AP_Environmental_Science

CRANFORD PUBLIC SCHOOLS

COURSE OF STUDYFOR

Advanced Placement Environmental Science

COURSE TITLE: Advanced Placement Environmental Science LENGTH OF COURSE: Full yearCREDITS: 5 PREREQUISITES/COREQUISITES: Environmental Science or AP Biology or Honors Biology/Honors ChemistryGRADE(S): 11, 12

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UNIT TITLE: Scientific AnalysisBRIEF SUMMARY OF UNIT: This unit emphasizes inquiry based science. Students will learn methods to observe the natural world and apply the scientificmethod to conduct original research of local ecosystems. Students will then analyze their data and report findings by writing a scientific paper. Emphasis isplaced on student interest and student centered problem solving.

*SUGGESTED TIMELINE: 2 weeks*The suggested timeline is subject to change as teachers and program supervisors find necessary.

LINK TO CONTENT STANDARDS:

STANDARD 5.1 (Scientific Processes) All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questionsand hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results.

STANDARD 5.2 (Science and Society) All students will develop an understanding of how people of various cultures have contributed to the advancement ofscience and technology, and how major discoveries and events have advanced science and technology.

STANDARD 5.3 (Mathematical Applications) All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressingand/or modeling scientific theories.

STANDARD 5.4 (Nature and Process of Technology) All students will understand the interrelationships between science and technology and develop aconceptual understanding of the nature and process of technology.

ESSENTIAL OVERARCHING QUESTIONTHAT WILL FOCUS TEACHING ANDLEARNING:

What is inquiry-based science?

GUIDING QUESTIONS: What are methods of observation in the

field?

What is the scientific method?

How is scientific research preformed?

How are scientific results analyzed?

How are professional scientific paperswritten for publication?

ESSENTIAL KNOWLEDGE, SKILLS, ANDUNDERSTANDINGS:

A: STUDENTS WILL KNOW: key terms: scientific method, hypothesis,

data, analysis, ecology, ecosystem,sustainability, conservation, marginal coatof pollution, LD50, risk assessment.

materials and equipment used by fieldecologists.

The sections of a scientific paper and howto write one.

general information about their localecosystem.

ASSESSMENT (EVIDENCE OF KNOWLEDGEAND UNDERSTANDNG):

STUDENTS WILL: complete homework 4-5 times per week

consisting of 3-5 textbook questions, web-based assignments or other sources ofinformation.

record 10 questions about the environmentin the field and form hypothesizes fromeach of these questions.

investigate household items to be used asnatural insecticides, and design andconduct a controlled experiment withhouse crickets.

read, investigate and then write their own


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SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

Preview the essential question and connect to learning throughout the unit.

All textbook reading will be done outside of class.

Take students outside to make observations of the local ecosystem. “CHS 10 Questions” Students write questions as they observe and explore localhabitats. Develop a hypothesis based on student observations and questions.

Provide model scientific papers (both professional papers and past student work) as examples of the target performance.

Individually or in small groups, students will investigate ecological topics of interest and perform an experiment/study.

Students will investigate household items to be used as natural insecticides, and design and conduct a controlled experiment with house crickets.

What is sustainability?

What is ecology?

How is the cost of pollution measured?

What is risk management and why is itso important in the field ofenvironmental science?

What are does-response relationshipsand how are they measured?

the names and achievements of earlyscientists and conservationists in the field.

how to formulate a hypothesis aroundprimary observations.

B: STUDENTS WILL UNDERSTANDTHAT:

science is a method of learning more aboutthe world.

each section of a scientific paper has aspecific purpose.

science constantly changes the way weunderstand the world.

the communication of new knowledge isvital to scientific progress.

cost benefit analysis of environmentalpolluters involves many aspects ofinvestigation.

scientific paper based on theirexperimental findings.

complete a cost-benefit analysis of acement plant and pollution: (MarginalCosts of Polluting) complete withassessment questions. (optional)

complete all AP Free Response Questionsrelevant to each unit. They can beassigned as homework, timed and done inclass for an individual quiz grade, peergraded or collaboratively worked on inpairs.

answer the essential questions.

Tests: all tests throughout the year will containmultiple choice questions, reading excerpts and 4part essay(s) to model the Advanced PlacementEnvironmental Science (APES) test.

AP FRSPQ: 2002 #3 LD50


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Students will investigate, read and then write their own scientific paper based on their findings.

