Hoover City Schools Secondary Curriculum Science,

Transcription

1 Course Information: Hoover City Schools Secondary Curriculum Science, Course Title: Environmental Science, AP Grade Level: Course Description: An interdisciplinary advanced placement science that requires integrating knowledge and practices from ecology and conservation fields with public policy and risk analysis. We will analyze local ecosystems in field settings. The class investigates environmental issues and systems as well as laboratory investigations that model environmental interactions. State Correlate: None Calendar Type: Year Pre-requisite: Biology with at least a B, a physical science with at least a B preferably physics, chemistry or integrated chemistry & physics. Capable performance in Algebra 2, English, and History courses. Permission of the instructor. Co-requisite: None Textbook Title: Living in the Environment: Principles, Connections, and Solutions Textbook Publisher: Brooks Cole (Thomson) Textbook ISBN: Textbook Copy Year: 200, 14 th ed (Supp) Textbook Title: None (Supp) Textbook Publisher: None (Supp) Textbook ISBN: None (Supp)Textbook Copy Year: None Standards: None LEA Curriculum Authors: Janet L. Ort Date of LEA Approval: Spring 2006, revised spring 2010 Topical Scope and Sequence: Unit # 1 1 st Nine Weeks Environmental Problems, Humans, & Sustainability Overview 2 Background Knowledge & Process Skills Terrestrial and Aquatic Biogeography Page 1 of 20

2 Unit # 2 nd Nine Weeks 4 Ecosystem Components Origins of Earth s Biodiversity & Community Ecology 6 Populations Dynamics 7 Human Populations, Food, Agriculture Unit # rd Nine Weeks Environmental Geology & Earth Abiotic 8 Resources 9 Water Resources & Pollution Geologic Resources, Energy Sources & 10 Solutions Unit # 4 th Nine Weeks 11 Air, Air Pollution, And Climate Change 12 Toxicology & Human Health Economics, Politics, & Environmental Issues 1 (Solid & Hazardous Waste, Sustaining Biodiversity, Urban Management) Units and Note: Investigations in the field and laboratory will be performed as individual investigations, in groups, and as a class. Some data will be shared. Also, some field work is determined by occurrences in the field and river. Because environmental science is multifaceted and effected by current issues, case studies and models will reflect those changes. Unit 1: Overview Environmental Problems, Human Issues & Sustainability (1, 2, 28) How do we make environmental decisions? What do history, public policy, and ethics have to do with environmental scientific processes and? What is sustainability? Environmental Modeling Feedback Loops Sustainability Page 2 of 20

3 # Unit 1 Investigations Unit Obj Correlation 1 Tragedy of the Commons Activity 2,,4, Inquiry 2 HHS Campus Evaluation 2,, Experiment / Inquiry Math and Environmental Issues 1,, Experiment Type (Dem, Exp, Inq) 4 Population Paradox Activities 1,2,4,,7,8 Inquiry Community/State Environmental Issues Evaluation All Inquiry 6 Environmental History Presentation 4,,7,8 Experiment 7 Decision Making Models 7,8 Experiment / Inquiry 8 How do we evaluate resources? 6 Demonstration 9 Safety in the field & Lab All Experiment # Unit 1 Objectives 1 Determine the characteristics of an environmentally sustainable society. 2 Evaluate types of environmental problems Identify sources of environmental Review problems. NA NA 4 Identify sources of controversy. Identify linkages between environmental problems, social development, and economic development Evaluate the difference between natural, perpetual, renewable, and nonrenewable resources. Trace the historical connections between human societies and their relationship to environmental issues. Identify ethical and historical connections to environmental worldviews and decision making. Learn safe field techniques/review safe laboratory techniques. Identify historical environmental leaders & their contributions. Page of 20

4 Unit 2- Background Knowledge & Field Techniques Process Skills ( & Process) How do scientists analyze an ecosystem s characteristics? How do scientists analyze ecosystems changes over time? How do scientists model ecosystems interactions? Change Measurements and Analysis Modeling # Unit 2 Investigations Page 4 of 20 Unit Obj Correlation Type (Dem, Exp, Inq) 1 Environmental Methods Retreat All All (field/classroom) 2 Basic Geographic Information Systems,6 Experiment Evaluate the biotic & Abiotic Ecosystem Characteristics of the Cahaba River 1-6 Experiment 4 Evaluate physical Characteristics of the Cahaba River 1-6 Experiment Essential Topics Review 8 Demonstration 6 Review Safety All Experiment 7 Design Study All Inquiry # Unit 2 Objectives Demonstrate the ability to 1 perform water quality evaluations. 2 Demonstrate the ability to perform soil quality evaluations. Demonstrate the ability to perform environmental statistics. Demonstrate the ability to 4 perform environmental field techniques. Demonstrate the ability to perform computer, graphical, & research models. 6 Observe and document natural

