€¦ · Web viewResearch how humans affect energy flow within an ecosystem. 4.1.12.E - Research...

District Overview:The goal of the BHASD Science Department is to immerse our K-12 students in the investigation of the nature and behavior of matter, energy, and living organisms which will prepare them for more advanced studies, as well as help to recognize the role of science in their everyday lives. The students’ K-12 experience will encourage and facilitate engagement in the areas of science, technology and engineering to prepare them for future careers. Students will partake in lab investigations, communication of ideas, analysis of data, application of skills, and inductive and deductive reasoning to process learning in a manner that facilitates growth. All of these aspects are key elements for successful engagement in civic, college, or career contexts.

AP Environmental Science Description:Environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of study including geology, biology, environmental studies, environmental science, chemistry, and geography. The classroom aspect of the course is complemented with a strong laboratory component—both chemical investigations and field studies. In-class preparation for the AP exam includes multiple choice test-taking strategies and writing techniques to be used on free response questions. The goal of the AP Environmental Science 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, and to examine alternative solutions for resolving or preventing them. The following themes provide a foundation for the structure of the 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.

AP Environmental Science Units:● Unit 1: The Living World: Dynamic Ecosystems ● Unit 2: The Living World: Biodiversity● Unit 3: Population● Unit 4: Earth Systems and Resources ● Unit 5: Land and Water Use● Unit 6: Energy Resources and Consumption

● Unit 7: Atmospheric Pollution● Unit 8: Aquatic and Terrestrial Pollution● Unit 9: Global Change

Subject: AP Environmental Science Grade: 11/12 Suggested Timeline: 5 weeks

Unit Title: The Living World: Dynamic Ecosystems

Unit Overview/Essential Understanding: The biosphere is approached from the perspective of resource management—how raw materials and energy cycle through living systems. While ecosystems are defined and analyzed according to their characteristic elements, the focus is to determine how those ecosystems are sustained given both natural and man-made changes.

Essential Question: ● How do ecosystems sustain themselves over time?

Unit Objectives: The students will be able to:

● describe how ecosystems are organized and defined● differentiate between different terrestrial and aquatic biomes● explain how ecosystems are sustained in terms of cycling matter and transferring energy

Focus Standards Addressed in this Unit: ● 4.1.12.B - Research solutions to problems caused by interrupting natural cycles. Research how humans affect energy flow within an

ecosystem.● 4.1.12.E - Research solutions addressing human impacts on ecosystems over time.● HS-LS2.3 - Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic

conditions.

Important Standards Addressed in this Unit:● CC.3.6.11-12.F - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or

solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating an understanding of the subject under investigation.

● HS-LS2.4 - Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

Misconceptions:● While described as nutrient cycles, element’s cycles are unpredictable and often take haphazard paths. Students may think all cycles

begin where they end.● Biome classification is based on many specific factors and results in specific characteristics. Students may think, for example, that a

dessert is not fertile while it only depends on the amount of water present.● The biosphere is completely interconnected. Students may think that one species doesn’t matter.

Concepts/Content:● introduction to ecosystems● terrestrial biomes● aquatic biomes● biogeochemical cycles

○ carbon○ nitrogen○ phosphorus○ water

● primary productivity● trophic levels● energy flow● food chains and webs

Competencies/Skills:● explain how species adapt to limiting

factors in an ecosystem● describe the impact of industrial,

agricultural, and commercial enterprises on an ecosystem

● compare and contrast the factors that contribute to classifying an ecosystem

Description of Activities:● 10% rule exercise● carbon cycle spinner activity● NPP: primary productivity lab

Assessments:● Ecosystem in a Jar● Free response questions from past AP tests● Unit Exam

Interdisciplinary Connections:● Cite evidence to support analysis

Additional Resources:● Enviroliteracy: enviroliteracy.org

● Math - percentage of energy transferring through trophic levels

● Annenberg Learner: The Habitable Planet: Learner.org/courses/envsci/

● Virtual simulation programs● District approved textbook


Unit Title: The Living World: Biodiversity

Unit Overview/Essential Understanding: This look at the biosphere analyzes the services that ecosystems offer and how evolution has guided them. A key point lies in understanding how ecosystems are able to withstand changes. The culmination of the unit evaluates why Earth’s biosphere should be sustained.

Essential Question: ● How does human influence affect biodiversity within an ecosystem?

