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AP Environmental Science
2010 - 2011 Course Syllabus
Teacher:
Subject:
Room:
Ms. Susan De Rosa
Phone:
404-993-5255
AP Environmental Science
Email:
[email protected]
405
Time/Profile:
1 semester: 90 minute block
nd
AP Exam Date: May 2 , 8AM
Course Description:
AP Environmental Science is designed to be the equivalent of a one-semester, introductory college
course in environmental science. The goal of the AP Environmental Science course is to provide
students with the scientific concepts, principles, and methodologies required to understand the
interrelationships of the natural world, to identify and analyze environmental problems both natural
and human-made, to evaluate the relative risks associated with these problems, and to examine
alternative solutions for resolving or preventing them. To achieve these goals, we will focus on the
following: personal experience in experimental design; understanding the unifying themes that
integrate all biological and environmental science topics; and the application of knowledge and critical
thinking to environmental and societal concerns. Taking the AP Exam is not required but it is
encouraged. College credit may be given for exam scores of three and above. Exactly what scores will
be accepted and how much credit will be awarded depends on the individual college.
Course Prerequisites:
Resources:
Text:
Supplemental
Resources:
Websites:
Biology, Chemistry, Algebra I

Environmental Science: Earth as a Living Planet, 6th Edition, Botkins
& Keller
 Assorted texts found in classroom library; peer reviewed science
publications
 www.wiley.com/college/botkin
 www.hippocampus.org
Materials:
Notebook – 3 ring binder, laboratory journal, Graphing Calculator, graph paper, pens, pencils,
markers, colored pencils
Evaluation:
Cobb County
Grading Scale:
90 –
A
100%
80 - 89% B
75 – 79 % C
70 – 74% D
0 – 69 %
F
Approximate Grading Breakdown:
Grading Policy: Class grade is found by using the formula: (Total Earned Points
/ Total Possible Points) * 100.
Tests, Quizzes & Assessments = 50 % of the student’s grade.
Laboratory Work & Reports = 25% of the student’s grade.
Homework & Classwork = 15% of the student’s grade.
Projects = 10% of the student’s grade.
NOTE:
 Material in this syllabus is subject to modification by instructor if deemed necessary
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South Cobb High School
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AP Environmental Science
2010 - 2011
Laboratory Work:
AP Environmental Science will contain laboratory experiences from lab manuals, data sets, fieldwork and
student-designed experiments. Emphasis is placed on in-depth investigation and experimental design
regarding environmental science concepts. These lab activities emphasize development and testing of
hypotheses; collection, analysis, and presentation of data; and clear discussions of results. Formal reports are
required and must include the previously mentioned elements, as well as proper labeling of tables and graphs.
In many cases, software and Internet simulations will be conducted in support of the lab being undertaken.
With the addition of computers to our labs, we will be using Pasco scientific probes and software as part of the
lab procedure. Examples of AP Environmental Science laboratories include: 1) Ecosystem Ecology, 2) Plate
Tectonics, Volcanism, Earthquakes, 3) Soil Structure & the Rock Cycle, 4) Geotechnical Science, 5)
Environmental Factors & Organism Distribution, 6) Calculating Population Data ,7) Sampling Techniques, 8)
Human Demographics, 9) Calculating Consumption, 10) Atmospheric Science, 11) Toxicology, 12) Aquatic
Ecology, 13) Environmental Engineering, 14) Greenhouse Effect, 15) Acid Deposition, 16) Radiation & Growth
Factor, 17) Environmental Impact Summary.
Each lab will require:
 The formation of an hypothesis or hypotheses, based on in-class discussion of the presented problem
or focus of each experiment
 Design of (an) experiment(s), also based on in-class discussion, to test the hypothesis or hypotheses
 Collection of data and observations
 Calculations using the collected data
 Conclusions about how well the hypothesis or hypotheses held up based on the experiment
 Class discussion of variance and error analysis
 Written report
TECHNICAL WRITING REVIEWS: Students will be given technical articles to read. The Students will do
various writing and reading comprehension activities throughout the year to enhance their skills. This will
happen about once a week.
TESTS: All tests are given at the end of each unit. They may be multiple choice, essay, performance or any
combination of these.
PROJECTS: Projects are assigned according to topic, with descriptions and guidelines provided at time of
