% higher than normal. This effect was more
pronounced among people with potential sensitivity such as children, seniors, and those with a chronic
gastrointestinal condition (Wade et al., 2004; n=i,ioo, Midwestern US).
GASTROINTESTINALILLNESS / WATER QUALITY: Drinking water contaminated with Copper has been linked
to gastrointestinal symptoms such as vomiting, diarrhea and abdominal cramps. Diarrhea in rural African
children has also been linked to reduced forest cover, suggesting impaired water purification services in
degraded natural environments.- Evidence -[1] The risk of gastrointestinal symptoms increased with Copper
exposure levels in drinking water. Risk was 53% higher for women with a concentration of 4 mg/L and 90%
higher for men with a concentration of 6 mg/L (Araya et al., 2004; n=i,365 adults, Chile). [2] When looking at
the relationship between gastrointestinal illness and copper exposure in drinking water, symptoms such as
nausea, diarrhea, vomiting and abdominal cramps were reported as a result of elevated copper levels in
drinking water. Findings suggest that drinking water containing copper levels above 1.3 mg/l may be a
common cause for gastrointestinal upsets (Knobeloch et al., 1994; 5 case studies, Wisconsin).
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Definition:
Organ System:
Demographic:
Trend in
Incidence Rate:
Known
Contributing
Factors:
Happiness
Happiness is a specific emotion that people feel when good
things happen and is considered by psychologists to be one
of the few basic emotions (cannot be broken down
further) that humans experience.
Nervous
Those who live in countries with higher incomes and less
suffering typically have higher life satisfaction. A 2010
Gallup Poll found that European countries such as Denmark
and Finland have high happiness ratings while many
countries in Africa shared the lowest ratings.
Up to a threshold point, people who gain wealth are
happier. In 2007, a Pew study found that happiness in many
countries globally was increasing largely due to economic
growth. As of 2006, in the US, happiness inequality among
demographic groups had decreased considerably since the
1970s.
Quality of Life, Social Relationships, Income
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Happiness: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
HAPPINESS/AESTHETICS & ENGAGEMENT WITH NATURE: Viewing photos of natural settings and/or
walking outdoors are associated with higher levels of positive feelings. Those who live in greener areas
have reported higher levels of happiness.- Evidence - In a study using a phone app to record happiness
levels in different environments, participants reported being significantly happier outdoors in all green or
natural habitat types than in urban settings (1.8 to 2.7 points happier on a 0-100 scale).
HAPPINESS I RECREATION & PHYSICAL ACTIVITY: Walking and other exercise in nature can positively
affect self-esteem, emotional well-being and mood.- Evidence - In a multi-study analysis, researchers
found that acute short-term exposures to green exercise improve both self-esteem (effect size=o.46)
and mood (effect size=o.54). This improvement increases with the presence of water and is true
regardless of duration or intensity of exercise (Barton & Pretty 2010; n=i,252, UK).
HAPPINESS I AIR QUALITY: On a scale from 1-4, Happiness increased in Belgium by 0.043 when nitrogen
(N) and lead (Pb) air pollution decreased by 14% and 40%, respectively. Happiness in Denmark increased
by 0.121 when N and Pb air pollution decreased by 11% and 90%, respectively. Happiness in France
increased by 0.061 when N and Pb air pollution decreased by 9% and 75%, respectively. Happiness in
Greece increased by 0.049 when N and Pb air pollution decreased by 12% and 60%. Happiness in
Netherlands increased by 0.085 when N and Pb air pollution decreased by 9.2% and 80%, respectively
{Welsch 2006). /
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Healing
Definition:
To heal is to mend or make better and includes
recovery from injury and surgery. For the purpose
of this browser, healing refers to physical and
mental recovery.
Aesthetics &
Engagement
with Nature
Healing
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Healing: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
HEALING / AESTHETICS & ENGAGEMENT WITH NATURE:
Having a view of trees from a hospital window decreased in-patient recovery time from surgery and the
amount of strong pain medications needed. Additionally, spending time in a forest has been found to
increase cancer-fighting proteins and natural killer cell activity.
- Evidence -[1] Patients recovering from surgery who had a window view had an average hospital stay of
7.96 days compared to 8.70 days for patients with a brick wall window view. Those with a natural view
also needed significantly fewer doses of painkillers and received fewer negative notes from nurses
(Ulrich et al., 1984; n=46, Pennsylvania). [2] Spending 3 days/2 nights in the forest significantly increased
Natural Killer (N K) cell activity and numbers. These N K cells kill tumor or virus-infected cells and may aid
in fighting cancer. This effect was found to last more than 30 days following the trip and may result from
phytoncides being released from trees (Li et al., 2010; n=i2, Japan). [3] N K cell activity was found to have
increased significantly (to a mean of 30.7 from a mean of 21.7, p less than 0.001) in post-treatment breast
and lung cancer patients, following a 12-week integrated medicine program of forest and horticultural
y, group therapy, and meditation in an urban park setting (Nakau et al., 2013; n=22, Japan).
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Heat Stroke
Definition:
Organ System:
Demographic:
Trend in Incidence
Rate:
Known
Contributing
Factors:
Heat stroke is the most severe heat illness, and occurs when
body temperature reaches 104° Fahrenheit. Heat stroke is
typically preceded by other heat illnesses such as heat
exhaustion and dehydration.
Multiple
Any person can suffer from heat stroke, though children, the
elderly, those who work outdoors, and obese people are at
higher risk of developing heat illness.
Serious heat illnesses occur most often during the summer
months and during heat wave events. As the global climate is
expected to warm, it is likely that heat wave events and heat
illnesses will increase in many areas.
High temperatures, High humidity, Dehydration
Heat Hazard
Mitigation
Heat Stroke
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Heat Stroke: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
HEAT STROKE / HEAT HAZARD MITIGATION:
Heat stroke incidence increases significantly during heat waves.- Evidence -[1] During a July 1980 heat
wave in Missouri, incidence rates for heat stroke (per 100,000) were 26.5 for St. Louis and 17.6 for
Kansas City compared to no heat stroke cases in July of the previous year. Heat stroke rates were 10
to 12X higher for people 65 or older than those younger than 65 (Jones et al., 1982). [2] During a
Chicago heat wave in 1995, there were 11% more hospital admissions than average, of which 59% were
for treatment of dehydration, heat stroke and heat exhaustion (Semenza et al., 1999).
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Definition:
Organ
System:
High Blood Pressure
High blood pressure (HBP), also called hypertension, is when a
person's blood pressure is at or above 140/90 mmHg most of the time.
HBP is a serious condition and can lead to coronary heart disease, heart
failure, stroke, and kidney failure, among other problems.
Demographic:
Trend in
Incidence
Rate:
Cardiovascular
Risk of getting HBP increases with age as the blood vessels becomes
stuffer. African Americans are particularly prone to H BP along with
those who are overweight or obese. Hypertension affects
approximately 30% of US adults.
In the US, hypertension increased from 23.9% (1988 - 94) to 28.5%
(1999-2000). Though hypertension prevalence did not change between
2000 and 2008, hypertension control increased to roughly 50%. In
2000, the global number of adults with hypertension was estimated at
972 million with 2025 future projections reaching 1.56 billion.
Overweight, Smoking, High Salt Intake, Alcohol Consumption, Stress,
Age, Genetics
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Known
Contributing
Factors:
-------
High Blood Pressure:
Eco-Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
HIGH BLOOD PRESSURE/AESTHETICS & ENGAGEMENT WITH NATURE: Exercising in green
environments or viewing natural scenes can reduce blood pressure.- Evidence - Participants who
viewed pictures of pleasant rural scenes while exercising experienced an almost 9% reduction in mean
arterial blood pressure while those who exercised without viewing nature saw a less than 2%
reduction (Pretty et al., 2005; n=ioo [20/group], UK).
HIGH BLOOD PRESSURE / RECREATION & PHYSICAL ACTIVITY: Exercise, including light or moderate
activity, can reduce blood pressure by 3% to 7%. Exercising in green environments may enhance this
reduction.- Evidence - Participating in 20 minutes of 'fairly light' exercise decreased mean arterial
blood pressure by nearly 3%. Viewing a rural pleasant scene while exercising increased this effect by
6% (Pretty et al., 2005; n=ioo, UK).
HIGH BLOOD PRESSURE / AIR QUALITY: Exposure to PM2.5 and traffic-generated NO2 is strongly
associated with increased blood pressure.- Evidence - When study subjects were exposed to fine
particulate (PM2.5) at levels of 150 micro-g/m3 for 2 hours on 3 occasions, diastolic blood pressure
significantly increased during all of the exposures by a range of 2.5 to 4.0 mm Hg in Ann Arbor,
Michigan and 2.9 to 3.6 mmHg in Toronto, Canada. PM2.5 proved to be the important factor in this
study; other pollutants, such as ozone, showed little effect (Brook et al., 2009; n=3"i-50, Toronto,
Canada & Ann Arbor, Michigan). S
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Hospital Admissions
Definition* T^e "hospital admissions" portion refers to people who were admitted to a healthcare
facility to receive illness diagnosis and/or treatment.
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Hospital Admissions:
Eco-Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
HOSPITAL ADMISSIONS / AIR QUALITY: During the lethal London fog of 1952, pollution levels were 5-19
times more than regulatory standards. Hospital admissions for respiratory disease grew by 163% and total
hospital admissions increased by 48% (Bell & Davis 2001; London).
HOSPITAL ADMISSIONS / WATER HAZARD MITIGATION: Following Hurricane Katrina, Houston
emergency departments received 8,427 hospital visits from Katrina evacuees (Mortensen and Dreyfuss
2008; n=875,750, Houston, Texas).
HOSPITAL ADMISSIONS / HEAT HAZARD MITIGATION: Hospital admissions increase significantly during
heat wave events for cardiovascular, renal, and respiratory illnesses, as well as for dehydration, heat
stroke, heat exhaustion, and mental health. These heat-related illnesses are often more pronounced in
urban areas when compared to rural areas.
- Evidence -
[1] During a Chicago heat wave in 1995, there were 11% more hospital admissions than average, of which
59% were for treatment of dehydration, heat stroke and heat exhaustion (Semenza et al., 1999).
[2] During a 1980 heat wave event in Missouri, about 1 in every 1,000 residents of St. Louis and Kansas
City were hospitalized for, or died of, a heat-related illness (Jones et al., 1982).
[3] An excess of 16,166 emergency department visits and 1,182 hospital admissions were reported for the
state of California during a 2006 heat wave (Knowlton et al., 2009). y
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Kidney Malfunction
The kidneys are two small organs that are connected to
the urinary bladder. Their main function is to remove
waste products and excess water from the blood. The
kidney plays a major role in regulating levels of various
minerals in the body as well as producing some important
hormones. Damage to the kidneys can be caused by a
number of factors and if serious, can result in kidney
failure.
Definition:
Organ System:
Demographic:
Known
Contributing
Factors:
Urinary
Issues with the kidneys become more common as people
age. In the US, more than 10 percent of people, or more
than 20 million, ages 20 years and older have chronic
kidney disease.
Genetics, Diabetes, High Blood Pressure, Aging, Illness,
Injury
o
Water Quality
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Kidney Malfunction:
Eco-Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
KIDNEY MALFUNCTION / HEAT HAZARD MITIGATION: Extreme heat events may lead to increased risks
for kidney stones and increased hospitalizations for renal diseases.- Evidence -[1] One multi-city study in
the United States found that extreme heat events were associated with a 15% increase in hospitalizations
for renal diseases (Gronlound et al., 2014; n=H4 cities, United States). [2] A California statewide and 6
sub-region study found that, on average, hospital admissions for acute renal failure increased by 7% on
peak heat-wave days (Guirguis et al., 2014; n=2,5"io, California, United States). [3] The risk of developing
kidney stones was almost one and a half times higher at a temperature of 30° C than at 10° C (Tasian et al.,
2014; n=6o,433, Atlanta, Chicago, Dallas, and Philadelphia).
KIDNEY MALFUNCTION / WATER QUALITY: Environmental and occupational exposure to cadmium has
been related to renal tubular damage. One study showed that the prevalence of tubular proteinuria
Cearlv kidney damage) ranged from 5% among unexposed people to 50% in the most exposed grouD
et al., 2000; n=i,02i, Sweden).
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Longevity
Definition:
Life expectancy is the average number of years a person is
expected to live from birth and is often used as a measure
of overall quality of life in a country.
Organ System: Life expectancy is affected by all organ systems.
Demographic:
Trend in
Incidence
Rate:
Known
Contributing
Factors:
Life expectancy varies among countries and regions. In
2009, the lowest average life expectancy was 47 years for
those who live in Malawi and the highest was 83 years for
those from Japan. The United States' average life
expectancy is 79 years. Low income countries generally
have lower life expectancies.
Life expectancy has increased globally by four years since
1990. However, in many African countries it has actually
decreased, largely due to HIV/AIDS.
Access to Medical Treatment, Quality of Life, Chronic
Disease, Infectious Disease, Nutrition, Lifestyle
o
XDs
Air Quality
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Longevity: Eco-Health
Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
LONGEVITY/AESTHETICS & ENGAGEMENT WITH NATURE: Populations that are exposed to the
greenest environments also have the lowest levels of health inequality related to income deprivation.
Thus, despite the evidence of increased mortality risk associated with income deprivation, the authors
found that this risk was decreased for those who live in greener areas. The incidence rate ratio (IRR) for
all-cause mortality for the most income deprived quartile compared with the least deprived was 1.93
(95% C11.86-2.01) in the least green areas, whereas it was 1.43 (1.34-1.53) in the most green (Mitchell and
Popham 2008; n=4.8 million +, England).
LONGEVITY / RECREATION & PHYSICAL ACTIVITY: The probability of five-year survival of senior citizens
studied increased from 56% when space for taking a stroll near the residence was not available to 74%
when enough space was available. Also, the five-year survival increased from 66% when participants had
very few parks and tree lined streets near the residence to 74% when there were plenty of both (Takano
et al., 2002; n=3,i44, Tokyo).
LONGEVITY / AIR QUALITY: For constant 1990 pollution levels, statistical life expectancy is reduced by
approximately 500 days. By 2010, the control measures presently decided for emissions of primary
particles and the precursors of secondary aerosols were expected to reduce these losses to about 280
days, while the theoretical maximum technically feasible emissions reductions could bring reduced life
expectancy below 200 days (Mechler et al., 2002; n=700 million, Europe). /
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Definition:
Low Birth Weight
An infant is considered to have a low birth weight if
it weighs less than 5lbs 8 oz. (2500 grams) at birth.
Organ System: Reproductive
Demographic:
Trend in
Incidence Rate:
Known
Contributing
Factors:
Roughly 30 million babies are born with low birth
weight annually. Low income or developing
countries have higher numbers of low-weight births
than higher income countries.
Globally, prevalence of low-weight births is slowly
decreasing.
Multiple Pregnancy (twins+), Previous Chronic
Conditions, Smoking, Drug and Alcohol Use,
Uterine or Cervical Issues
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Low Birth Weight: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
LOW BIRTH WEIGHT / AESTHETICS & ENGAGEMENT WITH NATURE: Increasing tree canopy by 10% within 50 meters of a
mother's home was associated with a marginal decrease of 1.42 per 1,000 in the number of small for gestational age (SGA)
births. (SGA births are often defined as those below the tenth percentile.) Potential causal mechanisms for this finding
include stress reduction as a result of contact with green space, improved social contacts, and increased physical activity-all
of which have been proven to affect infant birth weight (Donovan et al., 2011; n=5,6g6, Oregon).
LOW BIRTH WEIGHT /WATER QUALITY: Atrazine is an herbicide with a seasonal pattern of peak contamination in drinking
water from May to September. There was a 37% increased risk of small gestational age in births where the third trimester
overlapped whole or in part with the May-September period, compared with those in which the third trimester occurred
entirely from October to April. If the entire third trimester took place from May to September there was a 54% increased
risk of small gestational age (Villaneuva et al., 2005; n=3,5io births, France).
LOW BIRTH WEIGHT / RECREATION & PHYSICAL ACTIVITY: Increasing tree canopy by 10% within 50 meters of a mother's
home was associated with a marginal decrease of 1.42 per 1,000 in the number of small for gestational age (SGA) births.
(SGA births are often defined as those below the tenth percentile.) Potential causal mechanisms for this finding include
increased physical activity, stress reduction as a result of contact with green space, and improved social contacts-all of
which have been proven to affect infant birth weight (Donovan et al., 2011; n=5,6g6, Oregon).
LOW BIRTH WEIGHT / AIR QUALITY: Increasing total greenness at maternal residences has been linked to small gains in
birth weight and slightly reduced odds of pre-term birth. The authors explored reduced air pollution as a potential
mechanism, also acknowledging the potential of green space to reduce heat, noise and maternal stress (Laurent et al.,
2013, n=8o,ooo; Los Angeles and Orange Counties, CA).
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Definition:
Demographic:
Known
Contributing
Factors:
Mental Health
Mental health is a state of well-being in which
an individual realizes his or her own abilities,
can cope with the normal stresses of life, can
work productively and is able to make a
contribution to his or her community.
Organ System: Nervous
Mental and behavioral disorders are
estimated to account for 12% of the global
burden of disease. Mental and behavioral
disorders are common, affecting more than
25% of all people at some time during their
lives. Around 20% of all patients seen by
primary health care professionals have one or
more mental disorders.
Social Relations, Social Support,
Spirituality/Religion, Physical Health,
Substance Abuse, Trauma, Stress
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Mental Health: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
MENTAL HEALTH / AESTHETICS & ENGAGEMENT WITH NATURE: Those who reported the highest
degree of neighborhood greenness had almost twice the odds of being in the better mental health
category, compared with those who perceived little greenness in their neighborhood (OR=i.6o).
Recreational walking, as evidenced when added to the model, may be the mediator for this relationship
(Sugiyama et al., 2008; n=i,845, Australia).
MENTAL HEALTH / WATER HAZARD MITIGATION: While investigating the health effects associated with
flooded households, researchers found that 48% of adults in flooded households experienced moderate
to severe psychological problems in the nine months following the flood, compared to only 12% of adults
in non-flooded households (Reacher et al., 2004; n=467, Lewes, England).
MENTAL HEALTH / RECREATION & PHYSICAL ACTIVITY: Study subjects who engaged in physical activity
while immersed in natural settings had a more positive affect when compared with sedentary individuals
and subjects who were physically active in a laboratory setting (p less than 0.01) (Kinnafick and
Thogersen-Ntoumani, 2014; n=40, United Kingdom).
MENTAL HEALTH / HEAT HAZARD MITIGATION: Compared to non-heat wave periods, there was a 17.4%
increase in hospital admissions for dementia and a greater than 2-fold increase in hospital admissions for
—mm.. 1 during heat waves (temperatures above 26.7° Celsius) (Hansen et al., 2008; n=i.i6 million,
de, Australia).
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Definition:
Organ System:
Demographic:
Known
Contributing
Factors:
Migraine
A migraine is a type of severe headache caused by abnormal
brain activity that is often accompanied by nausea, vomiting
or sensitivity in light.
Nervous
Migraine afflicts 28 million Americans, with females
suffering more frequently (17%) than males (6%). This trend,
where roughly 6% of men and 15-18% of women are affected
by migraines is also seen in Europe and Central and South
America. Migraines affect women 2 - 3 times more than men
in most countries that have been studied.
Stress, Alcohol Use, Allergic Reactions, Certain Foods,
Environmental Factors (these are thought to have an effect
on migraines)
Air Quality
Migraine
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Migraine: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
MIGRAINE / AIR QUALITY:
Air pollutant exposure is linked to hospital visits for migraines and headaches.
- Evidence -
[1] A time series analysis conducted for the years 2001-2005 found increased risks for migraine associated
with increases in specific air pollutants in Chile: 11% for a 1.15 ppm increase in CO; 11% for a 28.97 micro-g/m3
increase in NO2; 10% for a 6.20 ppb increase in SO2; 17% for a 69.51 ppb increase in Ozone; 11% for a 21.51
micro-g/m3 increase in PM2.5; and 10% for a 37.79 micro-g/m3 increase in PM10 (Dales et al., 2009; n=5-37
million, Chile). [2] For female emergency room visits for migraine, positive associations were observed
during the warm season for sulfur dioxide (SO2), and in the cold season for particulate matter (PM2.5)
exposures lagged by 2 days. The % increase in daily visits was 4.0% for SO2 mean level change of 4.6 ppb,
and 4.6% for PM2.5 mean level change of 8.3 micro-g/m3. For male emergency room visits for headache, the
largest association was obtained during the warm season for nitrogen dioxide (NO2), which was 13.s% for
same day exposure (Szyszkowicz et al., 2009; n=64,839, Canada).
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Miscarriage
Definition:
Organ System:
Demographic:
Trend in
Incidence Rate:
Known
Contributing
Factors:
A miscarriage is the spontaneous loss of a fetus before
the 20th week of pregnancy.
Reproductive
Miscarriages occur in women who are pregnant and
increase in likelihood as women age. Women over the age
of 30 and those who have previously had a miscarriage
are at greater risk of having a miscarriage.
Studies show that about 8 to 20 percent of women who
know they are pregnant have a miscarriage some time
before 20 weeks of pregnancy; 80 percent of these occur
in the first 12 weeks (Regan 2000).
Diabetes, Chromosomal abnormalities, Drug and alcohol
abuse, Exposure to environmental toxins, Hormone
problems, Infection, Obesity (potential contributing
factors)
Water Hazard
Mitigation
Miscarriage
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Miscarriage: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
MISCARRIAGE/WATER HAZARD MITIGATION:
While investigating the connection between floods resulting from Hurricane Agnes (1972) and incidences of
spontaneous abortions, researchers found that in the year after the flood (1973), there was a significant
increase in the number of spontaneous abortions in the four-county region affected by the flood when
compared to the rest of upstate New York. There were 60.9 spontaneous abortions per 1000 live births in the
four-county region and 54.4 per 1000 live births in the rest of upstate New York (Janerich et al., 1981; n=io
million+, New York).
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Definition:
Organ System:
Demographic:
Trend in
Incidence
Rate:
Known
Contributing
Factors:
Mortality
Put simply, mortality means death. Infant mortality
rate is often used an indicator for the health level in
a country.
Multiple
Mortality rates vary among countries depending on
a number of factors. Infant mortality rates range
from 2.60 to 144 deaths/1,000 live births.
Developing countries typically have higher
mortality rates than those in developed countries.
In the United States, the death rate for 10 out of
the 15 leading causes of death has been declining in
the past several years. For the U.S., the death rate
in 2007 was 803/100,000 compared to 2009's rate
of 741/100,000.
Heart Disease, Stroke, Cancer, Infectious Disease,
Malnutrition, Diet, Chronic Disease, Violent Crimes
Water Quality
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Mortality: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
MORTALITY / AlR QUALITY: A study of six cities found that an average of 3% fewer people died for every
reduction of one micro-g/m3 in the average levels of PM2.5 fine particulate matter. This decreased death rate
is approximate to saving 75,000 people per year in the U.S. (Laden et al., 2006; n=8,096, 6 U.S. cities).
MORTALITY / WATER QUALITY: Among a population in Greece where an aquifer was contaminated with
Chromium, observed deaths were 98 times what were expected for that region based on age and gender
(Linos et al., 2011; n=i3"i,ooo, Viotia, Greece).
MORTALITY / WATER HAZARD MITIGATION: In the 12 months following the Bristol Floods of 1968, there
were 87 deaths among the 209 households affected, compared to 58 deaths in those same households in the
12 months prior to flooding-a rise of 50%. No significant difference was found in the non-flooded homes
(Benneti970; n=770, Bristol, England).
MORTALITY / RECREATION & PHYSICAL ACTIVITY: In a study of men aged 25-74, those whose energy output
in walking, climbing stairs, and playing sports totaled 2000 or more kilocalories per week had a 28 percent
lower death rate (from all causes) than less active men (Paffenbarger et al., 1986; n=i2,936 men aged 25-74;
USA).
MORTALITY / HEAT HAZARD MITIGATION: During a 1995 summer heat wave event in Chicago, there
514 heat-related deaths and 696 excess deaths during the month of July (Whitman et al., 1997).
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Definition:
Demographic:
Trend in
Incidence
Rate:
Known
Contributing
Factors:
Obesity
Obesity is a preventable disease characterized by being extremely
overweight and having a high percentage of body fat or a body mass
index (BMI) of 30 or greater. BMI is a calculated weight to height ratio
used to determine a person's relative body fat amount and is typically
accepted as a good indicator of fat content. A BMI between 18.5 and
25 is considered normal and healthy.
Organ System: Multiple
In 2008,1.5 billion adults (age 20 and older) worldwide were deemed
overweight. Of those, over 500 million were obese. In 2010, around 43
million children under five were overweight, of whom 81% were in
developing countries. In the United States, roughly one third of adults
(33.8%) are obese. In the U.S. more women than men are obese and
non-Hispanic blacks have the highest rate of obesity (44.1%) compared
to non-Hispanic whites who have the lowest rate of obesity (32.6%) of
the reported groups.
Worldwide, obesity has more than doubled since 1980 and along with
being overweight is the fifth leading risk for global deaths.
Lack of Exercise, High Calorie Intake, Genetics, Drug Usage
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Obesity: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
OBESITY I AESTHETICS & ENGAGEMENT WITH NATURE: Living in a residence surrounded by at a buffer
of at least 100 m of greenspace was associated with 17% reduced odds of being overweight or obese
(Dadvand et al., 2014; n=3,i78, Sabadell, Spain
OBESITY / RECREATION & PHYSICAL ACTIVITY: In 2005-2006, U.S. adults spent approximately 56.8% of
the waking day in sedentary activity, 23.7% in low-intensity, 16.7% in light-intensity and less than 3% in
moderate- to vigorous-intensity activity. As the amount of physical activity increased, BMI scores
decreased. People with a normal BMI (less than 25 kg/m2) spent 33 min/day doing moderate to
vigorous physical activity, while those who were overweight (BMI between 25 and 30) spent roughly
28.6 minutes in moderate to vigorous activity. Those who were obese (BMI greater than 30) spent only
20.5 min/day doing moderate to vigorous activity (Tudor-Locke et al., 2010; n=5,ooo adults, USA).
OBESITY I AIR QUALITY: Children may be at greater risk for childhood obesity if their mothers are
exposed to polycyclic aromatic hydrocarbons (PAH) during pregnancy. In this study, it was found that
higher prenatal PAH exposure was significantly associated with higher childhood body size. At age 5
years, 21% of the children were obese as were 25% of those followed to age 7 years. Children of mothers
with the highest PAH exposure had a 0.39-unit higher body mass index z-score and a relative risk of 1.70^
at age 5 years (0.30 BMI z-score and 2.26 RR at age 7) (Rundle et al., 2011; n=702, New York). /
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Definition:
Organ System:
Demographic:
Trend in
Incidence Rate:
Known
Contributing
Factors:
Preterm Birth
A baby is considered preterm, or premature, if it is born at
least three weeks before its due date - or 37 weeks. Of all
neonatal deaths, 28% are due to preterm birth.
Reproductive
Pregnant women worldwide have premature births. In the
United States, 1 in 8 babies is born premature.
In countries where data is available, such as the U.S. and
UK among others, preterm birth rates have risen
dramatically over the past 20 years due to a number of
factors.
Carrying More than One Child, Previous Preterm Birth,
Uterine or Cervical Issues, Previous Chronic Health
Problems; Cigarette Smoking, Alcohol Use, or Drug Use
During Pregnancy
o
o
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Preterm Birth: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
PRETERM BIRTH / HEAT HAZARD MITIGATION: Preterm births increase significantly during extreme heat
events.- Evidence - Heat waves were associated with 32.4% higher preterm births (Kent et al., 2014; n=6o,466,
Alabama, United States).
PRETERM BIRTH / WATER QUALITY: Researchers found that significant decreases in gestational duration are
associated with in-utero organophosphate pesticide exposure, especially increased exposure in the latter
part of pregnancy. For every logio unit increase in pesticide exposure there was a 0.41 week (2.9 days)
decrease in gestation (Eskenazi et al., 2004; n=6oi low-income, Latina women, California).
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PTSD
Definition:
Organ System:
Demographic:
Trend in
Incidence Rate:
Known
Contributing
Factors:
Post-Traumatic Stress Disorder (PTSD) is an anxiety
disorder that some people get after seeing or living
through a dangerous or traumatic event. People who have
PTSD may feel stressed or frightened even when they're
no longer in danger.
Nervous
Anyone can get PTSD at any age. Roughly 7 or 8 out of
every 100 people will experience PTSD at some point in
their lives.
About 8 million adults have PTSD during a given year. This
is only a small portion of those who have gone through a
trauma. Women are more likely to develop PTSD than
men.
Traumatic Event, Prior Trauma, History of Mental Illness,
Mental Illness in the Family, Genetics, Alcohol Abuse,
Education Level
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PTSD: Eco-Health
Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
PTSD I RECREATION & PHYSICAL ACTIVITY: The study sought to evaluate the effectiveness of a fly-
fishing program (3-day overnight trip) in reducing multiple measures related to Post Traumatic Stress
Disorder (PTSD) in a sample of veterans with PTSD. Paired t-tests showed a significant reduction in
overall PCLM-M scores (PTSD indicator) between the baseline and follow-up periods (p less than 0.001)
and on all 3 subscales (p less than 0.001). Bonferroni post hoc analyses of Brief Symptom Inventory
scores revealed the trip to be linked to significant and sustained reductions on all measures of distress,
comparing baseline levels to 6 wk. follow-up assessments (p less than 0.001). The trip was also found to
be linked to significant and sustained reductions for negative affect (guilt, hostility, fear, sadness) from
the last day of the fly-fishing trip to the 6 wk. follow up assessment relative to the baseline period (p less
than 0.001). Analyses also indicated significant acute effects for increases on positive affect (self-
assuredness, joviality, serenity) (p less than 0.001) on the last day relative to the baseline period, and
sustained increases in serenity (p less than 0.05) when comparing the baseline to the 6 wk. follow-up
period. Paired sample t-tests evaluated hypothesized improvements in sleep quality between baseline
and follow-up periods (last day of trip, 6 weeks after), indicating significant effects: Pittsburgh Sleep
Quality Inventory (PSQI), t(73) =2.23, p less than 0.001 (Vella et al., 2013; n=74, United States). >
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Water Hazard
Mitigation
Respiratory
Symptoms
Respiratory
Symptoms
Common respiratory symptoms include coughing
and wheezing. There are a number of respiratory
symptoms that are associated with serious
respiratory illnesses. These symptoms include the
following: difficulty breathing, rapid breathing,
shallow or deep breathing, and absence of breathing.
