HS AP Environmental Science Science

Transcription

1 Scope And Sequence Timeframe Unit Instructional Topics Course Description This course is designed to be the equivalent of a one-semester introductory college course in Environmental. Its goal is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. 10 Day(s) 10 Day(s) 8 Day(s) 12 Day(s) 13 Day(s) 12 Day(s) 9 Day(s) Course Rationale To be responsible citizens of the 21st century, Park Hill students must understand that the earth is one interconnected system that provides humans with a multitude of natural resources and services. The increased demands on this system due to population growth and development of technologies are accelerating the impact on the environment, and its ability to recover. Human survival depends on educated citizens who understand the necessity of both conservation and sustainable use of these resources. Earth is made of systems that interact to support life on Earth. Organisms interact with each other and with Earth's systems. Growing human population impacts the environment. Humans use and exploit environmental resources. All organisms depend on land and water to survive. Pollution impacts the environment and human health. Earth is undergoing change due to natural causes and impact of humans. Earth and it's resources are protected by environmental laws and treaties. Board Approval Date April 28, 2011 Earth Systems and Resources The Living World Population Dynamics Land and Water Use Energy Resources and Consumption Pollution Global Change 1. Earth Concepts 2. The Atmosphere 3. Global Water Resources and Use 4. Soil and Soil Dynamics 1. Ecosystem Structure 2. Energy Flow 3. Ecosystem Diversity 4. Natural Ecosystem Change 5. Biogeochemical Cycles 1. Population Biology 2. Human Population Dynamics 3. Human Population Size 4. Impact of Human Population Growth 1. Agriculture 2. Forestry 3. Rangelands 4. Other Land Use 5. Mining 6. Fishing 7. Global Economics 1. Energy Concepts 2. Energy Consumption 3. Fossil Fuel Resources and Use 4. Nuclear Energy 5. Hydroelectric Power 6. Energy Conservation 7. Renewable Energy 1. Air Pollution 2. Noise Pollution 3. Water Pollution 4. Solid Waste 5. Hazards to Human Health 6. Hazardous Chemicals in the Environment 7. Economic Impacts 1. Stratospheric Ozone 2. Global Warming 3. Loss of Biodiversity Page 1

2 Unit: Earth Systems and Resources Course Details The student will understand the makeup of all Earth systems and their importance to living organisms. Earth is made of systems that interact to support life on Earth. Duration: 10 Day(s) How do Earth's systems interact? Why is it important to conserve water and soil? How do factors such as solar intensity and climate effect atmospheric and oceanic circulation patterns? How do forces inside the Earth effect it's topography? How do the nonliving parts of Earth's systems provide the basic materials to support life? Tectonic Plate Models: Students will build model tectonic plates and will demonstrate the movements of the plates and the resulting plate boundary formations. Students will also discuss how the movement of tectonic plates has changed the environment, landscape, and organisms of that area on Earth. plate boundaries convection cells Coriolis Effect thermohaline hydrologic cycle soil horizons soil erosion Topic: Earth Concepts Duration: 4 Day(s) The student will interpret fossil evidence and create a geologic time scale. The student will describe the chemical and physical properties of the geosphere. The student will identify plate boundaries and describe the action that is occurring at those boundaries. The student will describe the effects of the movement of crustal plates (i.e., earthquakes, sea floor spreading, mountain building, volcanic eruptions) at a given location on the planet. The Atmosphere The student will describe the composition and properties of each layer of the atmosphere. The student will explain how climate and weather patterns in a particular region are affected by factors, such as proximity to large bodies of water or ice/ocean currents, latitude, altitude, prevailing wind currents, and amount of solar radiation The student will describe how global wind and ocean currents are produced on the Earths surface. Global Water Resources and Use The student will summarize water availability and use. The student will list the three primary categories of freshwater use. The student will discuss how fresh water can be both renewable and limited. The student will explain how most groundwater is accessed. The student will relate the causes of surface water depletion to their effects. The student will explain the major causes and effects of groundwater depletion. The student will describe strategies for addressing water depletion. Soil and Soil Dynamics Page 2

