Download Advanced Placement Environmental Science

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
OFFICE OF CURRICULUM AND INSTRUCTION
SCIENCE DEPARTMENT
AP Environmental Science
COURSE DESCRIPTION
Grade Level: 10-12
Department:
Science
Course Title: AP Environmental Science
Credits:
5.0
Course Code: 042850
Board of Education adoption date: August 27, 2012
Board of Education
Mr. Heshy Moses, President
Mrs. Jennifer Sutera, Vice President
Mr. Carl Accettola
Mr. William Bruno
Mrs. Elizabeth Canario
Mrs. Kathie Lavin
Mr. Ronald G. Lawson
Mr. Michael Messinger
Ms. Maryanne Tomazic
Mr. Charles Sampson, Superintendent
Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum
and Instruction
Curriculum Writing Committee
Ms. Katherine Tsakiris
Supervisors
Ms. Kim Fox
Ms. Marybeth Ruddy
Ms. Stacie Ferrara
Ms. Denise Scanga
Ms. Elena Andreacci
Advanced Placement Environmental Science - Introduction
Introduction
Course Philosophy
Advanced Placement Environmental Science is an interdisciplinary course, drawing from many different natural sciences (biology, geology, physics,
chemistry, meteorology, ecology, etc.) and social sciences (economics, political science, philosophy, history, etc.) to help humans understand and solve the
problems facing earth and its inhabitants. This course will provide the basic principles of environmental science and help students to apply them to
environmental problems. Students will use biological, chemical and physical scientific processes and knowledge to classify, analyze and evaluate
environmental issues and situations that challenge humans within the framework of social, economic and historical parameters.
The students will actively participate in exploring the scientific learning process in a sequential curriculum. Emphasis will be placed on safety rules, current
scientific issues, problem solving and creativity using conceptual thinking skills, logical reasoning, multi-modal opportunities and an interdisciplinary
approach. Teachers will continually motivate students by fostering a positive attitude toward science and by using a variety of techniques and instructional
materials.
Upon completion of this course, all students will master the basic concepts of environmental science and be able to use that knowledge to make informed
decisions about scientific and societal issues that pertain to this field. This knowledge, in conjunction with the ability to analyze, evaluate and reason, is what
scientific literacy demands.
Course Description
Advanced Placement Environmental Science is designed to be the equivalent of a one-semester introductory college course that includes laboratory and field
investigation components. Environmental Science is interdisciplinary and embraces a wide variety of concepts from other branches of science such as
geology, biology, environmental studies, chemistry, physics, and geography. The goal of the AP Environmental Science course is to provide students with the
scientific principles, concepts, and methodologies required for understanding the interrelationships of the natural world, to identify and analyze
environmental problems both natural and man-made, to evaluate the relative risk associated with these problems, and to examine alternative solutions for
resolving and/or preventing them.
Course Map and Proficiencies/Pacing
Course Map
Relevant
Standards
5.1.12.A.1-3
5.1.12.B.1-4
5.1.12.C.1-3
5.1.12.D.1-3
5.1.12.A.1-3
5.1.12.B.2,3
5.1.12.C.1-3
5.1.12.D.1-3
5.2.12.A.6
5.3.12.B.1-3
5.3.12.C.1,2
5.3.12.E.1-4
Enduring
Essential Questions
Understandings
Science is a
process.
What is scientific inquiry?
What are the parts of experimental
design?
How is scientific research
performed and how are the results
analyzed?
What are methods of observation in
the field?
What is proper safety in and out of
the classroom?
How are ecosystems influenced
by biotic and abiotic factors?
What causes changes in
ecosystems?
What is the process of natural
The earth is one
selection?
interconnected
How can change in one part of an
system.
ecosystem affect changes in other
parts of the ecosystem?
How does biodiversity provide
health to ecosystems?
Assessments
Diagnostic
Formative
Pre-assessment
Anticipatory set
Class discussion
Introductory reading
Graphic organizers
Data analysis
Lab reports
Oral presentations
Problem set
Quiz
Research
Student-centered
activities
Written assignments
KWL chart
Pre-assessment
Anticipatory set
Class discussion
Introductory reading
Student surveys
Graphic organizers
Concept map
Journals
Lab reports
Problem set
Quiz
Student-centered
activities
Think-pair-share
Written assignments
Summative
Advanced Placement style end of
unit test
Scientific experiment with scientific
paper
Oral presentations
Advanced Placement style end of
unit test
Lab report
Midterm examination
Online assessments
Research project
Final examination
5.1.12.A.1-3
5.1.12.B.2,3
5.1.12.C.1-3
5.1.12.D.1-3
5.2.12.A.4
5.3.12.B.1-6
5.3.12.C.1
5.4.12.E.1
5.4.12.F.1-3
5.1.12.A.1-3
5.1.12.B.2,3
5.1.12.C.1-3
5.1.12.D.1-3
5.3.12.B.1,3,4
5.4.12.C.1-2
5.4.12.D.1-2
5.4.12.E.1-2
5.4.12.F.1-3
5.4.12.G.1-7
The conversion
of energy is the
basis for all
ecological
systems.
Earth's
landscapes are
the results of
interactions
within the
earth's natural
systems.
What is the nature of energy?
What forms does energy take in the
natural world?
How does energy flow through
ecosystems?
What is the source for nearly all
processes on earth?
What factors influence biomes?
How do weather, climate and ocean
circulation influence or affect the
environment?
What physical, chemical and
biological factors influence climate?
How do landscapes change over
time?
What constitutes the atmosphere
and why is it important?
KWL chart
Pre-assessment
Class discussion
Online diagnostic
Student surveys
Remote responders
Graphic organizers
Pre-assessment
Anticipatory set
Introductory reading
Online diagnostic
Remote responders
Class discussion
Graphic organizers
KWL chart
Concept map
Data analysis
Journals
Lab reports
Online assessments
Problem set
Quiz
Student-centered
activities
Think-pair-share
Written assignments
Journals
Lab reports
Oral presentations
Problem set
Quiz
Research
Student-centered
activities
Think-pair-share
Written assignments
Advanced Placement style end of
unit test
Lab report
Midterm examination
Online assessments
Final examination
Advanced Placement style end of
unit test
Midterm examination
Online assessments
Oral presentations
Research project
Final examination
5.1.12.A.1-3
5.1.12.B.2,3
5.1.12.C.1-3
5.1.12.D.1-3
5.3.12.C.1
5.4.12.C.1-2
5.4.12.D.1-2
5.4.12.E.2
5.4.12.F.1-3
5.4.12.G.1-7
How do elements cycle through the
Elements are
biosphere, hydrosphere and
constantly
geosphere?
cycling through Where are major cycling elements
earth's
found?
systems.
How was the earth formed and how
has it changed over time?
KWL chart
Pre-assessment
Class discussion
Introductory reading
Student surveys
Remote responders
Graphic organizers
Concept map
Lab reports
Problem set
Quiz
Research
Student-centered
activities
Think-pair-share
Written assignments
Advanced Placement style end of
unit test
Lab report
Midterm examination
Final examination
5.1.12.A.1-3
5.1.12.B.2,3
5.1.12.C.1-3
5.1.12.D.1-3
5.2.12.A.4
5.3.12.C.2
5.4.12.C.1
5.4.12.G.1-7
5.1.12.A.1-3
5.1.12.B.2,3
5.1.12.C.1-3
5.1.12.D.1-3
5.2.12.A.4,6
5.3.12.C.2
5.4.12.G.1-7
What are the factors that influence
population size?
What are the advantages and
disadvantages of renewable and
Human use of
nonrenewable resources?
earth's
What are ecosystem services and
resources varies
how do humans benefit from them?
according to
What are earth's most important
many factors.
resources?
What impact does the increasing
global population have on the
earth's resources?
By their very
presence,
humans alter
natural
systems.
How do you calculate the cost of
pollution?
What impact does resource
consumption have on the
earth's atmosphere, watersheds
and ecosystems?
How do you calculate the carrying
capacity of the earth?
What are some major threats to our
global ecosystem?
How have humans impacted the
earth in both positive and negative
ways?
Pre-assessment
Anticipatory set
Class discussion
Online diagnostic
KWL chart
Remote responders
Graphic organizers
Pre-assessment
Class discussion
Introductory reading
Online diagnostic
Student surveys
Remote responders
Concept map
Data analysis
Journals
Lab reports
Online assessments
Oral presentations
Problem set
Quiz
Research
Student-centered
activities
Think-pair-share
Written assignments
Concept map
Data analysis
Online assessments
Oral presentations
Problem set
Quiz
Research
Student-centered
activities
Think-pair-share
Written assignments
Advanced Placement
style end of unit test
Lab report
Midterm examination
Oral presentations
Research project
Final examination
Advanced Placement style end of
unit test
Lab report
Midterm examination
Online assessments
Oral presentations
Research project
Final examination
Advanced Placement style end of
unit test
5.1.12.A.1-3
5.1.12.B.2,3
5.1.12.C.1-3
5.1.12.D.1-3
5.4.12.G.1-7
What is sustainability and how is it
Humans must a goal of environmental science?
practice
How can we improve sustainability
sustainable
in order to preserve the earth's
methodologies resources?
in order to
What are the best practices to
conserve
achieve sustainability?
resources.
How can citizens influence
environmental policy?
Pre-assessment
Anticipatory set
Class discussion
Online diagnostic
Student surveys
Remote responders
Graphic organizers
Concept map
Journals
Lab reports
Oral presentations
Quiz
Research
Student-centered
activities
Think-pair-share
Written assignments
Lab report
Midterm examination
Online assessments
Oral presentations
Research project
Final examination
Proficiencies and Pacing
Unit Title
Unit 1:
Introduction to
Environmental
Issues
Unit 2: The
Global
Ecosystem
Unit Understanding(s) and Goal(s)
Recommended Duration
Science is a process.
Earth's landscapes are the result of interactions within the earth's natural systems.
Elements are constantly cycling through the earth's systems.
Humans must practice sustainable methodologies in order to conserve natural resources.
Unit Goals:
Describe the essential components of an investigation, including appropriate methodologies, proper
equipment, and safety precautions.
Identify the major biomes of the world and their defining characteristics.
Diagram the major nutrient and mineral cycles and describe how humans have influenced these cycles.
3 weeks
The earth is one interconnected system.
The conversion of energy is the basis for all ecological systems.
Human use of earth's resources varies according to many factors.
Unit Goals:
Define ecology and distinguish between several ecological levels.
Draw and explain typical pyramids of numbers, biomass and energy.
Explain several factors that affect changes in population size.
3 weeks
The earth is one interconnected system.
Human use of earth's resources varies according to many factors.
By their very presence, humans alter natural systems.
Unit 3: Biodiversity
and the Ecosystem
Approach
Unit Goals:
Describe the importance of biodiversity in a stable ecosystem.
Summarize the management and conservation of different public lands.
Design a management plan for an overpopulated or endangered species.
Discuss the cause and effect of deforestation and desertification.
The earth is one interconnected system.
Human use of earth's resources varies according to many factors.
By their very presence, humans alter natural systems.
Unit 4: Population, Humans must practice sustainable methodologies in order to conserve natural resources.
Resources and the
Environment
Unit Goals:
Relate human population size to hunger, natural resources, and economics.
Compare energy consumption in highly developed and developing countries.
Explain the importance of environmental sustainability.
3 weeks
3 weeks
Earth's landscapes are the results of interactions within the earth's natural systems.
Elements are constantly cycling through the earth's systems.
Human use of earth's resources varies according to many factors.
By their very presence, humans alter natural systems.
Unit 5: Land
Resources and
Hazardous Waste
Unit 6: Agriculture
and Land
Conservation
Unit Goals:
Identify the problems associated with the disposal of solid and toxic wastes.
Analyze the environmental and ecological issues surrounding mineral use and recycling.
Define plate tectonics and explain its significance relative to the movement of the earth’s crust.
Describe how mineral deposits are formed, discovered, extracted and processed.
2 weeks
The earth is one interconnected system.
Earth's landscapes are the results of interactions within the earth's natural systems.
Human use of earth's resources varies according to many factors.
By their very presence, humans alter natural systems.
Unit Goals:
Analyze the environmental quality of soil.
Describe the problems associated with agriculture and food production in today’s world.
Describe successful organic farming practices and their implementation.
3 weeks
The earth is one interconnected system.
Earth's landscapes are the results of interactions within the earth's natural systems.
Human use of earth's resources varies according to many factors.
By their very presence, humans alter natural systems.
Unit 7: Water, A
Fragile Resource
Unit Goals:
Analyze the environmental quality of the water.
Outline the process involved in waste water and sewage treatment.
Describe the current threats to freshwater and coastal areas.
Explain the human impact on water as a natural resource.
Distinguish between the characteristics of estuarine, marine and aquatic ecosystems.
3 weeks
The conversion of energy is the basis for all ecological systems.
Human use of earth's resources varies according to many factors.
By their very presence, humans alter natural systems.
Humans must practice sustainable methodologies in order to conserve natural resources.
Unit 8: The Search
for Energy
Unit Goals:
Distinguish between renewable and non-renewable sources of energy and explain several example of each.
Discuss the advantages and disadvantages of fossil fuel use.
Distinguish between energy efficiency and conservation.
Contrast the advantages and disadvantages of several sources of renewable energy.
3 weeks
Earth's landscapes are the results of interactions within the earth's natural systems.
By their very presence, humans alter natural systems.
Humans must practice sustainable methodologies in order to conserve natural resources.
Unit 9: The Global
Atmosphere
Unit 10: Applying
Environmental
Science in the
World
Unit Goals:
Describe the characteristics and effects of the major classes of air pollution.
Describe the environmental impact of global warming.
Describe the impact of ozone depletion on the structure and function of the atmosphere.
3 weeks
Science is a process.
By their very presence, humans alter natural systems.
Humans must practice sustainable methodologies in order to conserve natural resources.
Unit Goals:
Explain environmental problems in relationship to scientific, social, cultural, and economic factors.
Demonstrate an awareness of careers related to environmental science.
Relate course topics to local problems faced by residents of New Jersey.
Outline the historical events which have shaped the modern environmental movement in New Jersey.
