Environmental Science

COURSE DESCRIPTION

This integrated, collaboratively taught survey course is a general overview of key environmental science concepts and techniques with special emphasis in the field and laboratory on the abiotic aspect. In this course the main focus is on the physical portion of the environment: the atmosphere, bodies of water, land masses, and energetics in those systems. This survey course unites local curriculum and the Alaska State Science Performance Standards pertaining to environmental science. At the conclusion of the course successful students will be able to accurately define environmental science, have an understanding of the main ideas in environmental science, and be able to correctly distinguish between and characterize climatology, oceanography, hydrology, soil science, conservation and natural resource management. Students will also be able to distinguish between and correctly characterize fossil fuels, hydroelectric, geothermal, tidal, solar, and nuclear power production sources along with the most important issues connected to them. Students will also recognize the parts of the hydrological cycle, carbon cycle, nitrogen cycle, the issue of pollutants in air, water, and soil, and be able to discuss local and global weather systems as well as the potential impact of greenhouse gases on temperature and climate. Students will be aware of careers and career training requirements in environmental science, employers and training programs in these areas, and local resources regarding environmental questions. Finally, students will know the basic histories of several case studies on climate, resources, human population, and limits at Easter Island, Mesa Verde, Mexico City, and Bangkok and then consider the current relevance of these issues to their lives, local communities, and the modern world as a whole.

SWRSD OUTCOMES
Outcome 5: Students demonstrate honesty, respect, concern, and caring for themselves, their environment, and others. Successful scientists are honest, use appropriate safety precautions in the laboratory and in the field, work well with team-mates, apply their scientific insights toward living healthier lives, and demonstrate a profound appreciation for the environment. Outcome 7: Students use a variety of ways to think and to reason when solving problems and making thoughtful decisions. Successful scientists utilize the scientific method, process skills, and divergent thinking to carefully evaluate evidence, draw conclusions, and make decisions based upon the most complete and rational analysis.

Outcome 9: Students use technology for adapting to and initiating productive change. Successful scientists use technology for adapting to and initiating productive change.

Outcome 11: Students demonstrate skills and attitudes that will enable them to achieve post high school education. Mastery of scientific skills and incorporation of the scientific attitude promote success in post secondary education.

COURSE OUTLINE
Major Units of Study in Environmental Science

1. How did modern society arrive at the current understanding of environmental science which we now use in our daily lives and work?

Alaska Content Standards: Science Standard C: All Alaska students will recognize that the content and conduct of science are influenced by the historical, social, cultural and environmental contexts in which they occur.
Key Elements: Students who meet this standard will

C1.Understand how the terms fact, observation, concept, principle, law, and theory are generally used in the scientific community;
Ą use these terms appropriately as part of the vocabulary in science discussion and writing
C2.Know that scientific knowledge is validated by repeating specific experiments which may conclude in similar results;
Ą practice the steps of the scientific method in conducting investigations Ą present scientific reports in the format of title, purpose, hypothesis, materials, methods (or procedure), results, discussion, and conclusion.
C3.Understand that society, culture, history and environment affect the development of scientific knowledge;
Ą define ŇscienceÓ as it is practiced today Ą describe in outline the history of environmental science Ą recount Rachel CarsonŐs experience when she first published ŇSilent SpringÓ
C4.Understand that some personal and societal beliefs accept non-scientific methods for validating knowledge;
Ą examine aboriginal approaches to environmental assessment around the world
C5.Know that the sharing of scientific discoveries is important in influencing individuals and society and in advancing scientific knowledge;
Ą describe the impact of John Muir, Rachel Carson, and Jacques Cousteau
C6.Understand that scientific discovery is often a combination of an accidental happening and observation by a knowledgeable person with an open mind;
Ą describe the discoveries of DDT toxicity and radioactive nucleotide accumulation
C7.Understand that major scientific "breakthroughs" link large amounts of knowledge, often building upon the contributions of many scientists and crossing different lines of study;
Ą compare and contrast Likens, Erlich, and Malthus
C8.Understand that acceptance of a new idea depends upon supporting evidence and that new ideas that conflict with beliefs or common sense are often resisted.
Ą provide evidence proving that the planet is not an infinite resource base
Ą recount GalileoŐs experience when he provided evidence that Terra revolves around Sol and not visa versa

2. What are the skills essential to conducting investigations in environmental science?

Science Standard B: All Alaska students will understand and develop the skills of scientific inquiry.
Key Elements: Students who meet this standard will

B1.Use the processes of science, including observing, classifying, measuring, interpreting data, inferring,
communicating, controlling variables, developing models and theories, hypothesizing, predicting and experimenting;
Ą use appropriate measurement units and measurement nomenclature (gram, meter, degree C; micro, milli, centi, kilo, mega)
Ą measure length, area, volume, mass, weight, temperature, rate, resistance, and pressure.
Ą investigate a topic in environmental science, write a report, and deliver an oral presentation on that topic
Ą design and conduct daily lab experiments on the topic of the day, and communicate the findings Ą design and conduct an environmental science project, then present findings at the science fair
B2.Design and carry out scientific investigations using appropriate instruments;
Ą use safety glasses, volumetric glasswear, Bunsen burners, tongs, balances, thermometers, rulers, diffraction gratings, stopwatches, and optical equipment. Ą design and conduct an environmental science project, then present findings at the science fair
B3.Understand that scientific inquiry often involves different ways of thinking, curiosity and the exploration of multiple paths;
B4.Understand that personal integrity, skepticism, openness to new ideas, creativity, collaborative effort and logical reasoning are all aspects of scientific inquiry;
B5.Employ ethical standards, such as unbiased data collection and factual reporting of results; and
B6.Employ strict adherence to safety procedures in conducting scientific investigations.
Ą participate fully and appropriately in diverse scientific games, discussions, exercises, homework assignments, field trips, lab experiments, and research projects