3 The student will describe the components of soil. The student will explain the processes by which soil forms. The student will describe the horizons that make up a soil profile. The student will list the four characteristics used to classify soil. The student will describe some practices that can lead to soil erosion and some that can prevent it. The student will explain the ways we use and abuse soils. The student will explain several strategies for soil conservation. Unit: The Living World The study of the interactions between living organisms and their environment. Organisms interact with each other and with Earth's systems. Duration: 10 Day(s) How is an ecosystem structured in terms of biotic and abiotic factors? How is matter and energy conserved in an ecosystem? Why do biological communities change in response to changing environmental conditions? Why do organisms change over time? How do organisms affect one another's survival and environment? How does the environment affect where and how an organism lives? Why is it important to protect biodiversity? Ecosystem Alterations: Students will design a food web, then based on alterations made (i.e. drought, predator-prey relationships, etc) they will show how the food web can be effected. Terrarium: Students will design and create a closed ecosystem including three organisms. Prior to constructing the terrarium, they will research the biogeochemical cycles that can impact their ecosystem and take those into account. They will take observations and evaluate their terrarium over one month. population community symbiosis diversity trophic level natural selection succession biogeochemical cycle Law of Conservation of Matter Law of Conservation of Energy Topic: Ecosystem Structure Duration: 3 Day(s) The student will discuss how species interactions shape biological communities. The student will summarize how community properties affect species and populations. The student will recognize the characteristics of some major terrestrial biomes as well as the factors that determine their distribution. The student will compare the characteristics and biological importance of major aquatic ecosystems. The student will describe the different levels of organization studied by ecologists. The student will discuss how an organism's habitat relates to its survival. Energy Flow The student will understand how living organisms capture energy and create organic compounds. The student will define species, populations, communities, and ecosystems, and summarize the ecological significance of trophic levels. Page 3

4 The student will describe how net primary production varies among biomes. The student will explain the effect of inefficient energy transfer on community structure. The student will describe how feeding relationships can have both direct and indirect effects on community members. Ecosystem Diversity The student will be able to describe how evolution produces species diversity. The student will be able to summarize how community properties affect species and populations. The student will describe the four primary mechanisms of biological evolution. The student will list the major causes of biodiversity loss. Natural Ecosystem Change The student will be able to discuss how species interactions shape biological communities. The student will be able to explain why communities are dynamic and change over time. The student will describe what happens to a community after a disturbance. Biogeochemical Cycles The student will compare the ways that water, carbon, nitrogen, sulfur, and phosphorus cycle within ecosystems. The student will explain how the law of conservation of matter applies to the behavior of nutrients in the environment. Unit: Population Dynamics A study of human population trends and the impact of the increasing human population on the environment. Growing human population impacts the environment. Duration: 8 Day(s) How do changes in population size relate to environmental conditions? Why is it difficult to determine carrying capacity for human populations? How do government agencies regulate human population growth? Why is it important to analyze age structure diagrams to predict future population growth? Impact of Human Population Growth: Students will study the growth rates of several countries and draw conclusions about their growth rates and the impact of their population sizes on the economies, health care, food, sanitation, and other environmental factors. population biology carrying capacity age structure diagram demographic transition population policies Topic: Population Biology Duration: 2 Day(s) The student will explain the usefulness of tracking population size. The student will describe the factors that influence a population's growth rate. The student will explain how limiting factors and biotic potential affect population growth. Page 4

