AP Environmental Science · The goal of the AP Environmental Science course is to provide ... environmental problems both natural and man ... Human use of earth's resources varies

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

SCIENCE DEPARTMENT

AP Environmental Science

COURSE DESCRIPTION

Grade Level: 10-12 Department: Science Course Title: AP Environmental Science Credits: 5.0 Course Code: 042850

Board of Education adoption date: August 27, 2012

Board of Education

Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President

Mr. Carl Accettola Mr. William Bruno

Mrs. Elizabeth Canario Mrs. Kathie Lavin

Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic

Mr. Charles Sampson, Superintendent

Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and Instruction

Curriculum Writing Committee Ms. Katherine Tsakiris

Supervisors

Ms. Kim Fox

Ms. Marybeth Ruddy Ms. Stacie Ferrara Ms. Denise Scanga

Ms. Elena Andreacci

Advanced Placement Environmental Science - Introduction

Introduction

Course Philosophy

Advanced Placement Environmental Science is an interdisciplinary course, drawing from many different natural sciences (biology, geology, physics,

chemistry, meteorology, ecology, etc.) and social sciences (economics, political science, philosophy, history, etc.) to help humans understand and solve the

problems facing earth and its inhabitants. This course will provide the basic principles of environmental science and help students to apply them to

environmental problems. Students will use biological, chemical and physical scientific processes and knowledge to classify, analyze and evaluate

environmental issues and situations that challenge humans within the framework of social, economic and historical parameters.

The students will actively participate in exploring the scientific learning process in a sequential curriculum. Emphasis will be placed on safety rules, current

scientific issues, problem solving and creativity using conceptual thinking skills, logical reasoning, multi-modal opportunities and an interdisciplinary

approach. Teachers will continually motivate students by fostering a positive attitude toward science and by using a variety of techniques and instructional

materials.

Upon completion of this course, all students will master the basic concepts of environmental science and be able to use that knowledge to make informed

decisions about scientific and societal issues that pertain to this field. This knowledge, in conjunction with the ability to analyze, evaluate and reason, is what

scientific literacy demands.

Course Description

Advanced Placement Environmental Science is designed to be the equivalent of a one-semester introductory college course that includes laboratory and field

investigation components. Environmental Science is interdisciplinary and embraces a wide variety of concepts from other branches of science such as

geology, biology, environmental studies, chemistry, physics, and geography. The goal of the AP Environmental Science course is to provide students with the

scientific principles, concepts, and methodologies required for understanding the interrelationships of the natural world, to identify and analyze

environmental problems both natural and man-made, to evaluate the relative risk associated with these problems, and to examine alternative solutions for

resolving and/or preventing them.

Course Map and Proficiencies/Pacing

Course Map

Relevant

Standards

Enduring

Understandings Essential Questions

Assessments

Diagnostic Formative Summative

5.1.12.A.1-3

5.1.12.B.1-4

5.1.12.C.1-3

5.1.12.D.1-3

Science is a

process.

What is scientific inquiry?

What are the parts of experimental

design?

How is scientific research

performed and how are the results

analyzed?

What are methods of observation in

the field?

What is proper safety in and out of

the classroom?

Pre-assessment

Anticipatory set

Class discussion

Introductory reading

Graphic organizers

Data analysis

Lab reports

Oral presentations

Problem set

Quiz

Research

Student-centered

activities

Written assignments

Advanced Placement style end of

unit test

Scientific experiment with scientific

paper

Oral presentations

5.1.12.A.1-3

5.1.12.B.2,3

5.1.12.C.1-3

5.1.12.D.1-3

5.2.12.A.6

5.3.12.B.1-3

5.3.12.C.1,2

5.3.12.E.1-4

The earth is one

interconnected

system.

How are ecosystems influenced

by biotic and abiotic factors?

What causes changes in

ecosystems?

What is the process of natural

selection?

How can change in one part of an

ecosystem affect changes in other

parts of the ecosystem?

How does biodiversity provide

health to ecosystems?

KWL chart

Pre-assessment

Anticipatory set

Class discussion


Student surveys

Graphic organizers

Concept map

Journals

Lab reports

Problem set

Quiz

Student-centered

activities

Think-pair-share

Written assignments


unit test

Lab report

Midterm examination

Online assessments

Research project

Final examination

5.1.12.A.1-3

5.1.12.B.2,3

5.1.12.C.1-3

5.1.12.D.1-3

5.2.12.A.4

5.3.12.B.1-6

5.3.12.C.1

5.4.12.E.1

5.4.12.F.1-3

The conversion

of energy is the

basis for all

ecological

systems.

What is the nature of energy?

What forms does energy take in the

natural world?

How does energy flow through

ecosystems?

What is the source for nearly all

processes on earth?

KWL chart

Pre-assessment

Class discussion

Online diagnostic

Student surveys

Remote responders

Graphic organizers

Concept map

Data analysis

Journals

Lab reports

Online assessments

Problem set

Quiz

Student-centered

activities

Think-pair-share

Written assignments


unit test

Lab report

Midterm examination

Online assessments

Final examination

5.1.12.A.1-3

5.1.12.B.2,3

5.1.12.C.1-3

5.1.12.D.1-3

5.3.12.B.1,3,4

5.4.12.C.1-2

5.4.12.D.1-2

5.4.12.E.1-2

5.4.12.F.1-3

5.4.12.G.1-7

Earth's

landscapes are

the results of

interactions

within the

earth's natural

systems.

What factors influence biomes?

How do weather, climate and ocean

circulation influence or affect the

environment?

What physical, chemical and

biological factors influence climate?

How do landscapes change over

time?

What constitutes the atmosphere

and why is it important?

Pre-assessment

Anticipatory set


Online diagnostic

Remote responders

Class discussion

Graphic organizers

KWL chart

Journals

Lab reports

Oral presentations

Problem set

Quiz

Research

Student-centered

activities

Think-pair-share

Written assignments


unit test

Midterm examination

Online assessments

Oral presentations

Research project

Final examination

5.1.12.A.1-3

5.1.12.B.2,3

5.1.12.C.1-3

5.1.12.D.1-3

5.3.12.C.1

5.4.12.C.1-2

5.4.12.D.1-2

5.4.12.E.2

5.4.12.F.1-3

5.4.12.G.1-7

Elements are

constantly

cycling through

earth's

systems.

How do elements cycle through the

biosphere, hydrosphere and

geosphere?

Where are major cycling elements

found?

How was the earth formed and how

has it changed over time?

KWL chart

Pre-assessment

Class discussion


Student surveys

Remote responders

Graphic organizers

Concept map

Lab reports

Problem set

Quiz

Research

Student-centered

activities

Think-pair-share

Written assignments


unit test

Lab report

Midterm examination

Final examination

5.1.12.A.1-3

5.1.12.B.2,3

5.1.12.C.1-3

5.1.12.D.1-3

5.2.12.A.4

5.3.12.C.2

5.4.12.C.1

5.4.12.G.1-7

Human use of

earth's

resources varies

according to

many factors.

What are the factors that influence

population size?

What are the advantages and

disadvantages of renewable and

nonrenewable resources?

What are ecosystem services and

how do humans benefit from them?

What are earth's most important

resources?

What impact does the increasing

global population have on the

earth's resources?

Pre-assessment

Anticipatory set

Class discussion

Online diagnostic

KWL chart

Remote responders

Graphic organizers

Concept map

Data analysis

Journals

Lab reports

Online assessments

Oral presentations

Problem set

Quiz

Research

Student-centered

activities

Think-pair-share

Written assignments

Advanced Placement

style end of unit test

Lab report

Midterm examination

Oral presentations

Research project

Final examination

5.1.12.A.1-3

5.1.12.B.2,3

5.1.12.C.1-3

5.1.12.D.1-3

5.2.12.A.4,6

5.3.12.C.2

5.4.12.G.1-7

By their very

presence,

humans alter

natural

systems.

How do you calculate the cost of

pollution?

What impact does resource

consumption have on the

earth's atmosphere, watersheds

and ecosystems?

How do you calculate the carrying

capacity of the earth?

What are some major threats to our

global ecosystem?

How have humans impacted the

earth in both positive and negative

ways?

Pre-assessment Class discussion Introductory reading Online diagnostic Student surveys Remote responders

Concept map

Data analysis

Online assessments

Oral presentations

Problem set

Quiz

Research

Student-centered

activities

Think-pair-share

Written assignments


unit test

Lab report

Midterm examination

Online assessments

Oral presentations

Research project

Final examination

5.1.12.A.1-3

5.1.12.B.2,3

5.1.12.C.1-3

5.1.12.D.1-3

5.4.12.G.1-7

Humans must practice sustainable methodologies in order to conserve resources.

What is sustainability and how is it a goal of environmental science? How can we improve sustainability in order to preserve the earth's resources? What are the best practices to achieve sustainability? How can citizens influence environmental policy?

Pre-assessment Anticipatory set Class discussion Online diagnostic Student surveys Remote responders Graphic organizers

Concept map Journals Lab reports Oral presentations Quiz Research Student-centered activities Think-pair-share Written assignments

Advanced Placement style end of unit test Lab report Midterm examination Online assessments Oral presentations Research project Final examination

Proficiencies and Pacing

Unit Title Unit Understanding(s) and Goal(s) Recommended Duration

Unit 1:

Introduction to

Environmental

Issues

Science is a process. Earth's landscapes are the result of interactions within the earth's natural systems. Elements are constantly cycling through the earth's systems. Humans must practice sustainable methodologies in order to conserve natural resources. Unit Goals: Describe the essential components of an investigation, including appropriate methodologies, proper equipment, and safety precautions. Identify the major biomes of the world and their defining characteristics. Diagram the major nutrient and mineral cycles and describe how humans have influenced these cycles.

3 weeks

Unit 2: The

Global

Ecosystem

The earth is one interconnected system. The conversion of energy is the basis for all ecological systems. Human use of earth's resources varies according to many factors.

Unit Goals: Define ecology and distinguish between several ecological levels. Draw and explain typical pyramids of numbers, biomass and energy. Explain several factors that affect changes in population size.

3 weeks

Unit 3: Biodiversity and the Ecosystem Approach

The earth is one interconnected system. Human use of earth's resources varies according to many factors. By their very presence, humans alter natural systems. Unit Goals: Describe the importance of biodiversity in a stable ecosystem. Summarize the management and conservation of different public lands. Design a management plan for an overpopulated or endangered species. Discuss the cause and effect of deforestation and desertification.

3 weeks

Unit 4: Population, Resources and the Environment

The earth is one interconnected system.

Human use of earth's resources varies according to many factors.

By their very presence, humans alter natural systems.

Humans must practice sustainable methodologies in order to conserve natural resources.

Unit Goals:

Relate human population size to hunger, natural resources, and economics.

Compare energy consumption in highly developed and developing countries.

Explain the importance of environmental sustainability.

3 weeks

Unit 5: Land Resources and Hazardous Waste

Earth's landscapes are the results of interactions within the earth's natural systems.

Elements are constantly cycling through the earth's systems.



Unit Goals:

Identify the problems associated with the disposal of solid and toxic wastes.

Analyze the environmental and ecological issues surrounding mineral use and recycling.

Define plate tectonics and explain its significance relative to the movement of the earth’s crust.

Describe how mineral deposits are formed, discovered, extracted and processed.

2 weeks

Unit 6: Agriculture and Land Conservation





Unit Goals:

Analyze the environmental quality of soil.

Describe the problems associated with agriculture and food production in today’s world.

Describe successful organic farming practices and their implementation.

3 weeks

Unit 7: Water, A Fragile Resource





Unit Goals:

Analyze the environmental quality of the water.

Outline the process involved in waste water and sewage treatment.

Describe the current threats to freshwater and coastal areas.

Explain the human impact on water as a natural resource.

Distinguish between the characteristics of estuarine, marine and aquatic ecosystems.

3 weeks

Unit 8: The Search for Energy

The conversion of energy is the basis for all ecological systems.




Unit Goals:

Distinguish between renewable and non-renewable sources of energy and explain several example of each.

Discuss the advantages and disadvantages of fossil fuel use.

Distinguish between energy efficiency and conservation.

Contrast the advantages and disadvantages of several sources of renewable energy.

3 weeks

Unit 9: The Global Atmosphere




Unit Goals:

Describe the characteristics and effects of the major classes of air pollution.

Describe the environmental impact of global warming.

Describe the impact of ozone depletion on the structure and function of the atmosphere.

3 weeks

Unit 10: Applying Environmental Science in the World

Science is a process. By their very presence, humans alter natural systems. Humans must practice sustainable methodologies in order to conserve natural resources. Unit Goals: Explain environmental problems in relationship to scientific, social, cultural, and economic factors. Demonstrate an awareness of careers related to environmental science. Relate course topics to local problems faced by residents of New Jersey. Outline the historical events which have shaped the modern environmental movement in New Jersey.

