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Advanced Placement Environmental Science (APES)
Course Syllabus
Mrs. A. Miller
Course Description
The AP Environmental Science course is designed to be the equivalent of a one-semester, introductory college
course in environmental science. The goal of the course is to provide students with the scientific principles,
concepts, and methodologies required to understand the interrelationships of the natural world. Students will
have the opportunity to identify and analyze environmental problems both natural and human-made, to
evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or
preventing them. Students will be able to work collaboratively with a variety of industry and agency
professionals learning about environmental management standards and conducting research in hands on
settings. Students will maintain a laboratory notebook as well as a field journal. The course is aligned with
the Washington State Science Essential Academic Learning Requirements and the College Board’s AP
standards for Environmental Science. Additionally, the course is designed to meet the articulations for Ethics
in Science and Media and Solution Preparation through the Pierce County Careers Connection.
Instructional Philosophy
Students in the AP Environmental Science program will experience a project and laboratory based curriculum.
Students will work extensively in both the field and the lab, as well as participate in lectures, research projects
and discussion seminars that focus on the complexities of managing and preserving our natural resources;
including water, land, and wildlife. Students will have the opportunity to work individually and as part of a
team. Students will also have an opportunity to develop their leadership skills through activities and
involvement in the White River FFA Chapter.
Course Prerequisites
Successful completion of Biology or Biology through Animal Science
School Profile-White River High School
Location and Environment- White River High School is located in a rural area in Pierce County at the base
of Mt. Rainier. The current White River High School building is 5 years old several science laboratories and
many areas for outside research including a wooded area, a pond, and creeks and rivers near by. Colleges and
universities in the area include University of Washington, University of Puget Sound, Pacific Lutheran
University, Washington State University branch campuses, Pierce College, Green River Community College and
many others. The Department of Natural Resources has an office in neighboring Enumclaw and our location
allows for numerous field trip opportunities.
Grades-11-12
Type- Public comprehensive high school
Enrollment- Approximately 1200 students
Ethnic diversity- American Indian 2.1%, Asian/Pacific Islander 1.9%, Black 1.0%, Hispanic 3.6%, and white
89.4%.
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Methods-White River High School
Students meet daily for 55 minutes for an entire school year. At least 1 period per week on average is
devoted to laboratory experiments or field work. Most labs are recorded in student’s lab books. Some labs
and field work are presented in the form of a group report or project. Other class time is composed of lecture,
discussions, pertinent videos, example free response questions, and supplemental readings.
Course Goals
The goal of this course is to provide students with the scientific principles, concepts, and methodologies to
understand the interrelationships of the natural world. The following themes have been established as key
elements for AP Environmental Science courses and will be examined throughout the course:
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Science is a process.
Science is a method of learning more about the world.
Science constantly changes the way we understand the world.
Energy conversions underlie all ecological processes.
Energy cannot be created; it must come from somewhere.
As energy flows through systems, at each step more of it becomes unusable.
The Earth itself is one interconnected system.
Natural systems change over time and space.
Biogeochemical systems vary in ability to recover from disturbances.
Humans alter natural systems.
Humans have had an impact on the environment for millions of years.
Technology and population growth have enabled humans to increase both the rate and scale of their impact on
the environment.
Environmental problems have a cultural and social context.
Understanding the role of cultural, social, and economic factors is vital to the development of solutions.
Human survival depends on developing practices that will achieve sustainable systems.
A suitable combination of conservation and development is required.
Management of common resources is essential.
Students who successfully complete this course will have the insight and professional skills necessary to
succeed in a natural resources career and or continue their education in environmental studies.
Text
Withgott, J. and Brennan, S.
Education Inc. Pub. 2007.
Environment: The Science Behind the Stories, 2nd Ed. Pearson
Assessment Plan
Instruction consists mostly of lecture, discussions, demonstrations, reading assignments, and homework. One
period per week (or equivalent) is devoted to hands-on laboratory experience or field work. All labs require a
formal written report.
Students will show evidence of learning through a variety of assessments to include written exams and unit
tests, research projects, oral presentations, scientific inquiry process, and classroom discussion.
Teaching Component: Lecture, reading assignments, homework, classroom assignments, discussion,
directed research, and essays.
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Lab Component: Short and extended laboratories use appropriate technologies, equipment and
methodologies for inquiry based scientific investigations and analysis. Data analysis is used to develop
solutions and/or areas of further investigation. All laboratory experiments and raw data are documented in a
bound lab notebook. Formal laboratory reports will accompany the lab book.