The teacher provides guidance and materials throughout the investigations.

Class lesson on scientific papers and critical interpretation of data

Students analyze data and write a scientific paper.

Test: textbook chapters, classroom work, lab/field work and an AP free response question.


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UNIT TITLE: Ecosystems, Energy and Living OrganismsBRIEF SUMMARY OF UNIT: Students will explore the nature and forms of energy, food webs and chains. Students will apply sampling techniques learned inclass and apply their knowledge in the field to sample a population on the school grounds. Students will also learn about ecological disrupters including invasivespecies, species competition, and learn how certain species live together in symbiotic relationships. Students will track a population’s growth, learn aboutlimiting factors and explore how to manage wild populations.

*SUGGESTED TIMELINE: 1-2 weeks*The suggested timeline is subject to change as teachers and program supervisors find necessary.



STANDARD 5.3 (Mathematical Applications) All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressingand/or modeling scientific theories


STANDARD 5.5 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and basic needs of organisms and willinvestigate the diversity of life.

STANDARD 5.7 (Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations.

STANDARD 5.10 (Environmental Studies) All students will develop an understanding of the environment as a system of interdependent components affected byhuman activity and natural phenomena.

ESSENTIAL OVERARCHING QUESTIONSTHAT WILL FOCUS TEACHING ANDLEARNING:

What is the nature of energy? Whatare its forms?

GUIDING QUESTIONS: How is energy measured?

What are invasive species and whateffect do they have on native


A: STUDENTS WILL KNOW: key terms: keystone species, symbiosis,

mutualism, commensalism, parasitism,intra and inter-specific competition,ecotone, edge effect, ecosystem services,succession, pioneer species, biosphere,trophic levels, biomass, niche, habitat.



consisting of 3-5 textbook questions, web-based assignments or other sources ofinformation.

watch a video on population ecology, takenotes and answer analysis questions.


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ecosystems?

What are variations within apopulation?

What is the relationship betweenpredator and prey?

What are exponential growth andlinear growth in populations?

What are factors that produce changein population size?

What is biotic potential?

What is carrying capacity?

R vs k-selected species.

the pyramid of biomass, numbers andenergy

GPP vs. NPP

potential energy and kinetic energy.

first and second law of thermodynamics


energy conversions underlie allecological processes.

energy cannot be created, it originatessomewhere.

all energy flows through systems, andthat at each step more of it becomesunusable.

dissect an owl pellet record data andanswer analysis questions.

navigate through a PowerPointpresentation taking notes and performingtasks and activities built into thepresentation.

measure populations on school groundusing sampling techniques learned in class.Students design and carry out their ownexperiments in collaborative groups.

complete laboratory activities and reporton exponential growth of Lemna minor orother available species/kits.

demonstrate knowledge and understandingthrough tests on textbook chapters,classroom case studies, lab and field work.

complete all AP free response questionsrelevant to each unit. They can beassigned as homework, timed andcompleted in class for an individual quizgrade, peer graded or collaborativelycompleted in pairs.

answer the essential question.

Tests: All tests throughout the year will containmultiple-choice questions, reading excerpts andfour-part essay(s) to model the APES test.

AP FRSPQ:2001 #2: Gypsy moths and Lymes disease2003 #1: Worm invasion, invasive species


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Lab: Owl pellet dissection

Lab: Measuring a Population: Students design and carry out their own experiments in collaborative groups.

Lab: Exponential growth of Lemna minor or other available species/kits.

Population lab (assigned for homework)

Video: Population Ecology

Interactive PowerPoint: Energy Flow through Ecosystems

Test: Textbook chapters, classroom work, lab/field work and an AP free response question


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UNIT TITLE: Biodiversity and Land UseBRIEF SUMMARY OF UNIT: This unit explores biodiversity, ecosystem services and land use. Students will learn about endangered and threatened speciesand the impacts that humans have on these plants and animals. Students will learn how the United States is managing open space and helping to preservebiodiversity, and how we as humans benefit from our environment and the goods and ecosystem services with which our environment provides us. A strongtheme of sustainability, wise use and conservation underlies this unit.







What is biodiversity and how does itaffect our everyday lives?

How do we as humans contribute tothe loss of habitat and biodiversity?

GUIDING QUESTIONS: What role do humans play in the loss

of biodiversity?

What are some common uses forplants and animals?

How do genetic diversity, speciesdiversity and ecosystem diversitydiffer?

