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-22860022860011430011430000 Norcross High School High School Course Syllabus Fall 2015 – Spring 2016 School Year Course Title: IB Environmental Systems and Society (ESS)Instructor: Ms. Willis Room #: D 211 Teacher Contact and Support InformationE-mailJennifer_Willis@gwinnett.k12.ga.usWillisScience@Phone(470) – 222 – 4107 Web PageSee e-class for Teacher Web Page *(2016S1WILLIS)Teacher SupportAFTER SCHOOL ONLY: Monday, Tuesday, Thursday*Please notify the instructor via e-mail or verbally prior to coming in for help. This will allow for verification of availability. Course Description This is an International Baccalaureate (IB) Standard Level (SL) course that has been designed to study the environment from a systems approach. This course culminates with the IB SL exam in May 2016. Environmental Systems and Society is rooted firmly in the principles of science and makes use of empirical, quantitative and objective data collection to describe and analyze environmental systems. While being an academic course rooted in the sciences, the central goal is to electrify and activate your awareness about the state of the world’s environment. You are the next generation, who will inherit a legacy of earthly abuse. Our common future is that we all need to make major changes in the way we think about the world. This class is designed to help you start making these changes from a well-informed and educated perspective.The systems approach provides the core methodology of this course. It is amplified by other sources, such as economic, historical, cultural, socio-political and scientific, to provide a holistic perspective on environmental issues. The aims of the Environmental Systems and Societies course are to:acquire the knowledge and understandings of environmental systems at a variety of scalesapply the knowledge, methodologies and skills to analyze environmental systems and issues at a variety of scalesappreciate the dynamic interconnectedness between environmental systems and societiesvalue the combination of personal, local and global perspectives in making informed decisions and taking responsible actions on environmental issuesbe critically aware that resources are finite, and that these could be inequitably distributed and exploited, and that management of these inequities is the key to sustainabilitydevelop awareness of the diversity of environmental value systemsdevelop critical awareness that environmental problems are caused and solved by decisions made by individuals and societies that are based on different areas of knowledge engage with the controversies that surround a variety of environmental issuescreate innovative solutions to environmental issues by engaging actively in local and global contexts.Environmental problems are, by nature, interdisciplinary. That is, they involve the physical sciences, while also being intertwined with human behavior, culture, politics and a host of other factors. This class is rooted in environmental, physical, and natural resource science. However, the course also draws on social sciences in order to address the multi-faceted environmental problems that the world currently faces. We will address issues on a global scale in order to give you a broader understanding of environmental issues.Course ResourcesMiller, G., & Spoolman, S., (2009) Living in the Environment (16th edition) Cengage Learning Rutherford, J., (2009) Environmental Systems and Societies, Oxford University PressLaboratory ComponentThe lab component of this class is huge! You are required to be present for ALL labs. In general, there is no lab make up for any circumstance. The labs may require several days per unit of study for setup, data collection, and discussion. Students should participate in all aspects of the lab and have a complete understanding of the purpose for a lab within the context of the current unit. Students will work in teams of 4 or 5 depending on equipment. All lab reports will be written in the form of a well-designed investigation.You are required by the IBO to complete two Internal Assessments in this course (IA’s). When labs are designated as “internal assessment,” it is important to design the best investigation possible, and to communicate the findings according to the prescribed method shown in class. These labs will be scored by the instructor, but sent to the IBO for further judgment. These labs will determine your IB certificate eligibility.Evaluation and GradingSemester Grades will be determined according to the following percentages:Classwork Quizzes25%Grading ScaleHomework/Classwork10%A: 90-100Summative AssessmentsUnit Tests25%B: 80-89Major Labs and Projects20%C: 74-79Final AssessmentsPerformance Final 5%D: 70-73Final Exam 15%F: 0-69Classwork/Homework:Classwork and homework will include chapter readings and questions, handouts, math problems, or selected activities. These assessments will be checked periodically to evaluate student comprehension of content and further support student learning. These assessments will provide students with the opportunity to develop their reading, writing, critical thinking, and inquiry skills as it relates to this course and science as a whole. Selected homework and classwork assignments will be submitted each Friday as a packet. These selected assignments may include, but not be limited to chapter readings and questions, handouts, math problems, selected activities, or participation points.Readings: Class readings will come from the IB ESS Textbook as well as additional resources assigned in class. Students will participate in a weekly summary discussion on e-class. The summarizing discussion will specifically correspond to the readings for that week and will be due every Friday at midnight via