Student Activities: Small groups-Problem solving, design projects, and internet research are the basis for
small-group activities, which provide the opportunity for brainstorming, application, and synthesis of material
form lectures and reading assignments. The groups must also present their findings to the rest of the class.
Occasionally role playing and debate activities are employed to emphasize the many viewpoints and
professional opinions evolved in making environmental decisions.
Leadership Component and SAE: Students will develop skills in oral and written communication through
presentations, speeches, debates, and issues presentations. Students will develop team-building skills through
collaborative activities and all students will have the opportunity for further development of their skills through
the FFA. Students will have individually directed supervised agricultural education projects as part of the
agriscience career and technical education program.
Evidence: Formal lab reports, lab data notebook, field journal, projects, individual and group presentations,
class work and homework, peer reviews, quizzes, unit tests and exams.
**Students enrolled in this course are required to take the scheduled AP Environmental Science exam.
Course Outline
Summer Reading: a teacher-selected series of primary source material including articles or chapters from the
following authors-R. Carson, A. Leopold, G. Hardin, P. Ehrlich, J. Muir, B. Bryson and others.
Introductory Unit
2-3 weeks
Chapter 1-An Introduction to Environmental Science
Our Island, Earth
Easter Island
The Nature of Environmental Science
The Nature of Science-Scientific Method
Sustainability
 Do you know your Stuff? Activity—students map the production of coffee and a T-shirt to see how
globalization affects the environment.
 Sustainable Development—Class Debate and research
 Being a Responsibly Environmentalist Activity—provides students with the opportunity to analyze their
environmental responsibility.
EALRs: 2.1.1, 2.1.2, 2.2.3, 2.2.4, 3.2.4
Chapter 4
Chemistry and the Environment
Energy Fundamentals
 Pass the Energy Please- Lab activity-Students will discuss the flow of energy through the energy
pyramid, food chain, and food web.
 Primary Consumer Energy Flow Activity-Students modify environmental conditions and measure the
transfer of energy at higher trophic levels to explore the effect on energy consumption.
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The Origin of Life
EALRs: 1.1.6, 1.2.1, 1.2.2, 1.3.8, 1.3.10
Unit Exam
Ecology Unit
6 weeks
Chapter 5
Evolution
 Natural Selection Lab-Replicating the pepper moth study
Population
 Population Density and Growth Lab (Carolina)
Carrying capacity
 Duckweed Lab—students grow duckweed over 30 days in distilled vs. saline water, record growth rate,
record the carrying capacity and mathematically calculate whether the difference in growth rate is
significant.
Conservation of biodiversity
 Exploring Biodiversity Lab Activity
EALRs: 1.3.9, 1.3.10, 2.1.3, 2.1.4
Chapter 6
Species interactions
 Ecocolumn lab—students set up mini ecosystems, observe the changes over several weeks, test water
quality, and analyze the health of their ecosystem.
 Competition lab—Studying grasses over a period of time to illustrate how competition between species
forces them to fight for nutrients
Trophic levels
 Worm Decomposition Box—students analyze how detritivores are an important part of an ecosystem.
Succession
Invasive species
 Research-“Most Wanted” poster
 USFWS Invasive species activity
 Activity-students will compare seeds in wildflower packets to noxious weed/invasive species lists
Ecological Communities
Biomes
 Research- Biomes weather, climate, species, species interactions, etc.
 Leadership: Presentation of materials
EALRs: 2.1.2, 2.1.4, 3.2.4
Chapter 7
Environmental systems
Ecosystems
 Geo Technology and Environmental Ecology Activity
Biomass-productivity
 Tracking down phytoplankton biomass in the water column
BioGeochemical Cycles
Geological Systems
Rocks
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 Examining rock types activity
Plate tectonics
 Field trip—Mt St Helens National Volcanic Monument. Students observe effects of plate tectonics, the
1980 eruption and subsequent dome building events and ecological succession.
EALRs: 1.2.2, 1.3.8, 1.3.9
Unit Exam
Human Population Unit
2 weeks
Chapter 8
Human Population Growth
 Nations Report—students choose a nation from list, research and make a poster showing population
dynamics of that nation.
 Too many people coming a little too fast activity
Demography
Population and Society
 Population Math—students use formulas to calculate growth rates, death rates etc.
