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Expanded Curriculum Framework

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A Teacher’s Guide to the Sixth Grade Science Standards of Learning

A Focus on Water and Atmosphere
6.3, 6.5, 6.6, 6.7, and 6.9

In this guide, the Department of Education’s Curriculum Framework (as developed by the Virginia Department of Education) is supplemented by additional information from various state natural resource agencies. Documents published by the Department of Environmental Quality, Virginia Museum of Natural History, Virginia Naturally and Virginia Tech were used for this text.

In Virginia , there are about 49,000 square miles of waterways. We use the water from these rivers, streams, and lakes for recreation, drinking water, irrigation for our crops, and even hydroelectric power for our homes. Because this water is so important, we must do all that we can to ensure it is protected and not abused. If the water becomes polluted, we can’t use it for many of the purposes that we currently need.

Three of the sixth grade science Standards of Learning focus on water—6.5, 6.7, and 6.9. These Standards teach the unique properties of water and its role in the human-made environment, the natural processes and human interactions that affect watershed systems, and the public policy decisions made that relate to the environment. The other two standards, 6.3 and 6.6 help students form the foundation to understanding Earth's global systems such as weather and climate change.

Standards:

Strand : Force, Motion, and Energy
Standard 6.3

The student will investigate and understand the role of solar energy in driving most natural processes within the atmosphere, the hydrosphere, and on the Earth’s surface. Key concepts include:

a) the Earth’s energy budget;
b) the role of radiation and convection in the distribution of energy;
c) the motion of the atmosphere and the oceans;
d) cloud formation; and
e) the role of heat energy in weather-related phenomena including thunderstorms and hurricanes.

Understanding the Standard
The key concepts defined in this standard are intended to expand student understanding of the effects of solar radiation entering the Earth’s atmosphere on weather and ocean current patterns. The distribution of energy through convection and radiation are explored as students study cloud formation and movement patterns of the atmosphere and the world’s oceans. This standard is closely related to standards 6.2 and 6.6 and builds on the weather concepts developed in standard 4.6 and concepts of visible light in standard 5.3. It is intended that students will actively develop scientific investigation, reasoning, and logic skills (6.1) in the context of the key concepts presented in this standard.

The concepts developed in this standard include the following:

  • The Earth receives only a very small portion of the sun’s energy, yet this energy is responsible for powering the motion of the atmosphere, the oceans, and many processes at the Earth’s surface.
  • Solar radiation is made up of different types of radiation (including infrared, visible light, and ultraviolet).
  • Incoming solar radiation is in close balance with the energy that leaves the atmosphere; otherwise the Earth would heat up or cool down. Excess carbon dioxide and other gases, may disrupt this balance, creating the Greenhouse Effect.
  • About one third of the sun’s incoming energy is reflected back out to space. About one half of the energy striking the Earth is absorbed by the Earth’s surface. The atmosphere is heated by the radiation re-emitted by the warmed Earth, not by the radiation passing through the atmosphere. If this were not so, the air would be cooler near the surface, warm air would not rise and there would be no weather! Some Greenhouse Effect is therefore normal and necessary. Too much may trap more heat, warm the Earth and change the climate.
  • The Earth’s surface is heated unequally.
  • When air or water is heated, the molecules move faster and farther apart, reducing their density and causing them to rise. Cooler air or water molecules move more slowly and are denser than warm air or water. Warm air or water rising coupled with cooler air or water descending forms a cyclic rising/falling pattern called convection.
  • Radiation and convection from the Earth’s surface transfer heat energy. This energy powers the global circulation of the atmosphere and the oceans on our planet.
    When you add the effect of the Earth’s rotation the North-South, East-West directional components of the global circulation patterns are created, otherwise the currents would mostly be vertical (up and down). Without the influence of the Earth’s rotation, ocean currents such as the Gulf Stream , and similar atmospheric currents, would not exist.
  • As bodies of water (oceans, lakes, rivers, etc.) absorb heat energy, the water evaporates forming clouds.
  • Warm, moist air is less dense than cold, dry air, so it rises relative to colder, drier air. As warm, moist air rises, it actually gives off some heat as the moisture condenses. Clouds are not gaseous water vapor; rather they are minute, condensed water particles.
  • Some thunderstorms are formed where the land is strongly heated. Hurricanes form over warm, tropical water and are fed by the energy of that water. Thunderstorms form when there is enough surface heat and enough moist air to create warm, moist rapidly rising air – giving off even more heat when the moisture condenses. Thunderstorms, small relative to hurricanes, move with or between large bodies of air, called air masses. Air masses move, because of the Earth’s rotation, with the global air circulation pattern. Hurricanes are so large they also move with the global circulation pattern but are less predictable

