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ACP Environmental Science Property of Trumbull Public Schools

TRUMBULL PUBLIC SCHOOLS

Trumbull, Connecticut

ACP ENVIRONMENTAL SCIENCE

Grade 12

Science Department

2016

Curriculum Writing Team

Thomas Edwards Department Chair

Kathleen C. Gibson Science Teacher

Jonathan S. Budd, Ph.D., Director of Curriculum, Instruction, & Assessments

ACP Environmental Science Property of Trumbull Public Schools 1

ACP Environmental Science

Grade 12

Table of Contents

Core Values & Beliefs ............................................................................................... 2

Introduction & Philosophy ......................................................................................... 2

Course Goals ............................................................................................................... 2

Course Enduring Understandings ............................................................................... 5

Course Essential Questions ......................................................................................... 6

Course Knowledge & Skills........................................................................................ 6

Course Syllabus ......................................................................................................... 8

Unit 1: Introduction: Working toward Sustainability: Trends, Issues, and Approaches ...... 10

Unit 2: The Biosphere: Biogeochemistry, Biodiversity, and Population Ecology .... 12

Unit 3: Energy for the Masses: Past, Present, and Possibilities for the Future .......... 15

Unit 4: Air and Climate: We’re All “Downwind” ..................................................... 19

Unit 5: Water: Supply and Quality: Our Insatiable Thirst ......................................... 22

Unit 6: Waste Management: There Is NO “Away” ................................................... 25

Unit 7: Conservation: A Legacy for the Next Generation ......................................... 28

Unit 8: Major Anthropogenic Environmental Disasters: Acknowledging Our

Mistakes: Integrated Project for ACP Environmental Science ...................... 31

Course Credit ............................................................................................................. 34

Prerequisites ............................................................................................................... 34

Text ............................................................................................................................ 34

Assured Student Performance Rubrics ...................................................................... 34

The Trumbull Board of Education will continue to take Affirmative Action to ensure that no

persons are discriminated against in its employment.


CORE VALUES AND BELIEFS

The Trumbull High School community engages in an environment conducive to learning which

believes that all students will read and write effectively, therefore communicating in an

articulate and coherent manner. All students will participate in activities that present problem-

solving through critical thinking. Students will use technology as a tool applying it to decision

making. We believe that by fostering self-confidence, self-directed and student-centered

activities, we will promote independent thinkers and learners. We believe ethical conduct to

be paramount in sustaining the welcoming school climate that we presently enjoy.

Approved 8/26/2011

INTRODUCTION & PHILOSOPHY

The ACP Environmental Science elective is offered to students who have successfully completed

three years of college-preparatory science. This course provides students with an opportunity to

extend their core science knowledge through field and classroom studies of the environment, and

integrate their knowledge of social issues and governmental processes as they explore current

environmental issues and potential solutions. Upon successful completion of the course, the

student will receive 0.625 Science credit toward graduation.

The doubling of human population within the last 50 years, increased urbanization, and

predictions of human population reaching 9 billion by mid-century all underscore the need for

students to understand environmental interactions and processes essential for maintaining life

and health on Earth. ACP Environmental Science is a dynamic current-issues course that

provides students with the opportunity to explore and reflect on processes, events, and decisions

that affect their environment and their future. During this course, students will study ecosystem

ecology, both in the field and in the classroom, and investigate the consequences of human

population growth and resource consumption. ACP Environmental Science students will be

required to apply prior learning from multiple disciplines, as well as to relate what they learn to

the world around them. Furthermore, students will be increasingly challenged to remain attentive

to current events and employ a problem-solving approach as they investigate solutions to local,

national, and global environmental challenges. This course will equip students with necessary

tools for our scientifically-evolving society. Authentic tasks will allow students to interact with

the natural world in order to construct explanations. Students will predict, interpret, analyze, and

evaluate to actively construct their understanding.

COURSE GOALS

The following course goals derive from the 2010 Connecticut Core Standards.

CCSS.ELA-Literacy.RST.11-12.2 Determine the central ideas or conclusions of a text;

summarize complex concepts, processes, or information

presented in a text by paraphrasing them in simpler but

still accurate terms.

http://www.corestandards.org/ELA-Literacy/RL/6/1/


CCSS.ELA-Literacy.RST.11-12.3 Follow precisely a complex multistep procedure when

carrying out experiments, taking measurements, or

performing technical tasks; analyze the specific results

based on explanations in the text.

CCSS.ELA-Literacy.RST.11-12.7 Integrate and evaluate multiple sources of information

presented in diverse formats and media (e.g.,

quantitative data, videos, multimedia) in order to

address a question or solve a problem.

CCSS.ELA-Literacy.WHST.11-12.1 Write arguments focused on discipline-specific content.

CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the

development, organization, and style are appropriate to

task, purpose, and audience.

CCSS.ELA-Literacy.WHST.11-12.8 Gather relevant information from multiple authoritative

print and digital sources, using advanced searches

effectively; assess the strengths and limitations of each

source in terms of the specific task, purpose, and

audience; integrate information into the text selectively

to maintain the flow of ideas, avoiding plagiarism and

overreliance on any one source and following a

standard format for citation.

CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of

collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grades 11-12

topics, texts, and issues, building on others’ ideas and

expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in

diverse formats and media (e.g., visually,

quantitatively, orally) in order to make informed

decisions and solve problems, evaluating the credibility

and accuracy of each source and noting any

discrepancies among the data.

CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence,

conveying a clear and distinct perspective, such that

listeners can follow the line of reasoning, alternative or

opposing perspectives are addressed, and the

organization, development, substance, and style are

appropriate to purpose, audience, and a range of formal

and informal tasks.

CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual,

graphical, audio, visual, and interactive elements) in

presentations to enhance understanding of findings,

reasoning, and evidence and to add interest.


The following standards derive from the 2016 International Society for Technology in Education

Standards.

ISTE Knowledge Students critically curate a variety of resources using digital tools to

Constructor construct knowledge, produce creative artifacts, and make meaningful

(Standard 3) learning experiences for themselves and others.

ISTE Creative Students communicate clearly and express themselves creatively for a

Communicator variety of purposes using the platforms, tools, styles, formats, and digital

(Standard 6) media appropriate to their goals.

ISTE Global Students use digital tools to broaden their perspectives and enrich their

Collaborator learning by collaborating with others and working effectively in teams

(Standard 7) locally and globally.

The following standards derive from the 2013 Next-Generation Science Standards.

NGSS.HS-PS1-8 Develop models to illustrate the changes in the composition of the nucleus

of the atom and the energy released during the processes of fission, fusion,

and radioactive decay.

NGSS.HS-PS3-3 Design, build, and refine a device that works within given constraints to

convert one form of energy into another form of energy.

NGSS.HS-LS2-1 Use mathematical and/or computational representations to support

explanations of factors that affect carrying capacity of ecosystems at

different scales.

NGSS.HS-LS2-4 Use mathematical representations to support claims for the cycling of

matter and flow or energy among organisms in an ecosystem.

NGSS.HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions

in ecosystems maintain relatively consistent numbers and types of

organisms in stable conditions, but changing conditions may result in a

new ecosystem.

NGSS.HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human

activities on the ecosystem and biodiversity.

NGSS.HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and

species’ chances to survive and reproduce.

