AP Environmental Science Syllabus 2014-2015
Enumclaw High School
Cora Valentine
Room #401 Phone #(360)802-7793
Cora_valentine@enumclaw.wednet.edu
Course Overview
My AP Biology course covers all of the topics in the AP Environmental Science Course Description, and my students
conduct multiple investigations throughout the year including software & model simulations, pre-designed & student
designed controlled experiments, & field projects. Lab activities and lessons are designed to consistently reinforce the
theme of science as a process, and my students spend about a quarter of the class time conducting laboratory
investigations. Striving towards sustainable use of natural resources and biodiversity are used as unifying themes across
topical areas.
Course Description
This is a laboratory course that develops the understanding of environmental science equivalent to that of a 1 semester
introductory course in environmental science. Students will experiment upon, analyze and evaluate the concepts of
environmental problems, scientific principles, ecological principles, populations, resources, sustainability, pollution, land
use, conservation, economics & politics. Students will spend approximately 25% of their time in this class designing and
performing experiments. Our goal is to prepare students for the Advanced Placement examination scheduled each May.
Students may choose not to take the exam, considering the course as strong preparation for college biology and pursuit of
careers in the life sciences or health fields.
Course Materials
The main text is: Friedland Relyea, Environmental Science for AP 1st edition 2012
Teaching Strategies
The six major themes from the AP Environmental Science Course Description (science as a process; underlying energy
conversions; the interconnected Earth; human impacts on natural systems; social & cultural contexts; sustainable
solutions) are used to integrate and connect the eight subunits in the course outline.
Assigned text reading & student note taking is reinforced with power point lectures & review games are used as a means
to cover a lot of the vocabulary, factual & conceptual content of the course. Almost daily case studies from the book along
with weekly current events found by the instructor or students reinforce the application of these concepts to our present
society.
Frequent guest speakers demonstrate the relevance of these topics in our local region and the career opportunities
available in the field. Understanding the interconnectedness and the dynamics of feedback systems is used to prepare
students to focus on sustainable solutions.
Student conducted laboratory activities are the other primary method of covering content in this course. In order to convey
that science is a process, students are expected to design and conduct controlled experiments. Student lab data is used
as a focal point for class discussions covering lab content, validity of experimental results & relevant application to nature
& society.
Students are evaluated in presentations of student generated lab reports, quality of completed projects, completion of
assigned note taking, analysis of current events, weekly quizzes, practice essays, and performance on multiple choice
and free response tests. Free response tests are largely based on released materials and scoring rubrics from past AP
Environmental Science exams.
Unit 1: Intro to Environmental Science
Description:
The earth is one interconnected system. Humans are totally dependent on earth’s resources for our survival, yet
we have also altered the planet in many ways. In this unit, we will learn how environmental science can help us
understand the complex relationships between humans and nature. To do this, we will need to examine
sustainability, economic development, and the connections between social, economic and environmental issues
in our world today. We will also focus on applying the Scientific Method to environmental problems.
Essential Questions:
1) How do humans depend on their environment, and how do they impact it?
2) What tools do environmental scientists use to study our world?
3) What are the social, economic and environmental effects of economic growth and development?
4) What are the major challenges facing the world in the coming century?
Unit 2: Environmental Systems: Cycles in Nature
Description:
Nature is full of complex systems that maintain balance over long periods of time, and in order to understand
them, it is necessary to study entire systems instead of isolated pieces of the puzzle. This unit examines how the
interactions of earth’s atmosphere, hydrosphere, lithosphere and biosphere create complex cycles that are critical
to sustaining life on the planet. We will focus on ecosystems, studying the relationships that develop between
organisms and their environment, and the value of those ecosystems to humans.
Essential Questions:
1) Which chemical properties affect the behavior of earth’s natural systems?
2) What are the different forms of energy, and what laws govern the flow of energy in a system?
3) How do ecosystems capture and store energy, and how is this energy transferred among organisms in the
ecosystem?
4) What is ecology, and how can it help us study the interactions between species in an ecosystem?
5) How do humans rely on ecosystems, and how do they affect them?
