EnvirScience_SB_COVER.

qxp_EnvirScience_SB_COVER 7/25/16 1:01 PM Page 1

CAREER PATHS Environmental Science

Student’s Book
Career Paths: Environmental Science is a new educational resource for environmental

Virginia Evans – Jenny Dooley – Dr. Ellen Blum

science professionals who want to improve their English communication in a work environment.
Incorporating career-specific vocabulary and contexts, each unit offers step-by-step instruction
that immerses students in the four key language components: reading, listening, speaking,
and writing. Career Paths: Environmental Science addresses topics including the parts of
the environment, natural resource management, biodiversity, pollution, and climate change.

The series is organized into three levels of difficulty and offers a minimum of 400 vocabulary
terms and phrases. Every unit includes a test of reading comprehension, vocabulary, and
listening skills, and leads students through written and oral production.

Included Features:
• A variety of realistic reading passages
• Career-specific dialogues
• 45 reading and listening comprehension checks
• Over 400 vocabulary terms and phrases
• Guided speaking and writing exercises
• Complete glossary of terms and phrases

The Teacher’s Book contains a full answer key and audio scripts.

The Teacher’s Guide contains detailed lesson plans, a full answer key and audio scripts.

The audio CDs contain all recorded material.

ISBN 978-1-78098-669-2
ESP_EnvSci_SB1.qxp_ESP_EnvSci_SB1 7/26/16 11:37 AM Page 1

Book

Virginia Evans
Jenny Dooley
Dr. Ellen Blum
ESP_EnvSci_SB1.qxp_ESP_EnvSci_SB1 7/26/16 11:37 AM Page 2

Scope and Sequence

Reading
Unit Topic Vocabulary Function
context
1 The Earth: Textbook atmosphere, biosphere, core, crust, geosphere, hydrosphere, Correcting
Structure and lithosphere, mantle, stratosphere, troposphere yourself
Spheres
2 Landforms Webpage canyon, cliff, glacier, hill, island,mountain, peninsula, plain, Wishing
plateau, valley someone luck
3 Ecosystems: Article abiotic, biotic, community, component, ecosystem, genetic Talking about
Components diversity, habitat, organism, population, species the past
4 Trophic Levels Textbook autotroph, consumer, decomposer, detritus feeder, Describing
heterotroph, omnivore, primary consumer, producer, consequences
secondary consumer, trophic level
5 Terrestrial Report biome, chaparral, coniferous forest, deciduous forest,desert, Checking for
Biomes grassland, high mountain, rainforest, savanna, tundra understanding
6 Aquatic Brochure aquatic life zone, coastal wetland, coastal zone, coral reef, Describing
Systems 1 estuary, intertidal zone, ocean, ocean bottom, open sea, mixed results
saltwater
7 Aquatic Poster floodplain zone, flowing, freshwater, inland wetland, lake, Reacting to
Systems 2 pond, river, source zone, standing, stream, transition zone bad news
8 The Scientific Textbook conclusion, control group, evaluate, experiment, experimental Asking about
Method group, hypothesis, independent variable, observation, progress
problem, result, testable, the scientific method
9 Measurements Conversion acre, convert, gallon, hectare, imperial, kilogram, kilometer, Agreeing to a
chart liter, metric, mile, pound suggestion
10 Climate: Magazine average, climate, current, elevation, latitude, pattern, Describing
Factors article prevailing wind, range, rotation, terrain averages
11 Climate: Webpage arid, cool temperate, Equator, highland, humid, polar, Estimating
Zones subarctic, tropical, warm temperate, zone time
12 Weather Webpage cloud cover, humidity, meteorology, moisture, precipitation, Stating
pressure, short-term, temperature, weather, wind speed probability
13 Matter Guide atom, atomic number, compound, electron, element, ion, Describing
mass number, matter, molecule, neutron, proton common errors
14 Energy Textbook conserve, electromagnetic radiation, energy, energy Introducing
efficiency, energy quality, heat, kinetic energy, potential a difference
energy, transfer, work
15 Basic Units of Magazine cell, chromosome, DNA, eukaryotic, gene, genetic Introducing
Life article information, multicellular, nucleus, prokaryotic, unicellular unexpected
results
ESP_EnvSci_SB1.qxp_ESP_EnvSci_SB1 7/26/16 11:37 AM Page 3

