ENVIROATLAS
EDUCATIONAL CURRICULUM
INTRODUCTION TO
A SUITE OF 6 MINI-LESSONS DESIGNED FOR STUDENTS IN GRADES
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
Report #: EPA/600/R-I8/23I
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3EPA
Overview of EnviroAtlas "Introduction to Ecosystem Services" Lessons
PREFACE
The following suite of six mini-lesson plans 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. These lesson plans specifically address the
concept of ecosystem services. Additional lesson plan modules are available that address a
variety of other related topics for 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 that Educational Overview document so
that you can use EnviroAtlas to best meet your needs. All Educational materials can be
found here: https://www.epa.gov/enviroatlas/enviroatlas-educational-materials
For questions regarding this document 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.
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SEPA
Overview of EnviroAtlas "Introduction to Ecosystem Services" Lessons
ACKNOWLEDGMENTS
These educational materials were developed through the efforts of multiple contributors.
At the time of publication, 797 participants, of whom 750 were students, had participated in
these specific Ecosystem Services activities.
Thanks to our classroom teachers and their students for carrying out and reviewing these
EnviroAtlas Lesson Plans:
Exploring Your Watershed (2017)
JgHtttfeFfijftiBffj,IK-5 ESL teacher, Grady A. Brown Elementary School
Jennifer Cypra. K-5 AIG/STEM teacher, Grady A. Brown Elementary School
Amy Beckett, 4th grade teacher, Holt Elementary School
Kacev James. 5th grade teacher, Holt Elementary School
Jane White, 5th grade teacher, Bethesda Elementary School
We learned much from these pilot tests and utilized the teachers' feedback to adjust and
edit the Lesson Plans.
Thanks also to Molly Windsor, US EPA Contractor, for assisting with graphics on the
"Services that Stick" lesson plan.
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SEPA
Overview of EnviroAtlas "Introduction to Ecosystem Services" Lessons
TABLE OF CONTENTS
Overview 1
At-a-glance Teacher Summary 3
Ecosystem Services Teacher Guides 4
Note: These Lesson Plans are ordered in increasing levels of rigor.
Lesson #1: Ecosystem Services BINGO! 7
Lesson #2: "Healthy Environment, Healthy You"
Lesson #3: EnviroAtlas Webquest 11
Lesson #4: Ecosystem Services Assessment 13.
Lesson #5: "Services that Stick" 15
Lesson #6: "Buckets of Benefits" 18
APPENDIX 1, Bibliography 21
APPENDIX 2, Lesson #1: Ecosystem Services BINGO! 22
APPENDIX 3, Lesson #1: "Healthy Environment, Healthy You" 63
APPENDIX 4, Lesson #3: EnviroAtlas Webquest 73
APPENDIX 5, Lesson #4: Ecosystem Services Assessment 76
APPENDIX 6, Lesson #5: "Services that Stick" 73
APPENDIX 7, Lesson #6:"Buckets of Benefits" 99
APPENDIX 8, State Science Educational Standards 104
4th grade State Science Standards 107
5th grade State Science Standards 114
6th grade State Science Standards 122
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Teacher Handout
"Introduction to Ecosystem Services" Lessons
EnviroAtlas
people 4 health 4 nature 4 economy
Lesson Plan
www.epa.gov/enviroatlas
Learning Ecosystem Services with EnviroAtlas
A set of 6 mini-lessons that explore the concept of ecosystem services.
Lessons can be done with or without internet.
Suggested Grades: 4-6
Suggested Topics: water
quality, air quality, recreation,
engagement with nature,
human health, ecosystem
services, ecosystems
Key Concept: Ecosystem
goods and services provide
the benefits that humans
receive from nature.
Time Considerations:
All 6 lessons are designed to
be completed in 30-45 mins.
Materials: (vary by lesson)
BINGO, Healthy Environment,
Healthy You, Ecosystem
Services Assessment:
handouts, clipboards
Buckets of Benefits: handouts
(optional: items)
Services that Stick: handouts,
crayons, glue, scissors
Webquest: handouts,
computer, internet access
NGSS Standards (state
Standards in back): 4-ESS3-2, 3~5"
ESS1-2, 5-ESS3-1, MS-LS2-1, MS-
LS2-2, MS-LS2-5, MS-ESS3-4.
NGSS SEP: 1,7, 8.
Learning Objectives
By the end of these lessons, students will be able to:
Identify ecosystem services in various ecosystems.
Explain what ecosystem services are and how humans
benefit from them.
Point out the impacts of ecosystem services on their local
environments and personal lives.
Consider and discuss the impacts of ecosystem services
on their daily lives and on human populations.
Consider ways to engage with ecosystems and nature to
improve their personal lives.
Key Words/Vocabulary
aesthetics
anxiety
coastal wetlands
ecosystems
forests
oceans
respiratory symptoms stress
agroecosystems
asthma
deserts
ecosystem services
habitat
pollinator
air quality
coasts
economy
engagement
happiness
physical activity
Summary
This module follows the BSCS 5E model to promote
student discovery and learning about the
interconnectedness of humans and the ecosystems that
they live in or near.
These six classroom-ready lessons leverage a web-based
mapping tool called EnviroAtlas, developed by the
Environmental Protection Agency (EPA) and its partners.
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Teacher Handout
"Introduction to Ecosystem Services" Lessons
EnviroAtlas is an easy-to-use mapping too! designed
for citizens, students, and professionals to assess the
status of local and regional environments, the
ecosystem services that they provide, and the
benefits that humans receive from them.
ECOSYSTEM
All living and nonliving things
in an area, as well as the
interactions among them.
ECOSYSTEM SERVICES
Ecosystem goods and
services, often shortened to
ecosystem services (ES),
provide the benefits that
humans receive from nature.
They underpin almost every
aspect of human well-being,
including our health,
security, and economy.
Figure 1. Students participating outdoors in the
"Ecosystem Services BINGO" lesson, pointing
out a potential link to pollination.
These lesson plans are designed for 4th and 5th grade
students. They can also be adapted for students in 3rd
grade or middle school and even high school.
Centered on ecosystem services, these EnviroAtlas
educational materials encourage a systems approach
to thinking about the world. By learning through this
approach with cross-cutting concepts, students can
gain a more holistic view of study topics and see real-
world applications of specific science disciplines while
also learning how to use freely available online tools.
The lessons in this package increase in rigor in the
order that they appear. While they are designed to be
completed in sequential order, they can be taught
independently. The first lesson listed, "Ecosystem
Services BINGO" can be done with 3rd grade students,
and the last lesson listed, "Buckets of Benefits," could
be used in middle school or even high school
classrooms.
A/lore information about how to use EnviroAtlas in the
classroom can be found here:
https://www.epa.gov/enviroatlas/enviroatlas-
educational-materials
Figure 2. Students completing
the "Services that Stick" activity.
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Teacher Handout
"Introduction to Ecosystem Services" Lessons
At-a-glance Summary
Teaching
Strategies
Student/teacher actions
Engage
Ecosystem Services BINGO: Engage students with an outdoors excursion in
a natural area near your school. Students explore their environment and
search for items in nature to match their BINGO cards.
Explore
"Healthy Environment, Healthy You" journaling activity: Students explore
the concepts and impacts of ecosystem services by completing a journaling
activity about the health impacts of aesthetics & engagement with nature.
Webquest activity: Using computers, students explore EnviroAtlas
Interactive Map in search of national map layers that reflect ecosystem
services with human health benefits.
Ecosystem Services Assessment: Students explore an outdoor ecosystem
and examine it for place-based evidence of ecosystem services.
Explain
"Services that Stick": Students engage in a cut & paste activity to identify
ecosystem services in various ecosystems. Afterwards, students explain
the ecosystem services to the class.
Elaborate
"Buckets of Benefits": Students elaborate on the concept of ecosystem
services by engaging with hands-on objects meant to represent them. The
students describe how the objects relate to ecosystem services by writing
analogies.
Evaluate
All lessons contain their own Handouts that can be used as Formal
Assessments at the end of each lesson.
Extend*
*optional
Students can explore the Eco-Health Relationship Browser; more Extension
Ideas can be found in the Resources portion of the lesson.
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Lesson #1: Ecosystem Services BINCO!
Teacher Guide
Notes for all 6 Ecosystem Services Lessons
Time Considerations
5E Stage
Part of Lesson
Suggested Time
Engage
Ecosystem Services BINGO
15-20 minutes
Explore
"Healthy Environment, Healthy You"
EnviroAtlas Webquest
Ecosystem Services Assessment
10-60 minutes
20-30 minutes
15-20 minutes
Explain
"Services that Stick"
30-40 minutes
Elaborate
"Buckets of Benefits"
20-45 minutes
Evaluate
Handouts: 10-30 minutes; could be homework if out of time
Teacher Preparation
General Background Information:
Students should have a basic understanding of ecosystem concepts:
Students should be able to name a few ecosystems, including the
following: coasts, wetlands, meadow, field, rivers, forests, mountains,
urban (cities), and agro-ecosystems (farmlands).
Students should have a basic understanding of some ecosystem
concepts (e.g., streams provide habitat for some animals, humans
create pollution, etc.).
Students should have a basic understanding of how their local
environment is an ecosystem.
Extension option for all six lessons
Students can extend their learning by exploring the EnviroAtlas Eco-Health Relationship
Browser (https://www.epa.gov/enviroatlas/enviroatlas-eco-health-relationship-browser).
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Lesson #1: Ecosystem Services BINCO!
Teacher Guide
The Eco-Health Relationship Browser illustrates scientific evidence for linkages between
human health and ecosystem services.
There is also a free lesson plan available online
for grades 4-12 that leverages the Eco-Health
Relationship Browser. Check it out here:
https://www.epa.gov/enviroatlas/connecting-
ecosvstems-and-human-health
Figure 3. Students participate in the "Connecting
Ecosystems and Human Health" activity that leverages the
Eco-Health Relationship Browser.
Key Vocabulary
aesthetics: The branch of philosophy dealing with such notions as the beautiful, the ugly, the
sublime, the comic, etc., as applicable to the natural world and the judgments of such notions.
agroecosystem: An ecosystem that has been modified by humans for the primary purpose
of producing food, fiber, or other agricultural products. It typically includes environmental
features such as hedgerows and ponds, which support ecosystem services including habitat
provision and pollination,
air quality: The natural production and maintenance of clean air is important for overall
human health and well-being. As industry, urbanization, and use of motor vehicles have
increased, so too has the concentration of pollutants in the atmosphere.
anxiety: Excessive and unrealistic worry about everyday tasks which interferes with normal
functioning. Several types of anxiety disorders exist.
asthma: A chronic disease of the airways that makes breathing difficult. Inflammation of
the air passages results in a temporary narrowing of the airways that carry oxygen to the
lungs.
coastal wetlands: Wetland types found in coastal watersheds include salt marshes,
bottomland hardwood swamps, mangrove swamps, and shrubby depressions known in the
southeastern United States as "pocosins." Wetlands can be tidal or non-tidal, and
freshwater or saltwater.
economy: The management of the environmental, man-made, and human resources in a
community, nation, etc., especially with a view to productivity, including jobs.
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Lesson #1: Ecosystem Services BINGO!
Teacher Guide
ecosystem: A system, or a group of interconnected elements, formed by the interaction of a
community of organisms with their environment.
ecosystem services: Also known as ecosystem goods and services, these are natural
elements, functions, and processes that support life on earth. Examples include fish and
game species, the production of oxygen, the breakdown and recycling of many waste
materials, and the creation and retention of healthy soils. These and many more ecosystem
services provide the benefits that humans receive from nature. They underpin almost every
aspect of human well-being, including our health, security, and economy.
engagement: The act of engaging or the state of being involved.
food chain: a linear sequence of organisms through which nutrients and energy pass as one
organism eats another.
pollinator: An animal that moves pollen from the male anther to the female stigma of a
flower.
physical activity: Any bodily movement produced by skeletal muscles which requires energy
expenditure.
respiratory symptoms: Coughing or wheezing. Can be associated with serious illnesses.
stress: A normal feeling that can manifest as a result of an event or thought that makes
people frustrated, upset or nervous.
urban ecosystem: A dynamic system that contains both built and natural elements. Man-
made infrastructure typically covers a large proportion of the land surface and/or people live
in high densities.
wetlands: 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.
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Lesson #1: Ecosystem Services BINCO!
Teacher Guide
Engage, Lesson #1: Ecosystem Services BINGO!
Time Consideration
Prep time: 0-5 minutes, Activity time: 15-20 minutes
Materials
Printed handouts, clipboards, writing utensils, an area outside to observe the environment
Teacher Preparation
1. Print all of the Ecosystem Services BINGO! cards.
There are ten different cards, with and without
images for different ages or abilities of students. All
of the BINGO cards can be found in the Appendix.
2. Get writing utensils for all of the students.
3. Place the BINGO cards on clipboards with writing
utensils for the students to use. Having the
students work in pairs is recommended.
Procedure
1, Talk about the concept of ecosystem services:
providing the benefits that humans receive from nature with your students. Have
students provide examples of ecosystem services and related human benefits.
Examples of ecosystem services: trees provide oxygen which we breathe; trees
provide shade on the playground (US EPA 2008); wetlands filter water (Vellidis
et al, 2003); forests provide places for people to recreate (Kline et ah, 2011).
Examples of human benefits: reductions in stress and anxiety from spending
time at the beach (MacKerron & Mourato 2013); reduced symptoms of post-
traumatic stress disorder after spending a weekend fly-fishing by the river (Vella
et al., 2013).
