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Hello Parents! Sept 11, 2014 I’m David Craig and this is my background… Contact: 705-2260, ext 2828 [email protected] My Philosophy as a Teacher My Job 1. I need to learn about the subject and figure out how to bring that to each of you in a way that each of you will learn the most and in the best way. 2. I need to learn about YOU in relation to the subject: how you learn it best; what you have learned and what you need to learn. So I need to constantly assess your learning and then give you feedback (not to be confused with grades). My Goals 1. I see a constant improvement in my students’ knowledge, abilities and attitudes throughout the year. Their confidence grows along with their ability to make good self-assessments. 2. Students WANT TO learn about Environmental Science. They end up saying “It was one of the most important classes I took.” 3. Students are empowered by your knowledge and skills involving Environmental Science in particular and science and learning in general. 4. Students feel in some way empowered to work on the challenges we all face involving the environment and human needs. 5. You do well on the AP exam. My Overall Goal At the end of the year all students will say environmental science was one of the most important courses they took in high school; that it was – if not a “life changer” – well, at least something that will continue to influence them for a long time. They will recommend it to all other students. Environmental Science – Course Description Environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of study. There are several major unifying constructs, or themes, that cut across the many topics included in the study of environmental science. This makes environmental science an intensely relevant and interesting course Major Themes of Environmental Science The six major themes of the AP Environmental Science course are: 1. Science is a process ● Science is a method of learning more about the world. ● Science constantly changes the way we understand the world. 2. Energy conversions underlie all ecological processes. ● Energy cannot be created; it must come from somewhere. ● As energy flows through systems, at each step more of it becomes unusable. 3. The Earth itself is one interconnected system. ● Natural systems change over time and place. ● Biogeochemical systems vary in ability to recover from disturbances. 4. Humans alter natural systems. ● Humans have had an impact on the environment for millions of years. ● Technology and population growth have enabled humans to increase both the rate and scale of their impact on the environment. 5. Environmental problems have a cultural and social context. ● Understanding the role of cultural, social, and economic factors is vital to the development of solutions. 6. Human survival depends on developing practices that will achieve sustainable systems. ● A suitable combination of conservation and development is required. ● Management of common resources is essential. Schedule Time period (weeks) 1 Topic/ Activity Intro Activities: Class rules and procedures; start bean and sunflower plant; start Plant Journal; tour of campus; observe motions of the sun Unit 1: Introduction to Environmental Science 1 1.1 Our Island, Earth 1.2 The Nature of Science 1.3 The Community of Science Science Behind the Stories Feature: The Lesson of Easter Island Lab Chapter 1 Assessment 2 Economics and Environmental Policy 2.1 Economics 2.2 United States Environmental Policy 2.3 International Environmental Policy and Approaches Success Stories Feature: Fighting for Clean Water Lab Chapter 2 Assessment 2 Earth’s Environmental Systems 3.1 Matter and the Environment 3.2 Systems in Environmental Science 0 3.3 Earth’s Spheres 3.4 Biogeochemical Cycles A Closer Look Feature: Nutrients Lab Chapter 3 Assessment Unit 1 Field Study: Field Observations ; Unit 1 Project Unit 2: Ecology 2 Population Ecology 4.1 Studying Ecology 4.2 Describing Populations 4.3 Population Growth Science Behind the Stories Feature: The Cloudless Forest Lab Chapter 4 Assessment 2 Evolution and Community Ecology 5.1 Evolution 5.2 Species Interactions 5.3 Ecological Communities 5.4 Community Stability Science Behind the Stories Feature: A Broken Mutualism? Lab Chapter 5 Assessment 12 Biomes and Aquatic Ecosystems 6.1 Defining Biomes 6.2 Biomes 6.3 Aquatic Ecosystems Point, Counterpoint Feature: Should Elephant Culling be Allowed? Lab Chapter 6 Assessment 2 Biodiversity and Conservation 7.1 Our Planet of Life 7.2 Extinction and Biodiversity Loss 7.3 Protecting Biodiversity Success Stories Feature: A Couple of Birds Make Big Comebacks Lab Chapter 7 Assessment Unit 2 Field Study: Biodiversity Study Unit 2 Project Unit 3 Humans and the Environme nt 1 Human Population 8.1 Trends in Human Population Growth 8.2 Predicting Population Growth 8.3 People and Their Environments Lab Chapter 8 Assessment 1 Environmental Health 9.1 An Overview of Environmental Health 9.2 Biological and Social Hazards 9.3 Toxic Substances in the Environment 9.4 Natural Disasters Point, Counterpoint Feature: Should BPA Use be Regulated? Lab Chapter 9 Assessment 2 Urbanization 10.1 Land Use and Urbanization 10.2 Sprawl 10.3 Sustainable Cities A Closer Look Feature: Geographical Information Systems Lab Chapter 10 Assessment Unit 3 Field Study: Mapmaking Unit 3 Project Semester 1 Final Exam Unit 4 Earth’s Resources 1 Forestry and Resource management 11.1 Resource Management 11.2 Forest Resources 11.3 Forest Management Success Stories Feature: Reforesting Africa Lab Chapter 11 Assessment 1 Soil and Agriculture 12.1 Soil 12.2 Soil Degradation and Conservation 12.3 Agriculture 12.4 Food Production Science Behind the Stories Feature: Dark Earth in the Amazon Lab Chapter 12 Assessment 1 Mineral Resources and Mining 13.1 Minerals and Rocks 13.2 Mining 13.3 Mining Impacts and Regulations Point, Counterpoint Feature: Is it Safe to Mine Salt in Retsof, NY? Lab Chapter 13 Assessment 2 Water Resources 14.1 Earth: The Water Planet 14.2 Uses of Fresh Water 14.3 Water Pollution A Closer Look Feature: Wastewater Treatment Lab Chapter 14 Assessment 2 The Atmosphere 15.1 Earth’s Atmosphere 15.2 Pollution of the Atmosphere 15.3 Controlling Air Pollution Success Stories Feature: The Clean Air Act and Acid Rain Lab Chapter 15 Assessment Unit 4 Field Study: Monitoring Habitats Unit 4 Project Lab Unit 5: Toward a Sustainable Future 2 Global Climate Change 16.1 Our Dynamic Climate 16.2 Climate Change 16.3 Effects of Climate Change 16.4 Responding to Climate Change Science Behind the Stories Feature: Climate Clues in Ice Lab Chapter 16 Assessment 2 Nonrenewable Energy 17.1 Energy: An Overview 17.2 Fossil Fuels 17.3 Harmful Effects of Fossil Fuels 17.4 Nuclear Power A Closer Look Feature: Turning Coal into Electricity Lab Chapter 17 Assessment 2 Renewable Energy Alternatives 18.1 Biomass and Geothermal Energy 18.2 Hydropower and Ocean Energy 18.3 Solar and Wind Energy 18.4 Energy from Hydrogen Point, Counterpoint Feature: Are Biofuels Better for the Environment? Lab Chapter 18 Assessment 2 Waste Management 19.1 Municipal and Industrial Waste 19.2 Minimizing Solid Waste 19.3 Hazardous Waste A Closer Look: The Recycling Process Lab Chapter 19 Assessment Unit 5 Field Study: Social Survey; Unit 5 Project: Energy Audit Acknowledgments Thanks to Mr. T. Schinkel of Southington and Ms. Brittany Wierda of Scecina Memorial high schools for posting their syllabi on-line. I have used them extensively as a basis for this syllabus. His website is at: http://cumulusclouds.weebly.com