Table of Contents

Unit 1 – The Earth: Structure and Spheres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Unit 2 – Landforms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Unit 3 – Ecosystems: Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Unit 4 – Trophic Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Unit 5 – Terrestrial Biomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Unit 6 – Aquatic Systems 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Unit 7 – Aquatic Systems 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Unit 8 – The Scientific Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Unit 9 – Measurements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Unit 10 – Climate: Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Unit 11 – Climate: Zones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Unit 12 – Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Unit 13 – Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Unit 14 – Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Unit 15 – Basic Units of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
ESP_EnvSci_SB2.qxp_ESP_EnvSci_SB2 7/3/16 6:40 PM Page 39

Book

Virginia Evans
Jenny Dooley
Dr. Ellen Blum
ESP_EnvSci_SB2.qxp_ESP_EnvSci_SB2 7/3/16 6:40 PM Page 40

Scope and Sequence

Reading
Unit Topic Vocabulary Function
context
1 The Water Article advection, aquifer, condensation, evaporation, hydrologic Describing
Cycle cycle, infiltration, liquid, precipitation, residence time, negative results
sublimation, transpiration, vapor, water cycle
2 Energy Flow Article biomass, carnivore, consume, ecological efficiency, energy Describing
flow, food chain, food web, herbivore, lose, limited time
photosynthesis, solar energy, trophic transfer, vegetarian
3 Nitrogen Article ammonia, denitrification, eutrophication, fixation, Describing
Cycle mineralization, nitrates, nitrification, nitrites, nitrogen cycle, cause and effect
nitrous oxide, nutrient-poor
4 Rock Cycle Textbook crystallization, deposition, erosion, igneous rock, magma, Describing a
chapter melt, metamorphic rock, rock, rock cycle, sedimentary process
rock, sedimentation
5 Carbon Lecture aerobic respiration, break down, carbohydrates, carbon, Correcting
Cycle description carbon cycle, circulate, CO2, diffuse, dissolve, oxygen an error
6 Plate Article boundary, continent, continental, continental drift, Asking about
Tectonics convergent boundary, divergent boundary, fault, oceanic, differences
plate tectonics, seafloor spreading, tectonic plate,
transform boundary
7 Resources 1 Webpage environmental degradation, extract, fishery, forest, log, metal, Asking about
mine, ore, resource, sustainable yield, timber limitations
8 Resources 2 Webpage coal, fossil fuel, gasoline, hydrogen, metallic mineral Describing
resource, natural gas, nonmetallic mineral resource, mixed results
nuclear power plant, oil, petroleum, potential resource,
stock resource, uranium
9 Evolution Textbook adaptation, biological evolution, coevolution, differential Bringing up
chapter reproduction, fossil, geographic isolation, mutation, natural a topic
selection, reproductive isolation, speciation, theory of
evolution, trait
10 Biodiversity Article aquarium, biodiversity, botanical garden, ecosystem Describing
diversity, endangered species, extinct, functional diversity, optimism
gene bank, hotspot, species diversity, threatened species,
variation, wildlife refuge, zoo
11 Extinctions Letter background extinction, biological extinction, ecological Describing
extinction, extinction, fossil record, generalist species, possible
Holocene extinction, local extinction, mass extinction, consequences
niche, specialist species
12 Classification Encyclopedia class, classification, common name, domain, family, genus, Questioning
System entry kingdom, nomenclature codes, order, phylum, scientific purpose
name, taxonomy
13 Energy: Website butane, crude, liquefied natural gas, liquefied petroleum Asking for
Non-renewable gas, non-renewable, nuclear energy, oil sand, propane, an opinion
radioactive, reactor, refine, shale
14 Energy: Pamphlet biodiesel, geothermal, hydroelectric dam, hydropower, Making
Renewable renewable, solar panel, solar power, steam, tidal power, recommendations
wind farm, wind power
15 Recycling Newspaper aluminum, compost, consumption, glass, paper, plastics, Describing
article postconsumer, preconsumer, primary recycling, recycle, limitation
recycling code, reduce, reuse, secondary recycling,
Styrofoam
ESP_EnvSci_SB2.qxp_ESP_EnvSci_SB2 12/3/16 12:51 PM Page 41

Table of Contents

Unit 1 – The Water Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Unit 2 – Energy Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Unit 3 – Nitrogen Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Unit 4 – Rock Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Unit 5 – Carbon Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Unit 6 – Plate Tectonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Unit 7 – Resources 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Unit 8 – Resources 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Unit 9 – Evolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Unit 10 – Biodiversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Unit 11 – Extinctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Unit 12 – Classification System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Unit 13 – Energy: Non-renewable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Unit 14 – Energy: Renewable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Unit 15 – Recycling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
ESP_EnvSci_SB2.qxp_ESP_EnvSci_SB2 7/3/16 6:40 PM Page 39