Unit Objectives: The student will be able to:

● differentiate between types of natural disruptions● describe the importance of biodiversity● explain the services that ecosystems offer

Focus Standards Addressed in this Unit: ● 4.1.12.A - Analyze the significance of biological diversity in an ecosystem.● HS-LS2.2 - Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity

and populations in ecosystems of different scales.

Important Standards Addressed in this Unit:● 4.1.12.D - Analyze the effects of new and emerging technologies on biodiversity in specific ecosystems.● CC.3.6.11-12.F - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or

solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating an understanding of the subject under investigation.

Misconceptions:● People usually underestimate the value that ecosystems and their processes have on everyday life.

● Selective pressures do not cause mutations. Students tend to assume that organisms evolve to conform to the environment.

Concepts/Content:● introduction to biodiversity● ecosystem services● island biogeography● ecological tolerance● natural disruptions● adaptations● ecological succession

Competencies/Skills:● analyze the differences between

natural causes and human causes of extinction

● evaluate the impact of laws and regulations on reducing the number of threatened and endangered species

Description of Activities:● cost-benefit analysis● climax community descriptions● island case study

Assessments:● Lab Reports● Free response questions from past AP tests● Unit Exam

Interdisciplinary Connections:● Business - ecosystem service costs to companies

Additional Resources:● Enviroliteracy: enviroliteracy.org● Annenberg Learner: The Habitable Planet:

Learner.org/courses/envsci/● District approved textbook● Online simulations


Unit Title: Populations

Unit Overview/Essential Understanding: Basic population traits are defined and analyzed in this unit. Population math and changes are addressed. The questions of population problems and how to sustain a population are evaluated.

Essential Questions:● What factors affect population growth?● How has human population changed over time and what factors affect growth?


● analyze a population based on various ecological factors● distinguish between r and K strategists as well as Types I, II, and III species● calculate population growth rates● evaluate population issues related to economic and social factors

Focus Standards Addressed in this Unit: ● 3.4.12.B1 - Analyze ethical, social, economic, and cultural considerations as related to the development, selection, and use of

technologies.● 4.3.12.B - Analyze factors that influence the local, regional, national, and global availability of natural resources.● HS-LS2.1 - Use mathematical and/or computational representations to support explanations of factors that affect the carrying capacity of

ecosystems at different scales.

Important Standards Addressed in this Unit:● CC.3.6.11-12.A - Write arguments focused on discipline-specific content. Introduce precise, knowledgeable claim(s), establish the

significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create and organization that logically sequences the claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly and thoroughly, supplying the

most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

Misconceptions:● In order for a trait to be present in a population, it does not have to be specifically selected. Students may think that every trait that

exists is beneficial.● Numbers are not the only fact that matters when looking at overpopulation--age, structure, and organismal needs also influence

population issues.

Concepts/Content:● generalist and specialist species● k-selected and r-selected species● survivorship curves● carrying capacity● population growth and resource

availability● age structure diagrams● total fertility rate● human population dynamics● demographic transition

Competencies/Skills:● compare the use of natural

resources in different countries● analyze the social, economic, and

political factors that affect the distribution of natural resources (e.g. wars, political systems, classism, and racism)

● interpret and create population graphs based on current demographic data

Description of Activities:● population graphs and math problems● demographic transition investigation● survivorship lab

Assessments:● Free response questions from past AP tests● Graph interpretation and creation● Lab Reports● Unit Exam

Interdisciplinary Connections:● Cite textual evidence● Write arguments● Exponential and Algebraic graph interpretation

Additional Resources:● Annenberg Learner: The Habitable Planet:

Learner.org/courses/envsci/● Population Studies: enviroliteracy.org

● Graph creation ● District approved textbook

Subject: AP Environmental Science Grade: 11/12 Suggested Timeline: 4 weeksUnit Title: Earth Systems and Resources

Unit Overview/Essential Understanding: This unit engages students in active experimental design and execution. Each of Earth’s major systems, the resources associated with them, how they have changed over time, and how humans have changed them are analyzed. The culmination of the unit focuses on the interconnectedness of Earth systems.

Essential Question:● How are Earth’s systems interrelated?


● describe basic components of the atmosphere, hydrosphere, and lithosphere● predict certain weather patterns and climate phenomena based on geography and position on earth● analyze soils

Focus Standards Addressed in this Unit: ● 3.3.12.A1 - Explain how parts are related to other parts in weather systems, solar systems, and earth systems, including how the output

from one part can become an input to another part. ● 3.3.12.A2 - Analyze the availability, location, and extraction of Earth’s resources. ● 3.3.12.A7 - Interpret and analyze a combination of ground-based observations, satellite data, and computer models to demonstrate

Earth systems and their interconnections. ● HS-ESS2.7 - Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.