NGSS.HS.LS4-4 Construct an explanation based on evidence for how natural selection

leads to adaptation of populations.

NGSS.HS.LS4-5 Evaluate the evidence supporting claims that changes in environmental

conditions may result in: (1) increases in the number of individuals of

some species, (2) the emergence of new species over time, and (3) the

extinction of other species.


NGSS.HS.ESS2-2 Analyze geoscience data to make the claim that one change to Earth’s

surface can create feedbacks that cause changes to other Earth systems.

NGSS.HS.ESS2-4 Use a model to describe how variations in the flow of energy into and out

of Earth’s systems result in changes in climate.

NGSS.HS.ESS3-1 Construct an explanation based on evidence for how the availability of

natural resources, occurrence of natural hazards, and changes in climate

have influenced human activity.

NGSS.HS.ESS3-2 Evaluate competing design solutions for developing, managing, and

utilizing energy and mineral resources based on cost-benefit ratios.

NGSS.HS.ESS3-4 Evaluate or refine a technological solution that reduces impacts of human

activities on natural systems.

NGSS.HS.ESS3-5 Analyze geoscience data and the results from global climate models to

make an evidence-based forecast of the current rate of global or regional

climate change and associated future impacts to Earth systems.

NGSS.HS.ESS3-6 Use a computational representation to illustrate the relationships among

Earth systems and how those relationships are being modified due to

human activity.

NGSS.HS.ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized

criteria and trade-offs that account for a range of constraints, including

cost, safety, reliability, and aesthetics as well as possible social, cultural,

and environmental impacts.

NGSS.HS.ETS1-4 Use a computer simulation to model the impact of proposed solutions to a

complex real-world problems with numerous criteria and constraints on

interactions within and between systems relevant to the problem.

COURSE ENDURING UNDERSTANDINGS

Students will understand that . . .

life on Earth exists in the Biosphere, wherein portions of the Earth’s atmosphere,

lithosphere (Earth’s Crust), and hydrosphere (waters of the Earth’s surface) come

together to create Earth’s unique environment.

all species depend on certain environmental conditions in order to thrive, and that Earth’s

varied climates and ecosystems provide conditions and essential nutrients, thus

supporting biological diversity.

changes in one environmental component can stimulate responses in another; much of the

time, small adjustments allow life to go on as before via a system of checks and balances.

significant changes in one or more component(s) can drastically alter conditions within

the Biosphere, thus affecting biodiversity.

humans, as a result of population growth combined with resource consumption and waste

generation, can negatively alter conditions in the Biosphere, and have done so in the past.


active efforts to identify and address environmental problems and challenges can foster

innovation and change at the technological, political, and social levels.

COURSE ESSENTIAL QUESTIONS

What factors and mechanisms contribute to environmental conditions, both biotic and

abiotic, within the biosphere?

To what extent, and how, have past and current rates of resource consumption and human

population growth affected environmental sustainability?

What alternative approaches or actions can be taken to facilitate solving environmental

problems for today and for the future, given human population growth and consumption

projections?

COURSE KNOWLEDGE & SKILLS

Students will understand . . .

the interactions among the lithosphere, hydrosphere, and atmosphere, and their effects

on living things.

significant ecosystem services provided to humans by various biomes and aquatic

ecosystems, the vital roles played by organisms at each tropic level, and the need for

and approaches to conservation.

how population growth rates change over time as a result of various factors, the

specific circumstances that have supported human population growth rates, and future

projections for human population growth.

the threat to long-term environmental sustainability caused by current and projected

regional and global patterns of population growth vs. regional and global resource

consumption rates, and the indicated need for development and implementation and

sustainable practices.

the environmental, health, and economic concerns raised by continued reliance on

fossil fuels, alternatives that currently exist and are being implemented, and

innovations the future may bring.

the major anthropogenic actions contributing to climate change vs. those contributing

to ozone depletion and acid precipitation, associated concerns, and actions taken in

the past and those that may be taken in the future to address these issues.

the sources of fresh water on Earth, the strains of current practice and population

demographics on our national and global fresh water supply, and implications for the

future.

a science-based approach for solving environmental problems and incorporating

stakeholders into the process.

Students will be able to . . .

identify, with oral and/or written support, current events reported in the press

illustrating concepts and principles discussed in class.

determine key themes and concepts presented in course readings.

write clear and informed responses to environment-related questions, and summarize

in writing, incorporating supporting data, key factors of an environmental issue.


work collaboratively with others using digital tools to broaden perspective, gain

understanding of environmental issues, and share knowledge.

create models, including drawings, tests, and mechanical simulations, to illustrate

scientific concepts.

collaborate with others to follow complex laboratory procedures, analyze and

evaluate data, and individually explain in a clear, concise manner consistent with the

scientific writing approach.


COURSE SYLLABUS

Course Name

Environmental Science

Level

Advanced College-Preparatory

Prerequisites

Completion of Marine Science in the fall semester, along with a course grade of B or

higher in ACP Biology and ACP Chemistry, or permission of the Department Chair.

Materials Required

None

General Description of the Course

Environmental Science is an interdisciplinary course which embraces a wide variety of

topics from the chemical, physical, geological and biological aspects of the environment

emphasizing qualitative and quantitative studies. The course contains substantial

laboratory and research components and students should be prepared to spend substantial

amounts of time outside of class engaged in field studies.

Assured Assessments

Formative Assessments:

Writing on “Tragedy of the Commons” (Unit 1)

The Carbon Game (Unit 2)

Presentation on alternative energy feasibility (Unit 3)

Exit ticket on ozone depletion (Unit 4)

Subject sequence on thermal inversions (Unit 4)

Case study on waste management in the Colorado River Basin (Unit 5)

Two-part waste collection and management modeling (Unit 6)

Case study on Wesselman Woods (Unit 7)

Anthropogenic Environmental Disaster Project progress check (Unit 8)

Summative Assessments:

Case study on Lake Davis Invasive Species (Unit 1)

Population Press Release (Unit 2)

Unit test on fossil fuels and alternative energy (Unit 3)

Unit test on air quality (Unit 4)

Hot Topic Lab (Unit 4)

Writing prompt on current issues related to water supply/quality (Unit 5)

Unit test on water (Unit 5)

Current issues position brief (Unit 6)

Unit test on conservation (Unit 7)


Major Anthropogenic Environmental Disaster project: presentation, incident

summary, and board game (Unit 8)

Core Text

Cunningham, William P., Mary Ann Cunningham, and Barbara Woodworth Saigo.

Environmental Science: A Global Concern. 9th

ed. Boston: McGraw-Hill, 2013. Print.


UNIT 1 Introduction: Working toward Sustainability: Trends, Issues, and Approaches

Unit Goals

At the completion of this unit, students will:

CCSS.ELA-Literacy.RST.11-12.2 Determine the central ideas or conclusions of

environmental texts and case studies related to

sustainability and problem-solving.

CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent responses to unit prompts,

in which the development, organization, and style fully

address the topics consistent with the discipline of

environmental science.

CCSS.ELA-Literacy.SL.11-12.1 Actively participate in classroom discussions relevant

to daily topics including current events and case

studies, building on others’ ideas and expressing their

own clearly and persuasively.

NGSS.HS.LS2-8 Evaluate, through classroom simulation (goldfish) and

follow-up discussion, the evidence for the role of group

behavior on individuals’ and species’ chances to

survive and reproduce.