Book

Virginia Evans
Jenny Dooley
Dr. Ellen Blum
ESP_EnvSci_SB2.qxp_ESP_EnvSci_SB2 7/3/16 6:40 PM Page 40

Scope and Sequence

Reading
Unit Topic Vocabulary Function
context
1 The Water Article advection, aquifer, condensation, evaporation, hydrologic Describing
Cycle cycle, infiltration, liquid, precipitation, residence time, negative results
sublimation, transpiration, vapor, water cycle
2 Energy Flow Article biomass, carnivore, consume, ecological efficiency, energy Describing
flow, food chain, food web, herbivore, lose, limited time
photosynthesis, solar energy, trophic transfer, vegetarian
3 Nitrogen Article ammonia, denitrification, eutrophication, fixation, Describing
Cycle mineralization, nitrates, nitrification, nitrites, nitrogen cycle, cause and effect
nitrous oxide, nutrient-poor
4 Rock Cycle Textbook crystallization, deposition, erosion, igneous rock, magma, Describing a
chapter melt, metamorphic rock, rock, rock cycle, sedimentary process
rock, sedimentation
5 Carbon Lecture aerobic respiration, break down, carbohydrates, carbon, Correcting
Cycle description carbon cycle, circulate, CO2, diffuse, dissolve, oxygen an error
6 Plate Article boundary, continent, continental, continental drift, Asking about
Tectonics convergent boundary, divergent boundary, fault, oceanic, differences
plate tectonics, seafloor spreading, tectonic plate,
transform boundary
7 Resources 1 Webpage environmental degradation, extract, fishery, forest, log, metal, Asking about
mine, ore, resource, sustainable yield, timber limitations
8 Resources 2 Webpage coal, fossil fuel, gasoline, hydrogen, metallic mineral Describing
resource, natural gas, nonmetallic mineral resource, mixed results
nuclear power plant, oil, petroleum, potential resource,
stock resource, uranium
9 Evolution Textbook adaptation, biological evolution, coevolution, differential Bringing up
chapter reproduction, fossil, geographic isolation, mutation, natural a topic
selection, reproductive isolation, speciation, theory of
evolution, trait
10 Biodiversity Article aquarium, biodiversity, botanical garden, ecosystem Describing
diversity, endangered species, extinct, functional diversity, optimism
gene bank, hotspot, species diversity, threatened species,
variation, wildlife refuge, zoo
11 Extinctions Letter background extinction, biological extinction, ecological Describing
extinction, extinction, fossil record, generalist species, possible
Holocene extinction, local extinction, mass extinction, consequences
niche, specialist species
12 Classification Encyclopedia class, classification, common name, domain, family, genus, Questioning
System entry kingdom, nomenclature codes, order, phylum, scientific purpose
name, taxonomy
13 Energy: Website butane, crude, liquefied natural gas, liquefied petroleum Asking for
Non-renewable gas, non-renewable, nuclear energy, oil sand, propane, an opinion
radioactive, reactor, refine, shale
14 Energy: Pamphlet biodiesel, geothermal, hydroelectric dam, hydropower, Making
Renewable renewable, solar panel, solar power, steam, tidal power, recommendations
wind farm, wind power
15 Recycling Newspaper aluminum, compost, consumption, glass, paper, plastics, Describing
article postconsumer, preconsumer, primary recycling, recycle, limitation
recycling code, reduce, reuse, secondary recycling,
Styrofoam
ESP_EnvSci_SB2.qxp_ESP_EnvSci_SB2 12/3/16 12:51 PM Page 41

Table of Contents

Unit 1 – The Water Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Unit 2 – Energy Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Unit 3 – Nitrogen Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Unit 4 – Rock Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Unit 5 – Carbon Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Unit 6 – Plate Tectonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Unit 7 – Resources 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Unit 8 – Resources 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Unit 9 – Evolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Unit 10 – Biodiversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Unit 11 – Extinctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Unit 12 – Classification System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Unit 13 – Energy: Non-renewable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Unit 14 – Energy: Renewable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Unit 15 – Recycling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
ESP_EnvSci_SB2.qxp_ESP_EnvSci_SB2 7/3/16 6:40 PM Page 44

