| Science Skills and Processes and Knowledge Framework |
| Skill | Description ofSkill | Knowledge Framework(Learning Outcomes) It is expected that students will: |
| Observing | Observing involvesobtaining information about objects, situations, or events using as manysenses as possible. Observations may be qualitative or quantitative innature. Observing provides both a basis for new inferences or hypothesesand a tool for testing existing inferences and hypotheses. | - Make general observations on the components of the ecosystem(the five topics) and the interrelationships between them.
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| Measuring | Observations arequantified using non-standard and then standard units. Length, area, volume,mass, time intervals and force are among the measurements used. Appropriatemeasurement instruments and units within the metric system are selected. | - Forests: Tree Height, Diameter, Age
- Aquatics: Width and Depth of Stream, riffles and pools
- Wildlife: Area required by species for habitat
- Soils: Depth of soil horizons and depth to water table.
- Wetlands: Delineate boundary of a wetland.
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| Classifying | Classifying involvesgrouping objects, concepts, or events on the basis of observable propertiesto show similarities, differences, and inter-relationships. | - Forests: Ecosystem classification at various stations usingthe Biogeoclimatic ecosystem and field key.
- Aquatics: Classifying parts of stream as riffle or pool.
- Wildlife: Classify organisms using a field key
- Soil: Classifying soil using hand-texturing key and texturetriangle.
- Croatia hotelsWetlands: Classify wetland using the broad USACE wetlandsclassification scheme.
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| Inferring | Inferring means suggestingmore about a set of conditions than is observed. Inferences are based onobserved data and past experience. Inferences may evolve from both directand indirect evidence and are modified on the basis of new evidence. | - Forests: Infer successional stage from visual observations
- Aquatics: Suggest the capacity of a water body to providehabitat for various aquatic organisms.
- Wildlife: Infer from observations of the habitat what broadwildlife species groups would be found in an area.
- Soils: Suggest whether soil in an area provides a rich orpoor growing medium for plants.
- Wetlands: Suggest the reason for the presence of a wetlandon a specific site
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| Predicting | A forecast is madeabout future events on the basis of ordered data. Predictions on the basisof ordered data, extrapolation beyond observed patterns of events, andtests of predictions can be made. | - Forests: Suggest what a forest might look like 25, 50, 100,200 years from now
- Aquatics: Predict what will happen to the aquatic ecosystemin question if current conditions continue
- Wildlife: Suggest what would happen to a population of wildlifespecies if elements of its habitat are altered (positively or negatively)
- Soils: Suggest how the soil might develop if left undisturbed, eroded, or disturbed
- Wetlands: Predict what a wetland will look like 25, 50, 100,200 years from now.
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| Communicating | Communicating isthe process of organizing and processing data that occurs between the observationstage and the interpretation or generalization stage. It usually involvesorganizing "rough" data in a more compact and meaningful way (ordering,rearranging, comparing), depicting the data pictorially or graphically,and processing it mathematically (finding slopes, tangents) to facilitateinterpretations. | - Forests: Categorize plant species: trees, shrubs, herbs,ferns, moss, lichens etc. Calculate averages from tree measurements
- Aquatics: Calculate measurement averages and summarize
- Wildlife: Categories wildlife species: mammals, reptiles,amphibians, birds, terrestrial invertebrates, aquatic invertebrates.
- Soils: Organize soil data collected
- Wetlands: Draw wetland boundary on map.
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| Hypothesizing | Hypothesizing isan "educated guess" made about an expected relationship between two variablesin an attempt to explain a cause-and-effect relationship. Hypotheses arebased on observations or inferences about a set of events. A hypothesisshould be testable. | - Identify interrelationships in an ecosystem and suggest whatwould happen to various components of the ecosystem (the five topics) ifone or more components where affected by management activities.
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| Designing an Experiment | Experimenting isa cause-and-effect test between two variables. All processes may be involved.This can begin with setting a problem to be solved, identifying the variablesto be controlled, making operational definitions, devising the test tobe carried out, and following the prescribed procedure. | - Various activities in the binders provide suggestions forexperiments on each topic.