NGSS.HS.ETS1-3 Evaluate, using established frameworks for problem-

solving and negotiation, a solution to a complex real-

world problem based on prioritized criteria and trade-

offs that account for a range of constraints, including

cost, safety, reliability, and aesthetics as well as

possible social, cultural, and environmental impacts.

Unit Essential Questions

What are the pressing environmental issues of today, those often cited in the news and

scientific literature, and what interconnections are evident?

What are the consequences of non-sustainable use?

How can and should scientists and lawmakers best study and work to solve

environmental problems in ways that incorporate both scientific data and public input?

Scope and Sequence

Major environmental issues

Tragedy of the Commons (simulation)

Framework for solving environmental problems using case studies

Assured Assessments


Formative Assessment:

Students will review documents provided related to Antarctica. Using their understanding of the

term “common” and the phrase “tragedy of the common,” students will discuss in writing (a)

whether Antarctica is/should be considered a “common”; and (b) if there is a potential for a

tragedy of this common in this area? Students will then need to provide an additional example of

a “common” not previously discussed in class and support their choice. Students must support

their choice using vignettes and examples provided in class for comparison. Prior to submission,

students will be polled as to their positions and individuals will be asked to share supporting

information or examples of a common with the class, followed by further topical discussion.

Students will be assessed using point-value grading in the Formative Assessments category of

the gradebook based on participation/contribution to the discussion. Written submissions will be

reviewed for completion and content.

Summative Assessment:

Lake Davis Invasive Species Case:

Students will read a brief case study describing actual events that occurred at a California lake.

Student will analyze the sequence of events and identify the stakeholders (interested parties/

groups). Students will first describe the role of scientific investigation in identifying problems,

and will then then use their knowledge of the Solving Environmental Problems Framework to a)

identify the necessary steps; and (b) determine and support their position as to the point at which

the process went awry.

Mastery will be determined by correct inclusion of all required steps in the process, correctly and

fully supported identification of elements omitted in the process, and elaboration regarding the

role of scientific investigation in the problem-solving process. Elements of the THS school-wide

writing rubric will be included in the response evaluation.

This case study will be factored in as the free-response component of the unit test.

Resources

Core




Spotted Owl Case Study

Lake Washington Water Quality Case Study

Lake Davis Case Study document

Framework for solving environmental problems

Birkett, Terri, and Orrin Lundgren. Truax. Memphis, TN: Hardwood Forest Foundation,

1995. Print.

Empty Oceans, Empty Nets. Dir Steve Cowan. Habitat Media and PBS, 22 Apr. 2002.

DVD.

The Lorax. Dir. Hawley Pratt. Perf. Eddie Albert. Columbia Broadcasting System, 1972.

Film.

Supplemental

Garret Hardin – Excerpts from Tragedy of the Commons

Flint, Michigan water quality crisis documents

Time Allotment

Approximately 1 week


UNIT 2 The Biosphere: Biogeochemistry, Biodiversity, and Population Ecology

Unit Goals




task, purpose, and audience for a Population Press

Release for a given nation.

CCSS.ELA-Literacy.WHST.11-12.8 Gather relevant human demographics information from

multiple authoritative print and digital sources and then

integrate information into a Population Press Release

selectively, maintaining the flow of ideas, avoiding

plagiarism and over-reliance on any one source, and

following a standard format for citation.

ISTE Knowledge Constructor Critically curate a variety of resources using digital

(Standard 3) tools to construct knowledge to produce a creative

population project that will be easily read and

interpreted by peers.

NGSS.HS.LS2-1 Use graphs and tropic level biomass calculations to

represent tropic interdependence and carrying capacity

to support explanations of factors that affect carrying

capacity of ecosystems.

NGSS.HS.LS2-4 Use mathematical representations to support claims for

the cycling of matter and flow of energy among

organisms in an ecosystem.

NGSS.HS.LS2-6 Evaluate the data collected from the longitudinal study

of Isle Royale to describe species interactions of wolves

and moose, the effects of abiotic and biotic factors on

each population that help to maintain relatively

consistent numbers and types of organisms, though

changing conditions may result in change.

NGSS.HS.LS4-4 Explain how natural selection due to biotic and abiotic

factors such as temperature change, air quality, and

water availability affects survivorship, the gene pool,

and gene frequency, ultimately resulting in adaptation

of species.


What are the major biogeochemical cycles, and why is the cycling of matter essential?


How does energy enter ecosystems, what happens to energy in ecosystems, and how does

this compare to matter in ecosystems?

How does energy availability and transfer affect ecosystem organization?

How do the productivities of terrestrial biomes and aquatic ecosystems compare, and to

what can differences be attributed?

How and why do species interact?

What, if any, is the relationship between biological diversity and ecosystem stability?

How and why do populations, communities, and ecosystems change over time?

What factors affect population growth, and what are the potential environmental and

social consequences of unchecked population growth (of any species)?

Scope and Sequence

Review of plate tectonics – the lithosphere (previously learned in Marine Science)

Rock cycle

Carbon cycle

Terrestrial Biome Pyramid

Food chains vs. food webs

Energy loss and net productivity calculations

Interspecific relationships

Keystone species / bellwether (indicator) species, invasive species

Population growth factors

Carrying capacity and limiting factors

Reproductive strategies

Human population dynamics

Demographic transition model

Assured Assessments


The Carbon Game:

(a) Students will begin the period responding to the question “Where is carbon found in the

environment?” (This is intentionally open-ended.)

(b) Students will play the carbon game during the class period, simulating the movement of

carbon through the atmosphere, lithosphere, and living things. At the close of the game

students will participate in a full-class discussion based on questions such as “What did

the game illustrate?”; “What was included?”; “What components were missing?”

Vocabulary, including “reservoir,” “source,” “sink,” and “biogeochemical cycle” will be

introduced.

(c) Closure: Students will respond to the questions “Identify a source, a sink, and a reservoir

of carbon in the Environment.”; “Why is the carbon cycle an example of a

biogeochemical cycle?”

This assessment will not be graded; rather, responses will be read in preparation for the next

class meeting and will be used to inform instruction.



Population Press Release:

Students will write a Press Release, using graphs, images, and writing, explaining recent and

predicted human demographics in a particular nation (selected from a list), including an analysis

of current and projected growth, health, education, economic, and environmental factors

affecting that nation. Included in this Press Release will be a written vignette (1st- or 3

rd-person)

of a typical day for a 17-year-old in this country, providing insight into economic conditions,

health, education, political climate, etc. Students must analyze the data to determine the stage of

the demographic transition their nation is in, providing a clear, concise rationale. Projects will be

shared in small groups using guided questions, allowing students an opportunity to compare and

contrast their findings, after which projects will be submitted for grading.

Scores earned will be incorporated into the Project category of the gradebook. Students will be

provided with a Project Guideline to be used in conjunction with the THS school-wide writing

rubric. Mastery will be indicated by correct incorporation of all required components, accurate

information and data interpretation, and a well-developed, engaging vignette, all presented in a

visually appealing format as indicated in the project handout.

Resources

Core




Carbon Game

Population Press Release Guidelines and Rubric

The Lorax. Dir. Hawley Pratt. Perf. Eddie Albert. Columbia Broadcasting System, 1972.

Film.

