Environmental Science Syllabus

Mrs. Young

This is a high school level course and the effort required will be reflected as such. All
Contact Information students must be prepared to work hard, keep up with daily assignments, and STUDY.
Teacher: Jana Young Falling behind is unacceptable. Upon successful completion of this course, student may
Email: jeyoung@jmcss.org be eligible to receive high school credit if they exceed the cut score on the final exam.
Room: 48
Website: Course Description and
nmsenvironmentalscience.weebly.com
Grading & Instruction Prerequisites
60% Assessments “Learn from yesterday, live for ★ This course is correlated with the
30% Classwork/Projects today, hope for tomorrow. The new 3D Tennessee Environmental
10% Daily Work important thing is to not stop Science Standards. It provides
You will earn grades in the questioning.” -Einstein students with an opportunity to
following areas: develop an understanding of
• Labs interrelationships in the natural
• Class work
Course Materials world. In addition, it allows them
Interactive Notebook (composition to identify natural and man‐made
• Test/Quizzes
notebook) with teacher created environmental problems and
• Homework
resources full of study resources and design and evaluate possible
• Projects solutions for these problems.
notes completed throughout the year.
• Interactive Notebook
★ Students must have successfully
Check passed 7th grade Science course
Interactive notebooks may be used on
• Guided & Independent quizzes and tests, however students should and maintain status in the
Practice know the material well enough to complete Academy
assessments in the allotted time.

