AP Environmental Science (APES) Syllabus

Transcription

1 AP Environmental Science (APES) Syllabus Instructor: Liz Savage M.A.ED. Room: 305 Tel: Office Hours: Mon 2:15-3:15, Tue-2:15-4:00 every other week Website: Course Description This AP Environmental Science class is intended to meet the same objectives as a first-year college based course. However, this course is unique when compared to other similar courses in the method of instruction as we have adopted a project based learning (PBL) approach. While PBL takes many forms, our approach involves student investigations and simulations that require students to think like scientists, policy-makers, farmers, and other adults in real-world settings. Teachers engage students in collaborative problem solving, argumentation, and deep exploration of the concepts and principles of the discipline. The goal for student learning is understanding rather than only rote memory, meaningful learning rather than simple recollection, and knowledge that is actionable, adaptive, and transferrable rather than inert. Students will work collaboratively and individually on tasks and products that are designed to help students succeed at complex, authentic challenges. They will alternate between two types of learning: learning to act and acting to learn. Learning to act is when students are in a more traditional mode of learning through textbooks and lectures. This is in contrast with when they are acting to learn, or when they are engaged in the projects with real-world goals. This is their opportunity to apply their understanding of topics and grapple with the implications of human actions and responses. Because challenges in the real world of environmental science rarely draw upon only one topic or short list of objectives, the challenges in this course will require students to draw from a broader knowledge base. This gives students the opportunity to learn about the same objectives multiple times throughout the course through different contexts and perspectives. Our ultimate goal is that students gain a deeper understanding of these objectives than they would have through a more traditional lecture-based course. Scientific Principles In addition to addressing the content-based objectives outlined by College Board, this course will also address several skill-based objectives. In addition to several supporting activities, most cycles will include a scientific investigation where students will develop and refine the following skills: o o o o o Students will learn how to design, conduct, and refine scientific investigations using the scientific method. Students will learn how to think critically and logically to analyze and interpret experimental data, and revise and reflect on scientific explanations and models using logic and evidence. Students will learn how to communicate and defend scientific arguments, explanations, and procedures through oral, written, and visual means. Students will understand and be able to communicate the larger implications and connections behind their explanations and conclusions. Students will learn how to identify and communicate sources of unavoidable experimental error and levels of uncertainty about data and explanations. Supplies: Hard Cover Composition Book 3- Ring Binder- For Projects Pen or Pencil, calculator, highlighter, index cards, and Post-It notes

2 Course Prerequisites and Requirements I strongly recommend that students taking AP Environmental Science have successfully completed a year each of biology and chemistry and an Algebra 2 course. Textbook and Readings The following textbook will be used to support learning in this course: Miller, G. Tyler and Scott E. Spoolman. Living in the Environment: Principles, Connections, and Solutions. 16 th Edition. Belmont, CA: Brooks/Cole, 2010 Additional Texts: Friedland, Andrew and Relya, Rick. Environmental Science for AP, 1 st Ed. New York: W.H. Freeman and Company, 2012 Botkin, Daniel and Ed Keller. Environmental Science: Earth as a Living Planet, 6 th Edition. New Jersey: Wiley and Sons, Withgott, Jay and Scott Brennan. Environment: The Science Behind the Stories, 4 th Edition. San Francisco, CA: Pearson Benjamin Cummings, We will also be using additional reading resources, including newspaper and magazine articles and other online resources. Class Schedule Class meets 2-3 times a week for 105 minutes. There will be 1-2 days focused on lab work in the course. It will be critical to do homework in order to pass this exam. This will require 1-2 hours of work outside the classroom per class period. Assessments For every project cycle, students will keep journal where they record their understanding of topics covered and answer practice free response and multiple-choice questions. They will have periodic quizzes and a culminating test at the end of each cycle. These tests will include both free response and multiple-choice questions. They will also have multiple performance-based assessments in each project cycle that may take the form of debates, negotiations, oral presentations, and presentation of authentic products (books, pamphlets, etc.) among others. AP Exam- It is an expectation that all students will take the AP exam for this course Date: May 5 th 2014 in A.M. GRADING- This course is a pilot of Knowledge in Action a project-based AP Course. This will be graded on points and will be used as research for the researchers and the University of Washington. You will be graded on your projects, artifacts, quizzes and tests. Projects/Artifacts - 20 % Exams/Performance Based Assessments/AP Exam- 50 % Classwork/Labs-20 % Homework- 10 % Test Retakes- This is not a reassessment. You will have to retake whole exam. If you do not pass any of the exams you can do 1 test re-take 2 week following the exam. This time must be scheduled with Ms. Savage.