SHIFTS IN CONTENT EMPHASIS
As science education adds more perspectives from the field of the philosophy of science, students can experience science inquiry as one way of investigating phenomena. Students will perceive themselves as theory builders, creating and validating their own personal theories about physical phenomena based upon personal observations and experiences. They learn to use technology effectively to enhance their observations and interpretations, apply the scientific habits of mind, and understand the strengths and limitations of the logic systems employed in the process.
The scientific experiment is only one part of the scientific enterprise. Significant direction is forged through social endeavors: soliciting and understanding diverse perspectives on phenomena; developing a qualitative feel for the phenomena; convincing the public of the importance of a research endeavor; identifying the applications of results; maintaining openness to information that might be more important than the original investigation; ensuring ethical interactions before, during and after the research; and ensuring access to the endeavor for underserved populations. No one person can account for these diverse responsibilities; teamwork is required for most scientific activities. This cooperation extends across time as well. History has influenced the voices that contribute towards the understanding of phenomena, and students must understand how their perspectives on phenomena and ability to hear and understand different logic systems are shaped by their personal histories. History has also influenced our culture's scientific approaches to medicine, engineering, psychology, and interpretations of physiological processes. Students need to understand the forces that have shaped, developed and limited science.

BIG IDEAS
Science as one way of knowing
Scientific world view
Unified systems
Reductionistic / holistic
Hypothetical deductive logic
Science process skills
Statistical inference and probability
Science as a social enterprise
Animal use, social justice ethics
Students as theory builders
Science careers
Diverse scientists
Range of scientific disciplines
Ways of knowing/validating knowledge

3. Scientific Knowledge: the Disciplines and Basic Factual Content of the Environmental Sciences.

Alaska Content Standards: Science Standard A: All Alaska students will understand scientific facts, concepts, principles, and theories.
Key Elements: Students will know about, understand, and demonstrate the ability to

Understand the models describing the nature of molecules, atoms and sub-atomic particles, their relation of the structure of atoms and sub-atomic particles, and their relation to the structure and behavior of matter (Structure of Matter);

Ą atoms as the basic building blocks of matter

the chemical elements Ą chemistry as the discipline which studies the interactions of atoms, molecules, and compounds Ą environmental chemistry as the discipline which assesses chemicals in water, air, soil, and food Ą the structure and relative size of the nucleus, electron shells, and atoms of different elements Ą the electron, neutron, photon and proton as components of the atom, and their characteristics Ą the relationship of sub-atomic particle character to the structure and behavior of atoms and matter Ą organization and use of the Periodic Table