8 weeks
APES - Unit 1: Introduction to Environmental Issues
Unit Plan
Enduring Understandings: Science is a process. Earth's landscapes are the results of interactions within the earth's natural systems. Elements are constantly cycling through earth's systems. Humans must practice sustainable methodologies in order to conserve resources. Essential Questions: What are the parts of experimental design? What is proper safety in and out of the classroom? How do weather, climate and ocean circulation influence or affect the environment? What physical, chemical and biological factors influence climate? How do elements cycle through the biosphere, hydrosphere and geosphere? What is sustainability and how is it a goal of environmental science? Unit Goals: Describe the essential components of an investigation, including appropriate methodologies, proper equipment, and safety precautions. Identify the major biomes of the world and their defining characteristics. Diagram the major nutrient and mineral cycles and describe how humans have influenced these cycles. Recommended Duration: 3 weeks Guiding/Topical Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments Make a timeline of important environmental issues, laws and treaties Multimedia presentation Advanced Placement Environmental Science free Measure carbon footprint online and come up response question ‐ see Pre‐assessment with strategies for reducing personal as well Overview of environmental Resource Appendix as local, regional and country footprint science Lab questions or formal lab report Analyze Dr. Seuss's The Lorax and District approved text sustainability Lab activity and questions or write‐up reference and ancillary Sustainability materials Reading assignment or case study from text Student created multimedia project Stewardship Tragedy of the commons Class discussion on sustainability or other What is ecology and Homework questions labs, activities and relevant topic sustainability? multimedia clips ‐ see Tragedy of the commons Resource Appendix Advanced Placement free response question Case study or journal reflection assigned as homework, timed and done in class, peer graded or collaboratively worked Advanced Placement free response Ecological footprint Ecological footprint question on in pairs calculator and streaming video clips on ecological Unit test Streaming video clips to make topics more Overview and causes of footprints ‐ see Resource relevant or to show examples Appendix environmental issues Midterm examination Tragedy of the commons simulation lab with Seuss. The Lorax. New York: connection to natural resource consumption, Random House, 1971. Print. and overuse Sustainability case study on Easter Island or other relevant case study Advanced Placement free response question Pre‐assessment Advanced Placement assigned as homework, timed and done in Environmental Science free class, peer graded or collaboratively worked Identifying and applying the response question on Student written scientific paper graded on in pairs steps of the scientific method invasive species ‐ see with rubric Resource Appendix Multimedia presentation on steps of the What is the In class lab activity scientific method Designing a controlled scientific method District approved textbook experiment Investigate, design and conduct a controlled Advanced Placement free response and ancillary materials and how is it applied experiment and write a scientific paper on question to experimental Sections of a scientific paper Example scientific papers for their findings design? students to work with Homework Use of interactive white board How to write a scientific Scientific paper Unit test paper Reading assignment or case study from text online resources ‐ see Resource Appendix Midterm examination Class question and answer segment
Video with discussion questions on El Nino
What factors influence climate? What are different biomes of the earth? Advanced Placement Environmental Science free response question on El Nino ‐ see Resource Appendix Weather and climate Coriolis effect District approved text reference and ancillary El Nino southern oscillation materials Atmosphere ocean Animations on changing of interactions the seasons, coriolis effect and climate ‐ see Resource Seasons Appendix Solar intensity and latitude Documentary, video or streaming video clips on relevant topics ‐ see Resource Appendix Multimedia presentation Case study on El Nino and La Nina strong years and country effects Completed diagrams Complete activities related to scientists forecasting and recording data about El Nino El Nino case study Advanced Placement free response Diagram labeling question Ocean Currents: mapping major currents, Homework identifying gyres, effects on coastal climates Unit test Class discussion on local (recent if possible) Midterm examination major weather phenomenon Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Multimedia presentation Map diagram and labeling activities Biome project ‐ create multimedia presentations on a certain biome with District approved text information on climate, flora, fauna and reference and ancillary Major biomes, human impacts characteristics, climate, flora materials and fauna, and locations Climatogram lab ‐ graph temperature and Building climatogram lab and rainfall distribution across biomes, and Human impact on biomes biome project ‐ see Resource identify unknown biomes based on given data
Appendix Use of interactive white board Reading assignment or case study from text Class question and answer segment Pre‐assessment Lab activity Map labeling Biome project Homework Unit test Midterm examination LA.11‐12.WHST.CCR.3 LA.11‐12.RST.11‐12.1 LA.11‐12.RST.11‐12.2 LA.11‐12.RST.11‐12.3 LA.11‐12.RST.11‐12.6 LA.11‐12.RST.11‐12.7 LA.11‐12.RST.11‐12.8 LA.11‐12.RST.11‐12.10 LA.11‐12.WHST.11‐12.1.a LA.11‐12.WHST.11‐12.1.c LA.11‐12.WHST.11‐12.1.d LA.11‐12.WHST.11‐12.1.e LA.11‐12.WHST.11‐12.2.a LA.11‐12.WHST.11‐12.2.b LA.11‐12.WHST.11‐12.2.c LA.11‐12.WHST.11‐12.2.e LA.11‐12.WHST.11‐12.4 LA.11‐12.WHST.11‐12.5 LA.11‐12.WHST.11‐12.6 LA.11‐12.WHST.11‐12.7 LA.11‐12.WHST.11‐12.8 LA.11‐12.WHST.11‐12.9 LA.11‐12.WHST.11‐12.10 SCI.9‐12.5.1.12.A SCI.9‐12.5.4.12.C SCI.9‐12.5.1.12.A.a SCI.9‐12.5.1.12.A.1 SCI.9‐12.5.1.12.A.b SCI.9‐12.5.1.12.A.c SCI.9‐12.5.1.12.A.3 SCI.9‐12.5.1.12.B.a SCI.9‐12.5.1.12.B.1 SCI.9‐12.5.1.12.B.3 SCI.9‐12.5.1.12.B.d SCI.9‐12.5.1.12.B.4 SCI.9‐12.5.1.12.C.a SCI.9‐12.5.1.12.C.1 SCI.9‐12.5.1.12.C.b SCI.9‐12.5.1.12.C.2 SCI.9‐12.5.1.12.C.c SCI.9‐12.5.1.12.C.3 SCI.9‐12.5.1.12.D.a SCI.9‐12.5.1.12.D.1 SCI.9‐12.5.1.12.D.b SCI.9‐12.5.1.12.D.2 SCI.9‐12.5.1.12.D.c SCI.9‐12.5.1.12.D.3 SCI.9‐12.5.3.12.B.a SCI.9‐12.5.3.12.B.b SCI.9‐12.5.3.12.B.c SCI.9‐12.5.3.12.B.3 SCI.9‐12.5.3.12.B.4 SCI.9‐12.5.4.12.C.1 SCI.9‐12.5.4.12.C.b SCI.9‐12.5.4.12.E.a SCI.9‐12.5.4.12.F.a SCI.9‐12.5.4.12.F.1 SCI.9‐12.5.4.12.F.b SCI.9‐12.5.4.12.F.2 SCI.9‐12.5.4.12.F.c SCI.9‐12.5.4.12.G.b SCI.9‐12.5.4.12.G.2 SCI.9‐12.5.4.12.G.d SCI.9‐12.5.4.12.G.4 SCI.9‐12.5.4.12.G.e SCI.9‐12.5.4.12.G.g Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. 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. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. By the end of grade 12, read and comprehend science/technical texts in the grades 11‐CCR text complexity band independently and proficiently. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from or supports the argument presented. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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. 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 understanding of the subject under investigation. 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 over‐reliance on any one source and following a standard format for citation. Draw evidence from informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Earth's composition is unique, is related to the origin of our solar system, and provides us with the raw resources needed to sustain life. Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles. Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. Interpretation and manipulation of evidence‐based models are used to build and critique arguments/explanations. Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. Scientific reasoning is used to evaluate and interpret data patterns and scientific conclusions. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Refinement of understandings, explanations, and models occurs as new evidence is incorporated. Reflect on and revise understandings as new evidence emerges. Data and refined models are used to revise predictions and explanations. Use data representations and new models to revise predictions and explanations. Science is a practice in which an established body of knowledge is continually revised, refined, and extended as new evidence emerges. Consider alternative theories to interpret and evaluate evidence‐based arguments. Science involves practicing productive social interactions with peers, such as partner talk, whole‐group discussions, and small‐group work. Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences. Science involves using language, both oral and written, as a tool for making thinking public. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically. Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. As matter cycles and energy flows through different levels of organization within living systems (cells, organs, organisms, communities), and between living systems and the physical environment, chemical elements are recombined into different products. Each recombination of matter and energy results in storage and dissipation of energy into the environment as heat. Continual input of energy from sunlight keeps matter and energy flowing through ecosystems. Predict what would happen to an ecosystem if an energy source was removed. Explain how environmental factors (such as temperature, light intensity, and the amount of water available) can affect photosynthesis as an energy storing process. Model the interrelationships among the spheres in the Earth systems by creating a flow chart. The chemical and physical properties of the vertical structure of the atmosphere support life on Earth. The Sun is the major external source of energy for Earth's global energy budget. Global climate differences result from the uneven heating of Earth's surface by the Sun. Seasonal climate variations are due to the tilt of Earth's axis with respect to the plane of Earth's nearly circular orbit around the Sun. Explain that it is warmer in summer and colder in winter for people in New Jersey because the intensity of sunlight is greater and the days are longer in summer than in winter. Connect these seasonal changes in sunlight to the tilt of Earth's axis with respect to the plane of its orbit around the Sun. Climate is determined by energy transfer from the Sun at and near Earth's surface. This energy transfer is influenced by dynamic processes, such as cloud cover and Earth's rotation, as well as static conditions, such as proximity to mountain ranges and the ocean. Human activities, such as the burning of fossil fuels, also affect the global climate. Explain how the climate in regions throughout the world is affected by seasonal weather patterns, as well as other factors, such as the addition of greenhouse gases to the atmosphere and proximity to mountain ranges and to the ocean. Earth's radiation budget varies globally, but is balanced. Earth's hydrologic cycle is complex and varies globally, regionally, and locally. Natural ecosystems provide an array of basic functions that affect humans. These functions include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic cycle, disposal of wastes, and recycling of nutrients. Explain the unintended consequences of harvesting natural resources from an ecosystem. Natural and human activities impact the cycling of matter and the flow of energy through ecosystems. Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. Human activities have changed Earth's land, oceans, and atmosphere, as well as its populations of plant and animal species. Earth is a system in which chemical elements exist in fixed amounts and move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles. Differentiation
Provide a list of key terms, vocabulary, and events for history of environmental science. Provide supplemental materials of interest to students. Use pre‐assessments to compact areas of study. Use product choices for certain labs or activities such as creating a model, drawing and writing about a diagram, giving a speech, or writing an opinion article. Encourage students to pair and share ideas during certain questioning times. Use pre‐assigned groups for scientific inquiry lab for like and unlike readiness. Provide organizers or guided notes for scientific method. Allow wait time for student reflection. Offer anchoring activities for those who finish assignments early that can be offered on a weekly, daily or topic basis. Provide practical, real world, analytical and creative options for student work while designing experiments. Provide students with choices for scientific experiments, as well as references to scientific papers to use as examples. Post several room arrangement charts to rearrange the classroom quickly for certain activities. Provide choice to students for group selections and roles in the groups during scientific experiments. Provide real life and cross‐curricular connections to material. Technology
Students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Teachers will infuse technology by the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Teachers will utilize available interactive white boards, remote responders, flex cams to project class demonstrations and labs, digital lab equipment, digital microscopes, mini laptop computers and handheld or tablet devices to utilize scientific applications. Student‐centered technology lessons include student‐generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies and the use of online animations and tutorials. Suggested unit teaching strategies: ecological footprint calculation activity, online research for scientific papers, El Nino and Coriolis Effect animations. College and Workplace Readiness
The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills in each unit of study. As reflected within the instructional resources and teaching strategies for all units, teachers are equipped with multiple instructional applications to achieve these skills. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Students will follow precise procedures when carrying out experiments, and conduct both long and short term research projects. In addition to the content, the Advanced Placement course requires students to maintain a level of independence through out of class reading and writing assignments, as well as detailed note taking and observation skills in class. In every unit students will write complete essays answering content specific Advanced Placement free response questions, as well as collaborate with their peers during labs and activities both in the classroom and in the field. Students will learn to see others' perspectives through case studies that cross over many different content areas and be exposed to many different environmentally specific careers across the globe. Students will create their own content through labs and projects, as well as visually appealing charts, graphs and multimedia presentations. Suggested unit teaching strategies: content specific Advanced Placement free response questions, scientific experiment, research on biomes, problem solving ecological footprint lab, drawing conclusions through overfishing activity. APES - Unit 2: The Global Ecosystem
Unit Plan
Enduring Understandings: The earth is one interconnected system. The conversion of energy is the basis for all ecological systems. Human use of earth’s resources varies according to many factors. Essential Questions: What causes changes in ecosystems? What is the process of natural selection? How does biodiversity provide health to ecosystems? How does energy flow through ecosystems? What is the source for nearly all processes on earth? What are the factors that influence population size? What are ecosystem services and how do humans benefit from them? Unit Goals: Define ecology and distinguish between several ecological levels. Draw and explain typical pyramids of numbers, biomass and energy. Explain several factors that affect changes in population size. Recommended Duration: 3 weeks Guiding/Topical Questions Content/Themes/Skills Ecosystems and energy flow First and second laws of thermodynamics Photosynthesis and cellular respiration What are ecosystems Gross and net productivity and how do they work? Trophic levels and types of consumers Food chains and webs Pyramids of numbers, energy and biomass Biomagnification Resources and Materials Suggested Strategies Pre‐assessment Use of interactive whiteboard Class discussion on energy flow or other relevant topic Advanced Placement Environmental Science free response question on seafood Class question and answer segment and health risks ‐ see Resource Lab ‐ Owl Pellet dissection and construction of Appendix food webs Multimedia presentation District approved text reference and ancillary Advanced Placement free response question materials assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Leopold, Aldo, and Charles Walsh. Schwartz. A Sand Draw and explain typical pyramids of County Almanac and Sketches numbers, biomass and energy Here and There. New York: Oxford UP, 1987. Print. Case study reading with journal reflection Building food web and food chain resources ‐ see Resource Lab ‐ measuring the amount of energy lost in Appendix a cup of tea to demonstrate the second law of thermodynamics Suggested Assessments Pre‐assessment Lab questions or formal lab report Lab activity and questions or write‐up Completed worksheets Student created multimedia project Homework questions Completed graphs, diagrams or charts Case study or journal reflection
Advanced Placement free response question Unit test Midterm examination Diagram the reactions for photosynthesis and respiration