8 weeks

APES - Unit 1: Introduction to Environmental Issues

Unit Plan

Enduring Understandings: Science is a process. Earth's landscapes are the results of interactions within the earth's natural systems. Elements are constantly cycling through earth's systems. Humans must practice sustainable methodologies in order to conserve resources. Essential Questions: What are the parts of experimental design? What is proper safety in and out of the classroom? How do weather, climate and ocean circulation influence or affect the environment? What physical, chemical and biological factors influence climate? How do elements cycle through the biosphere, hydrosphere and geosphere? What is sustainability and how is it a goal of environmental science? Unit Goals: Describe the essential components of an investigation, including appropriate methodologies, proper equipment, and safety precautions. Identify the major biomes of the world and their defining characteristics. Diagram the major nutrient and mineral cycles and describe how humans have influenced these cycles. Recommended Duration: 3 weeks

Guiding/Topical Questions

Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments

What is ecology and sustainability?

Overview of environmental science

Sustainability

Stewardship

Tragedy of the commons

Ecological footprint

Overview and causes of environmental issues

Advanced Placement Environmental Science free response question ‐ see Resource Appendix District approved text reference and ancillary materials Tragedy of the commons labs, activities and multimedia clips ‐ see Resource Appendix Ecological footprint calculator and streaming video clips on ecological footprints ‐ see Resource Appendix

Seuss. The Lorax. New York: Random House, 1971. Print.

Make a timeline of important environmental issues, laws and treaties Multimedia presentation Measure carbon footprint online and come up with strategies for reducing personal as well as local, regional and country footprint Analyze Dr. Seuss's The Lorax and sustainability Reading assignment or case study from text Class discussion on sustainability or other relevant topic Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Tragedy of the commons simulation lab with connection to natural resource consumption, and overuse Sustainability case study on Easter Island or other relevant case study

Pre‐assessment Lab questions or formal lab report Lab activity and questions or write‐up Student created multimedia project Homework questions Case study or journal reflection Advanced Placement free response question Unit test Midterm examination

What is the scientific method and how is it applied to experimental design?

Identifying and applying the steps of the scientific method Designing a controlled experiment Sections of a scientific paper How to write a scientific paper

Advanced Placement Environmental Science free response question on invasive species ‐ see Resource Appendix District approved textbook and ancillary materials Example scientific papers for students to work with Scientific paper online resources ‐ see Resource Appendix

Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Multimedia presentation on steps of the scientific method Investigate, design and conduct a controlled experiment and write a scientific paper on their findings Use of interactive white board Reading assignment or case study from text Class question and answer segment

Pre‐assessment Student written scientific paper graded with rubric In class lab activity Advanced Placement free response question Homework Unit test Midterm examination

What factors influence climate?

Weather and climate Coriolis effect El Nino southern oscillation Atmosphere ocean interactions Seasons Solar intensity and latitude

Advanced Placement Environmental Science free response question on El Nino ‐ see Resource Appendix District approved text reference and ancillary materials Animations on changing of the seasons, coriolis effect and climate ‐ see Resource Appendix Documentary, video or streaming video clips on relevant topics ‐ see Resource Appendix

Video with discussion questions on El Nino

Multimedia presentation

Case study on El Nino and La Nina strong years and country effects

Complete activities related to scientists forecasting and recording data about El Nino

Diagram labeling

Ocean Currents: mapping major currents, identifying gyres, effects on coastal climates

Class discussion on local (recent if possible) major weather phenomenon

Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs

Completed diagrams El Nino case study Advanced Placement free response question Homework Unit test Midterm examination

What are different biomes of the earth?

Major biomes, characteristics, climate, flora and fauna, and locations Human impact on biomes

District approved text reference and ancillary materials Building climatogram lab and biome project ‐ see Resource Appendix

Multimedia presentation Map diagram and labeling activities Biome project ‐ create multimedia presentations on a certain biome with information on climate, flora, fauna and human impacts Climatogram lab ‐ graph temperature and rainfall distribution across biomes, and identify unknown biomes based on given data Use of interactive white board Reading assignment or case study from text Class question and answer segment

Pre‐assessment Lab activity Map labeling Biome project Homework Unit test Midterm examination

LA.11‐12.WHST.CCR.3 Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences. LA.11‐12.RST.11‐12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. LA.11‐12.RST.11‐12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. LA.11‐12.RST.11‐12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. LA.11‐12.RST.11‐12.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. LA.11‐12.RST.11‐12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. LA.11‐12.RST.11‐12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. LA.11‐12.RST.11‐12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11‐CCR text complexity band independently and proficiently. LA.11‐12.WHST.11‐12.1.a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. LA.11‐12.WHST.11‐12.1.c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. LA.11‐12.WHST.11‐12.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LA.11‐12.WHST.11‐12.1.e Provide a concluding statement or section that follows from or supports the argument presented. LA.11‐12.WHST.11‐12.2.a Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when

useful to aiding comprehension. LA.11‐12.WHST.11‐12.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. LA.11‐12.WHST.11‐12.2.c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. LA.11‐12.WHST.11‐12.2.e Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). LA.11‐12.WHST.11‐12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA.11‐12.WHST.11‐12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. LA.11‐12.WHST.11‐12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. LA.11‐12.WHST.11‐12.7 Conduct short as well as more sustained research projects to answer a question (including a self‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation. LA.11‐12.WHST.11‐12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information

into the text selectively to maintain the flow of ideas, avoiding plagiarism and over‐reliance on any one source and following a standard format for citation. LA.11‐12.WHST.11‐12.9 Draw evidence from informational texts to support analysis, reflection, and research. LA.11‐12.WHST.11‐12.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. SCI.9‐12.5.1.12.A Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. SCI.9‐12.5.4.12.C Earth's composition is unique, is related to the origin of our solar system, and provides us with the raw resources needed to sustain life. SCI.9‐12.5.1.12.A.a Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles. SCI.9‐12.5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9‐12.5.1.12.A.b Interpretation and manipulation of evidence‐based models are used to build and critique arguments/explanations. SCI.9‐12.5.1.12.A.c Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence. SCI.9‐12.5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. SCI.9‐12.5.1.12.B.a Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. SCI.9‐12.5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. SCI.9‐12.5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. SCI.9‐12.5.1.12.B.d Scientific reasoning is used to evaluate and interpret data patterns and scientific conclusions. SCI.9‐12.5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. SCI.9‐12.5.1.12.C.a Refinement of understandings, explanations, and models occurs as new evidence is incorporated. SCI.9‐12.5.1.12.C.1 Reflect on and revise understandings as new evidence emerges. SCI.9‐12.5.1.12.C.b Data and refined models are used to revise predictions and explanations. SCI.9‐12.5.1.12.C.2 Use data representations and new models to revise predictions and explanations. SCI.9‐12.5.1.12.C.c Science is a practice in which an established body of knowledge is continually revised, refined, and extended as new evidence emerges. SCI.9‐12.5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence‐based arguments. SCI.9‐12.5.1.12.D.a Science involves practicing productive social interactions with peers, such as partner talk, whole‐group discussions, and small‐group work. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences. SCI.9‐12.5.1.12.D.b Science involves using language, both oral and written, as a tool for making thinking public. SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.1.12.D.c Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically. SCI.9‐12.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. SCI.9‐12.5.3.12.B.a As matter cycles and energy flows through different levels of organization within living systems (cells, organs, organisms, communities), and between living systems and the physical environment, chemical elements are recombined into different

products. SCI.9‐12.5.3.12.B.b Each recombination of matter and energy results in storage and dissipation of energy into the environment as heat. SCI.9‐12.5.3.12.B.c Continual input of energy from sunlight keeps matter and energy flowing through ecosystems. SCI.9‐12.5.3.12.B.3 Predict what would happen to an ecosystem if an energy source was removed. SCI.9‐12.5.3.12.B.4 Explain how environmental factors (such as temperature, light intensity, and the amount of water available) can affect photosynthesis as an energy storing process. SCI.9‐12.5.4.12.C.1 Model the interrelationships among the spheres in the Earth systems by creating a flow chart. SCI.9‐12.5.4.12.C.b The chemical and physical properties of the vertical structure of the atmosphere support life on Earth. SCI.9‐12.5.4.12.E.a The Sun is the major external source of energy for Earth's global energy budget. SCI.9‐12.5.4.12.F.a Global climate differences result from the uneven heating of Earth's surface by the Sun. Seasonal climate variations are due to the tilt of Earth's axis with respect to the plane of Earth's nearly circular orbit around the Sun. SCI.9‐12.5.4.12.F.1 Explain that it is warmer in summer and colder in winter for people in New Jersey because the intensity of sunlight is greater and the days are longer in summer than in winter. Connect these seasonal changes in sunlight to the tilt of Earth's axis with

respect to the plane of its orbit around the Sun. SCI.9‐12.5.4.12.F.b Climate is determined by energy transfer from the Sun at and near Earth's surface. This energy transfer is influenced by dynamic processes, such as cloud cover and Earth's rotation, as well as static conditions, such as proximity to mountain ranges

and the ocean. Human activities, such as the burning of fossil fuels, also affect the global climate. SCI.9‐12.5.4.12.F.2 Explain how the climate in regions throughout the world is affected by seasonal weather patterns, as well as other factors, such as the addition of greenhouse gases to the atmosphere and proximity to mountain ranges and to the ocean. SCI.9‐12.5.4.12.F.c Earth's radiation budget varies globally, but is balanced. Earth's hydrologic cycle is complex and varies globally, regionally, and locally. SCI.9‐12.5.4.12.G.b Natural ecosystems provide an array of basic functions that affect humans. These functions include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic cycle, disposal of wastes, and recycling of nutrients. SCI.9‐12.5.4.12.G.2 Explain the unintended consequences of harvesting natural resources from an ecosystem. SCI.9‐12.5.4.12.G.d Natural and human activities impact the cycling of matter and the flow of energy through ecosystems. SCI.9‐12.5.4.12.G.4 Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. SCI.9‐12.5.4.12.G.e Human activities have changed Earth's land, oceans, and atmosphere, as well as its populations of plant and animal species. SCI.9‐12.5.4.12.G.g Earth is a system in which chemical elements exist in fixed amounts and move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles.

Differentiation Provide a list of key terms, vocabulary, and events for history of environmental science. Provide supplemental materials of interest to students. Use pre‐assessments to compact areas of study. Use product choices for certain labs or activities such as creating a model, drawing and writing about a diagram, giving a speech, or writing an opinion article. Encourage students to pair and share ideas during certain questioning times. Use pre‐assigned groups for scientific inquiry lab for like and unlike readiness. Provide organizers or guided notes for scientific method. Allow wait time for student reflection. Offer anchoring activities for those who finish assignments early that can be offered on a weekly, daily or topic basis. Provide practical, real world, analytical and creative options for student work while designing experiments. Provide students with choices for scientific experiments, as well as references to scientific papers to use as examples. Post several room arrangement charts to rearrange the classroom quickly for certain activities. Provide choice to students for group selections and roles in the groups during scientific experiments. Provide real life and cross‐curricular connections to material.

Technology Students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Teachers will infuse technology by the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Teachers will utilize available interactive white boards, remote responders, flex cams to project class demonstrations and labs, digital lab equipment, digital microscopes, mini laptop computers and handheld or tablet devices to utilize scientific applications. Student‐centered technology lessons include student‐generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies and the use of online animations and tutorials. Suggested unit teaching strategies: ecological footprint calculation activity, online research for scientific papers, El Nino and Coriolis Effect animations.

College and Workplace Readiness

The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills in each unit of study. As reflected within the instructional resources and teaching strategies for all units, teachers are equipped with multiple instructional applications to achieve these skills. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Students will follow precise procedures when carrying out experiments, and conduct both long and short term research projects.

In addition to the content, the Advanced Placement course requires students to maintain a level of independence through out of class reading and writing assignments, as well as detailed note taking and observation skills in class. In every unit students will write complete essays answering content specific Advanced Placement free response questions, as well as collaborate with their peers during labs and activities both in the classroom and in the field.

Students will learn to see others' perspectives through case studies that cross over many different content areas and be exposed to many different environmentally specific careers across the globe. Students will create their own content through labs and projects, as well as visually appealing charts, graphs and multimedia presentations.

Suggested unit teaching strategies: content specific Advanced Placement free response questions, scientific experiment, research on biomes, problem solving ecological footprint lab, drawing conclusions through overfishing activity.

APES - Unit 2: The Global Ecosystem

Unit Plan

Enduring Understandings: The earth is one interconnected system. The conversion of energy is the basis for all ecological systems. Human use of earth’s resources varies according to many factors. Essential Questions: What causes changes in ecosystems? What is the process of natural selection? How does biodiversity provide health to ecosystems? How does energy flow through ecosystems? What is the source for nearly all processes on earth? What are the factors that influence population size? What are ecosystem services and how do humans benefit from them? Unit Goals: Define ecology and distinguish between several ecological levels. Draw and explain typical pyramids of numbers, biomass and energy. Explain several factors that affect changes in population size. Recommended Duration: 3 weeks



What are ecosystems and how do they work?

