Course Title: Environmental Science

 

Room: B 2.12

 

 

Course Description:

 

This course is designed to introduce the basic concepts of environmental studies.  It is an elective course that allows students to explore issues facing the environment today.  The students will become familiar with air and water quality, land management, ecosystems and biodiversity.  The students will develop the vocabulary needed to communicate about the environment and the background to form educated decisions about current events.  Multiple methods of learning will be used.  The primary methods will be lecture and labs, but we will also do reading of current events, writing of persuasive papers, and independent research projects

 

Course Goals/Objectives/Standards:

 

A.  INQUIRY SKILLS

 

 

Students will design and conduct scientific investigations

 

·         Identify questions that can be answered through scientific investigations

·         Use appropriate tools, technology, and techniques to gather, analyze, and interpret data

·         Organize and maintain a journal showing all phases of investigations

·         Develop descriptions, explanations, predictions, and models using evidence and logic

·         Use mathematics to explain, interpret, and improve investigations and communications

·         Construct logical relationships between evidence and explanations

·         Identify and analyze alternative explanations, models, and predictions

·         Demonstrate understanding about scientific inquiry

·         Use fair test procedures

 

 

Students will communicate scientific procedures and explanations

 

·         Demonstrate effective methods to organize and display scientific concepts

·         Present investigative procedures and results to others verbally, graphically, and in writing

·         Communicate science concepts accurately and clearly, using scientific vocabulary

 

 

 

B.  ENVIRONMENTAL SCIENCE CONTENT

 

 

The learner will describe components of an ecosystem

 

·         Distinguish the biotic factors of an ecosystem

·         Analyze the chemical factors of an ecosystem

·         Determine the physical factors of an ecosystem

·         Describe an ecosystem as a complex relationship of biotic, chemical, and physical factors

 

 

The learner will understanding the flow of energy through an ecosystem

 

·         Explain and model the flow of energy through an ecosystem

·         Estimate relative energy loss in an ecosystem

 

 

The learner will analyze the role of chemical cycles in the biosphere

 

·         Describe the carbon and oxygen cycle

·         Explain the water cycle

·         Investigate mineral cycles such as nitrogen and phosphorus

 

 

The student will determine the factors that influence rates of changes in populations

 

·         Estimate population size

·         Describe the limiting factors of a population

·         Identify the major causes for extinction of species

·         Explore the influence of humans on accelerating species extinction

 

 

The student will analyze adaptations of organisms within different biomes and communities

 

·         Explain characteristics of world biomes

·         Evaluate special adaptations of plants and animals

·         Investigate a local ecosystem

·         Explain the role of population diversity in community survival

·         Describe the role of genetic diversity in species survival

 

 

Students will understand how ecological conditions change over time

 

·         Describe how nature heals and replenishes an area after a major disruption (examples:  forest fire, plowed fields, volcanic island)

 

 

Students will evaluate the effects of human behavior on environmental quality

 

·         Identify sources of air pollution and determine the impact on environmental quality

·         Identify sources of water pollution and determine the impact on environmental quality

·         Describe land use problems and predict future impact on society

 

 

Students will make informed decisions about the use of natural resources

 

·         Compare the Earth’s supply of renewable and nonrenewable resources

·         Understand the operations and use of technologies that use natural resources (examples: nuclear energy, wind power)

·         Identify individual and group actions for conservation

·         Evaluate the advantages and disadvantages of resource usage

 

 

 

 

 

 

C.  SCIENCE AND TECHNOLOGY

 

 

Students will demonstrate abilities in technological design

 

·         Design and construct a solution to an identified problem

·         Determine the effectiveness of the solution

·         Design and conduct an investigation to determine the quality of commercial “environmental friendly” products

 

 

Students will understand about science and technology

 

·         Determine how science and technology relate to environmental management and monitoring

·         Compare the intended benefits and unintended consequences of a technology

·         Explain constraints in technological designs

 

 

 

D.  PERSONAL AND SOCIAL PERSPECTIVES

 

 

Students will practice safety

 

·         Demonstrate personal and group safety when engaged in science activities

·         Analyze the use of personal safety devices (examples:  hearing protectors, sun glasses, UV filters)

 

 

Students will evaluate factors affecting environmental quality

 

·         Investigate environmental problems within the local community

·         Evaluate criteria for environmental quality

·         Investigate monitoring efforts for environmental quality

·         Conduct a risk-benefit study for an environmental problem

 

 

 

 

E.  HISTORY AND NATURE OF SCIENCE

 

 

Students investigate examples of science as a human endeavor

 

·         Describe how environmental management involves teamwork

·         Examine the ethical traditions of scientists and environmentalists

·         Investigate contributions to environmental management from different genders and cultures

·         Investigate career choices in environmental science (examples:  costs, required professional preparation, job opportunities)