How do elements cycle through our biosphere, atmosphere, geosphere and hydrosphere? Overview of atmosphere, hydrosphere, biosphere, geosphere Hydrologic, carbon, nitrogen, phosphorus, sulfur cycles Pre‐assessment Lab questions or formal lab report Lab activity and questions or write‐up Completed worksheets Diagram the major nutrient cycles and District approved text describe how humans have affected these reference and ancillary Student created multimedia materials cycles project Diagrams, interactive student Use of interactive white board for interactive Homework questions activities on parts of several websites on cycles Completed graphs, diagrams or biogeochemical cycles ‐ see charts Resource Appendix Reading assignment or case study from text Case study or journal reflection
Advanced Placement free response question Unit test Midterm examination
Pre‐assessment Lab ‐ measuring school yard or parking lot Lab Activity and questions or diversity write‐up Evolution and natural selection Evolution and adaptation lab District approved text Completed worksheets reference and ancillary Species movement Homework questions Fundamental and realized niche activity materials What is species Species and biological diversity
Completed graphs, diagrams or Evolution and Adaptation lab ‐ Use of interactive white board diversity and why is it charts see Resource Appendix important? Indicator and keystone species Reading assignment or case study from text Case study or journal reflection
Biodiversity resources and Fundamental and realized Advanced Placement free labs ‐ see Resource Appendix Class discussion on evolution or other niche response question relevant topic Unit test Answer selected questions from the textbook Midterm examination Interactions among species: competition, symbiosis, predation Community structure What are variations Population dynamics within a population? Carrying capacity r and k strategists Survivorship curves Ecological succession Pre‐assessment Building graphs of survivorship curves and r vs. k strategists. District approved text reference and ancillary Multimedia presentation materials Carrying capacity graphing lab Population measuring labs Symbiosis examples in the wild (transect, mark and recapture and random sampling) ‐ see Use of interactive white board Resource Appendix Reading assignment or case study from text Constructing survivorship Class question and answer segment curves, lab and cemetery data Schoolyard or campus succession observation sets and carrying capacity lab ‐ locating different stages of succession on activities ‐ see Resource school campus Appendix Population measuring lab: transecting an area Ecological Succession Activity using the quadrat method to sample populations or Demonstration ‐ see Resource Appendix Population measuring lab: transecting an area using mark and recapture method Modeling exponential growth activity or lab Pre‐assessment Lab activity and questions or write‐up Completed worksheets Student created multimedia project Homework questions Completed graphs, diagrams or charts Case study or journal reflection
Advanced Placement free response question Unit test Midterm examination LA.11‐12.RST.11‐12.2 LA.11‐12.RST.11‐12.3 LA.11‐12.RST.11‐12.6 LA.11‐12.RST.11‐12.7 LA.11‐12.RST.11‐12.10 LA.11‐12.WHST.11‐
12.4 LA.11‐12.WHST.11‐
12.5 LA.11‐12.WHST.11‐
12.7 LA.11‐12.WHST.11‐
12.10 SCI.9‐12.5.1.12.A.3 SCI.9‐12.5.1.12.B.1 SCI.9‐12.5.1.12.C.a SCI.9‐12.5.1.12.C.3 SCI.9‐12.5.1.12.D.a SCI.9‐12.5.1.12.D.1 SCI.9‐12.5.1.12.D.b SCI.9‐12.5.1.12.D.2 SCI.9‐12.5.1.12.D.c SCI.9‐12.5.1.12.D.3 SCI.9‐12.5.3.12.B.a SCI.9‐12.5.3.12.B.1 SCI.9‐12.5.3.12.B.b SCI.9‐12.5.3.12.B.2 SCI.9‐12.5.3.12.B.c SCI.9‐12.5.3.12.B.3 SCI.9‐12.5.3.12.B.d SCI.9‐12.5.3.12.B.4 SCI.9‐12.5.3.12.B.e SCI.9‐12.5.3.12.B.5 SCI.9‐12.5.3.12.C.a SCI.9‐12.5.3.12.C.1 SCI.9‐12.5.3.12.C.b SCI.9‐12.5.3.12.C.2 SCI.9‐12.5.4.12.E.a SCI.9‐12.5.4.12.E.2 SCI.9‐12.5.4.12.G.a SCI.9‐12.5.4.12.G.b SCI.9‐12.5.4.12.G.c SCI.9‐12.5.4.12.G.3 SCI.9‐12.5.4.12.G.d SCI.9‐12.5.4.12.G.4 SCI.9‐12.5.4.12.G.e SCI.9‐12.5.4.12.G.g SCI.9‐12.5.4.12.G.7 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. 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. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. By the end of grade 12, read and comprehend science/technical texts in the grades 11‐CCR text complexity band independently and proficiently. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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 understanding of the subject under investigation. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. Refinement of understandings, explanations, and models occurs as new evidence is incorporated. Consider alternative theories to interpret and evaluate evidence‐based arguments. Science involves practicing productive social interactions with peers, such as partner talk, whole‐group discussions, and small‐group work. Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.
Science involves using language, both oral and written, as a tool for making thinking public. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically. Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. As matter cycles and energy flows through different levels of organization within living systems (cells, organs, organisms, communities), and between living systems and the physical environment, chemical elements are recombined into different products. Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting. Each recombination of matter and energy results in storage and dissipation of energy into the environment as heat. Use mathematical formulas to justify the concept of an efficient diet. Continual input of energy from sunlight keeps matter and energy flowing through ecosystems. Predict what would happen to an ecosystem if an energy source was removed. Plants have the capability to take energy from light to form sugar molecules containing carbon, hydrogen, and oxygen. Explain how environmental factors (such as temperature, light intensity, and the amount of water available) can affect photosynthesis as an energy storing process. In both plant and animal cells, sugar is a source of energy and can be used to make other carbon‐containing (organic) molecules. Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration. Biological communities in ecosystems are based on stable interrelationships and interdependence of organisms. Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem. Stability in an ecosystem can be disrupted by natural or human interactions. Model how natural and human‐made changes in the environment will affect individual organisms and the dynamics of populations. The Sun is the major external source of energy for Earth's global energy budget. Predict what the impact on biogeochemical systems would be if there were an increase or decrease in internal and external energy. Natural and human‐made chemicals circulate with water in the hydrologic cycle. Natural ecosystems provide an array of basic functions that affect humans. These functions include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic cycle, disposal of wastes, and recycling of nutrients. Movement of matter through Earth's system is driven by Earth's internal and external sources of energy and results in changes in the physical and chemical properties of the matter. Demonstrate, using models, how internal and external sources of energy drive the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles. Natural and human activities impact the cycling of matter and the flow of energy through ecosystems. Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. Human activities have changed Earth's land, oceans, and atmosphere, as well as its populations of plant and animal species. Earth is a system in which chemical elements exist in fixed amounts and move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles. Relate information to detailed models of the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles, identifying major sources, sinks, fluxes, and residence times. Differentiation
Provide a list of key terms and vocabulary for the unit. Use pre‐assessments to modify areas of study. Use product choices for certain labs or activities such as creating a model, drawing and writing about a diagram, giving a speech, or writing an opinion article. Keep an updated class website to reflect resources on key topics. Encourage students to pair and share ideas during certain questioning times. Use pre‐assigned groups for like and unlike readiness for group activities. Provide organizers or guided notes for note taking on lectures. Offer anchoring activities for those who finish assignments early. Establish stations or task cards for independent learning activities using different modalities for the different biogeochemical cycles. Use "expert" groups or students that finish early to help teach key ideas or help other students during graphing activities. Provide practical, real world, analytical and creative options for student work useful for biodiversity lab while outside. Post several room arrangement charts to rearrange the classroom quickly for certain activities. Provide more opportunities for advanced calculations and conversions during first and second laws of thermodynamics lesson. Draw and label diagrams to represent data for visual learners during ecology and energy flow. Suggest to students the purchase of an AP study guide as an additional resource. Technology
All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Teachers will infuse technology through the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. In addition teachers will utilize available interactive white boards, remote responders, flex cams to project class demonstrations and labs, digital lab equipment, digital microscopes, mini laptop computers and handheld or tablet devices to interact and utilize scientific applications. Student‐centered technology lessons include student generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies and the use of online animations and tutorials. Suggested unit teaching strategies: online interactive food web or chain activity, biogeochemical cycle streaming video clips and animations, calculation of biodiversity index using computer or scientific calculators. College and Workplace Readiness
The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills in each unit of study. As
reflected within the instructional resources and teaching strategies for all units, teachers are equipped with multiple instructional applications to achieve these skills. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Students will follow precise procedures when carrying out experiments and conducting both long and short term research projects. In addition to the content, the Advanced Placement course requires students to maintain a level of independence through out of class reading and writing assignments, as well as detailed note taking and observation skills in class. In every unit students will write complete essays answering content specific Advanced Placement free response questions, as well as collaborate with their peers during labs and activities both in the classroom and in the field. Students will learn to see others' perspectives through case studies that cross over many different content areas while being exposed to many different environmentally specific careers across the globe. Students will create their own content through labs and projects, as well as visually appealing charts, graphs and multimedia presentations. Suggested unit teaching strategies: content specific Advanced Placement free response questions, Owl Pellet lab to identify unknowns, comparing and contrasting ecosystems, diagramming biogeochemical cycles. APES - Unit 3: Biodiversity: The Ecosystem Approach
Unit Plan
Enduring Understandings: The earth is one interconnected system. Human use of earth’s resources varies according to many factors. Earth's landscapes are the results of interactions within the earth's natural systems. By their very presence, humans alter natural systems. Essential Questions: What causes changes in ecosystems? How does biodiversity provide health to ecosystems? What are ecosystem services and how do humans benefit from them? How do earth's landscapes change over time? What impact does the increasing global population have on the earth's resources? What impact does resource consumption have on the earth's atmosphere, watersheds and ecosystems? Unit Goals: Describe the importance of biodiversity in a stable ecosystem. Summarize the management and conservation of different public lands. Design a management plan for an overpopulated or endangered species. Discuss the cause and effect of deforestation and desertification. Recommended Duration: 3 weeks Guiding/Topical Questions Content/Themes/Skills Resources and Materials Suggested Strategies Pre‐assessment Use of interactive white board Class question and answer segment Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Make a timeline of relevant laws and treaties Project on endangered or threatened species Case study on conservation effort of one Biodiversity lab ‐ see Resource animal Appendix Comparing species diversity in islands of different sizes Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Advanced Placement Streaming video clips to make topics Environmental Science free Protecting species from response question on gypsy more relevant or to show examples extinction moths, Lyme disease and zebra mussels ‐ see Resource Multimedia presentation Appendix Invasive and introduced Invasive species project How can we protect species and control wild species from Local invasive multimedia presentation District approved text extinction? Maintenance through reference and ancillary conservation Case study on conservation efforts of a materials specific animal or group of animals In‐situ vs. ex‐situ conservation Documentary or streaming methods Use of interactive whiteboard video clips on invasive species ‐ see Resource Appendix Class discussion on invasive species Diagram or other worksheet on habitat range past and present of endangered or invasive species Advanced Placement Environmental Science free response question on endangered species and invasive and endangered Biodiversity species ‐ see Resource Appendix Biological extinction District approved text What role do humans reference and ancillary Habitat loss and fragmentation
play in the extinction materials of species? Endangered and threatened Leopold, Aldo, and Charles species Walsh, Schwartz. A Sand County Almanac and Sketches Relevant laws and treaties Here and There. New York: Oxford UP, 1987. Print. Suggested Assessments Pre‐assessment
Lab questions or formal lab report Lab activity and questions or write‐up Completed worksheets Student created multimedia project Homework questions Completed graphs, diagrams or charts Case study or journal reflection Advanced Placement free response question Unit test Midterm examination
Pre‐assessment Completed worksheets Student created multimedia project Homework questions Case study or journal reflection Advanced Placement free response question Unit test Midterm examination What are the major threats to forest ecosystems? How should we manage and sustain forests, grasslands, parks and nature reserves? Advanced Placement free response question assigned as homework, timed and Pre‐assessment done in class, peer graded or collaboratively worked on in pairs Lab questions or formal lab report Use of interactive white board Lab activity and questions or Advanced Placement Class discussion on natural capital write‐up Environmental Science free Tree harvesting methods and degradation response question on termites effects of deforestation and rain forests ‐ see Resource Streaming video clips to make topics more Completed worksheets Forest ecosystem services Appendix relevant or to show examples Student created multimedia project Natural Capital Degradation Multimedia presentation District approved text reference Homework questions Project on the effects of deforestation Loss of biodiversity and ancillary materials Completed graphs, diagrams Tree plantings and old growth Case Studies on Deforestation ‐ Class activity on forest ecosystem services or charts forests see Resource Appendix Calculate board footage in a tree Case study or journal Forest fires, forest management Documentary or streaming reflection Identify local species of trees and common and national forests video clips on deforestation ‐ characteristics see Resource Appendix Advanced Placement free response question Natural capital degradation lab Unit test Map worksheets on global or tropical deforestation Midterm examination Reading assignment from text or case study
Pre‐assessment
Lab questions or formal lab report Overgrazing, deforestation and Lab activity and questions or desertification write‐up Advanced Placement free response question assigned as homework, timed and Rangeland management and Completed worksheets done in class, peer graded or collaboratively Advanced Placement federal rangelands worked on in pairs Environmental Science free Student created multimedia response question on forest project Management of public and fires and timber ‐ see Resource Streaming video clips to make topics more federal lands Homework questions relevant or to show examples Appendix Wilderness areas, national parks Completed graphs, diagrams District approved text reference Multimedia presentation and wildlife refuges or charts and ancillary materials Use of interactive white board Case study or journal Land conservation options reflection Reading assignment from text Preservation, remediation, Advanced Placement free mitigation and restoration response question Unit test Midterm examination
LA.11‐12.RST.11‐12.1 LA.11‐12.RST.11‐12.2 LA.11‐12.RST.11‐12.3 LA.11‐12.RST.11‐12.9 LA.11‐12.WHST.11‐
12.4 LA.11‐12.WHST.11‐
12.8 LA.11‐12.WHST.11‐
12.9 LA.11‐12.WHST.11‐
12.10 SCI.9‐12.5.1.12.A.1 SCI.9‐12.5.1.12.A.c SCI.9‐12.5.1.12.B.a SCI.9‐12.5.1.12.B.3 SCI.9‐12.5.1.12.D.a SCI.9‐12.5.1.12.D.1 SCI.9‐12.5.1.12.D.b SCI.9‐12.5.1.12.D.2 SCI.9‐12.5.1.12.D.c SCI.9‐12.5.1.12.D.3 SCI.9‐12.5.3.12.C.1 SCI.9‐12.5.3.12.C.2 SCI.9‐12.5.4.12.G.b SCI.9‐12.5.4.12.G.2 SCI.9‐12.5.4.12.G.c SCI.9‐12.5.4.12.G.d SCI.9‐12.5.4.12.G.4 SCI.9‐12.5.4.12.G.e SCI.9‐12.5.4.12.G.5 SCI.9‐12.5.4.12.G.f Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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 over‐reliance on any one source and following a standard format for citation. Draw evidence from informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence. Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. Science involves practicing productive social interactions with peers, such as partner talk, whole‐group discussions, and small‐group work. Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.
