Diploma Programme subject outline—environmental systems and societies

School name Hellgate High School School code 922669

Name of the DP subject Environmental Systems & Society

Level
(indicate with X)
Standard completed in one (indicate completed
Standard completed in two years year * X
with X) in two
years

Name of the teacher Eric Ojala Date of IB training October, 2011

who completed this
outline

Date when outline was Name of workshop Rice University IB DP workshop Category I
completed January, 2012 (indicate name of subject and workshop
category)

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one
year, according to conditions established in the Handbook of procedures for the Diploma Programme.

1. Course outline

– Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for
example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.

– This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students
are prepared to comply with the requirements of the subject.

– This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should not
just be a ―copy and paste‖ from the subject guide.
 Topic/unit Contents Allocated time Assessment Resources
instruments to be List the main resources to be
(as identified in the IB
used used, including information
subject guide) 50
One class is minutes. technology if applicable.
State the topics/units in the
order you are planning to
teach them. In one week 5 classes.
there are
Year 1, Introduction Course and member Week 1 Water temperature Course handouts,
Sem. 1 introductions, share IB data collection measurement tools,
philosophy, grading marks, lab analysis using Vernier Vernier probes, student
expectations. Class probes. interest / learner style
icebreakers and lab safety and surveys.
skills checks / practice.

Systems and Models
Subtopics: open vs. closed vs. Week 2 Water cycle model Textbook: Pearson
isolated systems, first and construction. Educational
second laws of Environmental Systems
thermodynamics, equilibria, and Socieities, web /
positive and negative feedback, notes projected
input vs. output, source vs. information, sample
sink, limitations of models. models, water cycle
model construct.

Ecology Ecology, especially abiotic vs.
biotic components. Subtopics:
biotic and abiotic structure,
trophic levels, foods chains and
webs.
Week 3 Food web construction Textbook, projected
/ analysis, abiotic notes and examples,
factor measurement food web / chain
lab, Lincoln index handouts, stellar sea
(capture, mark, lion case study.
recapture) lab.

Ecology Ecology, especially abiotic vs.
biotic components. Subtopics:
pyramids of numbers, biomass,
energy, biotic vs. abiotic
definitions and measure.
Week 4 Pond water analysis Textbook, projected
lab or river sampling. notes, examples,
ecological pyramid
handouts, river field trip
/ data collection.
 Topic/unit Contents
(as identified in the IB
subject guide)
State the topics/units in the
order you are planning to
teach them.
Ecology Ecology, especially quantifying
and describing ecosystems.
Subtopics: define and describe
species, population, habitat,
niche, community and
ecosystem, make and use
dichotomous keys, measure
biomass, measure population.
Allocated time Assessment Resources
instruments to be List the main resources to be
used used, including information
50
One class is minutes. technology if applicable.
In one week 5 classes.
there are
Week 5 Courtyard or field trip Textbook, projected
transect / sample plot notes, examples,
species lab, analysis. dichotomous key hand-
outs, and construction,
measuring tools for
marking, collecting,
mass measure for (belt)
transects / quadrats.
 Topic/unit Contents Allocated time Assessment Resources
State the topics/units in the
instruments to be List the main resources to be
order you are planning to used used, including information
teach them. technology if applicable.

Year 1, Ecology Ecology, especially biomes. Week 6 Simpson’s diversity Textbook, projected
Sem. 1 Subtopics: diversity, Simpson’s index / rate of notes and examples,
diversity index, biome classification, photosynthesis labs. climatogram hand-outs,
climatograms, ecosystem roles photosynthesis /
(producer / consumer / decomposer), respiration lab using
photosynthesis and respiration. grow lamps, chemical
indicators.

Ecology Ecology, especially ecosystem Week 7 Biogeochemical cycle Textbook, projected

function, part 1. Subtopics: student presentations. notes, examples,
ecosystem energy flow, ecosystem computer lab time given,
nutrient flow, gross vs. net vs. primary allowing students to
vs. secondary productivity definitions present nutrient cycle
and calculations. notes/information/quiz.

Ecology Ecology, especially ecosystem Week 8 GSP / NSP lab / Textbook, projected
function, part 2. Subtopics: gross numerical analysis. notes and examples,
secondary productivity (GSP) and net human carrying capacity
secondary productivity (NSP) graphing assignment,
definitions and calculations, limiting secondary (imported)
factors, carrying capacity. data for determining
GSP, NSP.