 

 

Students will explain the nature of scientific knowledge

 

·         Explain how science is involved in the process of environmental management

·         Analyze criteria used by industry, environmental enforcement, and environmental action groups in their research and publications

 

 

Students will understand the important historical events of environmental science

 

·         Describe the efforts of scientists and nonscientists who have contributed to the awareness and management of environmental problems

·         Explain how the center of scientific research has shifted between cultures over time

·         Investigate how scientific and technological advances have made long lasting contributions to society

 

 

Scope and Sequence:

 

First Quarter Topics

 

  1. Introduction to the Environment
  2. Scientific Methods
  3. The Earth
  4. Organization of Life
  5. How Ecosystems Work
  6. Types of Ecosystems and Biomes

 

Second Quarter Topics

 

  1. Populations
  2. Human Populations
  3. Biodiversity
  4. Water
  5. Air

 

Third Quarter Topics

 

  1. Climate Change
  2. Land
  3. Food
  4. Mining and Mineral Resources
  5. Energy

 

Fourth Quarter Topics

 

  1. Waste
  2. Environment and Human Health
  3. Global Events

 

 

 

 

COURSE GRADING/ASSESSMENT:

 

Quarter grades are determined by:

 

1.  Unit Exams                                                                        --              50%

 

2.  Course work consisting of labs and various homework    --              50%

     assignments.

 

I will use the AFNORTH grading scale published in the Student Handbook.    The final semester grade is calculated using 80% of the average of the two-quarter grades, plus 20% of the semester exam grade.

 

Continuous School Progress:

 

AFNORTH International Middle/High School’s CSP goal is, “All students will improve their written communication skills across the curriculum.” The 6+ 1 trait is the model selected to improve school-wide writing in all subject areas.  The 6+ 1 trait writing framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like.  Teachers and students will use the 6+1 trait model to identify areas of strengths and weaknesses as they continue to strive towards continued writing improvement.  In this class we will be using the 6+1 trait to work on appropriate scientific communication through lab reports, essay exams, and persuasive papers, among other written projects.

 

CLASSROOM EXPECTATIONS/CONSEQUENCES:

 

1.  Do give your best effort.   Take responsibility for your own learning.

2.      Do take notes and ask questions at the appropriate time.

3.      Do ask permission before touching any chemicals and lab equipment.

4.      Don’t bring food or drink into the classroom.

5.      Do respect another person by listening while they talk.

6.      Don’t leave class without permission.

7.      Do ask permission to get out of your seat in large group settings such as lecture/discussions.

8.      Do bring your materials to class and get them ready before class begins.

9.      Do conduct yourself as a scientist and help others as much as possible during labs.

10.  Do remain seated until signaled by the instructor to leave.

11.  Do your own work, cheating will not be tolerated.

12.  Do all required assignments and turn them in on time.

13.  Do use the restroom during passing time.

14.  Do have a great, safe year!

 

If a student chooses not to follow my classroom expectations, I will talk to the student individually first.  If the action is not corrected, I will contact the parent.  Following this, administrative action may be necessary.

 

 

 

Textbook:

 

Environmental Science, Holt

 

Supplemental Materials:

 

 Lab notebook, handouts

 

Supplies:

 

Pens with blue or black ink

Loose-leaf paper in a 3-ring binder

Pencils

 

HOMEWORK POLICY:

 

Homework is generally given daily and is expected to be completed in order to adequately learn the material as well as prepare for examinations. Homework must be completed on regular paper and must be done in pen (lab write-ups may be completed in pencil) to be acceptable.  If sentences are not complete, no credit will be given.  Assignments/labs are due at the beginning of class.  All assignments must have your name and the assignment at the top of the first page.   Late work will receive a penalty of 10% off for each school day that it is late.

 

MAKE-UP WORK POLICY:

 

1.      Exams – If announced prior to your absence, exams will be made up upon your return during seminar.  Any missed test must be made up during the next seminar period.

2.      Homework – Student handbook

3.      Labs will be made up during seminar.  Please consider that many experiments need extensive preparation time, so please notify the instructor in advance of which lab you will be making up.  If you were absent for an entire lab period (85 minutes) you will need to request a permission slip prior to seminar (preferably the day before) releasing you from SSR, so that the entire lab can be completed during seminar.

 

LAB WRITE-UP PROCEDURE:

 

I.                    NAME

II.                 DATE

III.               PERIOD

IV.              TITLE

V.                 PURPOSE

VI.              MATERIALS

VII.            RESULTS -- In this section, you will describe the results you have obtained and the observations that you have made.   Any questions should be answered, charts should be drawn, drawings made, data compiled, computations, etc.

VIII.         CONCLUSIONS  -- Write a minimum five-sentence conclusion, indicating what you have learned and any questions left unanswered or generated by this lab.