Science involves using language, both oral and written, as a tool for making thinking public. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically. Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem. Model how natural and human‐made changes in the environment will affect individual organisms and the dynamics of populations. Natural ecosystems provide an array of basic functions that affect humans. These functions include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic cycle, disposal of wastes, and recycling of nutrients. Explain the unintended consequences of harvesting natural resources from an ecosystem. Movement of matter through Earth's system is driven by Earth's internal and external sources of energy and results in changes in the physical and chemical properties of the matter. Natural and human activities impact the cycling of matter and the flow of energy through ecosystems. Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. Human activities have changed Earth's land, oceans, and atmosphere, as well as its populations of plant and animal species. Assess (using maps, local planning documents, and historical records) how the natural environment has changed since humans have inhabited the region. Scientific, economic, and other data can assist in assessing environmental risks and benefits associated with societal activity. Differentiation
Provide a list of key terms and vocabulary. Use student questions and pre‐assessments to modify areas of study. Use product choices or topic choices, such as choosing an invasive species, for certain labs or activities. Keep an updated class website to post resources on key topics such as deforestation or invasive species. Encourage students to pair and share ideas during certain questioning times and allow wait time for student reflection. Provide organizers or guided notes for note taking or lectures. Offer anchoring activities for those who finish assignments early. Provide practical, real world, analytical and creative options for student work. Post several room arrangement charts to rearrange the classroom quickly for certain activities. Draw and label diagrams to represent data for visual learners. Provide modeling, when appropriate. Provide real life and cross‐curricular connections to material. Suggest to students the purchase of an AP study guide as an additional resource. Technology
Students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Teachers will infuse technology through the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Teachers will utilize available interactive white boards, remote responders, flex cams, digital lab equipment, digital microscopes, mini laptop computers and handheld or tablet devices to implement scientific applications. Student‐centered technology lessons include student generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies and the use of online animations and tutorials. Suggested unit teaching strategies: student created multimedia project, tracking endangered species online, and building graphs with online resources. College and Workplace Readiness
The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills in each unit of study. As reflected within the instructional resources and teaching strategies for all units, teachers are equipped with multiple instructional applications to achieve these skills. Through student‐centered activities and laboratory experiences, students can build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Students will follow multi‐step procedures when carrying out experiments and conducting both long and short term research projects. In addition to the content, the Advanced Placement course requires students to maintain a level of independence via out of class reading and writing assignments, as well as detailed note taking and observation skills in class. Students will write complete essays answering content specific Advanced Placement free response questions, as well as collaborate with their peers during labs and activities both in the classroom and in the field. Students will learn to see others' perspectives through case studies that cross over many different content areas and will be exposed to many different environmentally specific careers across the globe. Students will create their own content through labs and projects, as well as visually appealing charts, graphs and multimedia presentations. Suggested unit teaching strategies: content specific Advanced Placement free response questions, biodiversity independent research, multimedia presentations and research on endangered or invasive species, environmental careers, and deforestation case studies and brainstorming for solutions. APES - Unit 4: Population, Resources and the Environment
Unit Plan
Enduring Understandings:
Human use of earth's resources varies according to many factors.
By their very presence, humans alter natural systems.
Humans must practice sustainable methodologies in order to conserve resources.
Essential Questions:
What are the factors that influence population size?
What impact does the increasing global population have on the earth's resources?
How do you calculate the cost of pollution?
What impact does resource consumption have on the earth's atmosphere, watersheds and ecosystems?
Unit Goals:
Relate human population size to hunger, natural resources, and economics.
Compare energy consumption in highly developed and developing countries.
Explain the importance of environmental sustainability.
Recommended Duration: 3 weeks
Guiding/Topical
Questions
Content/Themes/Skills
Resources and Materials
Suggested Strategies
Suggested Assessments
Use of interactive white board
Class discussion on human population
growth over time
Pre-assessment
Class question and answer segment
Lab questions or formal lab report
Advanced Placement free response question Lab activity and questions or writeassigned as homework, timed and done in
up
Advanced Placement
class, peer graded or collaboratively worked
Environmental Science free
on in pairs
Completed worksheets
Historical population sizes response question on population
Student created multimedia
and distribution
graph and total fertility rate – see Streaming video clips to make topics more
relevant or to show examples
project
Resource Appendix
How has the human
Fertility rates
Multimedia presentation
Homework questions
population changed
District approved text reference
over time?
Make
a
timeline
or
graph
of
human
Calculating growth rates
and ancillary materials
Completed graphs, diagrams or
population over time with major events
charts
and doubling time
labeled
Streaming video clips of world
Case study or journal reflection
Agricultural revolution,
population over time - see
Calculate
growth
rates
and
doubling
time
industrial revolution
Resource Appendix
Advanced Placement free response
and green revolution.
Analyze maps of fertility rates and compare question
them to economic and environmental factors
Unit test
in different countries
Summarize the history of human population Midterm examination
growth and explain how highly developed
and developing countries differ in population
characteristics
Pre-assessment
Advanced Placement free response question
assigned as homework, timed and done in
Lab questions or formal lab report
class, peer graded or collaboratively worked
on in pairs
Lab activity and questions or writeup
Advanced Placement
Streaming video clips to make topics more
Environmental Science free
relevant or to show examples
Completed worksheets
response question on population
Demographic transition
pyramids – see Resource
Multimedia presentation
Student created multimedia
project
Appendix
Age structure diagrams and
Class discussion relating total fertility to
What is
cultural values, social and economic status of Homework questions
population pyramids
demography?
District approved text reference women, and the availability of family
and ancillary materials
planning
Completed graphs, diagrams or
Developed and developing
charts
countries
Worksheets and diagrams
Demography and population
Case study or journal reflection
pyramid building labs - see
Construct population pyramids of different
Resource Appendix
developing and under developed countries. Advanced Placement free response
question
Demographic transition activity addressing
birth and death rates as well as reasons for Unit test
the increase or decreases
Midterm examination
Human population growth
over time
Pre-assessment
Impacts of population
growth: hunger, disease,
economic effects, resource
use, habitat destruction
What is the
environmental
impact of human
overpopulation and
how can we reduce Strategies for sustainability:
this impact?
case studies and national
policy
Advanced Placement
Environmental Science free
response question on energy
consumption - see Resource
Appendix
District approved text reference
and ancillary materials
Advanced Placement free response question
Pre-assessment
assigned as homework, timed and done in
class, peer graded or collaboratively worked
Lab activity and questions or writeon in pairs
up
Streaming video clips to make topics more
relevant or to show examples
Multimedia presentation
Population characteristics for
different parts of the world class Case study: China’s “One Child Policy”
simulation activity - see Resource
Appendix
Class discussion or essay relating human
population size to hunger, natural resources
Case studies of population
and economics
control, failures and successes see Resource Appendix
Activity on the environmental effects of
human population growth
Homework questions
Case study or journal reflection
Advanced Placement free response
question
Unit test
Midterm examination
Pre-assessment
Environmental risk
assessment
How do we
perceive and assess Acute and chronic effects
environmental risk?
LD50 dose response
relationships
Advanced Placement
Environmental Science free
response question on diseases
on the rise - see Resource
Appendix
District approved text reference
and ancillary materials
LD 50 and acute toxicity Labs see Resource Appendix
Lab activity and questions or writeAdvanced Placement free response question
up
assigned as homework, timed and done in
class, peer graded or collaboratively worked
Completed worksheets
on in pairs
Streaming video clips to make topics more
relevant or to show examples
Multimedia presentation
Acute Toxicity LD 50 Lab
Risk assessment lab or activity
Homework questions
Completed graphs, diagrams or
charts
Advanced Placement free response
question
Unit test
Midterm examination
Land use
Urban and planned
development
How can cities
become more
sustainable?
Urban sprawl and
urbanization
Federal highway system,
canals and channels
and road less areas
Ecosystem impact of
fragmentation
Sustainable land use
strategies
LA.11-12.RST.11-12.2
LA.11-12.RST.11-12.3
LA.11-12.RST.11-12.4
LA.11-12.RST.11-12.7
LA.11-12.WHST.11-12.4
LA.11-12.WHST.11-12.6
LA.11-12.WHST.11-12.10
SCI.9-12.5.1.12.A.a
SCI.9-12.5.1.12.A.b
SCI.9-12.5.1.12.C.a
SCI.9-12.5.1.12.C.b
SCI.9-12.5.1.12.D.a
SCI.9-12.5.1.12.D.1
SCI.9-12.5.1.12.D.b
SCI.9-12.5.1.12.D.2
SCI.9-12.5.4.12.G.b
SCI.9-12.5.4.12.G.2
SCI.9-12.5.4.12.G.d
SCI.9-12.5.4.12.G.4
SCI.9-12.5.4.12.G.e
SCI.9-12.5.4.12.G.5
SCI.9-12.5.4.12.G.f
Advanced Placement
Environmental Science free
response question on population
Pre-assessment
in urban areas - see Resource
Appendix
Advanced Placement free response question
assigned as homework, timed and done in
District approved text reference class, peer graded or collaboratively worked
and ancillary materials
on in pairs
NJ Audubon Society Curriculum: Worksheets
NJ Waters: A Watershed
Approach to Teaching the
Reading activity with questions
Ecology of Regional Systems - see
Resource Appendix for specific
Streaming video clips to make topics more
labs and activities from this
relevant or to show examples
curriculum
Multimedia presentation
Urban planning and sprawl labs see Resource Appendix
Analyze land use of a specific area.
Documentary or streaming video Design a sustainable community lab
clips on Urbanization and sprawl
- see Resource Appendix
Pre-assessment
Lab activity and questions or writeup
Completed worksheets
Student created multimedia
project
Homework questions
Completed graphs, diagrams or
charts
Case study or journal reflection
Advanced Placement free response
question
Unit test
Midterm examination
Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the
text.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and
topics.
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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.
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles.
Interpretation and manipulation of evidence-based models are used to build and critique arguments/explanations.
Refinement of understandings, explanations, and models occurs as new evidence is incorporated.
Data and refined models are used to revise predictions and explanations.
Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work.
Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.
Science involves using language, both oral and written, as a tool for making thinking public.
Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams.
Natural ecosystems provide an array of basic functions that affect humans. These functions include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic
cycle, disposal of wastes, and recycling of nutrients.
Explain the unintended consequences of harvesting natural resources from an ecosystem.
Natural and human activities impact the cycling of matter and the flow of energy through ecosystems.
Compare over time the impact of human activity on the cycling of matter and energy through ecosystems.
Human activities have changed Earth's land, oceans, and atmosphere, as well as its populations of plant and animal species.
Assess (using maps, local planning documents, and historical records) how the natural environment has changed since humans have inhabited the region.
Scientific, economic, and other data can assist in assessing environmental risks and benefits associated with societal activity.
Differentiation
Provide a list of key terms and vocabulary.
Keep an updated class website to reflect resources on key topics or case studies.
Encourage students to pair and share ideas during certain questioning times.
Provide organizers or guided notes for note taking or lectures as well as examples of graphs and charts of population pyramids and timelines.
Offer anchoring activities for those who finish assignments early such as essential questions or a case study.
Establish stations for independent learning activities. Use different modalities and use pre-assigned groups for like and unlike readiness for group activities.
Use "expert" groups for students that finish early to help teach key ideas during class activities on population pyramid building and land use lab.
Provide practical, real world, analytical and creative options for student work during the land use lab.
Post several room arrangement charts to rearrange the classroom quickly for certain activities.
Draw and label diagrams to represent data for visual learners.
Provide modeling of land uses, charts and graphs, when possible.
Provide real life and cross-curricular connections to material in the form of case studies.
Suggest to students the purchase of an AP study guide as an additional resource.
Technology
Students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and
communicate knowledge.
Teachers will infuse technology through the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research
websites.
Teachers will utilize available interactive white boards, remote responders, flex cams, digital lab equipment, digital microscopes, mini laptop computers and handheld or
tablet devices to interact with and utilize scientific applications.
Student-centered technology lessons include student generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies
and the use of online animations and tutorials.
Suggested unit teaching strategies: online population clock, streaming video of human population growth over time, online research, and online graph building of population
pyramids, urban planning simulation, and comparison of historic and current aerial photographs online.
College and Workplace Readiness
The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills in each unit of study. As
reflected within the instructional resources and teaching strategies for all units, teachers are equipped with multiple instructional applications to achieve
these skills. Through student-centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problemsolving, and critical thinking. Students will follow multi-step procedures when carrying out experiments, and conducting both long and short term research
projects.
In addition to the content, the Advanced Placement course requires students to maintain a level of independence through out of class reading and writing
assignments, as well as detailed note taking and observation skills in class. Students will write complete essays answering content specific Advanced
Placement free response questions and collaborate with their peers during labs and activities both in the classroom and in the field.
Students will learn to see others' perspectives through case studies that cross over many different content areas and will be exposed to many different
environmentally specific careers across the globe. Students will create their own content through labs and projects, as well as visually appealing charts,
graphs and multimedia presentations.
Suggested unit teaching strategies: content specific Advanced Placement free response questions, scientific experiments, building population pyramid graphs
and charts, and urban planning simulation.
