Garfield High School - AP Environmental Science 2014-15 · Students will work collaboratively and...

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Garfield High School - AP Environmental Science 2014-15 Instructor: Rachel Finley, Ph.D. Email: [email protected] School Phone: 252-2345 Classroom: 323 Class webpage: wwwsciencewithfinley.wordpress.com Teacher Availability: I am available for extra-help outside of class. A schedule of availability for tutoring will be posted in the classroom. I am also available for private meetings before and after school. Student Teacher: We will have Ms. Molly Ravits in our classroom this year. Ms. Ravits is in the secondary teacher training program at the University of Washington. Her schedule will vary, but expect her to lead lessons occasionally in the fall and slowly integrate in our classroom to fully lead during the winter. I will be working closely with Ms. Ravits on her science content and lesson development. This is a great opportunity to learn from and work with two interested and dedicated teachers! Course Description This AP Environmental Science (APES) class is intended to meet the same objectives as a first-year college based course. However, this course is unique when compared to other similar courses in the method of instruction as I have adopted a project based learning (PBL) approach. While PBL takes many forms, my approach involve student investigations and simulations that require students to think like scientists, policy-makers, farmers, and other adults in real-world settings. Teachers engage students in collaborative problem solving, argumentation, and deep exploration of the concepts and principles of the discipline. The goal for student learning is understanding rather than only rote memory, meaningful learning rather than simple recollection, and knowledge that is actionable, adaptive, and transferable rather than inert. Students will work collaboratively and individually on tasks and products that are designed to help students succeed at complex, authentic challenges. They will alternate between two types of learning: learning to act and acting to learn. “Learning to act” is when students are in a more traditional mode of learning through textbooks and lectures. This is in contrast with when they are “acting to learn,” or when they are engaged in the projects with real-world goals. This is their opportunity to apply their understanding of topics and grapple with the implications of human actions and responses. Because challenges in the real world of environmental science rarely draw upon only one topic or short list of objectives, the challenges in this course will require students to draw from a broader knowledge base. This gives students the opportunity to learn about the same objectives multiple times throughout the course through different contexts and perspectives. My ultimate goal is that students gain a deeper understanding of these objectives than they would have through a more traditional lecture-based course. Topic Outline The following outline of major topics serves to describe the scope of the AP Environmental Science course and exam. The order of topics in the outline holds no special significance, since there are many different sequences in which the topics can be appropriately addressed in the course. The percentage after each major topic heading shows the approximate proportion of multiple-choice questions on the exam that pertain to that heading; thus, the percentage also indicates the relative emphasis that should be placed on the topics in the course. An expanded description of each topic is available on the course website Earth Systems and Resources (10–15%) The Living World (10–15%) Population (10–15%) Land and Water Use (10–15%) Energy Resources and Consumption (10–15%) Pollution (25–30%) Global Change (10–15%)

Transcript of Garfield High School - AP Environmental Science 2014-15 · Students will work collaboratively and...

Page 1: Garfield High School - AP Environmental Science 2014-15 · Students will work collaboratively and individually on tasks and products that are designed to help students succeed at

Garfield High School - AP Environmental Science 2014-15

Instructor: Rachel Finley, Ph.D. Email: [email protected] School Phone: 252-2345 Classroom: 323 Class webpage: wwwsciencewithfinley.wordpress.com

Teacher Availability: I am available for extra-help outside of class. A schedule of availability for tutoring will be posted in the classroom. I am also available for private meetings before and after school.

Student Teacher: We will have Ms. Molly Ravits in our classroom this year. Ms. Ravits is in the secondary teacher training program at the University of Washington. Her schedule will vary, but expect her to lead lessons occasionally in the fall and slowly integrate in our classroom to fully lead during the winter. I will be working closely with Ms. Ravits on her science content and lesson development. This is a great opportunity to learn from and work with two interested and dedicated teachers!

Course Description This AP Environmental Science (APES) class is intended to meet the same objectives as a first-year college based course. However, this course is unique when compared to other similar courses in the method of instruction as I have adopted a project based learning (PBL) approach. While PBL takes many forms, my approach involve student investigations and simulations that require students to think like scientists, policy-makers, farmers, and other adults in real-world settings. Teachers engage students in collaborative problem solving, argumentation, and deep exploration of the concepts and principles of the discipline. The goal for student learning is understanding rather than only rote memory, meaningful learning rather than simple recollection, and knowledge that is actionable, adaptive, and transferable rather than inert.

Students will work collaboratively and individually on tasks and products that are designed to help students succeed at complex, authentic challenges. They will alternate between two types of learning: learning to act and acting to learn. “Learning to act” is when students are in a more traditional mode of learning through textbooks and lectures. This is in contrast with when they are “acting to learn,” or when they are engaged in the projects with real-world goals. This is their opportunity to apply their understanding of topics and grapple with the implications of human actions and responses.

Because challenges in the real world of environmental science rarely draw upon only one topic or short list of objectives, the challenges in this course will require students to draw from a broader knowledge base. This gives students the opportunity to learn about the same objectives multiple times throughout the course through different contexts and perspectives. My ultimate goal is that students gain a deeper understanding of these objectives than they would have through a more traditional lecture-based course.

Topic Outline The following outline of major topics serves to describe the scope of the AP Environmental Science course and exam. The order of topics in the outline holds no special significance, since there are many different sequences in which the topics can be appropriately addressed in the course. The percentage after each major topic heading shows the approximate proportion of multiple-choice questions on the exam that pertain to that heading; thus, the percentage also indicates the relative emphasis that should be placed on the topics in the course.