Respiratory
Respiratory symptoms can affect any person
regardless of age, race or gender, though women are
more likely than men to develop a chronic cough.
COPD, Infection, Inflammation, Smoking, Heart
Conditions, Irritants, Allergens
All information available from www.epa.gov/EnviroAtlas
Aesthetics &
Engagement
with Nature
Air Quality
Heat Hazard
Mitigation
Recreation &
Physical
Activity
Definition:
Organ System:
Demographic:
Known
Contributing
Factors:
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Respiratory Symptoms:
Eco-Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
RESPIRATORY SYMPTOMS/AESTHETICS & ENGAGEMENT WITH NATURE: Children who used city
parks less than 5 hours per week were 52% more likely to be rated in "poor health" (wheezing and
allergies) by their parents (Grazuleviciene et al., 2014; n=i,489, Lithuania).
RESPIRATORY SYMPTOMS / WATER HAZARD MITIGATION: Respiratory tract infections accounted for
17.4% of treatment visits for displaced persons during the devastating 1988 flooding in Bangladesh
(Siddique et al., 1991; n=46,740, Bangladesh).
RESPIRATORY SYMPTOMS / RECREATION & PHYSICAL ACTIVITY: Children who used city parks less
than 5 hours per week were 52% more likely to be rated in "poor health" (wheezing and allergies) by
their parents (Grazuleviciene et al., 2014; n=i,489, Lithuania).
RESPIRATORY SYMPTOMS / HEAT HAZARD MITIGATION: During a July, 2006, heat wave in Porto,
Portugal, a 1°C increase in mean apparent temperature was associated with a 1.7% increase in
hospitalizations due to respiratory distress (2.2% for women). For those older than 74 yrs., there was a
3.3% increase in these hospitalizations, with a 3.9% increase for senior women. The greatest number of
excess hospitalizations occurred on the fourth consecutive day of extreme heat (Monteiro et al., 2013).
RESPIRATORY SYMPTOMS / AIR QUALITY: The risk of admission to the hospital for respiratory disease
in the spring and summer months increased 4.2%-5% with a 30 ppb increase in daily high hour ozone
.concentrations in the previous day (Burnett et al., 1997; n=i6 cities, Canada). /
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Definition:
Organ
System:
Self-Esteem
Self-esteem is used to describe one's overall
sense of self-worth or personal value. Many
experts think self-esteem is a major
component of human existence and plays an
important role in one's construct of identity.
Nervous
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Self-Esteem: Eco-
Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
SELF-ESTEEM / AESTHETICS & ENGAGEMENT WITH NATURE: Exercising and walking outdoors, and even
viewing pictures of nature, can significantly improve self-esteem.- Evidence -[1] Both meditative and athletic
walking in a forested environment increased reported self-esteem more than either of these activities in an
indoor environment. In both settings, meditative walking was found to increase self-esteem more than
athletic walking (Shin et al., 2013; n=i39 young women, Korea). [2] Taking a walk outdoors improved self-
esteem by 25% (Peacock et al., 2007; n=20, UK). [3] People who took part in green exercise reported a 9%
improvement in self-esteem after the activity (Pretty et al., 2005; n=263, U K).
SELF-ESTEEM I RECREATION & PHYSICAL ACTIVITY: Participating in physical activity can improve self-
esteem.- Evidence -[1] Study participants reported an almost 9% improvement in self-esteem after physical
activity (Pretty et al., 2005; n=263, UK). [2] Older adults who participated in exercise experienced a
significant increase in self-esteem (Netz et al., 2005; n=36 studies, meta-analysis). [3] In a multi-study
analysis, researchers found that acute short-term exposures to green exercise improved both self-esteem
(effect size=o.46) and mood (effect size=o.54). This improvement increased with the presence of water and
was true regardless of duration or intensity of exercise (Barton and Pretty 2010; n=i,252, U K). [4]
Researchers found that self-esteem scores improved more following exercise when compared to spending
time in social activities. Out of the three study groups, those in the green exercise group had the greatest J
improvement in self-esteem (2.6 out of 40) (Barton et al., 2012, n=53, UK). /
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Definition:
Organ System:
Demographic:
Known
Contributing
Factors:
Social and
Community Ties
Social relations, which are often referred to as social
interactions, include the relationships that individuals have
with one or more people. The term includes long-term
relationships and everyday social interactions with others.
Nervous
In general, humans feel the need for contact with other
human beings and interact with others on a regular basis.
Demographic factors that may affect a person's social
connectedness include: age, marital status, church
attendance, home ownership, education and income.
Environment, Development of Social Skills
Aesthetics &
Engagement
with Nature
Social &
Community
Ties
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Social and Community Ties:
Eco-Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
SOCIAL & COMMUNITY TIES / AESTHETICS & ENGAGEMENT WITH NATURE: In urban areas, including
public housing developments, access to common green spaces and the greenness of those areas are
positively linked to neighborly activities and social and community ties across age groups.- Evidence -[1]
With every unit increase of greenness in common space, residents of an urban public housing community
saw a 1/3-unit increase in neighborhood social ties. With every unit increase of use of common space,
there was a 1/5-unit increase in neighborhood social ties (Kuo et al., 1998; n=i45, Chicago). [2] The
presence of trees was significantly associated with the presence of people in outdoor public spaces in an
urban housing community. The mean number of people in areas with no trees was 1.32; the mean number
of people in areas with trees was 4.45, 237% higher (Coley et al., 1997; observational, Chicago). [3] Social
capital, defined as social connection or association, was positively correlated with tree canopy (measured
as percentage of tree canopy per block group). Also, a linear regression found that tree canopy density
was positively related to social capital (Holtan et al., 2014; n=36i, Baltimore, Maryland, United States). [4]
Urban residents who reported visiting a local park for more than 30 minutes, versus those who did not,
were three times as likely to have four or more good friends in the area. People who reported engaging
in social activities in a local park versus those who did not were almost four times as likely to have 14 or ,
more acquaintances in the area (Kazmierczak 2013; n=236, England). /
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Stress
Definition:
Organ System:
Demographic:
Trend in Incidence
Rate:
Known
Contributing
Factors:
Aesthetics &
Engagement
with Nature
Stress
Stress is a normal feeling that can manifest as a result of an
event or thought that makes people frustrated, upset or
nervous. While some stress can be healthy, chronic and/or
prolonged stress can have negative health effects. Stress affects
people differently and can bring about headaches, muscle pain,
and rapid breathing, among other symptoms.
Nervous System
Stress can affect people of all ages, regardless of sex or
ethnicity. However, one study in the United States found that
women, individuals with lower income, and those who have less
education reported higher levels of stress.
Studies in the US indicate that stress decreases with age and
education level.
Emotional or Important Life Events; Injury or Illness in Yourself, a
Friend, or Loved One; Depression
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Stress: Eco-Health
Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
STRESS / AESTHETICS & ENGAGEMENT WITH NATURE: [1] Two related studies in economically
deprived communities found inverse relationships between neighborhood green space and both self-
reported stress and objective markers of stress as measured by levels and patterns of Cortisol
secretion (Roe et al., 2013; n =106; Ward Thompson et al., 2012; n=25, Scotland). The larger study also
found significant gender differences-women in less green neighborhoods showed higher levels of
stress than men, and the relationship of Cortisol measures to perceived stress was dissimilar between
genders. [2] People who visited urban green spaces more often reported lower levels of stress
(includes fatigue and irritation). Additionally, those who reported wishing to be outdoors in green
spaces more often suffered from higher levels of stress (Grahn and Stigsdotter 2003; n=953, Sweden).
STRESS I RECREATION & PHYSICAL ACTIVITY: [1] Study participants reported an 87% stress recovery
ratio following their visit to a forest or park. Those who practiced sports while at the green space
experienced greater reductions in stress than those who relaxed or walked (Hansmann et al., 2007,
n=i64, Switzerland). [2] The study sought to evaluate the effectiveness of a fly-fishing program (3-day
overnight trip) in reducing psychological distress and other factors in a sample of veterans with PTSD.
Paired sample t-tests evaluated hypothesized reductions in perceptual stress between baseline and
follow-up periods (last day of trip, 6 weeks after), indicating significant effects: Perceived Stress Scale
(PSS), t(73) = 5.56, p less than 0.001 (Vella et al., 2013; n=74, United States). y
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Definition:
Organ System:
Demographic:
Known
Contributing
Factors:
Thyroid
Dysfunction
The thyroid gland is located in the neck and is a hormone-
producing endocrine gland. When the thyroid gland
malfunctions, it may cause too much or not enough
hormone to be produced. A thyroid gland that is not active
enough (hypothyroidism) may cause weight gain and
fatigue.
Endocrine
People over the age of 50 and females are at higher risk of
hypothyroidism (most common thyroid dysfunction).
Inflammation of the thyroid gland, birth defects
Water Quality
Thyroid
Dysfunction
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Thyroid Dysfunction:
Eco-Health Connections
Note: these are not all-inclusive. Some studies may have been left off due to space constraints.
THYROID DYSFUNCTION / WATER QUALITY:
Nitrate, a chemical that has numerous health effects including inhibiting iodine accumulation in the
thyroid gland, is commonly found in groundwater aquifers and thus in drinking water supplies. This study
compared 26 pregnant women in a village with high (93 mg/L) nitrate concentrations in the drinking
water to 22 pregnant women in a village with low (8 mg/L) nitrate concentrations. Women living in the
high-nitrate village were 429% more likely to have thyroid dysfunction than those in the low-
concentration village, thus demonstrating that high nitrate levels are a risk factor for thyroid dysfunction
(Gatseva et al., 2008; n=48 pregnant women, Bulgaria).
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Aesthetics &
Engagement with Nature
People enjoy recreating, relaxing, and spending time outdoors. Scientific studies show that exposure to
nature is positively associated with numerous aspects of health and good social relations. Causal
mechanisms for some of these associations have been demonstrated in the laboratory: faster recovery from
neurological fatigue appears to be responsible for the observed effects that greenness has on mental
concentration and the alleviation of ADHD symptoms in children. Exposure to natural scenery, even through
a window or a photograph, slows the heart rate and calms anxiety. Humans' innate affinity for nature may
be responsible for observations that people are preferentially drawn to community green space, where
they are more inclined to interact with neighbors while relaxing or recreating. Access to nature, including
urban green space, allows for engagement with the natural world and seems to have health benefits that
extend beyond those derived from outdoor exercise. Gardens have long been components of hospital
grounds and urban settings for their perceived benefits to well-being. Engagement with less cultivated
outdoor environments is believed to facilitate exploration, creativity, and self-esteem in children (Louv
2005). The notion that humans, as natural creatures that evolved within ecological settings, have an innate
affinity for nature has been dubbed biophilia (Wilson 1984). This concept is one explanation for observed
improvements in many aspects of human health with increased exposure to features, even representations,
of the natural world.
S. All information available from www.epa.gov/EnviroAtlas >
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Aesthetics &
Engagement with Nature -
All information available from www.epa.gov/EnviroAtlas
Agro-
Ecosystems
Urban
Ecosystems
Stress
Forests
Vulnerable
Populations
ADHD
Social &
Community
Ties
Aggression
Respiratory
Symptoms
Anxiety
Obesity
Aesthetics &
Engagement
with Nature
COPD
Cancer
Low Birth
Weight
Longevity
Confusion
Healing
High Blood
Pressure
Cognitive
Function
Fatigue
Depressioi
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Air Quality
As industry, urbanization, and use of motor vehicles have increased, so too
has the concentration of pollutants in the atmosphere. Forests and other
green spaces can reduce the atmospheric concentrations of many of these
pollutants, including those regulated under the U.S. Clean Air Act: particulate
matter (PM 10 and PM 2.5), carbon monoxide, sulfur dioxide, nitrogen
dioxide and ozone. Due to their significant negative health effects, their
natural removal, dilution, or displacement can protect public health. In
heavily populated areas, even small air-quality improvements from tree cover
are estimated to significantly reduce incidence and severity of respiratory and
related illnesses, as well as reduce health-care costs and days missed from
work and school. Vegetation can also increase air pollution through the
production of pollen, fungal spores, and volatile organic compounds, which
contribute to ozone formation. >
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Vulnerable
Populations
Urban
Respiratory
Symptoms
Obesity
Mortality
Migraine
Air Quality
Longevity
Hospital
Admissions
Air Quality
back
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Water Quality
When a contaminant is introduced into water, it does not always remain suspended in the
water but can be taken up by plants, animals, or soil before it reaches a major water body.
Ecological features, whether natural or man-made, with the appropriate plant species and
soil types, can remove up to 100% of certain contaminants from various landscapes
including urban and agricultural areas. This process can reduce contamination of aquatic
habitats, drinking-water supplies, and recreational waters. The absence of adequate
natural water filtration due to habitat removal or the inability of the filtering environment
to cope with the volume of pollution can lead to significant public-health threats. These
threats can be reduced with water treatment systems; however, this solution is not always
an option due to expense or technology limitations. One well known example of promoting
natural removal of contaminants as opposed to a water treatment system is that of the
Catskills watershed. Faced with building a water filtration plant that would cost at least $6
billion to build and $300 million a year to operate, New York City opted to protect the
Catskills watershed which provides their water supply. An investment of $1 to $1.5 billion to
purchase and restore the watershed allowed for continued purification and filtration of the
City's water resources without having to invest in a filtration plant.
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Water Quality
back
NO
SWIMMING
BY RECOMMENDATION OF
COUNTY HEALTH DEPT
14
V %
1
All information available from www.epa.gov/EnviroAtlas
Agro-
Ecosy stems
Forests
Thyroid
Dysfunction
Urban
Ecosystems
Preterm Birth
Wetlands
Mortality
Water Quality
Kidney
Malfunction
Gastrointestin
al Illness
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Heat Hazard Mitigation
The Urban Heat Island (UHI) effect is a heating phenomenon that occurs in urban
centers and their surrounding suburban areas. With the UHI effect, metropolitan
areas do not cool down at night due to the release of heat from dark surfaces that
absorb heat throughout the day. In UHls, temperatures can be 6 to 8 degrees higher
in urban centers than in nearby woodlands. This fact is especially important during
heat wave events, where those who reside in urban areas are often most effected
due to exposure to higher maximum temperatures and less nighttime reprieve from
heat. In urban systems, green spaces such as parks, urban forests and green roofs,
can reduce urban temperatures and mitigate the effects of heat wave events through
evapotranspiration and shading. The cooling effects of these green spaces may be
especially important during heat waves, where temperatures directly outside the
homes in which people are confined (elderly, infirm) have an effect on mortality.
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Vulnerable
Populations
Anxiety
COPD
Respiratory
Symptoms
Cardiovascular
Diseases
Preterm Birth
Heat Hazard
Mitigation
Mortality
Heat Stroke
Mental Health
Hospital
Admissions
Kidney
Malfunction
Heat Hazard Mitigation
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• front
Recreation &
Physical Activity
Regular physical activity is essential to a healthy lifestyle. Outdoor areas such as
parks, forests, and urban green spaces promote a variety of physical activities such as
walking, biking and exploration. Bodies of water also provide opportunities for
activities like canoeing, fishing, and water skiing. Though there are numerous
opportunities for indoor exercise at fitness centers, these options are often costly in
terms of time and money and are not available to everyone. Studies show that many
people prefer exercising outdoors and outdoor exercise has been shown to have
more positive mental and physical health effects than indoor exercise. The presence
of outdoor green spaces provides more opportunities for people to recreate and
participate in physical activities outdoors. This planned exercise, combined with the
incidental exercise that comes from walking and biking from place to place,
contributes to overall well-being. /
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Recreation &
Physical Activity
All information available from www.epa.gov/EnviroAtlas
Forests
Wetlands
Urban
Ecosystems
Vulnerable
Populations
Self-Esteem
Aggression
Respiratory
Symptoms
Anxiety
PTSD
Obesity
Recreation &
Physical
Activity
Cognitive
Function
Mortality
Confusion
Depression
Low Birth
Weight
Fatigue
High Blood
Pressure
Longevity
Happiness
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front
Water Hazard
Mitigation
Various ecosystems, whether natural or man-made, can buffer the negative effects
that extreme precipitation and weather events have on surrounding areas. For
instance, wetlands moderate the effects of floods by taking in and holding
floodwaters and protect coastlines from storm events like hurricanes and tsunamis.
Forested ecosystems have also been shown to reduce flooding and help regulate
water flow in-between precipitation events by intercepting, absorbing, and slowly
releasing water. In urban areas, these forests also reduce the impacts of stormwater
runoff. This water regulation reduces flooding events and their negative health
effects while also mitigating potential droughts through water storage. The absence
of ecosystems such as wetlands and forests, which are capable of regulating water,
may result in increased incidence of extreme events such as flooding, as well as
Vexacerbate the effects of events such as hurricanes due to the lack of a proper buffer
from human settlements.
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Forests
Vulnerable
Populations
Urban
Ecosystems
Respiratory
Symptoms
Mortality
Asthma
Water Hazard
Mitigation
Miscarriage
Cancer
Mental Health
Wetlands
Bronchitis
Hospital
Admissions
Gastrointestin
al Illness
Water Hazard
Mitigation
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xvEPA
United States
Environmental Protection
Agency
Instructions:
1.
Eco-Health Relationship Browser Notecards:
Single-sided (no connections on back of card)
These materials are part of EPA Report #EPA/6oo/R-i8/i86.
2.
3-
4-
5-
Print out these Notecards SINGLE-sided (preferably in
color so that the categories are visibly distinct for
students (ecosystems in green, ecosystem services in
blue, and health outcomes in red).
Optional: If you have time, cut out
don't have time, students can just
hands. You could also slide the pieces of paper into sheet protectors
for a quick lamination substitute.
Punch holes in the black circles on the Notecards
in sheet protectors, use the existing holes in the sheet protectors).
Using yarn or string, tie a loop (long enough to drape
the card around the neck) around trie Notecards.
Follow the instructions in the Lesson Plan: Connecting
ecosystems and human health.
Store for use in future years—just a one-time set-up!
(notecards last updated 9/8/2017)
: JL
I
Have time?
Laminate and
hole-punch the
notecards.
Don't have
time? Use
Sheet
Protectors!
-------
Urban
Ecosystems
Urban ecosystems are dynamic systems that
contain both built and natural environments.
Urban ecosystems include all green and blue
spaces within the area, such as parks,
cemeteries, lakes and streams, along with
human components. Urban ecosystems can
mimic the function of natural ecosystems and
thus provide their own important ecosystem
services that contribute to human well-being in
those urban areas.
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Agro-Ecosystems
Agro-ecosystems are ecosystems that have been modified
by humans for the primary purpose of producing food,
fiber or agricultural products (Huggins, 2000). Agro-
ecosystems can provide various ecosystem services such as
regulation of soil and water quality and carbon
sequestration (Power, 2010). Agro-ecosystems may
contain cover crops, wetlands, wind rows and wildlife
habitats. They can also assist with pollination and pest
control/regulation and are often popular for recreation and
with bird watchers and hunters.
Aesthetics &
Engagement
with Nature
Q
0
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Forests
Forest ecosystems are dominated by trees,
where the crown cover exceeds 10% and the
area is larger than 0.5 hectares. There are
multiple types of forests: tropical, wetland, and
community-managed forests. Forests are made
up of different tree and plant species that vary
according to climate, geography, and
hydrology. Forests are often managed for the
goods that they provide, such as timber and
paper products. Forests also provide other
services, such as filtering pollutants from water
and air that would be virtually impossible to
replace using technology. Forests are also used
for recreation activities such as hiking and
Cam pi ng. ^Il information available from www.epa.gov/EnviroAtlas
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Wetlands
Wetlands are lands transitional between
terrestrial and aquatic systems where the
water table is usually at or near the surface
or the land is covered by shallow water.
Some common wetlands in the US include
coastal salt marshes, peat bogs, lowland
swamps, and even rivers and lakes.
Wetlands are often rich in bird species and
thus are prime bird watching areas. They
also provide opportunities for other
recreation activities such as fishing and
hunting.
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Definition:
Organ System:
Demographic:
Trend in
Incidence
Rate:
Known
Contributing
Factors:
ADHD
Attention-deficit/hyperactive disorder (ADHD)
is the most common neurobehavioral
disorder of childhood. It manifests as an
unusually high and chronic level of
inattention, impulsivity/hyperactivity or both.
Nervous System
ADHD is a common condition that affects
children and adolescents, while ADD is more
common in adults.
ADHD affects more than 2 million school-aged
children. Recent statistics indicate that
among children aged 6 to 11 years the
incidence of ADHD is approximately 7%.
Premature Birth, Fetal Trauma (including that
from infection or drug/alcohol exposure)
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Definition:
Organ System:
Demographic:
Known
Contributing
Factors:
Aggression
Aggression often manifests in the form of hostility - a
multidimensional construct consisting of cognitive,
affective and behavioral dimensions. These include
cynicism and mistrust; feelings of anger, irritation, rage,
contempt; and various acts of physical and verbal
aggression.
Nervous
Individuals from any race, ethnicity, gender or age group
can experience hostility. Men, especially between the
ages of 20 - 30, exhibit more physical aggression and
hostile behavior than women. Evidence suggests,
however, that women in romantic relationships may
exhibit as much hostile behavior as their partner.
Low Economic Status, Vitamin Deficiency, Alcohol Use,
Testosterone
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Anxiety
Definition:
Organ System:
Demographic:
Trend in
Incidence Rate:
Known
Contributing
Factors:
Anxiety is characterized by excessive and
unrealistic worry about everyday tasks that
interferes with normal functioning. Several
types of recognized anxiety disorders exist.
Nervous
Children and adults
Anxiety disorders are the most common
mental illness in the U.S., affecting 18% of
adults, according to leading specialists in
anxiety treatment.
Chemical Imbalance in the Brain, Lack of
Exercise, Poor Diet, Stressful Environments
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Arthritis
Definition:
Demographic:
Trend in
Incidence Rate:
Known
Contributing
Factors:
Arthritis is inflammation of one or more joints, which
results in pain, swelling, stiffness, and limited
movement. There are over 100 different types of
arthritis.
Air Quality
Organ System: Skeletal, Muscular, Immune
Most people over age 60 have arthritis to some
degree, but its severity varies. Even people in their 20s
and 30s can get arthritis. In people over 50, more
women than men get arthritis.
Arthritis affects nearly 27 million Americans. The
chance of developing the disease increases with age.
Heredity, Injury to Joints, Abnormal Metabolism,
Blood Infections, Aging
Arthritis
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Definition:
Organ System:
Demographic:
Trend in Incidence
Rate:
Asthma
Asthma is a chronic disease of the airways that makes breathing
difficult. With asthma, there is inflammation of the air passages
that results in a temporary narrowing of the airways that carry
oxygen to the lungs.
Respiratory
Both children and adults have asthma, although in 2009 a higher
percentage of children (9.6%) were reported as having asthma
when compared to adults (7.7%). Diagnoses were especially high
among boys (11.3%). In 2009, the highest rate of asthma among
racial/ethnic groups was 17% for non-Hispanic black children.
Asthma affects 24.6 million Americans. The CDC reports that the
number of people in the U.S. diagnosed with Asthma grew by
4.3 million, from 7.3% of the population to 8.2%, between 2001
and 2009.
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Definition:
Organ
System:
Known
Contributing
Factors:
Birth Outcomes
For the purposes of the browser, birth
outcomes can mean multiple adverse
outcomes or issues associated with
pregnancy or birth. These may include
preeclampsia, high blood pressure, preterm
birth, low birth weight, birth defects, and
miscarriage.
Main: Reproductive, other systems
Obesity, Older age, First Pregnancy, Multiple
Pregnancy (twins+)
Air Quality
Birth
Outcomes
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Definition:
Organ System:
Demographic:
Trend in
Incidence
Rate:
Known
Contributing
Factors:
Bronchitis
A condition resulting when the bronchial tubes,
which carry air to the lungs, become inflamed
and irritated. When this happens, the tubes swell
and produce mucus. This results in coughing and
wheezing that can last for up to 8 weeks.
Respiratory
Bronchitis is equally distributed among men and
women.
In the US, it has been estimated that almost 5% of
the general population develops acute bronchitis
each year.
Cigarette Smoke, Compromised Immune System,
Air Pollution/Irritants
Air Quality
o
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Definition:
Organ System:
Demographic:
Trend in
Incidence Rate:
Known
Contributing
:actors:
Cancer
Cancer is the uncontrolled growth of abnormal cells in
the body. Cancerous cells are also called malignant cells.
Multiple
Anyone can develop cancer, although the risk of being
diagnosed with cancer increases with age. In 2007, there
were 11.7 million Americans living with a history of
cancer. About 78% of all cancers are diagnosed in
persons 55 years of age or older.
Roughly 1.65 million new cancer cases were estimated
to be diagnosed in the year 2015. Cancer is the second
most common cause of death in the U.S. with more than
1,600 people a day dying from it.
Diet, Tobacco, Air/Water Pollution, Alcohol, Radiation,
Medications, Genes
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Definition:
Organ
System:
Demographic:
Trend in
Incidence
Rate:
Known
Contributing
Factors:
Cardiovascular Disease
Cardiovascular Diseases are a group of diseases that affect the
heart and blood vessels. These include several types of heart
diseases, cerebrovascular disease, and arterial disease. Coronary
heart disease, which is the leading cause of cardiovascular-related
deaths, is a narrowing of the small blood vessels that supply blood
and oxygen to the heart.
Cardiovascular System
CVDs are the leading cause of death worldwide. Those in low and
middle income countries are disproportionately affected - roughly
80% of cases take place in these countries. In the U.S., CHD affects
men roughly 40% more than women, while hypertension is slightly
higher in women.
Worldwide, the number of people with cardiovascular diseases is
rising and WHO estimates that by 2030, almost 23.6 million people
will die from CVDs, mainly heart disease and stroke. In the United
States, age-adjusted prevalence for coronary heart disease
declined overall from 6.7% to 6.0% between 2006 and 2010.
Diet, Physical Inactivity, Tobacco Use, Alcohol Abuse, High
Cholesterol, Access to Health Care, Socioeconomic Status
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Cognitive Function
Cognitive function refers to a person's ability to
process thoughts. Cognition primarily refers to things
like memory, the ability to learn new information,
Definition: speech, and reading comprehension. Cognitive
function can become impaired as a result of aging,
head trauma or the presence of disease such as
Alzheimer's.
Organ System: Nervous
Trend in
Incidence
Rate:
Known
Contributing
Factors:
Cognitive function can become impaired as people
grow older and may develop conditions such as
dementia. Alzheimer's disease is the 5th leading cause
of death among those 65 and older in the United
States
Exercise, Diet, Sleep, Aging, Disease
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Definition:
Organ System:
Demographic:
Known
Contributing
Factors:
Confusion
Confusion is the inability to think with one's usual
speed or clarity. This includes difficulty in
remembering, paying attention or making
decisions.
Nervous
Confusion is more common in the elderly.
Alcohol intoxication, Head Trauma, Brain Tumor,
Low Blood Sugar, Infection, Drug Use
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Definition:
Organ System:
Demographic:
Trend in Incidence
Rate:
COPD
Chronic Obstructive Pulmonary Disease (COPD) is a disease of the
lungs that makes it difficult for one to breathe. The term COPD
most often includes two conditions: chronic bronchitis and
emphysema. With chronic bronchitis, the lining of the lung airways
becomes irritated, thickens, and produces large amounts of
mucus. With emphysema, the walls between the lung's air sacs
become damaged and deflate, reducing gas exchange in the lungs.
Respiratory
Worldwide, 64 million people have COPD. Typically, people
between the ages of 65 - 84 develop COPD. Men and women are
affected by the disease equally at present. Those who smoke are
much more likely to develop the disease.
In 2012, more than 3 million people died of COPD and WHO
predicts that by 2030 it will be the third leading cause of death
worldwide. The number of women with COPD is increasing due to
increased tobacco use in high-income countries and exposure to
indoor air pollution in low-income countries.
Smoking, Exposure to Air Pollutants, Indoor Air Quality, Outdoor
Air Quality
All information available from www.epa.gov/EnviroAtl
Known
Contributing
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Diabetes
Definition:
Organ System:
Demographic:
Trend in Incidence
Rate:
Known Contributing
Factors:
Diabetes is a disease in which blood glucose levels are above normal.
When people have diabetes, their bodies either do not make enough
insulin or cannot use it as well as they should.
Diabetes can affect major organs, including heart, blood vessels,
nerves, eyes, and kidneys.
Compared with non-Hispanic whites, members of racial and ethnic
minority groups are more likely to have diagnosed diabetes. During
their lifetime, half of all Hispanic men and women and non-Hispanic
black women are predicted to develop the disease.
Over the past 32 years, from 1980 through 2012, the number of adults
with diagnosed diabetes in the United States nearly quadrupled, from
5.5 million to 21.3 million. Among adults, about 1.7 million new cases of
diabetes are diagnosed each year.
Obesity, Sedentary Lifestyle, Heredity, Hypertension (High Blood
Pressure), Low levels of HDL and Elevated Levels of Triglycerides in the
blood.
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Definition:
Organ System:
Demographic:
Trend in Incidence
Rate:
Depression
Depressive disorders are characterized by persistent low mood,
loss of interest and enjoyment, and reduced energy, causing
varying levels of social and occupational dysfunction.
Nervous
Women are affected twice as often as men. In patients with an
affected first-degree relative, the lifetime risk of depression
increases to 1.5 to 3.0 times average. First onset occurs most
frequently in patients aged 12 to 24 years and in those older
than 65 years.
In people aged 18 to 44 years, depression is the leading cause of
disability and premature death. Depression is predicted to be
the second leading cause of disability in people of all ages by
the year 2020.
O
O
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Definition:
Organ System:
Demographic:
Known
Contributing
Factors:
Fatigue
Fatigue is a feeling of tiredness, weariness or lack of
energy. It can be a normal response to physical or
emotional stress among other factors but can also be a
sign of more serious conditions.
Fatigue can affect the entire body or be localized in
certain systems.
Any person from any race, ethnicity, gender, or age
group can experience fatigue.