e-class. Writing: Students will participate in ‘Free Write Friday’ at several points during the school year. This will give students the opportunity to summarize and apply their content knowledge as well as practice their science writing skills in preparation for the IB ESS Exam. Students may be given the topic ahead of time to allow for preparation prior to that particular Friday; as the school year progresses this act will become less common.Labs/ Activities: Activities and labs will range from one day to one week. IB ESS students must complete 20 hours of practical activities or labs separate from their own 10 hours of individual investigation (IA’s). These labs will be inquiry based, student-directed investigations. These labs will be spread throughout the school year and will be submitted separately from classwork/homework packets and/or assignments. Other activities will include but not be limited to projects and presentations, which may or may not exceed one week. Assessments: A test should be expected at the end of each unit. These tests will be given in class and will mimic the IB ESS exam. There will be a short answer and structured essay component with each test. Quizzes will also be given in class and may be announced in advance or may be ‘pop’ quizzes. Quizzes may consist of figure labeling, multiple choice, or short answer. All of these items will provide students with the opportunity to develop their reading, writing, critical thinking, and inquiry skills as it relates to this course and science as a whole.* Student evaluations include classwork/homework, quizzes, laboratory investigations and reports, abstracts of journal articles, activities, unit tests, and final assessments. *Due to the rigorous standards of IB ESS, ten points will be awarded to your final course grade at the end of the term. If a gifted student scores a final grade of a 74 or below in any Gifted level class, he or she will be put on a Plan of Improvement and may be dropped from the Gifted Program.Curriculum FrameworkTopicTeaching TimeTime FrameFall SemesterTopic 1: Systems and Models5 hours2 weeksTopic 2: The Ecosystem31 hours7 weeksTopic 3: Human Population, Carrying Capacity, and Resource Use39 hours9 weeksSpring SemesterTopic 4: Conservation and Biodiversity15 hours5 weeksTopic 5: Pollution Management18 hours5 weeksTopic 6: The Issue of Global Warming6 hours2 weeksTopic 7: Environmental Value Systems *Thread throughout6 hours3 weeksCurriculum Schedule1st SemesterCalendarTopic InformationReadings(See Chapters 16-19 to further support your readings)Unit 1: Systems and ModelsWeek 1: August 10-14Introductions and Environmental PerspectivesN/AWeek 2:August 17-21Systems and ModelsChapter 1: p.7Chapter 2: p.17Week 3:August 24-28Systems and Models Chapter 4: p.69Unit 2: The EcosystemWeek 4:August 31-September 4The Ecosystem: StructureChapter 3: p.27Week 5:September 8-11The Ecosystem: Measuring abiotic and biotic components of the systemWeek 6:September 14-18The Ecosystem: BiomesWeek 7:September 21-25The Ecosystem: FunctionWeek 8:September 28-October 2The Ecosystem: ChangesWeek 9:October 5-9The Ecosystem: Measuring Changes in the SystemWeek 10:October 13-16Catch Up Week/ReviewUnit 3A: Human Population, Carrying Capacity, and Resource UseWeek 11:October 19-23Human Population, Carrying Capacity, and Resource Use: Population DynamicsChapter 8: p.160Week 12:October 26-30Human Population, Carrying Capacity, and Resource Use: Resources—Natural CapitalChapter 9: p.184Week 13:November 2-6Human Population, Carrying Capacity, and Resource Use: Energy ResourcesChapter 10: p.199Unit 3B: Human Population, Carrying Capacity, and Resource UseWeek 14:November 9-13Human Population, Carrying Capacity, and Resource Use: The Soil System; Water ResourcesChapter 11: p.209Chapter 12: p.224Week 15:November 16-20Human Population, Carrying Capacity, and Resource Use: Food ResourcesChapter 13: p.244Week 16:November 30-December 4Human Population, Carrying Capacity, and Resource Use: Limits to Growth; Environmental Demands of Human PopulationsChapterWeek 17: December 7-11Catch Up Week/ReviewWeek 18:December 14-18Review/Final Exam2nd Semester CalendarTopic/Lab InformationReadingsUnit 4A: Conservation and BiodiversityWeek 1: January 6-8Conservation and Biodiversity: Biodiversity in EcosystemsChapter 5: p. 91Chapter 6: p. 118Chapter 14: p.265Week 2: January 11-15Conservation and Biodiversity: Evaluating Biodiversity and VulnerabilityWeek 3: January 19-22Conservation and Biodiversity: Evaluating Biodiversity and VulnerabilityUnit 4B: Conservation and BiodiversityWeek 4: January 25-29Conservation and Biodiversity: Conservation and BiodiversityWeek 5: February 1-5Conservation and Biodiversity: Conservation and BiodiversityWeek 6: February 8-12Catch Up Week/Review Unit 5: Pollution ManagementWeek 7:February 16-19Pollution Management: Nature of Pollution; Detection and Monitoring of PollutionChapter 15: p.276Week 8:February 22-26Pollution Management: Approaches to Pollution Management; EutrophicationWeek 9:February 29-March 4 Pollution Management: Solid Domestic Waste; Depletion of Stratospheric OzoneWeek 10:March 7-10Pollution Management: Urban Air Pollution; Acid DepositionWeek 11:March 14-18Catch Up Week/ReviewUnit 6: The Issue of Global WarmingWeek 12:March 21-25The Issue of Global WarmingChapter 7: p. 133Week 13:March 28-31The Issue of Global WarmingSpring Break April 4-8Week 14:April 11-15Catch Up Week/ReviewWeek 15:April 18-22Catch Up Week/ReviewWeek 16:April 25-29Catch Up Week/ReviewWeek 17: May 2-6Catch Up Week/ReviewWeek 18:May 9-13Catch Up Week/ReviewWeek 19:May 16-20Catch Up Week/ReviewWeek 20:May 23-25Review/Final ExamIB ESS ExamThe IB ESS Exam will take place in May 2016. The test is composed of two papers. Paper 1 is made up of short-answer and data-based