Ecosystems and energy flow

First and second laws of thermodynamics

Photosynthesis and cellular respiration

Gross and net productivity

Trophic levels and types of consumers

Food chains and webs

Pyramids of numbers, energy and biomass

Biomagnification

Advanced Placement Environmental Science free response question on seafood and health risks ‐ see Resource Appendix District approved text reference and ancillary materials

Leopold, Aldo, and Charles Walsh. Schwartz. A Sand County Almanac and Sketches Here and There. New York: Oxford UP, 1987. Print. Building food web and food chain resources ‐ see Resource Appendix

Pre‐assessment Use of interactive whiteboard Class discussion on energy flow or other relevant topic Class question and answer segment Lab ‐ Owl Pellet dissection and construction of food webs Multimedia presentation Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs

Draw and explain typical pyramids of numbers, biomass and energy

Case study reading with journal reflection

Lab ‐ measuring the amount of energy lost in a cup of tea to demonstrate the second law of thermodynamics

Diagram the reactions for photosynthesis and respiration

Pre‐assessment Lab questions or formal lab report Lab activity and questions or write‐up Completed worksheets Student created multimedia project Homework questions Completed graphs, diagrams or charts Case study or journal reflection Advanced Placement free response question Unit test Midterm examination

How do elements cycle through our biosphere, atmosphere, geosphere and hydrosphere?

Overview of atmosphere, hydrosphere, biosphere, geosphere Hydrologic, carbon, nitrogen, phosphorus, sulfur cycles

District approved text reference and ancillary materials Diagrams, interactive student activities on parts of several biogeochemical cycles ‐ see Resource Appendix

Diagram the major nutrient cycles and describe how humans have affected these cycles Use of interactive white board for interactive websites on cycles Reading assignment or case study from text


What is species diversity and why is it important?

Evolution and natural selection Species movement Species and biological diversity Indicator and keystone species Fundamental and realized niche

District approved text reference and ancillary materials Evolution and Adaptation lab ‐ see Resource Appendix Biodiversity resources and labs ‐ see Resource Appendix

Lab ‐ measuring school yard or parking lot diversity

Evolution and adaptation lab Fundamental and realized niche activity Use of interactive white board Reading assignment or case study from text Class discussion on evolution or other relevant topic Answer selected questions from the textbook

Pre‐assessment Lab Activity and questions or write‐up Completed worksheets Homework questions Completed graphs, diagrams or charts Case study or journal reflection Advanced Placement free response question Unit test Midterm examination

What are variations within a population?

Interactions among species: competition, symbiosis, predation Community structure Population dynamics Carrying capacity r and k strategists Survivorship curves Ecological succession

District approved text reference and ancillary materials

Population measuring labs (transect, mark and recapture and random sampling) ‐ see Resource Appendix

Constructing survivorship curves, lab and cemetery data sets and carrying capacity activities ‐ see Resource Appendix

Ecological Succession Activity or Demonstration ‐ see Resource Appendix

Pre‐assessment Building graphs of survivorship curves and r vs. k strategists. Multimedia presentation Carrying capacity graphing lab Symbiosis examples in the wild Use of interactive white board Reading assignment or case study from text Class question and answer segment Schoolyard or campus succession observation lab ‐ locating different stages of succession on school campus Population measuring lab: transecting an area using the quadrat method to sample populations Population measuring lab: transecting an area using mark and recapture method Modeling exponential growth activity or lab

Pre‐assessment Lab activity and questions or write‐up Completed worksheets Student created multimedia project Homework questions Completed graphs, diagrams or charts Case study or journal reflection Advanced Placement free response question Unit test Midterm examination

LA.11‐12.RST.11‐12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

LA.11‐12.RST.11‐12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

LA.11‐12.RST.11‐12.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. LA.11‐12.RST.11‐12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a

problem. LA.11‐12.RST.11‐12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11‐CCR text complexity band independently and proficiently. LA.11‐12.WHST.11‐12.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

LA.11‐12.WHST.11‐12.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

LA.11‐12.WHST.11‐12.7

Conduct short as well as more sustained research projects to answer a question (including a self‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

LA.11‐12.WHST.11‐12.10

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences.

SCI.9‐12.5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. SCI.9‐12.5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. SCI.9‐12.5.1.12.C.a Refinement of understandings, explanations, and models occurs as new evidence is incorporated. SCI.9‐12.5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence‐based arguments. SCI.9‐12.5.1.12.D.a Science involves practicing productive social interactions with peers, such as partner talk, whole‐group discussions, and small‐group work. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.SCI.9‐12.5.1.12.D.b Science involves using language, both oral and written, as a tool for making thinking public. SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.1.12.D.c Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically. SCI.9‐12.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. SCI.9‐12.5.3.12.B.a As matter cycles and energy flows through different levels of organization within living systems (cells, organs, organisms, communities), and between living systems and the physical

environment, chemical elements are recombined into different products. SCI.9‐12.5.3.12.B.1 Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting. SCI.9‐12.5.3.12.B.b Each recombination of matter and energy results in storage and dissipation of energy into the environment as heat. SCI.9‐12.5.3.12.B.2 Use mathematical formulas to justify the concept of an efficient diet. SCI.9‐12.5.3.12.B.c Continual input of energy from sunlight keeps matter and energy flowing through ecosystems. SCI.9‐12.5.3.12.B.3 Predict what would happen to an ecosystem if an energy source was removed. SCI.9‐12.5.3.12.B.d Plants have the capability to take energy from light to form sugar molecules containing carbon, hydrogen, and oxygen. SCI.9‐12.5.3.12.B.4 Explain how environmental factors (such as temperature, light intensity, and the amount of water available) can affect photosynthesis as an energy storing process. SCI.9‐12.5.3.12.B.e In both plant and animal cells, sugar is a source of energy and can be used to make other carbon‐containing (organic) molecules. SCI.9‐12.5.3.12.B.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration. SCI.9‐12.5.3.12.C.a Biological communities in ecosystems are based on stable interrelationships and interdependence of organisms. SCI.9‐12.5.3.12.C.1 Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem. SCI.9‐12.5.3.12.C.b Stability in an ecosystem can be disrupted by natural or human interactions. SCI.9‐12.5.3.12.C.2 Model how natural and human‐made changes in the environment will affect individual organisms and the dynamics of populations. SCI.9‐12.5.4.12.E.a The Sun is the major external source of energy for Earth's global energy budget. SCI.9‐12.5.4.12.E.2 Predict what the impact on biogeochemical systems would be if there were an increase or decrease in internal and external energy. SCI.9‐12.5.4.12.G.a Natural and human‐made chemicals circulate with water in the hydrologic cycle. SCI.9‐12.5.4.12.G.b Natural ecosystems provide an array of basic functions that affect humans. These functions include maintenance of the quality of the atmosphere, generation of soils, control of the

hydrologic cycle, disposal of wastes, and recycling of nutrients. SCI.9‐12.5.4.12.G.c Movement of matter through Earth's system is driven by Earth's internal and external sources of energy and results in changes in the physical and chemical properties of the matter. SCI.9‐12.5.4.12.G.3 Demonstrate, using models, how internal and external sources of energy drive the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles. SCI.9‐12.5.4.12.G.d Natural and human activities impact the cycling of matter and the flow of energy through ecosystems. SCI.9‐12.5.4.12.G.4 Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. SCI.9‐12.5.4.12.G.e Human activities have changed Earth's land, oceans, and atmosphere, as well as its populations of plant and animal species. SCI.9‐12.5.4.12.G.g Earth is a system in which chemical elements exist in fixed amounts and move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles. SCI.9‐12.5.4.12.G.7 Relate information to detailed models of the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles, identifying major sources, sinks, fluxes, and residence times.

Differentiation

Provide a list of key terms and vocabulary for the unit. Use pre‐assessments to modify areas of study. Use product choices for certain labs or activities such as creating a model, drawing and writing about a diagram, giving a speech, or writing an opinion article. Keep an updated class website to reflect resources on key topics. Encourage students to pair and share ideas during certain questioning times. Use pre‐assigned groups for like and unlike readiness for group activities. Provide organizers or guided notes for note taking on lectures. Offer anchoring activities for those who finish assignments early. Establish stations or task cards for independent learning activities using different modalities for the different biogeochemical cycles. Use "expert" groups or students that finish early to help teach key ideas or help other students during graphing activities. Provide practical, real world, analytical and creative options for student work useful for biodiversity lab while outside. Post several room arrangement charts to rearrange the classroom quickly for certain activities. Provide more opportunities for advanced calculations and conversions during first and second laws of thermodynamics lesson. Draw and label diagrams to represent data for visual learners during ecology and energy flow. Suggest to students the purchase of an AP study guide as an additional resource.

Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Teachers will infuse technology through the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. In addition teachers will utilize available interactive white boards, remote responders, flex cams to project class demonstrations and labs, digital lab equipment, digital microscopes, mini laptop computers and handheld or tablet devices to interact and utilize scientific applications. Student‐centered technology lessons include student generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies and the use of online animations and tutorials. Suggested unit teaching strategies: online interactive food web or chain activity, biogeochemical cycle streaming video clips and animations, calculation of biodiversity index using computer or scientific calculators.

College and Workplace Readiness The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills in each unit of study. Asreflected within the instructional resources and teaching strategies for all units, teachers are equipped with multiple instructional applications to achieve these skills. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Students will follow precise procedures when carrying out experiments and conducting both long and short term research projects.

In addition to the content, the Advanced Placement course requires students to maintain a level of independence through out of class reading and writing assignments, as well as detailed note taking and observation skills in class. In every unit students will write complete essays answering content specific Advanced Placement free response questions, as well as collaborate with their peers during labs and activities both in the classroom and in the field.

Students will learn to see others' perspectives through case studies that cross over many different content areas while being exposed to many different environmentally specific careers across the globe. Students will create their own content through labs and projects, as well as visually appealing charts, graphs and multimedia presentations.

Suggested unit teaching strategies: content specific Advanced Placement free response questions, Owl Pellet lab to identify unknowns, comparing and contrasting ecosystems, diagramming biogeochemical cycles.

APES - Unit 3: Biodiversity: The Ecosystem Approach Unit Plan

Enduring Understandings: The earth is one interconnected system. Human use of earth’s resources varies according to many factors. Earth's landscapes are the results of interactions within the earth's natural systems. By their very presence, humans alter natural systems. Essential Questions: What causes changes in ecosystems? How does biodiversity provide health to ecosystems? What are ecosystem services and how do humans benefit from them? How do earth's landscapes change over time? What impact does the increasing global population have on the earth's resources? What impact does resource consumption have on the earth's atmosphere, watersheds and ecosystems? Unit Goals: Describe the importance of biodiversity in a stable ecosystem. Summarize the management and conservation of different public lands. Design a management plan for an overpopulated or endangered species. Discuss the cause and effect of deforestation and desertification. Recommended Duration: 3 weeks



What role do humans play in the extinction of species?

Biodiversity

Biological extinction

Habitat loss and fragmentation

Endangered and threatened species

Relevant laws and treaties

Advanced Placement Environmental Science free response question on endangered species and invasive and endangered species ‐ see Resource Appendix District approved text reference and ancillary materials

Leopold, Aldo, and Charles Walsh, Schwartz. A Sand County Almanac and Sketches Here and There. New York: Oxford UP, 1987. Print.

Biodiversity lab ‐ see Resource Appendix

Pre‐assessment Use of interactive white board Class question and answer segment Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Make a timeline of relevant laws and treaties Project on endangered or threatened species Case study on conservation effort of one animal Comparing species diversity in islands of different sizes


How can we protect wild species from extinction?

Protecting species from extinction

Invasive and introduced species and control Maintenance through conservation In‐situ vs. ex‐situ conservation methods

Advanced Placement Environmental Science free response question on gypsy moths, Lyme disease and zebra mussels ‐ see Resource Appendix District approved text reference and ancillary materials Documentary or streaming video clips on invasive species ‐ see Resource Appendix

Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Invasive species project Local invasive multimedia presentation Case study on conservation efforts of a specific animal or group of animals Use of interactive whiteboard Class discussion on invasive species Diagram or other worksheet on habitat range past and present of endangered or invasive species

Pre‐assessment Completed worksheets Student created multimedia project Homework questions Case study or journal reflection Advanced Placement free response question Unit test Midterm examination

What are the major threats to forest ecosystems?

Tree harvesting methods and effects of deforestation Forest ecosystem services Natural Capital Degradation Loss of biodiversity Tree plantings and old growth forests Forest fires, forest management and national forests

Advanced Placement Environmental Science free response question on termites and rain forests ‐ see Resource Appendix District approved text reference and ancillary materials Case Studies on Deforestation ‐ see Resource Appendix Documentary or streaming video clips on deforestation ‐ see Resource Appendix

Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Use of interactive white board Class discussion on natural capital degradation Streaming video clips to make topics more relevant or to show examples Multimedia presentation Project on the effects of deforestation Class activity on forest ecosystem services Calculate board footage in a tree Identify local species of trees and common characteristics Natural capital degradation lab Map worksheets on global or tropical deforestation Reading assignment from text or case study


How should we manage and sustain forests, grasslands, parks and nature reserves?