2.Know about the physical, chemical and nuclear changes and interactions that result in observable changes and interactions in the properties of matter (Changes and Interactions of Matter);
Ą physical properties and changes Ą chemical properties and changes Ą nuclear properties and changes Ą engineering as a discipline which applies knowledge of physical, chemical, and nuclear properties Ą fossil fuel chemistry Ą combustion products of fossil fuels, their photochemical compounds, and effect in the atmosphere and rain
3.Understand the models describing composition, age and size of our universe, galaxy and solar system. Know that our universe is constantly moving and changing (Universe);
Ą metric measures Ą time-line of the universe from 5 billion years ago to today and forward for the next 100 years
4.Understand observable natural events such as tides, weather, seasons and moon phases in terms of the structure and motion of the earth (Earth);
Ą collision of Terra and a Mars-sized mass 4.5 billion years ago to produce Luna and TerraŐs tilt Ą role of Luna in tide production Ą role of TerraŐs tilt in procession of the seasons in the northern and southern hemispheres Ą relative position of Sol, Luna, and Terra in lunar phases and eclipses Ą rate of rotation of Terra Ą rate of revolution of Terra Ą large-scale weather effects tied to season and rotation (jet streams and currents) Ą influence of volcanoes on weather Ą influence of the Yucatan Impact event 65 million years ago on weather Ą regional climate production and effects Ą cloud types and their production Ą high and low pressure systems in the atmosphere Ą careers in the atmospheric sciences
5.Understand the strength and effects of forces such as gravity and electromagnetic radiation (Forces of Nature);
Ą four fundamental forces: gravity, electromagnetism, weak nuclear force, and strong nuclear force Ą Thermodynamic Laws Ą electromagnetic spectrum
Ą visible (radiant) spectrum Ą applications of electromagnetic radiation in daily life (heat, light, radio, microwave, UV, X-ray) Ą TerraŐs magnetic fields, particle shielding, and animal migration Ą auroral phenomena explained
6.Understand that natural forces cause different types of motion. Describe the relationship of these forces and changes in motion (Motion);
Ą temperature as a measure of vibration Ą thermal expansion in solids Ą conduction and convection Ą waves and wave motion in various media Ą shock waves Ą reflection, refraction, transparent, opaque
7.Understand how the earth changes because of plate tectonics, earthquakes, volcanoes, erosion and deposition, and living things (Processes that Shape the Earth);
Ą structure of Terra (crust, mantle, magma, convection zones, outer core, inner core) Ą geology as the discipline which studies minerals and aspects of earth science Ą formation and breakup of Pangea and Gondwanaland Ą continental drift Ą uplift and volcanism as mountain-building forces Ą subduction and erosion and mountain-destroying forces Ą friction and fault lines in TerraŐs crust and their relationship to earthquakes and tsunamis Ą TerraŐs atmosphere long ago and today: composition, and plants as oxygen liberators Ą oceanography as the study of TerraŐs oceans Ą hydrology as the study of water on the continents and in the soil Ą limnology as the study of water in lakes
8.Understand the scientific principles and models that:
a.describe the nature of physical, chemical and nuclear reactions;
Ą phase states of matter (solid, liquid, gas, plasma, and colloidal) Ą mixtures and solutions
Ą physical changes in materials (sawing wood, melting ice, boiling water, molding clay) Ą chemical changes in materials (burning wood, electrolyzing 2H2O to O2 and 2H2, firing clay) Ą chemical stoichiometry Ą Law of Conversation of Matter Ą oxidation (how a fire burns and iron rusts) Ą polar/non symmetrical molecules, nonpolar/symmetrical molecules, and mixed (soap) molecules Ą pH: acidic, neutral, and basic Ą acid-base reactions Ą nuclear changes in materials (fission, fusion, the sun, nuclear reactors, nuclear weapons, and carbon dating)
b.state that whenever energy is reduced in one place, it is increased somewhere else by the same amount;
Ą NewtonŐs Laws Ą Law of Conservation of Energy
c.state that whenever there is a transformation of energy, some is spent in ways that make it unavailable for use (Energy Transformations);
Ą kinetic and potential energy Ą mechanical advantage
Ą entropy and its relation to friction, heat, light, sound, vibration in energy transformations
9.Know about the transfers and transformations of matter and energy that link living things and their physical environment, from molecules to ecosystems (Flow of Matter and Energy)
Ą Sol as the source of the vast majority of available energy in TerraŐs biosphere Ą alternative sources of primary energy (geothermal in deep sea vents) Ą photosynthesis as the biological reaction binding photic energy into chemical energy Ą fossil fuels as TerraŐs finite and rapidly depleting savings deposit of nonrenewable stored energy Ą composition of the atmosphere
Ą chemical changes in TerraŐs atmosphere (greenhouse gases and ozone depletion) and their implications Ą finite nature of TerraŐs fresh water supply, and how to conserve it Ą the relationship of global temperature, sea level, and shoreline
10.Know that living things are made up mostly of cells and that all life processes occur in these basic units (Cells);
Ą temperature parameters and their effects on cells Ą salinity parameters and their effects on cells Ą radiation parameters and their effects on cells
Ą biochemical characteristics of the cell Ą chemical nutrients essential to cellular processes Ą chemical toxins detrimental to cellular processes
11.Know that similar features are passed on by genes through reproduction (Heredity)
Ą effects of teratogenic and mutagenic chemicals in the environment on genes and reproduction Ą effects of radiation in the environment on genes and reproduction
12.Distinguish the patterns of similarity and differences in the living world in order to understand the diversity of life. Understand the theories that describe the importance of diversity for species and ecosystems (Diversity);
Ą biotic diversity as it acts upon the abiotic environment (e.g., soil bacteria fixing or liberating gases and other chemicals; algal blooms vis a vis available iron and phosphates in marine and fresh water and O2 production)
13.Understand the theory of natural selection as an explanation for evidence of changes in life forms over time
(Evolution and Natural Selection);
Ą the abiotic environment as it sets parameters within which natural selection occurs (e.g., temperature increase or decrease stimulating speciation)
14.Understand the interdependence between living things and their environment. Know that the living environment consists of individuals, populations, and communities. Recognize that a small change in a part of the environment may affect the whole (Interdependence);
Ą basic succession from raw rock to soil and beyond Ą basic terms and concepts: habitat, niche, community, population, environmental resistance, carrying capacity, overshoot, crash Ą effects of weather on microenvironment Ą effects of climate on community productivity
15.Use science to understand and describe the local environment (Local Knowledge)
Ą practicing safe handling of chemicals, electricity, and equipment Ą recognize whether Luna is waxing or waning, and the relationship of Luna to tides Ą recognizing the relationship between TerraŐs tilt, insolation, and H2O phase states through the seasons Ą articulate the reasons that some materials are poor insulators and others are excellent insulators Ą explain why the ocean water is salty but rain and lake water is not salty Ą explain why many foods need to be cooked in order to be edible Ą describe sources of productivity in the local environment and the abiotic parameters necessary to them Ą describe sources of pollution in the local environment and methods for their amelioration Ą project the population growth of the village over the next 20 to 100 years if it continues at the current rate Ą calculate the energy needs of the village population over the next 20 to 100 years at current consumption Ą calculate the food needs of the village population over the next 20 to 100 years at current consumption Ą calculate the housing needs of the village population over the next 20 to 100 years at current consumption Ą state the environmental science careers available to a local person, and the training needed to work in those jobs

4. Environmental Science and Society.

Alaska Content Standards: Science Standard D: Application of Science and Technology to Personal and Community Life. All Alaska students will apply scientific knowledge and skills to make reasoned decisions about the use of science and scientific innovations.