An expanded description of each topic is available on the course website

Earth Systems and Resources (10–15%) The Living World (10–15%) Population (10–15%) Land and Water Use (10–15%) Energy Resources and Consumption (10–15%) Pollution (25–30%) Global Change (10–15%)

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Scientific Practices In addition to addressing the content-based objectives outlined by College Board, this course will also address several skill-based objectives. In addition to several supporting activities, most cycles will include a scientific investigation where students will develop and refine the following scientific practices:

Use representations and models to communicate scientific phenomena and solve scientific problems. Use mathematics appropriately Engage in scientific questioning to extend thinking or to guide investigations within the context of the course Plan and implement data collection strategies in relation to a particular scientific question Perform data analysis and evaluation of evidence Work with scientific explanations and theories Connect and relate knowledge across various scales, concepts and representations in and across domains

Course Prerequisites and Requirements Students taking AP Environmental Science must have successfully completed a year each of Biology, Chemistry and Algebra 2 courses.

Course Supplies The following supplies are needed for the class:

Large 3 ring binder dedicated to this class. Preferably 2” or thicker. This does not need to be bought to class daily, but will be checked for organization and completeness through the year. An example will be created and maintained in class.

Lab journal with carbonless copies (for purchase online). This should be brought daily. Access to a computer outside of class. General school supplies such as loose-leaf paper, pens, pencils. These MUST be brought to class daily.

If you want to save money - and trees! - recycled, one-sided paper is available in class for note-taking.

Textbook and Other Significant Readings Students will primarily use the following textbook at home to support learning in this course:

Withgott, J. and S. Brennan (2011). Environment: The Science Behind the Stories, 4th Edition. San Francisco, CA: Pearson Benjamin Cummings.

To supplement course information, the instructor will also use and have available in class:

Miller,G: (2008). Living in the Environment. 15th Edition. Pacific Grove, CA: Brooks/Cole Thompson Publishing.

Friedland, A., R. Relyea, and D. Courand-Hauri (2001). Environmental Science for AP. United States: Bedford, Freedman & Worth Publishing.

We will also be using additional reading resources, including newspaper and magazine articles and other online resources. For a list of these materials, see the “Additional Resources” within each cycle of the Course Outline below.

Content specific textbooks (teacher’s own, or accessed through the UW library system) will be consulted and used in development of particular lessons and lectures.

Class Schedule Class meets four times a week with three 55-minute periods and one 110-minute block period. One period each week will be devoted to a lab activity.

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Assessments For every project cycle, students document their learning progression through assignments and other assignments aimed at practicing how to answer free response and multiple-choice questions. They will have periodic quizzes and a culminating test at the end of each cycle. These tests will include both free response and multiple-choice questions. They will also have multiple performance-based assessments in each project cycle that may take the form of debates, negotiations, oral presentations, and presentation of authentic products (books, pamphlets, etc.) among others.

Grades will be assessed in the following way:

40% Tests, Quizzes – This is a formal assessment of learning and shows you have mastered the learning goals and standards. The tests and quizzes are also an opportunity to practice AP-style multiple choice (MC) and Free Response Questions (FRQ’s). In order to prepare students for the AP Exam, tests and quizzes will be time-limited – approximately 55 seconds for each MC and 22 minutes for each FRQ. For example, students will have 40 minutes to complete a 45 question MC quiz. Students will have 84 minutes for a unit test with 45 MC questions and 2 FRQ’s. Time limits will be strictly adhered to unless you have documented learning and test accommodations.

To ensure students are staying on-track with readings and homework, there will be 1-2 pop quizzes during each unit. These quizzes will focus on the people, places, legislation and treaties, and other important facts and terminology related to the study of environmental science.

40% Projects, Lab Reports –The individual components of the projects are benchmarks reflecting your level of mastery of the learning goals and standards as you are working on the final project. Projects are formal assessments of learning and show you have mastered the learning goals, skills, and standards.

20% Project Components – This is a catch-all category that encompasses various components of the class. Each project will have various components (e.g. data collection, journals, independent research, nightly homework) that are required for successful participation in class and successful completion of the task. Some of these components will be graded and receive credit, some will not be graded. These components are tools that bridge the gap that sometimes appears to exist between the class projects and preparation for the AP exam. These components also serve as formative assessments, study guides, a way for you to organize and keep track of your thinking and work on the project tasks, and a way for you to reflect on the larger driving questions for each project cycle. Extra-credit opportunities will be infrequent, but will go into this category.

Grading Scale: mandated by the SPS School Board A 93-100% (GP 4.0) B+ 87 - 89% (GP 3.3) C+ 77 – 79% (GP 2.3) D+ 67 – 69% (GP 1.3)

A- 90 - 92% (GP 3.7) B 83 - 86% (GP 3.0) C 73 – 76% (GP 2.0) D 60 – 66% (GP 1.0)

B- 80 - 82% (GP 2.7) C- 70 – 72% (GP 1.7) E below 60% (GP 0)

Class Website and Computer Use This class requires active use of the class website (see header). All class activities, announcements, and handouts will be posted on the website and parents and students are encouraged to view it daily to keep up with what we are studying. It is also how I keep track of amazing things on the internet, so the links are definitely worth exploring.

Online submission of work Many assignments will be submitted through an online service called TurnItIn.Com. Please make sure you have signed up for an account and know your password before project due dates. Instructions are posted on our course website.