Ecology Ecology, especially population trends. Week 9 Succession scenario Textbook, projected
Subtopics: population dynamics and presentations / notes, examples,
curves, survivorship strategists and Common foods as population analysis case
curves, succession: defining bacterial / fungal studies, climax
processes, productivity, diversity, media growing lab. community examples /
cycling, climax communities. observation, bacteria lab
culturing materials.

Ecology Ecology, especially ecosystem Week 10 Biomimicry or Textbook, projected

change, ecology catch up and review, bioremediation case notes and examples,
and exam. Subtopics: define and study / design lab, biomimicry handouts,
measure abiotic and biotic component ecology exam. design lab for
changes along environmental gradient ecosystem effects of
and due to human behaviors. abiotic element
changes, human impact
case studies.
 Topic/unit
State the topics/units in the
order you are planning to teach
them.
Year 1, Human population /
Sem. 1 carrying capacity /
resource use, especially
population modeling.
Human population /
carrying capacity /
resource use, especially
population modeling.
Human population /
carrying capacity /
resource use, especially
resource analysis.
Human population /
carrying capacity /
resource use, especially
sustainability.
Human population /
carrying capacity /
resource use, especially
energy use.
Contents
Subtopics: describe and model
human population (exponential)
growth, define and explore birth /
death / fertility / doubling / natural
increase rates.
Subtopics: age / sex pyramid
analysis, demographic transition
modeling, models for human
population.
Subtopics: natural income,
renewable / non-renewable natural
capital, natural income/capital
sustainability, resource dynamics,
intrinsic value of environment.
Subtopics: sustainable
development, sustainable yield,
energy resources profile.
Subtopics: energy resources
comparisons by pros and cons,
societies using, alternative vs.
traditional vs. experimental energy
resources.
Allocated time Assessment Resources
instruments to be used List the main resources to be used,
including information technology if
applicable.
Week 11 Population control Textbook, projected notes,
debate. examples, population growth
case studies, graphing
materials, debate format
presentation.
Week 12 Human population Textbook, projected notes
graphing exercise (past, and examples, population
present, projected distribution case studies,
future) / design human human population data,
population counter materials for graphing,
model. pyramid construction, future
population estimating.
Week 13 Earth 2 (colonist Textbook, projected notes,
spaceship) cargo examples, resource
manifest creation. exploitation case studies,
conservation organization /
recycling research/ recycling
field trip.
Week 14 AMU or fisheries case Textbook, projected notes
study analysis. and examples, crop / forestry
/ livestock sustainability case
studies, energy use profile
and examination.
Week 15 Alternative energy Textbook, projected notes,
presentations. examples, energy use case
studies, NorthWestern
Energy guest speaker.
 Topic/unit Contents Allocated time Assessment Resources
State the topics/units in the
instruments to be List the main resources to be
order you are planning to used used, including information
teach them. technology if applicable.

Year 1, Human population / Subtopics: soil study, definition, Week 16 Soil percolation lab/ Textbook, projected
Sem. 1 carrying capacity / analysis, and productivity, soil Erosion stream table notes and examples,
resource use, degradation and conservation, soil lab. soil management case
especially soil management techniques (US and study / soils,
resources. foreign). conservation guest
speaker.

Human population / Subtopics: global food supply Week 17 Organic vs. non- Textbook, projected
carrying capacity / analysis, food production methods and organic food notes, food production
resource use, efficiency. comparison lab. case studies, food
especially food production vs.
resources. population projections,
PEAS farm guest
speaker.

Systems & Models, Final exam review, tests. Week 18 Final exam. Study guides / review
Ecology, Human materials.
Population /
Resource Use

Year 1, Human population / Food production system case studies, Week 1 Novelty food Textbook, projected
Sem. 2 carrying capacity / link societies with food production. preparation and notes, further food
resource use, sampling. production case studies,
especially food history of veganism /
resources. vegetarianism / raising
of food animals.