EALRs: 3.2.1, 3.2.4
Chapter Quiz/Mini-Exam
Soil and Agriculture Unit
3-4 weeks
Chapter 9
History of Agriculture
 Jared Diamond’s article about the beginnings of agriculture.
Soil
 Dirty Cup Delights Activity—duplicating a soil profile
 Soil Formation and Properties Lab-students learn how rocks are weathered to create soil, analyze soil
horizons, determine land slope, identify soil composition and calculate bulk density.
 Where to dig a well lab—looking at porosity, drainage, and water holding capacity
 Soil Productivity Lab Activity
Soil problems
 Salinization Lab—students germinate radish seeds in a variety of different salt concentrations ranging
from 0% to 4% salinity. Students determine the threshold for soil in terms of salt content and
germination.
Fertilizers
 Plant growth and fertilizer lab activity—growing plants in different concentrations of fertilizers and
analyzing growth.
EALRs: 1.1.5, 1.2.4, 1.3.4, 1.3.5, 1.3.6
Chapter 10
The Race to Feed the World
Pests and pollinators
Genetic Modification of Food
 DNA Depot Lab-students study genetically modified plant characteristics.
Crop diversity
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Feedlot Agriculture
Aquaculture
 Field trip-local hatchery to see salmon spawning
Sustainable Agriculture-Organics
 Leadership: Simulated Debate on “Are organic foods better for you?”
EALRs: 1.1.6, 1.2.6, 1.2.7, 3.1.3, 3.2.2, 3.2.4
Unit Exam
Conservation Biology and Resource Management Unit
Chapter 11
Our Planet of Life
Biodiversity loss/species extinction
3 weeks

Research/Leadership an Endangered Species—Students research and write a report on an endangered
species and prepare a plan for increasing the population and present it to the class.
 Life in the Balance video
 Strange Days on Planet Earth-invasive species video
Benefits of Biodiversity
Conservation Biology: The search for solutions
 National Geographic video “Endangered Species, Don’t Say Goodbye”
 Island Biogeography Activity—students use beans to determine which islands would receive the most
biodiversity.
EALRs: 1.3.9, 2.1.1
Chapter 12
Resource Management-soil, minerals, wildlife, fisheries, water, rangeland
 Cookie Mining Lab—students determine the expanding cost and diminishing returns of mining.
Forest Management
Agricultural Land Use
Parks and Reserve
EALRs: 3.2.4, 3.2.2, 3.2.1, 3.1.1, 2.2.5
Unit Exam
Toxicology Unit
2 weeks
Chapter 14
Central Case: Fall\Endocrine Disruptors
Environmental health
Toxic Agents in the Environment
 Consumer evaluation lab-students compare a variety of cleaners to homemade recipes to evaluate their
effectiveness and affect on the environment.
Studying effects on hazards
Health assessment
 LD-50 Lab—students determine the Lethal Dose 50% dead of a specific species such as Daphnia
magna. Chemicals such as Copper Sulfate are used in various doses as determined by the students.
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Risk assessment
EALRs: 1.2.8, 1.3.8, 2.1.3
Chapter Quiz/Mini-Exam
Freshwater and Oceans Unit
Chapter 15
Central Case: Plumbing the Colorado River
Freshwater systems-rivers, wetlands, lakes, aquifers
 White River Watershed information
 Modeling and investigating watersheds lab activity
 Building a watershed model of White River Watershed
How we use Water
Solutions to depletion of freshwater
Freshwater pollution and its control
 Water Quality testing Lab activity
 Qualitative introduction to water pollution lab activity
Dams
 Leadership Debate: Dam controversy in WA. Removal of dams for salmon restoration
Wastewater treatment
 Field Trip-Tacoma Wastewater Treatment Plant
 Wastewater treatment model and demonstration
 Wastewater treatment Lab Activity
EALRs: 1.1.4, 1.3.4, 2.1.2
Chapter 16
Central Case: Collapse of the Cod fisheries
The Oceans
Marine and coastal ecosystems
Kelp, coral, intertidal
 Strange Days on Planet earth video-Jamaica Coral Reefs and dams
Salt marshes, mangroves
Human use and impact
Pollution
 Operation Oil spill lab
 Valdez video
Emptying the Oceans
Nets and plastic
Overfishing
 Journey to Planet Earth Video on Overfishing
Fishing strategies
Marine Conservation
EALRs: 1.3.4, 2.1.4
Unit Exam
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2-3 weeks
Atmosphere and Climate Change Unit
3 weeks
Chapter 17
Case Study-London’s killer smog
The Atmosphere
Outdoor Air pollution
 Acid Rain lab-students observe the effects of acid rain on plants and the interaction of acid rain
with the physical environment.