Overgrazing, deforestation and desertification Rangeland management and federal rangelands Management of public and federal lands Wilderness areas, national parks and wildlife refuges Land conservation options Preservation, remediation, mitigation and restoration

Advanced Placement Environmental Science free response question on forest fires and timber ‐ see Resource Appendix District approved text reference and ancillary materials

Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Use of interactive white board Reading assignment from text


LA.11‐12.RST.11‐12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.



LA.11‐12.RST.11‐12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

LA.11‐12.WHST.11‐12.4


LA.11‐12.WHST.11‐12.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over‐reliance on any one source and following a standard format for citation.

LA.11‐12.WHST.11‐12.9

Draw evidence from informational texts to support analysis, reflection, and research.

LA.11‐12.WHST.11‐12.10


SCI.9‐12.5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9‐12.5.1.12.A.c Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence. SCI.9‐12.5.1.12.B.a Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. SCI.9‐12.5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. SCI.9‐12.5.1.12.D.a Science involves practicing productive social interactions with peers, such as partner talk, whole‐group discussions, and small‐group work. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.SCI.9‐12.5.1.12.D.b Science involves using language, both oral and written, as a tool for making thinking public. SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.1.12.D.c Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically. SCI.9‐12.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. SCI.9‐12.5.3.12.C.1 Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem. SCI.9‐12.5.3.12.C.2 Model how natural and human‐made changes in the environment will affect individual organisms and the dynamics of populations. SCI.9‐12.5.4.12.G.b Natural ecosystems provide an array of basic functions that affect humans. These functions include maintenance of the quality of the atmosphere, generation of soils, control of the

hydrologic cycle, disposal of wastes, and recycling of nutrients. SCI.9‐12.5.4.12.G.2 Explain the unintended consequences of harvesting natural resources from an ecosystem. SCI.9‐12.5.4.12.G.c Movement of matter through Earth's system is driven by Earth's internal and external sources of energy and results in changes in the physical and chemical properties of the matter. SCI.9‐12.5.4.12.G.d Natural and human activities impact the cycling of matter and the flow of energy through ecosystems. SCI.9‐12.5.4.12.G.4 Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. SCI.9‐12.5.4.12.G.e Human activities have changed Earth's land, oceans, and atmosphere, as well as its populations of plant and animal species. SCI.9‐12.5.4.12.G.5 Assess (using maps, local planning documents, and historical records) how the natural environment has changed since humans have inhabited the region. SCI.9‐12.5.4.12.G.f Scientific, economic, and other data can assist in assessing environmental risks and benefits associated with societal activity.

Differentiation

Provide a list of key terms and vocabulary. Use student questions and pre‐assessments to modify areas of study. Use product choices or topic choices, such as choosing an invasive species, for certain labs or activities. Keep an updated class website to post resources on key topics such as deforestation or invasive species. Encourage students to pair and share ideas during certain questioning times and allow wait time for student reflection. Provide organizers or guided notes for note taking or lectures. Offer anchoring activities for those who finish assignments early. Provide practical, real world, analytical and creative options for student work. Post several room arrangement charts to rearrange the classroom quickly for certain activities. Draw and label diagrams to represent data for visual learners. Provide modeling, when appropriate. Provide real life and cross‐curricular connections to material. Suggest to students the purchase of an AP study guide as an additional resource.

Technology Students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Teachers will infuse technology through the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Teachers will utilize available interactive white boards, remote responders, flex cams, digital lab equipment, digital microscopes, mini laptop computers and handheld or tablet devices to implement scientific applications. Student‐centered technology lessons include student generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies and the use of online animations and tutorials. Suggested unit teaching strategies: student created multimedia project, tracking endangered species online, and building graphs with online resources.

College and Workplace Readiness The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills in each unit of study. As reflected within the instructional resources and teaching strategies for all units, teachers are equipped with multiple instructional applications to achieve these skills. Through student‐centered activities and laboratory experiences, students can build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Students will follow multi‐step procedures when carrying out experiments and conducting both long and short term research projects. In addition to the content, the Advanced Placement course requires students to maintain a level of independence via out of class reading and writing assignments, as well as detailed note taking and observation skills in class. Students will write complete essays answering content specific Advanced Placement free response questions, as well as collaborate with their peers during labs and activities both in the classroom and in the field.

Students will learn to see others' perspectives through case studies that cross over many different content areas and will be exposed to many different environmentally specific careers across the globe. Students will create their own content through labs and projects, as well as visually appealing charts, graphs and multimedia presentations.

Suggested unit teaching strategies: content specific Advanced Placement free response questions, biodiversity independent research, multimedia presentations and research on endangered or invasive species, environmental careers, and deforestation case studies and brainstorming for solutions.

APES - Unit 4: Population, Resources and the Environment

Unit Plan

Enduring Understandings: Human use of earth's resources varies according to many factors. By their very presence, humans alter natural systems. Humans must practice sustainable methodologies in order to conserve resources. Essential Questions: What are the factors that influence population size? What impact does the increasing global population have on the earth's resources? How do you calculate the cost of pollution? What impact does resource consumption have on the earth's atmosphere, watersheds and ecosystems? Unit Goals: Relate human population size to hunger, natural resources, and economics. Compare energy consumption in highly developed and developing countries. Explain the importance of environmental sustainability. Recommended Duration: 3 weeks

Guiding/Topical

Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments

How has the human population changed over time?

Human population growth over time Historical population sizes and distribution Fertility rates Calculating growth rates and doubling time Agricultural revolution, industrial revolution and green revolution.

Advanced Placement Environmental Science free response question on population graph and total fertility rate – see Resource Appendix District approved text reference and ancillary materials Streaming video clips of world population over time - see Resource Appendix

Use of interactive white board Class discussion on human population growth over time Class question and answer segment Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Make a timeline or graph of human population over time with major events labeled

Calculate growth rates and doubling time Analyze maps of fertility rates and compare them to economic and environmental factors in different countries Summarize the history of human population growth and explain how highly developed and developing countries differ in population characteristics

Pre-assessment Lab questions or formal lab report Lab activity and questions or write-up Completed worksheets Student created multimedia project Homework questions Completed graphs, diagrams or charts Case study or journal reflection Advanced Placement free response question Unit test Midterm examination

What is demography?

Demographic transition Age structure diagrams and population pyramids Developed and developing countries

Advanced Placement Environmental Science free response question on population pyramids – see Resource Appendix District approved text reference and ancillary materials Demography and population pyramid building labs - see Resource Appendix

Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Class discussion relating total fertility to cultural values, social and economic status of women, and the availability of family planning Worksheets and diagrams Construct population pyramids of different developing and under developed countries. Demographic transition activity addressing birth and death rates as well as reasons for the increase or decreases

Pre-assessment Lab questions or formal lab report Lab activity and questions or write-up Completed worksheets Student created multimedia project Homework questions Completed graphs, diagrams or charts Case study or journal reflection Advanced Placement free response question Unit test Midterm examination

What is the

environmental

impact of human

overpopulation and

how can we reduce

this impact?

Impacts of population

growth: hunger, disease,

economic effects, resource

use, habitat destruction

Strategies for sustainability:

case studies and national

policy

Advanced Placement

Environmental Science free

response question on energy

consumption - see Resource

Appendix

District approved text reference

and ancillary materials

Population characteristics for

different parts of the world class

simulation activity - see Resource

Appendix

Case studies of population

control, failures and successes -

see Resource Appendix

Pre-assessment

Advanced Placement free response question

assigned as homework, timed and done in

class, peer graded or collaboratively worked

on in pairs

Streaming video clips to make topics more

relevant or to show examples


Case study: China’s “One Child Policy”

Class discussion or essay relating human

population size to hunger, natural resources

and economics

Activity on the environmental effects of

human population growth

Pre-assessment

Lab activity and questions or write-

up

Homework questions

Case study or journal reflection

Advanced Placement free response

question

Unit test

Midterm examination

How do we

perceive and assess

environmental risk?

Environmental risk

assessment

Acute and chronic effects

LD50 dose response

relationships

Advanced Placement

Environmental Science free

response question on diseases

on the rise - see Resource

Appendix

District approved text reference

and ancillary materials

LD 50 and acute toxicity Labs -

see Resource Appendix

Advanced Placement free response question

assigned as homework, timed and done in

class, peer graded or collaboratively worked

on in pairs

Streaming video clips to make topics more

relevant or to show examples


Acute Toxicity LD 50 Lab

Risk assessment lab or activity

Pre-assessment

Lab activity and questions or write-

up

Completed worksheets

Homework questions

Completed graphs, diagrams or

charts

Advanced Placement free response

question

Unit test

Midterm examination

How can cities become more sustainable?

Land use Urban and planned development Urban sprawl and urbanization Federal highway system, canals and channels and road less areas Ecosystem impact of fragmentation Sustainable land use strategies

Advanced Placement Environmental Science free response question on population in urban areas - see Resource Appendix District approved text reference and ancillary materials NJ Audubon Society Curriculum: NJ Waters: A Watershed Approach to Teaching the Ecology of Regional Systems - see Resource Appendix for specific labs and activities from this curriculum Urban planning and sprawl labs - see Resource Appendix Documentary or streaming video clips on Urbanization and sprawl - see Resource Appendix

Pre-assessment Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Worksheets Reading activity with questions Streaming video clips to make topics more relevant or to show examples Multimedia presentation Analyze land use of a specific area. Design a sustainable community lab

Pre-assessment Lab activity and questions or write-up Completed worksheets Student created multimedia project Homework questions Completed graphs, diagrams or charts Case study or journal reflection Advanced Placement free response question Unit test Midterm examination

LA.11-12.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. LA.11-12.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the

text. LA.11-12.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and

topics. LA.11-12.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. LA.11-12.WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA.11-12.WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. LA.11-12.WHST.11-12.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and

audiences. SCI.9-12.5.1.12.A.a Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles. SCI.9-12.5.1.12.A.b Interpretation and manipulation of evidence-based models are used to build and critique arguments/explanations. SCI.9-12.5.1.12.C.a Refinement of understandings, explanations, and models occurs as new evidence is incorporated. SCI.9-12.5.1.12.C.b Data and refined models are used to revise predictions and explanations. SCI.9-12.5.1.12.D.a Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. SCI.9-12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences. SCI.9-12.5.1.12.D.b Science involves using language, both oral and written, as a tool for making thinking public. SCI.9-12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9-12.5.4.12.G.b Natural ecosystems provide an array of basic functions that affect humans. These functions include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic

cycle, disposal of wastes, and recycling of nutrients. SCI.9-12.5.4.12.G.2 Explain the unintended consequences of harvesting natural resources from an ecosystem. SCI.9-12.5.4.12.G.d Natural and human activities impact the cycling of matter and the flow of energy through ecosystems. SCI.9-12.5.4.12.G.4 Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. SCI.9-12.5.4.12.G.e Human activities have changed Earth's land, oceans, and atmosphere, as well as its populations of plant and animal species. SCI.9-12.5.4.12.G.5 Assess (using maps, local planning documents, and historical records) how the natural environment has changed since humans have inhabited the region. SCI.9-12.5.4.12.G.f Scientific, economic, and other data can assist in assessing environmental risks and benefits associated with societal activity.

Differentiation

Provide a list of key terms and vocabulary. Keep an updated class website to reflect resources on key topics or case studies. Encourage students to pair and share ideas during certain questioning times. Provide organizers or guided notes for note taking or lectures as well as examples of graphs and charts of population pyramids and timelines. Offer anchoring activities for those who finish assignments early such as essential questions or a case study. Establish stations for independent learning activities. Use different modalities and use pre-assigned groups for like and unlike readiness for group activities. Use "expert" groups for students that finish early to help teach key ideas during class activities on population pyramid building and land use lab. Provide practical, real world, analytical and creative options for student work during the land use lab. Post several room arrangement charts to rearrange the classroom quickly for certain activities. Draw and label diagrams to represent data for visual learners. Provide modeling of land uses, charts and graphs, when possible. Provide real life and cross-curricular connections to material in the form of case studies. Suggest to students the purchase of an AP study guide as an additional resource.

Technology

Students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and

communicate knowledge.

Teachers will infuse technology through the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research

websites.

Teachers will utilize available interactive white boards, remote responders, flex cams, digital lab equipment, digital microscopes, mini laptop computers and handheld or

tablet devices to interact with and utilize scientific applications.

Student-centered technology lessons include student generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies

and the use of online animations and tutorials.

Suggested unit teaching strategies: online population clock, streaming video of human population growth over time, online research, and online graph building of population

pyramids, urban planning simulation, and comparison of historic and current aerial photographs online.