Figure 4. Example of "Ecosystem Services
BINGO " card, available in Appendix 2.
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Lesson #1: Ecosystem Services BINCO!
Teacher Guide
2. Explain that you're going to examine your local environment and to look there for
elements on the BINGO cards. Tell students that when they find something outside
that fits the slots on their BINGO cards, they should write in some details about it.
For example, in the "Can positively impact air quality" BINGO slot, the students could
write "trees remove pollutants from the air."
ESL/ELL tip: Allow students to draw images instead of writing words in their BINGO
cards.
Optional: Use Power Point slides with images of different ecosystems as a guide to walk
your class through the entire activity indoors.
3. Once outside, walk through the natural environment wherever you are (playgrounds,
fields, and woods work well). Narrate some of the things you see and have ongoing
discussions with students as they discover ecosystem services right in front of their
eyes and around their schoolyards.
4. Evaluate:
Discuss ecosystem services elements as you see them outdoors. These informal
conversations during the activity can help evaluate student understanding.
explore local ecosystem services aimng me r.cosysiem
Services BINGO " activity.
Figure 6. Mrs. Jennifer Carson, ESL 4th and 5th grade
teacher at Grady A. Brown Elementary School in North
Carolina, instructs students on the ecosystem services in their
schoolyard during "Ecosystem Services BINGO. "
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Lesson #2: "Healthy Environment, Healthy You"
Teacher Guide
Explore, Lesson #2: "Healthy Environment, Healthy You"
Time Consideration
Prep time: 0-5 minutes, Activity time: anywhere from 15-60 minutes
Materials
Printed handouts, clipboards, writing utensils, an area outside to observe the environment
Teacher Preparation
1. Print all of the "Healthy Environment, Healthy You" Journal Prompts. There are three
Journal Prompt topics: happiness, anxiety, and self-esteem. All of the Journal
Prompts cards can be found in the Appendix.
2. Get writing utensils for all of the students.
3. Place the Journal Prompts on clipboards with writing utensils for the students to use.
Having the students work independently is recommended.
* Option 1: Cive out all three prompts to 3 groups of students.
Option 2: Give the same prompts to all of the students and conduct the activity 3
times during the school year.
Procedure
1. Deliver background information on ecosystem services. Some teachers prefer not to
prompt the students ahead of time about ecosystem services so that the students
will not be biased when they write about topics from the Journal Prompts outside.
Choose what works best for you and your students. At some point, talk with
students about the concept of ecosystem services: providing the benefits that
humans receive from nature. Have students provide examples of ecosystem services
and related human benefits.
Examples of ecosystem services: trees provide oxygen which we breathe; trees
provide shade on the playground (US EPA 2008); wetlands filter water (Vellidis
et ai, 2003); forests provide places for people to recreate (Kline et al, 2011).
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Lesson #2: "Healthy Environment, Healthy You"
Teacher Guide
Examples of human benefits: reductions in stress and anxiety from spending
time at the beach (MacKerron & Mourato 2013); reduced symptoms of post-
traumatic stress disorder after spending a weekend fly-fishing by the river (Vella
et al, 2013).
2. Explain that you're going outdoors for a nature journaling activity.
Once outside, walk to a quiet, natural environment near your school (fields,
meadows, beside creeks, and woods work well). After cautioning students about
ticks, poison ivy, fire ants, etc., tell students to sit quietly for a little bit first (-5
minutes) and observe sensations through their eyes, ears, noses and skin.
3. After-5 minutes, have the students work on Part 1 (Ecosystem Location) and Part 2
(Ecosystem Evaluation).
4. When they are finished with Parts 1 & 2, have the students begin Part 3 (Journal
Prompt). Remind them that their answers can be private and that participation in the
discussion afterwards is optional.
5. Back in the classroom, if students are willing to share, have them discuss their
responses.
6. Pull up the "Healthy Environment, Healthy You": List of Associations for Group
Discussion. Guide students through some of the associations or let them read and
reflect on them privately. If you have split students into groups with different
Journal Prompts, this is a good opportunity to break them into three smaller groups
based on their assigned prompts (happiness, anxiety, or self-esteem) for small-group
discussions prior to a whole-class group discussion.
7. Evaluate: During the group discussions, evaluate student understanding of the
connections between the environment and human health.
All studies cited above and in the "Healthy Environment, Healthy You": List of Associations for
Group Discussion are featured in the online EnviroAtlas Eco-Health Relationship Browser:
https://www.epa.gov/enviroatlas/enviroatlas-eco-health-relationship-browser.
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Lesson #3: EnviroAtlas Webquest
Teacher Guide
Explore, Lesson #3: EnviroAtlas Webquest
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Time Consideration
Prep time: Time to familiarize yourself with EnviroAtlas tool: 10-20 minutes, Actual Prep Time:
5-10 minutes, Activity time: 20-30 minutes
Materials
Printed handouts, student computers, internet access
Teacher Preparation
1. Reserve a computer lab or laptops for student use. If possible, having students work
in pairs is best for this activity.
2. Print the EnviroAtlas Webquest handouts.
3. It might be helpful for you to familiarize yourself with EnviroAtlas and the Interactive
Map prior to completing this activity with your students. Check out the EnviroAtlas
Interactive Map User's Guide: https://www.epa.gov/sites/production/files/201s-
os/documents/enviroatlasuserguide.pdf and the EnviroAtlas Interactive Map:
https://www.epa.gov/enviroatlas/enviroatlas-interactive-map
Procedure
1. Demonstrate in front of the whole class how to pull up a layer in EnviroAtlas.
2. Talk or review with students about the concept of ecosystem services: providing the
benefits that humans receive from nature. Have students provide examples of
ecosystem services and related human benefits.
Examples of ecosystem services: trees provide oxygen which we breathe; trees
provide shade on the playground (US EPA 2008); wetlands filter water (Vellidis
et al, 2003); forests provide places for people to recreate (Kline et al., 2011).
Examples of human benefits: reductions in stress and anxiety from spending
time at the beach (MacKerron & Mourato 2013); reduced symptoms of post-
traumatic stress disorder after spending a weekend fly-fishing by the river (Vella
et al., 2013).
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Lesson #3: EnviroAtlas Webquest
Teacher Guide
3. Guide students through the
Webquest as they explore
online. Please note that
some of the vocabulary in the
Interactive Map is at a high
level.
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4. Evaluate: Informal
assessments can be made
while monitoring student
progress throughout the
Webquest activity. In
addition, student understanding can be formally assessed by evaluating written
responses in the Student Handouts.
Figure 5. Screen shot of the Interactive Map from the EnviroAtlas
Webquest. Image shoes Average annual precipitation (inches/year).
Figure 8. 4 and 5th grade students zoom in on their Figure 9. 4"' and 5"' grade students add a map layer
school during the EnviroAtlas Webquest activity. during the EnviroAtlas Webquest activity.
Figure 10. 4th and 5th grade students add EnviroAtlas map data layers while
working on the EnviroAtlas Webquest activity.
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Lesson #4: Ecosystem Services Assessment
Teacher Guide
Time Consideration
Prep time: 0-5 minutes, Activity time: 15-20 minutes
Materials
Printed handouts, clipboards, writing utensils, an area outside to observe the environment
Teacher Preparation
1. Print all of the Ecosystem Services Assessment Handouts and get writing utensils for
all of the students.
2. Place the Ecosystem Services Assessment on clipboards. Having the students work
in pairs is recommended.
Procedure
1. Deliver background information on ecosystem services: providing the benefits that
humans receive from nature. Have students provide examples of ecosystem services
and related human benefits.
Examples of ecosystem services: trees provide oxygen which we breathe; trees
provide shade on the playground (US EPA 2008); wetlands filter water (Vellidis
et al, 2003); forests provide places for people to recreate (Kline et ai, 2011).
Examples of human benefits: reductions in stress and anxiety from spending
time at the beach (MacKerron & Mourato 2013); reduced symptoms of post-
traumatic stress disorder after spending a weekend fly-fishing by the river (Vella
et al, 2013).
2. Explain that you're going outdoors to assess and investigate ecosystem services on
your own school grounds. Tell students to pay attention to examples of ecosystem
services that are provided by the ecosystem where you complete this activity, and
what their benefits to humans might be. For example, trees providing shade is an
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Lesson #4: Ecosystem Services Assessment
Teacher Guide
ecosystem service, and increased comfort and safety from shade are the related
human benefits provided by that service.
Note: This activity can be repeated multiple times throughout the school year at varying
sites during different seasons (fields, meadows, beside creeks, and woods work well,
but you could also use a playground, park, urban area, or residential area).
3. Have the students work on Part 1 (Ecosystem Location) and Part 2 (Ecosystem
Evaluation) and then come back inside.
Optional: Have students use their phones to take photos of ecosystem services that they
see outside. Once inside, have them present their ecosystem and ecosystem services
using the photos that they took.
4. Once back inside, have the students work in groups on Part 3 (Ecosystem Services).
Help the students generate ideas.
5. Evaluate: During the group discussions, informally assess student understanding of
ecosystem services. Then, have the groups share and explain their examples with
the whole class. Finally, formally assess student understanding with the collection
and reading of the student handouts.
Figure 6.Ms. Drea Franks, teacher at First Environments Early Learning Center, helps 2nd and
3rd grade students explore and evaluate their local school grounds for ecosystem setvices (in
this image, students discuss water runoff and how plants (the bushes planted at the bottom of
the hill) can help retain water to prevent erosion).
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Lesson #5: "Services that Stick"
Teacher Guide
Explain, Lesson #5: "Services that Stick"
Time Consideration
Prep time: 10-15 minutes, Activity time: 30+ minutes
Materials
Printed handouts: (a) Ecosystem Blank Templates, (b)
Ecosystem Services Puzzle Pieces, (c) Connections to
Human Health Sheets, scissors, crayons, and giue for
each group
Teacher Preparation
1. Print all of the following:
Ecosystem Blank Templates (there are 7 unique ecosystem templates).
Having the students work iri groups of three is recommended, so if you have
21 students, you'll need only one complete set of Ecosystem Blank Templates
per class.
Ecosystem Services Puzzle Pieces. Again, there are 7 unique sets of
ecosystem services puzzle pieces. Each group should receive one Ecosystem
Blank Template and one matching set of Ecosystem Services Puzzle Pieces
(i.e., the group that receives the "Coast" Ecosystem Blank Template should
also receive the "Coast" set of Ecosystem Services Puzzle Pieces).
Connections to Human Health Sheets. You can adapt this as you see fit; it is
recommended that you give each group of students all of the Connections to
H uman Health pieces and make the students select which human health
outcome is the best fit for their ecosystem. Therefore, you would need one
Connections to Human Health Sheet per group.
2. Distribute all necessary materials for each group: glue, scissors, crayons, and three
total sheets of paper per group (Figure 12).
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Figure 7. Set of "Services that Stick" materials
for one ecosystem group (Coast). 3 handouts,
scissors, glue, & crayons.
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Lesson #5: "Services that Stick"
Teacher Guide
Procedure
1. Deliver background information on ecosystem services: providing the benefits that
humans receive from nature. Have students provide examples of ecosystem services
and related human benefits.
Examples of ecosystem services: trees provide oxygen which we breathe; trees
provide shade on the playground (US EPA 2008); wetlands filter water (Vellidis
et al, 2003); forests provide places for people to recreate (Kline et al, 2011).
Examples of human benefits: reductions in stress and anxiety from spending
time at the beach (MacKerron & Mourato 2013); reduced symptoms of post-
traumatic stress disorder after spending a weekend fly-fishing by the river (Vella
et al, 2013).
2. Explain the directions to the students:
Cutout the Ecosystem Services Puzzle
Pieces.
As a group, discuss where in their
Ecosystem Blank Template the Ecosystem
Services Puzzle Pieces should go. Note:
have the students check with you before
gluing anything to the page. There are some
pieces that could go in multiple spots.
Lay puzzle pieces where they should go.
Glue the puzzle pieces to their pages.
Look at the Connections to Human Health
Sheet. Decide which human health
connection works best with your specific ecosystem. Cut it out, lay it on the
sheet, check it with your teacher, and then glue it to the page.
Color their Ecosystem Blank Templates.
Tell the students to take a few minutes to prepare a mini-presentation on their
Ecosystem and the ecosystem services and health benefits that their ecosystem
provides.
Have students explain their Ecosystems. As groups finish, tape the papers to the
board at the front of the room. Note: paste them together where the letters meet
(A matches with A, etc.). At the end, it should look like the example on the next
page, and students should notice that there are multiple ecosystem services that
repeat across different ecosystems. Discuss this with the students.
Figure 8. Students color their Ecosystem Blank
Template as part of the "Services that Stick"
activity'.
US Environmental Protection Agency | May be reproduced for educational purposes only
16
-------
Lesson #5: "Services that Stick"
Teacher Guide
ฆ Mountains
ฆField/Meadow
ซCoastal Wetlands
Figure 9. All of the completed ecosystems, when taped together on the board, create a continuous scene.
3. Evaluate: During the group discussions, informally assess student understanding of
ecosystem services. Then, have the groups share and explain their examples with
the whole class. Finally, formally assess student understanding with the collection
and reading of the student handouts.