5 # Unit 2 Objectives 7 9 areas on the HHS Campus. Use GIS technology to document natural settings. Conduct all investigations in a safe manner. Unit : Terrestrial & Aquatic Biogeography (6, 7) What are the links between weather and climate? How do altitude, latitude, and longitude determine the characteristics of biomes? What are the major characteristics of terrestrial and aquatic biomes? How do food webs complexities change? What effects sustainability? Spatial distribution Adaptation and change Geospatial configuration # Unit Investigations Unit Obj Correlation 1 Biomes Chart and Evaluation (summer),4,,6,7,8,9,10, Experiment 2 Tree Transects, 8 Inquiry GLOBE Climate & GPS protocols 2 Experiment 4 GLOBE Land Cover Protocols Experiment Aquatic Investigations 9 Experiment Page of 20 Type (Dem, Exp, Inq) # Unit Objectives 1 Determine key factors for climate 2 Determine key factors for weather Describe how climate & weather affect the major terrestrial biomes 4 Describe the major types of desert biomes & human impacts Describe the major types of forest biomes & human impacts

6 # Unit Objectives Describe the major types of grassland biomes & human impacts Explain why mountain & artic biomes are important & how humans impact them Explain why geography is important to ecological evaluations Explain the basic types of aquatic biomes & zones Explain how humans impact fresh & salt water biomes Explain how aquatic zones characteristics effect adaptative strategies Unit 4- Ecosystem Components & Cycles (4) What is the connection between geographic location and ecosystems characteristics? How do energy conversions underlie all ecological processes? How do we know the Earth is an interconnected system? Biodiversity Energy Conversions Systems # Unit 4 Investigations Unit Obj Type Correlation (Dem, Exp, Inq) 1 Biological Indicators of the Cahaba River 1,,6-9 Experiment 2 Trees of the Upland Forest vs. Flood Plain 1,,6-9 Experiment Geological History of Alabama 1-, 8 Experiment 4 Primary Productivity 12 Experiment Chemosynthesizers: Energy on bottom of the Ocean 10, Demonstration 6 What do organisms eat? 1,6,7 Inquriy 7 GIS Map development 1,2,,8, Inquiry Page 6 of 20

7 # Unit 4 Objectives 1 Describe the levels of biological organization. 2 Describe the major parts of life support systems. Explain what sustains life on earth. 4 Relate the biogeochemical cycles. Analyze the abiotic components of biomes & ecosystems. 6 Apply the Law of Tolerances to local ecosystems and population distributions. 7 Explain the limiting factor principle. 8 Analyze the biotic components of biomes and ecosystems. 9 Trace the flow of energy through ecosystems 10 Analyze the connections between energy flow & ecosystem stability. Describe the connections between 11 biomass, ecological efficiency, and energy flow Explain connections between productivity, biodiversity and ecosystem stability. Explain the impacts of humans on biogeochemical cycles and productivity. Unit - Origins of Earth s Biodiversity & Community Ecology (, 8) How are the processes of evolution by natural selection reflected in existing ecosystems? How do the processes of Plate Tectonics affect biodiversity? How do are changes in biodiversity driven by biogeography? What are the connections between competition and community ecology? How do ecosystems change over time? How do humans affect ecosystem stability? Change Geological Time Biodiversity Interconnected change over time. Page 7 of 20

8 # Unit Investigations Unit Obj Correlation Type (Dem, Exp, Inq) 1 Plate Tectonic Movements & Biotic Distribution Activities 2,4, Experiment 2 Emergence of Modern Humans Activity 2, Inquiry Measuring Succession on HHS Campus 8 Experiment 4 Ants Galore 7 Inquiry Food Webs of HHS 10 Inquiry 6 Insect Sweeps 1 10,11 Experiment Outcome based objectives: # Unit Objectives 1 Relate the concepts of evolution to the ways organisms fit their environments. 2 Apply the concepts of evolution to speciation/extinction. Apply the concepts of natural selection to abiotic and biotic pressures. 4 Describe the emergence of life on earth. Explain the connections between the biodiversity and geological time. Apply the concepts of competitive 6 pressures to ecological community structures Relate the physical appearance, species diversity & richness, species abundance, and niche structure of an ecosystem to competitive pressures. Describe the characteristics of ecosystems succession change over time. Explain the connections between ecosystem stability and sustainability. Explain the connections between natural selection and organisms roles in ecosystems. Unit 6- Population Dynamics, Carrying Capacity, Conservation Biology, Sustaining Wild Species (9, 22) Page 8 of 20