APES - Unit 5: Land Resources and Hazardous Waste
Unit Plan
Enduring Understandings: Elements are constantly cycling through earth's systems. By their very presence, humans alter natural systems. Essential Questions: How was the earth formed and how has it changed over time? What are earth's most important resources? How do elements cycle through the biosphere, hydrosphere and geosphere? What impact does the increasing global population have on the earth's resources? How do you calculate the cost of pollution? How have humans impacted the earth in both positive and negative ways? Unit Goals: Identify the problems associated with the disposal of solid and toxic wastes. Analyze the environmental and ecological issues surrounding mineral use and recycling. Define plate tectonics and explain its significance relative to the movement of the earth’s crust. To describe how mineral deposits are formed, discovered, extracted and processed. Recommended Duration: 2 weeks Guiding/Topical Questions Content/Themes/Skills Resources and Materials Suggested Strategies Pre‐assessment District approved text reference and ancillary materials Use of interactive white board for online activities Plate tectonics and sea floor Japan 2011 Class discussion on recent tectonic activity spreading earthquake and tsunami case study Diagram or worksheet labeling plate Types of plate boundaries and with streaming What are the earth's characteristics boundaries video clips and major geologic animations ‐ see processes and Volcanoes and earthquakes hazards? Resource Appendix Plate boundary demo or activity Streaming video clips to make topics more Geologic time scale Volcanoes, plate relevant or to show examples tectonics and sea Rock cycle floor spreading Multimedia presentation animations and labs ‐ see Resource Case study: Japan Earthquake and Tsunami Appendix 2011 What are mineral resources and what are the environmental consequences of mining and using them? Mineral formation and extraction of minerals Types of mining and environmental and economic consequences Global reserves or minerals Relevant laws and treaties Suggested Assessments Pre‐assessment
Lab questions or formal lab report
Lab activity and questions or write‐
up Completed worksheets Student created multimedia project Homework questions Completed graphs, diagrams or charts Case study or journal reflection Advanced Placement free response question Unit test Midterm examination
Pre‐assessment
Pre‐assessment Lab questions or formal lab report
Use of interactive white board Lab activity and questions or write‐
Advanced up Placement Class discussion on recent mining safety Environmental issues Completed worksheets Science free response question Reading assignment from text Student created multimedia on mining ‐ see project Resource Appendix Advanced Placement free response question assigned as homework, timed and done in Homework questions District approved text reference and class, peer graded or collaboratively worked Completed graphs, diagrams or ancillary materials on in pairs charts Streaming video clips to make topics more Mining Lab and cost relevant or to show examples Case study or journal reflection benefit analysis ‐ see Resource Advanced Placement free Multimedia presentation Appendix response question Mining Simulation Lab and cost benefit Unit test analysis Midterm examination
Pre‐assessment
Lab questions or formal lab report
Lab activity and questions or write‐
up Completed worksheets Student created multimedia project Homework questions Completed graphs, diagrams or charts Case study or journal reflection Advanced Placement free response question Unit test Midterm examination
How can we use economic tools to deal with environmental issues? District approved text reference and ancillary materials Economics and the environment Raven, Peter H., Linda R. Berg, and cost benefit analysis David M. Externalities and marginal cost. Hassenzahl. Environment. Hoboken, NJ: Wiley, 2011. Print. What is solid waste and how should we deal with it? Pre‐assessment
Lab questions or formal lab report
Class discussion on their garbage production Lab activity and questions or write‐
up and where it goes Diagram or other worksheet of types of solid Completed worksheets Advanced disposal sites Placement Student created multimedia Environmental project Reading assignment from text Types of solid waste Science free response question Advanced Placement free response question Homework questions Management and disposal on solid waste assigned as homework, timed and done in landfill ‐ see Completed graphs, diagrams or class, peer graded or collaboratively worked Source reduction and recycling
on in pairs charts Resource Appendix Municipal and non‐municipal Case study or journal reflection Streaming video clips to make topics more solid waste management relevant or to show examples District approved Advanced Placement free text reference and response question ancillary materials Multimedia presentation Unit test Solid waste lab Midterm examination Investigation of trash generation at home Pre‐assessment Diagram or other worksheet Reading assignment from text Class brainstorming activity Multimedia presentation Superfund sites and brownfields What is hazardous Types of hazardous waste waste and how should we deal with Cleanup of contaminated it? sites Relevant laws Advanced Pre‐assessment Placement Pre‐assessment Environmental Lab questions or formal lab Science free report response question Map locations of superfund sites in NJ on brownfields ‐ Lab activity and questions or Reading assignment from text see Resource write‐up Appendix Advanced Placement free response Completed worksheets District approved question assigned as homework, timed text reference and and done in class, peer graded or Student created multimedia ancillary materials collaboratively worked on in pairs project Streaming video Streaming video clips to make topics Homework questions more relevant or to show examples clips or documentary of Completed graphs, diagrams or superfund Multimedia presentation charts disaster areas ‐ see Resource Service learning activity: school recycling Case study or journal reflection
Appendix project Advanced Placement free Interactive Case study on Love Canal, NY response question websites of solid waste and Case study on pesticide plant explosion in Unit test superfund sites in Bhopal, India NJ ‐ see Resource Midterm examination Appendix LA.11‐12.RST.11‐12.1 LA.11‐12.RST.11‐12.3 LA.11‐12.RST.11‐12.9 LA.11‐12.WHST.11‐
12.4 LA.11‐12.WHST.11‐
12.9 LA.11‐12.WHST.11‐
12.10 SCI.9‐12.5.1.12.A.3 SCI.9‐12.5.1.12.B.1 SCI.9‐12.5.1.12.D.a SCI.9‐12.5.1.12.D.1 SCI.9‐12.5.1.12.D.b SCI.9‐12.5.1.12.D.2 SCI.9‐12.5.1.12.D.c SCI.9‐12.5.1.12.D.3 SCI.9‐12.5.3.12.C.2 SCI.9‐12.5.4.12.C.a SCI.9‐12.5.4.12.C.1 SCI.9‐12.5.4.12.D.a SCI.9‐12.5.4.12.D.1 SCI.9‐12.5.4.12.D.b SCI.9‐12.5.4.12.D.2 SCI.9‐12.5.4.12.E.b SCI.9‐12.5.4.12.G.b SCI.9‐12.5.4.12.G.2 SCI.9‐12.5.4.12.G.c SCI.9‐12.5.4.12.G.d SCI.9‐12.5.4.12.G.4 SCI.9‐12.5.4.12.G.e SCI.9‐12.5.4.12.G.5 SCI.9‐12.5.4.12.G.f SCI.9‐12.5.4.12.G.g Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Draw evidence from informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. Science involves practicing productive social interactions with peers, such as partner talk, whole‐group discussions, and small‐group work. Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.
Science involves using language, both oral and written, as a tool for making thinking public. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically. Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. Model how natural and human‐made changes in the environment will affect individual organisms and the dynamics of populations. Soils are at the interface of the Earth systems, linking together the biosphere, geosphere, atmosphere, and hydrosphere. Model the interrelationships among the spheres in the Earth systems by creating a flow chart. Convection currents in the upper mantle drive plate motion. Plates are pushed apart at spreading zones and pulled down into the crust at subduction zones. Explain the mechanisms for plate motions using earthquake data, mathematics, and conceptual models. Evidence from lava flows and ocean‐floor rocks shows that Earth's magnetic field reverses (North ‐ South) over geologic time. Calculate the average rate of seafloor spreading using archived geomagnetic‐reversals data. Earth systems have internal and external sources of energy, both of which create heat. Natural ecosystems provide an array of basic functions that affect humans. These functions include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic cycle, disposal of wastes, and recycling of nutrients. Explain the unintended consequences of harvesting natural resources from an ecosystem. Movement of matter through Earth's system is driven by Earth's internal and external sources of energy and results in changes in the physical and chemical properties of the matter. Natural and human activities impact the cycling of matter and the flow of energy through ecosystems. Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. Human activities have changed Earth's land, oceans, and atmosphere, as well as its populations of plant and animal species. Assess (using maps, local planning documents, and historical records) how the natural environment has changed since humans have inhabited the region. Scientific, economic, and other data can assist in assessing environmental risks and benefits associated with societal activity. Earth is a system in which chemical elements exist in fixed amounts and move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles. Differentiation
Use pre‐assessments to modify areas of study. Keep an updated class website to reflect resources on key topics and current events. Encourage students to pair and share ideas during certain questioning times and allow wait time for student reflection. Use pre‐assigned groups for like and unlike readiness for group activities during labs and class activities. Provide organizers or guided notes for note taking or lectures. Offer anchoring activities for those who finish assignments early. Use "expert" groups or students that finish early to help teach key ideas during cost benefit analysis calculations. Provide practical, real world, analytical and creative options for student work in the form of case studies for natural disasters and solid waste and superfund issues. Post several room arrangement charts to rearrange the classroom quickly for certain activities. Provide more opportunities for advanced calculations and conversions. Draw and label diagrams to represent data for visual learners. Provide modeling, when possible. Provide real life and cross‐curricular connections to material with up to date information about mining and world tectonic activity. Suggest to students the purchase of an AP study guide as an additional resource. Technology
Students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Teachers will infuse technology through the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Teachers will utilize available interactive white boards, remote responders, flex cams, digital lab equipment, digital microscopes, mini laptop computers and handheld or tablet devices to interact and utilize scientific applications. Student‐centered technology lessons include student‐generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies and the use of online animations and tutorials. Suggested unit teaching strategies: online simulations of volcanoes and plate tectonics, and online research on mining safety. College and Workplace Readiness
The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills in each unit of study. As reflected within the instructional resources and teaching strategies for all units, teachers are equipped with multiple instructional applications to achieve these skills. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Students will follow multi‐step procedures when carrying out experiments, and conducting both long and short term research projects. In addition to the content, the Advanced Placement course requires students to maintain a level of independence via out of class reading and writing assignments, as well as detailed note‐taking and observation skills in class. In every unit, students will write complete essays answering content specific Advanced Placement free response questions and will collaborate with their peers during labs and activities both in the classroom and in the field. Students will learn to see others' perspectives through case studies that cross over many different content areas and be exposed to many different environmentally specific careers across the globe. Students will create their own content through labs and projects, as well as visually appealing charts, graphs and multimedia presentations. Suggested unit teaching strategies: content specific Advanced Placement free response questions, cost benefit analysis calculations and risk assessment, and environmental consequences. APES - Unit 6: Agriculture and Land Conservation
Unit Plan
Enduring Understandings: Earth's landscapes are the results of interactions within the earth's natural systems. By their very presence, humans alter natural systems. Essential Questions: What impact does the increasing global population have on the earth's resources? What impact does resource consumption have on the earth's atmosphere, watersheds and ecosystems? Unit Goals: Analyze the environmental quality of the soil. Describe the problems associated with agriculture and food production in today’s world. Describe successful organic farming practices and their implementation. Recommended Duration: 3 weeks Guiding/Topical Resources and Content/Themes/Skills Suggested Strategies Questions Materials What is food security and why is it difficult to obtain? Suggested Assessments Pre‐assessment
Lab questions or formal lab report Pre‐assessment Lab activity and questions or write‐up District approved Use of interactive white board text reference and Food security, too much and too ancillary materials Streaming video clips to make topics more relevant Completed worksheets little food, and where these or to show examples Student created multimedia issues are located in the world project Multimedia presentation Raven, Peter H., Homework questions Human nutritional requirements Linda R. Berg, and Case study on Sub Saharan Africa David M. Completed graphs, diagrams or Malnutrition and associated Hassenzahl. Calculating the amount of land needed to grow the charts diseases Environment. food you eat Hoboken, NJ: Wiley, Case study or journal reflection
2011. Print. Demo online or in class of amount of arable land on Advanced Placement free earth for farming response question Unit test Midterm examination
Advanced Placement Pre‐assessment Environmental Science free Lab questions or formal lab response question report on soil testing and Formation and composition conservation ‐ see of soils Lab activity and questions or Advanced Placement free response question Resource assigned as homework, timed and done in class, write‐up Appendix Properties of sand, silt, and peer graded or collaboratively worked on in clay Advanced Completed worksheets pairs Placement Types of soils and soil Environmental Student created multimedia Streaming video clips to make topics more horizons Science free project relevant or to show examples What is the response question relationship among Percolation rates and water on world Homework questions Multimedia presentation agriculture, erosion holding capacity population and and soil pollution? arable land – see Soil formation and soil horizons activity with Completed graphs, diagrams Soil nutrients and Resource or charts worksheets and samples preservation Appendix Soil Nutrients Testing Lab Case study or journal Soil salinization, topsoil District approved reflection erosion, and erosion control text reference and Soil lab testing water holding capacity, ancillary materials
Advanced Placement free percolation rate, soil texture triangle Soil conservation methods response question and practices Raven, Peter H., Linda R. Berg, and Unit test David M. Hassenzahl. Midterm examination Environment. Hoboken, NJ: Wiley, 2011. Print.
Pre‐assessment
Lab questions or formal lab Advanced Placement Pre‐assessment report Environmental Science free Industrialized and high input Lab activity and questions or response question Use of interactive white board agriculture write‐up on global meat Class discussion on modern agriculture and production and Subsistence agriculture Completed worksheets genetically modified misconceptions crops – see Resource Class brainstorming activity Student created multimedia Appendix Green revolution project What environmental Advanced Placement free response question problems arise from Types of agriculture and Homework questions industrialized food assigned as homework, timed and done in class, District approved irrigation production? text reference and peer graded or collaboratively worked on in pairs ancillary materials Streaming video clips to make topics more relevant Completed graphs, diagrams or charts Loss of biodiversity and or to show examples monocultures Streaming video Case study or journal reflection
clips of modern Multimedia presentation Genetic engineering and crop farming techniques Advanced Placement free production and factory farms ‐ Case study of Monsanto and genetically modified response question see Resource crops in the United States Appendix Unit test Livestock production and consequences Midterm examination
Pre‐assessment
Advanced Placement free response question Advanced Placement assigned as homework, timed and done in class, Lab questions or formal lab Environmental report peer graded or collaboratively worked on in pairs Science free Controlling pests and types of response question Streaming video clips to make topics more relevant pesticides Lab activity and questions or on pesticide or to show examples write‐up controversy ‐ see Resource Appendix Environmental and economic Use of interactive white board Completed worksheets cost and benefit of pesticide use
District approved What are the pros and Class discussion on effects of pesticides on humans Student created multimedia text reference and cons of pesticide use in Super bugs and the pesticide project ancillary materials and the environment modern agriculture, treadmill and how can we Reading assignment from text Homework questions produce food more Integrated pest management sustainably? Multimedia presentation Completed graphs, diagrams or Carson, R. Silent charts Spring. Boston: Pesticide resistance lab or activity where the Mariner, 2002. Print.
Sustainable and organic creation of a "superbug" is demonstrated through Case study or journal reflection
agriculture natural selection Advanced Placement free response question Relevant laws Pesticide Treadmill Case study reading with journal reflection Lab ‐ see Resource Integrated pest management or organic farming Unit test Appendix case study Midterm examination
Agriculture and feeding a growing population LA.11‐12.WHST.CCR.4 LA.11‐12.RST.11‐12.1 LA.11‐12.RST.11‐12.2 LA.11‐12.RST.11‐12.7 LA.11‐12.RST.11‐12.8 LA.11‐12.WHST.11‐
12.1.d LA.11‐12.WHST.11‐
12.2.b LA.11‐12.WHST.11‐
12.5 LA.11‐12.WHST.11‐
12.7 LA.11‐12.WHST.11‐
12.10 SCI.9‐12.5.1.12.A.b SCI.9‐12.5.1.12.A.2 SCI.9‐12.5.1.12.B.a SCI.9‐12.5.1.12.C.1 SCI.9‐12.5.1.12.D.a SCI.9‐12.5.1.12.D.1 SCI.9‐12.5.1.12.D.b SCI.9‐12.5.1.12.D.2 SCI.9‐12.5.3.12.C.b SCI.9‐12.5.3.12.C.2 SCI.9‐12.5.4.12.C.a SCI.9‐12.5.4.12.G.a SCI.9‐12.5.4.12.G.1 SCI.9‐12.5.4.12.G.b SCI.9‐12.5.4.12.G.2 SCI.9‐12.5.4.12.G.d SCI.9‐12.5.4.12.G.4 SCI.9‐12.5.4.12.G.e SCI.9‐12.5.4.12.G.5 SCI.9‐12.5.4.12.G.f Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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 understanding of the subject under investigation. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. Interpretation and manipulation of evidence‐based models are used to build and critique arguments/explanations. Develop and use mathematical, physical, and computational tools to build evidence‐based models and to pose theories. Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. Reflect on and revise understandings as new evidence emerges. Science involves practicing productive social interactions with peers, such as partner talk, whole‐group discussions, and small‐group work. Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.