Rules and Consequences 1st Quarter Standards

School Rules
P-Punctual
O-Orderly
W-Work Hard
E-Engaged
R-Respectful
Class Rules
Do nothing to prevent teaching and learning.
Treat everyone with respect.
Lab Rules
All students must have a signed safety
contract to participate in lab.
Do not touch lab materials until you are told.
Miscellaneous
★ Parents have access to all attendance and grade
information via PowerSchool. STUDENTS are
responsible for checking PowerSchool regularly and
addressing any issues promptly.
★ Students may request to retake quizzes prior to the
test. Students may request to retake tests prior to
the next test (but no later than 5 days prior to the
end of the quarter). Journals must be COMPLETE to
be eligible for retakes.
Geology:
• Develop a model to explain soil formation and the flow of matter in
the rock cycle.
• Plan and carry out an investigation examining the chemical and
physical properties of water and the impact of water on Earth’s
topography. Analyze data and share findings.
• Research the development of the theory of plate tectonics. Use the
theory to construct an explanation for how changes in Earth’s crust
cause mountain formation, volcanoes, earthquakes, and tsunamis.
Provide evidence to support the explanation using information
pertaining to plate boundary types (divergent, convergent,
transform).
Biogeochemical Cycling:
• Analyze the composition of the Earth’s atmosphere. Obtain
information and use graphs to observe patterns regarding stability
and change within the Earth’s atmospheric composition (O2, N2,
CO2, etc.) over geologic time.
• Compare and contrast production photosynthesis, chemosynthesis)
and respiratory (aerobic respiration, anaerobic respiration,
consumption, decomposition) processes responsible for the cycling
of matter and flow of energy through an ecosystem. Using
evidence, construct an argument regarding the importance of
homeostasis in maintaining these processes in ecosystems.  
• Evaluate the interdependence among major biogeochemical
cycles (water, carbon, nitrogen,  phosphorus) in an ecosystem  and 
recognize the importance each cycle has in maintaining ecosystem 
stability. 
 2nd Quarter Standards 3rd Quarter Standards
Biomes Human Populations
• Differentiate weather and climate and analyze • Interpret graphical data representing global human population
and interpret data examining naturally occurring growth over time. Look for patterns within this data and construct
patterns pertaining to each. possible explanations for the patterns. Revise the explanations as
• Considering Earth’s position within our solar needed based on research
system, use a model to demonstrate the causes • Obtain and evaluate information regarding demographics for a
of day length, seasons, and climate. variety of countries. Construct an explanation for varying fertility
• Using a variety of data sources, construct an rates and life expectancies between countries and throughout
explanation for the impact of climate, latitude, human history. Taking into account demographic transition, predict
altitude, geology, and hydrology patterns on what trends are likely to occur in various countries over time.
plant and animal life in various terrestrial Energy Resources
biomes • Research Earth’s natural resources (renewable and nonrenewable
• Develop an explanation of behavioral and resources). Construct an argument from evidence supporting the
physical adaptations organisms have for life in claim that a particular type of resource is important for humans.
aquatic habitats with varying chemical and • Define problems and suggest solutions associated with using,
physical features.  conserving, and recycling energy and mineral resources taking into
account economic, social, and environmental costs and benefits.
Ecosystem Ecology • Plan and carry out an investigation examining best management
• Using mathematical models, support arguments  practices in water usage, agriculture, forestry, urban/suburban
regarding the effects of biotic and abiotic factors development, mining, or fishing and communicate findings.
 on carrying capacity for populations within an  • Ask questions about technology needed to develop alternative
ecosystem.  energy sources and obtain information from various sources to
• Use a mathematical model to explain energy  answer those questions.
flow hrough an ecosystem. Using the first and se • Using scientific data, analyze effectiveness of conservation versus
cond laws of thermodynamics, construct an expl preservation efforts. Obtain and communicate information on
anation for: A) necessity for constant energy  organizations involved in protecting natural resources.
input; B) limitations on energy transfer from one Land Use
 trophic level to the next; and, C) limitations on  • Gather, organize, analyze, and present data on current land use
number of trophic levels that can be  supported. trends by humans. Based on analysis, predict future trends.
• Examine stability and change within an ecosyste • Plan and carry out an investigation examining best management
m by using a model of succession (primary or  practices in water usage, agriculture, forestry, urban/suburban
secondary) to predict impacts of disruption on  development, mining, or fishing and communicate findings.
an ecosystem.  • Use a model to make predictions regarding the impact of topsoil loss
due to erosion resulting from human activity. Design, evaluate, and
Biological Change revise a solution to preserve topsoil.
• Construct an explanation based on scientific • Construct an argument including claim, evidence, and scientific
evidence for mechanisms of natural selection reasoning regarding the impact of the Green Revolution on
that result in behavioral, anatomical, and agricultural practices, food availability, and the environment.
physiological adaptations in populations. • Research information on the environmental impacts of genetically
• Justify claims with scientific evidence that modified organisms and engage in debate regarding pros and cons of
changes in environmental conditions lead to this agricultural technology.
speciation and extinction. • Evaluate ecosystem services provided by forests ecosystems.
• Evaluate the impact of habitat fragmentation Construct an explanation for human impact on these services.
and destruction, invasive species, over- • Using scientific data, analyze effectiveness of conservation versus
harvesting, pollution, and climate change on preservation efforts. Obtain and communicate information on
biodiversity (genetic, species, and ecosystem). organizations involved in protecting natural resources.
• Engage in argument from scientific evidence • Obtain and communicate information on environmental laws
critiquing effectiveness of the Endangered pertaining to the regulation of pollution and on regulatory agencies.
Species Act. Give specific examples to support Provide a specific example of how a given business/industry would
your argument. comply with such regulations.
• Evaluate current methods of waste management and reduction and
design possible improvements.
 4th Quarter Standards
Water
• Plan and carry out an investigation examining best management practices in water usage, agriculture, forestry,
urban/suburban development, mining, or fishing and communicate findings
• Using scientific data, analyze effectiveness of conservation versus preservation efforts. Obtain and communicate
information on organizations involved in protecting natural resources.
• Analyze and interpret data on the effects of land, water, and air pollution on the environment and on human health.
Propose solutions for minimizing pollution from specific sources.
• Obtain & communicate information on environmental laws pertaining to the regulation of pollution and on regulatory
agencies. Provide a specific example of how a given business/industry would comply with such regulations.
• Evaluate current methods of waste management and reduction and design possible improvements.
Air
• Analyze and interpret data on the effects of land, water, and air pollution on the environment and on human health.
Propose solutions for minimizing pollution from specific sources.
• Obtain & communicate information on environmental laws pertaining to the regulation of pollution and on regulatory
agencies. Provide a specific example of how a given business/industry would comply with such regulations.
• Evaluate current methods of waste management and reduction and design possible improvements.
• Obtain, evaluate, and communicate scientific information tracing the breakdown of ozone caused by CFCs and the
effectiveness of efforts to address this environmental problem.
• Using mathematics and computational thinking, analyze data linking human activity to climate change. Design
solutions to address human impacts on climate change.
Personal Action
• Use mathematics to calculate ecological footprints. Develop a personal plan for reducing your impact on the
environment.
• Plan and carry out an investigation of a local ecosystem to assess human impacts. Based on your findings, design
and evaluate a solution to minimize impacts.

Parent and Student Contract:

PARENT: Please sign showing you have read and understand the class policies and procedures on
the previous pages. On a daily or regular schedule, try to ask what your son/daughter learned in class
and to see their interactive notebook. As a reminder, the fastest way to contact me is via email.

Print Name: _______________________________________

Sign:_______________________________________________

Contact Number: ( ) ___________ - __________________

Contact Number: ( ) ___________ - __________________

E~Mail:_________________________________________@____________

STUDENT: I have read and understand the class policies and procedures on the previous pages. I
promise to abide by these guidelines and to provide writing, homework and returned work to my
parent(s) or guardian(s) on a regular basis and discuss the lesson from class when asked.

Print name: _______________________________________

Sign: _______________________________________________

If you are overwhelmed or are having trouble, talk to me immediately. It is better to approach me for
extra help than to wait until work is late or not to do it at all. I am here to help you any way I can.
Success takes TEAMWORK!
Have you looked at Microsoft Teams for this class???