Matter
Unique properties of water and its roles in the human-made environment
Standard 6.5

Understanding the Standard:
“[It is] intended to develop student understanding of the unique properties of water and the importance of protecting and managing water resources.”

Essential Knowledge, Skills, and Processes:
In order to meet this standard, it is expected that students should be able to:

  • comprehend and apply key terminology related to water and its properties and uses.
  • model and explain the shape and composition of a water molecule.
  • design an investigation to determine the relative density of liquid and solid water at various temperatures.
  • compare the relative densities of liquid and solid water.
  • comprehend the adhesive and cohesive properties of water.
  • design an investigation to determine the effects of heat on the states of water.
  • model and explain why ice is less dense than liquid water.
  • relate the three states of water to the water cycle.
  • design an investigation to demonstrate the ability of water to dissolve materials.
  • design an investigation to determine the presence of water in plant material (e.g., a fruit).
  • infer how the unique properties of water are key to the life processes of organisms.
  • design an investigation to model the action of freezing water on rock material.
  • design an investigation to model the action of acidified water on building materials such as concrete, limestone, or marble.
  • chart, record, and describe evidence of chemical weathering in the local environment.
  • explain the role of water in power generation.
  • analyze and explain the difference in average winter temperatures among areas in central and western Virginia and cities and counties along the Chesapeake Bay and Atlantic coast.
  • describe the importance of careful management of water resources.

Overview of standard with additional Virginia information:
“The student will investigate and understand the unique properties and characteristics of water and its roles in the natural and human-made environment. Key concepts include:

a) water as the universal solvent;

  • A large number of substances will “dissolve” in water. For this reason, water is often called the universal solvent.
  • Water has the ability to dissolve many materials (ones that are polar). Hence it is useful as a cleaning agent and as a means for disposal of soluble wastes. Water can dilute pollutants to a concentration that is harmless to living things. However, water has a limited capacity for absorbing pollutants.

Connection to 6.9 : Scientists at Virginia Department of Environmental Quality propose limits to how much pollution can be discharged into a stream or river. They determine discharge limits and total maximum daily loads (TMDLs) of pollution that can be discharged into a stream or river. Although this method, once affectionately referred to by the adage “Dilution is the Solution to Pollution,” it is no long the preferred method. Scientists are currently working on a better plan for fixing the problem.

b) the properties of water in all three states;

  • Water is the only compound that commonly exists in all three states (solid, liquid, and gas) on Earth. The unique properties of water are a major factor in the ability of our planet to sustain life.
  • One of water’s unique properties is that one side of each water molecule is slightly negative and the other is slightly positive. Therefore, individual water molecules attract other water molecules like little magnets when the slightly positive portion of a water molecule is attracted to the slightly negative portion of an adjacent molecule. In this way, water molecules “stick together.”
  • Additional properties of water are its high surface tension and the large range of temperature (0–100 degrees Celsius) in which it can be found in the liquid state, as well as the fact that, unlike other substances, it expands when it freezes. Ice is less dense than liquid water.
  • The hydrologic—or water cycle—describes the constant movement of water as it changes from one state to another. It cycles between the atmosphere and the earth’s surface.

Connection to 6.9 : This water process is important to cleansing and replenishing our drinking water.