 Exploring Air Pollution Generated by Fossil Fuels lab-Students will collect particultes given off by
motor vehicles and analyze how much pollution is being processed.
 Air Pollution Lab Activity
Indoor Air pollution
 Air Quality survey lab-students monitor airborne particulates, investigate the effects of airborne
pollutants on common materials and examine how air pollutants effect the chemistry of rainwater
 10 Sources of Indoor Air Pollution handout
EALRs: 1.3.6, 2.1.1, 2.1.2
Chapter 18
Central Case-Rising Seas may flood the Maldives
Our Dynamic Climate
Methods of studying climate change
Current and future trends and impacts
 Video “6 degrees could change the world”
 Leadership/ Prepared speech: Global Warming myth or reality
Responding to Climate Change
EALRs: 1.3.6, 2.1.1
Unit Exam
Energy Unit
2-3 weeks
Chapter 19
Central Case: Alaska’s North Slope
Sources of Energy
Coal
 Balancing Coal and the Environment Video
Natural Gas/Methane
Oil
Other fossil fuels
Environmental Impacts of fossil fuel use
Political and Social Implication of fossil fuel use
Energy Conservation
EALRs: 1.2.1, 1.2.2, 1.3.3, 1.3.6, 2.1.5, 3.1.1, 3.1.3, 3.2.2, 3.2.4
Chapter 20
Central Case: Sweden’s Search for Alternative Energy
Alternatives to fossil fuels
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 Biofuels: investigating ethanol production and combustion lab activity
 Modeling and comparing fossil fuel and biofuel combustion lab activity
Nuclear
Biomass Energy
Hydroelectric Power
EALRs: 1.1.4, 2.1.4, 3.1.1, 3.1.3, 3.2.2, 3.2.4
Chapter 21
Central Case: Iceland moves toward a hydrogen economy
Solar Energy
 Solar panel cookers lab—students build solar panel cookers and test the heating of water with them.
Students must research the best design, build and test.
Wind Energy
 Creating windmills lab activity
Geothermal Energy
Ocean Energy Sources
Hydrogen
EALRs: 1.1.4, 2.1.4, 3.1.1, 3.1.3, 3.2.2, 3.2.4
Unit Exam
Waste Management Unit
1 week
Chapter 22
 Landfill Decomposition Lab—students set up three mini landfills, sanitary, open air, and sand. Over 8
weeks, they record the decomposition of various items such as Styrofoam, paper, plastic, food and
metal in these landfills.
Municipal Solid Waste
 Field trip-to LRI landfill/recycling center on S. Meridian, Graham
Recycling
 Time and Again Video (15 min.)
 Recyclable plastics: identification using relative density and flammability lab activity
Industrial Solid Waste
Hazardous Waste
 Leadership: What to do with human waste debate?
EALRs: 1.2.1, 1.3.10, 2.1.1, 2.1.2, 2.2.5, 3.1.1, 3.2.4
Chapter Quiz/Mini-Exam
Career Exploration
1 week
Research/Leadership Students will research and prepare and oral presentation about a career related to
environmental science
APES Testing Preparation
2 weeks
Post APES Testing/Extras
9

Design Eco-houses.
Chapter 2
Environmental Ethics and Economics: Values and Choices
 besides summer reading, covered throughout the year as current events in the newspaper, case
studies in each chapter.
Chapter 3
Environmental Policy
US Policy
International Policy
 Timeline of important events, people and laws completed over Winter Break
Grading Policy
The student will be evaluated on the basis of his/her performance on the following: field data collection skills
that have been acquired, knowledge and application of content, professionalism and commitment to their own
learning.
20%
35%
35%
10%
Class work and homework
Labs
Tests, quizzes, and projects
Leadership
Grading System
93-100 %
90-92.9%
87-89.9%
83-86.9%
80-82.9%
77-79.9%
73-76.9%
70-72.9%
67-69.9%
60-69.9%
Below 60%
A
AB+
B
BC+
C
CD+
D
F
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