5 Topic: Human Population Dynamics Duration: 3 Day(s) The student will identify characteristics of human population that are studied by demographers. The student will summarize the BIDE factors that increase or decrease populations. The student will explain recent trend in population growth. The student will explain what age structure diagrams tell you about a population. The student will describe how a demographic transition can lead to stable population size. The student will describe how technological advances have contributed to human population growth. Human Population Size The student will trace the history of human population growth. The student will describe total fertility rates and replacement fertility. The student will relate how social, economic, and religious beliefs effect population growth rates. The student will discuss strategies employed by governments to curb or promote population growth. Impact of Human Population Growth The student will relate human population growth with resource use and availability. The student will describe how humans impact their environments. The student will describe why population growth is a problem in terms of how population growth affects quality of life. The student will describe the impact of increased human population the rate of habitat destruction. The student will discuss the negative and positive impacts of technology. Unit: Land and Water Use Duration: 12 Day(s) A study of humans use of valuable land and water resources, consequences of their overuse, and the ability of humans to create a sustainable future. All organisms depend on land and and water to survive. How can we balance our needs for housing and jobs with the needs of the environment? How can we use Earth's resources sustainability? How can we balance our growing demand for food with our need to protect the environment? At what point do the costs of mining outweigh the benefits? Soil Analysis Lab: Student will test multiple soil samples to determine their physical and chemical properties and to determine if the soil is suitable for crops, septic fields, or other purposes. sustainable agriculture integrated pest management deforestation urbanization preservation Clean Water Act globalization World Bank Tragedy of the Commons Topic: Agriculture Duration: 2 Day(s) Page 5

6 The student will describe the methods of organic and sustainable agriculture. The student will explain the ways we use and abuse soils. The student will explain several strategies for soil conservation. The student will identify different types of pest control. The student will list and discuss the environmental effects of pesticides. The student will explain the importance of pollinators to agriculture. The student will explain the importance of industrial agriculture and the green revolution. Forestry The student will discuss the types and uses of world forests. The student will list some of the ecological and economical values of forest resources. The student will describe the costs and benefits of the different methods of timber harvesting. The student will discuss the potential effects of fire suppression on an ecosystem and on future fires. The student will explain how consumer demand is important to sustainable forestry. The student will explain how restoring forests has benefits. Rangelands The student will describe the location and state of grazing lands around the world. The student will discuss the current levels of deforestation in the United States and in developing nations. The student will differentiate between land cover and land use, and describe how people affect both. The student will summarize plans to restore prairies. Topic: Duration: 3 Day(s) Other Land Use The student will explain how and where urbanization occurs. The student will describe the environmental impacts of urbanization. The student will describe the contributors to sprawl and its patterns. The student will explain the impacts urban sprawl has on an area. The student will explain the importance of open space to a livable city. The student will discuss the progress toward sustainability some cities have made and its importance to the world. The student will understand urban challenges in the developing world and the developed world. The student will summarize the types and locations of nature preserves. Mining The student will describe how minerals form. The student will identify the types of resources that are mined. The student will describe different methods used for mining. The student will describe the negative impact of mining on the environment and society. The student will explain how mining is regulated. The student will describe ways that mineral use can become more responsible. Page 6

7 Fishing The student will describe different fishing techniques. The student will discuss the consequences of overfishing on aquatic ecosystems. The student will discuss the benefits the Clean Water Act has had on aquatic ecosystems. The student will compare approaches to restoring wetlands and streams. Global Economics The student will describe the recent trends in human population and resource consumption. The student will analyze economic worldviews. The student will describe the Tragedy of the Commons. The student will describe some major environmental laws. The student will explain the purposes of international treaties and conventions. The student will outline dispute resolution and planning. Unit: Energy Resources and Consumption Duration: 13 Day(s) Students will study energy consumption, the current and future needs of nonrenewable energy sources and the development of renewable energy and alternative energy sources. The conservation of energy will also be addressed. Humans use and exploit environmental resources. How will we be able to depend on nonrenewable energy sources for our energy needs in the future? What are the potential uses and limitations of renewable energy sources? Why is it important to develop alternative energy sources? How is the environment impacted by humans energy use? Energy Audit: Students are asked to use their homes as a laboratory and perform and energy audit, examining the amount of electricity used by their families over a set period of time and then using appliance standards to determine which is the largest energy consumer. Alternative Energy Research: Students will conduct research to compare an alternative energy to the energy source it is meant to replace. The following items will be assessed: how it works, how effective it is, availability, environmental impacts, cost-benefit analysis. Laws of Thermodynamics Nonrenewable Energy Renewable Energy Clean Air Act Synfuel Nuclear Fission Nuclear Fusion CAFE Topic: Energy Concepts Duration: 2 Day(s) The student will define energy, work, and power. The student will identify different forms of energy. The student will solve energy conversion problems. The student will explain the Laws of Thermodynamics. Page 7