What are the major laws and acts that


A: STUDENTS WILL KNOW: key terms: biotic pollution, bell-weather

species, threatened, endangered, extinct,ecosystem services, selective cutting, clearcutting, deforestation, sustainability.

characteristics of endangered andthreatened species.

major laws and treaties that help protectendangered and threatened species.

ecosystem services and how humansbenefit from them.

what sustainability in our ecosystemsmeans when dealing with game and wild


STUDENTS WILL:

complete homework 4-5 times per weekconsisting of 3-5 textbook questions, web-based assignments or other sources ofinformation.

watch a video about deer management inNJ and write a reflection paper includingtheir own experience with deer in the area.

watch a video about forest sustainabilitywith a case study about a large papercorporation, and answer analysisquestions.

read and reflect on writings by Aldo


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Preview the essential questions and connect to learning throughout the unit.


Biodiversity PowerPoint presentation

Use computers and internet to track endangered species from various websites.

help protect species biodiversity?

How is a wild population managed?

What are ecosystem services and howdo we benefit from them?

What are characteristics common toendangered and threatened species?

How are land resources being utilizedto better preserve their value for thefuture?

species as well as forestry.


stewardship is important in every aspect ofour lives.

wetlands are important features of ourlandscape and have many importantecological functions.

we are cutting down the rainforestecosystem faster than it can naturallyregenerate.

Leopold.

explain the technology used by scientiststo track endangered species.

analyze a public planning and land usecase study: Highland Park NJwww.rst2.edu/NJHEPS.

demonstrate knowledge and understandingthrough tests, textbook chapters,classroom case studies, lab and field work.

complete all AP free response questionsrelevant to that unit. They can be assignedas homework, timed and completed inclass for an individual quiz grade, peergraded or collaboratively completed inpairs.


Tests: All tests throughout the year will containmultiple choice questions, reading excerpts andfour part essay(s) to model the APES test.

AP FRSPQ:2000 #3 Extinctions.2003 #4 Endangered species


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Video: NJN Presents Deer Crossing: NJ

Video: Forest through the Trees

Aldo Leopold: A Sand County Almanac, essay on passenger pigeons

Public planning and land use case Study: Highland Park NJ(NJHEPS references) www.rst2.edu/NJHEPS



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UNIT TITLE: Interdependence in Earth’s EcosystemsBRIEF SUMMARY OF UNIT: In this unit, students will explore the biogeochemical cycles, the earth’s geologic and atmospheric systems and the biomes ofthe world. Students will learn how weather and climate affect the different parts of the world and how the earth’s systems interact with one another.

*SUGGESTED TIMELINE: 3 weeks (This unit should be concluded by the Thanksgiving recess.)*The suggested timeline is subject to change as teachers and program supervisors find necessary.




STANDARD 5.6 (Chemistry) All students will gain an understanding of the structure and behavior of matter.

STANDARD 5.8 (Earth Science) All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth.



How do elements cycle through ourbiosphere, atmosphere and geosphere?

GUIDING QUESTIONS: What are the major carbon sinks?

Which trace elements are vital for theenvironment?

How was the earth formed, and howhas it changed over time?

What role does plate tectonics play inthe ever-changing earth?

In what way do weather and climate


A: STUDENTS WILL KNOW: key terms: water, nitrogen, carbon, cycles,

plate tectonics, convection currents,climate, solar radiation.

the different biomes of the world andcharacteristics of each one.

the different human activities that disruptthe biogeochemical cycles.

the different plate boundaries andlocations of each one around the world.

the layers of the atmosphere.



consisting of 3-5 textbook questions, web-based assignments or other resources.

take a self guided tour through a PowerPoint presentation of the nitrogen cycle,and complete analysis questions.

learn about the eutrophication of theChesapeake Bay through a case study withanalysis questions.

conduct an experiment demonstratemining and reclamation.


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affect the biota of the earth?

What constitutes the biosphere?

What are the different biomes andmarine environments of the earth?

What human activities disrupt thebiogeochemical cycles?

What processes aid in the recycling ofnutrients?