  • The physical and chemical properties of water affect the type of aquatic life you will find in a particular portion of a river. These include the amount of dissolved oxygen in the water, its velocity, and its temperature. Plants and animals adapt to differences in these conditions in a variety of ways.

c) the action of water in physical and chemical weathering;

  • Water plays an important role in physical and chemical weathering. Water (rain, ice, snow) has shaped our environment by physically and chemically weathering rock and soil and transporting sediments. If you have ever held sea glass at the beach, you know how water can make a sharp object become softer, rounder, and duller. Weathering is the process that breaks down rocks and other substances into basic elements and helps form soil. Physical weathering is when a substance changes the appearance of an object, but chemical weathering is when that object breaks down through chemical, permanent changes. An example of physical weathering is freezing water. It can break rocks without any change in the minerals that from that same rock but instead produces small particles and sand. Water, oxygen, carbon dioxide, living organisms, and acid rain all contribute to chemical weathering. Water with dissolved gases and other chemicals cause the minerals in rocks to change which lead to their deterioration. Water velocity can accelerate weathering and erosion. Erosion moves soil and rocks and can release nutrients such as nitrogen, potassium and phosphorus. These elements are essential for living things to survive but too many can cause eutrophication, or the process by which a body of water becomes enriched in dissolved nutrients eventually lowering dissolved oxygen which stresses aquatic life.

d) the ability of large bodies of water to store heat and moderate climate;

  • Water is able to absorb heat energy without showing relatively large changes in temperature. Large bodies of water act to moderate the climate of surrounding areas by absorbing heat in summer and slowly releasing that heat in the winter. For this reason, the climate near large bodies of water is slightly milder than areas without large bodies of water.
  • Oceans act as heat reservoirs and regulate the earth’s climate. Land areas in winter are typically colder than oceans, whereas in summer, they tend to be warmer. For example, in the interior of Virginia , temperature ranges over the year tend to be greater than near the coast.

e) the origin and occurrence of water on Earth;

  • Scientific evidence indicates that the Earth formed about 4.5 billion years ago from the dust and debris orbiting the sun. Due to gravity, this debris became compacted and grew quite hot, creating hot gases, water vapor, and carbon dioxide. Over millions of years, the Earth and its gases cooled, and seas are believed to have formed when the Earth cooled enough for water vapor in the atmosphere to condense.
  • Most of Earth’s water is salt water in the oceans (97 percent). Available non-frozen, fresh water makes up less than 1 percent of the water on Earth.
  • Water occurs on Earth in oceans, lakes, rivers, streams, and in rock layers underground called aquifers. A large amount of water is also found in the bodies of living things.
  • When there isn’t enough rainfall in an area, a drought occurs. Most ground water comes from precipitation that falls on "recharge areas" or from the flowing water in rivers and streams, but it doesn't just stay underground until a well is dug. On average, about 20-30 percent of stream flow is from ground water. During a drought, it may reach 100 percent. Streams, lakes, springs, and wetlands continuously receive ground water discharge.
  • Although the water cycle does purify water, it seldom remains clean enough and drinkable. Most of the water on the surface of the Earth is saltwater in oceans or locked in glaciers and not readily available for human consumption. Still less of the “fresh” water on land is pure enough to drink. About half of Virginia ’s population gets their water from the ground via domestic wells or ground water based on public supplies, and the other half receives their water from treated surface water (rivers, lakes, and reservoirs).

f) the importance of water for agriculture, power generation, and public health; and

  • The first human settlements were established near springs, rivers, and lakes. Reliable fresh water sources and irrigation systems allowed civilizations to grow and flourish. As cities grew, different strategies (tunnels, aqueducts, wells, cisterns, pumps, reservoirs) were developed to collect water.

Springs in Virginia range size. Five of the largest springs are:

Coursey Spring in Bath County , at 11,612 gallons per minute (gpm)
Spring Creek in Rockbridge County at 11,025 gpm,
Woolwine Spring in Pulaski County at 10,300 gpm,
Falling Spring in Alleghany County with 7,000 gpm, and
Yeager Spring in Page County with 7,000 gpm.