The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills in each unit of study. As

reflected within the instructional resources and teaching strategies for all units, teachers are equipped with multiple instructional applications to achieve

these skills. Through student-centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem-

solving, and critical thinking. Students will follow multi-step procedures when carrying out experiments, and conducting both long and short term research

projects.

In addition to the content, the Advanced Placement course requires students to maintain a level of independence through out of class reading and writing

assignments, as well as detailed note taking and observation skills in class. Students will write complete essays answering content specific Advanced

Placement free response questions and collaborate with their peers during labs and activities both in the classroom and in the field.

Students will learn to see others' perspectives through case studies that cross over many different content areas and will be exposed to many different

environmentally specific careers across the globe. Students will create their own content through labs and projects, as well as visually appealing charts,

graphs and multimedia presentations.

Suggested unit teaching strategies: content specific Advanced Placement free response questions, scientific experiments, building population pyramid graphs

and charts, and urban planning simulation.

APES - Unit 5: Land Resources and Hazardous Waste

Unit Plan

Enduring Understandings: Elements are constantly cycling through earth's systems. By their very presence, humans alter natural systems. Essential Questions: How was the earth formed and how has it changed over time? What are earth's most important resources? How do elements cycle through the biosphere, hydrosphere and geosphere? What impact does the increasing global population have on the earth's resources? How do you calculate the cost of pollution? How have humans impacted the earth in both positive and negative ways? Unit Goals: Identify the problems associated with the disposal of solid and toxic wastes. Analyze the environmental and ecological issues surrounding mineral use and recycling. Define plate tectonics and explain its significance relative to the movement of the earth’s crust. To describe how mineral deposits are formed, discovered, extracted and processed. Recommended Duration: 2 weeks


Content/Themes/Skills Resources and Materials

Suggested Strategies Suggested Assessments

What are the earth's major geologic processes and hazards?

Plate tectonics and sea floor spreading Types of plate boundaries and characteristics Volcanoes and earthquakes Geologic time scale Rock cycle


Japan 2011 earthquake and tsunami case study with streaming video clips and animations ‐ see Resource Appendix

Volcanoes, plate tectonics and sea floor spreading animations and labs ‐ see Resource Appendix

Pre‐assessment Use of interactive white board for online activities Class discussion on recent tectonic activity Diagram or worksheet labeling plate boundaries Plate boundary demo or activity Streaming video clips to make topics more relevant or to show examples Multimedia presentation Case study: Japan Earthquake and Tsunami 2011


What are mineral resources and what are the environmental consequences of mining and using them?

Mineral formation and extraction of minerals Types of mining and environmental and economic consequences Global reserves or minerals Relevant laws and treaties

Advanced Placement Environmental Science free response question on mining ‐ see Resource Appendix District approved text reference and ancillary materials

Mining Lab and cost benefit analysis ‐ see Resource Appendix

Pre‐assessment Use of interactive white board Class discussion on recent mining safety issues Reading assignment from text Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Mining Simulation Lab and cost benefit analysis


How can we use economic tools to deal with environmental issues?

Economics and the environment cost benefit analysis Externalities and marginal cost.

District approved text reference and ancillary materials Raven, Peter H., Linda R. Berg, and David M. Hassenzahl. Environment. Hoboken, NJ: Wiley, 2011. Print.

Pre‐assessment Diagram or other worksheet Reading assignment from text Class brainstorming activity Multimedia presentation


What is solid waste and how should we deal with it?

Types of solid waste Management and disposal Source reduction and recycling Municipal and non‐municipal solid waste management

Advanced Placement Environmental Science free response question on solid waste landfill ‐ see Resource Appendix District approved text reference and ancillary materials

Class discussion on their garbage production and where it goes Diagram or other worksheet of types of solid disposal sites Reading assignment from text Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Solid waste lab Investigation of trash generation at home


What is hazardous waste and how should we deal with it?

Superfund sites and brownfields Types of hazardous waste Cleanup of contaminated sites Relevant laws

Advanced Placement Environmental Science free response question on brownfields ‐ see Resource Appendix District approved text reference and ancillary materials

Streaming video clips or documentary of superfund disaster areas ‐ see Resource Appendix

Interactive websites of solid waste and superfund sites in NJ ‐ see Resource Appendix

Pre‐assessment Map locations of superfund sites in NJ Reading assignment from text Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Service learning activity: school recycling project Case study on Love Canal, NY Case study on pesticide plant explosion in Bhopal, India


LA.11‐12.RST.11‐12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.



LA.11‐12.WHST.11‐12.4


LA.11‐12.WHST.11‐12.9


LA.11‐12.WHST.11‐12.10


SCI.9‐12.5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. SCI.9‐12.5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and

anomalous data. SCI.9‐12.5.1.12.D.a Science involves practicing productive social interactions with peers, such as partner talk, whole‐group discussions, and small‐group work. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.SCI.9‐12.5.1.12.D.b Science involves using language, both oral and written, as a tool for making thinking public. SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.1.12.D.c Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically. SCI.9‐12.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. SCI.9‐12.5.3.12.C.2 Model how natural and human‐made changes in the environment will affect individual organisms and the dynamics of populations. SCI.9‐12.5.4.12.C.a Soils are at the interface of the Earth systems, linking together the biosphere, geosphere, atmosphere, and hydrosphere. SCI.9‐12.5.4.12.C.1 Model the interrelationships among the spheres in the Earth systems by creating a flow chart. SCI.9‐12.5.4.12.D.a Convection currents in the upper mantle drive plate motion. Plates are pushed apart at spreading zones and pulled down into the crust at subduction zones. SCI.9‐12.5.4.12.D.1 Explain the mechanisms for plate motions using earthquake data, mathematics, and conceptual models. SCI.9‐12.5.4.12.D.b Evidence from lava flows and ocean‐floor rocks shows that Earth's magnetic field reverses (North ‐ South) over geologic time. SCI.9‐12.5.4.12.D.2 Calculate the average rate of seafloor spreading using archived geomagnetic‐reversals data. SCI.9‐12.5.4.12.E.b Earth systems have internal and external sources of energy, both of which create heat. SCI.9‐12.5.4.12.G.b Natural ecosystems provide an array of basic functions that affect humans. These functions include maintenance of the quality of the atmosphere, generation of soils,

control of the hydrologic cycle, disposal of wastes, and recycling of nutrients. SCI.9‐12.5.4.12.G.2 Explain the unintended consequences of harvesting natural resources from an ecosystem. SCI.9‐12.5.4.12.G.c Movement of matter through Earth's system is driven by Earth's internal and external sources of energy and results in changes in the physical and chemical properties

of the matter. SCI.9‐12.5.4.12.G.d Natural and human activities impact the cycling of matter and the flow of energy through ecosystems. SCI.9‐12.5.4.12.G.4 Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. SCI.9‐12.5.4.12.G.e Human activities have changed Earth's land, oceans, and atmosphere, as well as its populations of plant and animal species. SCI.9‐12.5.4.12.G.5 Assess (using maps, local planning documents, and historical records) how the natural environment has changed since humans have inhabited the region. SCI.9‐12.5.4.12.G.f Scientific, economic, and other data can assist in assessing environmental risks and benefits associated with societal activity. SCI.9‐12.5.4.12.G.g Earth is a system in which chemical elements exist in fixed amounts and move through the solid Earth, oceans, atmosphere, and living things as part of geochemical

cycles.

Differentiation Use pre‐assessments to modify areas of study. Keep an updated class website to reflect resources on key topics and current events. Encourage students to pair and share ideas during certain questioning times and allow wait time for student reflection. Use pre‐assigned groups for like and unlike readiness for group activities during labs and class activities. Provide organizers or guided notes for note taking or lectures. Offer anchoring activities for those who finish assignments early. Use "expert" groups or students that finish early to help teach key ideas during cost benefit analysis calculations. Provide practical, real world, analytical and creative options for student work in the form of case studies for natural disasters and solid waste and superfund issues. Post several room arrangement charts to rearrange the classroom quickly for certain activities. Provide more opportunities for advanced calculations and conversions. Draw and label diagrams to represent data for visual learners. Provide modeling, when possible. Provide real life and cross‐curricular connections to material with up to date information about mining and world tectonic activity. Suggest to students the purchase of an AP study guide as an additional resource.

Technology Students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Teachers will infuse technology through the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Teachers will utilize available interactive white boards, remote responders, flex cams, digital lab equipment, digital microscopes, mini laptop computers and handheld or tablet devices to interact and utilize scientific applications. Student‐centered technology lessons include student‐generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies and the use of online animations and tutorials. Suggested unit teaching strategies: online simulations of volcanoes and plate tectonics, and online research on mining safety.

College and Workplace Readiness The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills in each unit of study. As reflected within the instructional resources and teaching strategies for all units, teachers are equipped with multiple instructional applications to achieve these skills. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Students will follow multi‐step procedures when carrying out experiments, and conducting both long and short term research projects. In addition to the content, the Advanced Placement course requires students to maintain a level of independence via out of class reading and writing assignments, as well as detailed note‐taking and observation skills in class. In every unit, students will write complete essays answering content specific Advanced Placement free response questions and will collaborate with their peers during labs and activities both in the classroom and in the field.

Students will learn to see others' perspectives through case studies that cross over many different content areas and be exposed to many different environmentally specific careers across the globe. Students will create their own content through labs and projects, as well as visually appealing charts, graphs and multimedia presentations.

Suggested unit teaching strategies: content specific Advanced Placement free response questions, cost benefit analysis calculations and risk assessment, and environmental consequences.

APES - Unit 6: Agriculture and Land Conservation Unit Plan Enduring Understandings: Earth's landscapes are the results of interactions within the earth's natural systems. By their very presence, humans alter natural systems. Essential Questions: What impact does the increasing global population have on the earth's resources? What impact does resource consumption have on the earth's atmosphere, watersheds and ecosystems? Unit Goals: Analyze the environmental quality of the soil. Describe the problems associated with agriculture and food production in today’s world. Describe successful organic farming practices and their implementation. Recommended Duration: 3 weeks Guiding/Topical Questions



What is food security and why is it difficult to obtain?

Food security, too much and too little food, and where these issues are located in the world Human nutritional requirements Malnutrition and associated diseases


Raven, Peter H., Linda R. Berg, and David M. Hassenzahl. Environment. Hoboken, NJ: Wiley, 2011. Print.

Pre‐assessment Use of interactive white board Streaming video clips to make topics more relevant or to show examples Multimedia presentation Case study on Sub Saharan Africa Calculating the amount of land needed to grow the food you eat Demo online or in class of amount of arable land on earth for farming


What is the relationship among agriculture, erosion and soil pollution?

Formation and composition of soils

Properties of sand, silt, and clay

Types of soils and soil horizons

Percolation rates and water holding capacity

Soil nutrients and preservation

Soil salinization, topsoil erosion, and erosion control

Soil conservation methods and practices

Advanced Placement Environmental Science free response question on soil testing and conservation ‐ see Resource Appendix

Advanced Placement Environmental Science free response question on world population and arable land – see Resource Appendix District approved text reference and ancillary materials

Raven, Peter H., Linda R. Berg, and David M. Hassenzahl. Environment. Hoboken, NJ: Wiley, 2011. Print.

Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Soil formation and soil horizons activity with worksheets and samples Soil Nutrients Testing Lab Soil lab testing water holding capacity, percolation rate, soil texture triangle


What environmental problems arise from industrialized food production?

Agriculture and feeding a growing population

Industrialized and high input agriculture

Subsistence agriculture

Green revolution

Types of agriculture and irrigation

Loss of biodiversity and monocultures

Genetic engineering and crop production

Livestock production and consequences

Advanced Placement Environmental Science free response question on global meat production and genetically modified crops – see ResourceAppendix


Streaming video clips of modern farming techniques and factory farms ‐ see Resource Appendix

Pre‐assessment Use of interactive white board Class discussion on modern agriculture and misconceptions Class brainstorming activity Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Case study of Monsanto and genetically modified crops in the United States


What are the pros and cons of pesticide use in modern agriculture, and how can we produce food more sustainably?

Controlling pests and types of pesticides

Environmental and economic cost and benefit of pesticide use

Super bugs and the pesticide treadmill

Integrated pest management

Sustainable and organic agriculture

Relevant laws

Advanced Placement Environmental Science free response question on pesticide controversy ‐ see Resource Appendix District approved text reference and ancillary materials

Carson, R. Silent Spring. Boston: Mariner, 2002. Print.