Some assignments will be accepted electronically via email. Correct subject lines, appropriate file names, and other conventions for turning in electronic work will be discussed in class.

Personal electronics Personal computers, tablets, and cell phones will not be used in class without instructor permission. There are appropriate uses of these electronics and I will prompt you to use them (or bring them in to use) periodically; however they are subject to confiscation if used without permission.

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Video and Media Policy Specific content related documentary films (and/or clips) will be viewed in class to illustrate important concepts and facilitate discussion of current issues (see Course Outline for films). Parents will be notified ahead of schedule if full films/documentaries not already listed on the Course Outline are to be viewed. Additionally, a variety of developmentally appropriate and content-related video clips will also be used throughout the year. All student-selected film clips MUST be pre-screened and approved by Ms. Finley before being used in a class presentation.

Late Policy and Incomplete Work Late Work

Daily work MUST be completed on time. We often base our in-class work and discussions on small assignments given as homework. Late daily work will be marked as a zero; although you may still be required to complete the assignment.

If you are absent, you are still required to turn work in on-time. Check the website for missed work and submit work via email if you will be gone. Your colleagues are counting on your collaboration even if you cannot be here physically.

Late work that does not qualify as a daily activity will be marked down 10%; however, no work assigned in a unit can be turned in after the unit test. All work within a unit is to prepare you for the unit exam.

No major projects can be turned in late without a conversation with me PRIOR to the due date. Talk to me as soon as you know you will have difficulty completing work in time.

Projects turned in late, without an approved extension, will be marked down 10%.

Test Corrections or Project “Re-do’s”

There will be an opportunity to correct the multiple choice section of tests and quizzes. Full credit can be returned with corrections, but must be done on day(s) indicated at the time of the test or quiz.

The free response questions will be handed out before the unit test. Because you have the opportunity to study these questions before the exam, no test corrections will be allowed. No negotiations on your response are allowed either – there is value in learning from your mistakes.

Project revisions will be allowed if there are substantial misinterpretations or misconceptions in a majority of the student’s projects. Re-do’s are not allowed for individuals within a group, for only certain groups, or for select individuals. Ask for clarification and guidance alone the way in order to do the assignment correctly the first time.

Incomplete Work

If assignment is less than 75% complete the work will be marked “Incomplete” and returned. The completed assignment is due the following day and the late policy will apply.

The late policy applies to incomplete work turned in more than 2 school days after being returned.

Attendance and Hall Passes Please also see student handbook regarding school policy on absences and tardiness.

It is your responsibility to be aware when you need to make up an assignment, lab, etc. and to be proactive in making it up.

All in-class notes, work, assignments, and electronic materials will be posted on the class website daily. YOU MUST CHECK IN WITH ME OUTSIDE OF CLASS – LUNCH, BETWEEN PASSING PERIODS, OR

AFTERSCHOOL – TO GET MISSING ASSIGNMENTS. If you miss a test, you MUST TAKE THE TEST ON THE DAY YOU RETURN. This can only be waived if

arrangements have been made ahead of time. Recognize that not all work can be made-up. If you miss lab work, field work, or field trips then this must

be made-up on a timely basis outside of class-time; however, not all experiences can be replicated outside of class. Data from experiments and field studies can be shared, the experience you miss is invaluable.

My class will be following the school’s new tardy policy. Students are expected to be in the classroom when the bell rings. If students come in the room after the bell rings they will log their entry into the tardy sign-in sheet.

o After the 3rd tardy in a semester, there will be a conference with the student o After the 6th tardy in a semester, a phone call will be make home o After the 9th tardy in a semester, the student will be referred to their administrator for a student

attendance agreement

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Bathroom and Hall Passes You will be issued 6 responsibility vouchers each quarter to use as bathroom passes. These must be used

on regular 55 minute days. You are allowed one bathroom visit without a responsibility voucher for 110 min block period days.

You may use the restroom for a maximum of 10 minutes Hall passes must be signed out at the front of the room and kept with you while you are out of the

classroom In keeping with school policy, no passes will be issued during the first and last 10 min of class. Causing disruptions when coming and going, frequent use of pass or gone for extended periods of time

could result in individual or whole class bathroom privileges being suspended.

Field Trips and Outdoor Work Expect to get your hands dirty in APES! Field trips held during our lab period are mandatory and will require permission slips signed by parents/guardians and all teachers. Day-long field trips are optional, but will highlight critical aspects of the curriculum that cannot be studied in the classroom. Advanced notice will be given for outdoor activities – be prepared for any weather as we will go out regardless of how you are dressed. *** Parents are welcome, and encouraged, to come on all field trips!*** This year may involve the following field research and field trips:

Ecology tours of our neighborhood and nearby urban forests Seattle wastewater treatment plant and/or a landfill and composting facility (limited spots will be

available for this field trip) Tour of the Bullitt Center (http://bullittcenter.org/ - this may be an after-school tour)

Expectations and Classroom Procedures My general expectation for the classroom:

Practice Positive Attitudes

• Believe in yourself • Take risks • Advocate for yourself

Act Responsibly

• Be present, prepared and timely every day • Take ownership for your actions • Use electronics responsibly • Follow classroom expectations • Stay focused

Treat Everyone with Respect

• Use words kindly • Critique ideas, not people • Acknowledge different perspectives

Strive for Excellence

• Build community • Arrive early • Set and work towards ambitious goals • Act professionally

Laboratory Rules – Please Read Lab Safety Handout for More Details The laboratory is a special situation that you will encounter in this class. Labs can be fun and rewarding learning experiences, however, they can also be dangerous.

