BioEYES Standards Alignment
— Your Watershed, Your Backyard

Maryland Environmental Literacy Standards

The Maryland Environmental Literacy Standards represent the knowledge and skill relating to the environment that students will have upon graduation from a Maryland public school. The students graduating from Maryland schools environmentally literate will not all become professional environmentalists but will be the informed and capable stewards of their environment. [Source]

Standard 1 — Environmental Issues

The student will investigate and analyze environmental issues ranging from local to global perspectives and develop and implement a local action project that protects, sustains, or enhances the natural environment.

Topic A: Environmental Issue Investigation

  • Indicator 1: Identify an environmental issue.
  • Indicator 2: Develop and write research questions related to an environmental issue.
  • Indicator 3: Given a specific issue, communicate the issue, the stakeholders involved and the stakeholders’ beliefs and values.
  • Indicator 4: Design and conduct the research.
  • Indicator 5: Use data and references to interpret findings to form conclusions.

Topic B: Action Component

  • Indicator 1: Use recommendation(s) to develop and implement an environmental action plan.
  • Indicator 2: Communicate, evaluate and justify personal views on environmental issue and alternate ways to address them.
  • Indicator 3: Analyze the effectiveness of the action plan in terms of achieving the desired outcomes.

Standard 4 — Populations, Communities and Ecosystems

The student will use physical, chemical, biological, and ecological concepts to analyze and explain the interdependence of humans and organisms in populations, communities and ecosystems.

Topic C: Community and Ecosystem Dynamics

  • Indicator 1: Explain how the interrelationships and interdependencies of organisms and populations contribute to the dynamics of communities and ecosystems.

Topic E: Diversity

  • Indicator 1: Provide examples and evidence to show that a greater diversity of genes, species and/or environments increases the chance that at least some living things will survive in the face of large changes in the environment.

Standard 5 — Humans and Natural Resources

The student will use concepts from chemistry, physics, biology, and ecology to analyze and interpret both positive and negative impacts of human activities on earth’s natural systems and resources.

Topic A: Human Impact on Natural Processes

  • Indicator 1: Analyze the effects of human activities on earth’s natural processes.
  • Indicator 2: Analyze the effects of human activities that deliberately or inadvertently alter the equilibrium of natural processes.

Topic B: Human Impact on Natural Resources

  • Indicator 1: Analyze, from local to global levels, the relationship between human activities and the earth’s resources.

Standard 7 — Environment & Society

The student will analyze how the interactions of heredity, experience, learning and culture influence social decisions and social change.

Topic A: Environmental Quality

  • Indicator 1: Investigate factors that influence environmental quality.

Topic B: Individual and Group Actions and the Environment

  • Indicator 1: Examine the influence of individual and group actions on the environment and explain how groups and individuals can work to promote and balance interests
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