US Environmental Protection Agency | May be reproduced for educational purposes only
17
-------
Lesson #6: "Buckets of Benefits"
Teacher Guide
f
i
Elaborate, Lesson #6: "Buckets of Benefits"
Time Consideration
Prep time: 15 minutes, Activity time: 30+ minutes
Materials
Printed handouts, writing utensils
Optional: buckets of hands-on materials (all handouts have images of the items)
Empty medicine bottle
"Idea" symbol
Hotel image
Ear plugs Food image
Sponge Money image
Soap
Pacifier
Face mask/filter
Teacher Preparation
1. Print"Buckets of Benefits" handouts.
2. If using actual buckets of materials, assemble all
materials into group buckets (Figure 15).
Figure 10. "Buckets of Benefits" items for
group activity.
Procedure
1. Deliver background information on ecosystem services: providing the benefits that
humans receive from nature. Have students provide examples of ecosystem services
and related human benefits.
Examples of ecosystem services: trees provide oxygen which we breathe; trees
provide shade on the playground (US EPA 2008); wetlands filter water (Vellidis
et al, 2003); forests provide places for people to recreate (Kline et al., 2011).
Examples of human benefits: reductions in stress and anxiety from spending
time at the beach (MacKerron & Mourato 2013); reduced symptoms of post-
traumatic stress disorder after spending a weekend fly-fishing by the river (Vella
et al., 2013).
2. Provide all students with either handouts or buckets. Explain that students should fill
in Ecosystems (e.g., forests, deserts, wetlands, oceans, urban ecosystems, agro-
US Environmental Protection Agency | May be reproduced for educational purposes only
18
-------
Lesson #6: "Buckets of Benefits"
Teacher Guide
ecosystems) that they think fit in the far left column. Students should come up with
their own ideas for associations using the prompts in the center column. And
students should elaborate on why they chose their ecosystem and prompt in the far-
right column.
Note on ANSWER KEY: There will be many right answers in these handouts. Students
will come up with all sorts of ideas and analogies. An answer key is not provided, but if
you want examples, you can find some on epa.gov/enviroatlas - essentially, if the
students can justify their answers in a way that you think is reasonable, consider those
answers as you see fit for student credit
3. Evaluate: During the group discussions, informally assess student understanding of
ecosystem services. Then, have the groups share and explain their examples with
the whole class. Finally, formally assess student understanding with the collection
and reading of the student handouts.
Figure 126. Students evaluate items to create
ecosystem services analogies during the "Buckets of
Benefits " activity.
Figure 117, Students write justifications for their ecosystem services
analogies in the "Buckets of Benefits" activity.
US Environmental Protection Agency | May be reproduced for educational purposes only
19
-------
"Introduction to Ecosystem Services" Lesson Plans
APPENDICES
I
APPENDICES
US Environmental Protection Agency | May be reproduced for educational purposes only
20
-------
"Introduction to Ecosystem Services" Lesson Plans
APPENDIXl: Bibliography
APPENDIX i: Bibliography
i
Bibliography
Kline J D, RS Rosenberger, EM White. 2011, A national assessment of physical activity in US
National Forests. Journal of Forestry 109(6): 343-51.
MacKerron G, S Mourato. 2013. Happiness is greater in natural environments. Global
Environmental Change 23(5): 992-1000.
U.S. Environmental Protection Agency. 2008. Reducing urban heat islands: Compendium of
strategies. Draft, https://www.epa.gov/heat-islands/heat-island-compendium.
Vella EJ, B Milligan, JL Bennett, 2013. Participation in outdoor recreation program predicts
improved psychosocial well-being among veterans with post-traumatic stress
disorder: a pilot study. Mil Med. 178(3): 254-260.
Vellidis G, R Lowrance, P Gay & R K Hubbard, 2003. Nutrient Transport in a Restored Riparian
Wetland. J. Environ. Qual., 32(2), 711-726.
All the information in the "Healthy Environment, Healthy You" activity can be found in the
EnviroAtlas Eco-Health Relationship Browser and the corresponding bibliography.
EnviroAtlas Eco-Health Relationship Browser:
https://www.epa.gov/enviroatlas/enviroatlas-eco-health-relationship-browser
US Environmental Protection Agency | May be reproduced for educational purposes only
21
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"Introduction to Ecosystem Services" Lesson Plans
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
APPENDIX 2
Lesson #1: Ecosystem Services BINGO!
The cards that follow are all the same on the front side but are different on the back
side (the BINGO side) so that you can give different cards to different pairs of
students. There are ten cards total, and they are numbered 1-10. It is recommended
that students work in groups of two, so this would work well with a class size of 20.
There are also cards without images. Those cards can be used for upper-level
students. They have the exact same layouts as the 10 cards with images.
US Environmental Protection Agency | May be reproduced for educational purposes only
22
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
En viro Atlas
Lesson Plan
s
people 6 health 4 nature 0 economy
/
www.epa.gov/enviroatlas
Ecosystem Services BINGO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page.
Name(s): Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and their
services in our policies and
decision-making could help us
better manage our resources in a
way that would benefit us
economically, environmentally, and
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/more-
information-ecosystem-services-
and-enviroatlas
-ฆvers of Chan9e
US Environmental Protection Agency | May be reproduced for educational purposes only
23
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
Ecosystem Services
Bonus points for details:
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Can provide
habitats to
pollinators
(extra points for
naming a
pollinator!):
Can help to
filter pollutants
that may affect
water quality:
Has been found
to have
associations
with healing:
Can inspire
writing:
US Environmental Protection Agency | May be reproduced for educational purposes only
24
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
4
'ฆ% En viro At las
people 4 health 4 nature 4 economy
Lesson Plan
>
www.epa.gov/enviroatlas
Ecosystem Services BINGO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page.
Name(s): Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and thei
services in our policies and
decision-making could help us
better manage our resources in t
way that would benefit us
economically, environmentally, a
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/inore-
information-ecosystem-services-
and-enviroatlas
drivers of Chan9e
US Environmental Protection Agency | May be reproduced for educational purposes only
25
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
Ecosystem
card 2
Bonus points for details:
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APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
En viro Atlas
Lesson Plan
s
people 6 health 4 nature 0 economy
/
www.epa.gov/enviroatlas
Ecosystem Services BINGO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page,
Name(s): Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and their
services in our policies and
decision-making could help us
better manage our resources in a
way that would benefit us
economically, environmentally, and
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/more-
information-ecosystem-services-
and-enviroatlas
-ฆvers of Chan9e
US Environmental Protection Agency | May be reproduced for educational purposes only
27
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
Ecosystem Se
Bonus points for details:
+-ป
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3
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filter:
Can provide
recreation:
m
Promotes
engagement
with nature:
Can inspire
writing:
Can positively
impact water
quality:
Find something t h 3 t (and fill in what the item is that you
have something filled in to count. Bonus points available for descriptions and/or detail:
1 T. 1 , ..
ฆ |< -
Can provide
habitats for
species (extra
points for
naming a
species!):
Can reduce
effects of
flooding:
Can inspire art:
Can provide
food for
humans:
Has associations
with reductions
in stress/anxiety
(how?):
Can help to
filter pollutants
that may affect
water quality:
Has been found
to have
associations
with healing:
FREE
SPACE
Has economic
value ($):
Promotes
positive human
health
outcomes
(which ones?):
Can promote
physical activity:
Has associations
with reductions
in respiratory
symptoms:
Can reduce
carbon dioxide
in the
atmosphere:
Can provide
habitats to
pollinators
(extra points for
naming a
pollinator!):
Can reduce
effects of hot
days:
Can positively
impact air
quality:
Can be used for
raw materials:
Can be used for
shelter for
humans:
Can be used as
a source of
energy:
Can promote
social
interaction:
M
US Environmental Protection Agency | May be reproduced for educational purposes only
28
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
En viro Atlas
Lesson Plan
s
people 6 health 4 nature 0 economy
/
www.epa.gov/enviroatlas
Ecosystem Services BINGO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page,
Name(s): Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and their
services in our policies and
decision-making could help us
better manage our resources in a
way that would benefit us
economically, environmentally, and
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/more-
information-ecosystem-services-
and-enviroatlas
-ฆvers of Chan9e
US Environmental Protection Agency | May be reproduced for educational purposes only
29
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
Ecosystem
card 4
Bonus points for details:
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writing:
Can provide
habitats to
pollinators
(extra points for
naming a
pollinator!):
Has been found
to have
associations
with healing:
Can provide
habitats for
species (extra
points for
naming a
species!):
Can be like a
filter (how?):
I
Can promote
social
interaction:
Can positively
impact water
quality:
Can reduce
carbon dioxide
in the
atmosphere:
Can promote
physical activity:
Can be used for
shelter for
humans:
N
Has economic
value ($):
Can be used as
a source of
energy:
FREE
SPACE
Promotes
positive human
health
outcomes
(which ones?):
Can positively
impact air
quality:
Can reduce
effects of
flooding:
Can inspire art:
Can provide
food for
humans:
Promotes
engagement
with nature:
Can be used for
raw materials:
Has associations
with reductions
in stress/anxiety
(how?):
Can reduce
effects of hot
days:
Can help to
filter pollutants
that may affect
water quality:
Can provide
recreation:
Has associations
with reductions
in respiratory
symptoms:
US Environmental Protection Agency | May be reproduced for educational purposes only
30
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
En viro Atlas
Lesson Plan
s
people 6 health 4 nature 0 economy
/
www.epa.gov/enviroatlas
Ecosystem Services BINGO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page,
Name(s): Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and their
services in our policies and
decision-making could help us
better manage our resources in a
way that would benefit us
economically, environmentally, and
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/more-
information-ecosystem-services-
and-enviroatlas
-ฆvers of Chan9e
US Environmental Protection Agency | May be reproduced for educational purposes only
31
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
Ecosystem
card 5
Bonus points for details:
w
3
X
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ro
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cu
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associations
with reductions
in stress/anxiety
(how?):
Can promote
social
interaction:
Can inspire
writing:
Can be used for
raw materials:
Can provide
habitats to
pollinators
(extra points for
naming a
pollinator!):
I
Has been found
to have
associations
with healing:
Can positively
impact air
quality:
Has associations
with reductions
in respiratory
symptoms:
Promotes
engagement
with nature:
Can be used as
a source of
energy:
N
Can be used for
shelter for
humans:
Can reduce
carbon dioxide in
the atmosphere:
FREE
SPACE
Can provide
recreation:
Can be like a filter
(how?):
Can provide
food for
humans:
Can reduce
effects of hot
days:
Can positively
impact water
quality:
Can promote
physical
activity:
Has economic
value ($):
Can inspire art:
Promotes
positive human
health
outcomes
(which ones?):
Can help to
filter pollutants
that may affect
water quality:
Can reduce
effects of
flooding:
Can provide
habitats for
species (extra
points for
naming a
species!):
US Environmental Protection Agency | May be reproduced for educational purposes only
32
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
En viro Atlas
Lesson Plan
s
people 6 health 4 nature 0 economy
/
www.epa.gov/enviroatlas
Ecosystem Services BINGO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page.
Name(s): Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and their
services in our policies and
decision-making could help us
better manage our resources in a
way that would benefit us
economically, environmentally, and
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/more-
information-ecosystem-services-
and-enviroatlas
-ฆvers of Chan9e
US Environmental Protection Agency | May be reproduced for educational purposes only
33
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
Ecosystem
card 6
Bonus points for details:
w
3
X
o
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ro
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cu
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Can be used for
raw materials:
Can provide
habitats for
species (extra
points for
naming a
species!):
Promotes
engagement
with nature:
Can reduce
carbon dioxide
in the
atmosphere:
Has
associations
with reductions
in respiratory
symptoms:
I
Can help to
filter pollutants
that may affect
water quality:
Can promote
social
interaction:
Can be used for
shelter for
humans:
Can inspire
writing:
Can provide
habitats to
pollinators
(extra points for
naming a
pollinator!):
N
Can be like a
filter:
Can inspire art:
FREE
SPACE
Has associations
with reductions
in stress/anxiety
(how?):
Promotes
positive human
health
outcomes
(which ones?):
Has been found
to have
associations
with healing:
Has economic
value ($):
Can provide
food for
humans:
Can reduce
effects of hot
days:
Can promote
physical activity:
Can reduce
effects of
flooding:
Can positively
impact water
quality:
Can be used as
a source of
energy:
Can positively
impact air
quality:
Can provide
recreation:
US Environmental Protection Agency | May be reproduced for educational purposes only
34
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
En viro Atlas
Lesson Plan
s
people 6 health 4 nature 0 economy
/
www.epa.gov/enviroatlas
Ecosystem Services BINGO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page.
Name(s): Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and their
services in our policies and
decision-making could help us
better manage our resources in a
way that would benefit us
economically, environmentally, and
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/more-
information-ecosystem-services-
and-enviroatlas
-ฆvers of Chan9e
US Environmental Protection Agency | May be reproduced for educational purposes only
35
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
Ecosystem Services a, *?
Bonus points for details:
Find something t h 3 t (and fill in what the item is that you saw. Each box must
have something filled in to count. Bonus points available for descriptions and/or details of the item.)