  • Water is essential for agriculture. Crops watered by reliable irrigation systems are more productive, and harvests more dependable.
  • Water is an important resource used in power generation. Hydroelectric power plants make use of the kinetic energy of water as it flows through turbines. Water is also heated in power plants and turned to steam. The steam is used to turn turbines, which generate electricity.
  • Water power is one way to produce electricity without using natural resources like oil and gas. The high-powered water rushing downstream was, and still is, used to turn water wheels, which are connected to electrical generators.
  • Dams are also a way of controlling water for our benefit. Dams may be built to store floodwater, create reservoirs of drinking water, provide water for agriculture, produce hydroelectric power for our homes and industries, and create lakes for recreation. Often, a single dam can serve all these purposes.

When dams block water flow, they create reservoirs. Virginia has more than 450 regulated dams and reservoirs, most of which are used for public drinking water supply or electric power generation. The largest reservoir in Virginia is the John H. Kerr Reservoir in the Roanoke River watershed ( Halifax County ). It has a usable storage capacity of 335 billion gallons and covers 48,900 square acres. The next four largest reservoirs in Virginia are:

South Holston Reservoir in Washington County with a storage capacity of 169 billion gallons,
Lake Anna in Louisa County (99 billion gallons),
Smith Mountain Lake in Bedford County (52 billion gallons), and
Lake Moomaw in Bath County (40 billion gallons).

  • Today, most of Virginia ’s waters are considered more important for their electric power potential than for their use for commercial transport. However, the state’s deepwater ports in the Tidewater and Hampton Roads areas remain vital to the economy.

g) the importance of protecting and maintaining water resources.”

  • In the past, streams and rivers were often used to dispose of human waste, and open sewers were common. During the mid-1800s, public health officials recognized the connection between disease outbreaks and contamination of public wells and drinking water. Advances in water treatment and sanitary sewers have helped eliminate diseases associated with human waste.
  • We must take regular measures to ensure that water resources are protected and not abused.

All life processes, from the level of a cell to that of an ecosystem, require water. Both the quantity and quality of water are important. Habitats with abundant plants and animals are areas with clean water in good supply.

Aquatic environments are subject to much use and abuse by people. Water pollution occurs when chemicals, nutrients, or sediments are placed into water faster than natural processes can remove them. It is therefore important to not put harmful substances into waterways.

While water is useful as a cleaning agent and as a means for disposing of soluble waste, the capacity for water to dilute pollutants is limited.

  • Many kinds of plants and animals live in water, including fish, bacteria, algae, and plants. Invertebrates such as worms and crayfish share the river with vertebrates like turtles and frogs. A large percentage of animals living there are benthic macroinvertibrates, meaning that they are bottom dwelling organisms (benthic) that can be seen with the unaided eye (macro). These benthic macroinvertibrates are very important sources of food for larger animals. They are located near the base of the food web.

The abundance of water in our lives plays an important role in our human-made environment. Did you know that Virginia has

  • 976 square miles of surface water, including lakes, tidal and nontidal rivers, and bays;
  • more than 5,000 miles of shoreline along the Chesapeake Bay ;
  • approximately 1,044,900 acres of wetlands;
  • 49,000 miles of streams in nine major river basins;
  • 450 public and private lakes covering 322,000 acres;
  • 1,600 springs, many located in the western part of the state; and
  • 1,000,000 acres less of wetlands (decreased from 1.8 million acres in 1780).

Living Systems
Natural processes and human interactions that affect watershed systems
Standard 6.7

Understanding the Standard:
“[It is] intended to provide students with a basic understanding of how natural processes and human interactions impact watershed systems. This includes an understanding of the physical geography of Virginia’s portions of the three major watershed systems (the Chesapeake Bay, the North Carolina sounds, and the Gulf of Mexico) and the various features associated with moving water (surface and groundwater).”