Important Standards Addressed in this Unit:● CC.3.5.11-12.J - By the end of grade 12, read and comprehend science/technical texts in the grades 11-12 text complexity band

independently and proficiently.● HS-ESS3.6 - Use a computational representation to illustrate the relationships among Earth systems and how those relationships are

being modified due to human activity.

Misconceptions:● Plate tectonic movements dictate most land formation changes.● Fresh water is not an unlimited resource. Students may think freshwater is easily accessible and always available.

Concepts/Content:● plate tectonics● soil formation and erosion● soil composition and properties● earth’s atmosphere● global wind patterns ● watersheds● solar radiation and earth’s seasons● earth’s geography and climate● El Nino and La Nina

Competencies/Skills: analyze the processes that cause

the movement of material in the Earth’s systems (ocean currents, global winds, convection currents)

● infer how human activities may impact the natural course of Earth’s cycles

● control variables of an experiment to achieve valid results

Description of Activities:● Soil modeling● Soil testing

Assessments:● Practice multiple choice and free response questions from past AP tests● Lab Reports● Unit Exam

Interdisciplinary Connections:● Reading nonfiction● Technology - GIS map making

Additional Resources:● Enviroliteracy: enviroliteracy.org● Annenberg Learner: The Habitable Planet:

Learner.org/courses/envsci/● Online simulations● District approved textbook


Unit Title: Land and Water Use

Unit Overview/Essential Understanding: As land and water uses are identified, focus is drawn to how the availability of those resources influence human activity. Methodologies for harvesting and maintaining these resources will be evaluated according to their cost-benefit ratios, focusing on technologies that improve conservation of those resources.

Essential Question:● How do agricultural practices and the extraction of natural resources affect watersheds and the surrounding ecosystems?


● relate the tragedy of the commons to sustainability issues in land and water usage● evaluate various agricultural techniques● analyze damage to the environment as related to land and water usage● explain some methods of provisional industries that are more sustainable than many current choices

Focus Standards Addressed in this Unit: ● 4.2.12.A - Examine environmental laws related to land use management and its impact on the water quality and flow within a

watershed.● 4.2.12.B - Examine various public policies relating to wetlands.● 4.4.12.A - Research and analyze the social, political, economic, and environmental factors that affect agricultural systems.

Important Standards Addressed in this Unit:● 4.4.12.D - Describe how policies, regulations, and laws affect the technologies adopted in agriculture.● CC.3.6.11-12.G - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively;

assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for

citation.● CC.3.6.11-12.H - Draw evidence from informational texts to support analysis, reflection, and research.

Misconceptions:● There is typically an ignorance associated with where products come from and how the earth provides those raw materials.● People tend to think that current methods to extract resources are the only possibilities when there are many methods that are not used

in mass yet.

Concepts/Content:● tragedy of the commons● clearcutting● the Green Revolution● impacts of agricultural practices● irrigation methods● pest control methods● meat production methods● impacts of overfishing● impacts of mining● impacts of urbanization● ecological footprints● introduction to sustainability● methods to reduce urban runoff● integrated pest management● sustainable agriculture● aquaculture● sustainable forestry

Competencies/Skills:● analyze the effects of policies and

regulations at various governmental levels on wetlands and their surrounding environments

● investigate the intended and unintended effects of public policies and regulations relating to wetlands

● analyze research and development initiatives as they relate to agriculture

● evaluate various techniques used to harvest resources as related to relevant factors

Description of Activities:● globalization definition● strip mining cookie lab● tragedy of the commons lab● land use team planning● farm visit● personal footprint measurement

Assessments:● Free response questions from past AP tests● Graph interpretation and creation● Lab Reports

● Unit Exam

Interdisciplinary Connections:● Cite textual evidence● Legal analysis of treaties and environmental laws● Writing arguments


Learner.org/courses/envsci/● Land, Water: enviroliteracy.org


Unit Title: Energy Resources and Consumption

Unit Overview/Essential Understanding: The energy unit describes how matter is affected by energy and how earth requires the flow of energy to maintain other resources. While defining how energy flows through various earth systems, this unit is designed to require students to ask how resources are utilized and evaluate those uses based on requirements, cultural issues, socio-economic issues, and damage to earth’s other resources.

Essential Questions:● How has man’s demand for energy changed over time?● What technologies will lead to more sustainable energy usage?