Anemia, Depression, Certain Medications, Sleep
Disorders, Malfunction of Thyroid Gland, Chronic
Disease, Malnutrition, Exertion
Aesthetics &
Engagement
.with Nature
O
o
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Definition:
Organ System:
Demographic:
Trend in
Incidence Rate:
Known
Contributing
Factors:
Gastrointestinal
Illness
Gastrointestinal infections (GIs) can be caused by a host of different
parasites, viruses and bacteria and often result in diarrhea, nausea,
cramping and vomiting. Bacterial gastroenteritis (food poisoning) is
commonly caused by E.coli, Salmonella, and Staphylococcus. Enteric
viral gastroenteritis, often called stomach flu, is caused by viruses such
as adenovirus and rotavirus.
Digestive
Those with the highest risk for severe gastroenteritis include the young,
the elderly, and people who have suppressed immune systems.
Each year in the US, foodborne illness causes 48 million gastrointestinal
illnesses. Incidence rates for foodborne illnesses fluctuate yearly,
although in the US, the general trend from 1996 - 2010 has shown a
decrease in illnesses as a result of Campylobacter and Shigella, while
there has been an increase in illnesses associated with Salmonella.
Tainted Food or Water, Contact with an Infected Person (viral)
o
o
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Definition:
Organ System:
Demographic:
Trend in
Incidence Rate:
Known
Contributing
Factors:
Happiness
Happiness is a specific emotion that people feel when good
things happen and is considered by psychologists to be one
of the few basic emotions (cannot be broken down
further) that humans experience.
Nervous
Those who live in countries with higher incomes and less
suffering typically have higher life satisfaction. A 2010
Gallup Poll found that European countries such as Denmark
and Finland have high happiness ratings while many
countries in Africa shared the lowest ratings.
Up to a threshold point, people who gain wealth are
happier. In 2007, a Pew study found that happiness in many
countries globally was increasing largely due to economic
growth. As of 2006, in the US, happiness inequality among
demographic groups had decreased considerably since the
1970s.
Quality of Life, Social Relationships, Income
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Healing
Definition:
To heal is to mend or make better and includes
recovery from injury and surgery. For the purpose
of this browser, healing refers to physical and
mental recovery.
Aesthetics &
Engagement
with Nature
Healing
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Heat Stroke
Definition:
Organ System:
Demographic:
Trend in Incidence
Rate:
Known
Contributing
Factors:
Heat stroke is the most severe heat illness, and occurs when
body temperature reaches 104° Fahrenheit. Heat stroke is
typically preceded by other heat illnesses such as heat
exhaustion and dehydration.
Multiple
Any person can suffer from heat stroke, though children, the
elderly, those who work outdoors, and obese people are at
higher risk of developing heat illness.
Serious heat illnesses occur most often during the summer
months and during heat wave events. As the global climate is
expected to warm, it is likely that heat wave events and heat
illnesses will increase in many areas.
High temperatures, High humidity, Dehydration
Heat Hazard
Mitigation
Heat Stroke
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Definition:
Organ
System:
High Blood Pressure
High blood pressure (HBP), also called hypertension, is when a
person's blood pressure is at or above 140/90 mmHg most of the time.
HBP is a serious condition and can lead to coronary heart disease, heart
failure, stroke, and kidney failure, among other problems.
Demographic:
Trend in
Incidence
Rate:
Cardiovascular
Risk of getting HBP increases with age as the blood vessels becomes
stuffer. African Americans are particularly prone to H BP along with
those who are overweight or obese. Hypertension affects
approximately 30% of US adults.
In the US, hypertension increased from 23.9% (1988 - 94) to 28.5%
(1999-2000). Though hypertension prevalence did not change between
2000 and 2008, hypertension control increased to roughly 50%. In
2000, the global number of adults with hypertension was estimated at
972 million with 2025 future projections reaching 1.56 billion.
Overweight, Smoking, High Salt Intake, Alcohol Consumption, Stress,
Age, Genetics
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Known
Contributing
Factors:
-------
Hospital Admissions
Definition* T^e "hospital admissions" portion refers to people who were admitted to a healthcare
facility to receive illness diagnosis and/or treatment.
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Kidney Malfunction
The kidneys are two small organs that are connected to
the urinary bladder. Their main function is to remove
waste products and excess water from the blood. The
kidney plays a major role in regulating levels of various
minerals in the body as well as producing some important
hormones. Damage to the kidneys can be caused by a
number of factors and if serious, can result in kidney
failure.
Definition:
Organ System:
Demographic:
Known
Contributing
Factors:
Urinary
Issues with the kidneys become more common as people
age. In the US, more than 10 percent of people, or more
than 20 million, ages 20 years and older have chronic
kidney disease.
Genetics, Diabetes, High Blood Pressure, Aging, Illness,
Injury
o
Water Quality
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Longevity
Definition:
Life expectancy is the average number of years a person is
expected to live from birth and is often used as a measure
of overall quality of life in a country.
Organ System: Life expectancy is affected by all organ systems.
Demographic:
Trend in
Incidence
Rate:
Known
Contributing
Factors:
Life expectancy varies among countries and regions. In
2009, the lowest average life expectancy was 47 years for
those who live in Malawi and the highest was 83 years for
those from Japan. The United States' average life
expectancy is 79 years. Low income countries generally
have lower life expectancies.
Life expectancy has increased globally by four years since
1990. However, in many African countries it has actually
decreased, largely due to HIV/AIDS.
Access to Medical Treatment, Quality of Life, Chronic
Disease, Infectious Disease, Nutrition, Lifestyle
o
XDs
Air Quality
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Definition:
Low Birth Weight
An infant is considered to have a low birth weight if
it weighs less than 5lbs 8 oz. (2500 grams) at birth.
Organ System: Reproductive
Demographic:
Trend in
Incidence Rate:
Known
Contributing
Factors:
Roughly 30 million babies are born with low birth
weight annually. Low income or developing
countries have higher numbers of low-weight births
than higher income countries.
Globally, prevalence of low-weight births is slowly
decreasing.
Multiple Pregnancy (twins+), Previous Chronic
Conditions, Smoking, Drug and Alcohol Use,
Uterine or Cervical Issues
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Definition:
Demographic:
Known
Contributing
Factors:
Mental Health
Mental health is a state of well-being in which
an individual realizes his or her own abilities,
can cope with the normal stresses of life, can
work productively and is able to make a
contribution to his or her community.
Organ System: Nervous
Mental and behavioral disorders are
estimated to account for 12% of the global
burden of disease. Mental and behavioral
disorders are common, affecting more than
25% of all people at some time during their
lives. Around 20% of all patients seen by
primary health care professionals have one or
more mental disorders.
Social Relations, Social Support,
Spirituality/Religion, Physical Health,
Substance Abuse, Trauma, Stress
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Definition:
Organ System:
Demographic:
Known
Contributing
Factors:
Migraine
A migraine is a type of severe headache caused by abnormal
brain activity that is often accompanied by nausea, vomiting
or sensitivity in light.
Nervous
Migraine afflicts 28 million Americans, with females
suffering more frequently (17%) than males (6%). This trend,
where roughly 6% of men and 15-18% of women are affected
by migraines is also seen in Europe and Central and South
America. Migraines affect women 2 - 3 times more than men
in most countries that have been studied.
Stress, Alcohol Use, Allergic Reactions, Certain Foods,
Environmental Factors (these are thought to have an effect
on migraines)
Air Quality
Migraine
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Miscarriage
Definition:
Organ System:
Demographic:
Trend in
Incidence Rate:
Known
Contributing
Factors:
A miscarriage is the spontaneous loss of a fetus before
the 20th week of pregnancy.
Reproductive
Miscarriages occur in women who are pregnant and
increase in likelihood as women age. Women over the age
of 30 and those who have previously had a miscarriage
are at greater risk of having a miscarriage.
Studies show that about 8 to 20 percent of women who
know they are pregnant have a miscarriage some time
before 20 weeks of pregnancy; 80 percent of these occur
in the first 12 weeks (Regan 2000).
Diabetes, Chromosomal abnormalities, Drug and alcohol
abuse, Exposure to environmental toxins, Hormone
problems, Infection, Obesity (potential contributing
factors)
Water Hazard
Mitigation
Miscarriage
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Definition:
Organ System:
Demographic:
Trend in
Incidence
Rate:
Known
Contributing
Factors:
Mortality
Put simply, mortality means death. Infant mortality
rate is often used an indicator for the health level in
a country.
Multiple
Mortality rates vary among countries depending on
a number of factors. Infant mortality rates range
from 2.60 to 144 deaths/1,000 live births.
Developing countries typically have higher
mortality rates than those in developed countries.
In the United States, the death rate for 10 out of
the 15 leading causes of death has been declining in
the past several years. For the U.S., the death rate
in 2007 was 803/100,000 compared to 2009's rate
of 741/100,000.
Heart Disease, Stroke, Cancer, Infectious Disease,
Malnutrition, Diet, Chronic Disease, Violent Crimes
Water Quality
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Definition:
Demographic:
Trend in
Incidence
Rate:
Known
Contributing
Factors:
Obesity
Obesity is a preventable disease characterized by being extremely
overweight and having a high percentage of body fat or a body mass
index (BMI) of 30 or greater. BMI is a calculated weight to height ratio
used to determine a person's relative body fat amount and is typically
accepted as a good indicator of fat content. A BMI between 18.5 and
25 is considered normal and healthy.
Organ System: Multiple
In 2008,1.5 billion adults (age 20 and older) worldwide were deemed
overweight. Of those, over 500 million were obese. In 2010, around 43
million children under five were overweight, of whom 81% were in
developing countries. In the United States, roughly one third of adults
(33.8%) are obese. In the U.S. more women than men are obese and
non-Hispanic blacks have the highest rate of obesity (44.1%) compared
to non-Hispanic whites who have the lowest rate of obesity (32.6%) of
the reported groups.
Worldwide, obesity has more than doubled since 1980 and along with
being overweight is the fifth leading risk for global deaths.
Lack of Exercise, High Calorie Intake, Genetics, Drug Usage
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Definition:
Organ System:
Demographic:
Trend in
Incidence Rate:
Known
Contributing
Factors:
Preterm Birth
A baby is considered preterm, or premature, if it is born at
least three weeks before its due date - or 37 weeks. Of all
neonatal deaths, 28% are due to preterm birth.
Reproductive
Pregnant women worldwide have premature births. In the
United States, 1 in 8 babies is born premature.
In countries where data is available, such as the U.S. and
UK among others, preterm birth rates have risen
dramatically over the past 20 years due to a number of
factors.
Carrying More than One Child, Previous Preterm Birth,
Uterine or Cervical Issues, Previous Chronic Health
Problems; Cigarette Smoking, Alcohol Use, or Drug Use
During Pregnancy
o
o
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PTSD
Definition:
Organ System:
Demographic:
Trend in
Incidence Rate:
Known
Contributing
Factors:
Post-Traumatic Stress Disorder (PTSD) is an anxiety
disorder that some people get after seeing or living
through a dangerous or traumatic event. People who have
PTSD may feel stressed or frightened even when they're
no longer in danger.
Nervous
Anyone can get PTSD at any age. Roughly 7 or 8 out of
every 100 people will experience PTSD at some point in
their lives.
About 8 million adults have PTSD during a given year. This
is only a small portion of those who have gone through a
trauma. Women are more likely to develop PTSD than
men.
Traumatic Event, Prior Trauma, History of Mental Illness,
Mental Illness in the Family, Genetics, Alcohol Abuse,
Education Level
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Water Hazard
Mitigation
Respiratory
Symptoms
Respiratory
Symptoms
Common respiratory symptoms include coughing
and wheezing. There are a number of respiratory
symptoms that are associated with serious
respiratory illnesses. These symptoms include the
following: difficulty breathing, rapid breathing,
shallow or deep breathing, and absence of breathing.
Respiratory
Respiratory symptoms can affect any person
regardless of age, race or gender, though women are
more likely than men to develop a chronic cough.
COPD, Infection, Inflammation, Smoking, Heart
Conditions, Irritants, Allergens
All information available from www.epa.gov/EnviroAtlas
Aesthetics &
Engagement
with Nature
Air Quality
Heat Hazard
Mitigation
Recreation &
Physical
Activity
Definition:
Organ System:
Demographic:
Known
Contributing
Factors:
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Definition:
Organ
System:
Self-Esteem
Self-esteem is used to describe one's overall
sense of self-worth or personal value. Many
experts think self-esteem is a major
component of human existence and plays an
important role in one's construct of identity.
Nervous
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Definition:
Organ System:
Demographic:
Known
Contributing
Factors:
Social and
Community Ties
Social relations, which are often referred to as social
interactions, include the relationships that individuals have
with one or more people. The term includes long-term
relationships and everyday social interactions with others.
Nervous
In general, humans feel the need for contact with other
human beings and interact with others on a regular basis.
Demographic factors that may affect a person's social
connectedness include: age, marital status, church
attendance, home ownership, education and income.
Environment, Development of Social Skills
Aesthetics &
Engagement
with Nature
Social &
Community
Ties
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Stress
Definition:
Organ System:
Demographic:
Trend in Incidence
Rate:
Known
Contributing
Factors:
Aesthetics &
Engagement
with Nature
Stress
Stress is a normal feeling that can manifest as a result of an
event or thought that makes people frustrated, upset or
nervous. While some stress can be healthy, chronic and/or
prolonged stress can have negative health effects. Stress affects
people differently and can bring about headaches, muscle pain,
and rapid breathing, among other symptoms.
Nervous System
Stress can affect people of all ages, regardless of sex or
ethnicity. However, one study in the United States found that
women, individuals with lower income, and those who have less
education reported higher levels of stress.
Studies in the US indicate that stress decreases with age and
education level.
Emotional or Important Life Events; Injury or Illness in Yourself, a
Friend, or Loved One; Depression
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Definition:
Organ System:
Demographic:
Known
Contributing
Factors:
Thyroid
Dysfunction
The thyroid gland is located in the neck and is a hormone-
producing endocrine gland. When the thyroid gland
malfunctions, it may cause too much or not enough
hormone to be produced. A thyroid gland that is not active
enough (hypothyroidism) may cause weight gain and
fatigue.
Endocrine
People over the age of 50 and females are at higher risk of
hypothyroidism (most common thyroid dysfunction).
Inflammation of the thyroid gland, birth defects
Water Quality
Thyroid
Dysfunction
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Aesthetics &
ement with Nature
People enjoy recreating, relaxing, and spending time
outdoors. Scientific studies show that exposure to nature is
positively associated with numerous aspects of health and
good social relations. Causal mechanisms for some of these
associations have been demonstrated in the laboratory:
faster recovery from neurological fatigue appears to be
responsible for the observed effects that greenness has on
mental concentration and the alleviation of ADHD
symptoms in children. Exposure to natural scenery, even
through a window or a photograph, slows the heart rate
and calms anxiety. Humans' innate affinity for nature may
be responsible for observations that people are
preferentially drawn to community green space, where they
are more inclined to interact with neighbors while relaxing
or recreating. Gardens have long been components of
hospital grounds and urban settings for their perceived
benefits to well-being. Engagement with less cultivated
outdoor environments is believed to facilitate exploration,
creativity, and self-esteem in children (Louv 2005).
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front
Air Quality
As industry, urbanization, and use of motor vehicles
have increased, so too has the concentration of
pollutants in the atmosphere. Forests and other green
spaces can reduce the atmospheric concentrations of
many of these pollutants, including those regulated
under the U.S. Clean Air Act: particulate matter (PM 10
and PM 2.5), carbon monoxide, sulfur dioxide,
nitrogen dioxide and ozone. Due to their significant
negative health effects, their natural removal, dilution,
or displacement can protect public health. In heavily
populated areas, even small air-quality improvements
from tree cover are estimated to significantly reduce
incidence and severity of respiratory and related
illnesses, as weli as reduce health-care costs and days
missed from work and school. Vegetation can also
increase air pollution through the production of pollen,
fungal spores, and volatile organic compounds, which
contribute to ozone formation.
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Agro-
Ecosystems
Thyroid
Dysfunction
Urban
Ecosystems
Mortality
Water Quality
Low Birth
Weight
Kidney
Malfunction
Gastrointestin
al Illness
Water Quality
All information available from
www.epa.gov/EnviroAtlas
When a contaminant is introduced into water, it does not always
remain suspended in the water but can be taken up by plants,
animals, or soil before it reaches a major water body. Ecological
features, whether natural or man-made, with the appropriate
plant species and soil types, can remove up to 100% of certain
contaminants from various landscapes including urban and
agricultural areas.
This process can reduce contamination of aquatic habitats,
drinking-water supplies, and recreational waters. The absence of
adequate natural water filtration due to habitat removal or the
inability of the filtering environment to cope with the volume of
pollution can lead to significant public-health threats. These
threats can be reduced with water treatment systems; however,
this solution is not always an option due to expense or
technology limitations.
One well known example of promoting natural removal of
contaminants as opposed to a water treatment system is that of
the Catskills watershed. Faced with building a water filtration
plant that would cost at least $6 billion to build and $300 million
a year to operate, New York City opted to protect the Catskills
watershed which provides their water supply. An investment of
$1 to $1.5 billion to purchase and restore the watershed allowed
for continued purification and filtration of the City's water
resources without having to invest in a filtration plant.
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Urban
Ecosystems
Vulnerable
Populations
Anxiety
Respiratory
Symptoms
COPD
Heat Stroke
Mortality
Heat Hazard Mitigation
Cardiovascular
Heat Hazard
Preterm Birth
Diseases
Mitigation
All information available from
www.epa.gov/EnviroAtlas
The Urban Heat Island (UHI) effect is a heating
phenomenon that occurs in urban centers and their
surrounding suburban areas. With the UHI effect,
metropolitan areas do not cool down at night due to the
release of heat from dark surfaces that absorb heat
throughout the day.
In UHls, temperatures can be 6 to 8 degrees higher in urban
centers than in nearby woodlands. This fact is especially
important during heat wave events, where those who reside
in urban areas are often most effected due to exposure to
higher maximum temperatures and less nighttime reprieve
from heat. In urban systems, green spaces such as parks,
urban forests and green roofs, can reduce urban
temperatures and mitigate the effects of heat wave events
through evapotranspiration and shading.
The cooling effects of these green spaces may be especially
important during heat waves, where temperatures directly
outside the homes in which people are confined (elderly,
infirm) have an effect on mortality.
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Recreation 8c
sical Activity
Regular physical activity is essential to a healthy lifestyle.
Outdoor areas such as parks, forests, and urban green
spaces promote a variety of physical activities such as
walking, biking and exploration. Bodies of water also
provide opportunities for activities like canoeing, fishing,
and water skiing. Though there are numerous
opportunities for indoor exercise at fitness centers, these
options are often costly in terms of time and money and
are not available to everyone. Studies show that many
people prefer exercising outdoors and outdoor exercise
has been shown to have more positive mental and
physical health effects than indoor exercise. The presence
of outdoor green spaces provides more opportunities for
people to recreate and participate in physical activities
outdoors. This planned exercise, combined with the
incidental exercise that comes from walking and biking
from place to place, contributes to overall well-being.
All information available from
www.epa.gov/EnviroAtlas
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168
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Water Hazard
front
Forests
Vulnerable
Populations
Urban
Ecosystems
Respiratory
Symptoms
Asthma
Water Hazard
Mitigation
Miscarriage
Hospital
Admissions
Mitigation
Ail information available from
/ww.epa.gov/EnviroAtlas
Various ecosystems, whether natural or man-made, can buffer
the negative effects that extreme precipitation and weather
events have on surrounding areas. For instance, wetlands
moderate the effects of floods by taking in and holding
floodwaters and protect coastlines from storm events like
hurricanes and tsunamis. Forested ecosystems have also been
shown to reduce flooding and help regulate water flow in-
between precipitation events by intercepting, absorbing, and
slowly releasing water. In urban areas, these forests also
reduce the impacts of stormwater runoff. This water
regulation reduces flooding events and their negative health
effects while also mitigating potential droughts through water
storage. The absence of ecosystems such as wetlands and
forests, which are capable of regulating water, may result in
increased incidence of extreme events such as flooding, as well
as exacerbate the effects of events such as hurricanes due to
the lack of a proper buffer from human settlements.
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Eco-Health Relationship Browser Notecards
AEPA Double-sided, Elementary
United States
Environmental Protection
Agency
Instructions:
I hese materials are part of EPA Report #EPA/6oo/R-i8/i86.
1.
2.
3-
4-
5-
Print out these Notecards DOUBLE-sided (preferably in
color so that the categories are visibly distinct for
students (ecosystems in green, ecosystem services in
blue, and health outcomes in red).
Optional: If you have time, cut out and laminate the cards. If you
don't have time, students can just hold the paper cards in their
hands. You could also slide the pieces of paper into sheet protectors
for a quick lamination substitute.
Punch holes in the black circles on the Notecards
sheet protectors, use the existing holes in the sheet protectors).
Using yarn or string, tie a loop (long enough to drape
the card around the neck) around trie Notecards.
Follow the instructions in the Lesson Plan: Connecting
ecosystems and human health.
Store for use in future years—just a one-time set-up!
(Elementary notecards, updated 9/8/2017)
i
Have time?
Laminate and
hole-punch the
notecards.
Don't have
time? Use
Sheet
Protectors!
-------
Eco-Health Relationship Browser Notecards:
Double-sided (has connec
(last updated ^l8/2o{y)
This side intentionally left blank for double-sided printing purposes.
If printing double-sided, choose to "flip on short edge" when in the
Printing Window.
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171
Settings
Print All Slides
Print entire presentation
Slides:
iy
~
Full Page Slides
Print 1 slide per page
~
|n=NA
Print on Both Sides
Flip pages on short edge
~
TO
Collated
1,2,3 1,2,3 1,2,3
T
¦
Color
~
Edit Header & Footer
-------
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All information available from www.epa.gov/EnviroAtlas
Urban Ecosystems
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172
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Urban
Ecosystems
• An urban ecosystem, sometimes
referred to as a city, is a changing
system that contains both man-
made and natural environments.
• Urban ecosystems provide their
own important services that add
to human well-being in those
urban areas.
AN information
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173
mailable from www.epa.gov/EnviroAtlas
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Agro-Ecosystems
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174
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Agro-Ecosystems
An agro-Ecosystem is an ecosystem that
has been changed by humans to make
food, fiber for paper or fabrics, or
farming-based products.
An agro-ecosystem may contain crops,
wetlands, and wildlife habitats.
Agro-ecosystems are often popular for
recreation and with bird watchers and
hunters.
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175
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Forests
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176
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Forests
Forests are made up of different
types of trees and plants based on
climate, location, and water.
Forests are often used for the
goods that they provide, such as
trees (timber) and paper.
Forests also clean pollution from
water and air.
Forests are also used for
recreation such as camping or
hiking.
All information available from www.epa.gov/EnviroAtlas
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177
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Wetlands
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178
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Wetlands
• Wetlands are vegetated areas
covered by shallow water for all
or parts of the year.
• Common wetlands include
coastal salt marshes, bogs, and
swamps.
• Wetlands are used for recreation
such as canoeing/kayaking,
fishing, bird watching and
hunting.
All information
US Environmental Protection Agency | May be reproduced for educational purposes only
available from www.epa.gov/EnviroAtlas
^WferQuan^
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ADHD
• Attention-deficit hyperactive
disorder (ADHD) is the most
common disorder in children.
• ADH D symptoms are a high
level of inattention,
hyperactivity, or both in
children and teenagers.
• ADH D affects more than 2
million children.
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ADHD: Eco-Health
Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
ADHD I AESTHETICS & ENGAGEMENT WITH NATURE: Several studies suggest
spending time in nature has a positive effect on children with ADHD, meaning
that ADHD symptoms are reduced (Markevych et al., 2014; 11=1,932, Munich, Germany).
ADHD I RECREATION & PHYSICAL ACTIVITY: Children with ADHD experience
less symptoms following exercise in green environments (Faber et al., 2001; n=g6, USA).
ADHD I WATER QUALITY: One study found that children exposed to a chemical
called Manganese in water showed more hyperactive behaviors (Bouchard et al., 2007;
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Aggression
Aggression is shown in many ways,
emotional ways like anger or
irritation, or physical acts like hitting.
All ages and types of people can feel
aggression but it is more common for
men between the ages of 20-30.
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Aggression: Eco-
Health Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
AGGRESSION / AESTHETICS & ENGAGEMENT WITH NATURE: People who had
more nearby nature reported fewer acts of aggression and violence against
others. Nearby nature was related to lower levels of aggression against
partners and aggression against children (Kuo et al., 2001; 11=145, Chicago). Also, taking a
walk outdoors can reduce feelings of anger by nearly 8% (Peacocket al., 2007; n=20, UK).
Running outdoors can reduce feelings of hostility by 80% (Harte et al., 1995; n=io males,
Australia).
AGGRESSION I RECREATION & PHYSICAL ACTIVITY: Study participants
reported less feelings of anger after participating in physical activity (Pretty et al., 2005
n=263, UK). /
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Anxiety
Anxiety is worrying too much
about everyday things. It can
affect normal daily behavior.
There are different types of
anxiety.
Problems related to anxiety
are the most common mental
illness in the United States,
affecting 18% of adults.
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Anxiety: Eco-
Health Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
ANXIETY I AESTHETICS & ENGAGEMENT WITH NATURE: Spending time in green space and
exercising outdoors can lower anxiety; this effect is increased by the presence of water.
(Shin et al., 2013; n=i39 young women, Korea).
ANXIETY I RECREATION & PHYSICAL ACTIVITY: Exercising reduces feelings of anxiety. How
hard and long you exercise, as well as location while exercising (indoor or outdoor; natural
or other view), affects how much anxiety is lowered. (Pretty etai., 2005; n=ioo,uK).
ANXIETY I HEAT HAZARD MITIGATION: The number of anxiety and stress-related disorders
often increases during extreme heat events. (Hansen et al., 2008; n=i.i6 mill., Adelaide, Australia).
ANXIETY I AIR QUALITY: A study in California showed that higher levels of ozone in thp air
i an increase in anxiety levels. (Evans et al., 1988; n=i,002 adults, Los Angeles, California).
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Asthma
Asthma is a disease of the airways that
makes breathing difficult. Inflammation
of the air passages narrows the airways
that carry oxygen to the lungs.
Both children and adults have asthma.
Asthma affects 24.6 million Americans.
ol
o
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Asthma: Eco-
Health Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
ASTHMA I AIR QUALITY: When air pollution increases, the odds of having an
asthma attack are higher.
A study in Taiwan showed that high levels of total particles in the air can
increase the odds of having asthma by 32% (Wang et al 1999; 11=165,173 adolescents, Taiwan).
ASTHMA/WATER HAZARD MITIGATION: Dampness and mold in the home
show an association with higher reported asthma symptoms in people. Events
like flooding that increase dampness and mold in the home may increase
asthma symptoms.
In Canada, scientists determined that the odds of asthma for children increased
29% when dampness and/or mold were in the home (Dales et al., 1991; n=i3,495, Canada).
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Cancer
• Cancer is the growth of abnormal
cells in the body.
• Anyone can develop cancer, but it
is more common as people grow
older.
• Cancer is the second most
common cause of death in the
United States with 1,600 deaths
per day.
X. All information
available from www.epa.gov/EnviroAtlas
Water Quality j
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Cancer: Eco-Health
Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
CANCER / AESTHETICS & ENGAGEMENT WITH NATURE: Spending 10+ hours a week outside
has been linked to an increased risk of skin cancer. (Asteii-Burtetai., 2013; 11=267,072, Australia).
CANCER I WATER QUALITY: Death from stomach cancer was 82% more likely in areas with
contaminated water from Chromium than in areas without contaminated water. (Beaumont et
CANCER/WATER HAZARD MITIGATION: While looking at the connection between floods
from Hurricane Agnes (1972) and numbers of certain cancers, researchers found that the
most flooded areas had a greater number of cases of Leukemia and Lymphoma. The rate in
the flooded area was 32/100,000 while the rate in the rest of upstate New York was
24.4/100,000 (Janerich et al., 1981; n=io million, Western and Upstate New York).
CANCER I AIR QUALITY: Each increase of 10 micro-g/m3 of fine particulate air pollution was
ated with an 8% increase in deaths from lung cancer (Popeiiietai., 2002; n=soo,000, usa).
al., 2008; Liaoning Province, China).
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Cardiovascular Disease
Cardiovascular diseases are
diseases that affect the heart and
blood vessels.
There are many factors that
cause these diseases like diet,
exercise, smoking, etc.
Cardiovascular diseases are the
leading cause of death
worldwide.
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Cardiovascular Disease:
Eco-Health Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
CARDIOVASCULAR DISEASES / AESTHETICS & ENGAGEMENT WITH NATURE: Study
subjects walking in a forest had lower heart rates than those walking in an urban area (Leej,
et al., 2014; n=48, Japan).
CARDIOVASCULAR DISEASES / RECREATION & PHYSICAL ACTIVITY: The chance of
hospitalization and heart disease or stroke were lower among adults with a lot of greenness
around their home compared to those in neighborhoods with less greenness (Pereiraetai.,2012;
n=1>415> Perth, Australia).
CARDIOVASCULAR DISEASES / HEAT HAZARD MITIGATION: Extreme temperature changes
can increase the risk of being hospitalized and the risk of death from cardiovascular disease
(Chen et al., 2014; n=i26,g25, 6 Cities in China).
CARDIOVASCULAR DISEASES / AIR QUALITY: Studies show that cardiovascular-related
events, such as heart attack and stroke, are connected with increases in particulate matter
in the air. (Prescott et al., 1998; n=450,ooo, Edinburgh), (Miller et al., 2007; n=65, 893, USA), (Wordley et al., 1997; n=428,ooo,
Birmingham, UK).
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Cognitive Function
Cognitive function is a person's ability to
think and process thoughts, including
things like memory, learning new things,
speech, and reading.
Cognitive function can be harmed as
people grow older or have head injuries.
Alzheimer's is a disease that makes
cognitive function worse. It is the 5th
leading cause of death among Americans
over 65.
All information available from www.epa.gov/EnviroAtlas
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Cognitive Function: Eco-
Health Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
COGNITIVE FUNCTION / AESTHETICS & ENGAGEMENT WITH NATURE: A view of nature
from a high school cafeteria window was found to help students do better in school.
Views with lots of trees and larger classroom windows also helped students do better
in School (Matsuoka, 2010; n=ioi schools, Michigan).