The rules in the laboratory are strict and the consequence of breaking a laboratory rule is exclusion from the lab and no credit for the lab with no option to make up the lab.

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Academic Honesty Academic honesty is a fundamental aspect of science and is given great consideration in this class. The honesty policy outlined in your student handbook applies to this class and will be strictly adhered to.

Because science is a collaborative effort, below are some guidelines to help you understand the difference between this and academic dishonesty.

When working in a group setting or with your lab partner it is OK to:

Share data or observations or a procedure generated together. Share ideas about the results of an experiment as long as the ideas are expressed in your own words and you can explain their meaning. Use someone else’s ideas or words as long as they are properly cited.

When working in a group setting or with your lab partner it is NOT OK to:

Provide the same explanation to a lab using similar or identical words. Use data from your lab group if you were not present unless given explicit permission from your instruct Use or share data/observations from a lab group other than your own.

The following are good guidelines when collaborating with others during labs or when working on homework together:

If someone is explaining themselves to you, you must not have a writing utensil in hand. If you are looking at someone else’s paper, that person must be present to explain themselves to you and you must not have a writing utensil in hand.

Please adhere to the following rules during tests/quizzes:

All notes/papers must be completely out of sight. Your eyes must remain on your own paper. There will be no talking from when the first test is passed out until the last person has finished.

Thoughts on APES Environmental science is an exciting and interesting field. I’m excited to teach this class because it covers topics that I

find personally and professionally interesting. One criticism of the field is that it can often leave an individual feeling bleak and hopeless. Yes, the world is full of problems. Humans are responsible for most of these problems, but we are also powerful agents of change. It is my intention that I help you develop a sense of hope, rather than a feeling of despair.

David Orr of Oberlin College has written eloquently about fostering a balance between hope and optimism, and not despair, when confronting environmental problems.

“Optimism can lead to complacency, despair to passivity,” he said. “But hope is a verb with its sleeves rolled up. It requires that we actually do something

positive about our problems.”

Hope comes in the form of action. Small actions we can take in our homes and in our daily lives. Large actions we can take by increasing awareness and affecting a change in our community.

In the end, I firmly believe we can affect a change on a global scale – and maybe even create a better world for OUR generation!

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Course Outline

Unit 1: Going APES! An Introduction to Environmental Science and Climate Change

Project This unit will help you start to examine patterns of resource use though history, people instrumental in changing our awareness, conservation, and management of resources, and your emerging thoughts on the key issue currently affecting our society – global climate change. You will begin to develop an understanding of economic, cultural, and environmental sustainability and be able to identify the importance of examining environmental issues through these three lenses.

Duration 2 weeks

AP Topics Addressed Land and Water Use, including land development and conservation, global economics.

Pollution, including economic impacts, cost-benefit analysis, externalities, marginal costs, sustainability

Energy Resources and Consumption, including fossil fuel world reserves and global demand, environmental advantages/disadvantages of fossil fuel sources

Global Change, including greenhouse gases and the greenhouse effect; impacts and consequences of global warming; reducing climate change; relevant laws and treaties

Textbook Chapters All or parts of the following textbook chapters

Chapter 1 – Science and Sustainability: An Introduction to Environmental Science

Chapter 6 – Environmental Ethics and Economics: Values and Choices

Chapter 18 – Global Climate Change

Additional Resources Books/Essays

Climate Central (2012). Global Weirdness: Severe Storms, Deadly Heat Waves, Restless Drought, Rising Seas, and the Weather of the Future. New York: Vintage Books.

Gonick, L. and A. Outwater (1996). The Cartoon Guide to the Environment. New York: HarperCollins

Hardin, G. (1968). The Tragedy of the Commons. Science 162: 1243-1248 (will be HW)

Seuss, Dr. (1971). The Lorax. New York: Harper Collins (will be read in class)

Websites and Other

www.skepticalscience.com

www.climate.nasa.gov/education

www.epa.gov/climatestudents/index.html

Films (full feature or clips) that may be used during this unit

Orlowski, J. (Director). (2012). Chasing Ice. [Motion Picture]. United States, Diamond Docs/Exposure Production.

Conners, N. and Peterson, L.C. (Directors). (2007). The 11th Hour. [Motion Picture]. United States, Warner Independent Pictures.

Guggenheim, D. (Director). (2006). An Inconvenient Truth. United States, Paramount Classics.

Planned Labs and Activities (subject to modification)

Tragedy of the Commons - Using candy, students simulate the problems associated with the tragedy of the commons.

Atmosphere in a Bottle – A demonstration and discussion of the greenhouse effect

Phet Computer Simulations – Examining the physical properties of greenhouse gases

Assessments Quizzes:

Pop-Quiz on unit vocabulary, people, laws, and institutions

Multiple Choice AP-style quiz on Atmosphere and Climate Basics, Practice on an AP-exam FRQ

Projects:

Solo - Summer APES news analysis and project

Group - News broadcast/podcast debunking a current climate myth

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Unit 2: My Community Ecology

Project In this project cycle, students will learn about basic ecology by taking on the role of urban ecologists and create a plan to restore ecosystem services to a local site. In order to create a realistic and informed plan, students will learn the basics of ecology through lab activities, guest speakers, participating in local field trips, and conducting research on various aspects of local and global ecosystems.

Duration 6 – 7 weeks

AP Topics Addressed The Living World, including ecosystem structure, energy flow, ecosystem diversity, natural ecosystem change, and natural biogeochemical cycles.

Population, including population biology concepts.