Unit 3: Variety is the Spice of Life: Biomes and Biodiversity
Description:
Scientists have discovered over 2 million species on earth, and there may be millions more left to discover – yet
this is just 1% of the total number of species that have ever lived on earth! Why are there so many species of life,
and how do they change over time? In this unit, we will examine the characteristics of the major types of biomes
on earth and how species are adapted to live in each of them. We will also trace the history of life over time,
focusing on how species are constantly affected by environmental changes.
Essential Questions:
1) What factors create similar climate patterns on distant parts of the earth, and what are the defining features of the
common biomes created as a result?
2) How does natural selection allow species to adapt to their environment over time?
3) Why are there so many different species on earth, and what is the value of this biodiversity?
4) How have humans affected each biome and the species within them, and what is the cumulative impact on global
biodiversity?
Unit 4: Population: 7 Billion and Counting
Description:
This unit is devoted to the study of populations of organisms in nature, their growth over time, and the limits to
their growth. We will also take an in-depth look at the human population of our world, how it has grown and
changed over time to reach 7 billion people today, and what might be ahead of us in the future. We will focus on
achieving long-term sustainability and improving the quality of life for all mankind.
Essential Questions:
1) What factors promote and restrict population growth over time?
2) How do populations of species interact with each other to use resources in the environment?
3) How has the human population grown over time, and what changes have accompanied this growth?
4) What factors affect human population growth rates, and what can we predict global population growth will be like
in the future given current trends and statistics?
Unit 5: Earth’s Systems and Resources
Description:
The earth is 4.5 Billion years old and has been through incredible changes. In this unit, we will look at the natural
processes that change the earth over time, and how those changes can benefit and threaten humans. We will
also examine Earth’s mineral, soil and water resources, as well as current issues regarding sustainable use of
these resources and providing access for all people.
Essential Questions:
1) How was Earth formed, and what ongoing processes shape the earth and living things on it?
2) How are rocks formed and changed over time, and what can they tell us about the history of our planet?
3) Where are earth’s water resources found, and how do humans use them?
4) How are earth’s water resources distributed amongst the human population?
5) How can humans manage mineral, soil and water resources to ensure sustainable access for all?
Unit 6: The Bare Necessities: Land and Food
Description:
All human activities require land, and our societies have spread to every corner of the globe. In this chapter, we
will investigate the major demands humans place on the limited amount of land on Earth and what environmental
impacts these demands cause. We will pay special attention to agriculture, and how various practices can harm
or benefit the environment. As always, our focus will remain on evaluating the impact of human activities on
environmental systems and finding sustainable practices.
Essential Questions:
1) What are humanity’s demands on Earth’s land resources, and what limits exist on those resources?
2) What organizations and policies can promote sustainable land use, and how?
3) What practices characterize modern industrial agriculture, and what are its benefits and drawbacks?
4) How can we reduce the impact of agriculture on the environment and promote sustainability?
Unit 7: Energy Resources and Consumption
Description:
The Industrial Revolution completely transformed human society and its impact on the environment. Much of this
change came from the increased use of fossil fuels, which enabled humans to enormously magnify their
productive capabilities and increase the quality of life for billions of people around the planet. Yet these fossil
fuels are limited in supply and come with large environmental effects, so their use is not sustainable in the longterm. At the same time, billions of people around the world desperately need more cheap energy to improve their
standard of living. In this unit, we will investigate how humans utilize fossil fuels, and investigate alternative,
renewable, sustainable sources of energy.
Essential Questions:
1) What are the major human uses for energy, and how does it underpin modern society?
2) How are coal, oil and natural gas extracted and utilized, and to what extent are they sustainable?
3) What steps are necessary to make our society more energy efficient and sustainable?
4) What are the advantages and disadvantages of solar, wind, geothermal, hydroelectric, biomass and hydrogen
energy?
Unit 8: So Fresh and So Clean: Water and Air Pollution
Description:
One result of humanity’s dramatic increase in resource consumption in recent centuries is the generation of large
amounts of pollution. The atmosphere and oceans are large commons in to which much of this pollution is
discharged. In this unit, we will examine specific harmful pollutants – along with their sources and effects – as well
as the technologies and legislative responses that have addressed pollution problems with varying degrees of
success. Our emphasis will be on case studies.
Essential Questions:
1) How is human wastewater treated, and what effects can it have if it contaminates water bodies?