COGNITIVE FUNCTION I RECREATION & PHYSICAL ACTIVITY: School-aged children who
were in a 12-week physical activity program were more on-task in school (Maharetai., 2006;
11=243 children, North Carolina).
COGNITIVE FUNCTION I AIR QUALITY: Higher air pollution levels have been linked to
lower cognitive functioning in both children and older adults (caideron-Garciduenas etai., 2008;
n=i8, Mexico) (Power et al., 2010; n=68o, USA).
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COPD
Chronic Obstructive Pulmonary Disease
(COPD) is a disease of the lungs that
makes it difficult to breathe. This
includes chronic bronchitis, which is
constant irritation of the airways, and
emphysema, which includes damages
to the lung's air sacs.
4 million people around the world have
COPD. Mostly COPD affects people
between 65-84 years old.
All information available from www.epa.gov/EnviroAtlas
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COPD: Eco-Health
Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
COPD / AESTHETICS & ENGAGEMENT WITH NATURE: Walking in green settings instead
of city settings has been shown to increase lung health in senior women (Lee & Lee 2013; n=62,
Korea).
COPD I AIR QUALITY: Emergency room admissions for chronic bronchitis and
emphysema increased by 31-39% after more sulfur dioxide (SO2) than normal was put
into the air (Ponka & Virtanen 1994; n=2,807, Helsinki, Finland).
COPD I HEAT HAZARD MITIGATION: During a July 2006 heat wave in Portugal, a 1°C
increase in average temperature was associated with a 5.4% increase in hospitalizations
due to COPD for the entire population, with a 7.5% increase for women. The greatest
number of people were in the hospital on the fourth day in a row of extreme heat
(Monteiro et al., 2013).
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Depression
Traits of depression include low mood,
loss of interest or enjoying things, and
less energy.
Women get depression twice as much
as men.
In people between 18-44 years old,
depression is the leading cause of
disability and premature death.
Aesthetics &
Engagement
with Mature-
CD
All information available from www.epa.gov/EnviroAtlas
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Depression: Eco-
Health Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
DEPRESSION I AESTHETICS & ENGAGEMENT WITH NATURE:
[1] After running outdoors, study subjects reported feeling much less depressed-an 85% reduction
(Harte et al., 1995; n=io, Australia).
[2] Taking a walk outdoors reduced depression by 6%, while walking indoors did not (Peacock et al., 2007;
n=20, UK (G).
[3] The presence of parks or recreation facilities in the neighborhood was associated with a lower risk
of depression (Gariepy, et al., 2014; 11=9,025, Canada).
DEPRESSION I RECREATION & PHYSICAL ACTIVITY:
[1] Across 10 green exercise case studies, participants reported lower feelings of depression by over 2%
after physical activity (Pretty et al., 2005; 11=263, uk).
[2] The presence of parks or recreation facilities in the neighborhood was associated with a lower risk
of depression (Gariepy, et al., 2014; 11=9,025, Canada).
[3] Individuals walking in a forest had improved self-reported mood when compared to individuals
walking in urban areas (Lee et al., 2014; n=48, Japan).
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Fatigue
Fatigue is feeling tired and lacking
energy. It can be a normal response
to physical activity or emotional
stress but can also be a more
serious condition.
Any person can experience fatigue.
Fatigue
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Fatigue: Eco-
Health Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
FATIGUE / AESTHETICS & ENGAGEMENT WITH NATURE: Walking or running outdoors can
lower fatigue.
[1] People who were physically active while in natural settings had higher energy levels
when compared with people who were not active and those who were active indoors
(Kinnafick and Thogersen-Ntoumani, 2014; n=40, United Kingdom).
[2] People reported increased energy after walking outdoors, but exercising and viewing
nature through virtual reality had little effect (pianteetai.f2oo6;n=n2f us).
FATIGUE I RECREATION & PHYSICAL ACTIVITY:
People who were physically active while in natural settings had higher energy levels when
compared with people who were not active and those who were active indoors (Kinnafick and
Thogersen-Ntoumani, 2014; n=40, United Kingdom).
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Happiness
Happiness is an emotion that
people feel when good things
happen.
People who live in countries
with higher incomes and less
suffering have higher levels of
happiness.
Factors include quality of life,
friends, family, and job.
Aesthetics &
Engagement
-.with Nature
0
Air Quality
All information available from www.epa.gov/EnviroAtlas
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Happiness: Eco-
Health Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
HAPPINESS I AESTHETICS & ENGAGEMENT WITH NATURE: In a study using a phone app
to define happiness levels, people were happier outdoors in nature than in urban places.
Beach areas were the happiest places-about 6 points higher than an urban environment-
a difference like going out versus doing housework (MacKerron & Mourato2013^=21,947, uk).
HAPPINESS I RECREATION & PHYSICAL ACTIVITY: Short periods of green exercise
improve self-esteem and mood. This improvement is greater around water and is true no
matter how long or how hard the exercise is (Barton & Pretty 2010; 11=1,252, uk).
HAPPINESS I AIR QUALITY: In five countries, when nitrogen and lead air pollution levels
were decreased, happiness levels increased (weisch 2006).
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High Blood
Pressure
High blood pressure is when a
person's blood pressure is high most
of the time.
High blood pressure can lead to
problems including heart disease,
heart failure, and stroke.
Risk of high blood pressure increases
with age. It is also affected by things
like weight, smoking and stress.
All information available from www.epa.gov/EnviroAtlas
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High Blood Pressure:
Eco-Health Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
HIGH BLOOD PRESSURE / AESTHETICS & ENGAGEMENT WITH NATURE: Exercising in
green environments or viewing natural scenes can lower blood pressure.
(Pretty et al., 2005; n=ioo [20/group], UK) (Hartig et al., 2003; n=H2, California).
HIGH BLOOD PRESSURE / RECREATION & PHYSICAL ACTIVITY: Exercise, including light or
moderate activity, can lower blood pressure by 3% to 7%. Exercising in green environments
might lower it even more. (Pretty et al., 2005; n=ioo, uk).
HIGH BLOOD PRESSURE / AIR QUALITY: Exposure to particulate matter and N02 from cars
is Strongly associated with higher blood pressure (Brook et al., 2009; n=3i-50, Toronto, Canada & Ann
Arbor, Michigan).
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Longevity
Longevity, or life expectancy, is
the number of years a person
may live.
Life expectancy varies
depending on where you live,
medical treatments available,
nutrition and lifestyle.
Longevity has increased by four
years since 1990 around the
world.
o
XDs
Air Quality
All information available from www.epa.gov/EnviroAtlas
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Longevity: Eco-
Health Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
LONGEVITY I AESTHETICS & ENGAGEMENT WITH NATURE: People with low income had
lower levels of health inequality if they lived in green areas (Mitchell and Popham 2008; n=4.8
million +, England).
LONGEVITY I RECREATION & PHYSICAL ACTIVITY: People lived longer when there were
parks and outdoor green areas for recreation (Takano et ai., 2002; n=3,i44, Tokyo).
LONGEVITY / AIR QUALITY: A study looked at air pollution levels and life expectancy. The
study found that people live longer with less air pollution. (Mechier et ai., 2002; n=7oo million,
Europe).
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Low Birth
Weight
A baby born with low birth
weight is less than 5 lbs 8 oz.
Around 30 million babies are
born with low birth weight
around the world.
All information available from www.epa.gov/EnviroAtlas
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Low Birth Weight: Eco-
Health Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
LOW BIRTH WEIGHT / AESTHETICS & ENGAGEMENT WITH NATURE: Mothers who lived in
an area with trees were less likely to have babies with low birth weight. This may be caused
by lower stress levels because of green space, improved relationships, and increased
physical activity, all of which have been proven to affect infant birth weight (Donovan et al., 2011;
n=5,696, Oregon).
LOW BIRTH WEIGHT / RECREATION & PHYSICAL ACTIVITY: Refer to information above.
LOW BIRTH WEIGHT / WATER QUALITY: Atrazine is an herbicide that has a high level in
drinking water from May to September. There was an increased chance of low birth weight
where the last three months of pregnancy occurred whole or in part within the May-
September period. (Villaneuva et al., 2005; n=3,5io births, France).
LOW BIRTH WEIGHT / AIR QUALITY: Increasing total greenness and less air pollution in
mothers' homes has been linked to small increases in birth weight and slightly lower odds
pf pre-term birth. (Laurent et al., 2013, n=8o,ooo; Los Angeles and Orange Counties, CA).
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Mental Health
Mental health is the overall well-
being of a person's state of mind.
Dealing with stress and working
in your community show good
mental health.
Mental and behavioral disorders
can affect 25% of people at some
time during their life.
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Mental Health: Eco-
Health Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
MENTAL HEALTH / AESTHETICS & ENGAGEMENT WITH NATURE: People who live near
green spaces and/or spend time in green environments report better mental health
Overall (There are 12 articles that show this connection on the EnviroAtlas Eco-Health Browser).
MENTAL HEALTH / WATER HAZARD MITIGATION: A study found that 48% of adults in
flooded households had mental problems in the nine months following the flood,
compared to only 12% of adults in non-flooded households (Readier et al., 2004; n=467, Lewes, England).
MENTAL HEALTH / RECREATION & PHYSICAL ACTIVITY: Following an outdoor nature-
based recreation experience, veterans had better attention and sense of peace (Duvaiiand
Kaplan 2014; n=g8, Michigan, US).
MENTAL HEALTH / HEAT HAZARD MITIGATION: Compared to non-heat wave periods,
there was a 17.4% increase in hospital admissions for dementia during heat waves (Hansen et
; n=i.i6 million, Adelaide, Australia).
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Mortality
Mortality means death. The
number of deaths is a good
indicator of the health level in a
country.
The number of deaths is affected
by levels of heart disease, cancer,
other diseases, and crime.
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Mortality: Eco-
Health Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
MORTALITY / AIR QUALITY: A study of six cities found that an average of 3% fewer people
died when there was less particulate matter (small particles in the air). This decreased death
rate is like saving 75,000 people per year in the U.S. (Laden et ai., 2006; n=8,096,6 u.s. cities).
MORTALITY /WATER QUALITY: In Greece where a water supply was contaminated with
Chromium, deaths were 98 times what were expected (Linos et ai., 2011; n=i3i,ooo, viotia, Greece).
MORTALITY / WATER HAZARD MITIGATION: In the 12 months following the Bristol Floods
of 1968, there were 87 deaths among the 209 households affected, compared to 58 deaths
in those same households in the 12 months prior to flooding—that's a rise of 50%. No
significant difference was found in the non-flooded homes (Bennet-1970; n=77o, Bristol, England).
MORTALITY / RECREATION & PHYSICAL ACTIVITY: In a study of men aged 25-74, those
whose energy output in walking, climbing stairs, and playing sports totaled 2000 or more
kilocalories per week had a 28 percent lower death rate (from all causes) than less active
men (Paffenbarger et al., 1986; n=i2,936 men aged 25-74; USA).
MORTALITY / HEAT HAZARD MITIGATION: During a 1995 summer heat wave event in
Chicago, there were 514 heat-related deaths and 696 extra deaths during the month of /
^ July (Whitman et al., 1997).
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Obesity
Obesity is a disease characterized by
being very overweight with a person
having a body mass index (BMI)
over 30.
BMI is figured out by comparing a
person's height and weight.
Around the world, obesity has more
than doubled since 1980.
All information available from www.epa.gov/EnviroAtlas
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Obesity: Eco-
Health Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
OBESITY / AESTHETICS & ENGAGEMENT WITH NATURE: If you live in a home with at least
100 meters of greenspace around it, you are less likely to be overweight or obese (Dadvand et
al., 2014; n=3,i78, Sabadell, Spain)
OBESITY I RECREATION & PHYSICAL ACTIVITY: Studies found that people who exercised
had lower BMI scores. As the amount of physical activity increased, BMI scores decreased.
(Tudor-Locke et al., 2010; n=5,ooo adults, USA).
OBESITY I AIR QUALITY: Children may be at greater risk for childhood obesity if their
mothers are exposed to polycyclic aromatic hydrocarbons (PAHs) during pregnancy. In this
study, the more a mother was exposed to PAHs, the larger her child was during childhood
(~, ,r,HiQ a|#> 2011j n=702, New York).
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Respiratory
Symptoms
Water Hazard
Mitigation
Respiratory
Symptoms
Recreation &
Physical
Activity
Respiratory symptoms include
coughing, difficulty breathing, or
rapid breathing.
Respiratory symptoms can affect
any person but women are more
likely to develop a long-term
cough.
Some factors are COPD, allergies,
smoking and others.
Aesthetics &
Engagement
with Nature
Air Quality
Heat Hazard
Mitigation
All information available from www.epa.gov/EnviroAtlas
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Respiratory Symptoms:
Eco-Health Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
RESPIRATORY SYMPTOMS /AESTHETICS & ENGAGEMENT WITH NATURE: Children who played in city
parks less than 5 hours a week were 52% more likely to be wheezing, coughing, sneezing, etc.
(Grazuleviciene et al., 2014; n=i,489, Lithuania).
RESPIRATORY SYMPTOMS / WATER HAZARD MITIGATION: During the devastating 1988 flooding in
Bangladesh, 17.4% of doctors' visits were because of lung and airway infections (siddique et al., 1991;
11=46,740, Bangladesh).
RESPIRATORY SYMPTOMS / RECREATION & PHYSICAL ACTIVITY: Children who played in city parks less
than 5 hours a week were 52% more likely to be wheezing, coughing, sneezing, etc. (Grazuleviciene et al.,
2014; n=i,489, Lithuania).
RESPIRATORY SYMPTOMS / HEAT HAZARD MITIGATION: During a July 2006 heat wave in Portugal, a 1°C
increase in average temperature more people than usual went to the hospital because they were having
trouble breathing. The greatest number of extra hospital visits happened on the fourth day in a row of
extreme heat (Monteiro et al., 2013).
RESPIRATORY SYMPTOMS / AIR QUALITY: If there was more ozone pollution in the air on a
spring/summer day, there was a higher risk of going to the hospital for respiratory disease (Burnett et al.,
1997; n=i6 cities, Canada). /
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Self-Esteem
Self-esteem is used to describe a
person's overall sense of self-worth or
personal value.
Many experts think self-esteem is a big
part of human existence and plays an
important role in how a person feels
about themselves.
All information available from www.epa.gov/EnviroAtlas
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Self-Esteem: Eco-
Health Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
SELF-ESTEEM / AESTHETICS & ENGAGEMENT WITH NATURE: Exercising and walking
outdoors, and even viewing pictures of nature, can significantly improve self-esteem.
People who exercised in green spaces reported a 9% improvement in self-esteem after
the activity (Pretty et al., 2005; n=263, UK).
SELF-ESTEEM / RECREATION & PHYSICAL ACTIVITY: Participating in physical activity can
improve self-esteem. Scientists found that exercising in green spaces improved both
self-esteem and mood. This improvement increased with the presence of water and was
true regardless of how long or how hard the people exercised. (Barton and Pretty 2010; n=i,252,
UK).
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Stress
Stress is a normal feeling that can happen
because of an event or thought that makes
people upset or nervous.
While some stress is okay, too much stress
can have negative health effects, including
headaches, muscle pain, and rapid
breathing.
Stress can affect all people, however,
women and people who have lower incomes
or less education have more stress.
Stress
Recreation &
Physical
Activity
All information available from www.epa.gov/EnviroAtlas
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Stress: Eco-Health
Connections
Note: This is only a selection of the available evidence. More evidence is available in the Eco-Health tool in EnviroAtlas.
STRESS / AESTHETICS & ENGAGEMENT WITH NATURE: People who visited urban green
spaces more often reported lower levels of stress. Also, those who reported wishing to
be outdoors in green spaces more often suffered from higher levels of stress (Grahn and
Stigsdotter 2003; n=953, Sweden).
STRESS I RECREATION & PHYSICAL ACTIVITY: Study participants felt less stressed after
they visited a forest or park. Those who played sports while at the green space were less
stressed than those who relaxed or walked (Hansmann et al., 2007, n=i64, Switzerland).
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Aesthetics &
Engagement with Nature
People enjoy spending time outside. Studies show
that spending time outside can improve human
health and relationships.
Looking at nature even through a window or
photograph can calm anxiety.
Spending time in green spaces like gardens seems to
have health benefits beyond those of outdoor
exercise.
All information available from www.epa.gov/EnviroAtlas
front
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Aesthetics &
Engagement with Nature
back
Ecosystems
Urban
Ecosystems
Vulnerable
Populations
ADHD
Social &
Community
Ties
Self-Esteem
Aggression
Respiratory
Symptoms
Anxiety
Obesity
Aesthetics &
Engagement
with Nature
Cancer
Low Birth
Weight
Cardiovascuh
Diseases
Longevity
Confusion
Healing
Cognitive
Function
High Blood
Pressure
Fatigue
Depression
Happiness
All information available from www.epa.gov/EnviroAtlas
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Air Quality
• If there is more industry, cities, and cars, there is
usually more air pollution.
• Forests and other green spaces can lower the
amounts of many air pollutants, including carbon
monoxide and ozone.
• Having good air quality reduces the amount of
respiratory illness.
All information available from www.epa.gov/EnviroAtl
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Vulnerable
Populations
Urban
Respiratory
Symptoms
Obesity
Mortality
Migraine
Air Quality
Longevity
Hospital
Admissions
Air Quality
back
All information available from www.epa.gov/EnviroAtlas
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Water Quality
Water can be taken up by plants, animals, or soil
before it reaches a major body of water.
Using different types of plants and soil can help
stop contamination from reaching water supplies
and waters where people might swim or fish.
Water treatment systems can also reduce
pollution and illnesses.
front
All information available from www.epa.gov/EnviroAtlas
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Water Quality
NO
SWIMMING
BY RECOMMENDATION OF
COUNTY HEALTH OEPT
*
' .
*> »
All information available from www.epa.gov/EnviroAtlas
Agro-
Ecosy stems
Forests
Thyroid
Dysfunction
Urban
Ecosystems
Preterm Birth
Wetlands
Mortality
Water Quality
Kidney
Malfunction
Gastrointestin
al Illness
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Heat Hazard Mitigation
front
• The urban heat island effect happens when cities
have higher heat in the day and do not cool down at
night because dark surfaces like roads take in heat
during the day and release it at night.
• Heat waves can cause health issues, especially for
older people.
• Green spaces such as street trees, parks, and green
roofs can help to prevent urban heat islands.
All information available from www.epa.gov/EnviroA
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Vulnerable
Populations
Anxiety
COPD
Respiratory
Symptoms
Cardiovascular
Diseases
Preterm Birth
Heat Hazard
Mitigation
Mortality
Heat Stroke
Mental Health
Hospital
Admissions
Kidney
Malfunction
Heat Hazard Mitigation
back
All information available from www.epa.gov/EnviroAtlas
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Recreation &
Physical Activity
Regular physical activity is an important part of a
healthy lifestyle and adds to overall well-being.
Outdoor areas such as parks, forests, and urban green
spaces help people to do physical activities such as
walking, biking, and exploration.
Bodies of water also provide opportunities for
activities like canoeing, fishing, and water skiing.
All information available from www.epa.gov/EnviroAtlas
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Recreation &
Physical Activity
back
Forests
Wetlands
Urban
Ecosystems
Vulnerable
Populations
Self-Esteem
Aggression
Respiratory
Symptoms
Anxiety
PTSD
Obesity
Recreation &
Physical
Activity
Cognitive
Function
Mortality
Confusion
Depression
Low Birth
Weight
Fatigue
High Blood
Pressure
Longevity
Happiness
information available from www.epa.gov/EnviroAtlas
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Water Hazard
front
Mitigation
• Some ecosystems can help reduce the negative effects
of extreme precipitation and weather events like
thunderstorms, hurricanes, or floods.
• The absence of ecosystems such as wetlands and
forests, which help regulate water, may result in more
cases of extreme events like flooding, as well as
worsen the effects of events like hurricanes.
All information available from www.epa.gov/EnviroAtlas
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Forests
Vulnerable
Populations
Urban
Ecosystems
Respiratory
Symptoms
Mortality
Asthma
Water Hazard
Mitigation
Miscarriage
Cancer
Mental Health
Wetlands
Bronchitis
Hospital
Admissions
Gastrointestin
al Illness
Water Hazard
Mitigation
All information available from www.epa.gov/EnviroAtlas
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APPEN DIX: Teacher Resource, Connecting ecosystems and human health module
Eco-Health Relationship Browser, Teacher's Guide ("Cheat Sheet")
Eco-Health Relationship Browser Data, Teacher's Guide
All connections can be found online at the following website:
https://enviroatlas.epa.gov/enviroatlas/Tools/EcoHealth_RelationshipBrowser/relationBrowser.xml
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APPENDIX: Teacher Resource, Connecting ecosystems and human health module
Applicable State Science Educational Standards, Grades 4-12
Resources (on following pages)
Alignment of this
Lesson
Module
to
State
Science
Educational
Standards—4 th grade
Alignment of this
Lesson
Module
to
State
Science
Educational
Standards—5th grade
Alignment of this
Lesson
Module
to
State
Science
Educational
Standards—6th grade
Alignment of this
Lesson
Module
to
State
Science
Educational
Standards—7th grade
Alignment of this
Lesson
Module
to
State
Science
Educational
Standards—8th grade
Alignment of this
Lesson
Module
to
State
Science
Educational
Standards—Grades 9-12
Alignment of this
Lesson
Module
to
State
Science
Educational
Standards—High School
Biology
Alignment of this
Lesson
Module
to
State
Science
Educational
Standards—High School
Earth and/or Environmental Science
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APPENDIX: Teacher Resource, Connecting ecosystems and human health module
Applicable State Science Educational Standards, 4th Grade Science
Lesson Plan Standards
people 0 health •? nature . econom
w ww,epa, gov e n v i roatl as
STATE EDUCATIONAL STANDARDS
4th GRADE, ALL 50 STATES & DC
These Standards have been collected from individual State websites (1/2017). They have been connected to themes that
are available in an EPA tool called EnviroAtlas.
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APPENDIX: Teacher Resource, Connecting ecosystems and human health module
Applicable State Science Educational Standards, 4th Grade Science
State
(last updated on
this chart,
Standards
adoption year)
4th grade Science Educational Standards that apply to the "Connecting ecosystems and human health" module
AL (1/2017,
2015)
12. Evaluate engineered solutions to a problem created by environmental changes and any resulting impacts on
the types and density of plant and animal populations living in the environment (e.g., replanting of sea oats in
coastal areas due to destruction by hurricanes, creating property development restrictions in vacation areas to
reduce displacement and loss of native animal populations).
AK (1/2017,
2012)
None.
AZ (1/2017,
2005)
Strand 3, Concept 1: PO 1. Describe how natural events and human activities have positive and negative impacts
on environments (e.g., fire, floods, pollution, dams).
PO 2. Evaluate the consequences of environmental occurrences that happen either rapidly (e.g., fire, flood,
tornado) or over a long period of time (e.g., drought, melting ice caps, the greenhouse effect, erosion).
Strand 3, Concept 3: PO 3. Analyze the effect that limited resources (e.g., natural gas, minerals) may have on an
environment.
PO 4. Describe ways in which resources can be conserved (e.g., by reducing, reusing, recycling, finding
substitutes).
AR (1/2017,
2005)
ESS.8.4.2 Analyze the impact of using natural resources.
ESS.8.4.5 Evaluate the impact of Arkansas natural resources on the economy, including but not limited to
farming timber tourism hunting fishing ESS.8.4.6 Evaluate human use of Arkansas natural resources on
the environment, including but not limited to mining clear cutting dredging
CA (1/2017,
2009)
4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources
and their uses affect the environment.
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success
and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to
meet the criteria and constraints of the problem.
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APPENDIX: Teacher Resource, Connecting ecosystems and human health module
Applicable State Science Educational Standards, 4th Grade Science
CO (1/2017,
2009)
Standard 2, Life Science, Concept 3: There is interaction and interdependence between and among living and
nonliving components of ecosystems.
CT
(1/2017,2015)
NGSS (see CA above).
DC
NGSS (see CA above).
DE
(1/2017,2013)
NGSS (see CA above).
FL
(1/2017,2014)
SC.4.L.17.4, Recognize ways plants and animals, including humans, can impact the environment.
A. Plants and animals, including humans, interact with and depend upon each other and their environment to
satisfy their basic needs.
B. Both human activities and natural events can have major impacts on the environment.
GA
(1/2017, new
standards up
2017-2018)
S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy
within an ecosystem, c. Design a scenario to demonstrate the effect of a change on an ecosystem. (Clarification
statement: Include living and non-living factors in the scenario.)
HI
(1/2017,2005)
None.
ID (1/2017,
2016)
None.
IL (1/2017,2011)
NGSS (see CA above).
IN
(1/2017,2016)
4.ESS.4 Develop solutions that could be implemented to reduce the impact of humans on the natural
environment and the natural environment on humans.
3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet
the criteria and constraints of the problem.
IA
(1/2017,2016)
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
KS
(1/2017,2013)
NGSS (see CA above).
KY
(1/2017,2013)
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
LA
(1/2017,2016)
72. Predict and describe consequences of the removal of one component in a balanced ecosystem (e.g.,
consumer, herbivores, nonliving component) (SE-E-A2).
ME
(1/2017,2013)
NGSS (see CA above).
MD
(1/2017,2013)
NGSS (see CA above).
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APPENDIX: Teacher Resource, Connecting ecosystems and human health module
Applicable State Science Educational Standards, 4th Grade Science
MA
(1/2017,2016)
None.
Ml
(1/2017,2015)
NGSS (see CA above).
MN
(1/2017,2009)
4.1.2.2.2. Engineering design is the process of identifying problems, developing multiple solutions, selecting the
best possible solution, and building the product.
MS
(1/2017,2010)
4d. Describe how human activities have decreased the capacity of the environment to support some life forms.
(DOK2)
• Reducing the amount of forest cover
• Increasing the amount of chemicals released into the atmosphere
• Farming intensively
MO
(1/2017,2008)
Strand 4: A, Grade 4: b. Identify and describe different environments (i.e. pond, forest, prairie) support the life of
different types of plants and animals.
Strand 4: D, Grade 4: a. Identify examples in Missouri where human activity has had a beneficial or harmful effect
on other organisms (e.g., feeding birds, littering vs. picking up trash, hunting/conservation of species,
paving/restoring green space)
MT
(1/2017,2016)
1.1 develop the abilities necessary to safely conduct scientific inquiry, including (a step-by-step sequence is
not implied): (a) asking questions about objects, events, and organisms in the environment, (b) planning
and conducting simple investigations
1.6 identify how observations of nature form an essential base of knowledge among the Montana American
Indians
5.2 describe a scientific or technological innovation that impacts communities, cultures, and societies
5.3 simulate scientific collaboration by sharing and communicating ideas to identify and describe problems
5.4 use scientific knowledge to make inferences and propose solutions for simple environmental problems
NE
(1/2017,2010)
5.1.1/f Develop a reasonable explanation based on collected data.
5.i.i.g Share information, procedures, and results with peers and/or adults.
5.3.3 Students will describe relationships within an ecosystem.
5.3.3.d Recognize all organisms cause changes, some beneficial and some detrimental, in the environment where
they live.
NV
(1/2017,2014)
NGSS (see CA above).
NH
(1/2017,2016)
S:SPS1:4:1.7 Ask questions about objects, organisms and events in their local environment.
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APPENDIX: Teacher Resource, Connecting ecosystems and human health module
Applicable State Science Educational Standards, 4th Grade Science
S:SPSi:4:i.8 Pose questions to investigate and practical problems to solve.
S:SPSi:4:5.2 Determine if an observation or measurement supports a given scientific explanation.
S:SPS2:4:2.1 Demonstrate that if something consists of many parts, the parts usually influence one another.
S:SPS2:4:4.2 Understand that some changes are so slow or so fast that they are hard to see.
S:SPS3:4:1.1 Be able to complete an assigned task when given a specific role in a group.
S:SPS3:4:1.2 Communicate ideas to others.
S:SPS3:4:1.3 Give specific feedback about work of others.
S:SPS3:4:2.1 Demonstrate a basic conservation action such as recycling or a schoolyard habitat project.
S:SPS3:4:2.2 Develop questions based upon their observations about the natural world and design a simple
investigation.
S:SPS3:4:2.3 Develop questions that help them learn about the environment; and design and conduct simple
investigations.
S:SPS3:4:2.4 Locate and collect information about the environment and environmental and natural resources
topics.
S:SPS3:4:2.5 Use reliable information to answer questions.
S:SPS3:4:2.6 Organize information to search for relationships and patterns concerning the environment and
environmental topics.
S:SPS3:4:2.7 Identify and investigate issues in their local environments and communities.
S:SPS4:4:1.1 Access information from a variety of media sources (e.g., Internet, CD-ROM programs, print
resources).
S:SPS4:4:1.3 Analyze and compare data from a variety of age-appropriate sources such as newspapers and
websites.
S:SPS4:4:2.1 Use a variety of tools and formats (oral presentations, journals, and multimedia presentations) to
summarize and communicate the results of observations.
S:SPS4:4:6.1 Plan and conduct a scientific investigation in group settings. S:SPS4:4:6.2 Engage in group decision
making activities. S:SPS4:4:6.3 Role-play different points of view on an issue.
NJ
(1/2017,2013)
NGSS (see CA above).
NM
(1/2017,2009)
Strand I: Scientific Thinking and Practice Standard I: K-4 Benchmark II: Use scientific thinking and knowledge and
communicate findings. 1. Communicate ideas and present findings about scientific investigations that are open
to critique from others.
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APPENDIX: Teacher Resource, Connecting ecosystems and human health module
Applicable State Science Educational Standards, 4th Grade Science
Strand II: Content of Science Standard II (Life Science): Understand the properties, structures, and processes of
living things and the interdependence of living things and their environments.
Strand III: Science and Society Standard I: K-4 Benchmark 1:1. Know that science has identified substances called
pollutants that get into the environment and can be harmful to living things.
NY
(1/2017,2015)
NGSS (see CA above).
NC
(1/2017,2011)
4.L.1.1. Give examples of changes in an organism's environment that are beneficial to it and some that are
harmful.
4.L.1.3. Explain how humans can adapt their behavior to live in changing habitats (e.g. recycling wastes,
establishing rain gardens, planting trees and shrubs to prevent flooding and erosion).