Science involves using language, both oral and written, as a tool for making thinking public. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Stability in an ecosystem can be disrupted by natural or human interactions. Model how natural and human‐made changes in the environment will affect individual organisms and the dynamics of populations. Soils are at the interface of the Earth systems, linking together the biosphere, geosphere, atmosphere, and hydrosphere. Natural and human‐made chemicals circulate with water in the hydrologic cycle. Analyze and explain the sources and impact of a specific industry on a large body of water (e.g., Delaware or Chesapeake Bay). Natural ecosystems provide an array of basic functions that affect humans. These functions include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic cycle, disposal of wastes, and recycling of nutrients. Explain the unintended consequences of harvesting natural resources from an ecosystem. Natural and human activities impact the cycling of matter and the flow of energy through ecosystems. Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. Human activities have changed Earth's land, oceans, and atmosphere, as well as its populations of plant and animal species. Assess (using maps, local planning documents, and historical records) how the natural environment has changed since humans have inhabited the region. Scientific, economic, and other data can assist in assessing environmental risks and benefits associated with societal activity. Differentiation
Provide a list of key terms, vocabulary, and ancillary materials pertaining to soils. Use student questions and pre‐assessments as a guide to lecture notes or material selection to cover in class. Keep an updated class website to reflect resources on key topics such as genetic engineering and pesticide advancements. Encourage students to pair and share ideas during certain questioning times and allow wait time for student reflection. Provide organizers or guided notes for note taking or lectures. Offer anchoring activities for those who finish assignments early. Establish stations for independent learning activities using different modalities and use pre‐assigned groups for like and unlike readiness for group activities and labs. Use "expert" groups, or students that finish early to help teach key ideas or assist other students with aspects of soils labs. Provide practical, real world, analytical and creative options for student work in the form of case studies or mini research projects. Post several room arrangement charts to rearrange the classroom quickly for certain activities and classroom labs. Draw and label diagrams to represent data for visual learners. Provide choice to students for group selections and roles in the groups for labs and class activities. Provide modeling of soil layers, relative sizes of soils and effects of nutrient depletion. Provide real life and cross‐curricular connections to material in the form of case studies or online activities dealing with hunger and malnourishment. Suggest to students the purchase of an AP study guide as an additional resource. Technology
Students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Teachers will infuse technology through the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Teachers will utilize available interactive white boards, remote responders, flex cams, digital lab equipment, digital microscopes, mini laptop computers and handheld or tablet devices to interact with and utilize scientific applications. Student‐centered technology lessons include student‐generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies and the use of online animations and tutorials. Suggested unit teaching strategies: online simulation case study of farming in Africa and streaming clips of farming technology. College and Workplace Readiness
The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills in each unit of study. As reflected within the instructional resources and teaching strategies for all units, teachers are equipped with multiple instructional applications to achieve these skills. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Students will follow multi‐step procedures when carrying out experiments and conducting both long and short term research projects. In addition to the content, the Advanced Placement course requires students to maintain a level of independence via out of class reading and writing assignments, as well as detailed note taking and observation skills in class. Students will write complete essays answering content specific Advanced Placement free response questions and collaborate with their peers during labs and activities both in the classroom and in the field. Students will learn to see others' perspectives through case studies that cross over many different content areas, and be exposed to many different environmentally specific careers across the globe. Students will create their own content through labs and projects, as well as visually appealing charts, graphs and multimedia presentations. Suggested unit teaching strategies: content specific Advanced Placement free response questions, case studies, and scientific experiments. APES - Unit 7: Water, a Fragile Resource
Unit Plan
Enduring Understandings: The earth is one interconnected system. Earth's landscapes are the results of interactions within the earth's natural systems. Human use of earth’s resources varies according to many factors. By their very presence, humans alter natural systems. Essential Questions: How are ecosystems influenced by biotic and abiotic factors? How do weather, climate and ocean circulation influence or affect the environment? What are earth's most important resources? What impact does the increasing global population have on the earth's resources? What impact does resource consumption have on the earth's atmosphere, watersheds and ecosystems? Unit Goals: Analyze the environmental quality of the water. Outline the process involved in water and sewage treatment. Describe the current threats to freshwater and coastal areas. Explain the human impact on water as a natural resource. Distinguish between the characteristics of estuarine, marine, and aquatic ecosystems. Recommended Duration: 3 weeks Guiding/Topical Questions How can we use water more sustainably? What are some examples of water diversion projects domestically and internationally and what are the positive and negative environmental effects of water diversion? Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments Pre‐assessment
Use of interactive white board Advanced Placement Lab questions or formal lab report Class discussion on the water crisis in Environmental the world Science free Watershed concept Lab activity and questions or write‐up response question on water and energy Advanced Placement free response Completed worksheets Surface water and conservation ‐ see question assigned as homework, timed groundwater issues Resource Appendix and done in class, peer graded or Student created multimedia project collaboratively worked on in pairs Domestic, industrial and District approved Homework questions agricultural water use text reference and Streaming video clips to make topics ancillary materials more relevant or to show examples Completed graphs, diagrams or charts
Global water use issues NJ Audubon Society Multimedia presentation Case study or journal reflection Curriculum ‐ NJ Desalinization Waters: A Watershed "crumpled" paper activity to Advanced Placement free response Watershed demonstrate watersheds and water Question Water conservation Approach to flow Teaching the Unit test Ecology of Regional Water Footprints and Virtual Water Systems Case Study Final examination
Pre‐assessment
Advanced Lab questions or formal lab report Placement Advanced Placement free response Environmental question assigned as homework, timed Lab activity and questions or write‐up Science free and done in class, peer graded or Completed worksheets response question collaboratively worked on in pairs Water diversion on water diversion Student created multimedia project and climate change ‐ Streaming video clips to make topics River anatomy see Resource more relevant or to show examples Homework questions Appendix Dams, hydroelectric Multimedia presentation Completed graphs, diagrams or charts
power, flood control, District approved salmon, fish ladders, silting text reference and Colorado River case study with journal Case study or journal reflection and other impacts ancillary materials reflection Advanced Placement free response Class debate: Dam the rivers or let question Water Diversion them run free? Projects ‐ see Unit test Resource Appendix Final examination
Properties of water and water testing Types of water pollution, What are the causes sources and effects and effects of water pollution and how Cultural eutrophication do water and water pollution affect different aspects of Groundwater pollution our life? Maintaining water quality Examples and places with water quality issues Advanced Placement free response question assigned as homework, timed and Pre‐assessment done in class, peer graded or collaboratively Advanced Placement worked on in pairs Lab questions or formal lab report Environmental Science Streaming video clips to make topics more free response Lab activity and questions or write‐up relevant or to show examples question on water quality upstream and Completed worksheets Multimedia presentation downstream ‐ see Resource Appendix Student created multimedia project Case Study: Lake Washington District approved text Eutrophication Homework questions reference and ancillary Case Study: BP Oil Spill and the effects on Completed graphs, diagrams or charts materials local ecology and economy Case study or journal reflection NJ Audubon Society Water Quality Testing Lab Curriculum ‐ NJ Waters: A Watershed Drawing of steps of cultural eutrophication Advanced Placement free response question Approach to Teaching the Ecology of Case studies on water diversion: Mono Unit test Regional Systems Lake, Columbia River, Aral Sea Final examination Benthic Macro Invertebrate Lab: Determining Water Quality Pre‐assessment
Pre‐assessment Advanced Placement Use of interactive white board Lab questions or formal lab report Environmental Science Diagram waste water treatment plants free response Lab activity and questions or write‐up question on sewage ‐ Reading assignment from text see Resource Completed worksheets Appendix Water purification Advanced Placement free response How is sewage and Student created multimedia project question assigned as homework, timed and waste water treated Sewage treatment and septic District approved text done in class, peer graded or collaboratively and how does Homework questions systems reference and ancillary worked on in pairs sewage effluent materials Completed graphs, diagrams or charts affect aquatic Streaming video clips to make topics more Clean water act and other ecosystems? relevant laws NJ Audubon Society relevant or to show examples Case study or journal reflection Curriculum ‐ NJ Multimedia presentation Advanced Placement free response Waters: A Watershed question Approach to Teaching Waste water treatment plant demo or class the Ecology of lab Unit test Regional Systems Students design natural water filters using Final examination varying components Pre‐assessment
Pre‐assessment Lab questions or formal lab report Freshwater saltwater budget Advanced Placement Lab activity and questions or write‐up Environmental Science Advanced Placement free response question assigned as homework, timed and free response Aquatic life zones, aquatic done in class, peer graded or collaboratively Completed worksheets Why are marine and biomes and ocean zonation question on estuaries, worked on in pairs Student created multimedia project freshwater corals and ocean Streaming video clips to make topics more ecosystems acidification ‐ see relevant or to show examples Homework questions important and how Ecosystem services of Resource Appendix estuaries, coastal wetlands have human Multimedia presentation Completed graphs, diagrams or charts activities affected and coral reefs District approved text Case study or journal reflection these ecosystems? reference and ancillary Case Study: Caring About Coral Reefs Causes and impacts of materials Students diagram major life zones in the Advanced Placement free response pollution on freshwater and ocean and ocean vertical zonation question marine ecosystems Functions of wetlands activity Unit test Final examination
Advanced Placement Pre‐assessment Environmental Science Use of interactive white board free response Lab questions or formal lab report question on fisheries Class discussion on overfishing and revisit the tragedy of the commons Lab activity and questions or write‐up and sea level and global temperatures ‐ Major threats to aquatic Advanced Placement free response Completed worksheets see Resource diversity including invasive question assigned as homework, timed and Appendix species, pollutants and ocean done in class, peer graded or collaboratively Student created multimedia project acidification District approved text worked on in pairs How should we Homework questions reference and ancillary manage and sustain Aquaculture, overfishing and Streaming video clips to make topics more materials marine fisheries? fishing techniques relevant or to show examples Completed graphs, diagrams or charts Current NJ fishing Marine sanctuaries regulations ‐ see Multimedia presentation Case study or journal reflection Resource Appendix Relevant laws and treaties Collapse of the Georges Bank Fishery Case Advanced Placement free response Streaming video clips Study question and documentary of aquaculture and Case Study on invasive species (water Unit test overfishing ‐ see hyacinths, goose barnacles, lion fish etc.) Resource Appendix Final examination LA.11‐12.RST.11‐12.2 LA.11‐12.RST.11‐12.3 LA.11‐12.RST.11‐12.8 LA.11‐12.WHST.11‐
12.1.c LA.11‐12.WHST.11‐
12.1.e LA.11‐12.WHST.11‐
12.2.b LA.11‐12.WHST.11‐
12.4 LA.11‐12.WHST.11‐
12.8 LA.11‐12.WHST.11‐
12.10 SCI.9‐12.5.1.12.A.b SCI.9‐12.5.1.12.A.2 SCI.9‐12.5.1.12.A.c SCI.9‐12.5.1.12.B.a SCI.9‐12.5.1.12.B.1 SCI.9‐12.5.1.12.B.3 SCI.9‐12.5.1.12.B.4 SCI.9‐12.5.1.12.C.b SCI.9‐12.5.1.12.C.c SCI.9‐12.5.1.12.D.a SCI.9‐12.5.1.12.D.1 SCI.9‐12.5.1.12.D.b SCI.9‐12.5.1.12.D.2 SCI.9‐12.5.1.12.D.c SCI.9‐12.5.1.12.D.3 SCI.9‐12.5.4.12.G.a SCI.9‐12.5.4.12.G.1 SCI.9‐12.5.4.12.G.b SCI.9‐12.5.4.12.G.2 SCI.9‐12.5.4.12.G.c SCI.9‐12.5.4.12.G.3 SCI.9‐12.5.4.12.G.d SCI.9‐12.5.4.12.G.4 SCI.9‐12.5.4.12.G.g SCI.9‐12.5.4.12.G.7 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Provide a concluding statement or section that follows from or supports the argument presented. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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 over‐reliance on any one source and following a standard format for citation. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. Interpretation and manipulation of evidence‐based models are used to build and critique arguments/explanations. Develop and use mathematical, physical, and computational tools to build evidence‐based models and to pose theories. Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence. Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Data and refined models are used to revise predictions and explanations. Science is a practice in which an established body of knowledge is continually revised, refined, and extended as new evidence emerges. Science involves practicing productive social interactions with peers, such as partner talk, whole‐group discussions, and small‐group work. Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.