assignment. Projects may be completed individually or in groups depending on the particular assignment
and instructor discretion.
NOTEBOOKS: Students are required to keep all assignments in their 3-ring binders. This must be brought
to class every day and kept up to date.
PARTICIPATION: Participation consists of class participation, daily warm-ups, preparedness for class (book,
paper, writing utensil, etc.), and notes. Professional behavior is always expected. Each day, students will
be presented with a question and will be expected to work in small groups to answer that question. New
topics will be introduced in this manner, but questions will also address topics already covered to enhance
conceptual understanding. Students will have access to books, the Internet, lab equipment, computer
simulations, etc. The teacher will act as a facilitator assisting and guiding students, at all times encouraging
carefully articulated responses based on principles of environmental science.
DAILY WORK: Daily work is broken into 2 categories, class work and homework. CLASS WORK consists of
work assigned in class - it may be bookwork, laboratories, research, a worksheet, and/or vocabulary. It is
due at a specific time during class. HOMEWORK is assigned at the end of each class period, and DUE at the
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South Cobb High School
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AP Environmental Science
2010 - 2011
beginning of class, PRIOR TO warm-ups, notes, etc. Getting missed work due to ANY KIND of absence is
the student’s responsibility.
LATE WORK: Late work is accepted for EXCUSED absences only. Arrangements must be made with the
instructor for lab time if necessary.
Course Outline:
 Earth Systems & Resources (10-15%)
 The Living World (10-15%)
 Population (10-15%)
 Land & Water Use (10-15%)
 Energy Resources and Consumption (10-15%)
 Pollution (25-30%)
 Global Change (10-15%)
Major Themes:
Concepts and topics are organized into unifying themes that recur through the course. These themes are
applied across the curriculum to provide a unity of concepts. They are:
 Science is a Process.
o Science is a method of learning more about the world.
o Science constantly changes the way we understand the world.
 Energy conversions underlie all ecological processes.
o Energy cannot be created; it must come from somewhere.
o As energy flows through systems, at each step more of it becomes unusable.
 The Earth itself is one interconnected system.
o Natural systems change over time and space.
o Biogeochemical systems vary in ability to recover from disturbances.
 Humans alter natural systems.
o Humans have had an impact on the environment for millions of years.
o 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.
o 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.
o A suitable combination of conservation and development is required.
o Management of common resources is essential.
Course Planner:
Students will be given monthly calendars detailing chapter reading assignments, laboratory assignments, as
well as due dates for all work. This information will also be available on the course website,
www.southcobbhs.typepad.com/yderosa with available downloads.
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South Cobb High School
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AP Environmental Science
2010 - 2011
AP Environmental Science Course Planner
Unit & est.
# of Weeks
Topic
Unit 1
3 Weeks
Earth’s Systems
Standards
Textbook Readings
Chapters 1-3, 5, 9-10, 23
Labs & Activities
 Energy and Recycling
(Quantative)
 Acid Rain (Lab)
 Eating at a Lower Trophic
Level (Quantative)
 Plate Tectonics (Lab)
 Particulate Air Pollution
(Lab)
 The Rock Cycle (Project)
 Formation of Deserts
(Project)
SEV5.a,
SEV5.b, SEV5c,
SEV4.b,
SEV4.f,
SEVd.3,
SEV2.a, SEV1.a
Unit 2
3 Weeks
Human
Population
Dynamics
Standards
Textbook Readings
Chapters 4-6
Labs & Activities
 Litter Leaf Community
(Lab)
 Ecosystem Ecology
(Project)
 Global Population Trends
(Project)
 Doubling Time
(Quantative)
 Human Demographics
(Quantative)
 Population Distribution
and Survivorship (Lab)
 Water Loss Drop by Drop
(Lab)
SEV1.b,
SEV1.e,
SEV2.a,
SEV2.b,
SEV2.c,
SEV2.d,
SEV3.d,
SEV3.e, SEV3.
a, SEV4.c,
SEV5.a,
SEV5.b, SEV5.c
Unit 3
4 Weeks
Chapters & Labs
Natural Resources
Standards
SEV1.a,
SEV1.d,
SEV2.c,
SEV2.d,
SEV3.b,
SEV3.c,
SEV3.d,
SEV3.a,
Ms. De Rosa
South Cobb High School
Textbook Readings
11-14, 17- 22, 27
Labs & Activities
 Nonrenewable Energy
Resources
 CO2 Emissions from Fossil
Fuel Burning (Quantative)
 Water Quality Index (Lab)
 Soil Structure/ Formation
(Lab)
 Solar Absorption (Lab)
 Mining Activity (Lab)
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Content
APES
Curriculum
Requirement