ND
(1/2017,2014)
4.1.1. Explain changes in the real world using a model (e.g., erosion, volcano, stream table, wing designs for
airplanes)
4.6.1. Evaluate the effects of technology on people and the environment (e.g., new construction, oil drilling,
electric cars)
4.7.1. Identify consequences of natural and human induced environmental changes (e.g., erosion, tsunami,
deforestation)
4.7.2. Identify ways in which science and technology have greatly improved human lives (e.g., food quality and
quantity, transportation, health, sanitation, communication)
4.8.1. Identify a variety of careers in the field of science
OH
(1/2017,2014)
Ohio State Science Standards are not numbered or coded in any way:
Earth's surface has specific characteristics and landforms that can be identified.
OK
(1/2017,2014)
4-ESS2-2 Students who demonstrate understanding can: Analyze and interpret data from maps to describe
patterns of Earth's features.
4-ESS3-1 Students who demonstrate understanding can: Obtain and combine information to describe that
energy and fuels are derived from renewable and non-renewable resources and how their uses affect the
environment.
4-ESS3-2 Students who demonstrate understanding can: Generate and compare multiple solutions to reduce the
impacts of natural Earth processes on humans.
OR
(1/2017,2014)
NGSS (see CA above).
PA
(1/2017,2002)
3.3.4.A4 Recognize Earth's different water resources, including both fresh and saltwater.
3.4.4.B1 Describe how technology affects humans in various ways.
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APPENDIX: Teacher Resource, Connecting ecosystems and human health module
Applicable State Science Educational Standards, 4th Grade Science
3.4.4.B2 Explain how the use of technology affects the environment in good and bad ways.
Rl
(1/2017,2013)
NGSS (see CA above).
SC
(1/2017,2014)
4.S.1A.1 Ask questions that can be (1) answered using scientific investigations or (2) used to refine models,
explanations, or designs.
4.S.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and
relationships, (2) test devices or solutions, or (3) communicate ideas to others.
4.S.1A.4 Analyze and interpret data from informational texts, observations, measurements, or investigations
using a range of methods (such as tabulation or graphing) to (1) reveal patterns and construct meaning or (2)
support explanations, claims, or designs.
4.S.1A.6 Construct explanations of phenomena using (1) scientific evidence and models, (2) conclusions from
scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in
graphs, tables, or diagrams.
4.S.1A.8 Obtain and evaluate informational texts, observations, data collected, or discussions to (1) generate and
answer questions, (2) understand phenomena, (3) develop models, or (4) support explanations, claims, or
designs. Communicate observations and explanations using the conventions and expectations of oral and
written language.
SD
(1/2017,2015)
4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earth's features.
4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources
and their uses affect the environment.
4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
TN
(1/2017,2009)
GLE 0407.lnq.i Explore different scientific phenomena by asking questions, making logical predictions, planning
investigations, and recording data.
GLE 0407.T/E.1 Describe how tools, technology, and inventions help to answer questions and solve problems.
GLE 0407.T/E.2 Recognize that new tools, technology, and inventions are always being developed.
GLE 0407.T/E.3 Identify appropriate materials, tools, and machines that can extend or enhance the ability to
solve a specified problem.
GLE 0407.T/E.4 Recognize the connection between scientific advances, new knowledge, and the availability of
new tools and technologies.
GLE 0407.T/E.5 Apply a creative design strategy to solve a particular problem generated by societal needs and
wants.
GLE 0407.2.1 Analyze the effects of changes in the environment on the stability of an ecosystem.
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APPENDIX: Teacher Resource, Connecting ecosystems and human health module
Applicable State Science Educational Standards, 4th Grade Science
GLE 0407.7.2 Evaluate how some earth materials can be used to solve human problems and enhance the quality
of life.
TX
(1/2017,2014)
112.15. a3- The study of elementary science includes planning and safely implementing classroom and outdoor
investigations using scientific processes, including inquiry methods, analyzing information, making informed
decisions, and using tools to collect and record information, while addressing the major concepts and
vocabulary, in the context of physical, earth, and life sciences. Districts are encouraged to facilitate classroom
and outdoor investigations for at least 50% of instructional time.
H2.i5.a4A-B.
(A) Within the natural environment, students know that earth materials have properties that are constantly
changing due to Earth's forces. The students learn that the natural world consists of resources, including
renewable and nonrenewable, and their responsibility to conserve our natural resources for future generations.
They will also explore Sun, Earth, and Moon relationships. The students will recognize that our major source of
energy is the Sun.
(B) Within the living environment, students know and understand that living organisms within an ecosystem
interact with one another and with their environment. The students will recognize that plants and animals have
basic needs, and they are met through a flow of energy known as food webs. Students will explore how all living
organisms go through a life cycle and that adaptations enable organisms to survive in their ecosystem.
H2.i5b9(B). Describe the flow of energy through food webs, beginning with the Sun, and predict how changes
in the ecosystem affect the food web such as a fire in a forest.
UT
(1/2017,3-6:
2002)
Standard 5, Objective 1: Describe the physical characteristics of Utah's wetlands, forests, and deserts.
Standard 5, Objective 2: Describe the common plants and animals found in Utah environments and how these
organisms have adapted to the environment in which they live.
VT
(1/2017,2013)
NGSS (see CA above).
VA
(1/2017,2016)
4.ia-m. The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science
by planning and conducting investigations in which
a) distinctions are made among observations, conclusions, inferences, and predictions;
b) objects or events are classified and arranged according to characteristics or properties;
c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric
units;
d) appropriate instruments are selected and used to measure elapsed time;
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APPENDIX: Teacher Resource, Connecting ecosystems and human health module
Applicable State Science Educational Standards, 4th Grade Science
e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;
f) independent and dependent variables are identified;
g) constants in an experimental situation are identified;
h) hypotheses are developed as cause and effect relationships;
i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;
j) numerical data that are contradictory or unusual in experimental results are recognized;
k) data are communicated with simple graphs, pictures, written statements, and numbers;
I) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and
m) current applications are used to reinforce science concepts.
4.5b,d,f. The student will investigate and understand how plants and animals, including humans, in an ecosystem
interact with one another and with the nonliving components in the ecosystem. Key concepts include
b) organization of populations, communities, and ecosystems and how they interrelate;
d) habitats and niches; and
f) influences of human activity on ecosystems.
4.ga-cl. The student will investigate and understand important Virginia natural resources. Key concepts include
a) watersheds and water resources;
b) animals and plants;
c) minerals, rocks, ores, and energy sources; and
d) forests, soil, and land.
WA
(1/2017,2009)
NGSS (see CA above).
WV
(1/2017,2016)
NGSS (see CA above).
Wl
(1/2017,2012)
By the end of grade four, students will:
A.4.1 When conducting science investigations, ask and answer questions that will help decide the general areas
of science being addressed
A.4.2 When faced with a science-related problem, decide what evidence, models, or explanations previously
studied can be used to better understand what is happening now
A.4.3 When investigating a science-related problem, decide what data can be collected to determine the most
useful explanations
A.4.4 When studying science-related problems, decide which of the science themes are important
A.4.5 When studying a science-related problem, decide what changes over time are occurring or have occurred
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APPENDIX: Teacher Resource, Connecting ecosystems and human health module
Applicable State Science Educational Standards, 4th Grade Science
C.4.1 Use the vocabulary of the unifying themes to ask questions about objects, organisms, and events being
studied
C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make
predictions, and offer explanations
C.4.3 Select multiple sources of information to help answer questions selected for classroom investigations
C.4.4 Use simple science equipment safely and effectively, including rulers, balances, graduated cylinders, hand
lenses, thermometers, and computers, to collect data relevant to questions and investigations
C.4.5 Use data they have collected to develop explanations and answer questions generated by investigations
C.4.6 Communicate the results of their investigations in ways their audiences will understand by using charts,
graphs, drawings, written descriptions, and various other means, to display their answers
C.4.7 Support their conclusions with logical arguments
C.4.8 Ask additional questions that might help focus or further an investigation
F.4.1 Discover how each organism meets its basic needs for water, nutrients, protection, and energy in order to
survive
F.4.4 Using the science themes, develop explanations for the connections among living and non-living things in
various environments
H.4.2 Using the science themes, identify local and state issues that are helped by science and technology and
explain how science and technology can also cause a problem.
H.4.3 Show how science has contributed to meeting personal needs, including hygiene, nutrition, exercise,
safety, and health care
H.4.4 Develop a list of issues that citizens must make decisions about and describe a strategy for becoming
informed about the science behind these issues
WY
(1/2017,2016)
4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources
and their uses affect the environment.
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success
and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to
meet the criteria and constraints of the problem.
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APPENDIX: Teacher Resource, Connecting ecosystems and human health module
Applicable State Science Educational Standards, 5th Grade Science
Lesson Plan Standards
people 0 health •? nature . econom
w ww,epa, gov e n v i roatl as
STATE EDUCATIONAL STANDARDS
5th GRADE, ALL 50 STATES & DC
These Standards have been collected from individual State websites (1/2017). They have been connected to themes that are
available in an EPA tool called EriviroAtlas.
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APPENDIX: Teacher Resource, Connecting ecosystems and human health module
Applicable State Science Educational Standards, 5th Grade Science
State
(last updated
on this chart,
Standards
adoption year)
5th grade Science Educational Standards that apply to the "Connecting ecosystems and human health" module
AL (1/2017,
2015)
11. Create a model to illustrate the transfer of matter among producers; consumers, including scavengers and
decomposers; and the environment.
17. Design solutions, test, and revise a process for cleaning a polluted environment (e.g., simulating an oil spill in
the ocean or a flood in a city and creating a solution for containment and/or cleanup).
16. Collect and organize scientific ideas that individuals and communities can use to protect Earth's natural
resources and its environment (e.g., terracing land to prevent soil erosion, utilizing no-till farming to improve soil
fertility, regulating emissions from factories and automobiles to reduce air pollution, recycling to reduce overuse
of landfill areas).
AK (1/2017,
2012)
[5] SE3.1 describing the various effects of an innovation (e.g., snow machines, airplanes, immunizations) on the
safety, health, and environment of the local community (L)
[5] SE1.1 identifying a community problem or issue and describing the information needed to develop a scientific
solution (L)
AZ (1/2017,
2005)
Strand 3, Concept 1: PO 1. Explain the impacts of natural hazards on habitats (e.g., global warming, floods,
asteroid or large meteor impacts).
PO 2. Propose a solution, resource, or product that addresses a specific human, animal, or habitat need.
PO 3. Evaluate the possible strengths and weaknesses of a proposed solution to a specific problem relevant to
human, animal, or habitat needs.
AR (1/2017,
2005)
LS.4.5.4 Evaluate food webs under conditions of stress: overgrazing overpopulation natural disaster
introduction of nonnative species human impact/urban development
LS.4.5.16 Evaluate positive and negative human effects on ecosystems
CA (1/2017,
2009)
5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or
atmosphere interact.
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the
Earth's resources and environment.
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success
and constraints on materials, time, or cost.
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APPENDIX: Teacher Resource, Connecting ecosystems and human health module
Applicable State Science Educational Standards, 5th Grade Science
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to
meet the criteria and constraints of the problem.
CO (1/2017,
2009)
None.
CT
(1/2017,2015)
NGSS (see CA above).
DC
NGSS (see CA above).
DE
(1/2017,2013)
NGSS (see CA above).
FL
(1/2017,2014)
SC.5.N.1.1, Define a problem, use appropriate reference materials to support scientific understanding, plan and
carry out scientific investigations of various types such as: systematic observations, experiments requiring the
identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze
information, make predictions, and defend conclusions.
GA
(1/2017, new
standards up
2017-2018)
None.
HI
(1/2017,2005)
None.
ID (1/2017,
2016)
Goal 5.1: Understand Common Environmental Quality Issues, Both Natural and Human Induced 5.S.5.1.1 Identify
issues for environmental studies. CL: E Content Limit: Content should be limited to events in the local school or
community environment. For example: Food waste from the hot lunch program, storm runoff entering a local
stream, and the impact of wild fires.
Goal 5.2: Understand the Relationship between Science and Technology 5.S.5.2.1 Describe how science and
technology are part of a student's life. CL:D Content Limit: Technology may include that which is available within a
school. 5.S.5.2.2 List examples of science and technology. CL: B Content Limit: Science is the process that
increases and informs our knowledge of the natural world. Technology is the tool we use to advance our scientific
knowledge.
IL (1/2017,
2011)
NGSS (see CA above).
IN
(1/2017,2016)
5.ESS.3 Investigate ways individual communities within the United States protect the Earth's resources and
environment. 5.ESS.4 Develop a model using an example to describe ways the geosphere, biosphere,
hydrosphere, and/or atmosphere interact.
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APPENDIX: Teacher Resource, Connecting ecosystems and human health module
Applicable State Science Educational Standards, 5th Grade Science
3-5.E.1 Identify a simple problem with the design of an object that reflects a need or a want. Include criteria for
success and constraints on materials, time, or cost. 3-5.E.2 Construct and compare multiple plausible solutions to a
problem based on how well each is likely to meet the criteria and constraints of the problem.
IA
(1/2017,2016)
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the
environment.
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the
Earth's resources and environment.
KS
(1/2017,2013)
NGSS (see CA above).
KY
(1/2017,2013)
5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or
atmosphere interact.
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the
Earth's resources and environment.
ESS3.C: Human Impacts on Earth Systems • Human activities in agriculture, industry, and everyday life have had
major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities
are doing things to help protect Earth's resources and environments. (5-ESS3-1)
LA
(1/2017,2016)
Science as Inquiry: 2. Identify problems, factors, and questions that must be considered in a scientific
investigation (SI-M-A1)
3. Use a variety of sources to answer questions (SI-M-A1)
4. Design, predict outcomes, and conduct experiments to answer guiding questions (SIM-A2)
Understanding Scientific Inquiry: 38. Explain that, through the use of scientific processes and knowledge, people
can solve problems, make decisions, and form new ideas (SI-M-B6)
Physical Science: 26. Identify and describe ecosystems of local importance (LS-M-C3)
Science and the Environment: 49. Identify and give examples of pollutants found in water, air, and soil (SE-M-A3)
50. Describe the consequences of several types of human activities on local ecosystems (e.g., polluting streams,
regulating hunting, introducing nonnative species) (SE-MA4)
ME
(1/2017,2013)
NGSS (see CA above).
MD
(1/2017,2013)
NGSS (see CA above).
MA
(1/2017,2016)
5-ESS3-1. Obtain and combine information about ways communities reduce human impact on the Earth's
resources and environment by changing an agricultural, industrial, or community practice or process.
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APPENDIX: Teacher Resource, Connecting ecosystems and human health module
Applicable State Science Educational Standards, 5th Grade Science
Ml
(1/2017,2015)
NGSS (see CA above).
MN
(1/2017,2009)
5.3.4.1.3. In order to maintain and improve their existence humans interact with and influence Earth systems.
5.4.2.1.1. Natural systems have many components that interact to maintain the living system
5.4.2.1.2. Natural systems have many parts that interact to maintain the living system
5.4.4.1.1. Humans change environments in ways that can be either beneficial or harmful to themselves and other
organisms.
MS
(1/2017,2010)
4d. Describe changes caused by humans on the environment and natural resources and cite evidence from
research of ways to conserve natural resources in the United States, including (but not limited to) Mississippi.
Examples of Mississippi efforts include the following: (DOK 2)
• Associated Physics of America, a private company located in Greenwood Mississippi, develops ways to
convert a variety of agricultural products into efficient, environment-friendly and cost-effective energy
sources.
• The Natural Resource Enterprises (N RE) Program of the Department of Wildlife and Fisheries and the
Cooperative Extension Service at MSU educate landowners in the Southeast about sustainable natural
resource enterprises and compatible habitat management practices.
• The Engineer Research and Development Center of the Vicksburg District of the U.S. Army Corps of
Engineers provides quality engineering and other professional products and services to develop and
manage the Nation's water resources, reduce flood damage, and protect the environment.
MO
(1/2017,2008)
GLE's: Strand 3, DOK Ca. Compare the major organs/organ systems (e.g. support, reproductive, digestive,
transport/circulatory, excretory, response) that perform similar functions for animals belonging to different
vertebrate classes.
Strand 5, Aa-c. a. Explain how major bodies of water are important natural resources for human activity(e.g., food
recreation, habitat, irrigation, solvent, transportation) b. Describe how human needs and activities (e.g., irrigation
damming of rivers, waste management, sources of drinking water) have affected the quantity and quality of
major bodies of fresh water c. Propose solutions to problems related to water quality and availability that result
from human activity.
MT
(1/2017,2016)
Benchmarks at end of 4th grade, 8th grade, and upon graduation from high school
NE
(1/2017,2010)
5.1.1/f Develop a reasonable explanation based on collected data.
5.i.i.g Share information, procedures, and results with peers and/or adults.
5.3.3 Students will describe relationships within an ecosystem.
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Applicable State Science Educational Standards, 5th Grade Science
5.3.3.CI Recognize all organisms cause changes, some beneficial and some detrimental, in the environment where
they live.
NV
(1/2017,2014)
NGSS (see CA above).
NH
(1/2017,2016)
Separated into GSEs (Grade Span Expectations), 5-6 (so, "By the end of Grade 6, all students will..."
NJ
(1/2017,2013)
NGSS (see CA above).
NM
(1/2017,2009)
Strand II: Content of Science Standard II (Life Science): 5-8 Benchmark I: 4. Describe how human activity impacts
the environment.
NY
(1/2017,2015)
NGSS (see CA above).
NC
(1/2017,2011)
5.L.2.1. Compare the characteristics of several common ecosystems, including estuaries and salt marshes, oceans,
lakes and ponds, forests, and grasslands.
5.L.2.3. Infer the effects that may result from the interconnected relationship of plants and animals to their
ecosystem.
ND
(1/2017,2014)
5.1.2. Explain how changes alter the balance within a system (e.g., the effects of limited resources on populations,
global climate change, flood, drought)
5.7.2. Explain ways humans benefit from Earth's resources (e.g., air, water, soil, food, fuel, building materials)
OH
(1/2017,2014)
Ohio State Science Standards are not numbered or coded in any way:
Organisms perform a variety of roles in an ecosystem.
OK
(1/2017,2014)
5-LS2-1 Students who demonstrate understanding can: Develop a model to describe the movement of matter
among plants, animals, decomposers, and the environment.
5-LS2-2 Students who demonstrate understanding can: Use models to explain factors that upset the stability of
local ecosystems.
5-ESS3-1 Students who demonstrate understanding can: Obtain and combine information about ways individual
communities use science ideas to protect the Earth's resources and environment.
OR
(1/2017,2014)
NGSS (see CA above).
PA
(1/2017,2002)
3.3.S.A2 Describe the usefulness of Earth's physical resources as raw materials for the human made world.
3.4.S.B1 Explain how the use of technology can have unintended consequences.
3.4.S.B2 Describe how waste may be appropriately recycled or disposed of to prevent unnecessary harm to the
environment.
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Applicable State Science Educational Standards, 5th Grade Science
Rl
(1/2017,2013)
NGSS (see CA above).
SC
(1/2017,2014)
5.S.1A.1 Ask questions used to (1) generate hypotheses for scientific investigations or (2) refine models,
explanations, or designs.
5.S.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships,
(2) test devices or solutions, or (3) communicate ideas to others.
5.S.1A.4 Analyze and interpret data from informational texts, observations, measurements, or investigations using
a range of methods (such as tabulation or graphing) to (1) reveal patterns and construct meaning or (2) support
hypotheses, explanations, claims, or designs.
5.S.1A.6 Construct explanations of phenomena using (1) scientific evidence and models, (2) conclusions from
scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in
graphs, tables, or diagrams.
5.S.1A.8 Obtain and evaluate informational texts, observations, data collected, or discussions to (1) generate and
answer questions, (2) understand phenomena, (3) develop models, or (4) support hypotheses, explanations,
claims, or designs. Communicate observations and explanations using the conventions and expectations of oral
and written language.
5.E.3A.1 Construct explanations of how different landforms and surface features result from the location and
movement of water on Earth's surface through watersheds (drainage basins) and rivers.
5.E.3B.3 Construct scientific arguments to support claims that human activities (such as conservation efforts or
pollution) affect the land and oceans of Earth.
5.E.3B.4 Define problems caused by natural processes or human activities and test possible solutions to reduce
the impact on landforms and the ocean shore zone.
5.L.4B.4 Construct scientific arguments to explain how limiting factors (including food, water, space, and shelter)
or a newly introduced organism can affect an ecosystem.
SD
(1/2017,2015)
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the
Earth's resources and environment.
TN
(1/2017,2009)
GLE 0507.T/E.1 Describe how tools, technology, and inventions help to answer questions and solve problems.
GLE 0507.T/E.2 Recognize that new tools, technology, and inventions are always being developed.
GLE 0507.T/E.3 Identify appropriate materials, tools, and machines that can extend or enhance the ability to solve
a specified problem.
GLE 0507.T/E.4 Recognize the connection between scientific advances, new knowledge, and the availability of
new tools and technologies.
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Applicable State Science Educational Standards, 5th Grade Science
GLE 0507.2.3 Establish the connections between human activities and natural disasters and their impact on the
environment.
TX
(1/2017,2014)
112.16.a3. The study of elementary science includes planning and safely implementing classroom and outdoor
investigations using scientific processes, including inquiry methods, analyzing information, making informed
decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary,
in the context of physical, earth, and life sciences. Districts are encouraged to facilitate classroom and outdoor
investigations for at least 50% of instructional time.
112.16.bgA. Observe the way organisms live and survive in their ecosystem by interacting with the living and non-
living elements.
112.16.bgC. Predict the effects of changes in ecosystems caused by living organisms, including humans, such as the
overpopulation of grazers or the building of highways.
UT
(1/2017, K-2:
2010, 3-6:
2002,7-8:
2003, 9-12:
2003, Earth
Science: 2012)
None.
VT
(1/2017,2013)
NGSS (see CA above).
VA
(1/2017,2016)
5.ia-k. The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by
planning and conducting investigations in which
a) items such as rocks, minerals, and organisms are identified using various classification keys;
b) estimates are made and accurate measurements of length, mass, volume, and temperature are made in metric
units using proper tools;
c) estimates are made and accurate measurements of elapsed time are made using proper tools;
d) hypotheses are formed from testable questions;
e) independent and dependent variables are identified;
f) constants in an experimental situation are identified;
g) data are collected, recorded, analyzed, and communicated using proper graphical representations and metric
measurements;
h) predictions are made using patterns from data collected, and simple graphical data are generated;
i) inferences are made and conclusions are drawn;
j) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and
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Applicable State Science Educational Standards, 5th Grade Science
k) current applications are used to reinforce science concepts.
5.6c. The student will investigate and understand characteristics of the ocean environment. Key concepts include
c) ecological characteristics.
5-7g. The student will investigate and understand how Earth's surface is constantly changing. Key concepts
include:
g) human impact.
WA
(1/2017,2009)
NGSS (see CA above).
WV
(1/2017,2016)
NGSS (see CA above).
Wl
(1/2017,2012)
A.8.1 Develop their understanding of the science themes by using the themes to frame questions about science-
related issues and problems.
A.8.3 Defend explanations and models by collecting and organizing evidence that supports them and critique
explanations and models by collecting and organizing evidence that conflicts with them.
A.8.5 Show how models and explanations, based on systems, were changed as new evidence accumulated (the
effects of constancy, evolution, change, and measurement should all be part of these explanations).
C.8.1 Identify questions they can investigate using resources and equipment they have available
C.8.2 Identify data and locate sources of information including their own records to answer the questions being
investigated
C.8.3 Design and safely conduct investigations that provide reliable quantitative or qualitative data, as
appropriate, to answer their questions
C.8.4 Use inferences to help decide possible results of their investigations, use observations to check their
inferences
C.8.5 Use accepted scientific knowledge, models, and theories to explain their results and to raise further
questions about their investigations
C.8.6 State what they have learned from investigations, relating their inferences to scientific knowledge and to
data they have collected
C.8.7 Explain their data and conclusions in ways that allow an audience to understand the questions they selected
for investigation* and the answers they have developed
C.8.8 Use computer software and other technologies to organize, process, and present their data
C.8.9 Evaluate, explain, and defend the validity of questions, hypotheses, and conclusions to their investigations
C.8.10 Discuss the importance of their results and implications of their work with peers, teachers, and other adults
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Applicable State Science Educational Standards, 5th Grade Science
C.8.11 Raise further questions which still need to be answered
F.8.8 Show through investigations how organisms both depend on and contribute to the balance or imbalance of
populations and/or ecosystems, which in turn contribute to the total system of life on the planet
F.8.9 Explain how some of the changes on the earth are contributing to changes in the balance of life and
affecting the survival or population growth of certain species
F.8.10 Project how current trends in human resource use and population growth will influence the natural
environment, and show how current policies affect those trends.
G.8.2 Explain how current scientific and technological discoveries have an influence on the work people do and
how some of these discoveries also lead to new careers
G.8.3 Illustrate the impact that science and technology have had, both good and bad, on careers, systems, society,
environment, and quality of life
G.8.4 Propose a design (or re-design) of an applied science model or a machine that will have an impact in the
community or elsewhere in the world and show how the design (or re-design) might work, including potential
side-effects
G.8.5 Investigate a specific local problem to which there has been a scientific or technological solution, including
proposals for alternative courses of action, the choices that were made, reasons for the choices, any new
problems created, and subsequent community satisfaction
G.8.6 Use current texts, encyclopedias, source books, computers, experts, the popular press, or other relevant
sources to identify examples of how scientific discoveries have resulted in new technology
G.8.7 Show evidence of how science and technology are interdependent, using some examples drawn from
personally conducted investigations
H.8.1 Evaluate the scientific evidence used in various media (for example, television, radio, Internet, popular press,
and scientific journals) to address a social issue, using criteria of accuracy, logic, bias, relevance of data, and
credibility of sources
H.8.2 Present a scientific solution to a problem involving the earth and space, life and environmental, or physical
sciences and participate in a consensus-building discussion to arrive at a group decision
H.8.3 Understand the consequences of decisions affecting personal health and safety
WY
(1/2017,2016)
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to conserve
Earth's resources and environment.
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APPENDIX: Teacher Resource, Connecting ecosystems and human health module
Applicable State Science Educational Standards, 6th Grade Science
Lesson Plan Standards
people 0 health •? nature . econom
w ww,epa, gov e n v i roatl as
STATE EDUCATIONAL STANDARDS
6™ GRADE, ALL 50 STATES & DC
These Standards have been collected from individual State websites (1/2017). They have been connected to themes that
are available in an EPA tool called EnviroAtlas.
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APPENDIX: Teacher Resource, Connecting ecosystems and human health module
Applicable State Science Educational Standards, 6th Grade Science
State
(last updated
on this chart,
Standards
adoption year)
6th grade Science Educational Standards that apply to the "Connecting ecosystems and human health" module
AL (1/2017,
2015)
14. Analyze and interpret data (e.g., tables, graphs, maps of global and regional temperatures; atmospheric levels
of gases such as carbon dioxide and methane; rates of human activities) to describe how various human activities
(e.g., use of fossil fuels, creation of urban heat islands, agricultural practices) and natural processes (e.g., solar
radiation, greenhouse effect, volcanic activity) may cause changes in local and global temperatures overtime.
16. Implement scientific principles to design processes for monitoring and minimizing human impact on the
environment (e.g., water usage, including withdrawal of water from streams and aquifers or construction of
dams and levees; land usage, including urban development, agriculture, or removal of wetlands; pollution of air,
water, and land).
AK (1/2017,
2012)
The student demonstrates an understanding that interactions with the environment provide an opportunity for
understanding scientific concepts by [6] SA3.1 gathering data to build a knowledge base that contributes to the
development of questions about the local environment (e.g., moose browsing, trail usage, river erosion) (L)
AZ (1/2017,
2005)
Concept 2: Science and Technology in Society. Develop viable solutions to a need or problem. PO 1. Propose
viable methods of responding to an identified need or problem. PO 2. Compare possible solutions to best address
an identified need or problem. PO 3. Design and construct a solution to an identified need or problem using
simple classroom materials. PO 4. Describe a technological discovery that influences science.
Concept 3: Populations of Organisms in an Ecosystem. Analyze the relationships among various organisms and
their environment. PO 1. Explain that sunlight is the major source of energy for most ecosystems. PO 2. Describe
how the following environmental conditions affect the quality of life: water quality climate population
density smog
AR (1/2017,
2005)
None.
CA (1/2017,
2009)
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological
components of an ecosystem affect populations.
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over
the past century.
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Applicable State Science Educational Standards, 6th Grade Science
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the
environment.
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita
consumption of natural resources impact Earth's systems.
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful
solution, taking into account relevant scientific principles and potential impacts on people and the natural
environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the
criteria and constraints of the problem.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to
identify the best characteristics of each that can be combined into a new solution to better meet the criteria for
success.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or
process such that an optimal design can be achieved.
CO (1/2017,
2009)
3. Earth Systems Science, 3. Earth's natural resources provide the foundation for human society's physical needs.
Many natural resources are nonrenewable on human timescales, while others can be renewed or recycled
CT
(1/2017,2015)
NGSS (see CA above).
DC
NGSS (see CA above).
DE
(1/2017,2013)
NGSS (see CA above).
FL
(1/2017,2014)
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to
support scientific understanding, plan and carry out scientific investigation of various types, such as systematic
observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and
graphics, analyze information, make predictions, and defend conclusions.
GA
(1/2017, new
standards up
2017-2018)
None.
HI
(1/2017,2005)
None.
ID (1/2017,
2016)
Goal 5.1: Understand Common Environmental Quality Issues, Both Natural and Human Induced 6.S.5.1.1 Identify
issues for environmental studies. (626.oi.a) Goal 5.2: Understand the Relationship between Science and
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Applicable State Science Educational Standards, 6th Grade Science
Technology 6.S.5.2.1 Describe how science and technology are part of our society. (625.01.a) 6.S.5.2.2 Describe
how science and technology are interrelated. (625.01.b)
IL (1/2017,
2011)
NGSS (see CA above).
IN
(1/2017,2016)
6.LS.5 Research invasive species and discuss their impact on ecosystems.
IA
(1/2017,2016)
NGSS (see CA above).
KS
(1/2017,2013)
NGSS (see CA above).