2 Energy Flow
National Institute for Ecological Awareness

solar eagle
energy (quaternary
consumer)
Energy Conservation
snake
(tertiary
through Wise Consumption
consumer)

frog Vocabulary
worm (secondary
(primary consumer) ●
3 Match the words (1-6) with the definitions
grass, consumer) (A-F).
leaves
(producer) 1 ___ carnivore 4 ___ energy flow
2 ___ vegetarian 5 ___ photosynthesis
3 ___ food chain 6 ___ ecological efficiency
F O O D C H A I N A the process by which plants utilize the energy of
aving energy is a The most energy exists at the sunlight to synthesize nutrients
common topic these lowest trophic level. Plants use B the measurement of usable energy that moves
days. The science abundant solar energy to
between trophic levels
community and the perform photosynthesis. When a
public both strive to herbivore eats a plant, some C the movement of energy from one level to the
use less energy. A simple way to energy is lost. When a carnivore next
do this is to eat a vegetarian diet. eats a herbivore, more energy is
Energy flow diminishes whenever lost. D a system in which each organism is consumed
one organism consumes another Humans can eat both producers by another organism
organism. The trophic system and consumers. However, a
E an organism that eats consumers
loses energy during each trophic vegetarian diet improves our
transfer. Therefore, higher ecological efficiency. More F a diet without meat
organisms on a food chain have biomass is available at a lower
a smaller supply of energy. The trophic level. We lose energy by
highest organisms in a food web letting another organism consume ●
4 Fill in the blanks with the correct words and
can only exist in small numbers. that level first. phrases from the word bank.

Get ready! biomass consume lose food web

solar energy trophic transfer herbivore
●
1 Before you read the passage, talk about
these questions. 1 Food chains ___________________________________________
energy from one trophic level to the next.
1 What kind of energy do plants use?
2 Most producers rely on ________________________________
2 Are humans omnivores or carnivores?
to provide nutrients.

Reading 3 A ___________________________________________________ does not

eat other consumers.
●
2 Read the article. Then, mark the following 4 Humans are omnivores, so they
statements as true (T) or false (F). _______________________________________ plants and animals.

1 ___ The article stresses the advantages 5 The _______________________________________________________ is a

of being a carnivore. complex network of many organisms.
2 ___ More energy is available to 6 _______________________________________________________
herbivores than to carnivores. measures the energy that is available to the
3 ___ Humans can save energy by next trophic level.
consuming plants. vegetarian diet 7 A certain amount of energy gets lost during
each _______________________________________________________ .
6
ESP_EnvSci_SB2.qxp_ESP_EnvSci_SB2 7/3/16 6:40 PM Page 45

●
5 Listen and read the article again. What Speaking
happens when excessive energy is lost at a
low trophic level? ●
8 With a partner, act out the roles below
based on Task 7. Then, switch roles.

Listening USE LANGUAGE SUCH AS:

Have you heard ...?
●
6 Listen to a conversation between two
There’s not enough ...
scientists. Choose the correct answers.
What consumes ...?
1 What is the main idea of the conversation?
A how to improve ecological efficiency in an
ecosystem Student A: You are a scientist. Talk to Student B
B where organisms can find abundant biomass about:
C why an ecosystem is experiencing energy • energy loss in an ecosystem
loss • the cause of the energy loss
D which organisms are improving the energy flow • the consequences of the energy loss
2 What is killing the algae in the bay?
A a decreased fish population Student B: You are a scientist. Talk to Student A
B local fishing industries about energy loss in an ecosystem.
C excessive consumption of algae
D a chemical from an unknown source
Writing
●
7 Listen again and complete the
conversation. ●
9 Use the article
and the conversation
Scientist 1: Now there’s not 1 ____________ ____________ from Task 8 to fill out
to support the fish population. the memo to a
government agency. herbivore
Scientist 2: So the fish consume the algae. What
2 _____________ _____________ _____________ ?
Scientist 1: Humans, mostly. The fish provide food
for the local community out there.