“The Wolves and Moose of Isle Royale.” Wolf-Moose Project. Michigan Tech, 2016.

Web. http://www.isleroyalewolf.org/.

World in Balance: The People Paradox. Sara Holt. Perf. Oliver Norton. Public

Broadcasting System, 2004. DVD.

Supplemental

Donald, Rhonda Lucas. “Introduction to Invasive Species.” National Geographic Society.

National Geographic Society, 11 Nov. 2010. Web.

http://nationalgeographic.org/activity/introduction-invasive-species/.

Kimball, John W. “Food Chains.” Kimball’s Biology Pages. Saylor Foundation, 2016.

Web. http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/F/FoodChains.html.

“Prairie Dogs: The Truth.” Great Plains Restoration Council RSS. n.p., 2016. Web.

http://gprc.org/research/prairie-dogs-the-truth/#.V6lw1vkrJdh.

Time Allotment

Approximately 3 weeks


UNIT 3 Energy for the Masses: Past, Present, and Possibilities for the Future

Unit Goals


CCSS.ELA-Literacy.RST.11-12.7 Access information from written, multimedia, and

video resources related to energy generation from

traditional and alternative sources in order to identify

costs and benefits of each, both monetary and

environmental.

CCSS.ELA-Literacy.WHST.11-12.4 Produce a clear and coherent 1-2-page written response

to a prompt regarding fossil fuel acquisition and

consumption.

CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of

collaborative discussions with seat partners and lab

groups on alternative energy, building on others’ ideas

and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.11-12.4 Work in groups to research and present scientific

findings and supporting evidence in response to a

question related to alternative energy potential in a

given region of the United States.

ISTE Knowledge Constructor Collaborate with others using digital tools to broaden

ISTE Global Collaborator their perspectives and construct knowledge related to

(Standards 3 & 7) alternate energy sources.

NGSS.HS.PS1-8 Develop qualitative models to illustrate nuclear decay

and energy production through chain reaction.

NGSS.HS.PS3-3 Work collaboratively to design, build, and refine a

device to convert one form of energy into another form

of energy, using materials provided them.

NGSS.HS.ESS3-2 Evaluate and identify best practices to minimize

impacts associated with fossil fuels, with an emphasis

on coal oil and natural gas extraction methods and their

effects on natural systems, and including a cost-benefit

analysis.

NGSS.HS.ETS1-3 Work in groups to research and present scientific

findings and supporting evidence in response to a

question related to alternative energy potential in a

given region of the United States, considering cost,


safety, reliability, and aesthetics as well as possible

social, cultural, and environmental impacts.


How much energy is required to provide for our individual needs, how is it distributed,

and how does this relate to the quantity of fossil fuel consumed nationally and globally?

What is the status of the global fossil fuel supply, and what are the economic,

environmental, social, and political costs of acquisition and use?

What alternative sources are available now, or possibly in the future, to reduce

dependence on fossil fuel consumption?

What is the comparative feasibility of developing alternative energy sources, and what

environmental, economic, and social costs are associated?

Scope and Sequence

1. The electric grid

2. Fossil fuel formation – Coal, oil, and natural gas

a) Coal – acquisition and associated environmental effects

Subsurface vs. surface

Case: Mountaintop Removal

The future of coal – technology and displacement (by natural gas)

b) Oil and natural gas – acquisition and associated environmental effects

Drilling well types, and natural gas component

Supply limitations and the potential for natural gas

Oil spills – case comparison: Exxon Valdez vs. BP Deepwater Horizon

Fracking

c) Synfuels and “new” fossil fuels

Tar sands (Canadian oil fields)

Methane hydrates (BP oil spill)

Shale

Coal gas

3. Alternatives to fossil fuels

a) Nuclear energy

Production methods and challenges

Three Mile Island and Chernobyl

b) Renewable energy – innovations and scale

Wind, solar, hydropower (including ocean)

o Technology

o Geographic and cost limitations

Hydrogen-green in theory but . . .

o Technology

o Sourcing hydrogen

o The hydrogen economy


c) Geothermal – renewable or not?

Small-scale heat pumps

Industrial – regional limitations

Assured Assessments


Alternative Energy Feasibility:

Students will work collaboratively in groups of three during a double-lab period to suggest

energy generation alternatives to fossil fuels in specific regions of the United States (e.g., Ft.

Lauderdale, FL; Colorado Springs, CO). Each group will have a unique location. The task is to

prioritize two of the five alternative energy technologies suggested, and support this decision

citing climate and feasibility constraints. Furthermore, the least feasible technology should also

be identified. In addition to using class material and knowledge gained from this unit, students

will access internet resources to learn about climate and topography of each area as they prepare

their arguments for presentation to the class. A lengthy presentation is not expected; therefore,

students will be asked to prepare two PowerPoint or Google slides to support their proposal,

which will be shared with the instructor. The full class will argue the merits of proposals and

determine collectively who should be funded.

Students will be assessed on cooperative effort, participation, and engagement. Use of proper

vocabulary and choice of and support for technology will be indicators of progress. This will be

assessed for a grade in the Formative Assessments category of the gradebook.


Unit Test Part 1: Fossil Fuels:

The test format will be multiple-choice and free-response. Students will be responsible for

understanding how fuels were formed and deposited, current distribution and supply, methods

and challenges of acquisition, and environmental concerns. Free-response questions will all

students to demonstrate their knowledge in comparing and contrasting aspects of two fossil fuels.

Mastery will be indicated through percentage of correct responses to multiple-choice questions

and accuracy of information provided in the free-response section. Scores will be incorporated

into the Test/Quiz category of the gradebook.

Unit Test Part 2: Alternative Energy:


understanding the basic technology behind common energy alternatives, the environmental

benefits and costs associated, and the limitations of these technologies. The free-response

question will mirror the formative assessment described above. Students will be provided with an

international location and will need to demonstrate their understanding of the potential and

limitations of various technologies as they identify two technologies best suited for the location

identified.

Mastery will be indicated through percentage of correct responses to multiple-choice questions,

in addition to the free-response component. Responses that are well-developed, supported and

technically feasible will be indictors of mastery, while those lacking support, feasibility, or

evidence of understanding will score lower. Scores will be incorporated into the Test/Quiz

category of the gradebook.


Resources

Core




Chana, Ghazit. “Meltdown at Three Mile Island.” American Experience. PBS, 1999.

Web. http://www.pbs.org/wgbh/amex/three/.

Supplemental

Cleaning Up Oil Spills activity

BP Deepwater Horizon Timeline

Chernobyl case materials

“The Electric Grid.” EIA’s Energy in Brief: What Is the Electric Power Grid and What

Are Some Challenges It Faces? U.S. Energy Information Administration, 2016. Web.

http://www.eia.gov/energy_in_brief/article/power_grid.cfm.

Time Allotment



UNIT 4 Air and Climate: We’re All “Downwind”

Unit Goals


CCSS.ELA-Literacy.RST.11-12.3 Follow precisely a complex multistep Hot Topic Lab

procedure intended to illustrate the greenhouse effect

and modification that can enhance or reduce this effect,

taking measurements and analyzing and interpreting

specific results using prior reading and instruction.

CCSS.ELA-Literacy.WHST.11-12.1 Write a clear, coherent, organized discussion of the Hot

Topic Lab results, citing implications of findings and

inconsistencies with anticipated results, and supporting

conclusions using data and alternative sources.