Human population /
carrying capacity /
resource use,
especially water /
ecological footprints.
Subtopics: Earth water budget, water Week 2 Water quality lab / Textbook, projected
use case study, ecological footprint ecological footprint notes and case studies,
analysis / construction / calculation, calculator design lab. model a UN policy
ecological footprint comparison by meeting or international
society. climate talks, web
footprint calculators.
 Topic/unit
State the topics/units in the
order you are planning to
teach them.
Year 1, Human population /
Sem. 2 carrying capacity /
resource use,
especially resource
policy
Conservation and
biodiversity.
Conservation and
biodiversity,
especially biodiversity
causes / effects.
Conservation and
biodiversity,
especially extinction.
Conservation and
biodiversity,
especially protection /
preservation.
Contents Allocated Assessment Resources
time instruments to be List the main resources to be used,
used including information technology if
applicable.
Subtopics: explore human population Week 3 Human population / Textbook, projected notes,
policy variations by area / era, link carrying capacity / examples, population policy
population / resource use / technology resource use exam. case studies, technology /
to carrying capacity and economic population relationship research
growth. / analysis.
Subtopics: Define biological / genetic / Week 4 Interpret and Textbook, projected notes and
species / habitat diversity, explain construct examples, cladogram handouts,
natural selection and speciation. cladograms. natural selection / speciation
case studies or documentary
analysis, analysis of local,
annual bird or big game harvest
censuses.
Subtopics: explore geographic Week 5 Human evolution Textbook, projected notes,
isolation effects on speciation / analysis / projection examples, ecosystem health /
evolution, relate biodiversity to for exoplanet biodiversity case studies /
ecosystem stability / diversity / conditions / design of species count historical /
succession / habitat measurements, extinction resistant projected future figures.
biodiversity loss. species.
Subtopics: rainforest biodiversity, Week 6 Endangered, Textbook, projected notes and
extinction rates past / present / future, threatened, or examples, biome classification
vulnerability to extinction, IUCN red list recovering species by biodiversity / mass,
analysis, species case studies, research endangered species case
ecosystem case studies. presentations. studies, mass extinction
overview, analysis of current
extinction trends.
Subtopics: species / habitat Week 7 ESA rewrite debate / Textbook, projected notes,
preservation, overview and compare Management area examples, species recovery
preservation / restoration efforts by design / defense. case studies, protected land
group / area / society, describe and case studies, ESA current
evaluate protected areas, describe and events.
critique species based conservation.
 Topic/unit Contents Allocated time Assessment Resources
State the topics/units in the
instruments to be List the main resources to be
order you are planning to used used, including information
teach them. technology if applicable.

Year 1, Pollution Subtopics: Define pollution, point/non- Week 8 Water oxygen level Textbook, projected
Sem. 2 management, point pollution sources and issues, collection and analysis notes and examples,
especially pollution identify pollution sources and lab. water pollution case
identification and monitoring techniques, BOD and studies, analyze
measure. assessing water pollution, indirect (gather) air pollution
pollution measuring via biotic index, data from UM boiler /
pollution process and reduction. Missoula air quality
control station.

Pollution Subtopics: pollution management Week 9 DDT bioaccumulation Textbook, projected

management, human factors, DDT history (WHO calculation / algae notes, examples,
especially water and ban), describe cause and effect of growth lab. eutrophication case
land pollution. eutrophication, assess eutrophication studies, landfill field trip
management, discuss solid waste or case study
generation / management.

Pollution Subtopics: Atmosphere composition, Week 10 UV effects on plants Textbook, projected

management, role of ozone / CFCs, effects of UV lab / Planetary notes and examples,
especially upper radiation, ozone reduction process and atmosphere ozone loss handouts /
atmosphere issues. efforts, tropospheric ozone. comparison / analysis. case study, Montreal
Protocol analysis.

Pollution
management,
especially lower
atmosphere issues,
pollution unit exam.
Subtopics: Smog formation, urban air Week 11 Acid rain lab / pH Textbook, projected
pollution management, acid rain indicator lab. notes, examples, air
formation / effects / spread / pollution / acid rain case
management. studies.

Global warming Subtopics: Greenhouse gases cause Week 12 Greenhouse effect lab. Textbook, projected
and effect, potential effects of global notes and examples, An
warming, role of feedback loops, Inconvenient Truth clips,
greenhouse gas management, global clips / climate science
warming arguments, perceptions. case studies, IPCC
report analysis.
 Topic/unit Contents Allocated Assessment Resources
State the topics/units in the
time instruments to be List the main resources to be
order you are planning to used used, including information
teach them. technology if applicable.

Year 1, Environmental value Subtopics: Define environmental value systems, Week 13 Environmental issues Textbook, projected
Sem. 2 systems. trace environmental philosophy and movement survey write / notes, examples,
(1970s on), link environmental philosophy and administer / study conservation
policy, compare two distinct environmental value data. organization guest
systems in different societies, identify and speaker,
explain your personal environmental issues point environmentalism
of view. history case study.

All topics. IB exam prep, spring exam. Week 14 IB spring exam. Textbook, projected
notes and examples,
study guide, sample
questions / tests.