9 What determines a sustainable ecological population? How do humans plan for sustainable ecological populations? Change Sustainability Balance # Unit 6 Investigations Unit Obj Type Correlation (Dem, Exp, Inq) 1 Modeling Carrying Capacity 1-4 Experiment 2 Population Growth with Daphina 2,4,8 Experiment Carrying Capacity of Lemuria 2,4-6,8 Experiment 4 Save this species 1,9-10 Inquiry Readings in Ethnobotany 9-12 Experiment 6 Shaman s Apprentice Study 9-12 Demonstration 7 Uses of Native Plants 9-12 Inquiry # Unit 6 Objectives 1 Describe the major characteristics of populations. 2 Explain the impacts to population growth. Develop carrying capacity models for local population. Determine the connections between 4 environmental resistance, carrying capacity, and minimum viable populations. Apply density related limiting factors to population growth. Explain the cycles of populations 6 including the roles of predators in controlling population sizes. 7 Differentiate between r & K selected species. 8 Describe survivorship curves. 9 Describe the goals of conservation biology. 10 Explain how humans have modified Page 9 of 20

10 # Unit 6 Objectives natural systems. Identify human factors affecting biodiversity. Describe the instrumental, intrinsic, utilitarian, and non-utilitarian values of nature Identify and document local flora and its historical uses. Identify human induced extinction threats. Identify methods of protecting biodiversity Determine local examples of wildlife management principles. Unit 7- Human Dynamics: Food, Agriculture, Risk, Toxicology, (12, 11, 1) What is the carrying capacity of the Earth for humans? How do we feed the world? What are the connections between education & environmental justice? What are the connections between environmental quality, sustainability, and human health? Growth Environmental Justice Environmental Equity # Unit 7 Investigations Unit Obj Type Correlation (Dem, Exp, Inq) 1 Stalinization s Effect on Rate of Germination 10, 1 Experiment 2 Environmental Impacts on Rate of Germination 10, 1 Inquiry Population Pyramids 1,2,4,, 11 Experiment 4 Population Bomb vs. Population Paradox 1, Demonstration What do you eat: What is your personal carrying capacity 1, 2,, Experiment 6 Gulf of Mexico Dead Zone 14, 16, 17 Experiment Page 10 of 20

11 # Unit 7 Objectives Determine the characteristics of human populations growth & age 1 structure in developing, developed, industrial, agricultural Investigate the connections between human population structures, 2 Education, and Environmental Justice/Equity. Demonstrate knowledge of population structure by constructing population pyramids from world census data and interpreting trends. Examine linkages between education 4 and population management Examine linkages between women s educational levels and environmental justice. Identify sources of environmental 6 risks & hazards. Demonstrate understanding of LD 0 by 7 designing and implementing an experimental model. Identify the indicators of 8 environmental xenoestrogens. Determine the parameters of success 9 of the Green Revolution. Determine whether current agricultural 10 practices are sustainable. Determine whether a protein based or 11 grain based diet is sustainable. Examine the connections between 12 energy efficiency and food production. Identify the environmental effects of 1 food production. Discuss transgenetic organisms and 14 food sources. Discuss the environmental and effects 1 of irrigation. Identify the connections between 16 irrigation, salinization, salination, and historical cultures. Examine the current state of 17 commercial fish stocks including Page 11 of 20

12 # Unit 7 Objectives environmental impacts, public policy, and economics. Unit 8- Environmental Geology & Earth s Abiotic Resources (10, 1, 16) How have the geologic processes of the earth determined current resource status of the Earth? What relationship do geological processes have to biological cycles? What determines sustainable energy? What determines sustainable energy policy? Geological Time Renewable & Non-renewable resources # Unit 8 Investigations Unit Obj Correlation 1 Rock Cycle 1, 2,6, Experiment 2 Far Flung Plates 2, 18, 19 Inquiry Resource Wars Readings 8, 9, 11,12,1 Experiment 4 Soil Composition Determination & Analysis of HHS Soils Type (Dem, Exp, Inq) 1, 2, 6,, 7 Experiment GIS Map development of database 2,4, Experiment Page 12 of 20 # Unit 8 Objectives 1 Connect biogeochemical cycles to geological processes. 2 Identify parts of the Earth & the methods of interactions. Identify and apply the characteristics of plate tectonics and natural hazards to current issues. 4 Examine the process of soil formation. Examine the connection between soil