Key Elements: Students who meet this standard will

1.Apply scientific knowledge and skills to understand issues and everyday events;
Ą discuss current events Ą explain phenomena occurring in the local context and environment
2.Understand that scientific innovations may affect our economy, safety, environment, health and society.
These effects may be long or short term, positive or negative, expected or unexpected;
Ą examine local economic and environmental concerns
3.Recommend solutions to everyday problems by applying scientific skills and knowledge;
4.Evaluate the scientific and social merits of solutions to everyday problems;
5.Participate in reasoned discussion of public policy about scientific innovations and proposed technological
solutions to problems; and
6.Act on their reasoned decisions and evaluate the effectiveness of their actions.
Ą discuss current events Ą explain phenomena occurring in the local context and environment Ą examine local economic and environmental concerns Ą evaluate projected and actual results of proposals for public policy

SHIFTS IN CONTENT EMPHASIS
Schools must address the application of scientific thought to the world of work and societal decision making. The content standards provide all students with a strong understanding of the interdependence of societal, environmental and economic health and the emergence of new technologies. New measurement and other technological tools make new scientific endeavors and new solutions possible. Science develops new technologies. Technology developers must consider the social consequences of their tools. Information is now accessed through technology. Information retrieval has always been a public service available to all citizens
through libraries and other resource agencies. To continue this value we must ensure equal access to technology.

BIG IDEAS
Technological tools defining the limits of science
Design tasks and diverse contributions for effectiveness
Trade-off, feedback, side effect, constraints, social, economic, and ecological consequences
Risk analysis
Overdesign
Adaptation to change

SKILLS (Essential processes or skills, universally taught by all teachers in all courses; assessed with teacher -made rubrics and/or tests )

Major Categories of Skills

A. Cross-curricular and/or Integrative Skills

Key Elements: Student will know about, understand, and demonstrate the ability to

1. effectively communicate (listen, observe, read, write, discuss, present, explain, persuade, defend)

apply a variety of mathematical concepts and skills (logic, statistical interpretation, plotting and analyzing graphs, concluding, predicting trends) to solve common day-to-day problems

3. use a variety of higher order thinking skills (hypothesizing, estimating, analyzing, classifying, synthesizing, evaluating,inferring, generalizing) to solve common day-to-day problems

set and achieve goals (brainstorm, envision, plan, research, manage time, persist, complete)
produce quality products (plan, organize, draft, evaluate, revise, improve, persist, complete)

B. Technological Skills

Key Elements: Student will know about, understand, and demonstrate the ability to

use modern technology (computers, scanners, copiers, printers, calculators, audio/visual tools, telephones, fax machines) to solve common, day-to-day problems
apply basic computer applications (word processing, spreadsheet, database, graphics, desktop publishing, Internet, e-mail) to produce quality products, including

multimedia presentations (speeches, demonstrations, lectures)
reports, proposals, instructions, manuals
research instruments, surveys, checklists
letters (requests, replies, recommendations, applications, resumes)
expository essays, research papers, literary works related to Environmental Science.

C. Life and/or Employability Skills

Key Elements: Student will know about, understand, and demonstrate the ability to

behave responsibly and produce quality products related to Environmental Science.
work well with others (cooperate, develop group unity, determine leadership roles, contribute to group success, allow others to contribute, resolve group conflicts, make group decisions)
relate Environmental Science content and skills to your personal life and the lives of others

respect and treat others equally, from the perspective of the needs and rights of all people

responsibly examine (be aware, know resources, research, consider, discuss) current Environmental Science issues and/or events that personally affect you or others
effectively support opinions in productive ways (preplan, research, logically organize, give specific examples, illustrate, recommend)

use new knowledge, understanding, skills and tools to solve real life problems, make decisions or choices , and predict logical consequences or possibilities
. acquire career knowledge and skills related to employment opportunities in Environmental Science related organizations
present oneself in an employable manner

D. Cultural Relevance:

Alaska Content Standards for Culturally Responsive Schools: Student Standards A-E

Key Elements: Student will know about, understand, and demonstrate the ability to

respect ones own cultural heritage, traditions, and language
build on local knowledge and skills to achieve future success in the world at large by
participate in a variety of traditional activities related to the local culture, including
engage in family-related activities based on traditional ways of knowing and learning, including
explain the processes, forces, and interactions of the world and its varied cultures, including the

INSTRUCTIONAL RESOURCES AND MATERIALS

A. Community Resources Related to Course

Each individual and/or team of instructors, with the help of long time staff, students, parents and other concerned community members should cooperatively compile and periodically update a list of village elders, parents, local government leaders, business persons, and other concerned, active members of the community willing to share their wealth of experiences, knowledge and skills.