Land and Water Use, including forestry, urban land use, public and federal lands, land conservation options, sustainable land use strategies, and Tragedy of the Commons.

Pollution, including air pollution, water pollution, cost-benefit analysis, and economic sustainability

Global Change, including loss of biodiversity

Textbook Chapters All or parts of the following chapters will be used in this unit:

Chapter 2 – Earth’s physical Systems: Matter, Energy, and Geology

Chapter 3 – Evolution, Biodiversity, and Population Ecology

Chapter 4 – Species Interactions And Community Ecology

Chapter 5 – Environmental Systems and Ecosystem Ecology

Chapter 11 – Biodiversity and Conservation Biology

Chapter 12 – Forests, Forest Management, and Protected Areas

Chapter 13 – The Urban Environment: Creating Livable and sustainable Cities

Additional Resources Books/Essays/Case Studies

Fortier, G.M. (2002). The Wolf, the Moose, and the Fir Tree: A Case Study of Trophic Interactions. National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Available from: http://sciencecases.lib.buffalo.edu/cs/

Gonick, L. and A. Outwater (1996). The Cartoon Guide to the Environment. New York: HarperCollins

Krebs, C.J. (1999). Ecological Methodology (2nd edition). Benjamin Cummings.

Kuhlmann, M.L. (2009). Fish as Fertilizer: The Impacts of Salmon on Coastal Ecosystems. National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Available from: http://sciencecases.lib.buffalo.edu/cs/

Websites and Other

Simbio Virtual Lab Experiment – Simbio.com

Guest Speaker on Urban Ecology and/or effects of urban environment on salmon

Planned Labs and Activities (subject to modification)

Urban Ecology Field Study – Lab-day AND day-long field trip to examine local ecosystem, and take qualitative and quantitative measurements on various metrics of ecosystem health including performing water quality testing. Students will identify and analyze environmental problems and determine possible resolutions to the problem and how the problems could have been initially prevented.

A full lab write-up with experimental design and data collection will be required at the end of the unit.

Whole-School Mark Recapture – Learn the basics of estimating the size of a population through a mark-recapture study of our study body.

Whole-class eco-chamber observations - Monitor a closed ecosystem to determine which biotic and abiotic components to include in order to facilitate proper functioning of an ecosystem and provide needed ecosystem services.

SimBio Population Simulation – Case study of Isle Royale moose-wolf populations to examine basic population and community ecology, food chains and webs.

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Case study: Fish in the Trees – Case study of the effect of salmon on nutrient flow in freshwater and terrestrial ecosystems to study biogeochemical cycles, food chains and webs.

Comparison of human and natural systems – Students will make a side-by-side comparison of the water cycle, energy flow, and the flow of matter through a pristine ecosystem and a city.

Socratic Seminar on Urban Planning – Students will present their ideas for the development of a fictitious community.

What’s in our Rain? - Set up for year-long study of precipitation chemistry. We will be examining pH, conductivity, ammonia/nitrate levels in our rainwater on a weekly basis for the school year.

Assessments Quiz/Test:

Pop-Quiz on unit vocabulary, people, laws, and institutions

1Unit Test (30-45 MC questions, 1-2 FRQ’s)

Project:

A research paper that contains an ecosystem services restoration plan based on student research project; Petition letter to city or state entity proposing your ecosystem plan

Unit 3: Eco-footprint

Project In this unit students begin by calculating their personal ecological footprint to get a sense of how their choices impact the environment. Following this activity, they delve deeper into some of the components of their overall ecological footprint by investigating the impacts of their family's transportation habits, waste generation, food preferences, and their home energy and water use habits. Each student decides which component would contribute the most to minimizing their family's ecological footprint with specific behavioral changes. They then develop a persuasive presentation for their family to explain the motivation for making a change, what kind of behavioral changes need to be made, and what the potential impacts will be.

Duration 3 - 4 weeks

AP Topics Addressed Earth Systems and Resources, including industrial and domestic use of global water, water conservation, geologic time scale, and rock cycle.

Population, including historical population sizes, and strategies for sustainability

Land and Water Use, including forest management, mining and extraction, and Tragedy of the Commons

Energy Resources and Consumption, including energy concepts, present and future global energy needs, and energy conservation

Pollution, including sewage treatment, solid waste, hazardous chemicals in the environment, relevant laws, cost-benefit analysis, and economic sustainability

Textbook Chapters All or parts of the following chapters will be used in this unit:

Chapter 1 – Science and Sustainability: An Introduction to Environmental Science

Chapter 6 – Environmental Ethics and Economics: Values and Choices

Chapter 7 – Environmental Policy: Decision Making and Problem Solving

Chapter 8 – Human Population

Chapter 14 – Environmental Health and Toxicology

Chapter 17 – Atmospheric Science and Air Pollution

Chapter 22 – Managing Our Waste

Chapter 24 – Sustainable Solutions

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Additional Resources Books/Essays

Gonick, L. and A. Outwater (1996). The Cartoon Guide to the Environment. New York: HarperCollins.

Websites and Other

The Story of Stuff Project - http://www.storyofstuff.org/

Haney, B. (Director). (2011). The Last Mountain. [Motion Picture]. United States, Massachusetts Documentary Productions/Uncommon Productions.

Planned Labs and Activities (subject to modification)

Individual Ecological Footprint Calculation – Students will do individual household audits documenting their energy and water use, waste generation, and CO2 footprint (via transportation). They will use dimensional analysis to calculate their use and waste production for one year based on their week-long sample size. Students will propose and test a comparison of their family’s habits to another family’s (within our outside of Seattle). Ultimately, students will investigate the ecological, economic, and societal implications of these habits and propose a more sustainable alternative.