2) What are the major chemical pollutants found in water, and are the sources and effects of each?
3) What are the main air pollutants of concern, and what are the sources and effects of each?
4) What air pollutants drive the complex problems of smog, acid deposition and ozone depletion occur?
5) What technologies and regulations address air and water pollution, and how effective have they been?
Unit 9: Waste Management, Human Health and Environmental Risks
Description:
As human societies have grown in size and affluence, they have begun to generate waste which cannot be easily
broken down or used by natural processes. There are many ways to reduce and to deal with this waste, but each
come with environmental and economic tradeoffs. Increasing population densities and technological development
have also lead to new threats to human health. In this unit, we will examine the major impacts of waste and
development on human health, and how we can manage the risks they pose.
Essential Questions:
1) What unique problems does human waste generation pose to the environment, and what products and practices
are most responsible for waste generation?
2) How do we currently handle solid waste disposal, and how can we improve waste management to reduce waste
on a personal and societal level?
3) What are the major threats to human health on local and global levels, and how have they changed over time
with technological development?
4) How can risk analysis and risk management help us evaluate the severity of various risks and minimize threats
to human health?
Unit 10: Global Change in the Age of Man
Description:
Throughout this course we have explored the natural world and humanity’s impact on it, particularly in the last 300
years when the bulk of population growth and economic development has occurred. In this unit, we will delve in to
detail in examining the 2 broadest and most serious threats to the sustainability of the human species: biodiversity
loss and climate change. Both of these phenomena are have accelerated in recent decades, but fortunately we
have many opportunities to address these problems before they get worse. We will focus on specific evidence,
specific impacts and specific solutions.
Essential Questions
1) What are the causes and effects of the ongoing global loss of biodiversity?
2) How can we respond to this crisis to ensure continued biodiversity?
3) How has climate change already affected our world, and what future effects are projected?
4) How can humanity address climate change while still providing economic growth for billions of people?
Grading
50% - Assessments (tests and quizzes)
35% - Labs and Projects
15% - Assignments
A = 90%-100%, B = 80% - 89%, C = 70% - 79%, D = 60% - 69%, F = 59% and under
Supplies
Every APES student is required to have the following in class everyday:
 Composition notebook, college ruled
 Pencils
 Colored pencils
 Highlighter
 Scissors
 Glue stick
 Notebook paper
 Folder or binder to keep track of assignments
 Calculator (does not have to be complex)
Absences
If you are absent, please see my swift site for daily activities and assignments.
http://swift.enumclaw.wednet.edu/ehs/valentine/welcome
Make-up Policy
The teacher will reschedule missed tests during CORE/CHOICE, before or after school. Missed tests or Make-up work is
due within FIVE SCHOOL DAYS of returning to school. You may not make up work from unexcused absences.
Late Work
You may turn in Late work for a particular unit until the end of the unit test. You may not turn in late work from unexcused
absences
Tutoring
I will be available anytime between 7:30 – 7:55 in the mornings, during CORE/CHOICE and 2:40-3:00 in the afternoons if
you have any questions or concerns about the class.
Procedures
You will find that I am a very fair and understanding person. However, I do expect students to follow some important
guidelines to ensure that everyone in class is learning.
 Follow all district and school rules
 Participate
 Respect yourself and others at all times
 Respect all property
 Follow directions the first time given
 Be seated in your assigned seat when the bell finishes, or you will be tardy
 Come prepared to class (notebook, paper, writing utensil, etc…)
 No food, drink, or applying makeup in classroom
 NO CELL PHONES
 Pickup after yourself
 DO NOT TALK WHILE I AM TALKING
 No cheating – Automatic zero
Consequences –
First Offense
Verbal warning/ student-teacher conference
Second Offense
Parent contact
Third Offense
Administrative referral
Severe behavior or disruption
Immediate removal from class and referral to office
**Severe behavior is any behavior that distracts other students from learning
______________________________________________________________________
AGREEMENT
I, ___________________________________ ( print ), have read the Physical Science course syllabus and
scope/sequence and agree to abide by the terms in order to succeed in Ms. Valentine’s classroom.
Student Signature: _____________________________________ Date: ____________
Parent/Guardian Signature: ______________________________ Date: ____________