3 What you can expect from me: I will treat you with respect. I will come to class prepared with a meaningful lesson. I will be patient and be engaged in our learning. I will challenge you with HIGH EXPECTATIONS while providing you with the support you need. What I expect from you: BE ACCOUNTABLE- Be On Time Every Day. If you miss assignments, make sure you ask someone for the assignments. It will be posted on the class website and in your course outline. If you miss assessments it is your responsibility to make them up within ONE WEEK. BE RESPECTFUL- Everyone needs to feel safe, and have access to their learning. ELECTRONICS- Only during times designates my instructor- As per HS3 Policy BE PREPARED- It is critical that you come prepared with your readings and assignments for the entire classes success. PLEASE REFRAIN FROM EATING IN CLASS. It is for your safety and it is state law. FOLLOW CLASSROOM NORMS- Respect, listen, be prepared, refrain from behaviors that distract others learning. EVIDENCE OF LEARNING MUST BE SUBMITTED TO RECEIVE CREDIT. Turn in assignments ACADEMIC HONESTY- See HS3 policy on academic honesty. You will be working in groups, however, you are responsible for your own authentic work. Each case of academic dishonesty will be documented and consequence is based on the situation. Copying or cheating on exams will result in a zero all people involved and will result in office referral and family contact. Detach Here and Return Print Student Name (Print Clearly) I have read and understand what is necessary for me to be accountable in this classroom. I will strive to meet these requirements in order to reach my goal of succeeding in this class and further, as a valuable and accountable member of our learning community. Signature Date Student (print Neatly) Parent/Guardian I have been shown the class syllabus and grading criteria by my student and have read the letter above. Signature Date Contact Information- Please list the best way to reach you. Home Phone Best Times To Call:

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5 Course Outline Project description Duration Topics covered You will receive a unit syllabus for each project cycle Cycle 1: Eco Footprint In this project cycle students begin with a case study of Easter Island as an example of Tragedy of the Commons. Then they calculate their personal ecological footprint to get a sense of how their choices impact the environment. Following this activity, they delve deeper into some of the components of their overall ecological footprint by investigating the impacts of their family's transportation habits, waste generation, and their home energy and water use habits. Each student decides which component would contribute the most to minimizing their family's ecological footprint with specific behavioral changes. They then develop a persuasive oral presentation for their family to explain the motivation for making a change, what kind of behavioral changes need to be made, and what the potential impacts will be. Students also conduct a life cycle analysis on commonly used products at home or at school to begin to understand how to use systems thinking as an analytical tool for making sound environmental decisions and to learn content related to hazardous waste disposal, mineral and fossil fuel formation, and extraction techniques. They share the results of their life cycle analysis with their school, family, or community through a public service announcement. Learning goals in this project cycle focus on collection and analysis of data, the proper use and conversation of units, and supporting claims with evidence. 5-6 weeks Earth Systems and Resources, including industrial and domestic use of global water, water conservation, and rock cycle. Land and Water Use, including mining and extraction, and Tragedy of the Commons Energy Resources and Consumption, including energy concepts, present and future global energy needs, and energy conservation Pollution, including solid waste, hazardous chemicals in the environment, relevant laws, costbenefit analysis, and economic sustainability Labs and Activities Easter Island Case Study Students do a case study of Easter Island in which they explore how the social and economic decisions impacted environment. They then look at human population growth over time to think about current issues of sustainability. The case study helps them to begin to come to a beginning definition of the term sustainability and introduces the concept of Tragedy of the Commons. Ecological Footprint Calculation Students will gather data on their lifestyle and consumption patterns to input into a computer program that will calculate their ecological footprint in global acres of land required. Students will analyze the results and identify solutions. Waste Audit Students will collect their trash (or their classroom s trash) for one day, measure the total amount and extrapolate waste produced in one year. They will identify environmental and human health problems associated with waste production and develop resolutions to minimize the environmental impact of waste. Transportation Audit Students conduct a transportation audit for all members of their family for one week. Students will calculate fuel economy of the family s vehicles and then determine amount of fuel consumed in one year by the family. Additionally, students will calculate fuel consumed for air travel.