What are the major reservoirs/ sinksof each biogeochemical cycle?


identifying plate boundaries andmovement of the earth enable us tounderstand how the earth’s surface ischanging.

each person leaves a mark on the earth,and there are simple ways to reduce one’simpact on the earth.

the cycling of matter in the earth isessential to survival.

soil and climate determine the biomes ofthe world and the flora and fauna that cansurvive in a given biome.

travel through the water cycle as a drop ofwater and then assess their journeythrough an evaluation of their choice.

measure their carbon footprint online andengage in an online activity to balance thecarbon budget.

complete activities related to scientists’forecasting and recording data about ElNino.

graph temperature and rainfall distributionacross biomes, and identify unidentifiedbiomes based on data and soil.

review plate tectonics as previouslylearned in other science classes.

complete all AP free response questionsrelevant to each unit. They can beassigned as homework, timed andcompleted in class for an individual quizgrade, peer graded or collaborativelycompleted in pairs.

demonstrate knowledge and understandingthrough tests: textbook chapters,classroom case studies, lab and field work.

APES free response question: 2003 #3Estuaries



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Students will work in learning stations: Nitrogen Cycle Power Point Presentation, Carbon/oxygen cycle internet activity with carbon footprint andbalancing the carbon budget, Water cycle: Journey and assessment, Case study: Chesapeake Bay

Lab: Cookie mining

Quiz: Biogeochemical cycles (textbook, Ch 7)

Climate and atmosphere PowerPoint presentation

Video: Chasing El Nino

Answer APES free response question in class: 2002 #4 El Nino with peer grading

Lab: Biome distribution lab

Review plate tectonics as previously learned in other science classes.

Test: textbook chapters, classroom case studies, lab and field work

All tests throughout the year will contain multiple-choice questions, reading excerpts and four part essay(s) to model the APES test.

APES free response question: 2003 #3 Estuaries

Tests : All tests throughout the year will containmultiple-choice questions, reading excerpts andfour part essay(s) to model the APES test.

AP FRSPQ:2002 #4 El Nino2003 #3 Estuaries


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UNIT TITLE: Populations, Resources and the EnvironmentBRIEF SUMMARY OF UNIT: This unit consists of human demographics, the statistical analysis of human population growth, and the environmentalconsequences of rapid human population growth. Students will better understand the factors that influence population growth, the differences betweenindustrialized and developing countries and how overpopulation is the root cause of environmental problems.








How do we as humans impact ourenvironment?

What is the carrying capacity of theearth?

GUIDING QUESTIONS: What is human ecology?

What is demography?

What are the factors that producechanges in human population size?

How has the human populationchanged throughout history?


A: STUDENTS WILL KNOW: key terms: population density, CBR, CDR,

immigration, emigration, ZPG, doublingtime, replacement level fertility,demographic transition, population profile,ecological footprint, density dependentand independent factors.

the history of human population growth.

problems associated with humanoverpopulation locally and globally.

major principles of population ecologyapplied to human populations.




watch the video Island of the Flowers andreflect on human ecology and the humanrace.

use internet resources to determine theirindividual “ecological footprint”.

navigate their way through an interactivewebsite and game completing questionsabout the present and future world in termsof population.


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What is the difference between highlyand lesser-developed countries?

What is the environmental impact ofhuman overpopulation?

What are problems associated withthe rapid growth of urban areas?

What methods have variousgovernments used to try to slowhuman population growth?

How do diseases such as HIV/AIDSrelate to human overpopulation?

What factors help determine therelationship between people and theirenvironment?


humans alter natural systems.

humans have had an impact on theearth for millions of years.

technology and population growthhave enabled humans to increase boththe rate and the scale of the impact onthe environment.

environmental problems have acultural and social context.

human population growth is the rootcause of all environmental problems

complete questions from an interactivePower Point as well as interpret variouspopulation profiles.

complete a case study of a given countryusing data from the World Census Bureauconsisting of building and interpretingpopulation profiles to determinepopulation growth trends.

examine the causes and consequences onthe earth and natural resources of humanpopulation growth.

complete an activity demonstrating theamount of arable land on earth.

examine and answer analysis questions onthree countries policies on populationgrowth.

answer an AP free response questioninterpreting population pyramids.

complete all AP free response questionsrelevant to the unit. They can be assignedas homework, timed and done in class foran individual quiz grade, peer graded orcollaboratively completed in pairs.



AP FRSPQ:2000 #4: Population Pyramides2003 #2: Population Graph


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Preview the essential questions and connect to learning throughout the unit.