Portions of all ES&S Environmental current events chronicling / Week 15 to Lab reports, current Textbook, projected
topics. Community Action Project / Group 4 project / end of event essays / notes, examples,
Group reading of novel (e.g. Silent Spring) / school year journals, final exam. environment-themed
Clark Fork River water quality survey / Current novel, Flathead River
event journals / essays / Final exam review, case study for
tests. comparison, exam study
guide
2. IB practical work and the internal assessment requirement to be completed during the course

As you know, students should undergo 30 hours of practical work related to the syllabus. Use the table below to indicate the names of the experiments, investigations
and/or projects you would propose for the different topics in the syllabus. An example is given. Add as many rows as necessary. Indicate which of them you would
use for assessing each of the internal assessment criteria—planning (Pl), data collection and processing (DCP) and discussion, evaluation and conclusion (DEC).

Name of the topic Experiment/investigation/project Indicate those you would use for
assessing planning (Pl), data
collection and processing (DCP) and
discussion, evaluation and
conclusion (DEC)
(use Pl, DCP or DEC)

Topic 5 Pollution management, Measuring air and water pollution DEC

sub-topic 5.2 Detection and monitoring of pollution

Topic 1: Systems and models Water cycle model creation. PI

Topic 2: Ecology, sub-topic 2.2 measuring abiotic Abiotic factor measurement lab. PI
components of the system.

Topic 2: Ecology, sub-topic 2.3 measuring biotic Lincoln index lab. PI, DCP
components of the system.

Topic 2: Ecology, sub-topic 2.3 measuring biotic Pond water analysis lab. PI, DCP
components of the system.

Topic 2: Ecology, sub-topic 2.3 measuring biotic Courtyard or field trip transect / sample plot species PI, DEC
components of the system. lab, analysis.

Topic 2: Ecology, sub-topic 2.3 / 2.4 measuring Simpson’s diversity index lab. PI, DEC
biotic components of the system sub-topic / biomes.

Topic 2: Ecology, sub-topic 2.3 measuring biotic Rate of photosynthesis lab. PI

components of the system.

Topic 2: Ecology, sub-topic 2.5 function Biogeochemical cycle student presentations.

Topic 2: Ecology, sub-topic 2.3 measuring biotic GSP / NSP lab / numerical analysis. DCP
components of the system.
 Name of the topic Experiment/investigation/project Indicate those you would use for
assessing planning (Pl), data
collection and processing (DCP) and
discussion, evaluation and
conclusion (DEC)

Topic 2: Ecology, sub-topic 2.3 / 2.7 measuring Common foods as bacterial / fungal media growing PI, DCP, DEC
biotic components of the system / measuring lab.
changes in the system.

Topic 2: Ecology, sub-topic 2.7 measuring changes Ecosystem effects of abiotic element changes lab. PI
in the system.

Topic 3: Human population, sub-topic 3.1 population Population control debate.

dynamics.

Topic 3: Human population, sub-topic 3.1 population Human population graphing exercise (past, present,
dynamics. projected future.

Topic 3: Human population, sub-topic 3.1 population Human population counter model design. PI
dynamics.

Topic 3: Human population, sub-topic 3.2 Earth 2 (colonist spaceship) cargo manifest PI
resources – natural capital. creation.

Topic 3: Human population, sub-topic 3.2 AMU or fisheries case study analysis. DCP / DEC
resources – natural capital.

Topic 3: Human population, sub-topic 3.3 energy Alternative energy presentations.

resources.

Topic 3: Human population, sub-topic 3.4 the soil Soil percolation lab. PI, DCP, DEC
system.

Topic 3: Human population, sub-topic 3.4 the soil Erosion stream table lab. PI, DCP
system.

Topic 3: Human population, sub-topic 3.5 food Organic vs. non-organic food comparison lab. PI, DCP, DEC
resources.

Topic 3: Human population, sub-topic 3.5 food Novelty food preparation and sampling.
resources.
 Name of the topic Experiment/investigation/project Indicate those you would use for
assessing planning (Pl), data
collection and processing (DCP) and
discussion, evaluation and
conclusion (DEC)

Topic 3: Human population, sub-topic 3.6 water Water quality lab. PI, DCP, DEC
resources.

Topic 3: Human population, sub-topic 3.7 limits to Ecological footprint calculator design lab. PI
growth.

Topic 4: Conservation and biodiversity. Interpret and construct cladograms.

Topic 4: Conservation and biodiversity, sub-topic Human evolution analysis / projection for exoplanet
4.2 evaluating biodiversity and vulnerability conditions / design of extinction resistant species.

Topic 4: Conservation and biodiversity, sub-topic Endangered, threatened, or recovering species

4.2 evaluating biodiversity and vulnerability research presentations.