8 Topic: Energy Consumption Duration: 2 Day(s) The student will describe how our energy use has varied over time. The student will describe how human society currently uses energy resources. The student will describe the future demand for energy. Topic: Duration: 3 Day(s) Fossil Fuel Resources and Use The student will explain how fossil fuels are formed. The student will describe the uses of coal and how it is removed from the ground. The student will describe the benefits and disadvantages of using coal. The student will describe the uses of oil and how it is extracted. The student will explain the consequences and rewards of exploiting oil. The student will explain the characteristics and uses of natural gas. The student will illustrate the advantages and disadvantages of natural gas. Nuclear Energy The student will contrast nuclear fusion with nuclear fission, and explain the issues related to nuclear fusion. The student will describe how a nuclear power plant generates electricity. The student will identify the advantages and disadvantages of nuclear power. The student will summarize the potential risk of nuclear power. The student will evaluate the problems of radioactive wastes. Hydroelectric Power The student will explain how river water can be used to generate electricity. The student will identify benefits and costs of hydropower. The student will illustrate the benefits and problems of dams and diversions. Energy Conservation The student will explain how conservation can help us meet our energy needs. The student will describe methods of energy conservation. The student will explain CAFE standards. The student will understand energy efficiency standards. Topic: Duration: 3 Day(s) Renewable Energy The student will explain the benefits and current status of renewable energy resources. The student will describe techniques for using solar energy to heat buildings and generate electricity. The student will discuss the differences between active and passive solar energy. The student will analyze the benefits and costs of solar energy. Page 8

9 The student will explain how wind energy can be used to produce electricity. The student will analyze the benefits and costs of wind energy. The student will describe how a hydrogen fuel can be produced. The student will discuss the potential of fuel cells. The student will explain the way fuel cells work and how they are used. The student will explain how we get energy from biomass and how it is used. The student will investigate energy from the earth's forces. The student will describe how geothermal energy is harnessed and used. The student will describe how energy from the ocean can generate electricity. Unit: Pollution Students will study sources of pollution, major pollutants, effects of pollutants on the environment and human health, the economic impacts of pollution, and relevant laws dealing with pollution. Pollution impacts the environment and human health. What is the relationship between environmental health and our own health? How can we ensure everyone has clean air to breathe? How does water pollution affect humans and ecosystems? How can we best balance our own interests and needs with the health of the environment? How do our choices as consumers and waste producers affect our environment? Air Quality Lab: Students design and complete an experiment to test what particulates are in local air samples. Duration: 12 Day(s) Solid Waste Lab: Students calculate the amount of solid waste produced each day by Park Hill High School and develop a plan to reduce this waste. Pollution Cultural Eutrophication Water Treatment Systems Toxicology Dose-Response Curve Risk Assessment Hazardous Waste Bioremediation Biomagnification Cost Benefit Analysis Sustainability Topic: Air Pollution Duration: 3 Day(s) The student will identify natural sources of air pollution. The student will discuss human-caused air pollution. The student will explain how climate topography and atmospheric processes affect air quality. The student will compare the effects of air pollution. The student will evaluate air pollution control. The student will summarize current air conditions and future prospects. Noise Pollution The student will identify sources of noise pollution. The student will describe the effects of noise pollution. Page 9