6 Ultimately, students will investigate the ecological, economic, and societal implications of these habits and propose a more sustainable alternative. Water and Energy Audit Students will conduct a water and electricity audit for their family. They use these data to calculate the water and electricity use for one year, investigate the ecological, economic, and societal implications of these results and propose a more sustainable alternative. Presentation/Proposal to Family Students will analyze the information gathered from their goods, waste, transportation, water and energy audits and determine a key area that will have an impact on reducing the footprint of their family. Students will develop a persuasive proposal to encourage their families to adopt lifestyle changes and determine methods to quantify their success. Life Cycle Analysis Students conduct a life cycle analysis on a specific product, investigating the sources of raw materials and the environmental impacts they have and the disposal practices and their environmental impacts. They use the life cycle analysis in a public service announcement or educational campaign at their school. Additional Resources Field Trips Landfill and recycling center Water treatment facility Books Mike Reeske and Shirley Watt Ireton. Lifecycle of Everyday Stuff John C. Ryan and Alan Thien Durning. Story of Stuff: The Secret Lives of Everyday Things Jared Diamond. Collapse Film No Impact Man The Last Mountain Big Ideas for a Small Planet Blue Vinyl The Wasteland Story of stuff Project description Duration Topics covered Cycle 2: Ecowriters Remember how fun it was to be read to as a child? Remember how it was extra special if the story had your name in it, or your favorite animal, or somehow related to something you love in some way? In this project cycle, you will be writing a children s book for a reading buddy at Elementary School. Your book will have all the elements of a quality story heroes, villains, conflict, and (because you don t want to let your buddy down!) a resolution. While the details are left to your creativity, in the story you will be exploring issues surrounding ecosystem services. 5 weeks Earth Systems and Resources- Matter and energy cycling The Living World- Ecosystems, Ecosystem services, biodiversity, biomes, species interactions, succession

7 Population, including population biology concepts. Labs and Activities Land and Water Use- human impacts, ecological problems Eco Bottles Lab Students will design and monitor a closed ecosystem using a series of stacked two liter plastic bottles. They will determine which biotic and abiotic components to include in order to facilitate proper functioning of their ecosystem and provide needed ecosystem services. Ecosystem Sampling Lab Breakfast Cereal will represent a community of several different species. Each piece of cereal represents a different organism. Pieces of cereal that share characteristics (same color and general shape) are members of a single species. This will model the study the quadrat-sampling method and mark-recapture method of measuring ecosystems. These are field sampling methods used by ecologists to take measurements of ecosystems for numerous scientific purposes from environmental quality analyses to studies of invasive species. NPP vs GPP Lab Students will determine the Gross Primary Productivity (GPP) and Net Primary Productivity (NPP) that occurs in test bottles containing a photosynthetic microorganism and/or aquatic plants. Students will develop and in-depth understanding of the difference between GPP and NPP. Plot Summary of the Lorax Students will watch the Lorax and analyze theme, protagonist, and antagonist of the film to prepare for the story book. Resolution of Conflict- This lesson will be about remediation strategies that humans have developed (although other species may use them in your story) to resolve environmental issues. Water Quality Testing Students will use a variety of water quality test kits to determine the water quality of a local body of water. Students will identify and analyze environmental problems and determine possible resolutions to the problem and how the problems could have been initially prevented. Additional Resources Possible Guest Speakers Ecology professor, Restoration ecologist, Community resource manger, urban planner Project Description Cycle 3: Food Systems Students take on the role of farmers in this project cycle, designing and re-designing a farm to meet an evolving set of constraints including ecological, economic, and social factors. Students begin by designing a farm given basic information on soil and climate. They refine or revise it when asked to also manage potential pests for the particular crops they've chosen. To increase the complexity, they are randomly assigned a client to whom they must sell their crops. Each client has their own set of requirements for the produce or meat they will buy, so students may have to revise their farm to ensure they can make a living off it by selling to their particular client. Eventually they are asked to think about irrigation and water issues when they find out there is a river running through or nearby their land. Finally they are asked to consider how economic issues such as farm subsidies and food safety and security laws may impact their farms. By the end of