Watt’s up lab – As a way to investigate alternative practices and propose a viable solution to energy consumption to their own families, students will investigate power consumption of common appliances.

A Lab of Rot – In this investigation of landfill and compost facilities, students will investigate conditions that facilitate or hinder aerobic decomposition.

Field Trip: Wastewater Management or Land Fill – Within this unit we will have the opportunity to tour one (hopefully both!) facility that deals with the output of some or our systems. Space will be limited on tours.

Assessments Quiz/Test:

Pop-Quiz on unit vocabulary, people, laws, and institutions

1Unit Test (30-45 MC questions, 1-2 FRQ’s)

Projects:

Proposal to family on how to reduce various aspects of their ecofootprint with data collected in activities to support recommendations

Unit 4: Life and Death of a Cell Phone

Project Students will conduct a life cycle analysis on commonly used products at home or at school to begin to understand how to use systems thinking as an analytical tool for making sound environmental decisions. They share the results of their life cycle analysis with their school, family, or community through a public service announcement.

Duration 3 - 4 weeks

AP Topics Addressed Earth Systems and Resources, including industrial and domestic use of global water, water conservation, geologic time scale, and rock cycle.

Population, including historical population sizes, and strategies for sustainability

Land and Water Use, including forest management, mining and extraction, and Tragedy of the Commons

Energy Resources and Consumption, including energy concepts, present and future global energy needs, and energy conservation

Pollution, including sewage treatment, solid waste, hazardous chemicals in the environment, relevant laws, cost-benefit analysis, and economic sustainability

Textbook Chapters All or parts of the following chapters will be used in this unit:

Chapter 1 – Science and Sustainability: An Introduction to Environmental Science

Chapter 6 – Environmental Ethics and Economics: Values and Choices

Chapter 7 – Environmental Policy: Decision Making and Problem Solving

Chapter 8 – Human Population

Chapter 12 – Forests, Forest Management, and Protected Areas

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Chapter 14 – Environmental Health and Toxicology

Chapter 17 – Atmospheric Science and Air Pollution

Chapter 19 – Fossil Fuels, Their Impacts, and Energy Conservation

Chapter 22 – Managing Our Waste

Chapter 23 – Minerals and Mining

Chapter 24 – Sustainable Solutions

Additional Resources Books/Essays

Durning, A.T. and J.C. Ryan (1987). Story of Stuff: The Secret Lives of Everyday Things. Northwest Environment Watch.

Gonick, L. and A. Outwater (1996). The Cartoon Guide to the Environment. New York: HarperCollins.

Reeske, M. and S. W. Ireton (2001). The Lifecycle of Everyday Stuff. National Science Teachers Association.

Websites and Other

Haney, B. (Director). (2011). The Last Mountain. [Motion Picture]. United States, Massachusetts Documentary Productions/Uncommon Productions.

Planned Labs and Activities (subject to modification)

Cookie Mining Activity – Students will examine the economic and environmental costs associated with mining. They will determine that the most effective way to mine may not always be the least detrimental.

Life-Cycle Analysis - Students will explore the impacts of mining to support completing a lifecycle analysis of 1-2 common electronics. They will compare and contrast the environmental implications of each product by considering all inputs and outputs of production and disposal, including energy and pollution. This will culminate in an e-waste drive with students using research information to create posters advertising the event.

Assessments Quiz/Test:

Pop-Quiz on unit vocabulary, people, laws, and institutions

1Unit Test (30-45 MC questions, 1-2 FRQ’s)

Projects:

Product life-cycle analysis research and supporting graphics

Unit 5: Toxins All Around Us

Project Students will investigate the toxins that are pervasive in their lives and develop a communication tool to inform others of these hazards. They will examine common air and water pollutants, as well as hazards in their personal care and household products.

Duration 3 - 4 weeks

AP Topics Addressed The Living World, including ecosystem diversity, natural ecosystem change, and carbon cycles.

Land and Water Use, including urban land development, and global economics

Pollution, including indoor and outdoor air pollution and economic impacts; other human and natural hazards.

Textbook Chapters All or parts of the following chapters will be used in this unit:

Chapter 13 – The Urban Environment: Creating Livable and Sustainable Cities

Chapter 14 – Environmental Health and Toxicology

Chapter 17 – Atmospheric Science and Air Pollution

Additional Resources Books/Essays

Gonick, L. and A. Outwater (1996). The Cartoon Guide to the Environment. New York: HarperCollins

Websites and Other

PBS (2006-2008). e2: The Economies of Being Environmentally Conscious. [Mini-Series] United States, Kontentreal.

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Planned Labs and Activities (subject to modification)

Chemicals in the home – Students will evaluate their exposure to harmful chemicals by inventorying personal care, home cleaning, and other products in their homes.

How much is lethal? – Students will investigate LD50 of household products/chemicals using Daphnia.

Exhausting Problems Lab - Using the Gastec apparatus students calculate the amount of carbon dioxide, carbon monoxide, and nitrous dioxide being emitted by their cars.

Trouble Breathing? Lab – Students examine indoor and work-place air pollution problems. They will examine human lung cross-sections from smokers and coal miners, examine the CO levels in cigarette smoke and car exhaust, and use prepared test strips to calculate the number and size of particulates in their homes.

Acid deposition lab – Students gain a comprehensive understanding of the sources and effects of acid deposition.