NGSS.HS.ESS2-4 Develop a quantitative model demonstrating the

greenhouse effect, and modify that model to enhance or

diminish that effect, simulating human and natural

alterations to the atmosphere that may affect

atmospheric temperatures and, by extension, ocean

temperatures and other systems on Earth.

NGSS.HS.ESS3-1 Construct an explanation, based on evidence, for the

effects of climate changes on human activity as a result

of sea level rise and changing precipitation patterns.

NGSS.HS.ESS3-4 Evaluate the effectiveness of current approaches to air

quality management of organic and inorganic

contaminants, including control technology, intended to

minimize human impacts on natural systems.

NGSS.HS.ESS3-5 Analyze NASA and NOAA geoscience data and the

results from global climate models to make an

evidence-based forecast of the current rate of global or

regional climate change and associated future impacts

to Earth’s systems.

NGSS.HS.ESS3-6 Analyze longitudinal atmospheric CO2 concentration

and temperature and other data collected at Mauna Loa

Observatory, in combination with ocean acidification

data and the effect on shellfish, to illustrate the

relationships among Earth systems and how those

relationships are being modified due to human activity.


What materials are considered to be major air pollutants, and why?


What are the common sources of air pollutants, and what challenges are posed when

attempting to regulate releases from these sources?

How does poor air quality affect environmental quality, human health, and the economy?

What factors contribute to stratospheric ozone depletion, and why is this issue a global

concern?

Why is acid deposition of concern, and why can’t it be addressed only on the local level?

Why do over 99% of world-class scientists believe that current changes in climate

patterns are anthropogenic?

What are the potential environmental, health, and economic consequences of climate

change, and what actions, if any, can be taken to minimize these consequences?

Scope and Sequence

1. Atmospheric composition

2. Types and sources of pollutants in the troposphere – national and international trends

3. The effects of air pollutants on human health and the environment

Spotlight: Ozone – good up high, bad nearby

4. Approaches to controlling air pollutants – national and international

Spotlight: Montreal Protocol

5. Climate change – causes and consequences

a) Greenhouse effect and Enhanced greenhouse effect

b) Current and predicted consequences, addressing climate change, and dealing with

global climate change

Assured Assessments

Formative Assessments:

Exit Ticket: Ozone Depletion:

At the close of a lesson on ozone, students will complete a brief electronic multiple-choice quiz

incorporating key points related to causes and effects of stratospheric ozone depletion.

Correct responses will be indicators of understanding. Information gathered will be utilized to

inform instruction, but will not be entered in the gradebook.

Subject Sequence: Thermal Inversions:

Upon completion of the Smog City 2 Digital Simulation and a classroom discussion of thermal

inversions, students will be provided with a series of conditions and actions that contribute to,

and result from, these inversions. Students must select those that apply and sequence them

correctly.

Indicators of understanding will be correct inclusion of key points, correct sequencing, use of

proper vocabulary, and choice of and support for technology. This will be a grade in the

Formative Assessments category of the gradebook, and will be used to inform subsequent

instruction.



Unit Test: Air Quality:


understanding major air pollutants (criteria pollutants, their primary sources, and regulations

implemented to improve air quality). The free-response section will provide students an

opportunity to demonstrate their understanding of causes and effects of acid precipitation and

stratospheric ozone depletion.

Mastery will be indicated through percentage of correct responses to multiple-choice questions,

in addition to the free-response component. Scores will be incorporated into the Test/Quiz

category of the gradebook.

Climate Lab: Hot Topic Lab:

This lab will simulate the greenhouse effect created by Earth’s atmosphere, and the effect of

changes in conditions on atmospheric temperatures. After establishing a baseline temperature

profile within a class jar exposed to light, student will modify that environment using one of the

materials provided, and generate a new temperature profile. Students will analyze and discuss

their findings in a well-constructed lab report, referencing materials and mechanisms likely to

enhance the greenhouse effect, identifying inconsistencies in the data collected, and

incorporating properly-cited supporting information from external sources.

Resources

Core




Hot Topic Lab handout

Smog City 2. Environmental Protection Agency and Sacramento Air Quality

Management District, 2006. Web. http://www.smogcity2.org/.

Supplemental

Tailpipe Tally Lab: Investigating Particulates

“Spare the Air.” Spare the Air. Bay Area Air Quality Management District, 2015. Web.

http://www.sparetheair.org/.

Time Allotment



UNIT 5 Water: Supply and Quality: Our Insatiable Thirst

Unit Goals


CCSS.ELA-Literacy.RST.11-12.2 Determine and summarize the central ideas and

conclusions presented by a water quality and/or water

supply feature article.

CCSS.ELA-Literacy.RST.11-12.3 Follow precisely a complex multistep procedure to

CCSS.ELA-Literacy.RST.11-12.7 determine water quality in surface water in the

Pequannock River valley.

CCSS.ELA-Literacy.SL.11-12.1 Participate and collaborate effectively in a water

management case study analysis.

CCSS.ELA-Literacy.SL.11-12.4 Present water case study information and findings to the

class using a clear line of reasoning.

ISTE Knowledge Constructor Effectively access internet sources in the investigation

(Standard 3) of water policy and water management in the United

States.

NGSS.HS.LS2-1 Compute oxygenation levels in surface water of the

Pequannock River valley and determine the potential

effect on carrying capacity of certain

macroinvertebrates.

NGSS.HS.LS2-6 Evaluate tolerance documentation of aquatic

macroinvertebrates as an exemplar of both the

resiliency and the potential effects of environmental

change on ecosystems.

NGSS.HS.ESS2-2 Analyze geoscience data to understand that accessing

fresh groundwater and surface water at non-sustainable

rates can create feedbacks causing changes to other

Earth systems, including biotic components.


Supply

What are the sources and uses of fresh water, and to what lengths do humans go to access

water?

To what extent do national and global water supplies limit or meet the needs of living

things, and how is the projected growth of the human population and associated

industrialization and consumption likely to affect the supply of fresh water?


Quality

What is the current condition of Earth’s surface and ground water, and what are the short-

and long-term consequences of this?

What biotic and abiotic factors are considered when determining water quality, and how

does water quality affect organisms?

How can the integrity of water sources be protected and the quality improved?

What are some major waterborne diseases, and why are they so prevalent in developing

countries in contrast to the United States?

Scope and Sequence

1. Supply

Earth’s fresh water distribution and access – current and projected

o Ice cape, Greenland and Antarctica, Groundwater – Ogallala, Surface water –

Colorado River & Aral Sea

The importance of water in living systems

o Properties, solvent, biotic requirements

o Effects of reduced water supply on ecosystems – Vernal pool example

o Effects of deforestation, fossil fuel use, and climate change on the fresh water

supply

Social/cultural consequences of limited water supply

Water management

o Dams and storm management systems

o Sustainable and non-sustainable practices

o Measures to improve and conserve

o Water flashpoints – regional and international conflict

2. Quality

Parameters of water quality, chemical and biological, and methods of assessments

Waterborne infectious diseases and chemical-induced diseases and conditions

Addressing water quality through regulations

o Surface water

o Drinking water

The Carter Center and waterborne illness

Pros and cons of bottled water

Addressing environmental problems – West Bengal-Bangladesh case study

Baia Mare

Assured Assessments


Case Study: Water Management in the Colorado River Basin:

Students will work in groups, using textbooks and internet sources, to investigate one aspect that

has exerted environmental and political pressures on the Colorado River system. Aspects will

include historical flow, the dam construction era, Los Angeles and historic allocations, Mexico,


and current allocations/demands (e.g., Las Vegas). Students will share their findings using the

digital whiteboard in a full-class discussion. Students will be observed for their participation and

contribution during the research and discussion portion of the activity. This will be assessed for a

grade in the Formative Assessments category of the gradebook.