Essential Knowledge, Skills and Processes:
In order to meet this standard, it is expected that students should be able to

  • comprehend and apply basic terminology related to watersheds.
  • use topographic maps to determine the location and size of Virginia ’s regional watershed systems.
  • locate their own local watershed and the rivers and streams associated with it.
  • design an investigation to model the effects of stream flow on various slopes.
  • analyze and explain the functioning of wetlands and appraise the value of wetlands to humans.
  • describe an example of a wetland.
  • explain what an estuary is and why it is important to people.
  • propose ways to maintain water quality within a watershed.
  • explain the factors that affect water quality in a watershed and how those factors can affect an ecosystem.
  • forecast potential water-related issues that may become important in the future.
  • locate and critique a media article or editorial (print or electronic) concerning water use or water quality. Analyze and evaluate the science concepts involved.
  • argue for and against commercially developing a parcel of land containing a large wetland area.
  • design and defend a land-use model that minimizes negative impact.
  • measure, record, and analyze a variety of water quality indicators and describe what they mean.

Overview of Standard with additional Virginia information:
“The student will investigate and understand the natural processes and human interactions that affect watershed systems. The concepts developed in this standard include the following:

a) the health of ecosystems and the abiotic factors of a watershed;

  • An ecosystem is made up of the living community and the nonliving factors that affect it. The health of an ecosystem is directly related to water quality.
  • Abiotic factors determine ecosystem type and its distribution of plants and animals as well as the usage of land by people. Abiotic factors include water supply, topography, landforms, geology, soils, sunlight, and air quality/O2 availability.
  • Human activities can alter these abiotic components and thus accelerate or decelerate natural processes. For example, people can affect the rate of natural erosion. Plowing cropland can cause greater erosion, while planting trees can prevent it. Flood protection/wetland loss is another example.
  • There are several major pollutants that affect our waterways. These troublemakers threaten the clarity, cleanliness, and overall wellbeing of the stream, river, lake, or bay. Sediments flow into the water from eroding soil. Urban and suburban stormwater flows into the rivers as well, collecting debris (including oil and litter) on its way down. Phosphates and nitrates from agriculture sources and acids, oils, and grease from industrial waste sources flow into the waters and threaten biotic life. Herbicides and pesticides from yards, gardens and crop fields also run off the land and into the water. These are not the only causes of water pollution of course, but they are major players in the root of the problem.

b) the location and structure of Virginia ’s regional watershed systems;

  • A watershed is the land that water flows across or through on its way to a stream, lake, wetland, or other body of water. Areas of higher elevations, such as ridgelines and divides, separate watersheds. In a watershed (or drainage basin) water, sediments, dissolved materials and other pollutants drain into a common body of water. The term describes the entire area drained by a river and its tributaries. The sizes of watersheds vary with each river, and a small watershed from a small river may lie within a larger watershed from a larger river.
  • The three major regional watersheds systems in Virginia lead to the Chesapeake Bay , the North Carolina sounds, or the Gulf of Mexico .
    • Surface water in the eastern and northern part of the state flows into rivers that drain into the Atlantic Ocean through Chesapeake Bay and Albemarle-Pamlico Sound.
    • Surface water from the western face of the Blue Ridge southwest of Roanoke to the Cumberland Gap ultimately flows into the Mississippi River and empties to the Gulf of Mexico .
    • It is these regional drainage basins that are divided into the nine more specific river basins in Virginia . They are, from southwest to northeast: The Tennessee-Big Sandy, the New, the Roanoke , the Chowan, the James, the Potomac-Shenandoah, the Rappahannock , and the York . The James River is the longest watershed and includes all or parts of 39 counties and 18 cities and drains one-fourth of the state’s land area into the Chesapeake Bay .

c) wetlands;

  • Wetlands form the transition zone between dry land and bodies of water such as rivers, lakes, or bays. Both tidal and non-tidal wetlands perform important water quality functions, including regulating runoff by storing flood waters; reducing erosion by slowing down runoff; maintaining water quality by filtering sediments, trapping nutrients, and breaking down pollutants; and recharging groundwater. They also provide food and shelter for wildlife and fish and nesting and resting areas for migratory birds.
  • Wetlands serve many purposes in a watershed system. They are useful in many ways because of their unique environment with characteristics of both land and water. First, they act as nature’s sponge, storing water during periods of extensive rainfall and releasing it during dry spells. They can also help with flood control by slowing water as it moves off the land and/or absorbing storm tides. By slowing this water movement, wetlands minimize erosion and act as a natural buffer.
  • Wetlands are high in biodiversity. They provide habitat for many migratory birds, waterfowl, and aquatic organisms. Many economically important shell and finfish species spend the juvenile stage of their life cycle in wetlands.