Video: Island of the Flowers with discussion and free response writing assignment

Interactive website Six Billion Human Beings and Measuring Your Ecological Footprint with analysis questions

Interactive “Demography” PowerPoint presentation with whiteboard

Arable land activity

Causes and consequences of high population growth packet with analysis questions

R vs. K selected species and survivorship curves packet and lecture

Demography quiz (textbook, Ch 8)

Case study of China’s “one child” policy

Online flashcards (text support from T. Miller; Environment).

Internet assignment: “The State of the World Today”

Case Study/lab activity: Power of the Pyramids

Practice APES free response questions about human population dynamics.

Test: textbook chapters, classroom work, lab/field work and an AP free response question

2005 #1: Disease on the Rise2007 #4: Populations in Urban Areas


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UNIT TITLE: Feeding the WorldBRIEF SUMMARY OF UNIT: This unit explores the challenge of feeding the world in the 21st century. Students will explore different farming practices, theboom in modern agriculture known as the green revolution and learn about the advances and setbacks associated with modern pesticides. Students will modelover fishing and explore the phenomena known as tragedy of the commons. Planning for the future, sustainability and problem solving are strong themes thatrun throughout the unit

*SUGGESTED TIMELINE: 2 weeks. (This unit should be completed by Winter Break.)*The suggested timeline is subject to change as teachers and program supervisors find necessary.





STANDARD 5.7 (Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations.



How can we improve sustainability inorder to feed the world?

GUIDING QUESTIONS: What are local and global commons?

What environmental impacts resultfrom the “pesticide treadmill?”

How can we get off the pesticidetreadmill?

How does the amount of genetic


A: STUDENTS WILL KNOW: key terms: bioaccumulation,

biomagnification, Georges Bank Fishery,persistent pesticides, organophosphates,pesticide treadmill, DDT, carabamates,monoculture, GM, FDCS, FIFRA,subsistence agriculture.

broad vs. narrow spectrum pesticides.

integrated pest management andsustainable farming practices.


STUDENTS WILL: complete homework 4-5 times a week

consisting of 3-5 textbook questions, webbased assignments or using outsideresources.

watch a video and answer questions aboutfarming agriculture and pesticides.

demonstrate over fishing in a “tragedy of acommons” activity involving M&M’s witha case study on the collapse of the GeorgesBank Fishery.


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Video: Race to Save the Planet

Activity/Lab: Tragedy of the Commons: M&M fishing with analysis questions and brainstorming of local commons and handouts on herring andanchovy over fishing

PowerPoint Presentation: Pesticides in the Environment: Bioaccumulation and Biomagnification

variability in a population affect thepopulation’s ability to adapt toenvironmental changes?

What are some issues associated withthe use of pesticides?

What is a pesticide?

How do pesticides get into the foodchain and then magnify?

What was the “green revolution?”

the technology, fishing methods andtechniques associated with commercialfishing.


the world’s oceans are not limitless andunless something is done, over fishing is areality for this generation.

one person can make a difference and thatRachel Carson’s activism was essential tothe issue of pesticides and theirdetrimental effects on humans and theenvironment.

Top-level predators are going to be themost contaminated of the food chain.

with minor changes made by everyone,the world can change.

read a chapter from Rachel Carson’saccomplishments Silent Spring and reflecton her accomplishments.

participate in a “pesticide treadmill” labdemonstrating the evolution of the superbug and answer discussion questions.

complete all AP free response questionsrelevant to each unit. They can beassigned as homework, timed and writtenin class for an individual quiz grade, peergraded or collaboratively completed inpairs.


Tests: Al tests throughout the year will containmultiple-choice questions, reading excerpts andfour part essay(s) to model the APES test.

AP FRSPQ:1999 #4: Pesticide Controversy2004 #1: Is the seafood we eat safe?2005 #2 Global Meat Production2006 #4 Fisheries


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Activity: Bioaccumulation in a food chain demonstrated with colored beads

Lab: The Pesticide Treadmill: The birth of the “superbug”

DVD: World in the Balance



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UNIT TITLE: Soils and their PreservationBRIEF SUMMARY OF UNIT: This unit will introduce students to one of the most important factors of ecosystem and environmental quality: soil. This unit

takes an inquiry based science approach, with the students spending most of the class time conducting experiments or out in the field. Major topics includeclassification of soil particles, physical characteristics and identification of soils, soil pollution and soil conservation in the face of agriculture.









How are soils essential to oureveryday lives?

GUIDING QUESTIONS: How are soils classified?

What are soil horizons?

What causes soil horizons?

What are the characteristics of majorsoil types?

How are soils identified in the field?