KY
(1/2017,2013)
LS2.C: Ecosystem Dynamics, Functioning, and Resilience Ecosystems are dynamic in nature; their characteristics
can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its
populations. (08-LS2-4)
08-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
LS2.C: Ecosystem Dynamics, Functioning, and Resilience Biodiversity describes the variety of species found in
Earth's terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem's biodiversity is often
used as a measure of its health. (08-LS2-5)
LS4.D: Biodiversity and Humans Changes in biodiversity can influence humans' resources, such as food, energy,
and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling,
(secondary to 08-LS2-5)
ETS1.B: Developing Possible Solutions There are systematic processes for evaluating solutions with respect to
how well they meet the criteria and constraints of a problem, (secondary to 08-LS2-5)
08-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the
environment.
LA
(1/2017,2016)
Science and the Environment
45. Describe methods for sustaining renewable resources (SE-M-A6) 46. Identify ways people can reuse, recycle,
and reduce the use of resources to improve and protect the quality of life (SE-M-A6) 47. Illustrate how various
technologies influence resource use in an ecosystem (e.g., forestry management, soil conservation, fishery
improvement) (SE-M-A8)
ME
(1/2017,2013)
NGSS (see CA above).
MD
(1/2017,2013)
NGSS (see CA above).
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Applicable State Science Educational Standards, 6th Grade Science
MA
(1/2017,2016)
6.MS-ETS1-6(MA). Communicate a design solution to an intended user, including design features and limitations
of the solution
Ml
(1/2017,2015)
NGSS (see CA above).
MN
(1/2017,2009)
6.1.2.2.1. Engineering design is the process of devising products, processes and systems that address a need,
capitalize on an opportunity, or solve a specific problem.
MS
(1/2017,2010)
4d. Summarize the causes and effects of pollution on people and the environment (e.g., air pollution, ground
pollution, chemical pollution) and justify how and why pollution should be minimized. (DOK1)
MO
(1/2017,2015)
Strand 4, D a-c. a. Describe beneficial and harmful activities of organisms, including humans (e.g., deforestation,
overpopulation, water and air pollution, global warming, restoration of natural environments, river bank/coastal
stabilization, recycling, channelization, reintroduction of species, depletion of resources), and explain how these
activities affect organisms within an ecosystem b. Predict the impact (beneficial or harmful) of a natural
environmental change (e.g., forest fire, flood, volcanic eruption, avalanche) on the organisms in an ecosystem c.
Describe possible solutions to potentially harmful environmental changes within an ecosystem
MT
(1/2017,2016)
Benchmarks at end of 4th grade, 8th grade, and upon graduation from high school
NE
(1/2017,2010)
8.i.i.g Evaluate predictions, draw logical inferences based on observed patterns/relationships, and account for
non-relevant information.
8.3.3^ Identify positive and negative effects of natural and human activity on an ecosystem
NV
(1/2017,2014)
NGSS (see CA above).
NH
(1/2017,2016)
S:SPSi:6:i.2 Plan observations based on a given purpose.
S:SPS1:6:1.8 Ask questions about relationships between and among observations.
S:SPS2:6:2.1 Recognize that thinking about things as systems means looking for how every part relates to others.
S:SPS2:6:4.1 Understand that things change in steady, repetitive, or irregular ways, or sometimes in more than
one way at the same time; often the best way to tell which kinds of change are happening is to make a table or
graph of measurements.
S:SPS2:6:4.2 Discover how a system may stay the same because nothing is happening or because things are
happening that exactly balance each other out.
S:SPS3:6:1.1 Work effectively within a cooperative group setting, accepting and executing assigned roles and
responsibilities. S:SPS3:6:1.2 Work collectively within a group toward a common goal. S:SPS3:6:1.3 Demonstrate
respect of one another's abilities and contributions to the group.
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Applicable State Science Educational Standards, 6th Grade Science
S:SPS3:6:2.1 Develop, focus and explain questions about the environment and do environmental investigations.
S:SPS3:6:2.2 Design environmental investigations to answer particular questions. S:SPS3:6:2.3 Explore evidence
that human-caused changes have consequences for the immediate environment as well as for other places and
future times. S:SPS3:6:2.4 Explore how humans shape and control the environment while creating knowledge
and developing new technologies. S:SPS3:6:2.5 Investigate environmental and resource management issues at
scales that range from local to national to global.
NJ
(1/2017,2013)
NGSS (see CA above).
NM
(1/2017,2009)
None.
NY
(1/2017,2015)
NGSS (see CA above).
NC
(1/2017,2011)
6.E.2.4. Conclude that the good health of humans requires: monitoring the lithosphere, maintaining soil quality
and stewardship.
ND
(1/2017,2014)
6.2.4. Use appropriate tools and techniques to gather and analyze data.
6.6.2. Design a product or solution to a problem given constraints (e.g., limits of time, costs, materials and
environmental factors)
6.6.3. Explain the relationship between science and technology
6.7.2. Explain how recycling and conservation affect populations, resources, and the environment
OH
(1/2017,2014)
Ohio State Science Standards are not numbered or coded in any way:
Living systems at all levels of organization demonstrate the complementary nature of structure and function.
OK
(1/2017,2014)
MS-LS2-1 Students who demonstrate understanding can: Analyze and interpret data to provide evidence for the
effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-2 Students who demonstrate understanding can: Construct an explanation that predicts patterns of
interactions among organisms across multiple ecosystems.
MS-LS2-4 Students who demonstrate understanding can: Construct an argument supported by empirical
evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS2-5 Students who demonstrate understanding can: Evaluate competing design solutions for maintaining
biodiversity and ecosystem services.
MS-ESS3-3 Students who demonstrate understanding can: Apply scientific principles to design a method for
monitoring and minimizing human impact on the environment.
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Applicable State Science Educational Standards, 6th Grade Science
OR
(1/2017,2014)
NGSS (see CA above).
PA
(1/2017,2002)
3.3.6.A1 Recognize and interpret various mapping representations of Earth's common features.
3.4.6.B1 Describe how economic, political, and cultural issues are influenced by the development and use
of technology.
Rl
(1/2017,2013)
NGSS (see CA above).
SC
(1/2017,2014)
6.S.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or
designs, or (3) extend the results of investigations or challenge claims.
6.S.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships,
(2) test devices or solutions, or (3) communicate ideas to others.
6.S.1A.4 Analyze and interpret data from informational texts, observations, measurements, or investigations
using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct
meaning or (2) support hypotheses, explanations, claims, or designs.
6.S.1A.6 Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2)
conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data
communicated in graphs, tables, or diagrams.
6.S.1A.8 Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena,
(3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in
knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1)
evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student
experimental investigations.
6.E.2A.3 Construct explanations of the processes involved in the cycling of water through Earth's systems
(including transpiration, evaporation, condensation and crystallization, precipitation, and downhill flow of water
on land).
SD
(1/2017,2015)
MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and
populations of organisms in an ecosystem.
MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple
ecosystems.
MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological
components of an ecosystem affect populations.
MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
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Applicable State Science Educational Standards, 6th Grade Science
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the
environment.
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita
consumption of natural resources impact Earth's systems.
TN
(1/2017,2009)
GLE o6o7.lnq.5 Communicate scientific understanding using descriptions, explanations, and models.
GLE 0607.2.3 Draw conclusions from data about interactions between the biotic and abiotic elements of a
particular environment.
GLE 0607.2.4 Analyze the environments and the interdependence among organisms found in the world's major
biomes.
TX
(1/2017,2014)
112.183(3) Grade 6 science is interdisciplinary in nature; however, much of the content focus is on physical
science. National standards in science are organized as multi-grade blocks such as Grades 5-8 rather than
individual grade levels. In order to follow the grade level format used in Texas, the various national standards are
found among Grades 6, 7, and 8. Recurring themes are pervasive in sciences, mathematics, and technology. These
ideas transcend disciplinary boundaries and include change and constancy, patterns, cycles, systems, models, and
scale.
H2.i8b(i2)(F) diagram the levels of organization within an ecosystem, including organism, population,
community, and ecosystem.
UT
(1/2017, K-2:
2010, 3-6: 2002,
7-8: 2003, 9-12:
2003, Earth
Science: 2012)
None.
VT
(1/2017,2013)
NGSS (see CA above).
VA
(1/2017,2016)
6.ia-j. The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by
planning and conducting investigations in which
a) observations are made involving fine discrimination between similar objects and organisms; b) precise and
approximate measurements are recorded;
c) scale models are used to estimate distance, volume, and quantity;
d) hypotheses are stated in ways that identify the independent and dependent variables;
e) a method is devised to test the validity of predictions and inferences;
f) one variable is manipulated over time, using many repeated trials;
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Applicable State Science Educational Standards, 6th Grade Science
g) data are collected, recorded, analyzed, and reported using metric measurements and tools; h) data are analyzed
and communicated through graphical representation;
i) models and simulations are designed and used to illustrate and explain phenomena and systems; and
j) current applications are used to reinforce science concepts.
6.7a-g. The student will investigate and understand the natural processes and human interactions that affect
watershed systems. Key concepts include
a) the health of ecosystems and the abiotic factors of a watershed;
b) the location and structure of Virginia's regional watershed systems;
c) divides, tributaries, river systems, and river and stream processes;
d) wetlands;
e) estuaries;
f) major conservation, health, and safety issues associated with watersheds; and
g) water monitoring and analysis using field equipment including hand-held technology.
6.9 The student will investigate and understand public policy decisions relating to the environment. Key concepts
include
a) management of renewable resources;
b) management of nonrenewable resources;
c) the mitigation of land-use and environmental hazards through preventive measures; and
d) cost/benefit tradeoffs in conservation policies.
WA
(1/2017,2009)
NGSS (see CA above).
WV
(1/2017,2016)
NGSS (see CA above).
Wl
(1/2017,2012)
A.8.1 Develop their understanding of the science themes by using the themes to frame questions about science-
related issues and problems.
A.8.3 Defend explanations and models by collecting and organizing evidence that supports them and critique
explanations and models by collecting and organizing evidence that conflicts with them.
A.8.5 Show how models and explanations, based on systems, were changed as new evidence accumulated (the
effects of constancy, evolution, change, and measurement should all be part of these explanations).
C.8.1 Identify questions they can investigate using resources and equipment they have available
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Applicable State Science Educational Standards, 6th Grade Science
C.8.2 Identify data and locate sources of information including their own records to answer the questions being
investigated
C.8.3 Design and safely conduct investigations that provide reliable quantitative or qualitative data, as
appropriate, to answer their questions
C.8.4 Use inferences to help decide possible results of their investigations, use observations to check their
inferences
C.8.5 Use accepted scientific knowledge, models, and theories to explain their results and to raise further
questions about their investigations
C.8.6 State what they have learned from investigations, relating their inferences to scientific knowledge and to
data they have collected
C.8.7 Explain their data and conclusions in ways that allow an audience to understand the questions they selected
for investigation* and the answers they have developed
C.8.8 Use computer software and other technologies to organize, process, and present their data
C.8.9 Evaluate, explain, and defend the validity of questions, hypotheses, and conclusions to their investigations
C.8.10 Discuss the importance of their results and implications of their work with peers, teachers, and other adults
C.8.11 Raise further questions which still need to be answered
F.8.8 Show through investigations how organisms both depend on and contribute to the balance or imbalance of
populations and/or ecosystems, which in turn contribute to the total system of life on the planet
F.8.9 Explain how some of the changes on the earth are contributing to changes in the balance of life and
affecting the survival or population growth of certain species
F.8.10 Project how current trends in human resource use and population growth will influence the natural
environment, and show how current policies affect those trends.
G.8.2 Explain how current scientific and technological discoveries have an influence on the work people do and
how some of these discoveries also lead to new careers
G.8.3 Illustrate the impact that science and technology have had, both good and bad, on careers, systems,
society, environment, and quality of life
G.8.4 Propose a design (or re-design) of an applied science model or a machine that will have an impact in the
community or elsewhere in the world and show how the design (or re-design) might work, including potential
side-effects
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Applicable State Science Educational Standards, 6th Grade Science
G.8.5 Investigate a specific local problem to which there has been a scientific or technological solution, including
proposals for alternative courses of action, the choices that were made, reasons for the choices, any new
problems created, and subsequent community satisfaction
G.8.6 Use current texts, encyclopedias, source books, computers, experts, the popular press, or other relevant
sources to identify examples of how scientific discoveries have resulted in new technology
G.8.7 Show evidence of how science and technology are interdependent, using some examples drawn from
personally conducted investigations
H.8.1 Evaluate the scientific evidence used in various media (for example, television, radio, Internet, popular
press, and scientific journals) to address a social issue, using criteria of accuracy, logic, bias, relevance of data, and
credibility of sources
H.8.2 Present a scientific solution to a problem involving the earth and space, life and environmental, or physical
sciences and participate in a consensus-building discussion to arrive at a group decision
H.8.3 Understand the consequences of decisions affecting personal health and safety
WY
(1/2017,2016)
MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural
resources and impact society.
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and
populations of organisms in an ecosystem.
MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple
ecosystems.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological
components of an ecosystem affect populations.
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the
sun and the force of gravity.
MS-ESS3-3. Apply scientific principles to design a method for monitoring, evaluating, and managing a human
impact on the environment.
MS-ESS3-4. Construct an argument supported by evidence for how changes in human population and per-capita
consumption of natural resources impact Earth's systems.
MS-ETS2-2. Develop a model defining and prioritizing the impacts of human activity on a particular aspect of the
environment, identifying positive and negative consequences of the activity, both short and long-term, and
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Applicable State Science Educational Standards, 6th Grade Science
investigate and explain how the ethics and integrity of scientists and engineers and respect for individual
property rights might constrain future development.
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Applicable State Science Educational Standards, 7th Grade Science
EnviroAtlas
Lesson Plan Standards
\
people $ health o nature rj economy
www. epa, go v/e n v i roat! as
STATE EDUCATIONAL STANDARDS
7th GRADE, ALL 50 STATES & DC
These Standards have been collected from individual State websites (1/2017). They have been connected to themes that
are available in an EPA tool called EnviroAtlas.
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Applicable State Science Educational Standards, 7th Grade Science
State
(last updated
on this chart,
Standards
adoption year)
7th grade Science Educational Standards that apply to the "Connecting ecosystems and human health" module
AL (1/2017,
2015)
9. Engage in argument to defend the effectiveness of a design solution that maintains biodiversity and
ecosystem services (e.g., using scientific, economic, and social considerations regarding purifying water,
recycling nutrients, preventing soil erosion).
6. Analyze and interpret data to provide evidence regarding how resource availability impacts individual
organisms as well as populations of organisms within an ecosystem.
AK (1/2017,
2012)
The student demonstrates an understanding that interactions with the environment provide an opportunity for
understanding scientific concepts by [7] SA3.1 designing and conducting a simple investigation about the local
environment (L)
AZ (1/2017,
2005)
Concept 1: Changes in Environments. Describe the interactions between human populations, natural hazards, and
the environment.
PO 1. Analyze environmental risks (e.g., pollution, destruction of habitat) caused by human interaction with
biological or geological systems.
PO 2. Analyze environmental benefits of the following human interactions with biological or geological systems:
reforestation habitat restoration construction of dams
PO 3. Propose possible solutions to address the environmental risks in biological or geological systems.
AR (1/2017,
2005)
None.
CA (1/2017,
2009)
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological
components of an ecosystem affect populations.
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita
consumption of natural resources impact Earth's systems.
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Applicable State Science Educational Standards, 7th Grade Science
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful
solution, taking into account relevant scientific principles and potential impacts on people and the natural
environment that may limit possible solutions.
NGSS Science and Engineering Practices (NGSS APPENDIX F):
1. Asking questions (for science) and defining problems (for engineering).
4. Analyzing and interpreting data.
7. Engaging in argument from evidence.
8. Obtaining, evaluating, and communicating information.
CO (1/2017,
2009)
None.
CT
(1/2017,2015)
NGSS (see CA above).
DC
(1/2017,2013)
NGSS (see CA above).
DE
(1/2017,2013)
NGSS (see CA above).
FL
(1/2017,2014)
SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native
populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.
SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support
scientific understanding, plan and carry out scientific investigation of various types, such as systematic
observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and
graphics, analyze information, make predictions, and defend conclusions.
GA
(1/2017, new
standards up
2017-2018)
S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms with one
another and their environments, c. Analyze and interpret data to provide evidence for how resource availability,
disease, climate, and human activity affect individual organisms, populations, communities, and ecosystems.
HI
(1/2017,2005)
SC.7.3.3. Explain how biotic and abiotic factors affect the carrying capacity and sustainability of an ecosystem.
ID (1/2017,
2016)
Goal 5.2: Understand the Relationship between Science and Technology 7.S.5.2.1 Explain how science and
technology are interrelated. (640.oi.a) 7.S.5.2.2 Explain how science advances technology. (640.01.b)
IL (1/2017,2011)
NGSS (see CA above).
IN
(1/2017,2016)
7.ESS.7 Describe the positive and negative environmental impacts of obtaining and utilizing various renewable
and nonrenewable energy resources in Indiana. Determine which energy resources are the most beneficial and
efficient.
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Applicable State Science Educational Standards, 7th Grade Science
6-8.E.1 Identify the criteria and constraints of a design to ensure a successful solution, taking into account
relevant scientific principles and potential impacts on people and the natural environment that may limit possible
solutions.
IA
(1/2017,2016)
NGSS (see CA above).
KS
(1/2017,2013)
NGSS (see CA above).
KY
(1/2017,2013)
08-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
LS2.C: Ecosystem Dynamics, Functioning, and Resilience Biodiversity describes the variety of species found in
Earth's terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem's biodiversity is often
used as a measure of its health. (08-LS2-5)
LS4.D: Biodiversity and Humans Changes in biodiversity can influence humans' resources, such as food, energy,
and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling,
(secondary to 08-LS2-5)
08-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the
environment.
LA
(1/2017,2016)
Science and the Environment:
35. Identify resources humans derive from ecosystems (SE-M-A1)
36. Distinguish the essential roles played by biotic and abiotic components in various ecosystems (SE-M-A1)
39. Analyze the consequences of human activities on ecosystems (SE-M-A4)
43. Identify and analyze the environmental impact of humans' use of technology (e.g., energy production,
agriculture, transportation, human habitation) (SE-M-A8)
ME
(1/2017,2013)
NGSS (see CA above).
MD
(1/2017,2013)
NGSS (see CA above).
MA
(1/2017,2016)
7.MS-ESS3-4. Construct an argument supported by evidence that human activities and technologies can mitigate
the impact of increases in human population and per capita consumption of natural resources on the
environment.
7.MS-LS2-1. Analyze and interpret data to provide evidence for the effects of periods of abundant and scarce
resources on the growth of organisms and the size of populations in an ecosystem.
7.MS-LS2-6(MA). Explain how changes to the biodiversity of an ecosystem—the variety of species found in the
ecosystem—may limit the availability of resources humans use.
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Applicable State Science Educational Standards, 7th Grade Science
Ml
(1/2017,2015)
NGSS (see CA above).
MN
(1/2017,2009)
7.4.2.1.1. Natural systems include a variety of organisms that interact with one another in several ways.
7.4.4.1.2. Human activity can change living organisms and ecosystems.
MS
(1/2017,2010)
4d. Conclude why factors, such as lack of resources and climate can limit the growth of populations in specific
niches in the ecosystem. (DOK 2)
• Abiotic factors that affect population, growth, and size (quantity of light, water, range of temperatures,
soil compositions)
• Cycles of water, carbon, oxygen, and nitrogen in the environment
• Role of single-celled organisms (e.g., phytoplankton) in the carbon and oxygen cycles
MO
(1/2017,2015)
7.MS-ESS3-4. Construct an argument supported by evidence that human activities and technologies can mitigate
the impact of increases in human population and per capita consumption of natural resources on the
environment.
MT
(1/2017,2016)
Benchmarks at end of 4th grade, 8th grade, and upon graduation from high school
NE
(1/2017,2010)
8.1.i.g Evaluate predictions, draw logical inferences based on observed patterns/relationships, and account for
non-relevant information.
8.3.3^ Identify positive and negative effects of natural and human activity on an ecosystem
NV
(1/2017,2014)
NGSS (see CA above).
NH
(1/2017,2016)
Separated into GSEs (Grade Span Expectations), 7-8 (so, "By the end of Grade 8, all students will..."
NJ
(1/2017,2013)
NGSS (see CA above).
NM
(1/2017,2009)
Strand II: Content of Science Standard II (Life Science): Understand the properties, structures, and processes of
living things and the interdependence of living things and their environments. 5-8 Benchmark I:
Populations and Ecosystems 1. Identify the living and nonliving parts of an ecosystem and describe the
relationships among these components. 2. Explain biomes (i.e., aquatic, desert, rainforest, grasslands, tundra)
and describe the New Mexico biome. 3. Explain how individuals of species that exist together interact with their
environment to create an ecosystem (e.g., populations, communities, niches, habitats, food webs). 4. Explain the
conditions and resources needed to sustain life in specific ecosystems. 5. Describe how the availability of
resources and physical factors limit growth (e.g., quantity of light and water, range of temperature, composition
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Applicable State Science Educational Standards, 7th Grade Science
of soil) and how the water, carbon, and nitrogen cycles contribute to the availability of those resources to
support living systems.
Biodiversity 6. Understand how diverse species fill all niches in an ecosystem.
NY
(1/2017,2015)
NGSS (see CA above).
NC
(1/2017,2011)
7.E.1.6. Conclude that the good health of humans requires: monitoring the atmosphere, maintaining air quality
and stewardship.
ND
(1/2017,2014)
7.7.3. Explain how overpopulation affects organisms, resources, and environments (e.g., depletion of food
resources, habitat availability, increased loss due to disease, parasites and predators
OH
(1/2017,2014)
Ohio State Science Standards are not numbered or coded in any way:
-Matter is transferred continuously between one organism to another and between organisms and their physical
environments.
-In any particular biome, the number, growth and survival of organisms and populations depend on biotic and
abiotic factors.
OK
(1/2017,2014)
None, very physics and solar-system based.
OR
(1/2017,2014)
NGSS (see CA above).
PA
(1/2017,2002)
3.4.7.B1 Explain how the use of technology can have consequences that affect humans in many ways.
3.4.7.B2 Explain how decisions to develop and use technologies may be influenced by environmental and
economic concerns.
Rl
(1/2017,2013)
NGSS (see CA above).
SC
(1/2017,2014)
7.S.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or
designs, or (3) extend the results of investigations or challenge claims.
7.S.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and
relationships, (2) test devices or solutions, or (3) communicate ideas to others.
7.S.1A.6 Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2)
conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data
communicated in graphs, tables, or diagrams.
7.S.1A.8 Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena,
(3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in
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Applicable State Science Educational Standards, 7th Grade Science
knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by
(1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student
experimental investigations.
7.EC.5A.1 Develop and use models to describe the characteristics of the levels of organization within ecosystems
(including species, populations, communities, ecosystems, and biomes).
7.EC.5A.3 Analyze and interpret data to predict changes in the number of organisms within a population when
certain changes occur to the physical environment (such as changes due to natural hazards or limiting factors).
7.EC.5B.3 Analyze and interpret data to predict how changes in the number of organisms of one species affects
the balance of an ecosystem.
7.EC.5B.4 Define problems caused by the introduction of a new species in an environment and design devices or
solutions to minimize the impact(s) to the balance of an ecosystem.
SD
(1/2017,2015)
MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and
populations of organisms in an ecosystem.
MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple
ecosystems.
MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological
components of an ecosystem affect populations.
MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the
environment.
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita
consumption of natural resources impact Earth's systems.
TN
(1/2017,2009)
GLE 0707.7.6 Evaluate how human activities affect the earth's land, oceans, and atmosphere.
TX
(1/2017,2014)
112.193(3). Grade 7 science is interdisciplinary in nature; however, much of the content focus is on organisms and
the environment. National standards in science are organized as a multi-grade blocks such as Grades 5-8 rather
than individual grade levels. In order to follow the grade level format used in Texas, the various national
standards are found among Grades 6, 7, and 8. Recurring themes are pervasive in sciences, mathematics, and
technology. These ideas transcend disciplinary boundaries and include change and constancy, patterns, cycles,
systems, models, and scale.
H2.i9bio(B). describe how biodiversity contributes to the sustainability of an ecosystem
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, 7th Grade Science
UT
(1/2017, K-2:
2010, 3-6: 2002,
7-8: 2003, 9-12:
2003, Earth
Science: 2012)
None.
VT
(1/2017,2013)
NGSS (see CA above).
VA
(1/2017,2016)
See subject-specific documents.
WA
(1/2017,2009)
NGSS (see CA above).
WV
(1/2017,2016)
NGSS (see CA above).
Wl
(1/2017,2012)
A.8.1 Develop their understanding of the science themes by using the themes to frame questions about science-
related issues and problems.
C.8.1 Identify questions they can investigate using resources and equipment they have available
C.8.2 Identify data and locate sources of information including their own records to answer the questions being
investigated
C.8.5 Use accepted scientific knowledge, models, and theories to explain their results and to raise further
questions about their investigations
C.8.6 State what they have learned from investigations, relating their inferences to scientific knowledge and to
data they have collected
C.8.7 Explain their data and conclusions in ways that allow an audience to understand the questions they selected
for investigation and the answers they have developed
C.8.8 Use computer software and other technologies to organize, process, and present their data
C.8.9 Evaluate, explain, and defend the validity of questions, hypotheses, and conclusions to their investigations
C.8.10 Discuss the importance of their results and implications of their work with peers, teachers, and other
adults
C.8.11 Raise further questions which still need to be answered
F.8.8 Show through investigations how organisms both depend on and contribute to the balance or imbalance of
populations and/or ecosystems, which in turn contribute to the total system of life on the planet
F.8.10 Project how current trends in human resource use and population growth will influence the natural
environment, and show how current policies affect those trends.
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Applicable State Science Educational Standards, 7th Grade Science
G.8.5 Investigate a specific local problem to which there has been a scientific or technological solution, including
proposals for alternative courses of action, the choices that were made, reasons for the choices, any new
problems created, and subsequent community satisfaction
G.8.6 Use current texts, encyclopedias, source books, computers, experts, the popular press, or other relevant
sources to identify examples of how scientific discoveries have resulted in new technology
G.8.7 Show evidence of how science and technology are interdependent, using some examples drawn from
personally conducted investigations
H.8.1 Evaluate the scientific evidence used in various media (for example, television, radio, Internet, popular
press, and scientific journals) to address a social issue, using criteria of accuracy, logic, bias, relevance of data,
and credibility of sources
H.8.2 Present a scientific solution to a problem involving the earth and space, life and environmental, or physical
sciences and participate in a consensus-building discussion to arrive at a group decision
H.8.3 Understand the consequences of decisions affecting personal health and safety
WY
(1/2017,2016)
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and
populations of organisms in an ecosystem.
MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple
ecosystems.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological
components of an ecosystem affect populations.
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the
sun and the force of gravity.
MS-ESS3-3. Apply scientific principles to design a method for monitoring, evaluating, and managing a human
impact on the environment.
MS-ESS3-4. Construct an argument supported by evidence for how changes in human population and per-capita
consumption of natural resources impact Earth's systems.
MS-ETS2-2. Develop a model defining and prioritizing the impacts of human activity on a particular aspect of the
environment, identifying positive and negative consequences of the activity, both short and long-term, and
investigate and explain how the ethics and integrity of scientists and engineers and respect for individual
property rights might constrain future development.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, 8th Grade Science
STATE EDUCATIONAL STANDARDS
8th GRADE, ALL 50 STATES & DC
These Standards have been collected from individual State websites (1/2017). They have been connected to themes that are
available in an EPA tool called EnviroAtlas.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, 8th Grade Science
State
(last updated
on this chart,
Standards
adoption year)
8th grade Science Educational Standards that apply to the "Connecting ecosystems and human health" module
AL (1/2017,
2015)
None, only physical science
AK (1/2017,
2012)
The student demonstrates an understanding that interactions with the environment provide an opportunity for
understanding scientific concepts by [8] SA3.1 conducting research to learn how the local environment is used by
a variety of competing interests (e.g., competition for habitat/resources, tourism, oil and mining companies,
hunting groups) (L)
AZ (1/2017,
2005)
Concept 1: Changes in Environments Describe the interactions between human populations, natural hazards, and
the environment.
PO 1. Analyze the risk factors associated with natural, human induced, and/or biological hazards, including:
waste disposal of industrial chemicals greenhouse gases
PO 2. Analyze possible solutions to address the environmental risks associated with chemicals and biological
systems.
AR (1/2017,
2005)
None.
CA (1/2017,
2009)
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological
components of an ecosystem affect populations.
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the
environment.
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita
consumption of natural resources impact Earth's systems.
NGSS Science and Engineering Practices (NGSS APPENDIX F):
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, 8th Grade Science
1. Asking questions (for science) and defining problems (for engineering).
4. Analyzing and interpreting data.
7. Engaging in argument from evidence.
8. Obtaining, evaluating, and communicating information.
CO (1/2017,
2009)
2. Life Science, 1. Human activities can deliberately or inadvertently alter ecosystems and their resiliency.
CT
(1/2017,2015)
NGSS (see CA above).
DC
(1/2017,2013)
NGSS (see CA above).
DE
(1/2017,2013)
NGSS (see CA above).
FL
(1/2017,2014)
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support
scientific understanding, plan and carry out scientific investigations of various types, such as systematic
observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and
graphics, analyze information, make predictions, and defend conclusions.
SC.8.N.4.1 Explain that science is one of the processes that can be used to inform decision making at the
community, state, national, and international levels.
GA
(1/2017, new
standards up
2017-2018)
None, very physics-based.
HI
(1/2017,2005)
SC.8.2.1. Describe significant relationships among society, science, and technology and how one impacts the
other.
ID (1/2017,
2016)
Separated by course subject—Biology and Earth Science
IL (1/2017,
2011)
NGSS (see CA above).
IN
(1/2017,2016)
8.ESS.3 Research how human consumption of finite natural resources (i.e. coal, oil, natural gas, and clean water)
and human activities have had an impact on the environment (i.e. causes of air, water, soil, light, and noise
pollution).
IA
(1/2017,2016)
NGSS (see CA above).
KS
(1/2017,2013)
NGSS (see CA above).
