AP® Environmental Science



AP® Environmental Science

Course Description

The goal of this laboratory based class is to prepare students for the AP Environmental Science Exam in a year long program. This college level course provides students with scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world [C8], to identify and interpret data [C9] and analyze environmental problems both natural and man made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them [C10]. Students will be required to take the AP Exam in May.

Course Prerequisites and Requirements

AP® Environmental Science is open to students who have successful completion of Biology, Chemistry and Algebra; or Teacher Recommendation and Administrative Approval.

Textbook

The text is Living in the Environment (17th Edition) by G. Tyler Miller Jr. and Scott Spoolman, (Belmont, Calif.: Brooks/Cole Thomson Learning).

Homework

May include, but not limited to:

• Reading unit content and answering respective questions.

• Review lecture notes.

• Reading and analyzing case studies.

• Lab Reports

• Essays

• Collaborative Projects

• End of the year project

Tests

Examinations should be expected at the end of each chapter, as well as, each unit throughout the year. These exams will vary in questioning methods that will focus on AP Environmental rigor.

In addition, unit exams will contain an essay component that includes six questions given to students prior to the exam. On test days, students are required to answer two of the three question options given. This will prepare students for the AP exam environment by training students to organize thoughts effectively, so that they can finish the writing prompts in the time frames mandated by the AP Board.

Course Outline

|Advanced Placement Environmental Science |

|Earth Systems and Resources : UNIT ONE [C1] |

| |Topic Analysis |Chapter 1: Environmental Problems and Sustainability |

|Time Line: | |Chapter 2: Science, Matter, Energy and Systems |

|3 weeks | | |

| | | |

| |Activities |Internet Activity: Finding Ecological Footprint |

|Proficiencies: | | |

|1, 2, 3, 6 10 and 13 | |Case Studies: Vision of a Sustainable World (p5,28), China's Affluence (p18), Chatanooga |

| | |-Tennesse (p25), Soil Erosion in the USA (p306) |

| | | |

| | |Film: On resource Consumption in the U.S.. (National Geographic; Eco Footprint) or 30 Days Off|

| | |the Grid |

| | | |

| | |Lab: The Seasonal Sustainable Home [C11] |

| | |Lab: Develop a Composter (long term lab) [C11] |

| | | |

| | |Field Trip: Peggy Notebaert Nature Museum |

| | | |

| |Formal Assessments |Exams |

| | |Quizzes |

| | |Group Projects |

| | |Lab Notebook |

| | |Formal Lab Reports |

| | |Class / Supplemental Work Packets |

|Advanced Placement Environmental Science |

|LIFE ON EARTH: UNIT TWO [C2] |

| |Topic Analysis |Chapter 3: Ecosystems |

|Time Line: | |Chapter 4: Biodiversity and Evolution |

|4 Weeks | |Chapter 5: Species Interactions and Population Control |

| | |Chapter 7: Climate and Biodiversity |

| | |Chapter 8: Aquatic Biodiversity |

| | | |

| |Activities |Case Studies: Disappearing Tropical Rainforests (p54, 77), The American Alligator (p99), |

|Proficiencies: | |Cockroaches (p96), Different climates support different life forms (p147), Why should we care |

|4, 5, 6, 7, and 8 | |about coral reefs? (p168), Kudzu Vines (p201), Honey Bees (p204), Polar Bears & Climate Change |

| | |(p190), Protecting whales (p250), and Great Lakes (p270). |

| | | |

| | |[C11] |

| | |Lab Analysis: Activity on microclimates in tide pools |

| | |Lab: Natural selection; Moths (graphing) |

| | |Lab: Duckweed Population studies (graphing) |

| | |Lab: Capture and Release (graphing) |

| | | |

| | |Fieldtrip: Visit local Zoo |

| | | |

| | |Films: Planet Earth Series \ Blue Planet, Red Squirrel in England (Interspecific competition), |