Topic 4: Conservation and biodiversity, sub-topic ESA rewrite debate.

4.3 conservation of biodiversity

Topic 4: Conservation and biodiversity, sub-topic Management area design / defense.

4.3 conservation of biodiversity

Topic 5: Pollution management, sub-topic 5.2 Water oxygen level collection and analysis lab. PI, DCP, DEC
detection and monitoring of pollution

Topic 5: Pollution management, sub-topic 5.7 Air pollution data analysis from UM boiler / Missoula DCP
urban air pollution air quality control station.

Topic 5: Pollution management, sub-topic 5.2 DDT bioaccumulation calculation / algae growth lab. PI, DCP, DEC
detection and monitoring of pollution

Topic 5: Pollution management, sub-topics 5.2 / 5.6 UV effects on plants lab / Planetary atmosphere PI, DCP
detection and monitoring of pollution / depletion of comparison / analysis.
stratospheric ozone
 Name of the topic Experiment/investigation/project Indicate those you would use for
assessing planning (Pl), data
collection and processing (DCP) and
discussion, evaluation and
conclusion (DEC)

Topic 5: Pollution management, sub-topic 5.8 acid Acid rain lab / pH indicator lab. PI, DCP, DEC
deposition

Topic 6: The issue of global warming. Greenhouse effect lab. PI, DCP, DEC

Topic 7: Environmental value systems. Environmental issues survey write / administer /

study data.

Topic 5: Pollution management, sub-topic 5.2 Clark Fork River water quality survey, Flathead PI, DCP, DEC
detection and monitoring of pollution also, Topic 4: River case study for comparison.
Conservation and biodiversity, sub-topic 4.1
biodiversity in ecosystems
3. Laboratory facilities

Describe the laboratory and indicate whether it is presently equipped to facilitate the practical work you have indicated in the chart above. If it is not, indicate the
timeline to achieve this objective and describe the safety measures that are applicable.

Students are grouped by fours at work stations that double as lab benches. At the front of the room is a long counter that works as a platform for
demonstrations or a place to display lab materials. The classroom is equipped with two sinks, and the usual assortment of glassware, hardware, and
basic appliances (i.e. hot plates, heat lamps, an incubator, etc.) to allow a variety of labs to be performed.

4. Other resources

Indicate what other resources the school has to support the implementation of the subject and what plans there are to improve them, if needed.

Water quality testing kits are being sought to allow more extensive / involved field work and river analysis. If necessary, additional invertebrate kick-
nets and identification guides will be acquired as well, with the goal of exchanging data with (a) neighbor IB school(s).

5. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline
that would allow your students to make links with Theory of Knowledge. Describe how you would plan the lesson.

Topic Link with TOK (including description of lesson plan)

Introduction (week 1)
It is my intent to administer a learner style survey to students during the first week of class. The one that I have used
in the past seeks to determine if the student is principally an audio, a visual, or a kinaesthetic learner, or if their
strength lies somewhere in between two designations. After completing the surveys, we will have a class discussion
wherein students talk about the accuracy of the results of the survey as compared to their past classroom experiences.
Also, we will examine strategies, resources, and teaching techniques (mine and theirs) that can be used to improve
student retention, understanding, and success.
6. International mindedness

Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your
outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to
achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)

Topic 6: The issue of global
warming.
A lesson that could be utilized to promote international mindedness regarding global warming would be to have
students divide up for a debate about the issue. Students would be placed in groups that could include More
Economically Developed Countries (MEDCs) and Less Economically Developed Countries (LEDCs). Students would
also be chosen to represent countries with much to gain (such as high latitude countries like Canada whose growing
seasons will lengthen) as well as countries with much to lose (such as low elevation Pacific countries like Tuvalu, or
countries experiencing desertification like Niger). Students could be given library time to research information about
their countries, and class time to present their findings and arguments. This exercise would serve to promote greater
understanding of the issue of global warming, as well as an appreciation for different cultural, economic, and
environmental sides of the argument.

7. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic
from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.

Topic Contribution to the development of the attribute(s) of the IB learner profile

Topic 1: Systems and One of the initial student activities is to have them construct a model of the water cycle. The lesson will begin with
models. very limited instruction, but with the stated goal that students will have as complete and operational a model as
possible. Lab materials (some necessary, some superfluous) will be laid out and students will be required to exhibit
and utilize several attributes of the IB learner profile, including that of being an inquirer. Students will need to inquire
and become knowledgeable (research the topic) to be sure that they know exactly what their model must entail.
Students will need to be open-minded and effective communicators to work with other group members in a timely and
effective fashion.