questions. Paper 2 consists of two sections. In Section A of Paper 2, students will be provided with a wide range of data relating to a specific case study—students are required to answer ALL of Section A. In Section B of Paper 2, students are required to answer two of four structured essay questions. More details regarding the IB ESS Exam will be provided throughout the course. Classroom ExpectationsI expect all students to follow Gwinnett County Public Schools and Norcross High School policies for classroom behavior. In addition, I expect students to respect themselves, to respect others around them, and to respect Norcross High School. Lastly, I would expect you, the student, to participate, have a good attitude, and enjoy learning about biology.Student Expectations and ConsequencesStudent Expectations: Consequences:Respect yourself.Respect others.Respect Norcross High School.Warning After school detention with Ms. Willis (Parent Contact)Referral to Administration(Parent Contact)Subject to change at teacher’s discretion.CheatingCheating of any sort, including plagiarism, will not be tolerated and will result in a zero for the assignment, parent contact, and a possible referral to an administrator. The NHS Academic Integrity Policy will be enforced.Late Work PolicyYou are expected to complete and hand in your assignments on time. Late work of any kind will not be accepted!(Note: Keeping your binder organized, using your agenda, and checking e-class regularly will help tremendously.) Make-Up Work PolicyMake-up work is only available for excused absences. Per NHS policy, students must present a valid excuse to the NHS Attendance Office within 2 days of their return to class in order to receive make-up work. It is the student’s responsibility to find out what work needs to be made up. From the date the student returns to school from the absence, he/she will have 5 days to complete the work missed for each excused absence. Major tests and quizzes that take more time will be scheduled on an individual basis, but can be made up after school within one week from returning to school. In the case of prolonged absences of three or more days, please come and speak with me before or after school to work out a schedule for completing missing assignments. Failure to complete missed work will result in a zero for the assignment and will negatively affect your overall semester average. Students with unexcused absences will not be allowed to make up ANY assignment. (Note: Due to the nature of the IB ESS Labs you must be here—there will be no make-up labs).Electronic Devices Cell phones, mp3 players, tablets/computers, and ear buds are not permitted for use inside Ms. Willis’ classroom AND during Ms. Willis’ class. These items, especially cell phones and ear buds should be turned off and put away as soon as you enter the classroom. This expectation applies at all times unless Ms. Willis has specified that cell phones will be needed for an assignment in class that day. *Failure to follow this expectation will result in an initial warning. Repeat offenders will have their phone taken away for the rest of the day and may receive detention. Continued use of electronic devices in Ms. Willis’ classroom will result in parent contact and NHS administration involvement. Lab SafetyLab Safety Contracts are required for this class. You are required to turn in your signed safety contracts within the first week of school. If you do not turn in a safety contract signed by both you and a parent or guardian, you cannot participate in labs. *ContactCommunication is very important. Progress reports will be sent out every few weeks and grades can be accessed regularly via e-class. Parents please update your email and contact information as needed with Norcross High School so that I can be in contact with you throughout the school year if necessary. 701754741800Information For Success In Ms. Willis’ ClassRespect yourself, others, and NHS at ALL TIMESAsk questions and come see Ms. Willis for help.Follow directions the first time they are given.Participate in class and Be Prepared…ALWAYSBe a Team PlayerIf you think you do not have homework, think again! Read the textbook, your notes, and handouts OFTEN!Check over your work before turning it in.Check e-class regularlyChallenge yourself to do better!!!Please return by Friday, August 14, 201522860028829000-114300224790Norcross High School IB Environmental Systems and Society Course SyllabusBy signing below I agree that I have read and understand, in its entirety, the IB ESS course information, expectations, and the requirements to succeed this school year; as well as the rules set forth by Norcross High School and Ms. Willis. I understand that that it is my responsibility to ask questions for any policy that seems unclear.As a student, I understand that my success in this class is based on my performance. I also understand that I am to check e-class on a daily basis for important information and refer to any hand-outs that I may receive.As a parent, I understand that I am also responsible for my child’s success in this class. I further understand that it is my responsibility to monitor my student’s accountability and progress in this course____________________________________________________________Student Name - Printed Date_________________________________________________________Student Signature_________________________________________________________Student E-mail____________________________________________________________Parent/Guardian Name – PrintedDate___________________________________________Parent/Guardian Signature___________________________________________________________________Parent/Guardian E-mailParent/Guardian Phone Number ................
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