Assessments Quiz/Test:

Pop-Quiz on unit vocabulary, people, laws, and institutions

1Unit Test (30-45 MC questions, 1-2 FRQ’s)

Projects:

Hazards in the Home audit and poster presentation on common pollutants in the home

Unit 6: Global Negotiations

Project This unit project mimics the process and atmosphere of an international environmental summit such as those of the Conference of Parties that are the basis for Climate Convention Framework negotiations. Students will take on specific and unique roles including a representative of a country or group of countries, non-governmental organization representative, oil and energy lobby representative, or a media representative. By meeting in various groupings, preparing presentations and writing drafts, students will (a) rationalize the participation of their country or group, (b) analyze environmental and economic consequences of current trends in population growth and energy use with possible remedial actions and (c) organize and articulate their arguments for the negotiations.

Following the summit, students will compose an article for inclusion in the final protocol document. Through this cycle students will learn in more detail how Earth’s climate functions, how it responds to change, and how climate change is only one aspect of our current energy policies. Additionally, they will explore how societies and economies have contributed to climate change, can adapt to such change and prevent additional harm through international economic and legal means (Modified from Catherine Gautier, UC Santa Barbara). Within this unit other aspects of both indoor and outdoor pollution will be examined.

Duration 3 - 4 weeks

AP Topics Addressed Earth Systems and Resources, including solar intensity and latitude, the atmosphere, and ocean circulation.

The Living World, including ecosystem diversity, natural ecosystem change, and carbon cycles.

Population, including all human population concepts

Energy Resources and Consumption, including energy consumption, fossil fuel world reserves and global demand, environmental advantages/disadvantages of fossil fuel sources, nuclear energy, hydroelectric power, energy conservation, renewable energy.

Global Change, including stratospheric ozone, global warming, and loss of biodiversity.

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Textbook Chapters All or parts of the following chapters will be used in this unit:

Chapter 8 – Human Population

Chapter 18 – Global Climate Change

Chapter 19 – Fossil Fuels, Their Impacts, and Energy Conservation

Chapter 20 – Conventional Energy Alternatives

Chapter 21 – New Renewable Energy Alternatives

Additional Resources Books/Essays

Climate Central (2012). Global Weirdness: Severe Storms, Deadly Heat Waves, Restless Drought, Rising Seas, and the Weather of the Future. New York: Vintage Books.

Gonick, L. and A. Outwater (1996). The Cartoon Guide to the Environment. New York: HarperCollins

Websites and Other

The Greenhouse Effect – PhET Interactive Simulation http://phet.colorado.edu/en/simulation/greenhouse

Guest Speaker on atmospheric chemistry and/or global pollution problems

Lynch, H. (Director). (2012). Switch: Discover the Future of Energy. [Motion Picture]. United States, Arcos Films.

Orlowski, J. (Director). (2012). Chasing Ice. [Motion Picture]. United States, Diamond Docs/Exposure Production.

Planned Labs and Activities (subject to modification)

Power of the Pyramids (demographic analysis of different countries) - Students will investigate population pyramid diagrams of developing and developed countries and analyze demographic information. They will then use this information to make inferences about the future of these countries.

Is fracking a solution? - Students will investigate and debate the merits of hydraulic fracturing (fracking) and other sources of methane as energy solutions to our current climate crisis.

Energy Summit Prep - Students will take on the role of government representatives of various nations to participate in a Conference of Parties-style mock summit on global energy use and demand. To prepare for this summit, students will conduct lifecycle analyses of various renewable and non-renewable energy resources and analyze and interpret this information.

Energy Summit - Prior to participating in the summit, students will evaluate the advantages and disadvantages of current energy use and resources for the nation they represent and develop a proposal for more sustainable alternatives. They will participate in negotiations with other representatives in order to come to agreement on a final protocol for global energy use.

Field Trip: Seattle’s Bullitt Center – We will have the opportunity to go on a class or individual tour the “greenest commercial building in the world.” Space will be limited on the tour.

Assessments Quiz/Test:

Pop-Quiz on unit vocabulary, people, laws, and institutions

1Unit Test (30-45 MC questions, 1-2 FRQ’s)

Projects:

Mock International Convention and Final Protocol

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Unit 7: Food Systems

Project Students take on the role of farmers in this project cycle, designing and re-designing an urban farm to meet an evolving set of constraints including ecological, economic, and social factors. The students will investigate local soil and climate conditions and research plants that can grow within the constraints. They will also define a goal they wish to achieve before the end of the school year (e.g. plant sale, growing food for a client or event). They will refine or revise it when asked to also manage potential pests for the particular crops they've chosen. Eventually they are asked to think about irrigation and water issues when they find out there is a river running through or nearby their land. Finally they are asked to consider how economic issues such as farm subsidies and food safety and security laws may impact their farms. By the end of the project cycle, students have a working urban farm that meets a complex set of real-world constraints.

Duration 6 – 7 weeks (Activities started in this unit will continue after the AP Exam)

AP Topics Addressed Earth Systems and Resources, including agricultural use of global water, surface and groundwater issues, global water problems, water conservation, and soil and soil dynamics.

The Living World, including biological populations and communities, interactions among species, photosynthesis and cellular respiration, food webs and trophic levels, ecological pyramids, ecosystem diversity, and natural biogeochemical cycles.

Population, including population ecology

Land and Water Use, including agriculture, rangelands, sustainable land use strategies, and Tragedy of the Commons.