Pesticide Treadmill Lab ‐ see Resource Appendix

Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Use of interactive white board Class discussion on effects of pesticides on humans and the environment Reading assignment from text Multimedia presentation Pesticide resistance lab or activity where the creation of a "superbug" is demonstrated through natural selection Case study reading with journal reflection Integrated pest management or organic farming case study


LA.11‐12.WHST.CCR.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA.11‐12.RST.11‐12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the

account. LA.11‐12.RST.11‐12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate

terms. LA.11‐12.RST.11‐12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a

problem. LA.11‐12.RST.11‐12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other

sources of information. LA.11‐12.WHST.11‐12.1.d

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

LA.11‐12.WHST.11‐12.2.b

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

LA.11‐12.WHST.11‐12.5


LA.11‐12.WHST.11‐12.7

Conduct short as well as more sustained research projects to answer a question (including a self‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

LA.11‐12.WHST.11‐12.10


SCI.9‐12.5.1.12.A.b Interpretation and manipulation of evidence‐based models are used to build and critique arguments/explanations. SCI.9‐12.5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence‐based models and to pose theories. SCI.9‐12.5.1.12.B.a Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. SCI.9‐12.5.1.12.C.1 Reflect on and revise understandings as new evidence emerges. SCI.9‐12.5.1.12.D.a Science involves practicing productive social interactions with peers, such as partner talk, whole‐group discussions, and small‐group work. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.SCI.9‐12.5.1.12.D.b Science involves using language, both oral and written, as a tool for making thinking public. SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.3.12.C.b Stability in an ecosystem can be disrupted by natural or human interactions. SCI.9‐12.5.3.12.C.2 Model how natural and human‐made changes in the environment will affect individual organisms and the dynamics of populations. SCI.9‐12.5.4.12.C.a Soils are at the interface of the Earth systems, linking together the biosphere, geosphere, atmosphere, and hydrosphere. SCI.9‐12.5.4.12.G.a Natural and human‐made chemicals circulate with water in the hydrologic cycle. SCI.9‐12.5.4.12.G.1 Analyze and explain the sources and impact of a specific industry on a large body of water (e.g., Delaware or Chesapeake Bay). SCI.9‐12.5.4.12.G.b Natural ecosystems provide an array of basic functions that affect humans. These functions include maintenance of the quality of the atmosphere, generation of soils, control of

the hydrologic cycle, disposal of wastes, and recycling of nutrients. SCI.9‐12.5.4.12.G.2 Explain the unintended consequences of harvesting natural resources from an ecosystem. SCI.9‐12.5.4.12.G.d Natural and human activities impact the cycling of matter and the flow of energy through ecosystems. SCI.9‐12.5.4.12.G.4 Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. SCI.9‐12.5.4.12.G.e Human activities have changed Earth's land, oceans, and atmosphere, as well as its populations of plant and animal species. SCI.9‐12.5.4.12.G.5 Assess (using maps, local planning documents, and historical records) how the natural environment has changed since humans have inhabited the region. SCI.9‐12.5.4.12.G.f Scientific, economic, and other data can assist in assessing environmental risks and benefits associated with societal activity.

Differentiation Provide a list of key terms, vocabulary, and ancillary materials pertaining to soils. Use student questions and pre‐assessments as a guide to lecture notes or material selection to cover in class. Keep an updated class website to reflect resources on key topics such as genetic engineering and pesticide advancements. Encourage students to pair and share ideas during certain questioning times and allow wait time for student reflection. Provide organizers or guided notes for note taking or lectures. Offer anchoring activities for those who finish assignments early. Establish stations for independent learning activities using different modalities and use pre‐assigned groups for like and unlike readiness for group activities and labs. Use "expert" groups, or students that finish early to help teach key ideas or assist other students with aspects of soils labs. Provide practical, real world, analytical and creative options for student work in the form of case studies or mini research projects. Post several room arrangement charts to rearrange the classroom quickly for certain activities and classroom labs. Draw and label diagrams to represent data for visual learners. Provide choice to students for group selections and roles in the groups for labs and class activities. Provide modeling of soil layers, relative sizes of soils and effects of nutrient depletion. Provide real life and cross‐curricular connections to material in the form of case studies or online activities dealing with hunger and malnourishment. Suggest to students the purchase of an AP study guide as an additional resource.

Technology Students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Teachers will infuse technology through the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Teachers will utilize available interactive white boards, remote responders, flex cams, digital lab equipment, digital microscopes, mini laptop computers and handheld or tablet devices to interact with and utilize scientific applications. Student‐centered technology lessons include student‐generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies and the use of online animations and tutorials. Suggested unit teaching strategies: online simulation case study of farming in Africa and streaming clips of farming technology.

College and Workplace Readiness The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills in each unit of study. As reflected within the instructional resources and teaching strategies for all units, teachers are equipped with multiple instructional applications to achieve these skills. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Students will follow multi‐step procedures when carrying out experiments and conducting both long and short term research projects. In addition to the content, the Advanced Placement course requires students to maintain a level of independence via out of class reading and writing assignments, as well as detailed note taking and observation skills in class. Students will write complete essays answering content specific Advanced Placement free response questions and collaborate with their peers during labs and activities both in the classroom and in the field.

Students will learn to see others' perspectives through case studies that cross over many different content areas, and be exposed to many different environmentally specific careers across the globe. Students will create their own content through labs and projects, as well as visually appealing charts, graphs and multimedia presentations.

Suggested unit teaching strategies: content specific Advanced Placement free response questions, case studies, and scientific experiments.

APES - Unit 7: Water, a Fragile Resource Unit Plan Enduring Understandings: The earth is one interconnected system. Earth's landscapes are the results of interactions within the earth's natural systems. Human use of earth’s resources varies according to many factors. By their very presence, humans alter natural systems. Essential Questions: How are ecosystems influenced by biotic and abiotic factors? How do weather, climate and ocean circulation influence or affect the environment? What are earth's most important resources? What impact does the increasing global population have on the earth's resources? What impact does resource consumption have on the earth's atmosphere, watersheds and ecosystems? Unit Goals: Analyze the environmental quality of the water. Outline the process involved in water and sewage treatment. Describe the current threats to freshwater and coastal areas. Explain the human impact on water as a natural resource. Distinguish between the characteristics of estuarine, marine, and aquatic ecosystems. Recommended Duration: 3 weeks




How can we use water more sustainably?

Watershed concept

Surface water and groundwater issues

Domestic, industrial and agricultural water use

Global water use issues

Desalinization

Water conservation

Advanced Placement Environmental Science free response question on water and energy conservation ‐ see Resource Appendix District approved text reference and ancillary materials NJ Audubon Society Curriculum ‐ NJ Waters: A Watershed Approach to Teaching the Ecology of Regional Systems

Use of interactive white board Class discussion on the water crisis in the world Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Watershed "crumpled" paper activity to demonstrate watersheds and water flow Water Footprints and Virtual Water Case Study

Pre‐assessment Lab questions or formal lab report Lab activity and questions or write‐up Completed worksheets Student created multimedia project Homework questions Completed graphs, diagrams or charts Case study or journal reflection Advanced Placement free response Question Unit test Final examination

What are some examples of water diversion projects domestically and internationally and what are the positive and negative environmental effects of water diversion?

Water diversion

River anatomy

Dams, hydroelectric power, flood control, salmon, fish ladders, silting and other impacts

Advanced Placement Environmental Science free response question on water diversion and climate change ‐ see Resource Appendix District approved text reference and ancillary materials

Water Diversion Projects ‐ see Resource Appendix

Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Colorado River case study with journal reflection Class debate: Dam the rivers or let them run free?

Pre‐assessment Lab questions or formal lab report Lab activity and questions or write‐up Completed worksheets Student created multimedia project Homework questions Completed graphs, diagrams or charts Case study or journal reflection Advanced Placement free response question Unit test Final examination

What are the causes and effects of water pollution and how do water and water pollution affect different aspects of our life?

Properties of water and water testing

Types of water pollution, sources and effects

Cultural eutrophication

Groundwater pollution

Maintaining water quality

Examples and places with water quality issues

Advanced Placement Environmental Science free response question on water quality upstream and downstream ‐ see Resource Appendix District approved text reference and ancillary materials

NJ Audubon Society Curriculum ‐ NJ Waters: A Watershed Approach to Teaching the Ecology of Regional Systems

Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Case Study: Lake Washington Eutrophication Case Study: BP Oil Spill and the effects on local ecology and economy Water Quality Testing Lab Drawing of steps of cultural eutrophication Case studies on water diversion: Mono Lake, Columbia River, Aral Sea Benthic Macro Invertebrate Lab: Determining Water Quality


How is sewage and waste water treated and how does sewage effluent affect aquatic ecosystems?

Water purification

Sewage treatment and septic systems

Clean water act and other relevant laws

Advanced Placement Environmental Science free response question on sewage ‐ see Resource Appendix District approved text reference and ancillary materials

NJ Audubon Society Curriculum ‐ NJ Waters: A Watershed Approach to Teaching the Ecology of Regional Systems

Pre‐assessment Use of interactive white board Diagram waste water treatment plants Reading assignment from text Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Waste water treatment plant demo or class lab Students design natural water filters using varying components


Why are marine and freshwater ecosystems important and how have human activities affected these ecosystems?

Freshwater saltwater budget

Aquatic life zones, aquatic biomes and ocean zonation

Ecosystem services of estuaries, coastal wetlands and coral reefs

Causes and impacts of pollution on freshwater and marine ecosystems

Advanced Placement Environmental Science free response question on estuaries, corals and ocean acidification ‐ see Resource Appendix District approved text reference and ancillary materials

Pre‐assessment Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Case Study: Caring About Coral Reefs Students diagram major life zones in the ocean and ocean vertical zonation Functions of wetlands activity


How should we manage and sustain marine fisheries?

Major threats to aquatic diversity including invasive species, pollutants and ocean acidification

Aquaculture, overfishing and fishing techniques

Marine sanctuaries

Relevant laws and treaties

Advanced Placement Environmental Science free response question on fisheries and sea level and global temperatures ‐ see Resource Appendix District approved text reference and ancillary materials

Current NJ fishing regulations ‐ see Resource Appendix

Streaming video clips and documentary of aquaculture and overfishing ‐ see Resource Appendix

Use of interactive white board Class discussion on overfishing and revisit the tragedy of the commons Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Collapse of the Georges Bank Fishery Case Study Case Study on invasive species (water hyacinths, goose barnacles, lion fish etc.)




LA.11‐12.RST.11‐12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

LA.11‐12.WHST.11‐12.1.c

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

LA.11‐12.WHST.11‐12.1.e

Provide a concluding statement or section that follows from or supports the argument presented.

LA.11‐12.WHST.11‐12.2.b


LA.11‐12.WHST.11‐12.4


LA.11‐12.WHST.11‐12.8


LA.11‐12.WHST.11‐12.10


SCI.9‐12.5.1.12.A.b Interpretation and manipulation of evidence‐based models are used to build and critique arguments/explanations. SCI.9‐12.5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence‐based models and to pose theories. SCI.9‐12.5.1.12.A.c Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence. SCI.9‐12.5.1.12.B.a Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. SCI.9‐12.5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. SCI.9‐12.5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. SCI.9‐12.5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. SCI.9‐12.5.1.12.C.b Data and refined models are used to revise predictions and explanations. SCI.9‐12.5.1.12.C.c Science is a practice in which an established body of knowledge is continually revised, refined, and extended as new evidence emerges. SCI.9‐12.5.1.12.D.a Science involves practicing productive social interactions with peers, such as partner talk, whole‐group discussions, and small‐group work. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.SCI.9‐12.5.1.12.D.b Science involves using language, both oral and written, as a tool for making thinking public. SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.1.12.D.c Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically. SCI.9‐12.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. SCI.9‐12.5.4.12.G.a Natural and human‐made chemicals circulate with water in the hydrologic cycle. SCI.9‐12.5.4.12.G.1 Analyze and explain the sources and impact of a specific industry on a large body of water (e.g., Delaware or Chesapeake Bay). SCI.9‐12.5.4.12.G.b Natural ecosystems provide an array of basic functions that affect humans. These functions include maintenance of the quality of the atmosphere, generation of soils, control of

the hydrologic cycle, disposal of wastes, and recycling of nutrients. SCI.9‐12.5.4.12.G.2 Explain the unintended consequences of harvesting natural resources from an ecosystem. SCI.9‐12.5.4.12.G.c Movement of matter through Earth's system is driven by Earth's internal and external sources of energy and results in changes in the physical and chemical properties of the

matter. SCI.9‐12.5.4.12.G.3 Demonstrate, using models, how internal and external sources of energy drive the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles. SCI.9‐12.5.4.12.G.d Natural and human activities impact the cycling of matter and the flow of energy through ecosystems. SCI.9‐12.5.4.12.G.4 Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. SCI.9‐12.5.4.12.G.g Earth is a system in which chemical elements exist in fixed amounts and move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles. SCI.9‐12.5.4.12.G.7 Relate information to detailed models of the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles, identifying major sources, sinks, fluxes, and residence times.