B. Major Internet Web Site Addresses Related to Course (a tiny sample)

Exploring the Environment http://www.cotf.edu/ete
ANROE Resource Guide http://www.sfos.alaska.edu:8000/ANROE/ Ą Science Adventures http://www.scienceadventures.org Ą Global Schoolhouse http://www.gsn.org/project/index.html Ą Pitsco http://www.pitsco.com/p/collab.html Ą List of science sites http://www.eskimo.com/~billb/ Ą Blue webŐn http://www.kn.pacbell.com/wired/bluewebn/ Ą Kathy SchrockŐs guide http://www.capecod.net/schrockguide/ Ą MartindaleŐs reference http://www-sci.lib.uci.edu/HSG/Ref.html Ą Free Federal Resources for Academic Excellence: http://www.ed.gov/free/subject.html Or, use one of the many Internet search options to directly access a subject via Ą metacrawler http://www.metacrawler.com Ą northern light http://www.nlsearch.com Ą search http://www.search.com
C. Media Center: Southwest Region School District

Contact Roz Goodman, the Southwest Region Media Specialist, for help. She has lists of materials related to specific subject areas and will help you find Internet resources or other materials

The Alaska State Framework for Science Standards (This resource is full of
suggestions for activities, teaching/assessment strategies, lesson plans, web site addresses etc. )
Teaching Study Skills & Strategies in High School (includes activities); Active Learning: 101 Strategies to Teach Any Subject (includes activities)
Reconnecting Youth: A Peer Group Approach to Building Life Skills; Teaching Social Studies With the Internet (booklet and CD ROM);
Lion's Quest: Skills for Adolescence (instructional manual/student activities)

D. Itinerant Travel Kits and/or Permanent Core Skills Instructors' Materials

Videos Related to Course

Simulations and/or Activity Packets Related to Course

CD ROMs/Software Related to Course
Text and/or Supplemental Books Related to Course

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Sample Physical Science Course Syllabus, with Grading Policy

ENVIRONMENTAL SCIENCE

First Trimester, 1998-99, Manokotak School. Instructor: Steven Jacquier

PURPOSE: This course is an introduction to science with special attention to environmental science, applied chemistry, and workplace technology preparedness. The course is intended to develop your:
*knowledge of the environmental sciences as disciplines and as possible career paths
*understanding of the environment in which you live
*critical laboratory and workplace skills, such as
-measuring
-reading technical material
-following a set of written instructions to perform technical procedures
-communicating your findings both orally and in written form
-working together with others as a member of a team
*sophistication in interpreting the possible future significance of current-day events, innovations, and influences with regard to the environment and technology
*and to build a superior understanding of select advanced topics in environmental science.

REQUIRED READINGS: This course will use several sources for readings:
Concepts and Challenges in Physical Science textbook (green cover), Principles of Technology textbook (white and blue cover), Physics textbook (brown cover). Additional readings from magazines, newspapers, encyclopedia, mailings from various industries and colleges, as well as the instruction booklets and schematic diagrams for various pieces of equipment in the laboratory. You will also be taught how to use internet search engines and CD-ROM resources, and required to consult them. A number of supplementary optional readings are available to those who desire extra credit (magazine articles and novels connected to science topics).

REQUIRED VIEWINGS: The course includes viewing various video, slide show, and filmstrip materials --usually daily-- on the physical sciences and careers in the environmental sciences (such as "The Creation of the Universe") and documentaries on the lives of famous scientists. The Principles of Technology program has many brief (usually 5 to 10 minutes) video clips illustrating various concepts. Filmstrips and video clips on career paths in technology and environmental science may also be used. Optional video resources (documentaries, Bill Nye the Science Guy, and some movies) are also available to those who would like to earn extra credit by viewing and then reporting on the science content.

REQUIREMENTS AND GRADING:

1) CLASS PARTICIPATION and LABORATORY . You will receive a grade for the quality and quantity of your participation in class and in the laboratory. Laboratory reports will be written following a specific format; essay reports will be graded using the six area writing assessment rubric. Safety violations in the laboratory will be "fined" as points taken off your course grade; absolutely no horsing around, food or drink, or off-task behavior is allowed in the laboratory . Safety is the highest priority in the lab; individuals who demonstrate that they do not have the maturity or attention span necessary to earn the privilege of lab activities will be reassigned to some other place (like the hallway just outside the door, or into a different class entirely if necessary). Not listening to directions (or distracting others from hearing directions) is a safety violation. Participation and Lab = 20% of the course grade.

2) HOMEWORK . There will be homework each day. It will probably not be possible to accurately understand the material being worked with in this course if you do not read the text involved the night before and answer the questions in the homeworks in study hall and/or at home before coming to class. Accordingly, it will be difficult to accumulate enough points to be eligible or pass the course if you do not do the homeworks . Some students have taken this class three times before finally becoming convinced of that fact and doing their daily homeworks, but it is absolutely true. You will enjoy the class more, master more skills, and score higher if you do the homework on time . Homework turned in late earns half-credit, no matter how late it is (ten minutes or one month). Homework = 25% of the course grade.