● describe available energy resources on earth● analyze energy resource costs and benefits● compare “alternative” energies to standard ones● evaluate the balance of renewable and nonrenewable energy use and harvesting

Focus Standards Addressed in this Unit: ● 3.3.12.A1 - Classify Earth’s internal and external sources of energy such as radioactive decay, gravity, and solar energy.● 3.4.12.B2 - Illustrate how, with the aid of technology, various aspects of the environment can be monitored to provide information for

decision making.● 3.4.12.E2 - Compare and contrast the technologies of biotechnology conservation, bio-fuels, and ecosystems as they relate to managing

Earth’s resources effectively.● 4.3.12.A - Evaluate the advantages and disadvantages of using renewable and nonrenewable resources. ● HS-ESS3.4 - Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

Important Standards Addressed in this Unit:● 4.5.12.A - Analyze how consumer demands drive the development of technology enabling the sustainable use of natural resources. ● HS-WSS2.4 - Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

Misconceptions:● Nonrenewable resources regenerate at a rate more slowly than they are rebuilt. Students often think they are gone forever.● There is only so much energy that we can get and use from the sun on a daily basis. Student thought leans toward the sun being a never

ending resource.

Concepts/Content:● renewable and nonrenewable

resources● global energy consumption● fuel types and uses● distribution of natural energy

resources● fossil fuels● nuclear power● energy from biomass● solar energy● hydroelectric power● geothermal energy● hydrogen fuel cell● wind energy● energy conservation

Competencies/Skills:● evaluate the impact of using

renewable and nonrenewable energy resources on the Earth’s systems

● explain how consumption rate affects the sustainability of resource use

● research how technology influences the sustainable use of natural resources

Description of Activities:● changing laws: energy vs. ecosystem● coal comparison lab● simple solar cell construction● Energy Technology Showcase

Assessments:● Free response questions from past AP tests● Graph interpretation● Lab Reports● Unit Exam

Interdisciplinary Connections:● Engineering – design concepts


Learner.org/courses/envsci/● Energy: enviroliteracy.org ● District approved textbook


Unit Title: Air Pollution

Unit Overview/Essential Understanding: Air pollution is separated from other types of pollution because of years of under-regulation and the massive movement of air across the globe. The legal acts that were started as a result of these pollutants are analyzed culturally, scientifically, and financially. As each type of pollution is addressed, methods of remediation are researched under the umbrella of cost-benefit ratio.

Essential Questions:● What are the major sources of air pollution?● How have governments acted to improve air quality?


● describe how air pollutants are monitored● explain important environmental policies● evaluate how various industries balance their needs with their pollution outputs

Focus Standards Addressed in this Unit: ● 3.4.12.E3 - Compare and contrast energy and power systems as they relate to pollution, renewable and non-renewable resources, and

conservation.● 4.5.12.C - Analyze the costs and benefits of means to control pollution.

Important Standards Addressed in this Unit:● 4.5.12.E - Analyze how consumer demands promote the production of pollutants that affect human health.● CC.3.6.11-12.B - Write informative/explanatory texts, including technical processes.

Misconceptions:● Heat and sound (types of energy) can also be considered pollutants when in excess in an environment.

Concepts/Content:● introduction to air pollution● photochemical smog● thermal inversion● atmospheric CO2 and particulates● indoor air pollutants● acid rain● noise pollution

Competencies/Skills:● reliably and safely use various

probe lab equipment● evaluate methods of pollution

treatment● analyze the intended and

unintended effects of legislation relating to pollutant limitations and clean-up

Description of Activities:● Pollution Case Study analysis● air quality testing● nature sound comparison before and after

disturbance● decomposition rate due to acid rain

Assessments:● Practice multiple choice and free response questions from past AP tests● Graph interpretation and creation● Lab Reports● Unit Exam

Interdisciplinary Connections:● Graph creation● Social Studies – cultural relationship with the quality of the

environment


Learner.org/courses/envsci/● Pollution: enviroliteracy.org ● District approved textbook


Unit Title: Aquatic and Terrestrial Pollution

Unit Overview/Essential Understanding: Pollution created by human activities directly impacts ecosystems. The source of pollution can be easy to identify or can be diffused. There are many human health issues that can be linked to pollution. Legislation has been created to reduce discharges of pollution. The culmination of the unit explores how local and regional human activities can have a global impact.

Essential Question:● What are sources of pollution and how is society working to balance their environmental impact?