B
I
N
G
O
Can provide
food for
humans:
Can reduce
effects of
flooding:
Can reduce
carbon dioxide
in the
atmosphere:
Can reduce
effects of hot
days:
Can provide
recreation:
Can be used as
a source of
energy:
Can positively
impact water
quality:
BIH
Has associations
with reductions
in respiratory
symptoms:
Has been found
to have
associations
with healing:
Can inspire art:
Promotes
positive human
health
outcomes
(which ones?):
Can positively
impact air
quality:
FREE
SPACE
Can be used for
shelter for
humans:
Has associations
with reductions
in stress/anxiety
(how?):
Can inspire
writing:
Can promote
social
interaction:
Can help to
filter pollutants
that may affect
water quality:
Can promote
physical activity:
Can provide
aesthetic value:
Promotes
engagement
with nature:
Can provide
habitats to
pollinators
(extra points for
naming a
pollinator!):
Can provide
food for
humans:
Has economic
value ($):
Can be used for
raw materials:
US Environmental Protection Agency | May be reproduced for educational purposes only
36
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
En viro Atlas
Lesson Plan
s
people 6 health 4 nature 0 economy
/
www.epa.gov/enviroatlas
Ecosystem Services BINGO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page,
Name(s): Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and their
services in our policies and
decision-making could help us
better manage our resources in a
way that would benefit us
economically, environmentally, and
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/more-
information-ecosystem-services-
and-enviroatlas
-ฆvers of Chan9e
US Environmental Protection Agency | May be reproduced for educational purposes only
37
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
Ecosystem Services ^
Bonus points for details:
Find something t II 3 t (and fill in what the item is that you saw. Each box must
have something filled in to count. Bonus points available for descriptions and/or details of the item.)
B
I
N
G
O
Can be used for
raw materials:
Can provide
habitats to
pollinators
(extra points for
naming a
pollinator!):
Can pi
recrea
ri
'ovic
ition
ie
:
Has associatio
with reductior
in respiratory
symptoms:
ns
s
Can provide
aesthetic value:
l.,3
Can provide
food for
humans:
Has economic
value ($):
~
4
Can promote
physical activity:
Can inspire
writing:
Can be used for
shelter for
humans:
Promotes
positive human
health
outcomes
(which ones?):
Can be used as
a source of
energy:
FREE
SPACE
|
Can positively
impact water
quality:
Can provide
habitats for
species (extra
points for
naming a
species!):
Promotes
engagement
with nature:
Can promote
social
interaction:
'9FW
-
Can positively
impact air
quality:
Can reduce
effects of hot
days:
Has been found
to have
associations
with healing:
Can reduce
effects of
flooding:
Can inspire art:
Can help to
filter pollutants
that may affect
water quality:
Can reduce
carbon dioxide
in the
atmosphere:
Has associations
with reductions
in stress/anxiety
(how?):
US Environmental Protection Agency | May be reproduced for educational purposes only
38
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
En viro Atlas
Lesson Plan
s
people 6 health 4 nature 0 economy
/
www.epa.gov/enviroatlas
Ecosystem Services BINGO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page.
Name(s): Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and their
services in our policies and
decision-making could help us
better manage our resources in a
way that would benefit us
economically, environmentally, and
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/more-
information-ecosystem-services-
and-enviroatlas
-ฆvers of Chan9e
US Environmental Protection Agency | May be reproduced for educational purposes only
39
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
Ecosystem Services
Bonus points for details:
Find something th 3. (and fill in what the item is that you saw. Each box must
have something filled in to count. Bonus points available for descriptions and/or details of the item.)
B
I
N
G
O
Promotes
engagement
with nature:
Can reduce
effects of hot
days:
Can be used as
a source of
energy:
Can promote
social
interaction:
Has been found
to have
associations
with healing:
Can help to
filter pollutants
that may affect
water quality:
Has associations
with reductions
in respiratory
symptoms:
IS
Can inspire art:
Can provide
habitats to
pollinators
(extra points for
naming a
pollinator!):
Can provide
aesthetic value:
Can promote
physical activity:
Can positively
impact water
quality:
FREE
SPACE
Can positively
impact air
quality:
Can provide
habitats for
species (extra
points for
naming a
species!):
Can reduce
effects of
flooding:
Can reduce
carbon dioxide
in the
atmosphere:
Can be used for
raw materials:
Can provic
recreation
T- n
e
Has associations
with reductions
in stress/anxiety
(how?):
Can provide
food for
humans:
Can inspire
writing:
Promotes
positive human
health
outcomes
(which ones?):
Has economic
value ($):
I
ms
Can be used for
shelter for
humans:
US Environmental Protection Agency | May be reproduced for educational purposes only
40
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
En viro Atlas
Lesson Plan
s
people 6 health 4 nature 0 economy
/
www.epa.gov/enviroatlas
Ecosystem Services BINGO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page.
Name(s): Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and their
services in our policies and
decision-making could help us
better manage our resources in a
way that would benefit us
economically, environmentally, and
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/more-
information-ecosystem-services-
and-enviroatlas
-ฆvers of Chan9e
US Environmental Protection Agency | May be reproduced for educational purposes only
41
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, with images
Ecosystem
card 10
Bonus points for details:
w
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B
Can promote
social
interaction:
ฆ
Can provide
habitats to
pollinators
(extra points for
naming a
pollinator!):
Has been found
to have
associations
with healing:
Can be used as
a source of
energy:
Has economic
value ($):
I
Can help to
filter pollutants
that may affect
water quality:
Has associations
with reductions
in respiratory
symptoms:
Can positively
impact water
quality:
Can reduce
carbon dioxide
in the
atmosphere:
Can reduce
effects of
flooding:
N
Can provide
aesthetic value:
Can be used for
raw materials:
FREE
SPACE
Can inspire art:
Has associations
with reductions
in stress/anxiety
(how?):
Promotes
engagement
with nature:
Can reduce
effects of hot
days:
Can promote
physical activity:
Can provide
food for
humans:
Can inspire
writing:
Can positively
impact air
quality:
Can provide
recreation:
Can provide
habitats for
species (extra
points for
naming a
species!):
Can be used for
shelter for
humans:
Promotes
positive human
health
outcomes
(which ones?):
US Environmental Protection Agency | May be reproduced for educational purposes only
42
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
EnviroAtlas
w people 4 health 4 nature 4 economy
Lesson Plan
www.epa.gov/enviroatlas
Ecosystem Services BINGO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page.
Name(s):
Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and their
services in our policies and
decision-making could help us
better manage our resources in a
way that would benefit us
economically, environmentally, and
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/more-
information-ecosystem-services-
and-enviroatlas
Ecosystem
Services
of Chan9e
US Environmental Protection Agency | May be reproduced for educational purposes only
43
-------
APPEN DIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
Ecosystem Services ^ B0nUs points fGr details:
Find something (and fill in what the item is that you saw. Each box must have
something filled in to count. Bonus points available for descriptions and/or details of the item.)
B
I
N
G
0
Can positively
impact air
quality:
Can promote
social
interaction:
Can positively
impact water
quality:
Can be like a
filter (how?):
Can be used for
shelter for
humans:
Has economic
value ($):
Can provide
recreation:
Can be used for
raw materials:
Can reduce
effects of
flooding:
Can reduce
effects of hot
days:
Can promote
physical activity:
Promotes
engagement
with nature:
FREE
SPACE
Can be used as
a source of
energy:
Can provide
food for
humans:
Promotes
positive human
health
outcomes
(which ones?):
Can inspire art:
Has associations
with reductions
in respiratory
symptoms:
Has associations
with reductions
in stress/anxiety
(how?):
Can inspire
writing:
Can provide
habitats for
species (extra
points for
naming a
species!):
Can provide
habitats to
pollinators
(extra points for
naming a
pollinator!):
Can help to
filter pollutants
that may affect
water quality:
Has been found
to have
associations
with healing:
Can reduce
carbon dioxide
in the
atmosphere:
US Environmental Protection Agency | May be reproduced for educational purposes only
44
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
EnviroAtlas
w people 4 health 4 nature 4 economy
Lesson Plan
www.epa.gov/enviroatlas
Ecosystem Services BINGO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page.
Name(s):
Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and their
services in our policies and
decision-making could help us
better manage our resources in a
way that would benefit us
economically, environmentally, and
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/more-
information-ecosystem-services-
and-enviroatlas
Ecosystem
Services
of Chan9e
US Environmental Protection Agency | May be reproduced for educational purposes only
45
-------
APPEN DIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
Ecosystem Services *
Bonus points for details:
Find something (and fill in what the item is that you saw. Each box must
have something filled in to count. Bonus points available for descriptions and/or details of the item.)
B
I
N
G
O
Can provide
food for
humans:
Has been found
to have
associations
with healing:
Has economic
value ($):
Has associations
with reductions
in respiratory
symptoms:
Promotes
engagement
with nature:
Promotes
positive human
health
outcomes
(which ones?):
Has associations
with reductions
in stress/anxiety
(how?):
Can provide
habitats to
pollinators
(extra points for
naming a
pollinator!):
Can positively
impact water
quality:
Can be used for
shelter for
humans:
Can be used for
raw materials:
Can be like a
filter:
FREE
SPACE
Can help to
filter pollutants
that may affect
water quality:
Can inspire art:
Can inspire
writing:
Can positively
impact air
quality:
Can provide
recreation:
Can provide
habitats for
species (extra
points for
naming a
species!):
Can reduce
effects of
flooding:
Can be used as
a source of
energy:
Can reduce
carbon dioxide
in the
atmosphere:
Can reduce
effects of hot
days:
Can promote
social
interaction:
Can promote
physical activity:
US Environmental Protection Agency | May be reproduced for educational purposes only
46
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
Enviro Atlas
Lesson Plan
\
people 4 health 4 nature 4 economy
/
www.epa.gov/enviroatlas
Ecosystem Services BINCO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page.
Name(s):
Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and their
services in our policies and
decision-making could help us
better manage our resources in a
way that would benefit us
economically, environmentally, and
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/more-
information-ecosystem-services-
and enviroatlas
*
0f'Vers of Chan9e
US Environmental Protection Agency | May be reproduced for educational purposes only
47
-------
APPEN DIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
Ecosystem Services points**- details:
Find something (and fill in what the item is that you saw. Each box must
have something filled in to count. Bonus points available for descriptions and/or details of the item.)
B
I
N
G
O
Can be like a
filter:
Can provide
recreation:
Promotes
engagement
with nature:
Can inspire
writing:
Can positively
impact water
quality:
Can provide
habitats for
species (extra
points for
naming a
species!):
Can reduce
effects of
flooding:
Can inspire art:
Can provide
food for
humans:
Has associations
with reductions
in stress/anxiety
(how?):
Can help to
filter pollutants
that may affect
water quality:
Has been found
to have
associations
with healing:
FREE
SPACE
Has economic
value ($):
Promotes
positive human
health
outcomes
(which ones?):
Can promote
physical activity:
Has associations
with reductions
in respiratory
symptoms:
Can reduce
carbon dioxide
in the
atmosphere:
Can provide
habitats to
pollinators
(extra points for
naming a
pollinator!):
Can reduce
effects of hot
days:
Can positively
impact air
quality:
Can be used for
raw materials:
Can be used for
shelter for
humans:
Can be used as
a source of
energy:
Can promote
social
interaction:
US Environmental Protection Agency | May be reproduced for educational purposes only
48
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
EnviroAtlas
w people 4 health 4 nature 4 economy
Lesson Plan
www.epa.gov/enviroatlas
Ecosystem Services BINGO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page.
Name(s):
Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and their
services in our policies and
decision-making could help us
better manage our resources in a
way that would benefit us
economically, environmentally, and
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/more-
information-ecosystem-services-
and-enviroatlas
Ecosystem
Services
of Chan9e
US Environmental Protection Agency | May be reproduced for educational purposes only
49
-------
APPEN DIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
Ecosystem Services ^4 pฐintsfฐr details:
Find something (and fill in what the item is that you saw. Each box must
have something filled in to count. Bonus points available for descriptions and/or details of the item.)
B
I
N
G
O
Can inspire
writing:
Can promote
social
interaction:
Has economic
value ($):
Can reduce
effects of
flooding:
Has associations
with reductions
in stress/anxiety
(how?):
Can provide
habitats to
pollinators
(extra points for
naming a
pollinator!):
Can positively
impact water
quality:
Can be used as
a source of
energy:
Can inspire art:
Can reduce
effects of hot
days:
Has been found
to have
associations
with healing:
Can reduce
carbon dioxide
in the
atmosphere:
FREE
SPACE
Can provide
food for
humans:
Can help to
filter pollutants
that may affect
water quality:
Can provide
habitats for
species (extra
points for
naming a
species!):
Can promote
physical activity:
Promotes
positive human
health
outcomes
(which ones?):
Promotes
engagement
with nature:
Can provide
recreation:
Can be like a
filter (how?):
Can be used for
shelter for
humans:
Can positively
impact air
quality:
Can be used for
raw materials:
Has associations
with reductions
in respiratory
symptoms:
US Environmental Protection Agency | May be reproduced for educational purposes only
50
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
EnviroAtlas
w people 4 health 4 nature 4 economy
Lesson Plan
www.epa.gov/enviroatlas
Ecosystem Services BINGO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page.
Name(s):
Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and their
services in our policies and
decision-making could help us
better manage our resources in a
way that would benefit us
economically, environmentally, and
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/more-
information-ecosystem-services-
and-enviroatlas
Ecosystem
Services
of Chan9e
US Environmental Protection Agency | May be reproduced for educational purposes only
51
-------
APPEN DIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
Ecosystem Services
Bonus points for details:
Find something (and fill in what the item is that you saw. Each box must
have something filled in to count. Bonus points available for descriptions and/or details of the item.)