The Flow of Energy
Energy Conservation
Cycling of Matter
Earth’s Formation
Plate Tectonics
Rocks & Rock Cycle
Soil Formation
The Atmosphere
Ecosystem
Structure, Diversity
& Change
C1 - Evidence of
Curricular
Requirement:
Earth System and
Resources

Population Growth
& Demographics
Carrying Capacity
Cultural and
Economic Influences
C2 - Evidence of
Curricular
Requirement: The
Living World


C5- Evidence of
Curricular
Requirement:
Energy Resources
and Consumption
C3 - Evidence of
Curricular
Requirement:
Population
C6 - Evidence of
Curricular
Requirement:
Pollution
C7 - Evidence of
Curricular
Requirement:
Global Change











Water
Hydroelectric Power
Minerals
Soil Profile and
Conservation
Fossil Fuel
Resources and Use
Nuclear Energy
Renewable Energy
Agriculture
Forestry
Rangelands
Other Land Use
C3 - Evidence of
Curricular
Requirement:
Population
C4 - Evidence of
Curricular
Requirement:
Land and Water
Use
C5- Evidence of
Curricular
Requirement:
AP Environmental Science
2010 - 2011

SEV4.a,
SEV4.c,
SEV4.d,
SEV4.e,
SEV4.f,
SEV5.d, SEV5.f



Genetically Modified
Crops (Lab)
Biofuels (Lab)
Personal Energy Audit
(Quantitative)
Radiation and Growth
Factors (Lab)

Mining & Fishing
Energy Resources
and Consumption
C6 - Evidence of
Curricular
Requirement:
Pollution
C7 - Evidence of
Curricular
Requirement:
Global Change
Unit 4
3 Weeks
Environmental
Quality
Standards
Labs & Activities
 Ozone Monitoring (Lab)
 Wastewater Treatment
(Lab)
 Superfund Sites
(Quantitative)
 Solid Waste Collection
(Lab)
 Auto and Truck Tires and
the Environment
(Quantative)
 Dose Makes the Poison:
LD50 (Lab)
SEV5.f,
SEV5.e,
SEV5.c,
SEV5.a,
SEV4.f,
SEV4.e, SEV3.a
Unit 5
2 Weeks
Standards
SEV1.b,
SEV1.d,
SEV1.e,
SEV3.e,
SEV3.a,
SEV4.c, SEV4.f,
SEV5.c,
SEV5.e, SEV5.f
Textbook Readings
15, 17, 23-25, 30
Global Changes
Textbook Readings
7, 8, 23-26
Labs & Activities
 Greenhouse Effect (Lab)
 Tragedy of Commons
(Lab)
 VOC Industry vs. Home
(Quantative)
 Species Diversity (Lab)
 Global Climate Change
(Project)
 Solar Absorption (Lab)




Pollution Types
Impacts on
Environment and
Human Health
Solid Waste
Waste Disposal &
Management
C2 - Evidence of
Curricular
Requirement: The
Living World
C4 - Evidence of
Curricular
Requirement:
Land and Water
Use
C6 - Evidence of
Curricular
Requirement:
Pollution
C7 - Evidence of
Curricular
Requirement:
Global Change




First-Order Effects
Stratospheric Ozone
Global Warming
Loss of Biodiversity
C2 - Evidence of
Curricular
Requirement: The
Living World
C3 - Evidence of
Curricular
Requirement:
Population
C6 - Evidence of
Curricular
Requirement:
Pollution
C7 - Evidence of
Curricular
Requirement:
Global Change
Ms. De Rosa
South Cobb High School
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AP Environmental Science
2010 - 2011
Unit 6
4 Weeks
Environment and
Society
Standards
SEV5.f,
SEV5.d,
SEV5.b,
SEV4.f,
SEV4.d,
SEV4.c,
SESV3.a,
SEV3.b,
SEV3.c,
SEV3.d,
SEV3.e
Textbook Readings
6, 15-16, 23, 28-30