Current Issues Prompt: Water Supply / Water Quality:

Students will respond to a writing prompt for which they must determine and summarize the

central ideas and conclusions presented by a water quality and/or water supply feature article and

provide additional examples from class to support their interpretation (e.g., “Silent Streams”

from National Geographic April 2010 or “What Happens to the U.S. Midwest When the Water's

Gone” from National Geographic July 2016).

Mastery will be determined via a detailed response including relevant examples supported with

clear reasoning. Students will be assessed using the THS school-wide writing rubric and the

response will count as a summative assessment in the gradebook.

Unit Test: Water:


understanding the distribution of and limitations and challenges posed to Earth’s fresh water

supply, both locally and globally, and measures taken to manage water supplies. Students will be

asked to apply knowledge gained through field work in the Pequannock River valley and the

THS woods related to biological diversity and water quality. Free-response questions related to

water management will be incorporated.




Resources

Core




Chadwick, Doug. “Silent Streams.” National Geographic. National Geographic, April

2010. Web. http://ngm.nationalgeographic.com/2010/04/freshwater-species/chadwick-

text.

Parker, Laura, “What Happens to the U.S. Midwest When the Water’s Gone?” National

Geographic 14 July 2016.

Supplemental

“Case Study: The Colorado River Basin.” Geo.hunter.cuny. City University of New

York, 2012. Web.

http://www.geo.hunter.cuny.edu/tbw/ncc/Notes/chapter12.humans.env.fall.2011/colorado

.river.html.

“Decade, Water for Life, 2015, UN-Water, United Nations, MDG, Water, Sanitation,

Financing, Gender, IWRM, Human Right, Transboundary, Cities, Quality, Food

Security.” UN News Center. UN, 2014. Web. http://www.un.org/waterforlifedecade/.

“The Largest Dam in the World.” YouTube. Real Stories, 31 May 2013. Web.

https://www.youtube.com/watch?v-b8cCsUBYSkw.

Time Allotment



UNIT 6 Waste Management: There Is NO “Away”

Unit Goals


CCSS.ELA-Literacy.WHST.11-12.1 Write a well-informed, well-organized, supported

position brief regarding the use of incineration as the

primary alternative to landfill management of municipal

waste, citing at least one additional alternative within

the writing.

NGSS.HS.LS2-4 Investigate energy generation statistics from biosolids

and municipal solid waste sources as models for cycling

of matter and energy flow in the biosphere.

NGSS.HS.ESS3-1 Compare and contrast people overpopulation and

consumption overpopulation, and the implications of

each for waste generation and management.

NGSS.HS.ESS3-2 Compare energy generation and cost-benefits of

alternatives to landfills.

NGSS.HS.ESS3-4 Evaluate or refine a technological solution that reduces

impacts of human activities on natural systems.

NGSS.HS.ETS1-3 Evaluate the pros and cons of incineration as the

primary alternative to landfill management of municipal

waste.


By what methods has water quality been improved historically in the United States, and

what recent innovations have further improved these processes?

What are the national and global trends in solid waste generation, and how have they

affected waste management practices?

How and why do hazardous and municipal solid waste management requirements differ?

Scope and Sequence

Rural waste management – The Septic Tank: Not Just a Hole in the Ground

Wastewater collection and treatment

Municipal solid waste – collection and management

o Landfills: past, present, and is there a future?

o Incineration

o Biodigestion


Legislation – RCRA (Resource Conservation and Recovery Act)

Hazardous waste management

Love Canal, NY, and Times Beach, MO

Assured Assessments


Two-Part Formative Assessment on Waste and Modeling:

(1) Waste Collection:

Students will collect the clean waste they generate over a 3-day period. Waste excluded

includes soiled, greasy wrappers, vegetable waste, food waste, and personal hygiene waste.

Dairy and soda containers, lightly soiled paper plates, newspapers, foil, straws, cups, junk

mail, foods cans, packaging, etc., are encouraged. Students submit an image each day with

their growing accumulation of waste. On day three the waste will be weighed and

categorized, and students will compare this to national statistics for waste categories.

Students’ participation will be assessed for a grade in the Formative Assessments category of

the gradebook.

(2) Management Models:

Student groups will create models of drinking water, wastewater, septic and municipal

landfills using the water materials collected over the previous three days. Students must

include major components of each system and identify and represent steps and additives.

Materials provided will include a tray, tape, and scissors. Students must construct models

using knowledge gained in the water and waste management units. Students will earn points

in the Formative Assessments category of the gradebook based on participation in

construction, reasonable representation of components, and accurate, ordered description of

processes.


Current Issues Position Brief:

Students will write a well-informed, supported position brief regarding the use of incineration as

the primary alternative to landfill management of municipal waste. The position taken in writing

must be well-organized and sequenced, and must cite at least one additional alternative.

Responses must reflect the students’ understanding of the social and environmental

consequences of waste management alternatives and regulations. Students will be assessed using

the THS school-wide writing rubric and the response will count as a summative assessment in

the gradebook.

Resources

Core




Supplemental

“Go with the Flow.” Go with the Flow. Peoria, IL, 2016. Web.

http://www.wef.org/flash/gowiththeflow_english/theflow.htm.

Trashed: No Room for More. Dir. Candida Brady. Perf. Jeremy Irons, Vangelis. Trashed

Blenheim Films 2013 RSS2. Blenheim Films, 2013. Web. http://www.trashedfilm.com/.


“Waste Management and Recycling.” YouTube. Waste Management, Inc., 13 Feb. 2010.

Web. https://www.youtube.com/watch?v=HjNv_iTsXn8.

“Wastewater Treatment.” Wastewater Treatment. Kings County, WA, 2016. Web.

http://www.kingcounty.gov/environment/wtd.aspx.

Time Allotment

Approximately 1-2 weeks


UNIT 7 Conservation: A Legacy for the Next Generation

Unit Goals


CCSS.ELA-Literacy.RST.11-12.2 Determine the central ideas and conclusions of a

conservation-related article, paraphrasing them in

simpler but still accurate terms.

CCSS.ELA-Literacy.RST.11-12.7 Evaluate multiple sources of information to gain an

understanding of the contributions of key figures in

environmental history.



task, purpose, and audience.

ISTE Creative Communicator Communicate clearly and creatively within the context

(Standard 6) of case study discussion, presenting and supporting

ideas and listening to the ideas of others.

NGSS.HS.LS2-7 Devise an action plan to address problems resulting

from deer overpopulation in Wesselman Woods.

NGSS.HS.LS4-5 Evaluate the evidence within the Wesselman Woods

case that supports claims that changes in environmental

conditions may result in increases in the number of

individuals of some species, and the elimination of

other species.

NGSS.HS.ETS1-3 Evaluate a solution to the deer overpopulation problem

presented, based on prioritized criteria and trade-offs

that account for a range of constraints, including cost,

safety, reliability, and aesthetics as well as possible

social, cultural and environment impacts.