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, 8th Grade Science
KY
(1/2017,2013)
08-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
LS2.C: Ecosystem Dynamics, Functioning, and Resilience Biodiversity describes the variety of species found in
Earth's terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem's biodiversity is often
used as a measure of its health. (08-LS2-5)
LS4.D: Biodiversity and Humans Changes in biodiversity can influence humans' resources, such as food, energy,
and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling,
(secondary to 08-LS2-5)
08-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the
environment.
LA
(1/2017,2016)
Science as Inquiry:
51. Analyze the consequences of human activities on global Earth systems (SE-M-A4)
ME
(1/2017,2013)
NGSS (see CA above).
MD
(1/2017,2013)
NGSS (see CA above).
MA
(1/2017,2016)
8.MS-LS1-5. Construct an argument based on evidence for how environmental and genetic factors influence the
growth of organisms.
Ml
(1/2017,2015)
NGSS (see CA above).
MN
(1/2017,2009)
8.3.4.1.2. In order to maintain and improve their existence, humans interact with and influence Earth systems.
MS
(1/2017,2010)
4d. Research the importance of the conservation of renewable and nonrenewable resources, including (but not
limited to) Mississippi, and justify methods that might be useful in decreasing the human impact on global
warming. (DOK3)
• Greenhouse gases
• The effects of the human population
• Relationships of the cycles of water, carbon, oxygen, and nitrogen
MO
(1/2017,2015)
8.MS-LS1-5. Construct an argument based on evidence for how environmental and genetic factors influence the
growth of organisms.
MT
(1/2017,2016)
1.6 compare how observations of nature form an essential base of knowledge among the Montana American
Indians
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, 8th Grade Science
3.4 investigate and explain the interdependent nature of populations and communities in the environment and
describe how species in these populations adapt by evolving
5.4 use scientific knowledge to investigate problems and their proposed solutions and evaluate those solutions
while considering environmental impacts.
NE
(1/2017,2010)
8.1.i.g Evaluate predictions, draw logical inferences based on observed patterns/relationships, and account for
non-relevant information.
8.3.3^ Identify positive and negative effects of natural and human activity on an ecosystem
NV
(1/2017,2014)
NGSS (see CA above).
NH
(1/2017,2016)
S:SPS1:8:1.7 Ask questions about relationships between and among observable variables.
S:SPS1:8:4.1 Use appropriate tools (including computer hardware and software) to collect, organize, represent,
analyze and explain data.
S:SPS3:8:1.1 Work effectively within a cooperative group setting, accepting and executing assigned roles and
responsibilities.
S:SPS3:8:1.2 Work collectively within a group toward a common goal.
S:SPS3:8:1.3 Demonstrate respect of one another's abilities and contributions to the group.
S:SPS3:8:1.4 Demonstrate an understanding of the ethics involved in scientific inquiry.
S:SPS3:8:2.1 Locate and collect reliable information about the environment and environmental topics using a
variety of methods and sources.
S:SPS3:8:2.4 Synthesize observations and findings into coherent explanations about natural resources and the
environment.
NJ
(1/2017,2013)
NGSS (see CA above).
NM
(1/2017,2009)
Strand II: Content of Science Standard II (Life Science): Understand the properties, structures, and processes of
living things and the interdependence of living things and their environments.
5-8 Benchmark I:
1. Describe how matter moves through ecosystems (e.g., water cycle, carbon cycle).
2. Describe how energy flows through ecosystems (e.g., sunlight, green plants, food for animals).
3. Explain how a change in the flow of energy can impact an ecosystem (e.g., the amount of sunlight available for
plant growth, global climate change).
NY
(1/2017,2015)
NGSS (see CA above).
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, 8th Grade Science
NC
(1/2017,2011)
8.P.2.2 Explain the implications of the depletion of renewable and nonrenewable energy resources and the
importance of conservation.
8.E.1. Understand the hydrosphere and the impact of humans on local systems and the effects of the hydrosphere
on humans.
8.E.1.4. Conclude that the good health of humans requires: monitoring of the hydrosphere, water quality
standards, methods of water treatment, maintaining safe water quality, stewardship.
8.L.3.1. Explain how factors such as food, water, shelter and space affect populations in an ecosystem.
ND
(1/2017,2014)
8.2.2. Use evidence to generate descriptions, explanations, predictions, and models.
8.7.1. Explain the interaction of science and technology with social issues (e.g., mining, natural disasters)
OH
(1/2017,2014)
Ohio State Science Standards are not numbered or coded in any way:
None—genetics and inheritance focus.
OK
(1/2017,2014)
MS-ESS3-4 Students who demonstrate understanding can: Construct an argument supported by evidence for
how increases in human population and per-capita consumption of natural resources impact Earth's systems.
OR
(1/2017,2014)
NGSS (see CA above).
PA
(1/2017,2002)
3.3.8.A2 Describe renewable and nonrenewable energy resources.
3.4.8.B2 Compare and contrast decisions to develop and use technologies as related to environmental and
economic concerns.
Rl
(1/2017,2013)
NGSS (see CA above).
SC
(1/2017,2014)
8.S.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or
designs, or (3) extend the results of investigations or challenge claims.
8.S.1A.4 Analyze and interpret data from informational texts, observations, measurements, or investigations
using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct
meaning or (2) support hypotheses, explanations, claims, or designs.
8.S.1A.8 Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena,
(3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in
knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1)
evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student
experimental investigations.
SD
(1/2017,2015)
MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and
populations of organisms in an ecosystem.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, 8th Grade Science
MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple
ecosystems.
MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological
components of an ecosystem affect populations.
MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the
environment.
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita
consumption of natural resources impact Earth's systems.
TN
(1/2017,2009)
GLE o8c>7.lnq.5 Communicate scientific understanding using descriptions, explanations, and models.
GLE 0807.5.5 Describe the importance of maintaining the earth's biodiversity.
TX
(1/2017,2014)
H2.2obn. (C) explore how short- and long-term environmental changes affect organisms and traits in subsequent
populations.
UT
(1/2017, K-2:
2010,3-6:
2002,7-8:
2003, 9-12:
2003, Earth
Science: 2012)
Standard 2, Objective 2: Generalize the dependent relationships between organisms, d. Research multiple ways
that different scientists have investigated the same ecosystem
Standard 2, Objective 3: Analyze human influence on the capacity of an environment to sustain living things.
a. Describe specific examples of how humans have changed the capacity of an environment to support specific life
forms (e.g., people create wetlands and nesting boxes that increase the number and range of wood ducks, acid rain
damages amphibian eggs and reduces population of frogs, clear cutting forests affects squirrel populations,
suburban sprawl reduces mule deer winter range thus decreasing numbers of deer).
b. Distinguish between inference and evidence in a newspaper or magazine article relating to the effect of humans on
the environment.
c. Infer the potential effects of humans on a specific food web.
d. Evaluate and present arguments for and against allowing a specific species of plant or animal to become extinct,
and relate the argument to the of flow energy in an ecosystem.
VT
(1/2017,2013)
NGSS (see CA above).
VA
(1/2017,2016)
See subject-specific documents.
WA
(1/2017,2009)
NGSS (see CA above).
wv
NGSS (see CA above).
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, 8th Grade Science
(1/2017,2016)
Wl
(1/2017,2012)
A.8.1 Develop their understanding of the science themes by using the themes to frame questions about science-
related issues and problems.
A.8.3 Defend explanations and models by collecting and organizing evidence that supports them and critique
explanations and models by collecting and organizing evidence that conflicts with them.
C.8.1 Identify questions they can investigate using resources and equipment they have available
C.8.2 Identify data and locate sources of information including their own records to answer the questions being
investigated
C.8.5 Use accepted scientific knowledge, models, and theories to explain their results and to raise further
questions about their investigations
C.8.6 State what they have learned from investigations, relating their inferences to scientific knowledge and to
data they have collected
C.8.7 Explain their data and conclusions in ways that allow an audience to understand the questions they selected
for investigation and the answers they have developed
C.8.8 Use computer software and other technologies to organize, process, and present their data
C.8.9 Evaluate, explain, and defend the validity of questions, hypotheses, and conclusions to their investigations
C.8.10 Discuss the importance of their results and implications of their work with peers, teachers, and other adults
C.8.11 Raise further questions which still need to be answered
F.8.8 Show through investigations how organisms both depend on and contribute to the balance or imbalance of
populations and/or ecosystems, which in turn contribute to the total system of life on the planet
F.8.9 Explain how some of the changes on the earth are contributing to changes in the balance of life and
affecting the survival or population growth of certain species
F.8.10 Project how current trends in human resource use and population growth will influence the natural
environment, and show how current policies affect those trends.
G.8.2 Explain how current scientific and technological discoveries have an influence on the work people do and
how some of these discoveries also lead to new careers
G.8.3 Illustrate the impact that science and technology have had, both good and bad, on careers, systems,
society, environment, and quality of life
G.8.5 Investigate a specific local problem to which there has been a scientific or technological solution, including
proposals for alternative courses of action, the choices that were made, reasons for the choices, any new
problems created, and subsequent community satisfaction
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, 8th Grade Science
G.8.6 Use current texts, encyclopedias, source books, computers, experts, the popular press, or other relevant
sources to identify examples of how scientific discoveries have resulted in new technology
G.8.7 Show evidence of how science and technology are interdependent, using some examples drawn from
personally conducted investigations
H.8.1 Evaluate the scientific evidence used in various media (for example, television, radio, Internet, popular
press, and scientific journals) to address a social issue, using criteria of accuracy, logic, bias, relevance of data, and
credibility of sources
H.8.2 Present a scientific solution to a problem involving the earth and space, life and environmental, or physical
sciences and participate in a consensus-building discussion to arrive at a group decision
H.8.3 Understand the consequences of decisions affecting personal health and safety
WY
(1/2017,2016)
MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources
and impact society.
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and
populations of organisms in an ecosystem.
MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple
ecosystems.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological
components of an ecosystem affect populations.
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
MS-ESS3-3. Apply scientific principles to design a method for monitoring, evaluating, and managing a human
impact on the environment.
MS-ESS3-4. Construct an argument supported by evidence for how changes in human population and per-capita
consumption of natural resources impact Earth's systems.
MS-ETS2-2. Develop a model defining and prioritizing the impacts of human activity on a particular aspect of the
environment, identifying positive and negative consequences of the activity, both short and long-term, and
investigate and explain how the ethics and integrity of scientists and engineers and respect for individual
property rights might constrain future development.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, Grades 9-12
STATE EDUCATIONAL STANDARDS
HIGH SCHOOL GRADES 9-12,
SPLIT BY GRADE (AK & PA)
These Standards have been collected from individual State websites (1/2017). They have been connected to themes that are
available in an EPA tool called EriviroAtlas.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, Grades 9-12
State
(last updated
on this chart,
Standards
adoption
year)
State Science Educational Standards that apply to the Greenway Lesson, separated by individual grades 9-12
AK—
9thgrade
(1/2017,2012)
The student demonstrates an understanding that solving problems involves different ways of thinking by [9] SE2.1
questioning, researching, modeling, simulating, and testing a solution to a problem (L)
The student demonstrates an understanding of the bases of the advancement of scientific knowledge by [9] SG2.1
explaining the importance of innovations (i.e., microscope, immunization, computer)
AK—10th
grade
(1/2017,2012)
The student demonstrates an understanding that solving problems involves different ways of thinking by [10]
SE2.1 questioning, researching, modeling, simulating, and testing multiple solutions to a problem (L)
PA—10th
grade
(1/2017,2002)
3.4.10.B1 Compare and contrast how the use of technology involves weighing the trade-offs between the positive
and negative effects.
3.4.10.B2 Demonstrate how humans devise technologies to reduce the negative consequences of
other technologies.
AK—11th
grade
(1/2017,2012)
The student demonstrates an understanding that solving problems involves different ways of thinking by [11] SE2.1
questioning, researching, modeling, simulating, and testing multiple solutions to a problem* (L)
PA—12 th
grade
(1/2017,2002)
3.3.12.A2 Analyze the availability, location, and extraction of Earth's resources.
Evaluate the impact of using renewable and nonrenewable energy resources on the Earth's system.
3.4.12.B2 Illustrate how. with the aid of technology, various aspects of the environment can be monitored to
provide information for decision making.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, Grades 9-12
Lesson Plan Standards
people 0 health •? nature . econom
w ww,epa, gov e n v i roatl as
STATE EDUCATIONAL STANDARDS
ALL HIGH SCHOOL GRADES 9-12,
NOT SPLIT BY GRADE
These Standards have been collected from individual State websites (1/2017). They have been connected to themes that are
available in an EPA tool called EnviroAtlas.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, Grades 9-12
State
(last updated
on this chart,
Standards
adoption year)
State Science Educational Standards that apply to the Greenway Lesson, separated by all grades (9-12)
AL (1/2017,
2015)
Separated by subject areas.
AK (1/2017,
2012)
Separated by grade, see 9-12 above.
AZ (1/2017,
2005)
Concept 1: Changes in Environments. Describe the interactions between human populations, natural hazards, and
the environment. PO 1. Evaluate how the processes of natural ecosystems affect, and are affected by, humans.
PO 4. Evaluate the following factors that affect the quality of the environment: urban development smoke
volcanic dust
AR (1/2017,
2005)
Separated by subject areas.
CA (1/2017,
2009)
HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for
solutions that account for societal needs and wants.
HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable
problems that can be solved through engineering.
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that
account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social,
cultural, and environmental impacts.
NGSS Science and Engineering Practices (NGSS APPENDIX F):
1. Asking questions (for science) and defining problems (for engineering).
4. Analyzing and interpreting data.
7. Engaging in argument from evidence.
8. Obtaining, evaluating, and communicating information.
CO (1/2017,
2009)
Separated by subject areas.
CT
(1/2017,2015)
Separated by subject areas.
DC
NGSS (see CA above).
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, Grades 9-12
DE
(1/2017,2013)
NGSS (see CA above).
FL
(1/2017,2014)
Separated by subject areas.
GA
(1/2017, new
standards up
2017-2018)
Separated by subject areas.
HI
(1/2017,2005)
Separated by subject areas.
ID (1/2017,
2016)
Separated by subject areas.
IL (1/2017,
2011)
NGSS (see CA above).
IN
(1/2017,2016)
Separated by subject areas.
IA
(1/2017,2016)
NGSS (see CA above).
KS
(1/2017,2013)
NGSS (see CA above).
KY
(1/2017,2013)
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors
affecting biodiversity and populations in ecosystems of different scales.
HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain
relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a
new ecosystem.
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment
and biodiversity.
HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on
biodiversity.
HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of
natural hazards, and changes in climate have influenced human activity.
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural
systems.
LA
(1/2017,2016)
Separated by subject areas.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, Grades 9-12
ME
(1/2017,2013)
NGSS (see CA above).
MD
(1/2017,2013)
NGSS (see CA above).
MA
(1/2017,2016)
HS-ESS3-1. Construct an explanation based on evidence for how the availability of key natural resources and
changes due to variations in climate have influenced human activity.
HS-ESS3-2. Evaluate competing design solutions for minimizing impacts of developing and using energy and
mineral resources, and conserving and recycling those resources, based on economic, social, and environmental
cost-benefit ratios.
HS-ESS3-3. Illustrate relationships among management of natural resources, the sustainability of human
populations, and biodiversity.
Ml
(1/2017,2015)
NGSS (see CA above).
MN
(1/2017,2009)
9.1.3.1.1. Natural and designed systems are made up of components that act within a system and interact with
other systems.
9.4.4.2.4. Personal and community health can be affected by the environment, body functions and human
behavior. Explain how environmental factors and personal decisions, such as water quality, air quality and
smoking affect personal and community health.
MS
(1/2017,2010)
Separated by subject areas.
MO
(1/2017,2015)
HS-ESS3-1. Construct an explanation based on evidence for how the availability of key natural resources and
changes due to variations in climate have influenced human activity.
HS-ESS3-2. Evaluate competing design solutions for minimizing impacts of developing and using energy and
mineral resources, and conserving and recycling those resources, based on economic, social, and environmental
cost-benefit ratios.
HS-ESS3-3. Illustrate relationships among management of natural resources, the sustainability of human
populations, and biodiversity.
MT
(1/2017,2016)
1.3 review evidence, communicate and defend results, and recognize that the results of a scientific investigation
are always open to revision by further investigations, (e.g., through graphical representation or charts)
1.6 explain how observations of nature form an essential base of knowledge among the Montana American
Indians
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, Grades 9-12
5.5 explain how the knowledge of science and technology applies to contemporary Montana American Indian
communities (e.g., natural resources development, management and conservation)
NE
(1/2017,2010)
12.1.1 .j Share information, procedures, results, conclusions, and defend findings to a scientific community (peers,
science fair audience, policy makers).
12.1.1.k Evaluate scientific investigations and offer revisions and new ideas as appropriate.
12.4.2.c Evaluate the impact of human activity and natural causes on Earth's resources (groundwater, rivers, land,
fossil fuels).
12.3.3.CI Analyze factors which may influence environmental quality.
NV
(1/2017,2014)
NGSS (see CA above).
NH
(1/2017,2016)
S:LS2:11:1.1 Explain how the amount of life an environment can sustain is restricted by the availability of matter and
energy, and the ability of the ecosystem to recycle materials.
S:LS2:11:1.2 Describe how the interrelationships and interdependencies among organisms generate stable
ecosystems that fluctuate around a state of rough equilibrium for hundreds or thousands of years.
S:LS2:11:1.3 Identify the factors in an ecosystem that can affect its carrying capacity.
S:LS2:11:1.4 Analyze and describe how environmental disturbances, such as climate changes, natural events,
human activity and the introduction of invasive species, can affect the flow of energy or matter in an ecosystem.
S:LS2:11:1.5 Using data from a specific ecosystem, explain relationships or make predictions about how
environmental disturbance (human impact or natural events) affects the flow of energy or cycling of matter in an
ecosystem.
S:LS2:11:1.6 Explain or evaluate potential bias in how evidence is interpreted in reports concerning a particular
environmental factor that impacts the biology of humans.
S:LS3:11:1.1 Identify ways humans can impact and alter the stability of ecosystems, such as habitat destruction,
pollution, and consumption of resources; and describe the potentially irreversible effects these changes can
cause.
S:LS3:11:1.2 Identify ways of detecting, and limiting or reversing environmental damage.
S:LS3:11:1.3 Analyze the aspects of environmental protection, such as ecosystem protection, habitat management,
species conservation and environmental agencies and regulations; and evaluate and justify the need for public
policy in guiding the use and management of the environment.
S:LS4:11:3.1 Describe how the length and quality of human life are influenced by many factors, including sanitation,
diet, medical care, gender, genes, and environmental conditions and personal health behaviors.
S:LS5:11:1.1 Describe ways in which technology has increased our understanding of the life sciences.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, Grades 9-12
S:LS5:11:1.2 Understand that technology is designed with a particular function in mind, and principles of life science
are useful in creating technology for the life sciences.
S:LS5:11:3.1 Describe ways technology can support and improve our understanding of environmental issues.
S:LS5:11:4.1 Explain the kinds of applications of knowledge and skills necessary for jobs/careers specific to the life
sciences.
S:SPS1:12:1.4 Ask questions about relationships between and among observable variables as well as theoretical
entities.
NJ
(1/2017,2013)
NGSS (see CA above).
NM
(1/2017,2009)
Strand II: The Content of Science Standard II (Life Science): Understand the properties, structures, and processes
of living things and the interdependence of living things and their environments.
9-12 Benchmark I:
Ecosystems
1. Know that an ecosystem is complex and may exhibit fluctuations around a steady state or may evolve over
time.
2. Describe how organisms cooperate and compete in ecosystems (e.g., producers, decomposers, herbivores,
carnivores, omnivores, predator-prey, symbiosis, mutualism).
3. Understand and describe how available resources limit the amount of life an ecosystem can support (e.g.,
energy, water, oxygen, nutrients).
4. Critically analyze how humans modify and change ecosystems (e.g., harvesting, pollution, population growth,
technology).
NY
(1/2017,2015)
NGSS (see CA above).
NC
(1/2017,2011)
Separated by subject areas.
ND
(1/2017,2014)
9-10.2.3. Identify questions and concepts that guide scientific investigations.
9-10.5.6. Explain the effects of human activities (e.g., dams, levees, farming practices, deforestation, land-use
practices, land management strategies) on the environment.
9-10.6.1. Use appropriate technologies and techniques to solve a problem (e.g., computer-assisted tools, Internet,
research skills).
11-12.2.4. Formulate and revise explanations based upon scientific knowledge and experimental data.
11-12.2.8. Communicate and defend a scientific argument.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, Grades 9-12
11-12.6.1. Select and use appropriate technologies, tools, and techniques to solve a problem (e.g., computer-
assisted tools, Internet, research skills, CBL, graphing calculators).
11-12.6.3. Explain how designing and implementing technology requires weighing trade-offs between positive and
negative impacts on humans and the environment.
11-12.7.1. Explain the impact of environmental laws and policies on the environment and society (e.g.,
waste/pollutants from industry, carbon dioxide emissions, location and number of animals in a feedlot versus
water supply).
11-12.7.2. Explain ways renewable and nonrenewable resources are managed (e.g., land reclamation, forest
management, CRP, hunting licenses, energy -conserving technologies).
11-12.7.3. Explain the economic and social impact of using alternative energy resources.
11-12.7.4. Explain how science and technology can influence personal, industrial, and cultural decision-making (e.g.,
organ transplants, cloning, stem cell research, genetic manipulation, use of genetic profile, archeological
discoveries, land management, resource management).
OH
(1/2017,2014)
Ohio State Science Standards are not numbered or coded in any way:
See "Biology" and "Earth Science" courses
OK
(1/2017,2014)
Separated by subject areas.
OR
(1/2017,2014)
NGSS (see CA above).
PA
(1/2017,2002)
NGSS (see CA above).
Rl
(1/2017,2013)
NGSS (see CA above).
SC
(1/2017,2014)
Separated by subject areas.
SD
(1/2017,2015)
Separated by subject areas.
TN
(1/2017,2009)
Separated by subject areas.
TX
(1/2017,2014)
Separated by subject areas.
UT
(1/2017, K-2:
2010, 3-6:
2002,7-8:
Separated by subject areas.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, Grades 9-12
2003,9-12:
2003, Earth
Science: 2012)
VT
(1/2017,2013)
NGSS (see CA above).
VA
(1/2017,2016)
Separated by subject areas.
WA
(1/2017,2009)
NGSS (see CA above).
wv
(1/2017,2016)
NGSS (see CA above).
Wl
(1/2017,2012)
A.12.1 Apply the underlying themes of science to develop defensible visions of the future.
A.12.2 Show how conflicting assumptions about science themes lead to different opinions and decisions about
evolution, health, population, longevity, education, and use of resources, and show how these opinions and
decisions have diverse effects on an individual, a community, and a country, both now and in the future.
A.12.3 Give examples that show how partial systems, models, and explanations are used to give quick and
reasonable solutions that are accurate enough for basic needs.
A.12.5 Show how the ideas and themes of science can be used to make real-life decisions about careers, work
places, life-styles, and use of resources.
A.12.6 Identify and, using evidence learned or discovered, replace inaccurate personal models and explanations of
science-related events.
A.12.7 Re-examine the evidence and reasoning that led to conclusions drawn from investigations, using the
science themes.
B.12.5 Explain how science is based on assumptions about the natural world and themes that describe the natural
world.
C.12.5 Use the explanations and models found in the earth and space, life and environmental, and physical
sciences to develop likely explanations for the results of their investigations.
C.12.6 Present the results of investigations to groups concerned with the issues, explaining the meaning and
implications of the results, and answering questions in terms the audience can understand.
C.12.7 Evaluate articles and reports in the popular press, in scientific journals, on television, and on the Internet,
using criteria related to accuracy, degree of error, sampling, treatment of data, and other standards of
experimental design.
E.12.4 Analyze the benefits, costs, and limitations of past, present, and projected use of resources and technology
and explain the consequences to the environment.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, Grades 9-12
F.12.8 Using the science themes, infer changes in ecosystems prompted by the introduction of new species,
environmental conditions, chemicals, and air, water, or earth pollution.
H.12.1 Using the science themes and knowledge of the earth and space, life and environmental, and physical
sciences, analyze the costs, risks, benefits, and consequences of a proposal concerning resource management in
the community and determine the potential impact of the proposal on life in the community and the region.
H.12.2 Evaluate proposed policy recommendations (local, state, and/or national) in science and technology for
validity, evidence, reasoning, and implications, both short and long-term.
H.12.3 Show how policy decisions in science depend on social values, ethics, beliefs, and time-frames as well as
considerations of science and technology.
H.12.4 Advocate a solution or combination of solutions to a problem in science or technology.
H.12.5 Investigate how current plans or proposals concerning resource management, scientific knowledge, or
technological development will have an impact on the environment, ecology, and quality of life in a community or
region.
H.12.6 Evaluate data and sources of information when using scientific information to make decisions.
H.12.7 When making decisions, construct a plan that includes the use of current scientific knowledge and scientific
reasoning.
WY
(1/2017,2016)
HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for
solutions that account for societal needs and wants.
HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable
problems that can be solved through engineering.
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that
account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social,
cultural, and environmental impacts.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Biology/Life Science
EnviroAtlas
Lesson Plan Standards
\
people $ health o nature rj economy
www. epa, go v/e n v i roat! as
STATE EDUCATIONAL STANDARDS
HIGH SCHOOL BIOLOGY/LIFE SCIENCE,
ALL 50 STATES & DC
These Standards have been collected from individual State websites (1/2017). They have been connected to themes that are
available in an EPA tool called EnviroAtlas.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Biology/Life Science
State
(last
updated
on this
chart,
Standards
adoption
year)
High School Biology/Life Science Educational Standards that apply to the "Connecting ecosystems and human
health" module
AL
(1/2017,
2015)
7. Develop and use models to illustrate examples of ecological hierarchy levels, including biosphere, biome,
ecosystem, community, population, and organism
AK
(1/2017,
2012)
Separated by grade-level.
AZ
(1/2017,
2005)
Separated by "All High school."
AR
(1/2017,
2005)
EBR.8.B.8 Identify the properties of each of the five levels of ecology: * organism * population * community *
ecosystem * biosphere
EBR.9.B.1 Analyze the effects of human population growth and technology on the environment/biosphere
EBR.9.B.2 Evaluate long range plans concerning resource use and by-product disposal in terms of their
environmental, economic, and political impact
CA
(1/2017,
2009)
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors
affecting biodiversity and populations in ecosystems of different scales.
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among
organisms in an ecosystem.
HS-LS2-7. Evaluate and assess impacts on the environment and biodiversity in order to refine or design a solution for
detrimental impacts or enhancement for positive impacts.
HS-LS4-6. Create and/or use a simulation to evaluate the impacts of human activity on biodiversity.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Biology/Life Science
NGSS Science and Engineering Practices (NGSS APPENDIX F):
1. Asking questions (for science) and defining problems (for engineering).
4. Analyzing and interpreting data.
7. Engaging in argument from evidence.
8. Obtaining, evaluating, and communicating information.
CO
(1/2017,
2009)
None.
CT
(1/2017,
2015)
NGSS (see CA above).
DC
(1/2017,
2013)
NGSS (see CA above).
DE
(1/2017,
2013)
NGSS (see CA above).
FL
(1/2017,
2014)
SC.912.L.17.12 Discuss the political, social, and environmental consequences of sustainable use of land. SC.912.L.17.13
Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
GA
(1/2017,
new
standards
up 2017-
2018)
SB5. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another
and their environment, a. Plan and carry out investigations and analyze data to support explanations about factors
affecting biodiversity and populations in ecosystems, c. Construct an argument to predict the impact of
environmental change on the stability of an ecosystem, d. Design a solution to reduce the impact of a human
activity on the environment.
HI
(1/2017,
2005)
Common Core.
ID
(1/2017,
2016)
Goal 1.3: Understand Constancy, Change, and Measurement
9-10.B.1.3.1 Measure changes that can occur in and among systems. (648.03b)
9-10.B.1.3.2 Analyze changes that can occur in and among systems. (648.03b)
Goal 5.1: Understand Common Environmental Quality Issues, Both Natural and Human Induced
9-10.B.5.1.1 Analyze environmental issues such as water and air quality, hazardous waste, forest health, and
agricultural production. (656.01a)
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Biology/Life Science
IL
(1/2017,
2011)
NGSS (see CA above).
IN
(1/2017,
2016)
B.3.2 Design, evaluate, and refine a model which shows how human activities and natural phenomena can change the
flow of matter and energy in an ecosystem and how those changes impact the environment and biodiversity of
populations in ecosystems of different scales, as well as, how these human impacts can be reduced.
B.3.3 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively
consistent numbers and types of organisms in stable conditions, and identify the impact of changing conditions or
introducing non-native species into that ecosystem.
IA
(1/2017,
2016)
NGSS (see CA above).
KS
(1/2017,
2013)
NGSS (see CA above).
KY
(1/2017,
2013)
Separated by "Middle School/High School," not by grade or subject.
LA
(1/2017,
2016)
Interdependence of Organisms:
27. Analyze positive and negative effects of human actions on ecosystems (LS-H-D4) (SE-H-A7)
ME
(1/2017,
2013)
NGSS (see CA above).
MD
(1/2017,
2013)
NGSS (see CA above).
MA
(1/2017,
2016)
HS-LS2-6. Analyze data to show ecosystems tend to maintain relatively consistent numbers and types of organisms
even when small changes in conditions occur but that extreme fluctuations in conditions may result in a new
ecosystem. Construct an argument supported by evidence that ecosystems with greater biodiversity tend to have
greater resistance to change and resilience.
HS-LS2-7. Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically
habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change.
Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health.
Ml
(1/2017,
2015)
NGSS (see CA above).
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Biology/Life Science
MN
(1/2017,
2009)
Separated by "All High school."
MS
(1/2017,
2010)
Intro Bio: 3d. Predict the impact of human activities (e.g., recycling, pollution, overpopulation) on the environment.
(DOK3)
Biology 1: b. Provide examples to justify the interdependence among environmental elements. (DOK 2).
MO
(1/2017,
2015)
HS-LS2-6. Analyze data to show ecosystems tend to maintain relatively consistent numbers and types of organisms
even when small changes in conditions occur but that extreme fluctuations in conditions may result in a new
ecosystem. Construct an argument supported by evidence that ecosystems with greater biodiversity tend to have
greater resistance to change and resilience.