Science involves using language, both oral and written, as a tool for making thinking public. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically. Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. Natural and human‐made chemicals circulate with water in the hydrologic cycle. Analyze and explain the sources and impact of a specific industry on a large body of water (e.g., Delaware or Chesapeake Bay). Natural ecosystems provide an array of basic functions that affect humans. These functions include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic cycle, disposal of wastes, and recycling of nutrients. Explain the unintended consequences of harvesting natural resources from an ecosystem. Movement of matter through Earth's system is driven by Earth's internal and external sources of energy and results in changes in the physical and chemical properties of the matter. Demonstrate, using models, how internal and external sources of energy drive the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles. Natural and human activities impact the cycling of matter and the flow of energy through ecosystems. Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. Earth is a system in which chemical elements exist in fixed amounts and move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles. Relate information to detailed models of the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles, identifying major sources, sinks, fluxes, and residence times. Differentiation
Use pre‐assigned groups for like and unlike readiness for group activities during water quality testing lab. Provide organizers or guided notes for note‐taking or lectures. Use examples based on students’ expressed interests or local examples. Post several room arrangement charts to rearrange the classroom quickly for certain activities and labs. Facilitate group discussions to assess understanding among varying ability levels of students. Draw and label diagrams or timelines to represent data for visual learners. Provide real life and cross‐curricular connections to material. Suggest to students the purchase of an AP study guide as an additional resource. Provide a list of key terms, vocabulary, or events. Conduct hands on activities in the form of labs and class activities that model watersheds and pollution. Use pre‐assessments to modify areas of study. Use product choices for certain labs or activities on water diversion and types of water pollution such as creating a model, drawing and writing about a diagram, giving a speech, or writing an opinion article. Keep an updated class website to reflect resources on key topics and ongoing water quality issues. Allow wait time for student reflection and encourage students to pair and share ideas during certain questioning times. Technology
All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Teachers will infuse technology through the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Teachers will utilize available interactive white boards, remote responders, flex cams, digital lab equipment, digital microscopes, mini laptop computers and handheld or tablet devices to utilize scientific applications. Student‐centered technology lessons include student generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies and the use of online animations and tutorials. Suggested unit teaching strategies: streaming video of watersheds, digital water testing equipment, and overfishing online simulation game. College and Workplace Readiness
The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills. As reflected within the instructional resources and teaching strategies, teachers are equipped with multiple instructional applications to achieve these skills. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Students will follow multi‐step procedures when carrying out experiments and conducting both long and short term research projects. In addition to the content, the Advanced Placement course requires students to maintain a level of independence via out of class reading and writing assignments, as well as detailed note‐taking and observation skills in class. Students will write complete essays answering content specific Advanced Placement free response questions and will collaborate with their peers during labs and activities both in the classroom and in the field. Students will learn to see others' perspectives through case studies that cross over many different content areas, and will be exposed to many different environmentally specific careers across the globe. Students will create their own content through labs and projects, as well as visually appealing charts, graphs and multimedia presentations. Suggested unit teaching strategies: content specific Advanced Placement free response questions, scientific experiments, cause and effect relationships, and consequences of overfishing. APES - Unit 8: The Search for Energy
Unit Plan
Enduring Understandings: Human use of earth's resources varies according to many factors. By their very presence, humans alter natural systems. Humans must practice sustainable methodologies in order to conserve resources. Essential Questions: What are the advantages and disadvantages of renewable and nonrenewable resources? What impact does the increasing global population have on the earth's resources? What impact does resource consumption have on the earth's atmosphere, watersheds and ecosystems? How can we improve sustainability in order to preserve the earth's resources? How can citizens influence environmental policy? Unit Goals: Distinguish between renewable and non‐renewable sources of energy and explain several examples of each. Discuss the advantages and disadvantages of fossil fuel use. Distinguish between energy efficiency and conservation. Contrast the advantages and disadvantages of several sources of renewable energy. Recommended Duration: 3weeks Guiding/Topical Questions Content/Themes/Skills Energy forms and power First and second laws of thermodynamics What is net energy History of energy consumption and why is it important? Industrial revolution and the US energy crisis Present global and domestic energy use Future energy needs Fossil fuel resources and uses Formation of coal, oil and natural gas
Extraction, purification and refining methods World reserves and global demands Tar sands, shale oil, fracking and What are fossil synfuels fuels, how are they formed and how does burning fossil Clean coal and liquefied natural gas fuels affect our Power plant anatomy and function environment? Environmental advantages and disadvantages of fossil fuels Arctic National Wildlife Refuge (ANWR) controversy Deep Water Horizon oil spill, and other relevant spills and current issues Resources and Materials Suggested Strategies Suggested Assessments Pre‐assessment Use of interactive white board Class discussion on energy use in our everyday lives Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Diagram a power plant with all of its parts Graph energy consumption in the United States and the world Small research project or worksheets about past, current and future energy needs Energy and population growth analysis
Pre‐assessment Lab questions or formal lab report Lab activity and questions or write‐
up Completed worksheets Student created multimedia project Homework questions Completed graphs, diagrams or charts Case study or journal reflection Advanced Placement free response question Unit test Final examination Advanced Placement Environmental Science free response question on coal Pre‐assessment fired power plants and sulfur – see Resource Appendix Use of interactive white board Advanced Placement free response Advanced Placement Environmental Science free question assigned as homework, timed response question on ANWR and done in class, peer graded or collaboratively worked on in pairs and tundra – see Resource Appendix Streaming video clips to make topics more relevant or to show examples Advanced Placement Environmental Science free Multimedia presentation response question on heavy metals and coal fired power Energy debate about different types of extraction methods plants – see Resource Appendix Worksheets District approved text Article reading with journal reflection reference and ancillary materials Deep Water Horizon explosion, fracking, and/or ANWR case study Oil spill simulation activity ‐ see Resource Appendix
Pre‐assessment Lab questions or formal lab report Lab activity and questions or write‐
up Completed worksheets Student created multimedia project Homework questions Completed graphs, diagrams or charts Case study or journal reflection Advanced Placement free response question Unit test Final examination Advanced Placement Environmental Science free response question on resource management and energy consumption – see Resource Appendix District approved text reference and ancillary materials Fossil fuel use online calculators ‐ see Resource Appendix Nuclear energy Process of nuclear fission and fusion
What are some Electricity production advantages and disadvantages of Nuclear reactor types using and producing nuclear energy? Environmental advantages and disadvantages of nuclear power Three Mile Island, Chernobyl and Fukoshima nuclear accidents Advanced Placement Environmental Science free response question on radioactive isotopes – see Resource Appendix District approved text reference and ancillary materials Nuclear class debate resources ‐ see Resource Appendix Online resources and interactive activities ‐ see Resource Appendix Pre‐assessment Use of interactive white board Class discussion on nuclear power and the locations of the three nuclear power plants in New Jersey Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Nuclear energy class debate Case Study: Three Mile Island, Chernobyl, Fukoshima Pre‐assessment
Lab questions or formal lab report Lab activity and questions or write‐
up Completed worksheets Student created multimedia project Homework questions Completed graphs, diagrams or charts Case study or journal reflection Advanced Placement free response question Unit test Final examination
How can we more efficiently use our energy resources? Energy efficiency vs. conservation Energy conservation methods Energy efficient vehicles Corporate average fuel economy (CAFÉ) standards Green building design, and Leadership in energy and environmental design (LEED) standards Green architecture and green roofs Advanced Placement Environmental Science free response question on heating Use of interactive white board a home ‐ see Resource Appendix Students build or design an energy efficient house or structure Advanced Placement Advanced Placement free response Environmental Science free question assigned as homework, timed response question on electric and done in class, peer graded or vehicles and energy collaboratively worked on in pairs conservation – see Resource Appendix Streaming video clips to make topics more relevant or to show examples District approved text reference and ancillary Multimedia presentation materials Green Car Project: Students choose State and Federal guidelines ‐ the ideal car using a certain budget and energy efficiency standards see Resource Appendix Resources for energy efficient cars ‐ see Resource Appendix
Pre‐assessment Lab questions or formal lab report Lab activity and questions or write‐
up Completed worksheets Student created multimedia project Homework questions Completed graphs, diagrams or charts Case study or journal reflection Advanced Placement free response question Unit test Final examination Renewable sources of energy Active and passive solar Hydrogen fuel cells Biomass, algae and bacteria Wind energy What are some advantages and Small and large scale hydroelectric disadvantages of using different alternative energies? Ocean waves and tidal energy Geothermal Environmental advantages and disadvantages Global and domestic renewable energy production LA.11‐12.RST.CCR.4 LA.11‐12.RST.11‐12.2 LA.11‐12.RST.11‐12.3 LA.11‐12.RST.11‐12.7 LA.11‐12.RST.11‐12.8 LA.11‐12.WHST.11‐12.1.b LA.11‐12.WHST.11‐12.1.d LA.11‐12.WHST.11‐12.1.e LA.11‐12.WHST.11‐12.2.b LA.11‐12.WHST.11‐12.2.e LA.11‐12.WHST.11‐12.4 LA.11‐12.WHST.11‐12.6 LA.11‐12.WHST.11‐12.7 LA.11‐12.WHST.11‐12.8 LA.11‐12.WHST.11‐12.10 SCI.9‐12.5.1.12.A.a SCI.9‐12.5.1.12.B.a SCI.9‐12.5.1.12.C.a SCI.9‐12.5.1.12.D.a SCI.9‐12.5.1.12.D.1 SCI.9‐12.5.1.12.D.b SCI.9‐12.5.1.12.D.2 SCI.9‐12.5.2.12.D.b SCI.9‐12.5.2.12.D.2 SCI.9‐12.5.2.12.D.c SCI.9‐12.5.2.12.D.3 SCI.9‐12.5.4.12.G.b SCI.9‐12.5.4.12.G.2 SCI.9‐12.5.4.12.G.c SCI.9‐12.5.4.12.G.3 SCI.9‐12.5.4.12.G.d SCI.9‐12.5.4.12.G.4 SCI.9‐12.5.4.12.G.e SCI.9‐12.5.4.12.G.f SCI.9‐12.5.4.12.G.6 SCI.9‐12.5.4.12.G.g Pre‐assessment Use of interactive white board Pre‐assessment Class discussion on alternative energy production and availability in New Jersey Lab questions or formal lab report Reading assignment from text Lab activity and questions or write‐up Advanced Placement Case studies of geothermal energy in NJ Completed worksheets Environmental Science free response question on solar Case study of algae energy production Student created multimedia project power, micro algae fuel production, and methane Advanced Placement free response Homework questions digesters – see Resource question assigned as homework, timed and Appendix done in class, peer graded or collaboratively Completed graphs, diagrams or charts District approved text reference worked on in pairs and ancillary materials Streaming video clips to make topics more Case study or journal reflection relevant or to show examples Advanced Placement free response question Multimedia presentation Unit test Design an energy efficient house using various alternative sources of energy as well Final examination as energy saving strategies Passive vs. active solar heating activity or worksheets Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. 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. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from or supports the argument presented. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. 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 understanding of the subject under investigation. 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 over‐reliance on any one source and following a standard format for citation. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles. Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. Refinement of understandings, explanations, and models occurs as new evidence is incorporated. Science involves practicing productive social interactions with peers, such as partner talk, whole‐group discussions, and small‐group work. Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences. Science involves using language, both oral and written, as a tool for making thinking public. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. The driving forces of chemical reactions are energy and entropy. Chemical reactions either release energy to the environment (exothermic) or absorb energy from the environment (endothermic). Describe the potential commercial applications of exothermic and endothermic reactions. Nuclear reactions (fission and fusion) convert very small amounts of matter into energy. Describe the products and potential applications of fission and fusion reactions. Natural ecosystems provide an array of basic functions that affect humans. These functions include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic cycle, disposal of wastes, and recycling of nutrients. Explain the unintended consequences of harvesting natural resources from an ecosystem. Movement of matter through Earth's system is driven by Earth's internal and external sources of energy and results in changes in the physical and chemical properties of the matter. Demonstrate, using models, how internal and external sources of energy drive the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles. Natural and human activities impact the cycling of matter and the flow of energy through ecosystems. Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. Human activities have changed Earth's land, oceans, and atmosphere, as well as its populations of plant and animal species. Scientific, economic, and other data can assist in assessing environmental risks and benefits associated with societal activity. Assess (using scientific, economic, and other data) the potential environmental impact of large‐scale adoption of emerging technologies (e.g., wind farming, harnessing geothermal energy). Earth is a system in which chemical elements exist in fixed amounts and move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles. Differentiation
Post several room arrangement charts to rearrange the classroom quickly for certain activities such as debates on nuclear and renewable sources of energy.
Provide a list of key terms, vocabulary, timelines and diagrams of several types of power plants. Allow wait time for student reflection and encourage students to pair and share ideas during certain questioning times. Offer anchoring activities for those who finish assignments early. Establish stations or task cards for inquiry independent learning activities to cover different topics in class such as energy efficiency in cars and buildings. Provide practical, real world, analytical and creative options for student work. Provide supplemental materials of interest to students on relevant issues concerning energy use and conservation. Use student questions and pre‐assessments as a guide to tailor lecture notes or examples to cover in class. Use product choices for certain labs or activities such as creating a model, drawing and writing about a diagram, giving a speech, or writing an opinion article. Suggest to students the purchase of an AP study guide as an additional resource. Keep an updated class website to reflect resources on key topics being covered in class. Provide organizers or guided notes for note‐taking or lectures. Facilitate group discussions to assess understanding among varying ability levels of students. Draw and label diagrams to represent data for visual learners. Provide real life and cross‐curricular connections to material.