Labs & Activities
 Acid Deposition (Lab)
 Carbon Sequestering in
Trees (Lab)
 Law Debate (Project)
 Environmental Impact
(Project)
 Hurricane Tracking (Lab)
 Tree Mensuration (Lab)




Impacts on
Environment and
Human Health
Economic Impacts
Environmental
Justice (Federal,
State &
International Laws)
Environmental
Ethics
Issues & Options
C2 - Evidence of
Curricular
Requirement: The
Living World
C3 - Evidence of
Curricular
Requirement:
Population
C4 - Evidence of
Curricular
Requirement:
Land and Water
Use
C6 - Evidence of
Curricular
Requirement:
Pollution
C7 - Evidence of
Curricular
Requirement:
Global Change
Environmental Curriculum Requirements: Suffused into all the Units through labs and classwork.




C8 – Evidence of Curricular Requirement: The course provides students with the scientific principles, concepts, and methodologies
required to understand the interrelationships of the natural world. The curriculum draws upon various scientific disciplines.
C9 – Evidence of Curricular Requirement: The course includes methods for analyzing and interpreting information and
experimental data, including mathematical calculations
C10 - Evidence of Curricular Requirement: The course teaches students how to identify and analyze environmental problems, to
evaluate the ecological and human health risks associated with these problems, and to critically examine various solutions for
resolving or preventing them.
C11- Evidence of Curricular Requirement. The course includes a laboratory and/or field investigation component. A minimum of
one class period or its equivalent per week is spent engaged in laboratory and/or fieldwork.
*Please see a description of the standards at: http://www.georgiastandards.org/science.aspx.
Course Outline with Major Unit Breakdown
Unit 1 – Three Weeks

Week 1: The first week of AP Environmental Science (APES) acquaints students with environmental
science. It introduces the theory, philosophy, rhetoric, and terminology that will be used throughout
the course.
o Textbook Reference: Botkin and Keller, Environmental Science, Chapters 1 and 2
o Selected Labs & Activities: Effect of Acid Rain on Seed Germination (pollution)
 The purpose of this laboratory is to introduce students to the concept of air and
water pollution while reiterating the components of proper experimental design.
At the conclusion of this experiment, students will work in teams of two, to
conduct internet based research in an effort to evaluate and analyze ecological and
human health risks associated with acid deposition and to examine various
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South Cobb High School
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AP Environmental Science
2010 - 2011
solutions for mitigating the problem. Teams will write a short essay describing
their internet based research and findings.

Week 2: The second week of APES focuses on changes in systems that may occur naturally or
may be induced by humans. Students will study the biogeochemical cycles and be able describe
how chemical availability and biogeochemical cycles are important to the solution of many
environmental problems. This week’s objectives include how each major component of Earth’s
global system are involved and linked with biogeochemical cycles and how humans affect these
cycles.
o Textbook Reference: Botkin and Keller, Environmental Science, Chapters 3 and 5 and 27
o Selected Labs & Activities: 1) Water Cycle Model, 2) Energy Flow
 The purpose of these activities is to engage students in an activity that will illustrate
the importance of water and energy flow throughout a system.
o Video: What’s Up with the Weather?

Week 3: Week three focuses on biological productivity, energy flow and energy consumption. Basic
ecology will be discussed paying particular attention to energy flow, ecosystem structure, ecosystem
diversity and change. Ecological restoration will be considered with a special emphasis on how
ecosystems restore themselves through the process of ecological succession. The atmosphere,
climate and global warming will be addressed following natural ecological restoration in order to
parallel the idea that Earth’s systems are continuously changing and undergoing complex physical and
chemical processes.
o Textbook Reference: Botkin and Keller, Environmental Science, Chapters 9, 10 and 23
o Selected Labs & Activities: 1) Plate tectonics, 2) Air Pollution & Particulates 3) Global
Warming, 4) Ozone Level
 These selected activities will help students to understand some of the most serious
global environmental problems we face. Following a brief introduction to the
structure and characteristics of the Earth’s atmosphere is a survey of several air
pollution problems and ways students can identify and analyze air pollution problems
and evaluate the ecological and human health risks associated with these problems.
Students will also propose a number of solutions for these issues.
UNIT 1 TEST