B
I
N
G
O
Has
associations
with reductions
in stress/anxiety
(how?):
Has been found
to have
associations
with healing:
Can be used for
shelter for
humans:
Can provide
food for
humans:
Can inspire art:
Can promote
social
interaction:
Can positively
impact air
quality:
Can reduce
carbon dioxide in
the atmosphere:
Can reduce
effects of hot
days:
Promotes
positive human
health
outcomes
(which ones?):
Can inspire
writing:
Has associations
with reductions
in respiratory
symptoms:
FREE
SPACE
Can positively
impact water
quality:
Can help to
filter pollutants
that may affect
water quality:
Can be used for
raw materials:
Promotes
engagement
with nature:
Can provide
recreation:
Can promote
physical
activity:
Can reduce
effects of
flooding:
Can provide
habitats to
pollinators
(extra points for
naming a
pollinator!):
Can be used as
a source of
energy:
Has associations
with increases in
asthma and
respiratory
symptoms:
Has economic
value ($):
Can provide
habitats for
species (extra
points for
naming a
species!):
US Environmental Protection Agency | May be reproduced for educational purposes only
52
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
EnviroAtlas
w people 4 health 4 nature 4 economy
Lesson Plan
www.epa.gov/enviroatlas
Ecosystem Services BINGO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page.
Name(s):
Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and their
services in our policies and
decision-making could help us
better manage our resources in a
way that would benefit us
economically, environmentally, and
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/more-
information-ecosystem-services-
and-enviroatlas
Ecosystem
Services
of Chan9e
US Environmental Protection Agency | May be reproduced for educational purposes only
53
-------
APPEN DIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
Ecosystem
Bonus points for details:
Find something (and fill in what the item is that you saw. Each box must
have something filled in to count. Bonus points available for descriptions and/or details of the item.)
B
I
N
G
o
Can be used for
raw materials:
Can help to
filter pollutants
that may affect
water quality:
Can be like a
filter:
Has been found
to have
associations
with healing:
Can reduce
effects of
flooding:
Can provide
habitats for
species (extra
points for
naming a
species!):
Can promote
social
interaction:
Can inspire art:
Has economic
value ($):
Can positively
impact water
quality:
Promotes
engagement
with nature:
Can be used for
shelter for
humans:
FREE
SPACE
Can provide
food for
humans:
Can be used as
a source of
energy:
Can reduce
carbon dioxide
in the
atmosphere:
Can inspire
writing:
Has associations
with reductions
in stress/anxiety
(how?):
Can reduce
effects of hot
days:
Can positively
impact air
quality:
Has
associations
with reductions
in respiratory
symptoms:
Can provide
habitats to
pollinators
(extra points for
naming a
pollinator!):
Promotes
positive human
health
outcomes
(which ones?):
Can promote
physical activity:
Can provide
recreation:
US Environmental Protection Agency | May be reproduced for educational purposes only
54
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
~4^Enviro Atlas
Lesson Plan
s I
people 4 health 4 nature 4 economy
?
www.epa.gov/enviroatlas
0r'Vers of Chan9e
Ecosystem Services BINGO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page.
Name(s): Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and their
services in our policies and
decision-making could help us
better manage our resources in a
way that would benefit us
economically, environmentally, and
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/more-
information-ecosystem-services-
and-enviroatlas
US Environmental Protection Agency | May be reproduced for educational purposes only
55
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APPEN DIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
Ecosystem Services ^
Bonus points for details:
Find something (and fill in what the item is that you saw. Each box must
have something filled in to count. Bonus points available for descriptions and/or details of the item.)
B
I
N
G
O
Can provide
food for
humans:
Can reduce
effects of
flooding:
Can reduce
carbon dioxide
in the
atmosphere:
Can reduce
effects of hot
days:
Can provide
recreation:
Can be used as
a source of
energy:
Can positively
impact water
quality:
Has associations
with reductions
in respiratory
symptoms:
Has been found
to have
associations
with healing:
Can inspire art:
Promotes
positive human
health
outcomes
(which ones?):
Can positively
impact air
quality:
FREE
SPACE
Can be used for
shelter for
humans:
Has associations
with reductions
in stress/anxiety
(how?):
Can inspire
writing:
Can promote
social
interaction:
Can help to
filter pollutants
that may affect
water quality:
Can promote
physical activity:
Can provide
aesthetic value:
Promotes
engagement
with nature:
Can provide
habitats to
pollinators
(extra points for
naming a
pollinator!):
Can provide
food for
humans:
Has economic
value ($):
Can be used for
raw materials:
US Environmental Protection Agency | May be reproduced for educational purposes only
56
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APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
EnviroAtlas
w people 4 health 4 nature 4 economy
Lesson Plan
www.epa.gov/enviroatlas
Ecosystem Services BINGO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page.
Name(s):
Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and their
services in our policies and
decision-making could help us
better manage our resources in a
way that would benefit us
economically, environmentally, and
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/more-
information-ecosystem-services-
and-enviroatlas
Ecosystem
Services
of Chan9e
US Environmental Protection Agency | May be reproduced for educational purposes only
57
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APPEN DIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
Ecosystem Services cms Bonus
Find something (and fill in what the item is that you saw. Each box must have
something filled in to count. Bonus points available for descriptions and/or details of the item.)
B
I
N
G
O
Can be used for
raw materials:
Can provide
habitats to
pollinators
(extra points for
naming a
pollinator!):
Can provide
recreation:
Has associations
with reductions
in respiratory
symptoms:
Can provide
aesthetic value:
Can provide
food for
humans:
Has economic
value ($):
Can promote
physical activity:
Can inspire
writing:
Can be used for
shelter for
humans:
Promotes
positive human
health
outcomes
(which ones?):
Can be used as
a source of
energy:
FREE
SPACE
Can positively
impact water
quality:
Can provide
habitats for
species (extra
points for
naming a
species!):
Promotes
engagement
with nature:
Can promote
social
interaction:
Can positively
impact air
quality:
Can reduce
effects of hot
days:
Has been found
to have
associations
with healing:
Can reduce
effects of
flooding:
Can inspire art:
Can help to
filter pollutants
that may affect
water quality:
Can reduce
carbon dioxide
in the
atmosphere:
Has associations
with reductions
in stress/anxiety
(how?):
US Environmental Protection Agency | May be reproduced for educational purposes only
58
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APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
EnviroAtlas
w people 4 health 4 nature 4 economy
Lesson Plan
www.epa.gov/enviroatlas
Ecosystem Services BINGO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page.
Name(s):
Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and their
services in our policies and
decision-making could help us
better manage our resources in a
way that would benefit us
economically, environmentally, and
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/more-
information-ecosystem-services-
and-enviroatlas
Ecosystem
Services
of Chan9e
US Environmental Protection Agency | May be reproduced for educational purposes only
59
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APPEN DIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
Ecosystem Services
Bonus points for details:
Find something (and fill in what the item is that you saw. Each box must have
something filled in to count. Bonus points available for descriptions and/or details of the item.)
B
I
N
G
O
Promotes
engagement
with nature:
Can reduce
effects of hot
days:
Can be used as
a source of
energy:
Can promote
social
interaction:
Has been found
to have
associations
with healing:
Can help to
filter pollutants
that may affect
water quality:
Has associations
with reductions
in respiratory
symptoms:
Can inspire art:
Can provide
habitats to
pollinators
(extra points for
naming a
pollinator!):
Can provide
aesthetic value:
Can promote
physical activity:
Can positively
impact water
quality:
FREE
SPACE
Can positively
impact air
quality:
Can provide
habitats for
species (extra
points for
naming a
species!):
Can reduce
effects of
flooding:
Can reduce
carbon dioxide
in the
atmosphere:
Can be used for
raw materials:
Can provide
recreation:
Has associations
with reductions
in stress/anxiety
(how?):
Can provide
food for
humans:
Can inspire
writing:
Promotes
positive human
health
outcomes
(which ones?):
Has economic
value ($):
Can be used for
shelter for
humans:
US Environmental Protection Agency | May be reproduced for educational purposes only
60
-------
APPENDIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
I A
*iงEnviro Atlas
Lesson Plan
\
people 4 health 4 nature 4 economy
/
www.epa.gov/enviroatlas
Ecosystem Services BINGO!
As you spend some time outside with your class, fill in the BINCO card on the back of this page.
Name(s): Date:
Ecosystem services provide the benefits that humans receive from nature. They underpin almost
every aspect of human well-being, including our health, security, and economy.
Many of the decisions we make, from how we develop communities to how we manage the land
surrounding our communities, impact ecosystem services.
We are not always aware of the links between our environment and our well-being, so we may
not always take the true value of ecosystems and their services into account when we make
decisions.
Considering ecosystems and the!
services in our policies and
decision-making could help us
better manage our resources in s
way that would benefit us
economically, environmentally, a
socially.
To learn more about ecosystem
services, check out this website
from the U.S. Environmental
Protection Agency:
www.epa.gov/enviroatlas/more-
information-ecosystem-services-
and-enviroatlas
of Chan9e
US Environmental Protection Agency | May be reproduced for educational purposes only
61
-------
APPEN DIX 2, Lesson #1: Ecosystem Services BINCO!
Student Handouts, without images
Ecosystem Services<^,0 Bonuspom*forded
Find something (and fill in what the item is that you saw. Each box must have
something filled in to count. Bonus points available for descriptions and/or details of the item.)
B
I
N
G
O
Can promote
social
interaction:
Can help to
filter pollutants
that may affect
water quality:
Can provide
aesthetic value:
Promotes
engagement
with nature:
Can positively
impact air
quality:
Can provide
habitats to
pollinators
(extra points for
naming a
pollinator!):
Has associations
with reductions
in respiratory
symptoms:
Can be used for
raw materials:
Can reduce
effects of hot
days:
Can provide
recreation:
Has been found
to have
associations
with healing:
Can positively
impact water
quality:
FREE
SPACE
Can promote
physical activity:
Can provide
habitats for
species (extra
points for
naming a
species!):
Can be used as
a source of
energy:
Can reduce
carbon dioxide
in the
atmosphere:
Can inspire art:
Can provide
food for
humans:
Can be used for
shelter for
humans:
Has economic
value ($):
Can reduce
effects of
flooding:
Has associations
with reductions
in stress/anxiety
(how?):
Can inspire
writing:
Promotes
positive human
health
outcomes
(which ones?):
US Environmental Protection Agency | May be reproduced for educational purposes only
62
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6
"Introduction to Ecosystem Services" Lesson Plans
APPENDIX 3, Lesson #2: "Healthy Environment, Healthy You"
APPENDIX 3
Lesson #2: "Healthy Environment, Healthy You"
US Environmental Protection Agency | May be reproduced for educational purposes only
63
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APPENDIX 3, Lesson #2: "Healthy Environment, Healthy You"
Student Handouts
Healthy Environment, Healthy You: Happiness
"It's not what you look at that matters. It's what you see." -Henry David Thoreau
Name(s):
Location:
Parti. Ecosystem Location
Check all applicable ecosystem descriptions:
~ Wetlands
~ Agro-Ecosystem
~ Urban Ecosystem
~ Forest
~ Desert
~ Ocean
Briefly describe the ecosystem:
Major vegetation (trees, shrubs, etc.):
~ Field/Meadow
~ Lake/Pond
~ Stream/Creek/River
~ Shrub area
~ School/Playground
~ Park
What wildlife might you expect to see here?
Any animals (including birds) seen on site:
Date:
~
Business
Area/Parking lot
Neighborhood
Other:
Part 2. Associations between Aesthetics & Engagement with Nature and Happiness
JOURNALING ASSIGNMENT:
What makes you happy? What do you like to do on the weekends that makes you happy?
Think of a time when you had a lot of fun and describe that time.
US Environmental Protection Agency | May be reproduced for educational purposes only
64
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APPENDIX 3, Lesson #2: "Healthy Environment, Healthy You"
Student Handouts
Feel free to use the space below for sketching/drawing.
Part 4. Small-group discussion on associations and large-group discussion on overall theme.
Below, write any interesting facts or new things that you learned during the discussions.
US Environmental Protection Agency | May be reproduced for educational purposes only
65
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APPENDIX 3, Lesson #2: "Healthy Environment, Healthy You"
Student Handouts
Healthy Environment, Healthy You: Anxiety
'It's not what you look at that matters. It's what you see." -Henry David Thoreau
Name(s):
Location:
Date:
Parti. Ecosystem Location
Check all applicable ecosystem descriptions:
~ Wetlands
~ Agro-Ecosystem
~ Urban Ecosystem
~ Forest
~ Desert
~ Ocean
Briefly describe the ecosystem:
~ Field/Meadow
~ Lake/Pond
~ Stream/Creek/River
~ Shrub area
~ School/Playground
~ Park
~
~
Business
Area/Parking lot
Neighborhood
~ Other:
Major vegetation (trees, shrubs, etc.):
What wildlife might you expect to see here?
Any animals (including birds) seen on site:
Part 2. Associations between Aesthetics & Engagement with Nature and Happiness
JOURNALING ASSIGNMENT:
Anxiety is worrying too much about everyday things. There are different types of anxiety, including
sometimes feeling panicked.
If you ever felt anxious or panicked, what are three ways that you could overcome that feeling?
US Environmental Protection Agency | May be reproduced for educational purposes only
66
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APPENDIX 3, Lesson #2: "Healthy Environment, Healthy You"
Student Handouts
Feel free to use the space below for sketching/drawing.
Part 4. Small-group discussion on associations and large-group discussion on overall theme.