Technology
Students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Teachers will infuse technology through the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Teachers will utilize available interactive white boards, remote responders, flex cams, digital lab equipment, digital microscopes, mini laptop computers and handheld or tablet devices to interact and utilize scientific applications. Student‐centered technology lessons include student‐generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies and the use of online animations and tutorials. Suggested unit teaching strategies: fossil fuel online calculations, online tutorial of how power plants work, online research for class debates, online interactive power plant diagrams, online research for energy efficient cars, and online tutorials on renewable sources of energy. College and Workplace Readiness
The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills. As reflected within the instructional resources and teaching strategies, teachers are equipped with multiple instructional applications to achieve these skills. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Students will follow multi‐step procedures when carrying out experiments, and conducting both long and short term research projects. In addition to the content, the Advanced Placement course requires students to maintain a level of independence via out of class reading and writing assignments, as well as detailed note‐taking and observation skills in class. In every unit, students will write complete essays answering content specific Advanced Placement free response questions, as well as collaborate with their peers during labs and activities both in the classroom and in the field. Students will learn to see others' perspectives through case studies that cross over many different content areas and will be exposed to many different environmentally specific careers across the globe. Students will create their own presentations of content through labs and projects, as well as visually appealing charts, graphs and multimedia presentations. Suggested unit teaching strategies: content specific Advanced Placement free response questions, scientific experiments, relevant current case studies, research for energy alternatives, and assessing current energy. APES - Unit 9: The Global Atmosphere
Unit Plan
Understandings: Earth's landscapes are the results of interactions within the earth's natural systems. By their very presence, humans alter natural systems. Essential Questions: What physical, chemical and biological factors influence climate? What constitutes the atmosphere and why is it important? What impact does resource consumption have on the earth's atmosphere, watersheds and ecosystems? What are some major threats to our global ecosystem? Unit Goals: Describe the characteristics and effects of the major classes of air pollution. Describe the environmental impact of global warming. Describe the impact of ozone depletion on the structure and function of the atmosphere. Recommended Duration: 3 weeks Guiding/Topical Resources and Content/Themes/Skills Suggested Strategies Questions Materials How do air pollutants affect humans and the global atmosphere? Atmosphere composition and structure Major air pollutants and sources Primary and secondary air pollutants Heavy metals Air pollution measurement units Smog Thermal inversions and urban heat islands Advanced Placement Environmental Science free response question on air quality, smog and air pollutants – see Resource Appendix District approved textbook and ancillary materials Air pollution resources ‐ see Resource Appendix Suggested Assessments Pre‐assessment Pre‐assessment Use of interactive white board Lab questions or formal lab report Class discussion on local air pollution Lab activity and questions or write‐up Advanced Placement free response question assigned Completed worksheets as homework, timed and done in class, peer graded or Student created multimedia project collaboratively worked on in pairs Homework questions Streaming video clips to make topics more relevant or to show examples Completed graphs, diagrams or charts Multimedia presentation Case study or journal reflection Investigate and diagram the layers of the atmosphere Advanced Placement free response question Examining airborne particulates lab Unit test Los Angeles, CA smog case study Final examination Pre‐assessment
Lab questions or formal lab report Pre‐assessment Lab activity and questions or write‐up Use of interactive white board Acid deposition Advanced Placement Completed worksheets Indoor radon case study Causes, effects and source Environmental Science reduction free response question How is acid deposition Advanced Placement free response question Student created multimedia on indoor air pollution – project formed and what is its assigned as homework, timed and done in Indoor air pollutants and sources see Resource Appendix effect on natural and class, peer graded or collaboratively worked Homework questions human made on in pairs District approved text Radon environments? Completed graphs, diagrams or reference and ancillary Streaming video clips to make topics more charts materials Reduction of air pollution relevant or to show examples Case study or journal reflection Relevant laws and treaties Multimedia presentation Advanced Placement free response question Acid precipitation lab and natural buffers Unit test Final examination
Pre‐assessment
Pre‐assessment Lab questions or formal lab report Use of interactive white board Advanced Placement Lab activity and questions or Advanced Placement free response question Global climate change Environmental Science write‐up free response question assigned as homework, timed and done in class, peer graded or collaboratively worked Climate shift on atmospheric Completed worksheets on in pairs temperature and carbon Student created multimedia Greenhouse gasses and the dioxide concentrations – Streaming video clips to make topics more project What are some greenhouse effect see Resource Appendix relevant or to show examples environmental impacts Homework questions Multimedia presentation of global warming? Impacts and consequences of District approved text global warming reference and ancillary Completed graphs, diagrams or Global Warming project materials charts Reducing climate change Trends of atmospheric carbon dioxide in the Case study or journal reflection Climate change United States Relevant laws and treaties resources ‐ see Resource Advanced Placement free Appendix Investigating the greenhouse effect lab response question Case study on island nations and global Unit test warming Final examination
Pre‐assessment Use of interactive white board Class discussion on types of ultra violet radiation and risks associated with them Advanced Placement Environmental Science Formation of stratospheric ozone free response question on Diagram or other worksheet on stratospheric ozone ozone – see Resource Ultra violet radiations Appendix Reading assignment from text What causes ozone depletion and what are Causes of ozone depletion District approved text Advanced Placement free response question the effects of ozone reference and ancillary assigned as homework, timed and done in class, Strategies for reducing ozone depletion? materials depletion peer graded or collaboratively worked on in pairs Ozone resources ‐ see Relevant laws and treaties Resource Appendix Streaming video clips to make topics more relevant or to show examples Multimedia presentation Measuring ground level ozone lab Pre‐assessment
Lab questions or formal lab report Lab activity and questions or write‐up Completed worksheets Student created multimedia project Homework questions Completed graphs, diagrams or charts Case study or journal reflection Advanced Placement free response question Unit test Final examination
LA.11‐12.WHST.CCR.2 LA.11‐12.RST.11‐12.2 LA.11‐12.RST.11‐12.3 LA.11‐12.RST.11‐12.6 LA.11‐12.RST.11‐12.7 LA.11‐12.RST.11‐12.9 LA.11‐12.WHST.11‐
12.1.a LA.11‐12.WHST.11‐
12.1.b LA.11‐12.WHST.11‐
12.1.c LA.11‐12.WHST.11‐
12.1.d LA.11‐12.WHST.11‐
12.1.e LA.11‐12.WHST.11‐
12.4 LA.11‐12.WHST.11‐
12.8 LA.11‐12.WHST.11‐
12.10 SCI.9‐12.5.1.12.A.a SCI.9‐12.5.1.12.A.c SCI.9‐12.5.1.12.B.1 SCI.9‐12.5.1.12.B.2 SCI.9‐12.5.1.12.B.4 SCI.9‐12.5.1.12.C.a SCI.9‐12.5.1.12.C.2 SCI.9‐12.5.1.12.C.c SCI.9‐12.5.1.12.D.a SCI.9‐12.5.1.12.D.1 SCI.9‐12.5.1.12.D.b SCI.9‐12.5.1.12.D.2 SCI.9‐12.5.1.12.D.c SCI.9‐12.5.1.12.D.3 SCI.9‐12.5.4.12.F.b SCI.9‐12.5.4.12.F.3 SCI.9‐12.5.4.12.G.b SCI.9‐12.5.4.12.G.d SCI.9‐12.5.4.12.G.4 SCI.9‐12.5.4.12.G.e SCI.9‐12.5.4.12.G.5 SCI.9‐12.5.4.12.G.f SCI.9‐12.5.4.12.G.6 SCI.9‐12.5.4.12.G.g SCI.9‐12.5.4.12.G.7 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. 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. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an 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. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from or supports the argument presented. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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 over‐reliance on any one source and following a standard format for citation. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles. Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. Build, refine, and represent evidence‐based models using mathematical, physical, and computational tools. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Refinement of understandings, explanations, and models occurs as new evidence is incorporated. Use data representations and new models to revise predictions and explanations. Science is a practice in which an established body of knowledge is continually revised, refined, and extended as new evidence emerges. Science involves practicing productive social interactions with peers, such as partner talk, whole‐group discussions, and small‐group work. Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.
Science involves using language, both oral and written, as a tool for making thinking public. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically. Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. Climate is determined by energy transfer from the Sun at and near Earth's surface. This energy transfer is influenced by dynamic processes, such as cloud cover and Earth's rotation, as well as static conditions, such as proximity to mountain ranges and the ocean. Human activities, such as the burning of fossil fuels, also affect the global climate. Explain variations in the global energy budget and hydrologic cycle at the local, regional, and global scales. Natural ecosystems provide an array of basic functions that affect humans. These functions include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic cycle, disposal of wastes, and recycling of nutrients. Natural and human activities impact the cycling of matter and the flow of energy through ecosystems. Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. Human activities have changed Earth's land, oceans, and atmosphere, as well as its populations of plant and animal species. Assess (using maps, local planning documents, and historical records) how the natural environment has changed since humans have inhabited the region. Scientific, economic, and other data can assist in assessing environmental risks and benefits associated with societal activity. Assess (using scientific, economic, and other data) the potential environmental impact of large‐scale adoption of emerging technologies (e.g., wind farming, harnessing geothermal energy). Earth is a system in which chemical elements exist in fixed amounts and move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles. Relate information to detailed models of the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles, identifying major sources, sinks, fluxes, and residence times. Differentiation
Provide a list of key terms, vocabulary and diagrams. Provide supplemental materials of interest to students for topics such as global warming effects and indoor air pollution. Post several room arrangement charts to rearrange the classroom quickly for certain activities such as debates on global climate change. Use student questions and pre‐assessments as a guide to lecture notes or material selection to address global warming. Use product choices for certain global warming or ozone labs or activities such as creating a model, drawing and writing about a diagram, giving a speech, or writing an opinion article. Use pre‐assigned groups for like and unlike readiness for group activities, labs and projects. Provide organizers or guided notes for note‐taking or lectures. Use task cards or establish stations for independent inquiry learning activities for topics such as international climate change, acid deposition and smog production. Provide choice to students for group selections and roles within the groups. Provide modeling, when possible, and draw and label diagrams to represent data for visual learners. Provide real life and cross‐curricular connections to material. Suggest to students the purchase of an AP study guide as an additional resource. Technology
Students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Teachers will infuse technology through the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Teachers will utilize available interactive white boards, remote responders, flex cams to project class demonstrations and labs, digital lab equipment, digital microscopes, mini laptop computers and handheld or tablet devices to interact and utilize scientific applications. Student‐centered technology lessons include student generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies and the use of online animations and tutorials. Suggested unit teaching strategies: online simulation of climate change over time, student online research, and student created multimedia presentations. College and Workplace Readiness
The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills in each unit of study. As reflected within the instructional resources and teaching strategies, teachers are equipped with multiple instructional applications to achieve these skills. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Students will follow multi‐step procedures when carrying out experiments and conducting both long and short term research projects. In addition to the content, the Advanced Placement course requires students to maintain a level of independence via out of class reading and writing assignments and detailed note‐taking and observation skills in class. In every unit students will write essays answering content specific Advanced Placement free response questions, as well as collaborate with their peers during labs and activities in the classroom and in the field. Students will learn to see others' perspectives through case studies that cross over many different content areas and will be exposed to many different environmentally specific careers across the globe. Students will present content through the creation of labs and projects, as well as visually appealing charts, graphs and multimedia presentations. Suggested unit teaching strategies: content specific Advanced Placement free response questions, research on global warming, multimedia presentations, and scientific experiments. APES - Unit 10: Applying Environmental Science in the World
Unit Plan
Enduring Understandings: Humans must practice sustainable methodologies in order to conserve resources. Essential Questions: How can we improve sustainability in order to preserve the earth's resources? What are the best practices to achieve sustainability? How can citizens influence environmental policy? Unit Goals: Explain environmental problems in relationship to scientific, social, cultural, and economic factors. Demonstrate an awareness of careers related to environmental science. Relate course topics to local problems faced by residents of New Jersey. Outline the historical events which have shaped the modern environmental movement in New Jersey. Recommended Duration: 8 weeks Guiding/Topical Questions What are various environmental career options? What are areas of expertise outside of environmental science that impact local environmental issues? Content/Themes/Skills Resources and Materials Apply knowledge about environmental science to model and/or suggest solutions to current environmental problems District Use observations of environmental approved text models to predict and discuss real reference and world environmental problems ancillary materials Resources for field journaling ‐ see Resource Appendix Environmental issues interactive maps ‐ see Resource Appendix Suggested Strategies Suggested Assessments Use of interactive white board Class question and answer segment Class brainstorming activity Streaming video clips to make topics more relevant or to show examples Multimedia presentation Research paper on specific environmental issues in the district or in New Jersey Create a field journal Pre‐assessment Lab questions or formal lab report Lab activity and questions or write‐up Completed worksheets Student created multimedia project Homework questions Completed graphs, diagrams or charts Case study or journal reflection LA.11‐12.RST.11‐12.2 LA.11‐12.RST.11‐12.3 LA.11‐12.RST.11‐12.4 LA.11‐12.RST.11‐12.7 LA.11‐12.RST.11‐12.9 LA.11‐12.RST.11‐12.10 LA.11‐12.WHST.11‐
12.2.a LA.11‐12.WHST.11‐
12.2.b LA.11‐12.WHST.11‐
12.2.c LA.11‐12.WHST.11‐
12.2.d LA.11‐12.WHST.11‐
12.2.e LA.11‐12.WHST.11‐
12.4 LA.11‐12.WHST.11‐
12.5 LA.11‐12.WHST.11‐
12.6 LA.11‐12.WHST.11‐
12.8 LA.11‐12.WHST.11‐
12.9 SCI.9‐12.5.1.12.A.a SCI.9‐12.5.1.12.A.1 SCI.9‐12.5.1.12.A.b SCI.9‐12.5.1.12.B.a SCI.9‐12.5.1.12.B.1 SCI.9‐12.5.1.12.B.4 SCI.9‐12.5.1.12.C.a SCI.9‐12.5.1.12.C.1 SCI.9‐12.5.1.12.C.b SCI.9‐12.5.1.12.C.2 SCI.9‐12.5.1.12.C.c SCI.9‐12.5.1.12.C.3 SCI.9‐12.5.1.12.D.a SCI.9‐12.5.1.12.D.1 SCI.9‐12.5.1.12.D.b SCI.9‐12.5.1.12.D.2 SCI.9‐12.5.1.12.D.c SCI.9‐12.5.1.12.D.3 SCI.9‐12.5.4.12.G.d Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on
explanations in the text. Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11‐
12 texts and topics. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. By the end of grade 12, read and comprehend science/technical texts in the grades 11‐CCR text complexity band independently and proficiently. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Use precise language, domain‐specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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. 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 over‐reliance on any one source and following a standard format for citation. Draw evidence from informational texts to support analysis, reflection, and research. Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles. Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. Interpretation and manipulation of evidence‐based models are used to build and critique arguments/explanations. Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Refinement of understandings, explanations, and models occurs as new evidence is incorporated. Reflect on and revise understandings as new evidence emerges. Data and refined models are used to revise predictions and explanations. Use data representations and new models to revise predictions and explanations. Science is a practice in which an established body of knowledge is continually revised, refined, and extended as new evidence emerges. Consider alternative theories to interpret and evaluate evidence‐based arguments. Science involves practicing productive social interactions with peers, such as partner talk, whole‐group discussions, and small‐group work. Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.
Science involves using language, both oral and written, as a tool for making thinking public. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically. Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. Natural and human activities impact the cycling of matter and the flow of energy through ecosystems. Differentiation
Use product choices for certain labs or activities such as creating a model, drawing and writing about a diagram, giving a speech, or writing an opinion article. Keep an updated class website to reflect resources on key topics. Provide practical, real world, analytical and creative options for student work. Use examples based on students expressed interests. Facilitate group discussions to assess understanding among varying ability levels of students. Provide choice to students for group selections and roles within groups. Provide modeling, when possible. Provide real life and cross‐curricular connections to material. Technology
Students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Teachers will infuse technology through the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Teachers will utilize available interactive white boards, remote responders, flex cams to project class demonstrations and labs, digital lab equipment, digital microscopes, mini laptop computers and handheld or tablet devices to interact with and utilize scientific applications. Student‐centered technology lessons include student generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies and the use of online animations and tutorials. Suggested unit teaching strategies: student created multimedia projects or online research. College and Workplace Readiness
The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills in each unit of study. As reflected within the instructional resources and teaching strategies, teachers are equipped with multiple instructional applications to achieve these skills. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Students will follow multi‐step procedures when carrying out experiments, and conducting both long and short term research projects. In addition to the content, the Advanced Placement course requires students to maintain a level of independence via out of class reading and writing assignments, as well as detailed note taking and observation skills in class. Students will write complete essays answering content specific Advanced Placement free response questions, as well as collaborate with their peers during labs and activities both in the classroom and in the field. Students will learn to see others' perspectives through case studies that cross over many different content areas and will be exposed to many different environmentally specific careers across the globe. Students will create their own content through labs and projects, as well as visually appealing charts, graphs and multimedia presentations. Suggested unit teaching strategies: independent research, peer collaboration, conducting interviews, creation of project or research paper.