| | |Story of Kudzu |

| | | |

| | | |

| | | |

| | | |

| |Formal Assessments |Exams |

| | |Quizzes |

| | |Group Projects (Differentiated Instruction) |

| | |Lab Notebook |

| | |Formal Lab Report |

| | |Class / Supplemental Work Packets |

|Advanced Placement Environmental Science |

|POPULATIONS: UNIT THREE [C3] |

| |Topic Analysis |Chapter 5: Species Interactions and Population Control |

|Time Line: | |Chapter 6: Human Population and its Impact. |

|4 Weeks | | |

| | | |

| |Activities |Case Studies: Exploding White-Tail Deer Population (p115), Slowing Population Growth in China |

|Proficiencies: | |(p125), The United States a Nation of Immigrants (p134), and American Baby Boom (p137). |

|9 and 11 | | |

| | |[C11] |

| | |Lab Analysis: Activity on microclimates in tide pools |

| | |Lab: General Population studies with Bacteria (graphing) |

| | |Lab: Bat / Ladybug Strategist (r / k strategist graphing) |

| | |Lab: Obituary Population Analysis (graphing) |

| | | |

| | |Films: Cane Toads |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| |Formal Assessments |Exams |

| | |Quizzes |

| | |Group Projects |

| | |Lab Notebook |

| | |Formal Lab Report |

| | |Class / Supplemental Work Packets |

|Advanced Placement Environmental Science |

|LAND & WATER: UNIT FOUR [C4] |

| |Topic Analysis |Chapter 10: Sustaining Terrestrial Biodiversity |

|Time Line: | |Chapter 11: Sustaining Aquatic Biodiversity |

|4 Weeks | |Chapter 12: Food Soil and Pest Management |

| | |Chapter 14: Geology and Nonrenewable Mineral Resources |

| | | |

| |Activities |Case Studies: Green Belt Movement (p217), Deforestation and the Fuel Wood Crisis (p232), |

|Proficiencies: | |Controversy of Wilderness Protection in the United States (p242), Invaders in Lake Victoria |

|12, 14, 20, 23, and 25 | |(p254), Industrial Fish Harvesting (p258), Carp Muddying Waterways (p255), Can the Great Lakes |

| | |Survive repeated invasions by Exotic species (p270), Industrial Food Production in the U.S. |

| | |(p285), The Real Cost of Gold (p346) |

| | | |

| | |[C11] |

| | |Lab: Water Quality in regards to sustaining Life (Comparison Graphs) |

| | |Lab: Soil Productivity |

| | |Lab: Soil Formation |

| | | |

| | |Fieldtrip: Agricultural Farm, Farmers Market |

| | | |

| | |Films: Wolves in Yellowstone, The End of the Line (fishing), Food Inc, King Corn, Dirt, Botany |

| | |of Desire, Strange Days on Planet Earth |

| | | |

| |Formal Assessments |Exams |

| | |Quizzes |

| | |Group Projects |

| | |Lab Notebook |

| | |Formal Lab Report |

|Advanced Placement Environmental Science |

|ENERGY, RESOURCES and CONSUMPTION: UNIT FIVE [C5] |

|Time Line: |Topic Analysis |Chapter 2: Science, Matter, Energy and Systems |

|4 Weeks | |Chapter 15: Non-Renewable Energy |

| | |Chapter 16: Energy Efficiency and Renewable Energy |

| | | |

| |Activities |Case Studies: Brief History of Human Energy Use (p370), Chernobyl (p389), High Level |

|Proficiencies: | |Radioactive Waste in the US. (391), Controversy with Genetically Modified Food. |

|2, 3, 14, 15, and 25. | | |

| | |[C11] |

| | |Labs: Energy Consumption |

| | |Lab: Garbage Analysis |

| | |Lab: Radioactive Decay Popcorn Lab |

| | |Lab: Cookie Lab Analysis of waste byproduct |

| | | |

| | |Fieldtrip: Quarry on Plainfield Rd |

| | | |

| | |Films: Blue Gold, Three Gorges Dam, Crude Impact |

| | | |

| | |Data Analysis Activity: Ecological Pyramids (Energy Unit Movement and Calculations), Energy |