Differentiation

Use pre‐assigned groups for like and unlike readiness for group activities during water quality testing lab. Provide organizers or guided notes for note‐taking or lectures. Use examples based on students’ expressed interests or local examples. Post several room arrangement charts to rearrange the classroom quickly for certain activities and labs. Facilitate group discussions to assess understanding among varying ability levels of students. Draw and label diagrams or timelines to represent data for visual learners. Provide real life and cross‐curricular connections to material. Suggest to students the purchase of an AP study guide as an additional resource. Provide a list of key terms, vocabulary, or events. Conduct hands on activities in the form of labs and class activities that model watersheds and pollution. Use pre‐assessments to modify areas of study. Use product choices for certain labs or activities on water diversion and types of water pollution such as creating a model, drawing and writing about a diagram, giving a speech, or writing an opinion article. Keep an updated class website to reflect resources on key topics and ongoing water quality issues. Allow wait time for student reflection and encourage students to pair and share ideas during certain questioning times.

Technology

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Teachers will infuse technology through the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Teachers will utilize available interactive white boards, remote responders, flex cams, digital lab equipment, digital microscopes, mini laptop computers and handheld or tablet devices to utilize scientific applications. Student‐centered technology lessons include student generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies and the use of online animations and tutorials. Suggested unit teaching strategies: streaming video of watersheds, digital water testing equipment, and overfishing online simulation game.


The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills. As reflected within the instructional resources and teaching strategies, teachers are equipped with multiple instructional applications to achieve these skills. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Students will follow multi‐step procedures when carrying out experiments and conducting both long and short term research projects. In addition to the content, the Advanced Placement course requires students to maintain a level of independence via out of class reading and writing assignments, as well as detailed note‐taking and observation skills in class. Students will write complete essays answering content specific Advanced Placement free response questions and will collaborate with their peers during labs and activities both in the classroom and in the field.

Students will learn to see others' perspectives through case studies that cross over many different content areas, and will be exposed to many different environmentally specific careers across the globe. Students will create their own content through labs and projects, as well as visually appealing charts, graphs and multimedia presentations.

Suggested unit teaching strategies: content specific Advanced Placement free response questions, scientific experiments, cause and effect relationships, and consequences of overfishing.

APES - Unit 8: The Search for Energy Unit Plan

Enduring Understandings: Human use of earth's resources varies according to many factors. By their very presence, humans alter natural systems. Humans must practice sustainable methodologies in order to conserve resources. Essential Questions: What are the advantages and disadvantages of renewable and nonrenewable resources? What impact does the increasing global population have on the earth's resources? What impact does resource consumption have on the earth's atmosphere, watersheds and ecosystems? How can we improve sustainability in order to preserve the earth's resources? How can citizens influence environmental policy? Unit Goals: Distinguish between renewable and non‐renewable sources of energy and explain several examples of each. Discuss the advantages and disadvantages of fossil fuel use. Distinguish between energy efficiency and conservation. Contrast the advantages and disadvantages of several sources of renewable energy. Recommended Duration: 3weeks



What is net energy and why is it important?

Energy forms and power First and second laws of thermodynamics History of energy consumption Industrial revolution and the US energy crisis Present global and domestic energy use Future energy needs

Advanced Placement Environmental Science free response question on resource management and energy consumption – see Resource Appendix District approved text reference and ancillary materials

Fossil fuel use online calculators ‐ see Resource Appendix

Pre‐assessment Use of interactive white board Class discussion on energy use in our everyday lives Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Diagram a power plant with all of its parts Graph energy consumption in the United States and the world Small research project or worksheets about past, current and future energy needs Energy and population growth analysis


What are fossil fuels, how are they formed and how does burning fossil fuels affect our environment?

Fossil fuel resources and uses Formation of coal, oil and natural gas Extraction, purification and refining methods World reserves and global demands Tar sands, shale oil, fracking and synfuels Clean coal and liquefied natural gas Power plant anatomy and function Environmental advantages and disadvantages of fossil fuels Arctic National Wildlife Refuge (ANWR) controversy Deep Water Horizon oil spill, and other relevant spills and current issues

Advanced Placement Environmental Science free response question on coal fired power plants and sulfur – see Resource Appendix

Advanced Placement Environmental Science free response question on ANWR and tundra – see Resource Appendix

Advanced Placement Environmental Science free response question on heavy metals and coal fired power plants – see Resource Appendix


Oil spill simulation activity ‐ see Resource Appendix

Pre‐assessment Use of interactive white board Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Energy debate about different types of extraction methods Worksheets Article reading with journal reflection Deep Water Horizon explosion, fracking, and/or ANWR case study


What are some advantages and disadvantages of using and producing nuclear energy?

Nuclear energy Process of nuclear fission and fusion Electricity production Nuclear reactor types Environmental advantages and disadvantages of nuclear power Three Mile Island, Chernobyl and Fukoshima nuclear accidents

Advanced Placement Environmental Science free response question on radioactive isotopes – see Resource Appendix District approved text reference and ancillary materials

Nuclear class debate resources ‐ see Resource Appendix

Online resources and interactive activities ‐ see Resource Appendix

Pre‐assessment Use of interactive white board Class discussion on nuclear power and the locations of the three nuclear power plants in New Jersey Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Nuclear energy class debate Case Study: Three Mile Island, Chernobyl, Fukoshima


How can we more efficiently use our energy resources?

Energy efficiency vs. conservation Energy conservation methods Energy efficient vehicles Corporate average fuel economy (CAFÉ) standards Green building design, and Leadership in energy and environmental design (LEED) standards Green architecture and green roofs

Advanced Placement Environmental Science free response question on heating a home ‐ see Resource Appendix

Advanced Placement Environmental Science free response question on electric vehicles and energy conservation – see Resource Appendix District approved text reference and ancillary materials

State and Federal guidelines ‐ see Resource Appendix

Resources for energy efficient cars ‐ see Resource Appendix

Use of interactive white board Students build or design an energy efficient house or structure Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Green Car Project: Students choose the ideal car using a certain budget and energy efficiency standards


What are some advantages and disadvantages of using different alternative energies?

Renewable sources of energy Active and passive solar Hydrogen fuel cells Biomass, algae and bacteria Wind energy Small and large scale hydroelectric Ocean waves and tidal energy Geothermal Environmental advantages and disadvantages Global and domestic renewable energy production

Advanced Placement Environmental Science free response question on solar power, micro algae fuel production, and methane digesters – see Resource Appendix District approved text reference and ancillary materials

Pre‐assessment Use of interactive white board Class discussion on alternative energy production and availability in New Jersey Reading assignment from text Case studies of geothermal energy in NJ Case study of algae energy production Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Design an energy efficient house using various alternative sources of energy as well as energy saving strategies Passive vs. active solar heating activity or worksheets


LA.11‐12.RST.CCR.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. LA.11‐12.RST.11‐12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. LA.11‐12.RST.11‐12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. LA.11‐12.RST.11‐12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. LA.11‐12.RST.11‐12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. LA.11‐12.WHST.11‐12.1.b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline‐appropriate form that anticipates the

audience's knowledge level, concerns, values, and possible biases. LA.11‐12.WHST.11‐12.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LA.11‐12.WHST.11‐12.1.e Provide a concluding statement or section that follows from or supports the argument presented. LA.11‐12.WHST.11‐12.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. LA.11‐12.WHST.11‐12.2.e Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). LA.11‐12.WHST.11‐12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA.11‐12.WHST.11‐12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. LA.11‐12.WHST.11‐12.7 Conduct short as well as more sustained research projects to answer a question (including a self‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation. LA.11‐12.WHST.11‐12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into

the text selectively to maintain the flow of ideas, avoiding plagiarism and over‐reliance on any one source and following a standard format for citation. LA.11‐12.WHST.11‐12.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. SCI.9‐12.5.1.12.A.a Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles. SCI.9‐12.5.1.12.B.a Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. SCI.9‐12.5.1.12.C.a Refinement of understandings, explanations, and models occurs as new evidence is incorporated. SCI.9‐12.5.1.12.D.a Science involves practicing productive social interactions with peers, such as partner talk, whole‐group discussions, and small‐group work. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences. SCI.9‐12.5.1.12.D.b Science involves using language, both oral and written, as a tool for making thinking public. SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.2.12.D.b The driving forces of chemical reactions are energy and entropy. Chemical reactions either release energy to the environment (exothermic) or absorb energy from the environment (endothermic). SCI.9‐12.5.2.12.D.2 Describe the potential commercial applications of exothermic and endothermic reactions. SCI.9‐12.5.2.12.D.c Nuclear reactions (fission and fusion) convert very small amounts of matter into energy. SCI.9‐12.5.2.12.D.3 Describe the products and potential applications of fission and fusion reactions. SCI.9‐12.5.4.12.G.b Natural ecosystems provide an array of basic functions that affect humans. These functions include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic cycle, disposal of wastes, and recycling of nutrients. SCI.9‐12.5.4.12.G.2 Explain the unintended consequences of harvesting natural resources from an ecosystem. SCI.9‐12.5.4.12.G.c Movement of matter through Earth's system is driven by Earth's internal and external sources of energy and results in changes in the physical and chemical properties of the matter. SCI.9‐12.5.4.12.G.3 Demonstrate, using models, how internal and external sources of energy drive the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles. SCI.9‐12.5.4.12.G.d Natural and human activities impact the cycling of matter and the flow of energy through ecosystems. SCI.9‐12.5.4.12.G.4 Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. SCI.9‐12.5.4.12.G.e Human activities have changed Earth's land, oceans, and atmosphere, as well as its populations of plant and animal species. SCI.9‐12.5.4.12.G.f Scientific, economic, and other data can assist in assessing environmental risks and benefits associated with societal activity. SCI.9‐12.5.4.12.G.6 Assess (using scientific, economic, and other data) the potential environmental impact of large‐scale adoption of emerging technologies (e.g., wind farming, harnessing geothermal energy). SCI.9‐12.5.4.12.G.g Earth is a system in which chemical elements exist in fixed amounts and move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles.

Differentiation Post several room arrangement charts to rearrange the classroom quickly for certain activities such as debates on nuclear and renewable sources of energy. Provide a list of key terms, vocabulary, timelines and diagrams of several types of power plants. Allow wait time for student reflection and encourage students to pair and share ideas during certain questioning times. Offer anchoring activities for those who finish assignments early. Establish stations or task cards for inquiry independent learning activities to cover different topics in class such as energy efficiency in cars and buildings. Provide practical, real world, analytical and creative options for student work. Provide supplemental materials of interest to students on relevant issues concerning energy use and conservation. Use student questions and pre‐assessments as a guide to tailor lecture notes or examples to cover in class. Use product choices for certain labs or activities such as creating a model, drawing and writing about a diagram, giving a speech, or writing an opinion article. Suggest to students the purchase of an AP study guide as an additional resource. Keep an updated class website to reflect resources on key topics being covered in class. Provide organizers or guided notes for note‐taking or lectures. Facilitate group discussions to assess understanding among varying ability levels of students. Draw and label diagrams to represent data for visual learners. Provide real life and cross‐curricular connections to material.

Technology Students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

Teachers will infuse technology through the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites.

Teachers will utilize available interactive white boards, remote responders, flex cams, digital lab equipment, digital microscopes, mini laptop computers and handheld or tablet devices to interact and utilize scientific applications.

Student‐centered technology lessons include student‐generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies and the use of online animations and tutorials.

Suggested unit teaching strategies: fossil fuel online calculations, online tutorial of how power plants work, online research for class debates, online interactive power plant diagrams, online research for energy efficient cars, and online tutorials on renewable sources of energy.


The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills. As reflected within the instructional resources and teaching strategies, teachers are equipped with multiple instructional applications to achieve these skills. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Students will follow multi‐step procedures when carrying out experiments, and conducting both long and short term research projects. In addition to the content, the Advanced Placement course requires students to maintain a level of independence via out of class reading and writing assignments, as well as detailed note‐taking and observation skills in class. In every unit, students will write complete essays answering content specific Advanced Placement free response questions, as well as collaborate with their peers during labs and activities both in the classroom and in the field.

Students will learn to see others' perspectives through case studies that cross over many different content areas and will be exposed to many different environmentally specific careers across the globe. Students will create their own presentations of content through labs and projects, as well as visually appealing charts, graphs and multimedia presentations.

Suggested unit teaching strategies: content specific Advanced Placement free response questions, scientific experiments, relevant current case studies, research for energy alternatives, and assessing current energy.

APES - Unit 9: The Global Atmosphere Unit Plan

Understandings: Earth's landscapes are the results of interactions within the earth's natural systems. By their very presence, humans alter natural systems. Essential Questions: What physical, chemical and biological factors influence climate? What constitutes the atmosphere and why is it important? What impact does resource consumption have on the earth's atmosphere, watersheds and ecosystems? What are some major threats to our global ecosystem? Unit Goals: Describe the characteristics and effects of the major classes of air pollution. Describe the environmental impact of global warming. Describe the impact of ozone depletion on the structure and function of the atmosphere. Recommended Duration: 3 weeks Guiding/Topical Questions



How do air pollutants affect humans and the global atmosphere?