Below, write any interesting facts or new things that you learned during the discussions.
US Environmental Protection Agency | May be reproduced for educational purposes only
67
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APPENDIX 3, Lesson #2: "Healthy Environment, Healthy You"
Student Handouts
Healthy Environment, Healthy You: Self-Esteem
"It's not what you look at that matters. It's what you see." -Henry David Thoreau
Name(s):
Location:
Date:
Parti. Ecosystem Location
Check all applicable ecosystem descriptions:
~ Wetlands
~ Agro-Ecosystem
~ Urban Ecosystem
~ Forest
~ Desert
~ Ocean
Briefly describe the ecosystem:
Major vegetation (trees, shrubs, etc.):
~ Field/Meadow
~ Lake/Pond
~ Stream/Creek/River
~ Shrub area
~ School/Playground
~ Park
~
Business
Area/Parking lot
Neighborhood
Other:
What wildlife might you expect to see here?
Any animals (including birds) seen on site:
Part 2. Associations between Aesthetics & Engagement with Nature and Happiness
JOURNALING ASSIGNMENT:
Self-esteem is used to describe a person's overall sense of self-worth or personal value.
What makes you feel like you have good self-esteem?
Think of a time when you felt good about yourself and describe that time.
US Environmental Protection Agency | May be reproduced for educational purposes only
68
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APPENDIX 3, Lesson #2: "Healthy Environment, Healthy You"
Student Handouts
Feel free to use the space below for sketching/drawing.
Part 4. Small-group discussion on associations and large-group discussion on overall theme.
Below, write any interesting facts or new things that you learned during the discussions.
US Environmental Protection Agency | May be reproduced for educational purposes only
69
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APPENDIX 3, Lesson #2: "Healthy Environment, Healthy You"
Student Handouts
Healthy Environment, Healthy You
Discussion Guide with List of Associations to Aesthetics & Engagement with Nature
Below is a selection of published research findings on our three health topics for teachers to use
after the journaling session. These findings can be used in whatever way works best for your
classroom. Here are some of the ways that teachers have used them in their classrooms:
Listed on the board for students to discuss.
Listed on the board for students to think about and use to extend on their journaling.
Cut out on small slips of paper so that each student receives a different one, reads it aloud,
and the group discusses it.
The class is split up into three small groups, with each group receiving a different health
prompt (anxiety, happiness, or self-esteem). Then the discussions using these associations
happen in small groups, where the group gets the handout and reads the associations
together before all coming together as a large group to share ideas.
ANXIETY
Association with "Aesthetics and Engagement with Nature" -- Studies suggest that viewing natural
landscapes, even in photos, can decrease feelings of anxiety. Additionally, 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. In both settings, meditative walking was
found to reduce anxiety more than athletic walking (Shin et al., 2013; n=i39 young women, Korea).
[2] Exposure to a natural setting reduced feelings of anxiety by 1.46 points on a 5-point scale, while
exposure to an urban setting reduced anxiety by .77 points on a 5-point scale (Ulrich et al., 1991).
[3] Running outdoors reduced anxiety by nearly 38% (Harte et al., 1995; n=io, Australia).
[4] Compared with scores after walking outdoors, walking indoors was associated with higher scores
of anxiety (1 pt. on 6 pt. scale) for post-menopausal women (Teas et al., 2007; n=ig, South Carolina).
[5] A study that focused on sick leave due to psychiatric diagnoses found that after nature-based
rehabilitation, 63-71% of patients lowered their anxiety (p less than 0.0001-0.005) (Sahlin et al., 2015;
n=i05, Sweden).
[6] A 90-min walk in a natural setting, compared to an urban setting, decreased both self-reported
rumination (p less than 0.05) and neural activity in the subgenual prefrontal cortex (associated with
a self-focused behavioral withdrawal linked to rumination) (p less than 0.0001) in healthy
participants (Bratman et al., 2015; n=go, San Francisco, California).
[7] Viewing pictures of urban landscapes increased anxiety slightly, while viewing pictures of nature
with water present significantly decreased anxiety (Ulrich 1981; n=i8, Sweden).
US Environmental Protection Agency | May be reproduced for educational purposes only
70
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APPENDIX 3, Lesson #2: "Healthy Environment, Healthy You"
Student Handouts
[8] Walking in a natural environment with a limited field of vision and with opportunities for
concealment significantly increased reported levels of fear relative to pre-walk status (Gatersleben et
al., 2013; n=i7, southern England).
[9] Study subjects who perceived the absence of greenery and other public assets (places to walk or
sit, or safe places for children to play) in their neighborhoods reported 2.5 times higher levels of
anxiety and poor general health (Ellaway et al., 2009; n=i637, Scotland).
HAPPINESS
Association with "Aesthetics and 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 -
[1] 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). Marine and coastal shorelines were the happiest
locations-approximately 6 points higher than urban environment-a difference similar to attending
an exhibition versus doing housework (MacKerron & Mourato 2013; n=2i,947, UK).
[2] College students who spent time in a natural environment versus an urban environment or in
passive relaxation reported higher overall happiness (Hartig et al., 1991; n=34, California).
[3] Both meditative and athletic walking in a forested environment increased reported happiness
more than either of these activities in an indoor environment. In both settings, meditative walking
was found to increase happiness more than athletic walking (Shin et al., 2013; n=i39 young women,
Korea).
[4] Compared with scores after walking outdoors, walking indoors was associated with lower scores
for feelings of being pleased (0.8 point lower on a 6-point scale) and lower scores for feelings of
delight (0.9 point lower on a 6-point scale) for post-menopausal women (Teas et al., 2007; n=ig,
South Carolina).
[5] Walking in a rural setting had a positive effect on mood, including stress and happiness; this
effect was larger in the poor health group (Roe and Aspinall 2011; n=i23, UK).
[6] Frequent group walks in green corridors or farmland versus urban areas were associated with
significantly reduced scores for negative affect (emotional state) in a study of primarily older adults
(55 years or older) (Marselle et al., 2013; n=708, England).
[7] Those who engaged in physical activity while immersed in natural settings had a more positive
affect 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).
[8] Walking in a natural environment with a limited field of vision and with opportunities for
concealment significantly increased reported levels of sadness relative to pre-walk status
(Gatersleben et al., 2013; n=i7, southern England).
US Environmental Protection Agency | May be reproduced for educational purposes only
71
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APPENDIX 3, Lesson #2: "Healthy Environment, Healthy You"
Student Handouts
[9] Also, biodiversity might be associated with happiness, as individuals that visited parks with
greater plant diversity levels reported higher levels of happiness (Suarez et al., 2014; 2014; n=io,
Grenada, Spain).
[10] Study participants who were shown various photos of urban or natural settings following the
viewing of a stressful video reported improved positive feelings after viewing the natural settings
(Ulrich 1991; n=i20, Delaware).
[11] In a study comparing two neighborhoods with varying levels of green space, those in the greener
neighborhood reported higher levels of satisfaction and happiness (Herzele and de Vries 2011; n=igo,
Belgium).
[12] As engagement with natural beauty increased by one unit, life satisfaction was predicted to
increase by 15% (Zhang et al., 2014; n=Study 1:1108, Study 2:151; Berkeley, CA).
SELF-ESTEEM
Association with "Aesthetics and 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, UK).
[4] 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 was
true for all green environments and increased with the presence of water, regardless of duration or
intensity of exercise (Barton and Pretty 2010; n=i252, UK).
[5] After viewing different outdoor scenes and exercising, participants experienced positive changes
in self-esteem (Pretty et al., 2005; n=ioo, UK).
[6] Reported self-esteem was higher following exposure to a mild stress for study participants who
had first viewed images of natural versus urban scenes (Brown et al., 2013; n=25, England).
[7] In two similar studies evaluating natural/green effect on adolescent self-esteem, findings showed
no effect of viewing different scenes (Wood et al., 2013; n=25, UK) or exercising in different
conditions (Reed et al., 2013; n=75, UK) on self-esteem. In both cases, significant main effect was
found for exercise alone.
US Environmental Protection Agency | May be reproduced for educational purposes only
72
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6
"Introduction to Ecosystem Services" Lesson Plans
APPENDIX 4, Lesson #3: EnviroAttas Webquest
APPENDIX 4
Lesson #3: EnviroAtlas Webquest
US Environmental Protection Agency | May be reproduced for educational purposes only
73
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"Introduction to Ecosystem Services" Lesson Plans
APPENDIX 4, Lesson #3: EnviroAtlas Webquest
Jj|! EnviroAtlas
Lesson Plan
v
people 4 health nature 0 economy
/
www.epa.gov/enviroatlas
EnviroAtlas Webquest
To be used by students as an online exploration of the EPA EnviroAtlas tool.
Name(s):
Date:
A. Watch the first minute of the following EnviroAtlas YouTube video:
https://www.youtube.com/watch?v=ZMU8ZI_sCmUM and answer the question below.
1. What are some benefits that ecosystems provide to humans?
C.
D.
E.
F.
G.
dge
hool
ซ- %
Click on the map to launch
the application.
Figure 13: Screenshot of the map launch
button.
B. Go to the EnviroAtlas Website:
https://www.epa.gov/enviroatlas
Scroll down and click on "EnviroAtlas Interactive Map."
Click on the image of the map, as shown in Figure 1.
Read the Terms and Conditions, and if you agree, click
on the blue bar that says, "I agree to the terms and
conditions of this disclaimer."
In the search bar next to the magnifying glass, type in
the name of your school, a comma, and the two letters
for your State.
The map will zoom in to your school and have a little box
that pops up that says, "Search Result." It looks like the
example in Figure 2 below. Click on the three dots.
H Click the + sign that says "Add a Marker."
I. At the top, click on the box that looks like 4
squares inside of one square. This will let you
change your basemap. Choose "Imagery with
Labels." Close out of the box.
J. In the top left corner, turn "off" the "EnviroAtlas
Communities" toggle so that it is gray and not blue.
K. Toggle "on" the "Weather and Climate" toggle
so that it looks blue, not gray.
L, Click in the box next to where it says, "Average annual precipitation (inches/yr)."
r Search result
' Grady Brown
Elementary School -1100 New
Grady Brown
School Rd, H:llsborough
Zoom to
Figure 14: Screenshot of "Search result" box for
selected school.
US Environmental Protection Agency | May be reproduced for educational purposes only
74
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"Introduction to Ecosystem Services" Lesson Plans
APPENDIX 4, Lesson #3: EnviroAtlas Webquest
M.
2. Does your school get more or less
average annual precipitation (rain)
than the rest of the country?
Figure 3: Screens hot of EnviroAtlas map layer with "Average
annual precipitation."
G. To read more about this map layer, click on the little "i" on the left-hand side of the
screen, next to the name of the map layer. Optional: Open and read the Fact Sheet.
3. Write down one interesting fact that you learned from either the short write-up or
the Fact Sheet:
P, To remove the layer, go into the Layer List and uncheck the box next to the layer name.
Q. Explore the map. Find 2 other layers and record a few interesting facts about each one.
4. Name of new Layer that you chose #1:
5. Interesting Fact about layer #1:
6. Name of new layer that you chose #2:
7. Interesting Fact about layer #2:
8. List anything else that you found and thought was interesting while exploring the
map, especially if it relates to our current unit in class:
.Boston
Gulf of
63ฃCfi)IMaiEi Cteaitb,
In the "Layer List" covering part of the map to the right, click again next to "Average
annual precipitation (inches/yr)." Click one time on the name of the layer to pull up the
Legend.
N Zoom out until you can see some differences across your State and the entire country.
Using the Map Legend, compare the
area around your school to the rest of
the State and country.
US Environmental Protection Agency | May be reproduced for educational purposes only
75
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9
"Introduction to Ecosystem Services" Lesson Plans
APPENDIX 5, Lesson #4: Ecosystem Services Assessment
APPENDIX 5
Lesson #4: Ecosystem Services Assessment
US Environmental Protection Agency | May be reproduced for educational purposes only
76
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APPENDIX 5, Lesson #4: Ecosystem Services Assessment
Student Handouts
EnviroAtlas
people ^ health 6 nature 4 economy
Lesson Plan
www.epa.gov/enviroatlas
Ecosystem Services Assessment
"Any progress achieved in addressing the goals of poverty and hunger eradication, improved health, and
environmental protection is unlikely to be sustained if most of the ecosystem services on which humanity relies
continue to be degraded."
- UN Millennium Ecosystem Assessment
Name(s):
Location:
Date:
Part I. Ecosystem Survey
Check all applicable ecosystem descriptions:
~ Wetlands
~ Agro-Ecosystem
~ Urban Ecosystem
~ Forest
~ Desert
~ Ocean
Briefly describe the ecosystem:
~ Field/Meadow
~ Lake/Pond
~ Stream/Creek/River
~ Shrub area
~ School/Playground
~ Park
~
~
~
Business
Area/Parking lot
Neighborhood
Other:
Major vegetation (trees, shrubs, etc.):
What wildlife might you expect to see here?