What causes species to become extinct?

What are the roles and responsibilities of humans in preserving ecosystem and species

biodiversity?

What is the relationship between ecosystem conservation and biodiversity, and what is

the value of biodiversity?

What were the historic events that led up to the advent of the conservation movement?

How did the work of early environmentalists shape environmental policy and protect

lands and ecosystems?


What is meant by the term “conservation,” and how does it differ from “preservation”?

What are the major approaches to conservation, and what pros and cons are associated

with each?

What is the significance of NEPA (National Environmental Policy Act) in protecting the

environment, and what significant legislation, nationally and internationally, followed its

passage?

Scope and Sequence

Species vulnerability and the value of biodiversity

o Ecosystem services

o Biodiversity

o Characteristics of endangered or threatened species – Case: An Elephant Crackup?

Environmental history and legislation: Preservation and conservation

o Perkins Marsh & Leopold

o Feature: Muir and Emerson

o Feature: Muir vs. Roosevelt/Pinchot

o Lessons of Hetch Hetchy

Modern environmental movement: from Carson to present day

o Science and politics in the 1960s and 1970s

o Legislation, including NEPA, CAA, CWA, & SDWA

o Organizations and information

Approaches to conservation, national and international

o In-situ

o Ex-situ

Assured Assessments


Case Study: Wesselman Woods

Students will read a case study on conservation in a modified readers-theater format. This case

study, developed by the National Center for Case Study Teaching in Science Education, is based

on actual events that occurred in Evansville, IN. After reading through the scripted events,

students will identify stakeholders and the central issues. They will then pair up to discuss

potential deer management solutions following the Solving Environmental Problems format

introduced early in the course. The class will be drawn back together to share ideas and

suggested approaches listed on the SMARTBoard during the discussion, along with abbreviated

rationales. Students will then be provided with the steps actually taken, and the resulting effects

reported for Wesselman Woods. Using this data, students will a) determine whether the

identified “problem” was effectively addressed; and b) critique the overall problem-solving

approach taken by the State of Indiana, and decide the extent to which the approach should be

used as a positive exemplar of the process.

Students will be assessed using point-value grading in the Formative Assessments category of

the gradebook based on participation/contribution to the discussion.



Unit Test: Conservation, Past, Present and Future:


identifying major contributions of key figures in environmental history and their long-term

effects on conservation in the United States, major legislation in the 20th

century that continues

to provide the framework for environmental protection, and modern approaches to conservation.

Free-response questions will be related to the work of John Muir and contemporary figures, and

the protection of lands in Connecticut.




Resources

Core




“Home – Radiolab.” Radiolab. WNYC Studios, n.d. Web. http://www.radiolab.org/.

o Wild Eyes. Web. http://www.radiolab.org/story/91560-wild-eyes/.

“IUCN Red List.” The IUCN Red List of Threatened Species. International Union for

Conservation of Nature and Natural Resources, 2016. Web. http://www.iucnredlist.org/.

Ribbins, Eric. “Too Many Deer!” National Center for Case Study Teaching in Science.

University of Buffalo, 2002. Web.

http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=174&id=174.

Siebert, Charles. “An Elephant Crackup?” The New York Times. The New York Times,

07 Oct. 2006. Web.

http://www.nytimes.com/2006/10/08/magazine/08elephant.html?_r=0.

Supplemental

“Home – Radiolab.” Radiolab. WNYC Studios, n.d. Web. http://www.radiolab.org/.

o Inside Out Cage: http://www.radiolab.org/story/91553-inside-out-cage/.

o Rhino Hunter: http://www.radiolab.org/story/rhino-hunter/.

Lavandera, Ed. “Hunter Pays $350,000 to Kill Endangered Black Rhino – CNN Video.”

CNN. Cable News Network, 19 May 2016, Web.

http://www.cnn.com/videos/world/2015/05/19/erin-dnt-lavandera-namibia-black-rhino-

hunt/cnn.

Video: Bill Nye – Biodiversity. http://www.dailymotion.com/video/x3cvmep.

Time Allotment



UNIT 8 Major Anthropogenic Environmental Disasters: Acknowledging Our Mistakes:

Integrated Project for ACP Environmental Science

Unit Goals


CSS.ELA-Literacy.RST.11-12.7 Integrate and evaluate multiple sources of information

presented in diverse formats and media (e.g.,

quantitative data, videos, multimedia) in order to

address a question or solve a problem.

CCSS.ELA-Literacy.WHST.11-12.4 Produce a clear, coherent, well-organized summary of

CCSS.ELA-Literacy.WHST.11-12.8 an anthropogenic environmental disaster using

information gathered from multiple authoritative

sources, avoiding plagiarism and over-reliance on any

one source, and following a standard format for

citation.

CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence

related to the events associated with a specific

anthropogenic environmental disaster, such that

listeners can follow the line of reasoning.

CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual,

NGSS.HS.ETS1-4 graphical, audio, visual, and interactive elements) in

anthropogenic environmental disaster presentations to

enhance understanding of findings, reasoning, and

evidence and to add interest.

ISTE Creative Communicator Incorporate platforms, tools, styles, formats, and digital

(Standard 6) media to clearly communicate and express themselves

creatively in the design and delivery of various

components of the anthropogenic environmental

disaster presentation and board game.

ISTE Global Collaborator Use digital tools to collaborate with others and work

(Standard 7) effectively in teams related to the anthropogenic

environmental disaster project.

NGSS.HS.LS4-5 Evaluate the evidence supporting claims that changes in

environmental conditions may result in: (1) increases in

the number of individuals of some species, (2) the

emergence of new species over time, and (3) the

extinction of other species.

NGSS.HS.ESS2-2 Analyze geoscience data to make the claim that one

change to Earth’s surface, such as toxic contamination


of surface waters or concentrated gas releases, can

create feedbacks that cause changes to other Earth

systems.


How are natural disasters and anthropogenic environmental disasters similar, and how do

they differ?

What criteria warrant a particular event being identified as a major anthropogenic

environmental disaster?

How have history’s major anthropogenic environmental disasters affected environmental

policy, nationally and internationally?

Scope and Sequence

Anthropogenic vs. natural environmental disasters

Overview and execution of integrated project

Assured Assessments


Project Progress Check:

Student groups will use information gathered to complete a progress-check document to be

referenced in group meetings with the instructor. The quality of information provided and

communication fluency observed with the group relevant to the topic will be an indicator of

progress and group interaction, and will be used to provide tailored guidance to working groups.

The progress-check assessment will be entered in the Formative Assessments category of the

gradebook.


Three-Part Major Anthropogenic Environmental Disaster Project:

(1) Presentation:

Student groups will research a major anthropogenic environmental disaster (e.g., Bhopal,

Love Canal, BP Oil Spill, etc.) by accessing various print and digital sources, and will

prepare and deliver an oral presentation to the class. Events selected will be those widely

considered to have had significant impact on human health and/or the environment and in

most cases to have affected domestic and/ or international environmental policy. Presenters

must provide adequate support for the inclusion of their disaster on the list of top 15

Anthropogenic Environmental Disasters, and if applicable, explain the impact of this incident

on environmental policies.