HS-LS2-7. Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically
habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change.
Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health.
MT
Benchmarks at end of 4th grade, 8th grade, and upon graduation from high school
(1/2017,
2016)
NE
(1/2017,
2010)
Separated by "All High school."
NV
(1/2017,
2014)
NGSS (see CA above).
NH
(1/2017,
2016)
Separated into GSEs (Grade Span Expectations), 9-11 (so, "By the end of Grade 11, all students will...")
NJ
(1/2017,
2013)
NGSS (see CA above).
NM
(1/2017,
2009)
Separated by "All High school."
NY
(1/2017,
2015)
NGSS (see CA above).
NC
(1/2017,
2011)
Bio.2.2.1 Infer how human activities (including population growth, pollution, global warming, burning of fossil fuels,
habitat destruction and introduction of nonnative species) may impact the environment.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Biology/Life Science
Bio.2.2.2 Explain how the use, protection and conservation of natural resources by humans impact the environment
from one generation to the next.
ND
(1/2017,
2014)
Separated by "All High school."
OH
(1/2017,
2014)
Ohio State Science Standards are not numbered or coded in any way:
Note 3: Constructing food webs/food chains to show interactions between organisms within ecosystems was
covered in upper elementary school and middle school; constructing them as a way to demonstrate content
knowledge is not appropriate for this grade. Students may use these diagrams to help explain real-world
relationships or events within an ecosystem, but not to identify simple trophic levels, consumers, producers,
predator-prey and symbiotic relations.
OK
(1/2017,
2014)
HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain
relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a
new ecosystem.
OR
(1/2017,
2014)
NGSS (see CA above).
PA
(1/2017,
2002)
NGSS (see CA above).
Rl
(1/2017,
2013)
NGSS (see CA above).
SC
(1/2017,
2014)
H.B.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or
designs, or (3) extend the results of investigations or challenge scientific arguments or claims.
H.B.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships,
(2) test devices or solutions, or (3) communicate ideas to others.
H.B.1A.4 Analyze and interpret data from informational texts and data collected from investigations using a range of
methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning, (2)
support or refute hypotheses, explanations, claims, or designs, or (3) evaluate the strength of conclusions.
H.B.1A.8 Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3)
develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in
knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1)
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Biology/Life Science
evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student
experimental investigations.
H.B.6D.1 Design solutions to reduce the impact of human activity on the biodiversity of an ecosystem.
SD
(1/2017,
2015)
HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain
relatively consistent numbers and types of organisms under stable conditions; however, moderate to extreme
fluctuations in conditions may result in new ecosystems.
HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and
biodiversity.
TN
(1/2017,
2009)
CLE 32io.lnq.6 Communicate and defend scientific findings.
CLE 3210.T/E.1 Explore the impact of technology on social, political, and economic systems.
CLE 3210.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space,
and physical systems.
CLE 3210.2.1 Investigate how the dynamic equilibrium of an ecological community is associated with interactions
among its organisms.
CLE 3210.2.3 Predict how global climate change, human activity, geologic events, and the introduction of non-native
species impact an ecosystem.
CLE 32i6.lnq.i Recognize that science is a progressive endeavor that reevaluates and extends what is already
accepted.
CLE 3216.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space,
and physical systems.
CLE 3216.2.1 Describe how the stability of an ecosystem is maintained.
TX
(1/2017,
2014)
None.
UT
(1/2017, K-
2: 2010, 3-
6: 2002,7-
8: 2003,
9-12:
2003,
Earth
Science:
2012)
Standard 1, Objective 1: Summarize how energy flows through an ecosystem.
Standard 1, Objective 2: Explain relationships between matter cycles and organisms.
Standard 1, Objective 3: Describe how interactions among organisms and their environment help shape ecosystems,
e. Research and evaluate local and global practices that affect ecosystems.
VT
NGSS (see CA above).
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Biology/Life Science
(1/2017,
2013)
VA
(1/2017,
2016)
Life Science. LS.id,i,-j. The student will demonstrate an understanding of scientific reasoning, logic, and the nature of
science by planning and conducting investigations in which
d) models and simulations are constructed and used to illustrate and explain phenomena;
i) patterns are identified in data and are interpreted and evaluated; and
j) current applications are used to reinforce life science concepts.
LS.6a-c. The student will investigate and understand that organisms within an ecosystem are dependent on one
another and on nonliving components of the environment. Key concepts include
a) the carbon, water, and nitrogen cycles;
b) interactions resulting in a flow of energy and matter throughout the system;
c) complex relationships within terrestrial, freshwater, and marine ecosystems
LS.ga-c. The student will investigate and understand how organisms adapt to biotic and abiotic factors in an
ecosystem. Key concepts include
a) differences between ecosystems and biomes;
b) characteristics of land, marine, and freshwater ecosystems; and
c) adaptations that enable organisms to survive within a specific ecosystem.
LS.iob-c. The student will investigate and understand that ecosystems, communities, populations, and organisms are
dynamic, change overtime, and respond to daily, seasonal, and long-term changes in their environment. Key
concepts include
b) factors that increase or decrease population size; and
c) eutrophication, climate changes, and catastrophic disturbances.
LS.na-d. The student will investigate and understand the relationships between ecosystem dynamics and human
activity. Key concepts include
a) food production and harvest;
b) change in habitat size, quality, or structure;
c) change in species competition;
d) population disturbances and factors that threaten or enhance species survival; and e) environmental issues.
BI0.8a-e. The student will investigate and understand dynamic equilibria within populations, communities, and
ecosystems. Key concepts include
a) interactions within and among populations including carrying capacities, limiting factors, and growth curves;
b) nutrient cycling with energy flow through ecosystems;
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Biology/Life Science
c) succession patterns in ecosystems;
d) the effects of natural events and human activities on ecosystems; and
e) analysis of the flora, fauna, and microorganisms of Virginia ecosystems.
WA
(1/2017,
2009)
NGSS (see CA above).
WV
(1/2017,
2016)
NGSS (see CA above).
Wl
(1/2017,
2012)
Separated by "All High school."
WY
(1/2017,
2016)
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors
affecting biodiversity and populations in ecosystems of different scales.
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among
organisms in an ecosystem.
HS-LS2-7. Evaluate and assess impacts on the environment and biodiversity in order to refine or design a solution for
detrimental impacts or enhancement for positive impacts.
HS-LS4-6. Create and/or use a simulation to evaluate the impacts of human activity on biodiversity.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Earth/Environmental Science
Enviro Atlas
people 1 health 0 nature
economy
Lesson Plan Standards
www.epa, gov/env i roatl as
STATE EDUCATIONAL STANDARDS
HIGH SCHOOL EARTH/ENVIRONMENTAL SCIENCE,
ALL 50 STATES & DC
These Standards have been collected from individual State websites (1/2017). They have been connected to themes that are
available in an EPA tool called EnviroAtlas.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Earth/Environmental Science
State
(last
updated
on this
chart,
Standards
adoption
year)
High School Earth/Environmental Science (excluding AP Environmental Science) Educational Standards that apply to
the "Connecting ecosystems and human health" module
AL
(1/2017,
2015)
Environmental Science:
4. Engage in argument from evidence to evaluate how biological or physical changes within ecosystems (e.g.,
ecological succession, seasonal flooding, volcanic eruptions) affect the number and types of organisms, and that
changing conditions may result in a new or altered ecosystem.
10. Design solutions for protection of natural water resources (e.g., bioassessment, methods of water treatment and
conservation) considering properties, uses, and pollutants (e.g., eutrophication, industrial effluents, agricultural
runoffs, point and nonpoint pollution resources).*
11. Engage in argument from evidence to defend how coastal, marine, and freshwater sources (e.g., estuaries,
marshes, tidal pools, wetlands, beaches, inlets, rivers, lakes, oceans, coral reefs) support biodiversity, economic
stability, and human recreation.
13. Obtain, evaluate, and communicate information based on evidence to explain how key natural resources (e.g.,
water sources, fertile soils, concentrations of minerals and fossil fuels), natural hazards, and climate changes
influence human activity (e.g., mass migrations).
14. Analyze cost-benefit ratios of competing solutions for developing, conserving, managing, recycling, and reusing
energy and mineral resources to minimize impacts in natural systems (e.g., determining best practices for agricultural
soil use, mining for coal, and exploring for petroleum and natural gas sources).
15. Construct an explanation based on evidence to determine the relationships among management of natural
resources, human sustainability, and biodiversity (e.g., resources, waste management, per capita consumption,
agricultural efficiency, urban planning).
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Earth/Environmental Science
16. Obtain and evaluate information from published results of scientific computational models to illustrate the
relationships among Earth's systems and how these relationships may be impacted by human activity (e.g., effects of
an increase in atmospheric carbon dioxide on photosynthetic biomass, effect of ocean acidification on marine
populations).
AK
(1/2017,
2012)
Separated by grade-level.
AZ
(1/2017,
2005)
Separated by "All High school."
AR
(1/2017,
2005)
Environmental Science:
PD.1.ES.9 Construct and interpret information on topographic maps.
BD.2.ES.8 Describe biodiversity.
BD.2.ES.9 Explain how limiting factors affect populations and ecosystems.
SP.3.ES.1 Explain the reciprocal relationships between Earth's processes (natural disasters) and human activities.
SP.3.ES.5 Evaluate the impact of different points of view on health, population, resource, and environmental issues:
governmental economic societal
SP.3.ES.9 Evaluate personal and societal benefits when examining health, population, resource, and environmental
issues.
SP.3.ES.10 Predict the long-term societal impact of specific health, population, resource, and environmental issues.
SP.3.ES.11 Investigate the effect of public policy decisions on health, population, resource, and environmental issues
CA
(1/2017,
2009)
HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that
cause changes to other Earth systems.
HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of
natural hazards, and changes in climate have influenced human activity.
HS-ESS3-3. Use computational tools to illustrate the relationships among management of natural resources, the
sustainability of human populations, and biodiversity.
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
HS-ESS3-6. Use the results of a computational representation to illustrate the relationships among Earth systems and
how those relationships are being modified due to human activity.
NGSS Science and Engineering Practices (NGSS APPENDIX F):
1. Asking questions (for science) and defining problems (for engineering).
4. Analyzing and interpreting data.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Earth/Environmental Science
7. Engaging in argument from evidence.
8. Obtaining, evaluating, and communicating information.
CO
(1/2017,
2009)
None.
CT
(1/2017,
2015)
NGSS (see CA above).
DC
(1/2017,
2013)
NGSS (see CA above).
DE
(1/2017,
2013)
NGSS (see CA above)
FL
(1/2017,
2014)
None.
GA
(1/2017,
new
standards
up 2017-
2018)
Earth Science:
SES6. Obtain, evaluate, and communicate information about how life on Earth responds to and shapes Earth's
systems, c. Ask questions to investigate and communicate how humans depend on Earth's land and water
resources, which are distributed unevenly around the planet as a result of past geological and environmental
processes.
Environmental Science:
SEV1. Obtain, evaluate, and communicate information to investigate the flow of energy and cycling of matter within
an ecosystem, a. Develop and use a model to compare and analyze the levels of biological organization including
organisms, populations, communities, ecosystems, and biosphere, c. Construct an argument to predict changes in
biomass, biodiversity, and complexity within ecosystems, in terms of ecological succession.
SEV4. Obtain, evaluate, and communicate information to analyze human impact on natural resources, a. Construct
and revise a claim based on evidence on the effects of human activities on natural resources: Human Activities,
Natural Resources, Agriculture, Forestry, Ranching, Mining, Urbanization, Fishing, Water use, Pollution, Desalination,
Waste water treatment, Land, Water, Air, Organisms.
SEV5. Obtain, evaluate, and communicate information about the effects of human population growth on global
ecosystems, a. Construct explanations about the relationship between the quality of life and human impact on the
environment in terms of population growth, education, and gross national product, c. Construct an argument from
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Earth/Environmental Science
evidence regarding the ecological effects of human innovations (Agricultural, Industrial, Medical, and Technological
Revolutions) on global ecosystems, d. Design and defend a sustainability plan to reduce your individual contribution
to environmental impacts, taking into account how market forces and societal demands (including political, legal,
social, and economic) influence personal choices.
HI
(1/2017,
2005)
Common Core.
ID
(1/2017,
2016)
Earth Science:
Goal 5.1: Understand Common Environmental Quality Issues, Both Natural and Human Induced 8-9.ES.5.1.1: Analyze
environmental issues such as water and air quality, hazardous waste, and depletion of natural resources. (656.01a)
IL
(1/2017,
2011)
NGSS (see CA above).
IN
(1/2017,
2016)
Env.1.2 Understand and explain that human beings are part of Earth's ecosystems and give examples of how human
activities can, deliberately or inadvertently, alter ecosystems.
Env.1.7 Identify tools and technologies used to adapt and alter environments and natural resources in order to meet
human physical and cultural needs.
Env.2.11 Recognize and describe the role of natural resources in providing the raw materials for an industrial society.
Env.5.2 Explain how the great diversity of species increases the chance that at least some living organisms will
survive in the event of major global changes.
Env.5.6 Identify and explain the three levels of biodiversity: genetic, species, and ecosystem.
Env.6.3 Describe and give examples about how the decisions of one generation both provide and limit the range of
possibilities open to the next generation.
Env.8.1 Demonstrate a knowledge of the distribution of natural resources in the U.S. and the world, and explain how
natural resources influence relationships among nations.
Env.8.2 Understand and describe the concept of integrated natural resource management and the values of
managing natural resources as an ecological unit.
Env.8.6 Understand and describe the concept and the importance of natural and human recycling in conserving our
natural resources.
IA
(1/2017,
2016)
NGSS (see CA above).
KS
NGSS (see CA above).
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Earth/Environmental Science
(1/2017,
2013)
KY
(1/2017,
2013)
Separated by "All High school."
LA
(1/2017,
2016)
Science and the Environment, Ecological Systems and Interactions
8. Explain how species in an ecosystem interact and link in a complex web (SE-HA7) (SE-H-A10)
11. Explain why biodiversity is essential to the survival of organisms (SE-H-A9)
16. Evaluate the effectiveness of natural resource management in Louisiana (SE-HB4) (SE-H-B5)
18. Identify the factors that affect sustainable development (SE-H-B6)
Environmental Awareness and Protection
19. Determine the interrelationships of clean water, land, and air to the success of organisms in a given population
(SE-H-C1)
20. Relate environmental quality to quality of life (SE-H-C2)
21. Analyze the effect of common social, economic, technological, and political considerations on environmental
policy (SE-H-C3)
22. Analyze the risk-benefit ratio for selected environmental situations (SE-H-C4)
23. Describe the relationship between public support and the enforcement of environmental policies (SE-H-C5)
Personal Choices and Responsible Actions
26. Determine local actions that can affect the global environment (SE-H-D4)
27. Describe how accountability toward the environment affects sustainability (SE-HD5)
ME
(1/2017,
2013)
NGSS (see CA above).
MD
(1/2017,
2013)
NGSS (see CA above).
MA
(1/2017,
2016)
None.
Ml
(1/2017,
2015)
NGSS (see CA above).
MN
(1/2017,
2009)
Separated by "All High school."
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Earth/Environmental Science
MS
(1/2017,
2010)
Earth Science:
5a. Draw conclusions about how life on Earth shapes Earth systems and responds to the interaction of Earth systems
(lithosphere, hydrosphere, atmosphere, and biosphere). (DOK3)
Environmental Science:
3a. Summarize the effects of human activities on resources in the local environments. (DOK 2) Sources, uses, quality,
and conservation of water Renewable and nonrenewable resources Effects of pollution (e.g., water, noise, air, etc.)
on the ecosystem
3b. Research and evaluate the impacts of human activity and technology on the lithosphere, hydrosphere and
atmosphere and develop a logical argument to support how communities restore ecosystems. (DOK 3)
Spatial Information Science:
2. Develop an understanding of geographic information systems, a. Demonstrate the basic concepts of global
positioning systems (GPS) by determining locations, (e.g., latitude, longitude, and elevation of the school flag pole or
a site where a GPS receiver is unable to make an accurate measurement). (DOK 1)
2f. Explain the basic concepts of data and image processing. (DOK 1) Types of data (e.g., raster, vector, and attribute)
Variety of sources for geological data and imaging.
2h. Explain how data sets are geo-referenced and geo-rectified. (DOK 1)
2\. Assess the quality and accuracy of GPS and/or remote sensing data. (DOK 2)
2\. Analyze and apply the basic concepts of geographic information systems. (DOK 2) Compatible geographic data
layers of information utilizing computer software Relationships between geographic data Geographic information
image showing results of analysis
2k. Draw conclusions based on analysis and summary of geographic image information results. (DOK 3)
2I. Research and defend a variety of applications for geographic information systems. (DOK 3) m. Describe the
proper use and care of GPS receivers, computers, and other scientific equipment. (DOK 1)
MO
(1/2017,
2015)
None.
MT
(1/2017,
2016)
Benchmarks at end of 4th grade, 8th grade, and upon graduation from high school
NE
(1/2017,
2010)
Separated by "All High school."
NV
NGSS (see CA above).
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Applicable State Science Educational Standards, High School Earth/Environmental Science
(1/2017,
2014)
NH
(1/2017,
2016)
Separated into GSEs (Grade Span Expectations), 9-11 (so, "By the end of Grade 11, all students will..."
NJ
(1/2017,
2013)
NGSS (see CA above).
NM
(1/2017,
2009)
Separated by "All High school."
NY
(1/2017,
2015)
NGSS (see CA above).
NC
(1/2017,
2011)
EEn.2.4.1 Evaluate human influences on freshwater availability.
EEn.2.4.2 Evaluate human influences on water quality in North Carolina's river basins, wetlands and tidal
environments.
EEn.2.5.5 Explain how human activities affect air quality.
EEn.2.6.3 Analyze the impacts that human activities have on global climate change (such as burning hydrocarbons,
greenhouse effect, and deforestation).
EEn.2.6.4 Attribute changes to Earth's systems to global climate change (temperature change, changes in pH of
ocean, sea level changes, etc.).
EEn.2.7.1 Explain how abiotic and biotic factors interact to create the various biomes in North Carolina.
EEn.2.7.3 Explain how human activities impact the biosphere.
EEn.2.8.1 Evaluate alternative energy technologies for use in North Carolina.
EEn.2.8.2 Critique conventional and sustainable agriculture and aquaculture practices in terms of their environmental
impacts.
ND
(1/2017,
2014)
Separated by "All High school."
OH
(1/2017,
2014)
Ohio State Science Standards are not numbered or coded in any way:
ENVIRONMENTAL SCIENCE: Earth Systems: Interconnected Spheres of Earth. -Biosphere (Biodiversity,
Ecosystems). -Atmosphere: Atmospheric properties and currents. Earth's Resources. -Energy Resources, Air and Air
Pollution (Primary and secondary contaminants, greenhouse gases, Clean Air Act), Water and Water Pollution
(Potable water and water quality, hypoxia, eutrophication, Clean Water Act, Point source and non-point source
contamination), Land use and land management (including food production, agriculture and zoning), solid and
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Earth/Environmental Science
hazardous waste, Wildlife and Wilderness (Wildlife and wilderness management, endangered species). Global
Environmental Problems and Issues. (Human population, potable water quality, use and availability, climate
change, sustainability, species depletion and extinction, air quality, food production and availability, deforestation
and loss of biodiversity, waste management (solid and hazardous).
PHYSICAL GEOLOGY: Earth's Resources: Energy resources, Air, Water, Soil and sediment.
OK
(1/2017,
2014)
HS-ESS2-2 Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks and
interactions that cause changes to other Earth's systems.
HS-ESS2-5 Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface
processes.
HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing natural resources based on
cost-benefit ratios.
HS-LS2-1 Use mathematical and/or computational representations to support explanations of factors that affect
carrying capacity of ecosystems at different scales.
HS-LS2-2 Use mathematical representations to support and revise explanations based on evidence about factors
affecting biodiversity and populations in ecosystems of different scales.
HS-LS2-4 Use a mathematical representation to support claims for the cycling of matter and flow of energy among
organisms in an ecosystem.
HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain
relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a
new ecosystem.
HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment
biodiversity.
HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing natural resources based on
cost-benefit ratios.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Earth/Environmental Science
HS-ESS3-3 Create a computational simulation to illustrate the relationship among management of natural resources,
the sustainability of human populations, and biodiversity.
HS-ESS3-4 Evaluate or refine a technological solution that reduces the impacts of human activities on natural
systems.
OR
(1/2017,
2014)
NGSS (see CA above).
PA
(1/2017,
2002)
NGSS (see CA above).
Rl
(1/2017,
2013)
NGSS (see CA above).
SC
(1/2017,
2014)
H.E.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or
designs, or (3) extend the results of investigations or challenge scientific arguments or claims.
H.E.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2)
test devices or solutions, or (3) communicate ideas to others.
H.E.1A.4 Analyze and interpret data from informational texts and data collected from investigations using a range of
methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning, (2)
support or refute hypotheses, explanations, claims, or designs, or (3) evaluate the strength of conclusions.
H.E.1A.6 Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2)
conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data
communicated in graphs, tables, or diagrams.
H.E.1A.8 Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3)
develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in
knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1)
evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student
experimental investigations.
H.E.3B.2 Construct scientific arguments to support claims that responsible management of natural resources is
necessary for the sustainability of human societies and the biodiversity that supports them.
H.E.3B.4 Obtain and evaluate available data on a current controversy regarding human activities which may affect
the frequency, intensity, or consequences of natural hazards.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Earth/Environmental Science
H.E.3B.5 Define problems caused by the impacts of locally significant natural hazards and design possible devices or
solutions to reduce the impacts of such natural hazards on human activities.
H.E.6A.2 Obtain and communicate information to explain how location, movement, and energy transfers are
involved in making water available for use on Earth's surface (including lakes, surface-water drainage basins,
freshwater wetlands, and groundwater zones).
H.E.6A.3 Plan and conduct controlled scientific investigations to determine how a change in stream flow might affect
areas of erosion and deposition of a meandering alluvial stream.
H.E.6A.4 Analyze and interpret data of a local drainage basin to predict how changes caused by human activity and
other factors influence the hydrology of the basin and amount of water available for use in the ecosystem.
H.E.6A.5 Analyze and interpret data to describe how the quality of the water in drainage basins is influenced by
natural and human factors (such as land use, domestic and industrial waste, weather/climate conditions, topography
of the river channel, pollution, or flooding).
SD
(1/2017,
2015)
HS-ESS3-1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of
natural hazards, and changes in climate have influenced human activity.
HS-ESS3-3 Create a computational simulation to illustrate the relationships among management of natural resources,
the sustainability of human populations, and biodiversity.
HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
HS-ESS3-6 Use a computational representation to illustrate the relationships among Earth systems and how those
relationships are being modified due to human activity.
TN
(1/2017,
2009)
CLE 3204.lnq.i Recognize that science is a progressive endeavor that 93204.Inq.1 Trace the historical development of
a scientific principle reevaluates and extends what is already accepted.
CLE 3204.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-
space, and physical systems.
CLE 3260.T/E.1 Explore the impact of technology on social, political, and economic systems.
CLE 3260.2.2 Discuss the roles of biodiversity and coevolution in ecosystems.
CLE 3260.4.1 Examine common resource use practices in agriculture, forestry, urban/suburban development, mining,
and fishing.
CLE 3260.4.2 Explore best management practices related to water and soil resources.
CLE 3260.4.3 Compare and contrast preservation and conservation.
CLE 3260.4.4 Evaluate the impact of human activities on natural resources.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Earth/Environmental Science
CLE 3260.6.1 Investigate the causes, environmental effects, and methods for controlling/preventing land, air and
water pollution.
CLE 3260.6.2 Apply case studies to relate land, air, and water pollution to human health issues.
CLE 3260.6.3 Explore methods used for remediation of land, air and water pollution.
CLE 3260.6.4 Research local and national environmental legislation related to protecting land, air and water
resources.
CLE 3260.6.5 Research local and state methods used for solid waste reduction, recycling and disposal; compare them
to methods used in other developed countries.
CLE 3255.1.4 Investigate various approaches to maintain biodiversity.
CLE 3255.4.4 Summarize the human impact on ecosystems.
CLE 3255.4.5 Describe how biodiversity relates to stability of an ecosystem.
CLE 3255.5.5 Identify how humans impact biomes.
CLE 3255.6.1 Investigate the role of public lands in sustaining biodiversity.
CLE 3255.6.2 Examine state, national, and international efforts to sustain native species and ecosystems.
CLE 3255.6.3 Evaluate the impact of personal actions on the environment.
CLE 3255.6.4 Identify and explain choices you can make to lessen your impact on the environment.
TX
(1/2017,
2014)
112.37.c3E. describe the connection between environmental science and future careers
112.37.c4F. predict how the introduction or removal of an invasive species may alter the food chain and affect existing
populations in an ecosystem.
112.37.c4H. research and explain the causes of species diversity and predict changes that may occur in an ecosystem if
species and genetic diversity is increased or reduced
112.37.C5A-F.
(A) summarize methods of land use and management and describe its effects on land fertility;
(B) identify source, use, quality, management, and conservation of water;
(C) document the use and conservation of both renewable and non-renewable resources as they pertain to
sustainability;
(D) identify renewable and non-renewable resources that must come from outside an ecosystem such as food,
water, lumber, and energy;
(E) analyze and evaluate the economic significance and interdependence of resources within the environmental
system; and
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Earth/Environmental Science
(F) evaluate the impact of waste management methods such as reduction, reuse, recycling, and composting on
resource availability.
112.37.c6C. Explain the flow of energy in an ecosystem, including conduction, convection, and radiation.
112.37.C9A-B. (A) identify causes of air, soil, and water pollution, including point and nonpoint sources;
(B) investigate the types of air, soil, and water pollution such as chlorofluorocarbons, carbon dioxide, pH, pesticide
runoff, thermal variations, metallic ions, heavy metals, and nuclear waste.
112.37.C9D-G.
(D) describe the effect of pollution on global warming, glacial and ice cap melting, greenhouse effect, ozone layer,
and aquatic viability;
(E) evaluate the effect of human activities, including habitat restoration projects, species preservation efforts,
nature conservancy groups, hunting, fishing, ecotourism, all terrain vehicles, and small personal watercraft, on the
environment;
(F) evaluate cost-benefit trade-offs of commercial activities such as municipal development, farming, deforestation,
over-harvesting, and mining;
(G) analyze how ethical beliefs can be used to influence scientific practices such as methods for increasing food
production
112.37.C9I-J.
(I) discuss the impact of research and technology on social ethics and legal practices in situations such as the design
of new buildings, recycling, or emission standards;
(J) research the advantages and disadvantages of "going green" such as organic gardening and farming, natural
methods of pest control, hydroponics, xeriscaping, energy-efficient homes and appliances, and hybrid cars.
UT
(1/2017, K-
2: 2010, 3-
6: 2002,7-
8: 2003,
9-12:
2003,
Earth
Science:
2012)
Standard 3, Objective 3: Examine the natural and human-caused processes that cause Earth's climate to change over
intervals of time ranging from decades to millennia.
e. Investigate the current and potential consequences of climate change (e.g., ocean acidification, sea level rise,
desertification, habitat loss) on ecosystems, including human communities.
Standard 4, Objective 2: Analyze the characteristics and importance of freshwater found on Earth's surface and its
effect on living systems.
b. Plan and conduct an experiment to investigate biotic and abiotic factors that affect freshwater ecosystems.
c. Using data collected from local water systems, evaluate water quality and conclude how pollution can make water
unavailable or unsuitable for life.
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Applicable State Science Educational Standards, High School Earth/Environmental Science
d. Research and report how communities manage water resources (e.g., distribution, shortages, quality, flood control)
to address social, economic, and environmental concerns.
Standard 4, Objective 3: Analyze the physical, chemical, and biological dynamics of the oceans and the flow of energy
through the oceans.
e. Evaluate the impact of human activities (e.g., sediment, pollution, overfishing) on ocean systems.
Standard 5, Objective 2: Describe how humans depend on Earth's resources.
Standard 5, Objective 3: Indicate how natural hazards pose risks to humans.
b. Evaluate and give examples of human activities that can contribute to the frequency and intensity of some natural
hazards (e.g., construction that may increase erosion, human causes of wildfires, climate change).
c. Document how scientists use technology to continually improve estimates of when and where natural hazards occur.
d. Investigate and report how social, economic, and environmental issues affect decisions about human-engineered
structures (e.g., dams, homes, bridges, roads).
VT
(1/2017,
2013)
NGSS (see CA above).
VA
(1/2017,
2016)
ES.2a-d. The student will demonstrate an understanding of the nature of science and scientific reasoning and logic.
Key concepts include
a) science explains and predicts the interactions and dynamics of complex Earth systems;
b) evidence is required to evaluate hypotheses and explanations;
c) observation and logic are essential for reaching a conclusion; and
d) evidence is evaluated for scientific theories.
ES.6a-d. The student will investigate and understand the differences between renewable and nonrenewable
resources. Key concepts include
a) fossil fuels, minerals, rocks, water, and vegetation;
b) advantages and disadvantages of various energy sources;
c) resources found in Virginia; and
d) environmental costs and benefits.
ES.8d-f. The student will investigate and understand how freshwater resources are influenced by geologic processes
and the activities of humans. Key concepts include
d) identification of sources of fresh water including rivers, springs, and aquifers, with reference to the hydrologic cycle;
e) dependence on freshwater resources and the effects of human usage on water quality; and f) identification of the
major watershed systems in Virginia, including the Chesapeake Bay and its tributaries.
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APPENDIX: Connecting ecosystems and human health module
Applicable State Science Educational Standards, High School Earth/Environmental Science
WA
(1/2017,
2009)
NGSS (see CA above).
WV
(1/2017,
2016)
NGSS (see CA above).
Wl
(1/2017,
2012)
Separated by "All High school."
WY
(1/2017,
2016)
HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that
cause changes to other Earth systems.
HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface
processes.
HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of
natural hazards, and changes in climate have influenced human activity.
HS-ESS3-3. Use computational tools to illustrate the relationships among management of natural resources, the
sustainability of human populations, and biodiversity.
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
HS-ESS3-6. Use the results of a computational representation to illustrate the relationships among Earth systems and
how those relationships are being modified due to human activity.
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