memo
Scientist 2: So that must be 3 _____________ _____________
_____________ for the fishing industry.
Scientist 1: It sure is. There’s hardly any
4 _____________ _____________ left in the carnivore
ecosystem.
Scientist 2: The effect of that chemical has really thori ty
ological Au
moved 5 _____________ _____________ _____________ T h e Regional Ec
To: n
_____________ . Where’s it coming from? From: Dr. P. Nelso
system
je c t: T h re atened Eco
Scientist 1: We don’t know yet. But we’d better Sub
figure it out, before 6 _____________
on ____ _____________
_____________ _____________ . Hello, e ecosystem
to th ed by
I discovered
a th re a t
___ . T h e th reat is caus
__________ blem
______________ This is a pro
______________ ________ ____ .
__________ .
consume ______________ ______________
______________ ______________
__________
______________________ _____________
.
because __
__ ________________________
ts ____________
This also aff
ec this further.
n iz a ti o n w ill look into
orga
I hope your
7
ESP_EnvSci_SB1.qxp_ESP_EnvSci_SB1 8/1/16 12:20 PM Page 8

3 Ecosystems: Components

Rufford Heights Bulletin biotic

abiotic

Keep Our Waterways Clean!

A disaster hit Rufford Lake last week. Chemical waste killed
hundreds of fish. Remember, we are all responsible for taking
population
care of local ecosystems.
Biotic creatures rely on abiotic materials like water. A
damaged component threatens the entire community. The
lake is a habitat for many creatures. That particular species
of fish is very important. It eats algae and other organisms.
Without the fish population, there is too much algae.
Some smaller creatures can barely survive.
Fortunately, some fish are still alive. It’s up to us to save community
these fish and preserve the genetic diversity of Rufford
Lake. Let’s avoid another incident. Support anti-dumping
laws. Vocabulary
●
3 Match the words (1-6) with the definitions
(A-F).
1 ___ abiotic 4 ___ population
2 ___ organism 5 ___ community
3 ___ component 6 ___ genetic diversity
organism
A a group of individuals from different species
B the variation among individuals in a species
Get ready! C an important piece or part of something
D an individual living thing
●
1 Before you read the passage, talk about
E not a living thing
these questions.
F a group of individuals from the same species
1 What is an example of a habitat?
2 What does a community contain?
●
4 Read the sentences and choose the correct
words.
Reading
1 A(n) organism / species is a large group of
●
2 Read the article. Then, mark the following individuals.
statements as true (T) or false (F).
2 Ponds and forests are examples of genetic
1 ___ Too many fish were removed by fishermen. diversity / habitats.
2 ___ The lack of fish harmed the algae population. 3 Both living and nonliving things make up a(n)
3 ___ Some of the fish population survived the ecosystem / community.
incident. 4 Humans and trees are both abiotic / biotic.
8
ESP_EnvSci_SB1.qxp_ESP_EnvSci_SB1 7/26/16 11:37 AM Page 9

●
5 Listen and read the article again. Why Speaking
are fish important to their habitat?
●
8 With a partner, act out the roles below
based on Task 7. Then, switch roles.
Listening
USE LANGUAGE SUCH AS:
●
6 Listen to a conversation between two
Have you been to …?
scientists. Choose the correct answers.
It’s because of …
1 What is the main idea of the conversation?
You mean that …
A how to identify missing components of an
ecosystem
B what is causing the death of a fish population Student A: You are a scientist. Talk to Student B
C where to find a better fish habitat about:
D which type of waste is destroying a species • an ecosystem
of fish • how the ecosystem has changed
2 According to the man, what will happen to the • what you think will happen in the future
fish?
A They will all die out soon. Student B: You are a scientist. Talk to Student A
B The strong ones will keep the population about changes in an ecosystem.
going.
C They will move to a thriving habitat.
D They will be removed by scientists.
Writing
●
7 Listen again and complete the ●
9 Use the article and the conversation from
conversation. Task 8 to fill out the ecological report.

Scientist 1: Have you been to Rufford Lake City of Cork

recently?
Scientist 2: Yes. There aren’t very many fish in the
Municipal Ecology Report
water anymore.
Area: _________________________________________________________________
Scientist 1: Five years ago, that lake was a thriving
1 _____________ _____________ . What List populations that are threatened: ______________________
happened?
_________________________________________________________________________
Scientist 2: They’re dying. It’s because people
2 _____________ _____________ in the lake. What is threatening the population? _______________________
Scientist 1: Really? That’s terrible. Do you think the _________________________________________________________________________
fish will 3 _____________ _____________ _____________
eventually? What will probably happen to the population? _________

Scientist 2: I doubt it. The species has a lot of _________________________________________________________________________

4 _____________ _____________ . _________________________________________________________________________

Scientist 1: You mean that some fish 5 _____________

_____________ than others?
Scientist 2: Exactly. I think there are enough left to
keep the 6 _____________ _____________ .