A: STUDENTS WILL KNOW: key terms: sand, silt, clay, soil texture,

percolation rate, water holding capacity,erosion, soil nutrients, leaching, loam,desertification.

the materials and equipment used by fieldecologists.

the physical characteristics that create soiltypes.

the importance of soils in determining



consisting of 3-5 textbook questions, web-based assignments or other outsideresources.

conduct a laboratory investigation tomeasure soil nutrients of various soilsamples, make recommendations forimproving the soil quality, and assess whatcould be grown in the soils current state.

take notes from a PowerPoint presentationabout soils and their properties, andanswer analysis questions.


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Introduction to the unit: Look How Long It Took to Form One Inch of Soil (poster)

Lab investigation: Soil nutrient lab

“Black Gold” Soils PowerPoint presentation

What is water holding capacity andhow is it measured?

What is percolation rate and how doesthis relate to environmental quality?

What is the relationship amongagriculture, erosion and soil pollution?

Minerals and soils are in limitedsupply; what methods are used toconserve them?

ecosystems and biomes.


soil types can be identified by texture,color, percolation rate, water holdingcapacity, and relative percentages of sand,silt and clay.

soil is a factor when building landfills, andfarms, and in general development.

soil is a major factor in determiningwhether agriculture will be high or lowinput.

studying soil composition and nutrients isvital to improving agricultural techniquesand soil conservation.

Quiz: field identification of soil horizons,WHC and percolation rate

assess two different soil samples usingtexture by feel, soil textural triangle,WHC, percolation rate, and color.Students will identify an unidentifiedsample, answer analysis questions, andmake recommendations for uses of allthree soils.


Answer the essential question.

Tests: All tests throughout the year will containmultiple-choice questions, reading excerpts andfour part essay(s) to model the APES test.

AP FRSPQ:2004 #4: Samples and Conservation2005 #3: Mining


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Lab: Water holding capacity, percolation rate, soil textural triangle, identification of an unknown soil type

Field investigation: Digging soil horizons

Use of digital photos on whiteboard to serve as virtual field trip of various biomes with different soil types



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UNIT TITLE: Water a Fragile ResourceBRIEF SUMMARY OF UNIT: In this unit students will explore the major types of water pollution. This unit will also address the sources of the pollutantsand how the pollutants affect the environment. Major topics include the categories of water pollutants, sewage treatment, eutrophication and chemical pollutants.Students will distinguish between point and nonpoint sources of pollution and how we as individuals can help to reduce these sources. Students will also learn tomeasure water quality using various tools such as water testing kits.










How do water and water pollution affectdifferent aspects of our lives?

GUIDING QUESTIONS: What are the categories of water pollution?

What are examples of point and nonpointsources of water pollution?


A: STUDENTS WILL KNOW: key terms: point and nonpoint pollution,

biochemical oxygen demand, fecalcoliform, sediment pollution, algal bloom,eutrophication, dissolved oxygen, thermalpollution, sludge, septic system,salinization, chlorinization, indicatorspecies, water diversion.

materials and equipment used by



consisting of 3-5 textbook questions, web-based assignments or using otherresources.

assess and make recommendations forwastewater treatment in the BostonHarbor.


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How does sewage effluent affect aquaticecosystems?

How is raw sewage treated?

How is drinking water purified in theU.S.?

What laws were enacted to reduce waterpollution?

What are the impacts of poor water qualityon human health?

How can we as individuals help to reducewater pollution?

What are major uses of water domesticallyand commercially?

What is a watershed?

What are indicators of good and bad waterquality?

What are some examples of waterdiversion in the world?

environmental scientists.

the eight categories of water pollution.

the mechanisms of a wastewater treatmentplant.

the goals of the Clean Water Act and theSafe Drinking Water Act.


water quality in local areas can reflect theoverall health of the ecosystem.

monitoring water quality periodically isvital in determining trends in land use.

biological processes can causeeutrophication.

sewage discharge is related toeutrophication, biochemical oxygendemand and dissolved oxygen.

treating wastewater is extremely importantin maintaining human health and thehealth of ecosystems.

assess and identify three to five unknownwater samples using LaMotte WaterQuality testing kits for chemical andphysical characteristics, and prepare a labreport.

assess the water quality of NomaheganPond through macro invertebrate andmicro invertebrate surveys.

conduct a week-long lab observing theeffects of nitrates and phosphates on awater sample and measuring the dissolvedoxygen.