d) estuaries;

  • Estuaries perform important functions, such as providing habitat for many organisms and serving as nurseries for their young.
  • The Chesapeake Bay is an estuary where fresh water and salt water meet and are mixed by tides. It is the largest estuary in the contiguous United States and one of the most productive.
    • The Bay is 200 miles long, ranges in width from four to 30 miles, and is less than 30 feet deep. Fifty rivers from the bay’s 64,000-square mile watershed feed the bay, but five—the Susquehanna, James, York, Rappahannock, and Potomac—supply more than 90 percent of the 18 trillion gallons of fresh water that flows into the bay.
    • The bay’s natural habitat supports more then 2,700 species of plants and animals, including 200 species of fish. It is a winter home for more than a half-million migrating waterfowl,

e) divides, tributaries, river systems, and river and stream processes;

  • River systems are made up of headwater streams, tributaries, main stem, or channels, confluences, floodplains, adjacent wetlands and mouth.
  • Rivers and streams carry and deposit sediment. If left to natural processes, the main channel of a river would change over time.

f) major conservation, health, and safety issues associated with watersheds; and

  • The most widespread water quality problem in the Chesapeake Bay is nutrient over-enrichment. Plants and animals need oxygen in the water to breathe, and when this dissolved oxygen level is low, the organisms die. Too many nutrients from sewage treatment plants, agricultural and domestic runoff, and animal waste flow into the water. These pollutants—and their resultant nitrogen and phosphorous nutrients—encourage algae growth. The problem arises when this algae dies, decomposes, and blocks sunlight from shining through the water. The decomposition process also consumes oxygen and leads to this lack of oxygen present in waters today. Hypnoxia is water with less than 1 mg/liter of dissolved oxygen, whereas anoxia is water with no oxygen. Both conditions are detrimental to our waterways and those organisms in them that need oxygen to survive.

g) water monitoring and analysis using field equipment including hand-held technology.”

  • Water quality monitoring is the collection of water samples to analyze chemical and/or biological parameters. Simple parameters include pH, temperature, salinity, dissolved oxygen, turbidity, and the presence of macroinvertebrate organisms.
  • It is important to monitor water quality to ensure that we have clean waterways and that the steps we take to prevent pollution are working properly. The Department of Environmental Quality (DEQ) monitors 1,648 stations throughout Virginia to determine water quality trends. There are 1,349 ambient water stations and about 200 biological monitoring stations. These stations record data from industrial, urban, rural, and undeveloped areas of the state. DEQ scientists collect over 39,000 samples every five years. This data is used to study the trends in Virginia waters.

Vocabulary to know:

Headwaters: the source of a river found high up on the edge of a watershed

Tributary: formed when smaller streams join with these larger ones

Lotic (flowing): a river environment in which the water is moving, like streams and rivers

Lentic (calm): a river environment with standing water, like ponds and lakes

Transition zone: an area where the river flattens out at lower elevations, typically this is where rivers will wander and flow slowly through curves and bends before reaching the mouth of the river

Meander: the actual loop that is formed by a curving of the river; water flow controls where the river will meander and will also help establish pools, riffles, side channels, and backwaters

The riparian zone is the area of water-loving vegetation beside a stream, river, lake, or pond. Riparian areas are critical in reducing the negative effects of various land-uses on the adjacent waters.

The floodplain is the flat tract of land bordering a river, mainly in its lower reaches, and consists of clay, silt, or sand deposited by the river during times of flood along the valley banks and plains.

Resources
Public policy decisions relating to the environment
 Standard 6.9

Understanding the Standard
“[It is] intended to develop student understanding of the importance of the Earth’s natural resources, the need to manage them, how they are managed, and the analysis of costs and benefits in making decisions about those resources.”