Atmosphere composition and structure Major air pollutants and sources Primary and secondary air pollutants Heavy metals Air pollution measurement units Smog Thermal inversions and urban heat islands

Advanced Placement Environmental Science free response question on air quality, smog and air pollutants – see Resource Appendix District approved textbook and ancillary materials

Air pollution resources ‐ see Resource Appendix

Pre‐assessment Use of interactive white board Class discussion on local air pollution Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Investigate and diagram the layers of the atmosphere Examining airborne particulates lab Los Angeles, CA smog case study


How is acid deposition formed and what is its effect on natural and human made environments?

Acid deposition Causes, effects and source reduction Indoor air pollutants and sources Radon Reduction of air pollution Relevant laws and treaties

Advanced Placement Environmental Science free response question on indoor air pollution – see Resource Appendix District approved text reference and ancillary materials

Pre‐assessment Use of interactive white board Indoor radon case study Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Acid precipitation lab and natural buffers


What are some environmental impacts of global warming?

Global climate change Climate shift Greenhouse gasses and the greenhouse effect Impacts and consequences of global warming Reducing climate change Relevant laws and treaties

Advanced Placement Environmental Science free response question on atmospheric temperature and carbon dioxide concentrations – see Resource Appendix District approved text reference and ancillary materials Climate change resources ‐ see Resource Appendix

Pre‐assessment Use of interactive white board Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Global Warming project Trends of atmospheric carbon dioxide in the United States Investigating the greenhouse effect lab Case study on island nations and global warming


What causes ozone depletion and what are the effects of ozone depletion?

Formation of stratospheric ozone Ultra violet radiations Causes of ozone depletion Strategies for reducing ozone depletion Relevant laws and treaties

Advanced Placement Environmental Science free response question on ozone – see Resource Appendix District approved text reference and ancillary materials

Ozone resources ‐ see Resource Appendix

Pre‐assessment Use of interactive white board Class discussion on types of ultra violet radiation and risks associated with them Diagram or other worksheet on stratospheric ozone Reading assignment from text Advanced Placement free response question assigned as homework, timed and done in class, peer graded or collaboratively worked on in pairs Streaming video clips to make topics more relevant or to show examples Multimedia presentation Measuring ground level ozone lab


LA.11‐12.WHST.CCR.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. LA.11‐12.RST.11‐12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate

terms. LA.11‐12.RST.11‐12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations

in the text. LA.11‐12.RST.11‐12.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. LA.11‐12.RST.11‐12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a

problem. LA.11‐12.RST.11‐12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting

information when possible. LA.11‐12.WHST.11‐12.1.a

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

LA.11‐12.WHST.11‐12.1.b

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline‐appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

LA.11‐12.WHST.11‐12.1.c

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

LA.11‐12.WHST.11‐12.1.d

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

LA.11‐12.WHST.11‐12.1.e

Provide a concluding statement or section that follows from or supports the argument presented.

LA.11‐12.WHST.11‐12.4


LA.11‐12.WHST.11‐12.8


LA.11‐12.WHST.11‐12.10


SCI.9‐12.5.1.12.A.a Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles. SCI.9‐12.5.1.12.A.c Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence. SCI.9‐12.5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. SCI.9‐12.5.1.12.B.2 Build, refine, and represent evidence‐based models using mathematical, physical, and computational tools. SCI.9‐12.5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. SCI.9‐12.5.1.12.C.a Refinement of understandings, explanations, and models occurs as new evidence is incorporated. SCI.9‐12.5.1.12.C.2 Use data representations and new models to revise predictions and explanations. SCI.9‐12.5.1.12.C.c Science is a practice in which an established body of knowledge is continually revised, refined, and extended as new evidence emerges. SCI.9‐12.5.1.12.D.a Science involves practicing productive social interactions with peers, such as partner talk, whole‐group discussions, and small‐group work. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.SCI.9‐12.5.1.12.D.b Science involves using language, both oral and written, as a tool for making thinking public. SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.1.12.D.c Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically. SCI.9‐12.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. SCI.9‐12.5.4.12.F.b Climate is determined by energy transfer from the Sun at and near Earth's surface. This energy transfer is influenced by dynamic processes, such as cloud cover and Earth's rotation, as

well as static conditions, such as proximity to mountain ranges and the ocean. Human activities, such as the burning of fossil fuels, also affect the global climate. SCI.9‐12.5.4.12.F.3 Explain variations in the global energy budget and hydrologic cycle at the local, regional, and global scales. SCI.9‐12.5.4.12.G.b Natural ecosystems provide an array of basic functions that affect humans. These functions include maintenance of the quality of the atmosphere, generation of soils, control of the

hydrologic cycle, disposal of wastes, and recycling of nutrients. SCI.9‐12.5.4.12.G.d Natural and human activities impact the cycling of matter and the flow of energy through ecosystems. SCI.9‐12.5.4.12.G.4 Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. SCI.9‐12.5.4.12.G.e Human activities have changed Earth's land, oceans, and atmosphere, as well as its populations of plant and animal species. SCI.9‐12.5.4.12.G.5 Assess (using maps, local planning documents, and historical records) how the natural environment has changed since humans have inhabited the region. SCI.9‐12.5.4.12.G.f Scientific, economic, and other data can assist in assessing environmental risks and benefits associated with societal activity. SCI.9‐12.5.4.12.G.6 Assess (using scientific, economic, and other data) the potential environmental impact of large‐scale adoption of emerging technologies (e.g., wind farming, harnessing geothermal

energy). SCI.9‐12.5.4.12.G.g Earth is a system in which chemical elements exist in fixed amounts and move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles. SCI.9‐12.5.4.12.G.7 Relate information to detailed models of the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles, identifying major sources, sinks, fluxes, and residence times.

Differentiation Provide a list of key terms, vocabulary and diagrams. Provide supplemental materials of interest to students for topics such as global warming effects and indoor air pollution. Post several room arrangement charts to rearrange the classroom quickly for certain activities such as debates on global climate change. Use student questions and pre‐assessments as a guide to lecture notes or material selection to address global warming. Use product choices for certain global warming or ozone labs or activities such as creating a model, drawing and writing about a diagram, giving a speech, or writing an opinion article. Use pre‐assigned groups for like and unlike readiness for group activities, labs and projects. Provide organizers or guided notes for note‐taking or lectures. Use task cards or establish stations for independent inquiry learning activities for topics such as international climate change, acid deposition and smog production. Provide choice to students for group selections and roles within the groups. Provide modeling, when possible, and draw and label diagrams to represent data for visual learners. Provide real life and cross‐curricular connections to material. Suggest to students the purchase of an AP study guide as an additional resource.

Technology Students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Teachers will infuse technology through the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Teachers will utilize available interactive white boards, remote responders, flex cams to project class demonstrations and labs, digital lab equipment, digital microscopes, mini laptop computers and handheld or tablet devices to interact and utilize scientific applications. Student‐centered technology lessons include student generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies and the use of online animations and tutorials. Suggested unit teaching strategies: online simulation of climate change over time, student online research, and student created multimedia presentations.


The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills in each unit of study. As reflected within the instructional resources and teaching strategies, teachers are equipped with multiple instructional applications to achieve these skills. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Students will follow multi‐step procedures when carrying out experiments and conducting both long and short term research projects. In addition to the content, the Advanced Placement course requires students to maintain a level of independence via out of class reading and writing assignments and detailed note‐taking and observation skills in class. In every unit students will write essays answering content specific Advanced Placement free response questions, as well as collaborate with their peers during labs and activities in the classroom and in the field. Students will learn to see others' perspectives through case studies that cross over many different content areas and will be exposed to many different environmentally specific careers across the globe. Students will present content through the creation of labs and projects, as well as visually appealing charts, graphs and multimedia presentations. Suggested unit teaching strategies: content specific Advanced Placement free response questions, research on global warming, multimedia presentations, and scientific experiments.

APES - Unit 10: Applying Environmental Science in the World Unit Plan Enduring Understandings: Humans must practice sustainable methodologies in order to conserve resources. Essential Questions: How can we improve sustainability in order to preserve the earth's resources? What are the best practices to achieve sustainability? How can citizens influence environmental policy? Unit Goals: Explain environmental problems in relationship to scientific, social, cultural, and economic factors. Demonstrate an awareness of careers related to environmental science. Relate course topics to local problems faced by residents of New Jersey. Outline the historical events which have shaped the modern environmental movement in New Jersey. Recommended Duration: 8 weeks




What are various environmental career options? What are areas of expertise outside of environmental science that impact local environmental issues?

Apply knowledge about environmental science to model and/or suggest solutions to current environmental problems Use observations of environmental models to predict and discuss real world environmental problems

Resources for field journaling ‐ see Resource Appendix

Environmental issues interactive maps ‐ see Resource Appendix


Use of interactive white board Class question and answer segment Class brainstorming activity Streaming video clips to make topics more relevant or to show examples Multimedia presentation Research paper on specific environmental issues in the district or in New Jersey Create a field journal

Pre‐assessment Lab questions or formal lab report Lab activity and questions or write‐up Completed worksheets Student created multimedia project Homework questions Completed graphs, diagrams or charts Case study or journal reflection


LA.11‐12.RST.11‐12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based onexplanations in the text.

LA.11‐12.RST.11‐12.4 Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11‐12 texts and topics.

LA.11‐12.RST.11‐12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.


LA.11‐12.RST.11‐12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11‐CCR text complexity band independently and proficiently. LA.11‐12.WHST.11‐12.2.a

Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

LA.11‐12.WHST.11‐12.2.b


LA.11‐12.WHST.11‐12.2.c

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

LA.11‐12.WHST.11‐12.2.d

Use precise language, domain‐specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

LA.11‐12.WHST.11‐12.2.e

Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

LA.11‐12.WHST.11‐12.4


LA.11‐12.WHST.11‐12.5


LA.11‐12.WHST.11‐12.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

LA.11‐12.WHST.11‐12.8


LA.11‐12.WHST.11‐12.9


SCI.9‐12.5.1.12.A.a Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles. SCI.9‐12.5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9‐12.5.1.12.A.b Interpretation and manipulation of evidence‐based models are used to build and critique arguments/explanations. SCI.9‐12.5.1.12.B.a Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. SCI.9‐12.5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous

data. SCI.9‐12.5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. SCI.9‐12.5.1.12.C.a Refinement of understandings, explanations, and models occurs as new evidence is incorporated. SCI.9‐12.5.1.12.C.1 Reflect on and revise understandings as new evidence emerges. SCI.9‐12.5.1.12.C.b Data and refined models are used to revise predictions and explanations. SCI.9‐12.5.1.12.C.2 Use data representations and new models to revise predictions and explanations. SCI.9‐12.5.1.12.C.c Science is a practice in which an established body of knowledge is continually revised, refined, and extended as new evidence emerges. SCI.9‐12.5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence‐based arguments. SCI.9‐12.5.1.12.D.a Science involves practicing productive social interactions with peers, such as partner talk, whole‐group discussions, and small‐group work. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.SCI.9‐12.5.1.12.D.b Science involves using language, both oral and written, as a tool for making thinking public. SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.1.12.D.c Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically. SCI.9‐12.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. SCI.9‐12.5.4.12.G.d Natural and human activities impact the cycling of matter and the flow of energy through ecosystems.

Differentiation

Use product choices for certain labs or activities such as creating a model, drawing and writing about a diagram, giving a speech, or writing an opinion article. Keep an updated class website to reflect resources on key topics. Provide practical, real world, analytical and creative options for student work. Use examples based on students expressed interests. Facilitate group discussions to assess understanding among varying ability levels of students. Provide choice to students for group selections and roles within groups. Provide modeling, when possible. Provide real life and cross‐curricular connections to material.

Technology

Students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Teachers will infuse technology through the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Teachers will utilize available interactive white boards, remote responders, flex cams to project class demonstrations and labs, digital lab equipment, digital microscopes, mini laptop computers and handheld or tablet devices to interact with and utilize scientific applications. Student‐centered technology lessons include student generated multimedia presentations, online research projects and activities, webquests, virtual labs, online case studies and the use of online animations and tutorials. Suggested unit teaching strategies: student created multimedia projects or online research.


The Advanced Placement Environmental Science curriculum has been designed to incorporate college and workplace readiness skills in each unit of study. As reflected within the instructional resources and teaching strategies, teachers are equipped with multiple instructional applications to achieve these skills. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Students will follow multi‐step procedures when carrying out experiments, and conducting both long and short term research projects. In addition to the content, the Advanced Placement course requires students to maintain a level of independence via out of class reading and writing assignments, as well as detailed note taking and observation skills in class. Students will write complete essays answering content specific Advanced Placement free response questions, as well as collaborate with their peers during labs and activities both in the classroom and in the field.

Students will learn to see others' perspectives through case studies that cross over many different content areas and will be exposed to many different environmentally specific careers across the globe.

Students will create their own content through labs and projects, as well as visually appealing charts, graphs and multimedia presentations.

Suggested unit teaching strategies: independent research, peer collaboration, conducting interviews, creation of project or research paper.

Documents

AP Environmental Science · The goal of the AP Environmental Science course is to provide ... environmental problems both natural and man ... Human use of earth's resources varies