- Experiments will not be actively conducted at the JuniorEnvirothon competition
- Students and teachers are encouraged to design any hands-onprojects they may become involved with as experiments and monitor themappropriately.
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| Controlling Variables | Controlling variablesinvolves the process of deciding which variables or factors will influencethe outcome of an experiment, situation, or event, and deliberately controllingall recognized variables in a systematic manner. | - Identify variables that may bias measurements taken in eachof the five topic areas.
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| Interpreting Data | Interpreting is theprocess by which sense is made of the observations in the form of inferences,generalizations, or explanations. It is usually a direct response to theproblem under investigation and therefore includes judgments about theinterpretation to fit with proposed hypotheses, and the limitation of thenew knowledge. | - Forests: Utilize data gathered to form interpretations ontree growth forest succession
- Aquatics: Explain what data gathered tells us about waterquality
- Wildlife: Infer the ability of an organism to meet its basicneeds in the ecosystem being studied.
- Soils: Explain the importance of soil in a particular ecosystem
- Wetlands: Explain the significance of wetlands within theecosystem using examples and gathered data.
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| Formulating Models | This process involvesthe use of physical or mental models to describe the behavior of somethingthat is unfamiliar. Constant vigilance is necessary to ascertain the validity(fit) of the model or analogy to the phenomenon modeled. Models often needrevision to accommodate new facts. | - Model various ecosystems and their component parts in a mannerthat illustrates important interrelationships.
- Conduct field study to compare models to real world ecosystemsand test the validity of such models
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| Social Studies Skills andEnvirOlympics Knowledge Framework |
| Skill Set | Descripition of Skill It is expected that students will: | Knowledge Framework (LearningOutcomes) It is expected that students will: |
| Communication | - ERROR MSGcommunicate effectively in written and spoken language orother forms of expression, as appropriate to the social sciences
| Make an oral presentation outlininga resource management strategy using effective visual aids |
| Critical Thinking | demonstrate the ability to thinkcritically, including the ability to: - define an issue or problem
- gather relevant information from appropriate sources
- assess the reliability, currency, and objectivity of evidence
- develop and express appropriate responses to issues or problems
- reassess their responses to issues on the basis of new information
- develop, express, and defend a position on an issue, andexplain how to put the ideas into action
| Identify and analyze current issuesin WV related to the five topics. Identify factors, which influence naturalresource management decisions made in WV. Analyze interrelationships amongstcomponents of the ecosystem, including humans |
| Lagos hotel roomsTeam Work / ActiveCitizenship | demonstrate skillsassociated with active citizenship, including the ability to: - collaborate and consult with others
- respect and promote respect for the contributions of otherteam members
- interact confidently
- ERROR MSGassess the role of values, ethics, and beliefs in decisionmaking
| Draw from and incorporateknowledge from fellow students in team problem solving. Identify some ofthe diverse values that people place on the natural resources of WV. |
| Research | demonstrate appropriateresearch skills, including the ability to: - develop pertinent questions about a topic, an issue, or asituation
- collect original data
- use a range of research tools and resources
- compile and document task-specific information from a widevariety of print and electronic sources
- present and interpret data in graphic form
- evaluate and interpret data for accuracy, reliability, bias,and point of view
- understand the nature of and appropriate uses for primaryand secondary sources
- recognize connections between events and their causes, consequences,and implications
| Gather informationfrom print, electronic, and professional resource personnel on a specificenvironmental topic or issue. Identify common tree species and plants usinga field key. Utilize appropriate method(s) to gather specific ecologicaldata. |
| Mapping/ Geographical | - demonstrate an ability to access, interpret, and presentgeographic information using topographic maps, compasses, photographs,charts, diagrams, topographic profiles, contour lines, and map symbols
- demonstrate awareness of the value of social studies educationin their daily lives and careers
| Locate, delineate,and map an ecosystem within a larger area using the biogeoclimatic ecosystemand field keys. Locate their present location on a field map using a compassand key reference points. |
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