8 the project cycle, students have a working farm that meets a complex set of real-world Duration Topics covered constraints. 5 weeks Earth Systems and Resources, including agricultural use of global water, surface and groundwater issues, global water problems, water conservation, and soil and soil dynamics. The Living World, including biological populations and communities, interactions among species, photosynthesis and cellular respiration, food webs and trophic levels, ecological pyramids, ecosystem diversity, and natural biogeochemical cycles. Population, including population ecology Land and Water Use, including agriculture, rangelands, sustainable land use strategies, and Tragedy of the Commons. Energy Resources and Consumption, including renewable energy (biofuels and anaerobic methane digesters) Labs and Activities Global Change, including loss of biodiversity Exploring My Food shed Students will investigate the origin of three commonly eaten food items in their home and calculate the fuel used to transport those foods. They will then investigate the economic, societal, and ecological impacts of food transportation and suggest more sustainable alternatives. Soil Testing Lab Students will conduct seven different soil tests on three soil samples in a wet lab. Soil and Climate Farm Design Students will design a farm given constraints on soil type and climate. They will be required to identify and explain, using chemical equations, how the biogeochemical cycles and soil food web support their farm design. Pest Management Farm Revision Students will revise their original farm design to include a pest management system given information about native and non-native pests. They will be required to consider the environmental and human health advantages and disadvantages of their pest management system. Soil Salinization Lab Students will design and conduct a wet lab investigating the impacts of irrigation on soil salinity and the impacts of salinity on seed germination. They will learn methods for analyzing and interpreting the experimental data and suggest alternatives to minimize impacts of salinization. Food Production Methods Farm Revision Students will revise their farm design to meet the demands of a specific client who is buying food from them and to ensure that they can sustain their soil resources over the long term. They will evaluate the environmental advantages and disadvantages of the farming method they use and suggest more sustainable alternatives. Irrigation Plans Revision Students will add to their original farm design plans by designing an irrigation system to support

9 their crops water needs. They will evaluate the pros and cons of various irrigation methods including their impact on soil health, groundwater use, and other aquatic ecosystems. Additional Resources Guest Speakers Farmers and scientists to speak on pest management, soil conservation, and sustainable agriculture Field Trips Farm or Agro-ecology center Books Michael Pollan. Omnivore s Dilemma Rachel Carson. Silent Spring Film Food, Inc., Running Dry, The Future of Food Project Description Duration Topics covered Cycle 4: Ocean in Action In this project cycle, students will take on various roles within a make-believe coastal community who will likely be impacted by the proposed construction of an offshore salmon farm, oilrig, or coastal gold mining operation. Students will write a series of short papers from the perspective of their character that indicates how the proposed fish farm, oilrig, or mine may impact the surrounding ocean ecosystem and their community. Students will participate in small group discussions to compare and contrast their perspective to others in preparation for the culminating Town Hall meeting. At this final performance, students will present and debate their perspectives and suggest potential alternatives. After the Town Hall meeting, the students will develop regulatory laws for aquaculture, ocean drilling, and coastal mining in their coastal community and then compare their solutions with what societies have actually developed in the real world. 4 weeks Earth Systems and Resources, including earth science concepts, weather and climate, atmospheric circulation and the Coriolis effect, atmosphere-ocean interactions, ENSO, and ocean circulation. The Living World, including ecosystem structure, food webs and trophic levels, ecosystem diversity, and biogeochemical cycles. Population, including population biology concepts Land and Water Use, including fishing, mining, and Tragedy of the Commons Energy Resources and Consumption, including fossil fuels resources and use. Pollution, including water pollution, pollution impacts on human health, hazardous chemicals in the environment, and economic impacts Global Change, including loss of biodiversity and ocean acidification. Labs and Activities Density Investigation Students will investigate driving forces of ocean circulation patterns by making predictions about how water with different densities will mix (as determined by temperature or salinity) then carrying out their investigation. Students will then analyze and interpret this information.