13 # Unit 8 Objectives composition and biomes. 6 Link the composition of soils to the properties of soils & erosion. 7 Link the process of desertification to soil management policies. 8 Identify sources of minerals. 9 Identify methods and projected supply lines of extracting mineral resources. 10 Identify environmental effects of mineral extraction. 11 Identify sources, projected reserves, and use patterns of nonrenewable energy resources Identify environmental effects & impacts of nonrenewable energy sources. Identify the historical, social, political, scientific, and infrastructure supports for nonrenewable energy sources. Identify sources, projected uses, efficiencies, and use patterns of renewable energy sources. Identify environmental impacts & and effect of renewable energy sources. Identify the social, political, scientific, and infrastructure restrictions & advantages of renewable energy sources. 17 Link future energy requirements to the future of sustainable societies. 18 Describe the interior of the earth. 19 Distinguish between the types of tectonic plates and their movement Unit 9- Water Resources & Pollution (14, 19) Note: Due to the close connections Hoover High School enjoys to riparian ecosystems and the opportunity to study the influence on watershed management issues related to the development of the City of Hoover, water issues and management will be a unifying theme throughout the school year. Some objectives will be covered in conjunction other units. How is the integrity of the hydrosphere related to changes in the lithosphere or biosphere? Why is groundwater contamination linked to sustainability? Page 1 of 20

14 How do humans alter watersheds? How do alterations of watersheds link to changes in biodiversity? Change Systems Renewable resources vs. perpetual resources # Unit 9 Investigations Unit Obj Type Correlation (Dem, Exp, Inq) 1 Love Canal 8,9 Demonstration 2 Water Filtration, 4,,8,9 Demonstration Oil Eating Bacteria 9 Experiment 4 Deep Trouble: Groundwater in Peril 6,10,6,7,8 Demonstration Water Laws Jeopardy 1,12,9,10 Experiment 6 Cahaba Watershed Investigation 7,9,10,14 Inquiry Page 14 of 20 # Unit 9 Objectives 1 Review water s unique qualities. 2 Analyze the available fresh water and uses. Determine the sources of freshwater shortages. 4 Analyze the pros & cons of water management. Introductory NA NA Analyze the pros & cons of water transfers. Introductory NA NA Link the characteristics of groundwater 6 to water resource management & human impacts. 7 Investigate the causes and consequences of flooding, overuse, and overdraft. Introductory NA NA 8 Discuss the impacts of water pollutants. 9 Differentiate between the pollution Review & problems of still, moving, and saline master water. NA NA 10 Research pollution protection and Introduction reduction methods. & Review NA NA 11 Distinguish between point & nonpoint sources of pollution. 12 List the major pollutants of

15 # Unit 9 Objectives 1 14 groundwater. Describe the major laws that protect water quality in the US. Monitor water quality changes over time. Unit 10 Geologic Resources, Energy Resources & Solutions (1, 16) What are the links between a sustainable society & energy use patterns? How will energy use and production shape future societies? What are the current use patterns of renewable and nonrenewable energy sources? Energy Change Finite Resources Perpetual Resources # Unit 10 Investigations Unit Obj Type Correlation (Dem, Exp, Inq) 1 Earth Odyssey Chap 4: Nuclear Lighthouse All Demonstration 2 Anatomy of Resource Wars All Demonstration Oil on Ice 1,2,4,,7, Demonstration 4 HHS Energy Audit & Conservation 1,6,8, Inquiry # Unit 10 Objectives Analyze nonrenewable resources 1 &their connections to energy use patterns. Connect the nonrenewable mineral 2 extraction process with environmental impacts. Construct time & use models of nonfuel nonrenewable resources Construct time & use of fuel 4 nonrenewable Page 1 of 20

16 # Unit 10 Objectives resources Compare & contrast the advantages of oil, coal, natural gas, nuclear fuels 6 Compare & contrast the advantages of alternative sources of energy 7 Determine the characteristics of a sustainable energy future 8 Compare & contrasts the methods of energy delivery systems & management 9 Evaluate the nuclear accidents Unit 11- Climate Change, Air, & Air Pollution (17, 18) Why are the climate patterns changing? What is the interaction between climate change and human disruptions of the Earth s cycles? Is there a limit to the recovery potential of the atmosphere? How is air quality related to environmental justice? How do we manage air pollution? How is air quality linked to human health? How should common resources be managed? Change over time Human impacts # Unit 11 Investigations Unit Obj Type Correlation (Dem, Exp, Inq) 1 UV Rays & You 1,2,4 Inquiry 2 What s Up with the Weather?,7, Demonstration GLOBE Ozone Protocol Analysis 1,2,4, Experiment 4 Union of Concerned Scientists Analysis of Climate Change Impacts on the SE US 7, Experiment # Unit 11 Objectives 1 Review the composition of the Page 16 of 20