Unit 2 – Three Weeks

Week 4: Unit two begins with an in-depth discussion of population dynamics followed by human
population carrying capacity and doubling time. Forecasting population changes in various
ecosystems due to density dependent and density limiting factors will be covered. Exponential
growth in populations will be considered by conducting hands on activities and laboratories
followed by graphical analysis that allows students to critically examine limiting factors and
develop solutions for environmental problems that can be associated with exponential growth.
Students will study the long term changes in the numbers, individual weights and age
composition of several populations.
o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 4
o Labs & Activities: 1) Doubling time, 2) Carrying Capacity (r versus K selected species)
 These selected labs will help students understand the concepts surrounding
population dynamics and human population growth. Students will analyze
different demographic models and evaluate environmental issues and problems
related to exponential growth in a population. Students will debate potential
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South Cobb High School
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AP Environmental Science
2010 - 2011
solutions for resolving or preventing environmental problems associated with
population growth.
o Video: World in the Balance

Week 5: This week’s content will cover biogeochemical cycles and how humans may unknowingly
alter the natural cycling of chemicals to the detriment of the environment. Population growth
and associated environmental concerns will be related to the cyclical nature of the earth.
Chemical pollution will be discussed in regards to runoff and the water cycle. Increase in carbon
dioxide levels will be considered with relation to the carbon cycle and an atmospheric increase in
CO2 levels. Macro and micronutrients will be addressed paying special attention to nutrient
limiting factors and associated human health risks. The tectonic cycle, hydrologic cycle and rock
cycle will also be outlined.
o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 5
o Labs & Activities: 1) Soil Analysis Structure & The Rock Cycle, 2) Plate Tectonics Webquest, 3)
Volcanism and Earthquakes, 4) Nitrogen Cycle Debate
 The above selected activities and labs will reinforce the earth’s geologic processes
while allowing students to identify and analyze environmental problems associated
with natural geochemical cycles. Students will examine how human activities are
affecting the nitrogen cycle and how these activities can be modified to reduce
human contributions to the nitrogen cycle.

Week 6: Week six will cover ecosystems and ecosystem management. Students will learn the
basic structure of an ecosystem and the flow of energy through the system and that an ecosystem
is the simplest entity that can sustain life. The overriding aim of this week is to address
ecosystem management and how it is considered key to the successful conservation of life on
Earth.
o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 6
o Labs & Activities: 1) Energy Flow Through an Ecosystem, 2) Sampling a Plant Community, 3)
Water Loss Drop-By-Drop, 4) Ecosystem Management Plan
 The noted labs and activities will reinforce the concept that the human population
depends on many ecosystems that are widely dispersed. Furthermore, students
will debate ecosystem management plans intended to identify and analyze
problems faced by many ecosystems and be required to create solutions for
preventing and/or resolving the intricate connections between these systems.
o Video: Planet Earth, selected clips
UNIT 2 TEST

Unit 3 – Four Weeks

Week 7: Week seven begins with a detailed discussion on how agriculture depends on the
environment. Students will consider if enough food is produced for the entire world population.
From their studies they will analyze a solution to the very serious problem of food shortages due
to climatic changes and nonrenewable resource depletion. The next major concept covered this
week will be how agriculture changes the environment with emphasis on soil quality, erosion,
pest management, and genetically modified crops. Students will be asked to identify where
desertification is occurring throughout the world and propose a solution to mitigate the problem.
Finally, students will consider national forests, parks and various landscapes and understand the
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South Cobb High School
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AP Environmental Science
2010 - 2011
basic principles of land management. Implications of clear-cutting will be explored followed by
the concept of sustainable forestry.
o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 11-13
o Labs & Activities: 1) Toxicology and Agriculture, 2) Nonrenewable Resources Depletion,
3) Genetically Modified Crops Research Project
 The labs will reinforce the concepts learned in week seven. Students will study
nonrenewable and renewable resources and how management of these resources
is essential.
o Video: Planet in Peril