10 Eutrophication Investigation Students will design, conduct, and interpret a lab on cultural eutrophication where they will look at the impact of increased fertilizer concentration on algal growth in closed aquatic systems. In their interpretation of their results, they will identify resolutions, preventability, and sustainability of these solutions with respect to eutrophication Tragedy of the Commons Fishing Game Students will participate in a small group simulation activity where they will investigate the use/overuse of common ocean resources by fishermen. They will then identify and develop possible solutions to the environmental problem of overfishing. Additional Resources Town Hall Meeting In this culminating activity, students will participate in a Town Hall meeting to determine how their hypothetical community should react to the proposal of a fish farm in their coastal waters. Students will be required to adopt a perspective that they may or may not be familiar with prior to the start of the unit and argue from that perspective. In the lead up to this activity as well as during the Town Hall meeting itself, students will learn methods for analyzing and interpreting information. Guest Speakers Fisheries or marine ecologist Oceanographers Fishermen Government officials familiar with Town Hall style meetings Books- Sylvia Earle. The World is Blue/Film-The End of the Line Project Description Duration Topics covered Cycle 5: Negotiation of Nations This project cycle mimics the process and atmosphere of an international environmental summit such as those of the Conference of Parties that are the basis for Climate Convention Framework negotiations. Students will take on specific and unique roles including a representative of a country or group of countries, non-governmental organization representative, oil and energy lobby representative, or a media representative. By meeting in various groupings, preparing presentations and writing drafts, students will (a) rationalize the participation of their country or group, (b) analyze environmental and economic consequences of climate change and possible remedial actions and (c) organize and articulate their arguments for the negotiations. Following the summit, students will compose an article for inclusion in the final protocol document. Through this cycle students will learn how Earth s climate functions and how it responds to change. Additionally, they will explore how societies and economies have contributed to climate change, can adapt to such change and prevent additional harm through international economic and legal means. (Modified from Catherine Gautier, UC Santa Barbara) 6 weeks Earth Systems and Resources, including solar intensity and latitude, the atmosphere, and ocean circulation. The Living World, including ecosystem diversity, natural ecosystem change, and carbon cycles. Population, including all human population concepts Land and Water Use, including urban land development, and global economics

11 Energy Resources and Consumption, including energy consumption, fossil fuel world reserves and global demand, environmental advantages/disadvantages of fossil fuel sources, nuclear energy, hydroelectric power, energy conservation, renewable energy. Pollution, including air pollution and economic impacts. Labs and Activities Global Change, including stratospheric ozone, global warming, and loss of biodiversity. Power of the Pyramids Students will investigate population pyramid diagrams of developing and developed countries and analyze demographic information. They will then use this information to make inferences about the future of these countries. Climate Data Analysis Exercise Students will analyze and interpret several sets of data that may provide evidence of climate change across a variety of scientific disciplines. Students will draw conclusions from the data and communicate their results to their classmates. Lichen Lab Students will identify and measure lichens around their school grounds and analyze and interpret their data to provide an indicator of local air quality. Students will consider the implications of air quality on human health. Energy Summit Prep Students will take on the role of government representatives of various nations to participate in a Conference of Parties-style mock summit on global energy use and demand. To prepare for this summit, students will conduct lifecycle analyses of various renewable and non-renewable energy resources and analyze and interpret this information. Energy Summit Prior to participating in the summit, students will evaluate the advantages and disadvantages of current energy use and resources for the nation they represent and develop a proposal for more sustainable alternatives. They will participate in negotiations with other representatives in order to come to agreement on a final protocol for global energy use. Additional Resources Guest Speakers Population Demography Professor Peace Corps Volunteer Climate Scientists Books William Kamkwamba and Bryan Mealer. The Boy Who Harnessed the Wind Elizabeth Kolbert. Field Notes from a Catastrophe Films World in the Balance, The Big Energy Gamble, The 11 th Hour, An Inconvenient Truth