17 # Unit 11 Objectives 2 atmosphere Investigate the sources of outdoor air pollutants and their remediation Investigate the sources of indoor pollutants and their sources. 4 Analyze the formation of smog Define and Describe the process of acid deposition Link air pollution to degraded human & ecosystems health Compare the patterns and models of climate change Project abiotic and biotic impacts of climate change Compare & contrast the sources of climate change Analyze the sources of ground level ozone production & depletion of atmospheric ozone. Describe the Greenhouse Effect s pros & cons Mastery NA NA Mastery NA NA Unit 12: Toxicology & Human Health (11) What are the links between environmental pollutants and human health? How can risks be estimated, managed, and reduced? How is environmental degradation linked to disease vectors? Risk Analysis Environmental Toxicology # Unit 12 Investigations Unit Obj Type Correlation (Dem, Exp, Inq) 1 Environmental Links to Breast Cancer All Demonstration 2 LD0 & Environmental Toxins 1,2, 7 Inquiry Toxic Risk NSTA Study 7,6,,2,1,8 Inquiry Page 17 of 20

18 # Unit 12 Objectives 1 Compare & contrast risk assessment & risk management 2 Identify environmental hazards Identify local environmental toxins 4 Trace the patterns of disease vectors as changed by globalization Analyze the sources & effects of environmental endocrine disrupters 6 Compare & contrast the methods of disease control in developing countries 7 Explore toxic risk analysis 8 Distinguish between a linear & threshold dose response model Unit 1: Economics, Politics, and Environmental Issues (20, 21, 22, 2, 2) How are environmental issues linked to political decisions? Do all people have equal access to Environmental Equity & Justice? Environmental Management Political Processes Science & Politics # Unit 1 Investigations Unit Obj Type Correlation (Dem, Exp, Inq) 1 Yucca Mountain Demonstration 2 Earth Odyssey All Demonstration Hoover Haz Mat on the Highways 2,,4 Inquiry 4 Survey HHS pesticide use 6,,1 Inquiry # Unit 1 Objectives Investigate the pros & cons of integrated 1 pest management Page 18 of 20

19 # Unit 1 Objectives 2 Determine strategies to reduce, reuse, & recycle solid and hazardous waste Analyze sources & storage of hazardous & solid wastes. 4 Analyze methods of exposure reduction Describe the consequences of relying heavily on pesticides. 6 Describe the pesticide treadmill 7 Distinguish between closed loop recycling & open loop recycling 8 Summarize the US hazardous waste laws & the status of the Superfund Act 9 Analyze the problems of urban sprawl 10 Investigate the pros & cons of urban concentration Alabama Course of Study Correlation: Science Title Not applicable Bulletin 200, No. 20 # Objectives HCS Unit- Objective Note: This locally developed, but nationally approved, elective course is part of a continuum of courses offered within the Science Department Program. EXPLORE / PLAN / ACT Standards for Transition Correlation: Science Score Range 28-2 EPAS Standard Identify or use a complex mathematical relationship that exists between data Extrapolate from data points in a table or graph Compare or combine given text with data from tables, graphs, or diagrams Understand complex lab procedures Determine the hypothesis for an experiment Understand moderately complex experimental designs Identify an alternate method for testing a hypothesis Select a complex hypothesis, prediction, or conclusion that is supported by a data set or viewpoint Select a set of data or a viewpoint that supports or contradicts a hypothesis, prediction, or conclusion HCS Unit- Objective Page 19 of 20

20 Score Range - 6 EPAS Standard Predict the most likely or least likely result based on a given viewpoint Compare or combine data from two complex data sets Combine new, complex information (data or text) with given information (data or text) Understand precision and accuracy issues Predict how modifying an experiment or study (adding a new trial or changing a variable) will affect results Identify new information that could be collected from a new experiment or by modifying an existing experiment Select a complex hypothesis, prediction, or conclusion that is supported by two or more data sets or viewpoints Determine why given information (data or text) supports or contradicts a hypothesis or conclusion HCS Unit- Objective Page 20 of 20