AP FRSPQ:1999 #1 Pond Abiotic/Biotic2001 #4 Water Quality Up/Down River2002 #2 Water Diversion2007 #1 Sewage


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Video: Assignment Discovery: Water to the Last Drop

Properties of water PowerPoint presentation

Enviroscape: Point vs. nonpoint water pollution

Lab: Water quality and identification of unknown water samples with lab report

Lab: Macroinvertebrate Indicator Species

Water diversion: case studies: Mono Lake, Aral Sea and Colombia River

Video: Rediscovering the NJ Highlands (provides most of NJ’s drinking water)

Video: Sewage Treatment (22 min.)

Sewage study packet

Case study: Boston Harbor



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UNIT TITLE: The Search for EnergyBRIEF SUMMARY OF UNIT: Students will explore the sources of energy currently used and the alternative energy sources that have potential for practicaldevelopment. Students will analyze the increase in fossil fuel use, debate the pros and cons of nuclear energy and explore the alternatives currently used in ourstate.









How can we break our dependence onfossil fuels and non-renewableresources?

GUIDING QUESTIONS: What is the difference between

renewable and non-renewableresources?

What are fossil fuels and how are theyformed?

How will oil extraction from theArctic Wildlife Refuge in Alaska


A: STUDENTS WILL KNOW: key terms: fossil fuels, combustion,

subsidy, scrubbers, fission, fusion,isotopes, radioactive half life, spent fuel,meltdown, NIMB, biomass, cogeneration.

renewable vs. non-renewable resourcesand examples of each.

the parts of a nuclear power plant

the alternative energy currentlyimplemented and being used in NJ



consisting of 3-5 textbook questions, web-based assignments or using otherresources.

analyze a local solar panel system toassess its pros and cons and costeffectiveness, and calculate how long itwill take the consumer to pay off theinvestment.

Analyze the online case study about thegreat utility authority saving the world one


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impact the tundra ecosystem?

How can you personally limit youruse of fossil fuels?

What are the advantages anddisadvantages of using fossil fuels toproduce energy?

What causes the nuclear reaction innuclear power plants?

What are some advantages anddisadvantages of nuclear powerplants?

What factors need to be consideredfor a long term storage site for spentnuclear fuel and why?

What alternative energy sources arebeing developed and how efficient arethese sources?

Why must we plan our use ofresources for the continuation of lifeand the environment as we know it?


understanding the role of cultural, socialand economic factors is vital to thedevelopment of energy solutions.

making decisions regarding nuclear poweris very difficult because of the numerousfactors the impact of the environment.

it is vital for the survival of our society todevelop alternative sources of energy.

many of our resources exist in finitequantities and conservation andsustainable practices must be developed tomaintain the quality of life in the U.S.

flush at a time! Atlantic County UtilityAuthority: (ACUA): Wind Turbines,Cogeneration and Methane, Oh My!!

compile a PowerPoint presentationaddressing fossil fuels, politics, pollutionand domestic cars. Students must choose avehicle and justify their purchase based onsound economic and environmentalresearch.

debate in a formal classroom setting theproposed “Springfield Nuclear Reactor”(fake scenario). Students research the prosand cons of a nuclear reactor in a nearbytown.




AP FRSPQ:1999 #2 Resource Management2001 #1 Heating a Home2002 #1 Electric Vehicles2006 #1 Solar Power2007 #2 Energy Conservation


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Video: Race to Save the Planet: More is Less

PowerPoint presentation Project: Wheels and War

Locked Horns: The Fate of Old Crowe

History Channel: Mega Disasters: Chernobyl and Three Mile Island video clips

Formal class nuclear power debate

Case study: Oyster Creek Nuclear Power Plant, Toms River, NJ

History Channel: Modern Marvels: Sugar (ethanol clip)

Solar Power Louie Style PowerPoint presentation, analysis and calculations

Case study: ACUA cogeneration and wind power

Renewable energy and cnservation pcket



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UNIT TITLE: Solid, Hazardous Waste and RecyclingBRIEF SUMMARY OF UNIT: Students will learn about solid and hazardous waste, the hazards they impose and the proper disposal methods of each.Students will learn about various disposal methods including sanitary landfills and incineration. Wise use, sustainability, source reduction recycling and reusingare underlying themes and students will learn how they can personally limit the amount of waste they generate.