10 The student will describe control measures for noise pollution. Topic: Duration: 3 Day(s) Water Pollution The student will define water pollution. The student will describe the types and effects of water pollutants. The student will investigate water quality today. The student will explain water pollution control. The student will summarize water legislation. Solid Waste The student will identify the components of solid waste. The student will describe how wastes have been--and are being--disposed of or treated. The student will identify how we might shrink the waste stream. Hazards to Human Health The student will describe health and disease and how global disease burden is now changing. The student will list the types of environmental health hazards. The student will discuss how chemical hazards affect human health. The student will compare and contrast epidemiology and toxicology. The student will explain why emerging diseases are important to monitor and control. The student will characterize mechanisms for minimizing toxic effects. The student will explain ways we measure and describe toxicity. The student will evaluate risk assessment and acceptance. The student will describe the reasons why individuals respond differently to the same environmental hazards. Hazardous Chemicals in the Environment The student will describe some of the sources of hazardous wastes. The student will investigate hazardous and toxic wastes. The student will explain what makes chemicals hazardous. The student will discuss where chemical hazards can be found in the environment. The student will describe current methods for hazardous waste disposal. The student will list some indoor chemical hazards. The student will describe biomagnification. The student will identify agencies that regulate hazardous waste. Economic Impacts The student will explain the relationship between economics and the environment. The student will analyze economic worldviews. Page 10

11 The student will scrutinize population, technology, and scarcity. The student will investigate natural resource accounting. The student will summarize how market mechanisms can reduce pollution. The student will describe ways that economies are working toward sustainability. Unit: Global Change Students will explore the benefits and consequences of human activity on the environment. Duration: 9 Day(s) Earth is undergoing change due to natural causes and impact of humans. Earth and it's resources are protected by environmental laws and treaties. How can we best balance our own interests and needs with the health of the environment? How can we reduce our use of ozone depleting products and reduce the emissions of greenhouse gases? What are the causes and consequences of a warming Earth? Why is it important to protect biodiversity? Persuasive Essay: Students write an essay using their knowledge of environmental change, ecological footprints and global warming to answer the question: Does Global Warming Exist? Range Management Office Problem: Students are given a scenario in which they have to research and design an experiment to solve a problem dealing with hawk population and land management. Ozone Depletion Kyoto Protocol Global Warming Greenhouse Effect Ecological Productivity Biodiversity HIPPO Topic: Stratospheric Ozone Duration: 2 Day(s) The student will explain how stratospheric ozone is formed. The student will explain how air pollutants cause ozone depletion. The student will describe the effects of ozone depletion. The student will describe strategies for reducing ozone depletion. The student will describe some major environmental laws dealing with ozone depletion. The student will describe international efforts to reduce the ozone hole. Topic: Duration: 4 Day(s) Global Warming The student will identify evidence of global warming. The student will state the probable cause of global climate change. The student will explain how we know recent climate change is human-caused. The student will list some effects of climate change. The student will explain three methods used to study climate change. The student will explain how climate change is affecting people now. The student will predict future effects of climate change on people. The student will identify some solutions being developed to slow climate change. The student will list ways to reduce greenhouse gases related to the use and generation of electricity. Page 11

12 The student will describe some of the ways of reducing greenhouse gases related to transportation. The student will describe other strategies for reducing greenhouse gases. The student will describe some major environmental laws dealing with climate change. The student will explain how nations are working together to try to address climate change. Topic: Duration: 3 Day(s) Loss of Biodiversity The student will differentiate the components of biodiversity. The student will characterize the threats to biodiversity. The student will scrutinize captive breeding and species survival plans. The student will summarize the types and locations of nature preserves. The student will describe three strategies for managing whole ecosystems and habitats. The student will describe some major environmental laws dealing with loss of biodiversity. The student will describe how biodiversity is monitored and explain current biodiversity trends. Page 12