3) QUIZZES . There will be frequent quizzes (meaning, at least one per week). Many of the quizzes will be announced in advance, and will usually occur on Wednesdays; some, however, will be unannounced. Pop quizzes usually happen in the first 60 seconds of class, are very easy, and occur when a bunch of people are late, so be to class on time! Quizzes may be made up if a student has an excused absence.Your own notes may usually be used as reference materials during quizzes (so take good notes in class!), but if you have not studied the material then you will not have enough time to look every single item up in your notes. Use your notes to study with before quizzes and you ill do fine. The quizzes will be a combination of ACT-test format essay question format. Quizzes = 20% of the course grade.

4) EXAMS . There will be exams during this course. The exams will look much like the quizzes, but you may not use notes during exams; the dates of exams will always be announced well in advance of the exam day. Exams may be made up if a student has an excused absence. Yes, there will be a final exam which is comprehensive (that is, it covers all of the material in the course from day one to finish). The exams will be a combination of ACT-test format essay question format. Exams = 20% of the course grade.

5) NOTEBOOK . An organized notebook labeled with your name is required , and will be collected and graded on a weekly to bi-weekly basis. There must be (at minimum) separate sections for Notes & Handouts, Labs, Homework & Exercises, Quizzes & Tests, and Journal (so, a three-ring binder with five sections is necessary). All papers in a section must be sequential, by date, from oldest to most recent. All science notes and returned papers must be in the notebook. Notebook = 5% of the course grade.

6) RESEARCH PROJECTS . There will be two research projects. In the first you will investigate an aspect of a specific assigned topic in environmental science and produce a written report, graphic display, and an oral presentation. In the second research project you will choose and investigate a particular field or topic in environmental science, environmental technology, or environmental medicine then perform an experiment or research project, write a report, and present a persuasive oral presentation on the science of this topic and describe the career path associated with this topic. A substantial portion of the points possible on these projects will be earned by having accomplished specific tasks by specific dates along the way. This will assist you to get the work accomplished well before the deadline. Your research will be presented to your peers, parents, and the community at large during a Science Fair near the end of the trimester. Research Projects= 10% of the course grade.

7) EXTRA CREDIT . Extra credit opportunities will be made available throughout the trimester. The idea behind extra credit is that it is what you do in addition to the regular work in order to go above and beyond the minimum required. Extra credit can also be used to strengthen and reinforce learning in an area that you feel confused about. Either way, extra credit work is science study which you do in order to build your skills along the way. Extra credit work must be completed within the time period specified in order to be counted. In other words, do not wait until the last minute at the end of the trimester and then figure that you will be able to do a heap of sloppy extra credit in a frantic rush to boost a sagging grade. That will not be allowed- only quality effort on the current extra credit option will be accepted, week by week. Extra credit "windows of opportunity" will open and shut each week, so do extra credits all along the way in order to maximize the benefit of this option. Extra Credit can equal up to 10% of the total grade.

COURSE GRADE OUTLINE:
Laboratory = 20%
Homework = 25%
Quizzes = 20%
Exams = 20% Subtotal 100%
Notebook = 5% Extra Credit = 10%
Research Projects = 10% Total 110%

Now, here is another way of thinking about the grading percentages. Based on several years of watching how students behave in class and the final grade which they eventually end up earning, it is a pretty safe guess that if you behave in one of the following ways, then you will earn the grade which is associated with that set of behaviors.

"A" = Excellence . Those students who push themselves to accomplish excellent ("A") performance in the course will go well beyond the minimum required to pass the course. Turning in all the homeworks and scoring well on quizzes, exams, and projects is not enough by itself. Reading outside of class, doing extra credit experiments, and turning in additional problem sets is essential for reaching the "A" level of achievement. This means real work! Students shooting for an "A" will get my co-operation after school and on week-ends with their projects and readings -just let me know that your goal is an "A" and I will coach you along the way. The attitude of a student working toward an "A" is positive, respectful, and focused on learning. The work habits of such a student are punctual, neat, and organized. By the end of the trimester you will not have to wonder if you earned an "A" or not, you will already know for dead certain without even asking because you will know how much you learned. If you have to wonder, then it was a "B" effort, not an "A" effort.

"B" = Superior . Consistently turning in homeworks, quizzes, exams, and projects scoring 80% and above, keeping a neat notebook with and complete notes, attending class daily, and making sure to participate fully in class discussions and exercises leads to "B" grades. In order to score at the 80% and above level students need to devote time to studying notes and text readings before quizzes and tests. Projects scoring 80% and above are begun well before the deadline date and receive steady effort until they are turned in. The attitude of a student working toward an "B" is positive, respectful, and focused on learning. The work habits of such a student are punctual, neat, and organized.

"C" = Satisfactory . A "C" is a good grade. It is the grade that most students will score in science classes, most of the time. Consistently turning in homeworks, quizzes, exams, and projects scoring 70% to 79%, keeping a neat notebook and complete notes, attending class daily, and making sure to participate fully in class discussions and exercises leads to "C" grades. In order to score at the "C" level students need to take complete notes and read the text. It is possible to bomb one or two quizzes or tests and still score a "C" if other work was good. Projects scoring a "C" are turned in by the deadline date and receive steady effort until they are turned in. The attitude of a student working toward an "C" is positive, respectful, and focused on learning. The work habits of such a student may be somewhat short of punctual, neat, and organized but are moving in that direction.

