Transcript Environmental Science - Appoquinimink High School

Environmental Science
Course Description:

Environmental Science is a course
designed to inform students of current
environmental issues and places students
in the role of the investigating scientist.
The course is designed to engage students
in problem based learning investigations
of realistic environmental issues, in which
they must make recommendations for
sustainable uses of resources. Students
will be introduced to problems of land use,
water management and energy
generation.
Course Objectives and
Outcomes:
 To
foster a greater appreciation of
the environment.
 To develop research skills.
 To demonstrate communication
skills, both oral and written.
 To understand that environmental
problems are everyone’s problems
not just the problem of a few.
Course Outline and Timelines:



Unit 1: Land Use (4 weeks)
This unit sets the stage for the year. Students are
introduced to the practices (data analysis, decisionmaking) that they will use throughout the
curriculum. They begin to wrestle with the
challenges of sustainability as they investigate the
growth in human population and resource usage.
Content Focus: Carrying capacity, global population
trends, resource consumption, food webs,
ecosystems, sustainability, geographic visualization
and information analysis technologies, and
environmental decision-making.
Geographic Data
 Global: climate, water resources, plant, animal,
and human populations.
 United States: population trends.
Unit 3: Water Management (6
weeks)


In the Water Management unit, students investigate
the balance between the natural supply of water and
the increasing human demand for it. They explore the
question, “How can water resources be managed to
support human needs and natural ecosystems?” The
unit focuses on the case of water resource
management in California.
Content Focus Soil structure and composition, porosity,
nutrient needs of plants, evapo-transpiration, irrigation
systems and water management for agriculture.
Topographic mapping, dams, river hydrographs, salmon
lifecycles, effects of dams on salmon populations.
Wells, percolation, aquifer recharge, human water use,
impacts of water engineering.
Unit 2: Energy Generation (6
weeks)


In the Energy Generation unit, students learn about electrical
power-generation and its environmental impacts. Students
apply the technology and decision-making skills they learned
in Unit 1 to projects and activities in Unit 2. This unit focuses
on the growing demands for energy in the upper Midwest.
Content Focus Power generation, energy transformation,
efficiency, renewable and nonrenewable resources, mining and
landscape transformation, air quality, acid deposition, thermal
pollution, global carbon cycle, greenhouse effect, global
climate change, sustainability, and environmental policy.
Geographic Data
 Global: energy resources and consumption, energy balance,
and climate change.
 United States: energy resources and consumption.
Books…
Text: Investigations in
Environmental Science Unit 1,
2,& 3
Books will be used in class, but
you may take them out of class
to use as needed.
Materials to be brought to class
daily:
Textbook as needed
 1.5 in. 3-ring binder
 Loose leaf paper
 dividers for the binder
 pencil, pen (blue or black ink only)
 colored pencils or markers
 dry erase markers
 Flashdrive!
 calculator

Student Expectations:
Students are expected to abide by the
Appoquinimink School District Code of
Conduct at all times.
 Be respectful-respect yourself, your
classmates, your teacher, and property
 Be responsible-attend class every day, be
punctual, complete assignments
 Be ready to learn-be prepared, be
attentive, participate in class

Expectations for Teacher:







I will be prepared every period
I will provide engaging lessons
I will give my best effort every period
I will provide students with differentiated
instruction to provide multiple opportunities for
learning.
I will treat each student fair and without bias
I will provide a safe and interactive learning
environment
I will always be available for parent contact
Absences and Late Work

Late work, including tests and quizzes, will
not be accepted unless a student’s
absence is excused. It is the student’s
responsibility to arrange to make up any
missed work. Labs must be made up,
usually after school. Work missed due to
unexcused absence will not be accepted;
however the student is responsible for any
content involved in that work.
Projects
 There
will be mini projects at the end
of each unit, and a major project due
at the end of the semester. Each
project will have a research
component, written component,
visual component, and will be
presented to the class.
Grading Policy:
Students’ grades will be based on their
performance on tests, quizzes, homework,
class work, projects, etc.
 Marking period and semester grades will be
calculated according to the Appoquinimink
School District Grading Policy. “Product” grades
are weighted at 70%, and “Process” grades are
weighted at 30% for each marking period. Each
marking period is 40% of the overall grade and
final exams will be worth 20% of the overall
grade.
 If students score a failing grade on a common
assessment they will be allowed to retake the
test up to a score of 65%. The retake must be
arranged within one week of test return and
done afterschool at teacher discretion.

LATE WORK!
Late
work will be
accepted one day late
for 50% credit. After
one day late work will
not be accepted.
Extra Help Availability:
 Whenever
a student would like extra
help I can stay after school. Students
will simply need to arrange a
mutually convenient time.
Contact Info
Ms. Samantha Neubert Appoquinimink High
School, Room A204 302-449-3840 ext 1204
[email protected]

School Website
www.appohigh.org