*SUGGESTED TIMELINE: 1-2 weeks (usually over Spring recess)*The suggested timeline is subject to change as teachers and program supervisors find necessary.






How can we reduce the amount ofsolid and hazardous waste producedworldwide?

GUIDING QUESTIONS: What is the difference between solid

and hazardous waste?

How do landfills work?

What are environmental problemsassociated with landfills?

How do incinerators work?

What are environmental problemsassociated with incinerators?

What defines hazardous waste?


A: STUDENTS WILL KNOW: key terms: municipal waste, sanitary

landfill, mass burn incinerator, limescrubber, electrostatic precipitator,dioxins, fly ash, hazardous waste, PCB,leachate.

the features of a landfill.

the features of an incinerator.

substances that are considered hazardouswaste.

proper disposal methods for hazardouswaste.

the goals of the superfund program.




read and discuss Love Canal: There is NoAway.

participate in a service learning activity:recycling on school grounds

read Brownfields in a Box: The NahantMarsh Case Study.

complete all AP free response questionsrelevant to each unit. They can beassigned as homework, timed and writtenin class for an individual quiz grade, peergraded or collaboratively completed in


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Video: Talking Trash

Case Study CD: Brownfield in a Box

Composting

Spring recess packet consisting of:o Solid waste notes with questionso Hazardous waste notes with questionso Case Studies: Love Canal, Black Day in Bhopalo APES free response question


What disposal methods are used forhazardous waste?

What is the superfund program?


combining conservative resource use withnew technologies will reduce wasteproduction and provide cleaner, moreefficient ways of waste disposal.

small efforts can reduce the amount ofwaste we actually produce.

pairs.


Tests: All tests throughout the year will containmultiple-choice questions, reading excerpts andfour part essay(s) to model the APES test.

AP FRSPQ:2000 #2 Is Recycling Smart Economics?2006 #3 Brownfield


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UNIT TITLE: The Global AtmosphereBRIEF SUMMARY OF UNIT: In this unit, students will explore the major types of air pollution and global atmospheric changes. The unit will also addresssources of the pollutants and how the pollutants affect the environment. Major topics in this unit include the greenhouse effect and global warming, aciddeposition and ozone depletion.









What are the human sources of airpollution and how are these pollutantsaffecting humans and the globalatmosphere?

GUIDING QUESTIONS: What are the major classes of air pollution

and their effect on the environment?

How does air pollution differ in developedand developing countries?

What is the greenhouse effect?


A: STDENTS WILL KNOW: key terms: smog, acid deposition,

greenhouse effect, global warming, ozone,temperature inversion, urban heat island,global distillation effect, dust dome,aerosols, CFC’s.

the difference between primary andsecondary air pollution and how eachdevelops.

chemical composition of major airpollutants.




navigate their way through a PowerPointpresentation on air pollution, answeringessential questions and linking to internetresources.

complete a case study on the effects ofglobal warming using news articles: Sealevel rise, effects on coral reefs, polarbears, polar ice caps, penguins, etc.


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Video: An Inconvenient Truth with class discussion

Air pollution PowerPoint presentation

Ozone: The Hole Story

Case study: Effects of Global Warming

Acid rain lab


What are greenhouse gasses and where dothey come from?

What is the importance of stratosphericozone?

How does stratospheric ozone differ fromtropospheric ozone?

What causes ozone depletion?

What are potential effects of ozonedepletion?

How is acid deposition formed and what itits effect on the natural and human madeenvironments?

What has the international communitydone about global climate change issues?

What are the impacts of poor air quality onhuman health?

sources of air pollution.

environmental effects of air pollution.

layers of the atmosphere.


air pollutants are categorized into sevenmajor classes due to their composition andeffect.

human and natural processes create thegreenhouse effect.

studying the causes and effects of globalwarming is vital to finding ways to reversethe trend.

North American lakes are negativelyaffected by interactions among globalwarming, ozone depletion and aciddeposition.

evaluate the effects of acid rain onmultiple substances in the Laboratory.

complete all AP Free Response Questionsrelevant to each unit. They can beassigned as homework, timed and done inclass for an individual quiz grade, peergraded or collaboratively worked on inpairs.


Tests: all tests throughout the year will containmultiple choice questions, reading excerpts and 4part essay(s) to model the APES Test.

AP FRSPQ:1999 #3 Air Quality2001 #3 Indoor Air Pollution2006 #2 Atmospheric Temps2007 #3 Ozone


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AP_Environmental_Science

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