"D" = Unsatisfactory . A "D" is not a particularly good grade, but it will get credit toward graduation. Not consistently turning in homeworks, quizzes, exams, and doing projects or turning in work scoring 60% to 69%, keeping a messy notebook and taking incomplete notes, not attending class daily, and not participating fully in class discussions and exercises leads to "D" grades. You will still need to read the text and do most of the homeworks in order to score a "D." It is possible to bomb three or four quizzes or a couple of tests and still score a "D" if other work (especially homeworks, participation in class, and projects) was good. Projects scoring a "D" are turned in late and generally were thrown together quickly (it shows). The attitude of a student working toward an "D" is making an effort, respectful, and trying to do the work. The work habits of such a student may be late, messy, and unorganized but are moving toward improvement.

"F" = Failed . An "F" is a failing grade, earning no credit. Not making an effort leads to an "F" grade. This grade is produced by not coming to class, sleeping in class, not participating, being off task or disruptive in class, not turning in work, not keeping a notebook, not taking notes, consistently scoring below 59% on work, or violating safety rules.

A NOTE ON RESPECT, COURTESY, AND ON-TASK BEHAVIOR
Please do remember that we are here to do a job. Your parents have expectations of both you as a student and of me as your teacher. As your teacher, I will usually be like a big mirror, reflecting back whatever you are putting out (only larger). If you are being polite and on task then that absolutely is what you will get back from me, with a smile. So, if you do not want to be barked at, then pay attention and stay on task. It is your job to pay attention and stay on task in order to master knowledge and skills that will assist you to become an educated citizen, an employed worker, and good parent in your own right someday. If you really are determined to have a bad day, then go ahead and insist on being off task and rude; sure enough- as part of doing my job, I will be forced to co-operate with you in your having that kind of day. It is up to you. Personally, I would much rather choose to have a pleasant day and to learn something. "Being interested" or "being bored" is 100% a choice that you make inside your own mind; it is not something external to you.

You absolutely can help yourself to learn and enjoy what you are learning by getting enough sleep at night (you need at least 8 hours of sleep each night at your age), eating a good solid breakfast , and by coming to class on time and prepared (meaning, bring your binder, papers, and writing tools as well as any needed books or homework). Remember, the habit patterns--good or bad-- that you develop and set in place now in high school will either serve you well or work against you later when you get to college, trade school, or on the job.

Finally, if you do screw up in class and display some rude or off-task behavior, then this is what I suggest: as soon as you can get your nose back in joint again (slow deep breaths or washing your face with cold water works well), make a clear and prompt apology, and get on with the work. Do not hang on to upsets- let them go, and get on with learning and enjoying. Every now and then you will see me make a mistake (bark at somebody when they really did not deserve it) or have some demonstration fall apart because I did not prepare adequately beforehand (it happens)- as soon as I get my head together I will apologize and get on with it, myself. It is called "maturity," and is a big part of what we are here to practice and master with each other.

ATTENDANCE:
It will be difficult to score well enough to pass the class if you do not attend throughout. Getting behind on the homeworks and labs is not a good idea, as work will rapidly pile up. Be on time and in regular attendance to maximize what you learn in this course.

A Final Note:

I do hope that you will learn skills and information which prove valuable to you in the workplace and which will enrich your lives via a deeper understanding of the universe in which you live. Hopefully you will enjoy the course. Remember, you will get out of any experience that which you put into it, so please do not hold back- ask questions, participate in discussions, and make your best effort.

Enjoy the course!

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Sample Environmental Science Course Sequence, with Integration Noted

PS: Environmental Science
LA: Language Arts/English
MA: Mathematics
TRA: Teacher Read-Aloud

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Week #1: The Environment: Earth, Water, Air, and Fire - what is it, and how did we arrive at our current understanding?
Introduction to courses: expectations, syllabus.
Assessment of previous knowledge and naive conceptions.
Overview of course.

ES: cooperative group games; following oral and written directions; lab safety; tower building exercise; systems, systems boundaries; the scientific road from pre-history to today; environmental perspectives through time around the world; the current scientific paradigm regarding the environment; naming the major geographic features and landforms; measurement in science; measuring length, area, volume, mass, weight, force, temperature, and rate; units of measurement.

LA: vocabulary words; literary connections; video clip:

MA: Measurement. Quantitative versus qualitative measure. Non-standard versus standard units of measure. American Standard versus metric (SI) units of measure.

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Week #2: Earth - history and structure from five billion years ago to today.

ES: earth origins, development, composition, layers, TRA: "How To Dig A Hole To The Center of the Earth," geology as the discipline which studies minerals and aspects of earth science; volcanology; crust, mantle, magma, convection zones, outer and inner core; dynamics; uplift and volcanism as mountain-building forces; subduction and erosion and mountain-destroying forces; friction and fault lines in Terra's crust and their relationship to earthquakes and tsunamis; plate tectonics; continental drift; formation and breakup of Pangea and Gondwanaland; minerals; structure of matter; atomic theory; atomic nucleus; proton, neutron, electron, and photon; electron shells; elements; periodic table; four fundamental forces; gravity; scale of things from very small to very large; light year vs Angstrom.