The presentation must include images and details, although the specific format is up to the

discretion and creativity of the group. Presentations may include mock hearings, student

videos, slide presentations, Prezi, demonstrations/simulations, skits, and models. Students

will present their projects during applicable units; therefore, presentations will be distributed

throughout the final marking period. For example, the presentation summarizing the events

of Love Canal, NY, will be made during the waste management unit.

Presentations will be evaluated utilizing the project rubric, the THS school-wide independent

thinking and learning rubric, and the THS critical thinking rubric, and scores will count as a

summative assessment in the gradebook.


2) Incident Summary:

Students will prepare a 1½-2-page incident summary addressing when and where the

anthropogenic environmental disaster occurred, what happened, and a clear rationale as to

why it is considered to be a major anthropogenic environmental disaster. Students must also

submit a Works Cited page in MLA format, citing references used throughout the project.

Summaries will be evaluated utilizing the THS school-wide writing rubric, and scores will

count as a summative assessment in the gradebook.

3) Board Game:

Students will prepare a board game that in some way incorporates the events and

consequences of the anthropogenic environmental disaster. Students will design and

construct the game, provide all necessary game components including the pieces and the

board, and provide clear instructions. All games will be submitted in the final weeks of the

course on Game Day, and students will have an opportunity to play each game during the lab

period. Project scores will count as a summative assessment in the gradebook.

Resources

Core




Supplemental

Greene, Amanda. “10 Worst Manmade Environmental Disasters.” Woman’s Day. n.p., 9

June 2010. Web. http://womansday.com/life/a1640/10-worst-manmade-environmental-

disasters-108045.

Lepisto, Christine. “8 Worst Man-made Environmental Disasters of All Time.”

TreeHugger. n.p., Oct. 2009. Web. http://www.treehugger.com/natural-sciences/8-worst-

man-made-environmental-disasters-of-all-time.html.

“Water Treatment Solutions.” Environmental Disasters. Lenntech BV, 2016.

http://www.lenntech.com/environmental-disasters/htm.

Time Allotment



COURSE CREDIT

0.625 credit in Science

One class period daily for a half year

PREREQUISITES

Completion of Marine Science in the fall semester, along with a course grade of B or higher in

ACP Biology and ACP Chemistry, or permission of the Department Chair.

TEXT




ASSURED STUDENT PERFORMANCE RUBRICS

Trumbull High School School-Wide Writing Rubric

Trumbull High School School-Wide Critical Thinking Rubric

Trumbull High School School-Wide Independent Learning and Thinking Rubric


SCHOOL-WIDE RUBRICS

Rubric 2: Write Effectively

Category/

Weight Exemplary

4 Student work:

Goal 3

Student work:

Working Toward Goal 2

Student work:

Needs Support 1-0

Student work:

Purpose X_______

Establishes and

maintains a clear

purpose Demonstrates an

insightful understanding

of audience and task

Establishes and

maintains a purpose Demonstrates an

accurate awareness of

audience and task

Establishes a purpose Demonstrates an

awareness of audience

and task

Does not establish a

clear purpose Demonstrates

limited/no awareness

of audience and task

Organization X_______

Reflects sophisticated

organization throughout Demonstrates logical

progression of ideas Maintains a clear focus Utilizes effective

transitions

Reflects organization

throughout Demonstrates logical

progression of ideas Maintains a focus Utilizes transitions

Reflects some

organization throughout Demonstrates logical

progression of ideas at

times Maintains a vague focus May utilize some

ineffective transitions

Reflects little/no

organization Lacks logical

progression of ideas Maintains little/no

focus Utilizes ineffective or

no transitions

Content X_______

Is accurate, explicit, and

vivid Exhibits ideas that are

highly developed and

enhanced by specific

details and examples

Is accurate and

relevant Exhibits ideas that are

developed and

supported by details

and examples

May contain some

inaccuracies Exhibits ideas that are

partially supported by

details and examples

Is inaccurate and

unclear Exhibits limited/no

ideas supported by

specific details and

examples

Use of

Language X_______

Demonstrates excellent

use of language Demonstrates a highly

effective use of standard

writing that enhances

communication Contains few or no

errors. Errors do not

detract from meaning

Demonstrates

competent use of

language Demonstrates

effective use of

standard writing

conventions Contains few errors.

Most errors do not


Demonstrates use of

language Demonstrates use of

standard writing

conventions Contains errors that


Demonstrates limited

competency in use of

language Demonstrates limited

use of standard

writing conventions Contains errors that

make it difficult to

determine meaning


Rubric 3: Problem Solving through Critical Thinking

Category/Weight Exemplary 4

Goal 3

Working Toward Goal 2

Needs Support 1-0

Understanding X_______

Student demonstrates

clear understanding of

the problem and the

complexities of the task


sufficient understanding of the

problem and most of the

complexities of the task


some understanding of the

problem but requires

assistance to complete the

task


limited or no

understanding of the

fundamental problem

after assistance with

the task

Research X_______

Student gathers

compelling information

from multiple sources

including digital, print,

and interpersonal

Student gathers sufficient

information from multiple

sources including digital, print,

and interpersonal

Student gathers some

information from few

sources including digital,

print, and interpersonal

Student gathers

limited or no

information

Reasoning and

Strategies X_______


strong critical thinking

skills to develop a

comprehensive plan

integrating multiple

strategies

Student

demonstrates sufficient

critical thinking skills to

develop a cohesive plan

integrating strategies

Student

demonstrates some

critical thinking skills to

develop a plan integrating

some strategies


limited or no critical

thinking skills and no

plan

Final Product

and/or Presentation X_______

Solution shows deep


problem and its

components. Solution shows

extensive use of 21st

Century Technology

Skills.

Solution shows sufficient

understanding of the problem

and its components. Solution shows sufficient use

of 21st Century Technology

Skills.

Solution shows some


problem and its

components. Solution shows some use

of 21st Century

Technology Skills.

Solution shows

limited or no


problem and its

components. Solution shows

limited or no use of

21st Century

Technology Skills.


Rubric 5: Independent Learners And Thinkers

Category/Weight Exemplary 4

Goal 3

Working Toward

Goal 2

Needs Support 1-0

Proposal X_______

Student demonstrates a

strong sense of initiative

by generating compelling

questions, creating

uniquely original

projects/work.

Student demonstrates initiative

by generating appropriate

questions, creating original

projects/work.


some initiative by

generating questions,

creating appropriate

projects/work.


limited or no initiative

by generating few

questions and creating

projects/work.

Independent

Research &

Development X_______

Student is analytical,

insightful, and works

independently to reach a

solution.

Student is analytical, and

works productively to reach a

solution.

Student reaches a

solution with direction. Student is unable to

reach a solution

without consistent

assistance.

Presentation of

Finished Product X_______

Presentation shows

compelling evidence of an

independent learner and

thinker. Solution shows deep


problem and its

components. Solution shows extensive

and appropriate

application of 21st Century

Skills.

Presentation shows clear

evidence of an independent

learner and thinker. Solution shows adequate

understanding of the problem

and its components. Solution shows adequate

application of 21st Century

Skills.

Presentation shows

some evidence of an

independent learner

and thinker. Solution shows some


problem and its

components. Solution shows some

application of 21st

Century Skills.

Presentation shows

limited or no evidence

of an independent

learner and thinker. Solution shows limited

or no understanding of

the problem. Solution shows limited

or no application of 21st

Century Skills.

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