Any animals (including birds) seen on site:
Part II. Ecosystem Evaluation
Below, write some general observations about the ecosystem where you are:
Does this ecosystem seem degraded? I I Yes ~ No If yes, describe how the ecosystem
seems degraded:
Does this ecosystem provide habitat for animals? IHI Yes dl No If yes, describe the
evidence that this ecosystem provides habitat for animals:
Does this ecosystem provide food for animals? CH Yes Cj No If yes, describe the evidence
that this ecosystem provides food for animals:
US Environmental Protection Agency | May be reproduced for educational purposes only
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APPENDIX 5, Lesson #4: Ecosystem Services Assessment
Student Handouts
Part III. Ecosystem Services
Ecosystem goods and services (often shortened to ecosystem services) provide the benefits that
humans receive from nature. EnviroAtlas uses seven broad categories to organize its information
and data on ecosystem services:
Clean Air Recreation, Culture, and Aesthetics
Clean and Plentiful Water Food, Fuel, and Materials
Natural Hazard Mitigation Biodiversity Conservation
Climate Stabilization
Observing the ecosystem that you are in right now, fill in the chart below with specific examples of
how the ecosystem may provide ecosystem services.
Ecosystem Services
Examples of how this ecosystem provides this ecosystem
service to humans
Clean Air
Example: trees filter carbon dioxide out of the atmosphere and
produce oxygen.
Clean and Plentiful
Water
Natural Hazard
Mitigation
(Natural Hazards include, but are
not limited to: floods, wildfires,
landslides, and extreme heat)
Climate Stabilization
trees are one type of natural feature that can store carbon
Recreation, Culture,
& Aesthetics
Example: we are in a garden; there are people walking and
observing the plants
Food, Fuel and
Materials
Biodiversity
Conservation
Example: native plant species in a garden
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"Introduction to Ecosystem Services" Lesson Plans
APPENDIX 6, Lesson #5: "Services that Stick"
akklnDIX 6
Lesson 5:"Services that Stick"
US Environmental Protection Agency | May be reproduced for educational purposes only
79
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Services That Stick: Coast
Absorbs C02 from the
atmosphere
Source of research in
biotechnology and
pharmaceuticals
Provides opportunities
for recreation and
tourism
Supports local jobs
and economy
Provides food and
income; supports local
economy
US Environmental Protection Agency
APPENDIX 6, Lesson #5: "Services that Stick"
Ecosystem Templates, Teacher Answer Keys
VM
Buffers against
extreme weather
Views and sounds of
water provide beauty
and inspiration
Prevents erosion
Provides opportuni-
ties for recreation and
tourism
Connection to Human Health: Happiness. 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. Marine and coastal shorelines
were the happiest locations (this and more information available from
www.epa.gov/enviroatlas).
May be reproduced for educational purposes only
80
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APPENDIX 6, Lesson #5: "Services that Stick"
Ecosystem Templates, Teacher Answer Keys
Coastal Wetlands
Buffers against
extreme weather
Provides opportunities
for recreation and
tourism
Provides food and
income; supports
local economy
Supplies groundwater
Filters and purifies
water
Connection to Human Health: Water Quality. Studies show that
wetlands can remove up to 99^ of nutrients (Xiong et al., 2011), 89% of
Serves as a
"nursery" for many
aquatic species
Absorbs C03 from the
atmosphere
metals (Khan et al., 2009), and 100% of pesticides (Budd et al., 2009).
This and more information available from www.epa.gov/enviroatlas.
US Environmental Protection Agency | May be reproduced for educational purposes only
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Forest
Provides opportunities
for recreation and
tourism
Absorbs CO2 from
the atmosphere
Provides oxygen
Can be used for fuel
Produces game species
(deer, turkey, elk, etc.)
Can be used for raw
materials
These "goods"
support jobs and local
economy
Reduces impacts of
erosion and flooding
Connection to Human Health: Air Quality. Forests are important to the
process of natural air filtration. Given that air pollutants negatively
affect health by making some respiratory symptoms worse, the removal
of these pollutants from the air by trees can decrease cases of such
respiratory illness (this and more information available from
www.epa.gov/enviroatlas).
APPENDIX 6, Lesson #5: "Services that Stick"
Ecosystem Templates, Teacher Answer Keys
US Environmental Protection Agency | May be reproduced for educational purposes only
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APPENDIX 6, Lesson #5: "Services that Stick"
Ecosystem Templates, Teacher Answer Keys
Rivers
Provides food and
income; supports
local economy
Provides opportunities
for recreation and
tourism
Water
Can go to a reservoir
for human water
resources
Can provide food
Absorbs CO: from the
atmosphere
Prevents erosion and
controls floods
Filters and purifies
water
Connection to Human Health: PTSD (Post-Traumatic Stress Disorder).
A study conducted to evaluate the effectiveness of a 3-day fly-fishing trip
in reducing measures related to PTSD found better significant acute
effects for increases in self-assuredness, joviality, and serenity, as well as
significant effects on better sleep and fewer feelings of guilt and sadness
(this and more information available from www.epa.gov/enviroatlas).
US Environmental Protection Agency | May be reproduced for educational purposes only
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APPENDIX 6, Lesson #5: "Services that Stick"
Ecosystem Templates, Teacher Answer Keys
Pollinators are
essential for about 1/3
of all food
Rainwater collects
underground as
groundwater
Provides
opportunities for
physical activity
Provides species
management
(food chain)
Provides aesthetic
engagement
C, > ^ Can provide * l/^J ซ
opportunities for / ~^s^uv
wildlife viewing VLtrfS*
, (recreation)
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ฆ <&o<$o$'o$tx9o&o$o_ฃi_0 O O _0_Q_ฃ>_0_QJ3_fl_Q_ฃ 11 IV-' *-a -p^- JVM i itoiu 1 jj
C7o
-------
APPENDIX 6, Lesson #5: "Services that Stick"
Ecosystem Templates, Teacher Answer Keys
compared with patients whose rooms faced a wall,
Absorbs CO? and
ozone along roadways
HOSPITAL
SCHOOL
Window views of
greenery provide
beauty and inspiration
Supports local jobs
and economy
Provides opportunities
for recreation and
tourism
Can help with noise
reduction
Connection to Human Health: Social and Community Ties. In urban
areas, including public housing developments, access to common green
spaces and the greenness of those areas are positively linked to
neighborly activities, social and community ties, and more cooperative
behavior across age groups (this and more information available from
www.epa.gov/enviroatlas).
Services That Stick:
Urban
Provides shade and
reduces heat
Can promote healing: Studies show that hospital
patients with a view of a park had 10% faster recoveries
and needed 50% less strong pain relieving medication
US Environmental Protection Agency | May be reproduced for educational purposes only
85
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APPENDIX 6, Lesson #5: "Services that Stick"
Ecosystem Templates, Teacher Answer Keys
Provides vistas for
aesthetic engagement
Connection to Human Health: Aggression. Taking a walk outdoors can
reduce feelings of anger by nearly 8%. Running outdoors can reduce
feelings of hostility by 80% (this and more information available from
www.epa.gov/enviroatlas).
Can provide
opportunities for
physical activity
Produces oxygen
Supports local jobs
and economy
Provides opportunities
for recreation and
tourism
Services That Stick: Mountains
~~~
Can provide
freshwater
Welcom e to
Mountain Town
Absorbs COz from the
atmosphere
US Environmental Protection Agency | May be reproduced for educational purposes only
86
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Services That Stick: Coast
APPENDIX 6, Lesson #5: "Services that Stick"
Student Handouts, Ecosystem Blank Templates
US Environmental Protection Agency | May be reproduced for educational purposes only
87
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APPENDIX 6, Lesson #5: "Services that Stick"
Student Handouts, Ecosystem Blank Templates
Coastal Wetlands
A
US Environmental Protection Agency | May be reproduced for educational purposes only
88
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Forest
APPENDIX 6, Lesson #5: "Services that Stick"
Student Handouts, Ecosystem Blank Templates
US Environmental Protection Agency | May be reproduced for educational purposes only
89
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APPENDIX 6, Lesson #5: "Services that Stick"
Student Handouts, Ecosystem Blank Templates
Rivers
Water
US Environmental Protection Agency | May be reproduced for educational purposes only
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APPENDIX 6, Lesson #5: "Services that Stick"
Student Handouts, Ecosystem Blank Templates
US Environmental Protection Agency | May be reproduced for educational purposes only
91
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APPENDIX 6, Lesson #5: "Services that Stick"
Student Handouts, Ecosystem Blank Templates
HOSPITAL
SCHOOL
US Environmental Protection Agency | May be reproduced for educational purposes only
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APPENDIX 6, Lesson #5: "Services that Stick"
Student Handouts, Ecosystem Blank Templates
Services That Stick:
~ ~
~ ~
~~~
Welcome to
Mountain Town
US Environmental Protection Agency | May be reproduced for educational purposes only
93
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APPENDIX 6, Lesson #5: "Services that Stick"
Student Handouts, Ecosystem Services Puzzle Pieces
Services that Stick: Coast
Provides opportunities
for recreation and
tourism
Views and sounds of
water provide beauty
and inspiration
Buffers against
extreme weather
Provides opportuni-
ties for recreation and
tourism
Supports local jobs
and economy
Absorbs CO, from the
atmosphere
Prevents erosion
Source of research in
biotechnology and
pharmaceuticals
Provides food and
income; supports local
economy
Services that Stick: Coastal Wetlands
Buffers against
extreme weather
Provides opportunities
for recreation and
tourism
Provides food and
income; supports
local economy
Supplies groundwater
Filters and purifies
water
Absorbs C02 from the
atmosphere
Serves as a
"nursery" for many
aquatic species
US Environmental Protection Agency | May be reproduced for educational purposes only
94
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APPENDIX 6, Lesson #5: "Services that Stick"
Student Handouts, Ecosystem Services Puzzle Pieces
Services that Stick: Forest
Can be used for raw
materials
Absorbs CO2 from
the atmosphere
Produces game species
(deer, turkey, elk, etc.)
Reduces impacts of
erosion and flooding
Provides oxygen
Provides opportunities
for recreation and
tourism
Can be used for raw
materials
These"goods"
support jobs and local
economy
Services that Stick: Rivers
Provides opportunities
for recreation and
tourism
Can provide food
Prevents erosion and
controls floods
Filters and purifies
water
Absorbs CO2 from the
atmosphere
Can go to a reservoir
for human water
resources
Provides food and
income; supports
local economy
US Environmental Protection Agency | May be reproduced for educational purposes only
95
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APPENDIX 6, Lesson #5: "Services that Stick"
Student Handouts, Ecosystem Services Puzzle Pieces
Services that Stick: Field/Meadow
Pollinators are
essential for about 1/3
of all food
Provides species
management
(food chain)
Provides aesthetic
engagement
Provides
opportunities for
physical activity
Rainwater collects
underground as
groundwater
Can provide
opportunities for
wildlife viewing
(recreation)
Soil organisms
increase soil health
Services that Stick: Urban
Absorbs COi and
ozone along roadways
Can help with noise
reduction
Window views of
greener)' provide
beauty and inspiration
Provides opportunities
for recreation and
tourism
Provides shade and
reduces heat
Supports local jobs
and economy
Can promote healing: Studies show that hospital
patients with a view of a park had 10% faster recoveries
and needed 50% less strong pain relieving medication
compared with patients whose rooms faced a wall.
US Environmental Protection Agency | May be reproduced for educational purposes only
96
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APPENDIX 6, Lesson #5: "Services that Stick"
Student Handouts, Ecosystem Services Puzzle Pieces
Services that Stick: Mountains
Provides vistas for
aesthetic engagement
Produces oxygen
Provides opportunities
for recreation and
tourism
Can provide
opportunities for
physical activity
Supports local jobs
and economy
Absorbs COi from the
atmosphere
Can provide
freshwater
US Environmental Protection Agency | May be reproduced for educational purposes only
97
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APPENDIX 6, Lesson #5: "Services that Stick"
Student Handouts, Connections to Human Health Sheet
Instructions: Choose the best example below that best matches your Ecosystem Blank Template.
Connection to Human Health: Aggression. Taking a walk outdoors can
reduce feelings of anger by nearly 8%. Running outdoors can reduce
feelings of hostility by 80^ (this and more information available from
www.epa .gov/e nvi roatlas).
Connection to Human Health: Anxiety. Studies suggest that viewing
natural landscapes, even in photos, can decrease feelings of anxiety.
Additionally, spending time in green space and exercising outdoors can
significantly reduce anxiety (this and more information available from
www.epa.gov/enviroatlas).
Connection to Human Health: Social and Community Ties. In urban
areas, including public housing developments, access to common green
spaces and the greenness of those areas are positively linked to
neighborly activities, social and community ties, and more cooperative
behavior across age groups (this and more information available from
www.epa.gov/enviroatlas).
Connection to Human Health: PTSD (Post-Traumatic Stress Disorder).
A study conducted to evaluate the effectiveness of a 3-day fly-fishing trip
in reducing measures related to PTSD found better significant acute
effects for increases in self-assuredness, joviality, and serenity, as well as
significant effects on better sleep and fewer feelings of guilt and sadness
(this and more information available from www.epa.gov/enviroatlas).
Connection to Human Health: Air Quality. Forests are important to the
process of natural air filtration. Given that air pollutants negatively
affect health by making some respiratory symptoms worse, the removal
of these pollutants from the air by trees can decrease cases of such
respiratory illness (this and more information available from
www.epa.gov/enviroatlas).
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Connection to Human Health: Happiness. 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. Marine and coastal shorelines
were the happiest locations (this and more information available from
www.epa.gov/enviroatlas).