| | |Flow in Ecosystems. |

| | | |

| |Formal Assessments |Exams |

| | |Quizzes |

| | |Group Projects |

| | |Lab Notebook |

| | |Formal Lab Report |

|Advanced Placement Environmental Science |

|POLLUTION: UNIT SIX [C6] |

| |Topic Analysis |Chapter 17: Environmental Hazards and Human Health |

|Time Line: | |Chapter 18: Air Pollution |

|7 Weeks | |Chapter 20: Water Pollution |

| | |Chapter 21: Solid and Hazardous Waste |

| | | |

| |Activities |Case Studies: BPA Controversy in Baby Bottle (p436), Genetic Resistance to Antibiotics (p440), |

|Proficiencies: | |Protecting Children from Toxic Chemicals (p451), South Asia’s Massive Brown Clouds (p465), US|

|16, 17, 19, 21, 25, and 26. | |Air Pollution Laws can be Improved (p486), Water Pollution in the Great Lakes (p538), |

| | |Illinois (Chicago) River, Exxon Valdez Oil Spill (p548), Is Bottle Water a Good Option (p543), |

| | |E- Waste an Exploding Problem (p 557) |

| | | |

| | |[C11] |

| | |Lab: Exploring Air Pollution |

| | |Lab: Acid Deposition |

| | |Lab: The Green House Effect |

| | |Lab: Waste Water Treatment |

| | | |

| | |Fieldtrip: Stickney Water Reclamation Plant |

| | | |

| | |Films: Gas land, |

| | |Data Analysis Activity: Waste Management Components |

| | | |

| |Formal Assessments |Exams |

| | |Quizzes |

| | |Group Projects |

| | |Lab Notebook |

| | |Formal Lab Report |

|Advanced Placement Environmental Science |

|GLOBAL CHANGE: UNIT SEVEN [C7] |

| |Topic Analysis |Chapter 19: Climate Disruption and Ozone Depletion |

|Time Line: | |Chapter 18: Air Pollution |

|4 Weeks | |Chapter 9: Sustaining Biodiversity |

| | | |

| |Activities |Case Studies: Melting Ice In Greenland (p492), , Using Models to Project Future Changes in |

|Proficiencies: | |Atmospheric Temperatures (p500), Science, Politics and Climate (p 511), Polar Bear and |

|18, 22, 23, and 24 | |Sustainability (p214) California Condor (p213), The Passenger Pigeon Gone Forever (p194) |

| | | |

| | |[C11] |

| | |Lab: Radiation on Plant Growth |

| | |Lab: Analysis and Graphing CO2 Levels |

| | | |

| | | |

| | |Fieldtrip: Local Zoo – Conservation efforts, The Little Red School House, |

| | | |

| | |Films: Inconvenient Truth, Cool it, 1oDegree Effect – Strange Days on Planet Earth |

| | | |

| | |Data Analysis Activity: |

| | | |

| |Formal Assessments |Exams |

| | |Quizzes |

| | |Group Projects |

| | |Lab Notebook |

| | |Formal Lab Report |

Additional Course Assignments

• Upon commencement of the AP Environmental final, students are required complete one of the following; a research project, book report, community service project with a written report of the experience and or develop an environmental community project.

-----------------------

C8—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— The course includes methods for analyzing and interpreting information and experimental data,

including mathematical

calculations.

C10— 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.

C1 — The course provides instruction in Earth Systems and Resources.

C11—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 field work.

C2—The course provides instruction in the Living World.

C11—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 field work.

C3—The course provides instruction in Population.

C4—The course provides

instruction in Land and

Water Use.

C5—The course

provides instruction in

Energy Resources and

Consumption.

C6—The course provides instruction in Pollution.

C7—The course provides

instruction in Global

Change.

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