Introducing three site-specific case studies to be developed throughout the course: Easter Island, Mesa Verde, and Bristol Bay.

LA: vocabulary words; literary connection; symbolism in science and poetry; Environmental Science Midterm Report format; text and CD-ROM database resource use; Internet resources; story of an earth scientist.

MA: units of measure -American Standard versus metric (SI); metric prefixes; finding linear, mass, weight, and volumetric units; powers of ten; calculating rates of geological processes: erosion and sediment deposition, uplift and mountain-building.

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Week#3: Water.

ES: origins; salt versus fresh water composition; world oceans and seas, ocean currents, icecaps, glaciers, lakes, rivers, streams, fresh water reserves, hydrological cycle; physical and chemical changes; chemical bonds; chemical reactions; mixtures versus compounds; pH- acidic, neutral, and basic

Water at Easter Island, Mesa Verde, and Bristol Bay.

LA: spelling/vocabulary words; literary connections; TRA; Report research and writing; story of aquatic scientist.

MA: unit conversions; making scale models of relative size and distance for oceans, lakes, salt versus fresh water; graphing exercises.

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Week #4: Air.

ES: origins; Terra's atmosphere long ago and today; composition of modern atmosphere; thermodynamics; layers of the atmosphere; jetstreams; kinetic and potential energy; pressure.

Air at Easter Island, Mesa Verde, and Bristol Bay.

LA: vocabulary words; literary connections; Report research and writing; story of atmospheric scientist.

MA: calculating temperature in Centigrade and Fahrenheit; temperature conversions.

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Week#5: Fire (energy and energetics in the environment)

ES: solar energy; chemical energy; geothermal energy; tidal energy; wind energy; heat; thermal expansion; mechanical and thermal resistance; insolation; insulation; storage and flows of energy in the environment; energy loss during transfer at each trophic level in a food pyramid.

Energetics at Easter Island, Mesa Verde, and Bristol Bay.

LA: vocabulary words; literary connections; Environmental Report presentation speeches and final edited drafts of written reports; story of a thermodynamic scientist.

MA: energetics measurement and equations; chemical equations and chemical stoichiometry.

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Week 6: Earth - a closer look at minerals, magnetism, and radiation.

ES: common types of minerals; three main groups of minerals and their formation; physical characteristics used to identify minerals; uses of mineral resources; minerals and magnetism; electromagnetism and electromagnetic fields; Terra's magnetic fields; aurora borealis and austrialis; energetic particles, radiation, radioactive minerals, and radioactive decay.

Minerals, magnetism, and radiation at Easter Island, Mesa Verde, and Bristol Bay.

LA: vocabulary words; literary connections; introduce format for final project; sketch preparation for dramatic presentation on a historically significant figure in science; story of a geologist or radiation scientist.

MA: calculating half-life in radioactive decay.

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Week 7: Earth + Water + Air +Fire = Global Climate and Weather Systems.

ES: climatology as the discipline which studies weather and long-term weather effects; major climate types and areas; precipitation patterns and their causes; cloud types.

Climate and weather systems at Easter Island, Mesa Verde, and Bristol Bay.

LA: vocabulary words; literary connections; dramatic presentations on a historically significant figures in science; research and writing on final project; story of a climatologist.

MA: solving pressure equations.

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Week 8: The Abiotic-Biotic Interaction.

ES: ecosystems; nitrogen cycle; carbon cycle; habitat versus niche; trophic levels and energy flow in ecosystems; resources versus population; environmental resistance factors; carrying capacity; overshoot; crash; renewable versus nonrenewable resources; maximum sustained yield.
The abiotic-biotic interaction at Easter Island, Mesa Verde, and Bristol Bay.

LA: vocabulary words; literary connections; dramatic presentations on historically significant figures in science; final project report preparation; story of an ecologist.

MA: calculating carbon released into the atmosphere by the burning of fossil fuels; calculating nitrogen added to soil and water by fixation processes.

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Week 9: Society, Industry, Science and the Environment.

ES: human impacts in the environment; pollution, remediation, and natural resource management; local applications of science and technology; industrial applications of scientific theory.

Society, industry, science and the environment at Easter Island, Mesa Verde, and Bristol Bay.

LA: vocabulary words; literary connections; dramatic presentations on a historically significant figures in science; final project report preparation; story of an industrial environmental scientist.

MA: calculation of rates of pollution and quantities (masses and volumes) of solid, liquid, and gaseous wastes generated by various activities and locations.

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Week 10: Critical Issues for the Future.

ES: Current events in environmental science and society; careers and training in the environmental sciences; outlooks for the future; final project completion.

Historical retrospective on Easter Island and Mesa Verde, and projecting possible futures for Bristol Bay.

LA: final project report completion and presentation of final edited draft; vocabulary; literary connections with current events.

MA: projecting trends into the future.

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Week 11: Science Careers and Science Fair Project Demonstrations

ES: Careers in physical science; Science Fair project presentations.

LA: presentation of final projects; vocabulary and literary connections as appropriate.

MA: mathematical support of lab activities as appropriate.

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