US Environmental Protection Agency | May be reproduced for educational purposes only
98
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"Introduction to Ecosystem Services" Lesson Plans
APPEN DIX 7, Lesson #6: "Buckets of Benefits"
r
APPENDIX 7
Lesson #6: "Buckets of Benefits"
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99
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APPENDIX 7, Lesson #6: "Buckets of Benefits"
Student Handouts, with prompts
Lesson Plan
v
people 4 health 6 nature 4 economy
/
www.epa.gov/enviroatlas
Ecosystem Services, "Buckets of Benefits"
Name(s):
Date:
BACKGROUND; Ecosystem services provide the benefits that humans receive from nature. The
following are just a few examples of ecosystem services:
clean air to breathe
clean water to drink
places to play outdoors
These services are important to almost every aspect of human well-being, including our health,
safety, and economy.
INSTRUCTIONS: Using the provided bucket of materials, make analogies from the items to the
ecosystems or the ecosystem services that they provide.
Ecosystem name options: Forests, Deserts, Wetlands, Oceans, Urban Ecosystems, Agro-ecosvstems
Ecosystem service options (also hints/ideas!): Clean Air, Clean Water, Natural Hazard Mitigation,
Recreation & Physical Activity, Aesthetics & Engagement with Nature, Food, Fuel, and Materials,
Biodiversity Conservation, Climate Stabilization
WORD BANK: Forests,
Deserts, Wetlands,
Oceans, Urban
Ecosystems, Agro-
ecosystems (use each
as many times as you
want!)
[choose one option below]
Could be represented by a...
Is/are like a...
Have similarities to a...
Provide(s)...
Because... [finish sentence
about ecosystem services here]
Examples
r "i
Urban
Ecosystems
Are like a BALL...
_ iJi
Because they provide
opportunities for recreation.
Wetlands
Could be
represented by
a PACIFIER...
it
Because wetlands are like a
"nursery" for young aquatic
species. (Wetlands provide
safe habitat for the young of
many fish, crabs, and other
small creatures.)
US Environmental Protection Agency | May be reproduced for educational purposes only
100
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APPENDIX 7, Lesson #6: "Buckets of Benefits"
Student Handouts, with prompts
Your turn! With your group, fill in boxes 1-14 below.
WORD BANK: Forests,
Deserts, Wetlands,
Oceans, Urban
Ecosystems, Agro-
ecosystems (words can
be used more than once)
[choose one option below]
Could be represented by a...
Is/are like a...
Have similarities to a...
Provide(s)...
Because... [finish sentence
about ecosystem services here]
1.
Can provide
medicine...
Because many of the
prescription drugs in the U.S.
are derived from nature.
2.
Have similarities
to SOAP...
t
Because plants can help filter
and clean the water.
3-
Are like a
SPONGE...
V,' - **
- -
Because
4.
can absorb lots of water.
5-
Could be
represented by
EAR PLUGS...
1
-
1
6. Because...
7-
8.
1 M
f
Because they can filter
pollutants out of the air.
Oceans
9. Because...
Could be represented by
an "IDEA" SYMBOL...
:i 3 ' I t
v. v jp, ; , 1
10.
Have similarities to a
HOTEL
J
Because many species "stop
over" or stay here while
migrating.
11.
12. Because...
Can provide FOOD.
Forests
13-
ipiT.
m. - A
1
14. Because...
US Environmental Protection Agency | May be reproduced for educational purposes only
101
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APPENDIX 7, Lesson #6: "Buckets of Benefits"
Student Handouts, without prompts
iftEnviroAtlas
Lesson Plan
v
people * health ซ nature 4 economy
www.epa.gov/enviroatlas
Ecosystem Services, "Buckets of Benefits"
Name(s):
Date:
BACKGROUND; Ecosystem services provide the benefits that humans receive from nature. The
following are just a few examples of ecosystem services:
clean air to breathe
clean water to drink
places to play outdoors
These services are important to almost every aspect of human well-being, including our health,
safety, and economy.
INSTRUCTIONS: Using the provided bucket of materials, make analogies from the items to the
ecosystems or the ecosystem services that they provide.
Ecosystem name options: Forests, Deserts, Wetlands, Oceans, Urban Ecosystems, Agro-ecosvstems
Ecosystem service options (also hints/ideas!): Clean Air, Clean Water, Natural Hazard Mitigation,
Recreation & Physical Activity, Aesthetics & Engagement with Nature, Food, Fuel, and Materials,
Biodiversity Conservation, Climate Stabilization
WORD BANK: Forests,
Deserts, Wetlands,
Oceans, Urban
Ecosystems, Agro-
ecosystems (use each
as many times as you
want!)
[choose one option below]
Could be represented by a...
Is/are like a...
Have similarities to a...
Provide(s)...
Because... [finish sentence
about ecosystem services here]
Urban
Ecosystems
Are like a BALL...
ฃ
Because they provide
opportunities for recreation.
Wetlands
i
Could be
represented by a
PACIFIER...
'
Because wetlands are like a
"nursery" for young aquatic
species. (Wetlands provide
safe habitat for the young of
many fish, crabs, and other
small creatures.)
US Environmental Protection Agency | May be reproduced for educational purposes only
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APPENDIX 7, Lesson #6: "Buckets of Benefits"
Student Handouts, without prompts
Your turn! With your group, fill in boxes 1-27 below.
WORD BANK: Forests,
Deserts, Wetlands,
Oceans, Urban
Ecosystems, Agro-
ecosystems (words can
be used more than once)
[choose one option below]
Could be represented by a...
Is/are like a...
Have similarities to a...
Provide(s)...
Because... [finish sentence
about ecosystem services here]
1.
2.
7.
10.
8.
11.
6.
"it: -
12.
13.
16.
14.
17.
15-
18.
\ 1 <
19.
20.
r"~3;
iJ|b^
l)
21.
22.
23-
24.
25.
26.
27-
US Environmental Protection Agency | May be reproduced for educational purposes only
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"Introduction to Ecosystem Services" Lesson Plans
APPENDIX 8, Educational State Science Standards for Grades 4-6
APPENDIX 8: Educational Standards
US Environmental Protection Agency | May be reproduced for educational purposes only
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"Introduction to Ecosystem Services" Lesson Plans
APPEN DIX 8, Educational State Science Standards for Grades 4-6
Resources: State Science Educational Standards (on following pages)
Alignment of this Lesson Module to State Science Educational Standards4th grade
Alignment of this Lesson Module to State Science Educational Standards5th grade
Alignment of this Lesson Module to State Science Educational Standards6th grade
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"Introduction to Ecosystem Services" Lesson Plans
APPEN DIX 8, Educational State Science Standards for 4th Grade
Lesson Plan Standards
vvwvv.epa.gov/enviroatlas
S AT E ฃ DUCA ION A S AN DARDS
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 EriviroAtlas.
US Environmental Protection Agency | May be reproduced for educational purposes only
106
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"Introduction to Ecosystem Services" Lesson Plans
APPEN DIX 8, Educational State Science Standards for 4th Grade
State
(last updated on
this chart,
Standards
adoption year)
4th grade Science Educational Standards that apply to the EnviroAtlas "Exploring Your Watershed" module
AL (1/2017,
2015)
16. Describe patterns of Earth's features on land and in the ocean using data from maps (e.g., topographic maps
of Earth's land and ocean floor; maps of locations of mountains, continental boundaries, volcanoes, and
earthquakes).
AK (1/2017,
2012)
[4] SC3.2 identifying a simple food chain of familiar plants and animals, diagramming how energy flows through
it; describing the effects of removing one link.
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-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.
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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"Introduction to Ecosystem Services" Lesson Plans
APPEN DIX 8, Educational State Science Standards for 4th Grade
NGSS Science &. Engineering Practices (APPENDIX F):
1. Asking questions (for science) and defining problems (for engineering).
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information.
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
(1/2017,2013)
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-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth's features.
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).
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APPEN DIX 8, Educational State Science Standards for 4th Grade
KY
(1/2017,2013)
4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth's features.
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).
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. (DOK 2)
Reducing the amount of forest cover
Increasing the amount of chemicals released into the atmosphere
Farming intensively
MO
(1/2017,2015)
72. Predict and describe consequences of the removal of one component in a balanced ecosystem (e.g.,
consumer, herbivores, nonliving component) (SE-E-A2)
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)
5.3.3 Students will describe relationships within an ecosystem.
5.3.3.CI Recognize all organisms cause changes, some beneficial and some detrimental, in the environment where
they live.
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APPEN DIX 8, Educational State Science Standards for 4th Grade
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.
S:SPS1:4:1.8 Pose questions to investigate and practical problems to solve.
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.
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.
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APPEN DIX 8, Educational State Science Standards for 4th Grade
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)
4.6.1. 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).
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 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 renewable and non-
renewable resources and how their uses affect the environment.
4-ESS3-2 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.
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.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.
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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.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.
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)
112.15.34(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.
H2.i5bg(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)
4.1. The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by
planning and conducting investigations in which
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APPEN DIX 8, Educational State Science Standards for 4th Grade
a) distinctions are made among observations, conclusions, inferences, and predictions;
b) objects or events are classified and arranged according to characteristics or properties;
e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;
h) hypotheses are developed as cause and effect relationships;
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-d. 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
C.4.1 Use the vocabulary of the unifying themes to ask questions about objects, organisms, and events being
studied
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APPEN DIX 8, Educational State Science Standards for 4th Grade
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-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.
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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APPEN DIX 8, Educational State Science Standards for 5th Grade
1
EnviroAtlas
Lesson Plan Standards
S
people 0 health $ nature $ economy
www.epa.gov/env 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 EnviroAtlas.
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APPEN DIX 8, Educational State Science Standards for 5th Grade
State
(last updated
on this chart,
Standards
adoption year)
5th Grade Science Educational Standards that apply to the EnviroAtlas "Exploring Your Watershed" Module
AL (1/2017,
2015)
14. Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or
hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate;
influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain
ranges on winds and clouds in the atmosphere).
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] 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.
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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APPEN DIX 8, Educational State Science Standards for 5th Grade
NGSS Science & Engineering Practices (APPENDIX F):
1. Asking questions (for science) and defining problems (for engineering).
2. Developing and using models.
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.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)
5.S.5.1.1. Identify issues for environmental studies.
5.5.5.2.1. Describe how science and technology are part of a student's life.
5.5.5.2.2. List examples of science and technology.
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.
IA
(1/2017,2016)
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).
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APPEN DIX 8, Educational State Science Standards for 5th Grade
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)
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.
Ml
(1/2017,2015)
NGSS (see CA above).
MN
(1/2017,2009)
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)
4<ฑ 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 (NRE) 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.
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APPEN DIX 8, Educational State Science Standards for 5th Grade
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
(1/2017,2015)
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.
MT
(1/2017,2016)
Benchmarks at end of 4th grade, 8th grade, and upon graduation from high school (see above for 4th grade)
NE
(1/2017,2010)
5.3.3 Students will describe relationships within an ecosystem.
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-LS2-2. Use models to explain factors that upset the stability of local ecosystems.
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the
Earth's resources and environment.
OR
NGSS (see CA above).
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APPEN DIX 8, Educational State Science Standards for 5th Grade
(1/2017, 2014)
PA
(1/2017,2002)
3.4.5.B2 Describe how waste may be appropriately recycled or disposed of to prevent unnecessary harm to the
environment.
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.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.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 0507.2.3 Establish the connections between human activities and natural disasters and their impact on the
environment.
TX
(1/2017,2014)
112.16.b9A. Observe the way organisms live and survive in their ecosystem by interacting with the living and non-
living elements.
112.16.b9C. 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.
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APPEN DIX 8, Educational State Science Standards for 5th Grade
VT
(1/2017,2013)
NGSS (see CA above).
VA
(1/2017,2016)
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.8.6 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.8.10 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
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APPEN DIX 8, Educational State Science Standards for 5th Grade
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
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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APPEN DIX 8, Educational State Science Standards for 6th Grade
EnviroAtlas
Lesson Plan Standards
w vvw.epa.gov/env i roatlas
STATE EDUCATIONAL STANDARDS
6th 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 8, Educational State Science Standards for 6th Grade
State
(last updated on
this chart,
Standards
adoption year)
6th Grade Science Educational Standards that apply to the EnviroAtlas "Exploring Your Watershed" 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.
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APPENDIX 8, Educational State Science Standards for 6th Grade
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over
the past century.
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.
NGSS Science & Engineering Practices (APPENDIX F):
1. Asking questions (for science) and defining problems (for engineering).
2. Developing and using models.
8. Obtaining, evaluating, and communicating information.
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
(1/2017,2013)
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.
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APPENDIX 8, Educational State Science Standards for 6th Grade
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
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 onfor 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
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"Introduction to Ecosystem Services" Lesson Plans
APPENDIX 8, Educational State Science Standards for 6th Grade
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).
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)
6.MS-ETS1-6(MA). Communicate a design solution to an intended user, including design features and limitations
of the solution
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.g 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.
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"Introduction to Ecosystem Services" Lesson Plans
APPENDIX 8, Educational State Science Standards for 6th Grade
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.
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.
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APPENDIX 8, Educational State Science Standards for 6th Grade
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.
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.
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"Introduction to Ecosystem Services" Lesson Plans
APPENDIX 8, Educational State Science Standards for 6th Grade
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 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
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"Introduction to Ecosystem Services" Lesson Plans
APPENDIX 8, Educational State Science Standards for 6th Grade
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;
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.
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APPENDIX 8, Educational State Science Standards for 6th Grade
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
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
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APPENDIX 8, Educational State Science Standards for 6th Grade
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)
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.
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APPENDIX 8, Educational State Science Standards for 6th Grade
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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