Environmental Science Syllabus

[2014/2015]

Teacher Information
Website: quasarsurprise.weebly.com/environmental-science.html
Teacher
Email
Quasar Surprise [email protected]
[email protected]

Office Location/Hours
Room 110
8-9:30am M-Th; Fri. 11am-12pm

General Information

Course Description
The scientific principles and disciplines are an integral part of the course. Students are
encouraged throughout the course to consider scientific principles and disciplines
when completing activities, and laboratory and/or fieldwork. The goal of the course is
to provide students with the scientific principles, concepts, and methodologies
required to understand the interrelationships of the natural world, to identify and
analyze environmental problems both natural and human-made, to evaluate the
relative risks associated with these problems, to examine alternative solutions for
resolving and/or preventing them, and to develop and focus their own political
perspective. Students learn and are taught methods for analyzing and interpreting
information, experimental data, and mathematical calculations.
Environmental science is interdisciplinary; it embraces a wide variety of topics from
different areas of study. Yet there are several major unifying constructs, or themes,
that cut across the many topics included in the study of environmental science. The
following themes provide a foundation for the structure of the AP Environmental
Science course:
Science is a process.
Energy conversions underlie all ecological processes.
The Earth itself is one interconnected system.
Humans alter natural systems.
Environmental problems have a cultural and social context.
Human survival depends on developing practices that will achieve sustainable
systems.
Expectations
Students are expected to attend every class period M-Th and Fridays for Intervention
Plans or Lab Make-Ups. HOMEWORK is a major part of any Avanti learning plan, and
students are expected to spend a small portion (30 minutes) of every day and a larger
portion (1 hr) on Friday completing independent assignments. Students are expected
to be self-directed learners (or striving to achieve this personal habit). The teacher is
expected to provide each student with a unique learning experience. All participants
in this course should familiarize themselves with the Avanti Habits and strive to
master them. Academic mastery of content is needed to complete any learning plan
and constitutes an 80% score or higher on every assignment. A gradebook is used
and progress reports may be requested at any time. Specific learning outcomes are
listed on the learning plan. Weekly labs/write-ups & several out-of-class field trips are
a requirement of this course.

Prerequisite
You need to have completed: Algebra 1 and 2.0 credits of a lab science (ex: Biology
and Chemistry)

Course Materials
-Withgott, J. H., & Brennan, S. R. (2007). Environment: The Science behind the Stories
(3 edition.).
San Francisco: Prentice Hall.
-Supplementary reading as assigned (current events, excerpts from books, scientific
research, etc).

Policy and Procedures

Students are expected to follow the policies agreed to and outlined in the OSD
Students Rights and Responsibilities Handbook; calling attention to the academic
integrity section on plagiarism/cheating (pg. 9, #23). Avanti has a no tolerance of
bullying/harassment policy. Attendance is required; absences (excused or
unexcused) must result in student communication with teacher and completion of
assignments/learning topics from day(s) missed. Students must complete much of
the coursework at home/out of class in order to receive credit.
APA formatting for written assignments.
12-pt, Double-spaced, with Heading (name, date, class) and
Descriptive Title
Preferably shared with me on Google Drive to the [email protected]
account

Grading

20-day Reviews
Unsatisfactory
Emerging
Sensational
The review will be posted on Skyward in the comments section. Students are
encouraged to contact the teacher if receiving a U or an E. Reasons for receiving
an S, E, or U may vary but a general guideline is given on the learning plan. A U will
result in required Friday attendance and a written Intervention Plan.

Scoring Components
SC1 The course provides instruction in Earth Systems.

Chapter(s)
7,9,15,16,17,18

SC2 The course provides instruction in Earth Resources.

9, 15, 16

SC3 The course provides instruction in the Living World.

2, 4, 5, 6, 7 11,
18

SC4 The course provides instruction in Population.

SC5 The course provides instruction in Land Use.

1, 5, 8, 10
9, 10, 12, 13, 16,
19

SC6 The course provides instruction in Water Use.