Week 8: In week eight we will consider wildlife, fisheries and endangered species paying special
attention to the threats faced by major fisheries. Reasons for the conservation of endangered
species will be presented with students analyzing the importance of wildlife management and
species diversity. The concept of energy independence and consumption will be considered
during the second part of the week with special attention being given to production and
consumption of the following: natural gas, coal, petroleum, nuclear electric power and
hydroelectric power. Energy consumption will be tied into over fishing, wildlife conservation and
depletion of resources. Fossil fuels and the environment will be subject for discussion with
emphasis on the oil peak as myth or reality. An introduction to alternative energy will be given at
the end the week. Solar energy and photovoltaics will be considered and hydrogen, as a possible
fuel source, will be introduced laying the foundation for the topic. Energy efficiency, CAFE
standards, hybrid electric vehicles and mass transit will also be discussed.
o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 17-19
o Labs & Activities: 1) Hydrogen Power Investigation, 2) Ethanol Production and Biofuel
 The above labs will lay the foundation for further investigation into alternative
energy and the environment. Students will analyze a variety of alternative energy
sources and consider their efficiency.
o Video: Crash: Tale of Two Species

Week 9: This week’s focus will be on nuclear energy, water supply use and management and
water pollution and treatment in regards to efficiency and conservation. Students will be asked
to analyze the problems associated with nuclear waste disposal and come up with potential
solutions to this problem. Human health risks from radiation emission will also be considered
paying particular attention to Three Mile Island and Chernobyl. The future of nuclear energy and
efficiency will be discussed and researched.
o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 20-21
o Labs & Activities: 1) Personal Energy Consumption Audit, 2) Radiation & Growth Factors
 The selected labs will reinforce topics discussed in class and allow students the
opportunity for detailed laboratory investigation and conceptual analysis.

Week 10: Environmental impacts of water as a major resource issue and global water shortages
will be considered along with water pollution and treatment. The BP Deepwater Horizon
Explosion episode will be researched, analyzed and discussed in groups with potential for debate.
Students will also investigate hydroelectric power. Students will discuss the importance of water
conservation and use the High Plains as an example of the need for a water budget.
o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 17, 22 and 27
o Labs & Activities: 1) Dissolved Oxygen, 2) Water Pollution & Treatment
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South Cobb High School
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AP Environmental Science
2010 - 2011


Labs and activities selected for this week will help students analyze problems
associated with water pollution. At the end of each activity/lab, students will
understand how to remediate problems associated with water related issues.
 Students will work to create a water budget and form a water conservation plan
for the local area.
o Video: NOVA Extreme Ice, Frontline Heat
UNIT 3 TEST
Unit 4 – Three Weeks

Week 11: Week eleven focuses on environmental health, pollution and toxicology. Students will
investigate the effect of pollutants such as ozone, lead, mercury and asbestos on human health.
Students will also learn that the release of toxins into the environment may result in global
patterns of contamination or pollution. Also greenwashing will be discussed.
o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 15
o Labs & Activities: 1) Toxicology, 2) Ozone Monitoring
 The selected labs will reinforce the concept of pollution its harmful effects on
humans as well as ecological systems.
o Video: Minamata Bay or Civil Action

Week 12: This week’s focus will be on energy conservation, increased efficiency and
cogeneration. Energy conservation will be discussed and students will be asked to design an
energy conservation and efficiency plan for the local area. Wastewater treatment and septic-tank
disposal will be analyzed in the second part of the week followed by field investigation at a local
wastewater treatment plant. Water reuse and environmental law will be considered paying
special attention to various types of pollutants found in local water sources.
o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 17, 22 and 30
o Labs, Activities and Field Investigation: 1) Wastewater treatment, 2) Analysis of a Local
Wastewater Treatment Plant, 3) e-waste management and Industrial Ecology
 The selected laboratory and field analysis will reinforce the concepts of wastewater
collection, treatment and water pollution. Field investigation will allow students
the opportunity to evaluate the water treatment process and consider ways to
improve infrastructure.
o Field Trip: Wastewater Treatment Plant

Week 13: Week thirteen will focus on climate changes and global warming, indoor and outdoor
air pollution and legislation. Students will investigate whether the precautionary principle should
be applied to Global Warming. They will also analyze ozone levels in their local environment by
conducting a week long field experiment testing these levels. Ozone levels will be recorded and
presented to the student body during morning announcements.
o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 23-25
o Labs, Activities and Field Investigation: 1) Ozone levels in Atlanta, 2) Particulate Pollution
and Air Quality, 3) Global Warming webquest
 The selected labs, activities and field investigations will reinforce the concepts
discussed this week while allowing students to analyze pollution problems and
design solutions that could help mitigate the situation.
UNIT 4 TEST