● describe how soil and water pollutants are monitored● explain important environmental policies related to pollution● evaluate how various industries balance their needs with their pollution outputs● identify health issues related to pollution

Focus Standards Addressed in this Unit: ● 3.4.12.E3 - Compare and contrast energy and power systems as they relate to pollution, renewable and non-renewable resources, and

conservation.● 4.2.12.C - Analyze the effects of policies and regulations at various governmental levels on water quality.● 4.5.12.C - Analyze the costs and benefits of means to control pollution.● HS-ESS3.2 - Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-

benefit ratios.

Important Standards Addressed in this Unit:● 4.5.12.B - Evaluate pest management using methods such as cost/benefit analysis, cumulative effects analysis, environmental impact

analysis, ethical analysis, and risk analysis.

● 4.5.12.E - Analyze how consumer demands promote the production of pollutants that affect human health.● CC.3.6.11-12.B - Write informative/explanatory texts, including technical processes.

Misconceptions:● Pollutants are materials that do not belong in a particular environment. Students think that only “toxic” substances are pollutants.● Not all pollution can be remediated. Students think that all pollution can be cleaned up.

Concepts/Content:● sources of pollution● human impacts on ecosystems● endocrine disruptors● human impacts on wetlands and

mangroves● eutrophication● thermal pollution● persistent organic pollutants● bio accumulation and bio

magnification● solid waste disposal● waste reduction methods● sewage treatment● lethal dose 50%● dose response curve● pollution and human health● pathogens and infectious diseases

Competencies/Skills:● explain human causes of various

pollutants● utilize land and water use

knowledge to describe why pollutants differentially affect ecosystems

● analyze the intended and unintended effects of legislation relating to pollutant limitations and clean-up

Description of Activities:● lethal dose lab● aquatic plant growth lab● recycling center field trip● individual trash analysis

Assessments: Practice multiple choice and free response questions from past AP tests Graph interpretation and creation Lab Reports Unit Exam

Interdisciplinary Connections: Social Studies – cultural relationship with the quality of the

environment Chemistry and Biology - basics to recognize human health

impacts and remediation methods

Additional Resources: Annenberg Learner: The Habitable Planet:

Learner.org/courses/envsci/ Pollution: enviroliteracy.org District approved textbook


Unit Title: Global Change

Unit Overview/Essential Understanding: The final unit of the course ties concepts from the year together by analyzing how all of earth’s systems are affected by large scale changes. Focus is on the impact of human actions on these changes, both those that caused the global effect and those that could reverse the situation.

Essential Question:● How will human environmental practices drive the future of the environment?


● evaluate climate change news articles● analyze environmental problems● identify sustainable solutions to environmental challenges

Focus Standards Addressed in this Unit: ● CC.3.5.11-12.F - Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text,

identifying important issues that remain unresolved.● 4.5.12.C - Explain mitigation and its role in maintaining environmental health.● HS-LS2.5 - Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere,

atmosphere, hydrosphere, and geosphere.● HS-LS2.6 - Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent

numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.● HS-ESS3.1 - Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and

changes in climate have influenced human activity.● HS-ESS3.5 - Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate

of global or regional climate change and associated future impacts to Earth systems.

Important Standards Addressed in this Unit:● CC.3.6.11-12.E - Use technology, including the Internet, to produce, publish, and update individual or shared writing products in

response to ongoing feedback, including new arguments or information.● HS-LS2.7 - Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.● HS-LS4.6 - Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Misconceptions:● All organisms can have a negative effect on the environment. While humans can have an effect, they are not the only organisms that

have an impact on their ecosystem.● Some natural occurrences in the environment that seem dangerous or destructive to humans are necessary for that biome. Students

might think that forest fires are bad when they are often necessary.

Concepts/Content:● stratospheric ozone depletion● reducing ozone depletion● the greenhouse effect● increases in the greenhouse gases● global climate change● ocean warming● ocean acidification● invasive species● endangered species● human impacts on biodiversity

Competencies/Skills:● evaluate short-term versus long-

term solutions to environmental crises

● argue each side of globalization issues—environmental laws, cultural norms, and socioeconomic differential

Description of Activities:● evaluation of local emergency plans related to

the changing planet● data-based argument on climate change

Assessments:● Practice multiple choice and free response questions from past AP tests● Graph interpretation and creation● Debate● Unit Exam

Interdisciplinary Connections:● Citing evidence to support an argument.


Learner.org/courses/envsci/● Greenhouse Effect, Extinction: enviroliteracy.org ● District approved textbook

€¦ · Web viewResearch how humans affect energy flow within an ecosystem. 4.1.12.E - Research...

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