Energy Resources and Consumption, including renewable energy (biofuels and anaerobic methane digesters)

Global Change, including loss of biodiversity

Textbook Chapters All or parts of the following chapters will be used in this unit:

Chapter 8 – Human Population

Chapter 9 – Soil and Agriculture

Chapter 10 – Agriculture, Biotechnology, and the Future of Food

Chapter 11 – Biodiversity and Conservation Biology

Chapter 12 – Forests, Forest Management, and Protected Areas

Chapter 13 – The Urban Environmental: Creating Livable and Sustainable Cities

Chapter 15 – Freshwater Systems and Resources

Chapter 16 – Marine and Coastal Systems and Resources

Additional Resources Books/Essays

Diamond, J. M. (2005). Collapse: How Societies Choose to Fail or Succeed. New York: Viking.

Gonick, L. and A. Outwater (1996). The Cartoon Guide to the Environment. New York: HarperCollins.

Other

Guest speaker on urban farming

Simbio Virtual Lab Experiment – Simbio.com

Benenson, B., G. Rosow, E. Dailly (Directors). (2009). Dirt! The Movie. [Motion Picture]. United States, Common Ground Media.

Bozzo, S. (Director). (2008). Blue Gold: World Water Wars. [Motion Picture]. United States, Purple Turtle Films.

Murray, R. (Director). (2009). The End of the Line. [Motion Picture]. United Kingdom, Arcane Pictures/Calm Productions/Dartmouth Films.

Planned Labs and Activities (subject to modification)

Exploring My Foodshed - Students will investigate the origin of three commonly eaten food items in their home and calculate the fuel used to transport those foods. They will then investigate the economic, societal, and ecological impacts of food transportation and suggest more sustainable alternatives.

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Soil Testing Lab - Students will examine physical and chemical properties, and the levels of common macronutrients of various soil samples in a wet lab. They will evaluate the growing conditions available on their urban farm and determine if soil amendments are needed.

Comparison of soil fauna and food web diagram – Students will compare biotic activity in soil from sites that are managed using organic and conventional farming techniques. They will diagram and compare the food webs for these types of farms.

Soil Formation Activity – Students will examine the process by which new soil is formed, including examining the rates of chemical and mechanical weathering of different types of bedrock.

SimBio Nutrient Pollution Simulation – The effects of nutrient pollution on aquatic ecosystems will be evaluated in this virtual lab.

Socratic Seminar on Water Issues – Students will research and present their ideas for creating and maintaining clean water and equal access for all people.

Plant growing experiment and urban farm plan – A culminating project in this unit will be the design and implementation of an urban farm. Students will submit and revise plans as conditions change, goals are identified, and problems arise. Additionally, they will be required to support various designs using data from their own experiments and studies of the growing site.

Food Comparison Infographic –Students will research, debate, and create awareness for increasing the sustainability of our food choices. Depending on time, the research for this project and discussion of issues will be conducted before the AP Exam, and the poster will be created after.

Assessments Quiz/Test:

Pop-Quiz on unit vocabulary, people, laws, and institutions

1Unit Test (30-45 MC questions, 1-2 FRQ’s)

Projects:

Design and Implementation of Garden Design

Water Issues Socratic Seminar

Infographic on Food Choices

Unit 8: Exam Boot Camp!

Project None – this will only be review for the exam

Duration ~ 2 weeks (may overlap with other aspects of Unit 7), some review will occur before or after school

Additional Resources Books/Test Prep Materials

Various test prep materials will be provided in class including the prep-book accompanying our textbook, APES in a Box Review guide (photocopies and relevant web-materials), recommendations for computer/tablet/phone apps and study guides.

Assessments Quiz/Test: Garfield designates a week for mock-AP exams. This is generally after spring break. Students will have a full 100 MC question exam on the first day and 4 FRQ’s on the second day of this testing week.

The mock WILL be graded and WILL count as the final exam for students who are not registered to take the official AP Exam.

For students taking the AP Exam, this will serve as a formative assessment and provide feedback for their test. These students will receive full credit for the mock exam for their grade.

ANY student who misses the mock and does not make this up in a timely manner will receive a zero regardless of whether or not they are scheduled to take the official exam.

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Unit 9: Where do we go now? Putting into practice what we’ve studied.

Project In this post-exam time we will reflect on what we’ve studied and put into action ideas we’ve had during the year. Past projects have included: developing and teaching lessons on various aspects of environmental science to grade school students, creating and maintaining blogs or a webpage on a specific topic, art instillations raising awareness of local or global issues, proposed changes to policies and practices at Seattle Public Schools, collaboration with local businesses to improve their ‘green’ practices, submitting petitions to change public policy.

In addition to the final project, we will also be continuing to maintain and harvest in our urban farm and we will conclude our year-long precipitation chemistry study

Duration 5- 6

AP Topics Addressed Reviews topics covered during the year

Textbook Chapters TBD by student’s individual projects

Additional Resources Books/Essays

TBD by student’s individual projects

Other

Post-exam film(s) may include: Chasing Ice (2012); Baraka (1992); and other films for which we only watch part of during the year

Planned Labs and Activities (subject to modification)

TBD by student’s individual projects

Assessments Quiz/Test: None

Project: Students will research, propose, and develop a solution to one or more problems we’ve covered during the course. Assessment will be based on quality of the proposal, meeting timelines, public outreach and education, in-class presentation, and effort put forth on completing the goal of the project, and self-assessment of achievement.

The final project is required for all students. This has been an issue with seniors who leave for Desert School. Please make arrangements in advance if you plan to be absent for substantial periods of time.