Ms. De Rosa
South Cobb High School
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AP Environmental Science
2010 - 2011
Unit 5 – Two Weeks

Week 14: This week’s focus will be on biological diversity and evolution. Introduction of both
plant and animal invasive species will be discussed including a detailed explanation of the earth’s
biomes.
o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 7 and 8
o Labs, Activities and Field Investigation: 1) Tragedy of the Commons, 2) Biological
Diversity, 3) Natural Selection Simulation, 4) Kudzu (a local invasive species) Field
Investigation
 The chosen activities and labs will reinforce the importance of biological diversity.
A main component of this week’s discussion will be a field investigation of a nonnative invasive species that has done serious harm to our local ecosystem.
Students will analyze the problem and design solutions to this serious, local
problem.
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Week 15: The focus of this week’s discussions will be on the atmosphere, climate, global
warming, indoor and outdoor air pollution, radon exposure and ozone depletion. Students will
investigate what the environmental effects of ozone depletion are and what options are available
to minimize ozone depletion. Students will consider changes in the biosphere and climate due to
greenhouse gases. They will also study the potential effects of global changes.
o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 23-26
o Labs and Activities: 1) Volatile Organic Compounds in Industry, 2) Human-Made
Chemicals and the Ozone “hole”, 3) Radon Webquest
 The selected activities will help students understand how people are forced to live
with higher levels of exposure to ozone and other volatile organic compounds that
can affect human health. They will be required to evaluate human health risks due
to radon exposure.
UNIT 5 TEST
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Unit 6 – Four Weeks
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Week 16: Students will analyze and investigate linkages that exist between hazards and between
the physical and biological environments. The Indonesian Tsunami, Hurricane Katrina,m and
Haitian Earthquake will be discussed with students critically examining various solutions for
resolving this type of problem.
o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 6, 15 & 16
o Labs & Activities: 1) Hurricane Computer Tracking & Simulation, 2) Toxicology
 The above labs and activities will help to reinforce Hurricane Katrina as the worst
natural catastrophe in U.S. history. Students will also learn about other potential
natural disasters such as volcanic hazards, earthquakes, landslides and tsunamis.
This week will be discussed from a historic point of view with students analyzing
scenarios for resolving major human disasters due to nature’s effects.

Week 17: This week’s focus will be on the economics of environmental issues. Students will
consider when and how it is possible to put a dollar value on the environment. They will also
investigate risk-benefit and analysis and environmental policy. Week seventeen and eighteen will
surround topics such as environmental law and regulation and environmental economics.
o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 28-30
o Labs & Activities: 1) Environmental Economics Debate, 2) Cost of Waste Management
Ms. De Rosa
South Cobb High School
p. 11 of 12
AP Environmental Science
2010 - 2011

The selected labs and activities will allow students to critically discuss
environmental laws and issues and debate potential environmental problems and
how they should be dealt with from a legal perspective.
o Video: The Insider
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Week 18: Week eighteen is a continuation of the previous week with environmental ethics being
discussed. Students will evaluate various opinions and continue to discuss environmental laws
and how these laws will change as we experience an ever changing world.
o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 28-30
o Labs & Activities: 1) Environmental Impact Summary
 The above activity will teach students how to identify and analyze environmental
problems/issues and create potential laws that will mitigate these problems.

Week 19: Week nineteen will focus on tying together the major concepts in AP Environmental
Science. We will continue to discuss environmental laws and ethics as well as discuss strategies
for the APES exam. Focus will be given to the student’s environmental multimedia projects with
emphasis on presentation and critically examining solutions to local environmental problems.
o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 28-30
o Labs & Activities: 1) Local Environmental Multimedia Project
 The local environmental multimedia project is a capstone in this course. It will tie
together the concepts discussed throughout the entire class and allow students to
become involved in their community.
UNIT 6 TEST
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*Please note that other laboratories and activities may be conducted along with or in place of the
ones listed.
APES Exam Test Prep: Students will attend study sessions, both online and at the school facility,
on a weekly basis to discuss proper test taking skills and review content.
Ms. De Rosa
South Cobb High School
p. 12 of 12
AP Environmental Science
2010 - 2011