habitat

9
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Glossary

abiotic [ADJ-U3] If something is abiotic, it is not a living thing.

acre [N-COUNT-U9] An acre is an imperial unit of area equal to about 0.002 square miles or about 0.40 hectares.
aquatic life zone [N-COUNT-U6] An aquatic life zone is an area in a body of water with a particular set of characteristics.
arid [ADJ-U11] If something is arid, it has air that contains very little moisture.
atmosphere [N-COUNT-U1] The atmosphere is the thin layer of air around the Earth.
atom [N-COUNT-U13] An atom is the smallest piece of matter that can exist by itself.
atomic number [N-COUNT-U13] An atomic number is a measure of the number of protons in an atom, and is used to
identify atoms from different elements.
autotroph [N-COUNT-U4] An autotroph, also called a producer, is an organism that gets its nutrients from compounds
in the environment.
average [ADJ-U10] If something is average, it has qualities that are typical or most common in a particular group or
category.
biome [N-COUNT-U5] A biome is an area of the planet with a particular set of characteristics, including levels of
temperature and precipitation.
biosphere [N-COUNT-U1] The biosphere is the layer on the Earth that supports all living organisms.
biotic [ADJ-U3] If something is biotic, it is a living thing.
canyon [N-COUNT-U2] A canyon is a very deep valley that often has a river or stream running along the bottom.
cell [N-COUNT-U15] A cell is a unit of life that is very small.
chaparral [N-COUNT or UNCOUNT-U5] Chaparral is a dry, temperate region with shrubs and small trees.
chromosome [N-COUNT-U15] A chromosome is a thread in a DNA molecule that contains genes.
cliff [N-COUNT-U2] A cliff is a place where a high area of land abruptly meets a lower area, so that the edge of the
land is very steep.
climate [N-COUNT-U10] A climate is the pattern of weather conditions over a long period of time.
cloud cover [N-COUNT-U12] Cloud cover is a measure of how dense the clouds are in a particular area.
coastal wetland [N-COUNT-U6] A coastal wetland is an area of land along a coast that is sometimes or always
covered in water.
coastal zone [N-COUNT-U6] A coastal zone is a warm, shallow area in an ocean that is along the edge of land.
community [N-COUNT-U3] A community is a group of all the living things in a particular area.
component [N-COUNT-U3] A component is an important piece or part of something.
compound [N-COUNT-U13] A compound is a combination of two or more elements.
conclusion [N-COUNT-U8] A conclusion is a decision or determination that is made after an experiment.
coniferous forest [N-COUNT-U5] A coniferous forest is a cold, dry region with tall trees that retain their leaves or
needles throughout the year.
conserve [V-T-U14] To conserve something is to use little or none of something so that it will be available at a later
time.
consumer [N-COUNT-U4] A consumer, also called a heterotroph, is an organism that gets its nutrients by feeding on
other organisms.
control group [N-COUNT-U8] The control group is the part of an experiment that does not receive the substance or
treatment that is being tested.
convert [V-T-U9] To convert something is to change it into a different form.
cool temperate [ADJ-U11] If the climate of an area is cool temperate, it is an area with a mild climate that typically
has cold winters and moderately warm summers.

34
EnvirScience_SB_COVER.qxp_EnvirScience_SB_COVER 7/25/16 1:01 PM Page 1

CAREER PATHS Environmental Science

Student’s Book
Career Paths: Environmental Science is a new educational resource for environmental

Virginia Evans – Jenny Dooley – Dr. Ellen Blum

science professionals who want to improve their English communication in a work environment.
Incorporating career-specific vocabulary and contexts, each unit offers step-by-step instruction
that immerses students in the four key language components: reading, listening, speaking,
and writing. Career Paths: Environmental Science addresses topics including the parts of
the environment, natural resource management, biodiversity, pollution, and climate change.

The series is organized into three levels of difficulty and offers a minimum of 400 vocabulary
terms and phrases. Every unit includes a test of reading comprehension, vocabulary, and
listening skills, and leads students through written and oral production.

Included Features:
• A variety of realistic reading passages
• Career-specific dialogues
• 45 reading and listening comprehension checks
• Over 400 vocabulary terms and phrases
• Guided speaking and writing exercises
• Complete glossary of terms and phrases

The Teacher’s Book contains a full answer key and audio scripts.

The Teacher’s Guide contains detailed lesson plans, a full answer key and audio scripts.

The audio CDs contain all recorded material.

ISBN 978-1-78098-669-2