Overview of Standard
The concepts developed in this standard include the following:

  • People, as well as other living organisms, are dependent upon the availability of clean water and air and a healthy environment.
  • Local, state, and federal governments have significant roles in managing and protecting air, water, plant, and wildlife resources.
  • Modern society is dependent upon many finite resources, including coal, oil, natural gas, and nuclear power.
  • Many renewable and nonrenewable resources are managed by the private sector (private individuals and corporations).
  • Regulations, incentives, and voluntary efforts help conserve resources and protect environmental quality.
  • Conservation of resources and environmental protection begin with the individual.
  • Use of renewable and nonrenewable resources must be considered in terms of their cost/benefit tradeoffs.
  • Preventive measures, such as pollution prevention or thoughtfully planned and enforced land-use restrictions, can reduce the impact of potential problems in the future.
  • Pollution prevention and waste management are less costly than cleanup.

Essential knowledge, Skills, and Processes (from Department of Education)
In order to meet this standard, it is expected that students should be able to

  • differentiate between renewable and nonrenewable resources.
  • describe the role of local and state conservation professionals in managing natural resources. These include wildlife protection; forestry and waste management; and air, water, and soil conservation
  • analyze resource-use options in everyday activities and determine how personal choices have costs and benefits related to the generation of waste.
  • analyze how renewable and nonrenewable resources are used and managed within the home, school, and community.
  • analyze reports, media articles, and other narrative materials related to waste management and resource use to determine various perspectives concerning the costs/benefits in real-life situations.
  • evaluate the impact of resource use, waste management, and pollution prevention in the school and home environment.

Additional information on each key concept
“The student will investigate and understand public policy decisions relating to the environment. Key concepts include

a) management of renewable resources (water, air, soil, plant life, animal life);
Pollution often extends beyond political boundaries – that is, the pollution we create may affect someone else, and vice versa. This makes management of natural resources and pollution prevention challenging.

There are many things individuals can do to help conserve Virginia 's resources. For example,

  • Consider using nontoxic cleaners such as vinegar and baking soda as cleaning agents. Don’t put toxic substances down household drains.
  • Conserve household water. Install flow resistors in faucets and showerheads and repair leaks promptly.
  • Volunteer for river clean up and stream monitoring programs.
  • Plant trees and riparian buffers to prevent erosion and trap excess nutrients.

b) management of nonrenewable resources (coil, oil, natural gas, nuclear power, mineral resources);

  • Use energy wisely. For more information: www.deq.virginia.gov/p2/vise

c) the mitigation of land-use and environmental hazards through preventive measures; and
Many local governments are enacting land use and zoning ordinances. Localities in the coastal zone of Virginia must abide by the Chesapeake Bay Preservation Act and adopt resource protection and management areas to protect water quality degradation from harmful effects of growth.

d) cost/benefit tradeoffs in conservation policies.”

Public policy helps decide where to strike a balance between economic growth and the long-term health of the environment. The two are not mutually exclusive but reducing or limiting pollution is often very costly and is sometimes considered an economic cost.

Millions of tons of pollution are released every day by businesses and people, operating within the law. Governments only have the authority to reduce, limit or regulate pollution if that authority is given to the government by the people. The Clean Air Act and Clean Water Act are two examples of federal laws adopted by Congress and enforced by law.

Over the years, federal and state legislators work for laws to protect our precious resources. Some of the more important acts include the Clean Water Act of 1972, the Chesapeake Bay Preservation Act of 1988, the Virginia Scenic Rivers Act of 1970, the Ground Water Protection Strategy for Virginia in 1987, and the Virginia Nontidal Wetlands Act of 2000.

In 1997 the Virginia General Assembly passed the Water Improvement Act to help fund innovative technologies and programs to further improve water quality.

Virginia has many pollution prevention, environmental education, pollution emissions monitoring, regulatory limiting or reduction, and reclamation and renewal programs. These are a combination of state and federal programs. Since water standards went into effect, scientists have noted drastic improvements. Bald eagles, ospreys, and pelicans have returned to fish in Virginia ’s waters. In the Chesapeake Bay , striped bass have made a dramatic comeback, underwater grasses have increased 60 percent since 1984, and phosphorus levels have been reduced 19 percent since 1985. Also, the amount of toxic chemicals released by industries into the Bay watershed has declined 55 percent since 1988.

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