10, 16

SC7 The course provides instruction in Energy Resources.

4,19

SC8 The course provides instruction in Energy Consumption.

SC9 The course provides instruction in Pollution.

1,19,20,21
1,2,3,7,15,17,18,
22,23

SC10 The course provides instruction in Global Change.

SC11 The course provides students with the scientific principles

required to understand the interrelationships of the natural world and

draws upon various scientific disciplines.

SC12 The course includes methods for analyzing and interpreting

information.

SC13 The course includes methods for analyzing and interpreting

experimental data.

2,5,11,17,18
Labs, essays,
systems diagram
12StepFormfor
ScientificArticles
Statistics&Graphing

SC14 The course includes methods for analyzing and interpreting

Statistics&NPP(Ch.
7)

SC15 The course teaches students how to identify and analyze

Constructive
Controversy(Ch.10)

mathematical calculations.
environmental problems.

SC16 The course teaches students how to critically examine various

solutions for resolving or preventing environmental problems by
evaluating the associated ecological risks and human health risks.

SC17 The course includes a laboratory and/or field investigation

component. A minimum of one class period, or its equivalent, per week
is spent engaged in laboratory and/or fieldwork.

Ch.23

Throughout

* For ALL chapters:

1. Read & take notes in notebook (graded for completion)
2. Choose 1 Weighing the Issue OR Causes & Consequences to write in your
notes
3. Answer assigned End-of-Chapter Questions (graded for quality)
OR complete an alternative assignment of your choice related to the reading
4. Complete the online chapter Quiz; record score in notebook
5. Optional: go further by using the online textbook resources (videos, flashcards,
etc.)

Unit 2.a: Environmental Issues and the Search for

Solutions
Chapter 11
Biodiversity and Conservation Biology
Lab: Conduct a field study for the garden beds using different indices to calculate
biodiversity.

Chapter 13
Urbanization and Creating Livable Cities
Research: Thurston County Regional Planning Council, Sustainable Thurston plan for
urban development.
http://www.trpc.org/regionalplanning/sustainability/Pages/default.aspx.
Make a poster of their plan or write an argumentative essay regarding a portion of the
plan.

Chapter 14
Environmental Health and Toxicology
Read: Selected chapters of Rachel Carsons Silent Spring & watch a 1958 CDC video
on pesticides: http://www.youtube.com/watch?v=ENeBYr5gaR8
Read: Tyrone Hayes research regarding altrazine effects on frogs. Complete the 12step form.

Chapter 16
Marine and Coastal Systems: Resources, Impacts, and
Conservation
Lab: Ocean Acidification exploring impacts of dissolved CO2 on marine systems &
possible solutions
Art Project: Regarding the Pacific Ocean Gyre, microplastics, and marine debris

Unit 2.b: Environmental Issues and the Search for

Solutions
Chapter 17
Atmospheric Science and Air Pollution
Lab: The greenhouse effect

Chapter 18
Global Climate Change

Read: the IPCC Summary for Policy Makers; choose one figure to study and interpret

Chapter 19
Fossil Fuels, Their Impacts, and Energy Conservation

Interview: Find someone in the area to contact and interview regarding the proposed
shipment of crude oil brought in by trains through marine ports in Washington state.

Chapter 20
Conventional Energy Alternatives

Read: Scientific article for the lifecycle analysis of nuclear power. Complete 12-step
form.

Chapter 21
New Renewable Energy Alternatives
Lab: Using statistics to make graphs of energy sources for Puget Sound Electricity in
WA state

Exams:
1. Online Quizzes for each Chapter
2. Midterm (Ch. 11-16)
3. Final Cumulative

Lab/Fieldwork:
All laboratory/fieldwork includes an analysis and an interpretation component.
A variety of laboratories/fieldwork include data collection, the application of mathematical
analysis by the student and data interpretation.
The laboratories and/or fieldwork section includes identification and analysis of environmental
problems. Students discuss possible resolutions to the problem and sustainable ways in
managing the environmental problem.