AP Environmental Science

CRANFORD PUBLIC SCHOOLS
COURSE OF STUDY
FOR
Advanced Placement Environmental Science
COURSE TITLE: Advanced Placement Environmental Science LENGTH OF COURSE: Full year
CREDITS: 5 PREREQUISITES/COREQUISITES: Environmental Science or AP Biology or Honors Biology/Honors Chemistry
GRADE(S): 11, 12
UNIT TITLE: Scientific Analysis

BRIEF SUMMARY OF UNIT: This unit emphasizes inquiry based science. Students will learn methods to observe the natural world and apply the scientific
method to conduct original research of local ecosystems. Students will then analyze their data and report findings by writing a scientific paper. Emphasis is
placed on student interest and student centered problem solving.
*SUGGESTED TIMELINE: 2 weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
STANDARD 5.1 (Scientific Processes) All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions
and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results.
STANDARD 5.2 (Science and Society) All students will develop an understanding of how people of various cultures have contributed to the advancement of
science and technology, and how major discoveries and events have advanced science and technology.
STANDARD 5.3 (Mathematical Applications) All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressing
and/or modeling scientific theories.
STANDARD 5.4 (Nature and Process of Technology) All students will understand the interrelationships between science and technology and develop a
conceptual understanding of the nature and process of technology.
ESSENTIAL OVERARCHING QUESTION ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF KNOWLEDGE
THAT WILL FOCUS TEACHING AND UNDERSTANDINGS: AND UNDERSTANDNG):
LEARNING:
A: STUDENTS WILL KNOW: STUDENTS WILL:
 What is inquiry-based science?  key terms: scientific method, hypothesis,  complete homework 4-5 times per week
data, analysis, ecology, ecosystem, consisting of 3-5 textbook questions, web-
GUIDING QUESTIONS: sustainability, conservation, marginal coat based assignments or other sources of
 What are methods of observation in the of pollution, LD50, risk assessment. information.
field?
 materials and equipment used by field  record 10 questions about the environment
 What is the scientific method? ecologists. in the field and form hypothesizes from
each of these questions.
 How is scientific research preformed?  The sections of a scientific paper and how
to write one.  investigate household items to be used as
 How are scientific results analyzed? natural insecticides, and design and
 general information about their local conduct a controlled experiment with
 How are professional scientific papers ecosystem. house crickets.
written for publication?
 read, investigate and then write their own
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GRADE(S): 11, 12
 What is sustainability?  the names and achievements of early scientific paper based on their
scientists and conservationists in the field. experimental findings.
 What is ecology?
 how to formulate a hypothesis around  complete a cost-benefit analysis of a
 How is the cost of pollution measured? primary observations. cement plant and pollution: (Marginal
Costs of Polluting) complete with
 What is risk management and why is it B: STUDENTS WILL UNDERSTAND assessment questions. (optional)
so important in the field of THAT:
environmental science?  complete all AP Free Response Questions
 science is a method of learning more about
relevant to each unit. They can be
the world.
 What are does-response relationships assigned as homework, timed and done in
and how are they measured? class for an individual quiz grade, peer
 each section of a scientific paper has a
graded or collaboratively worked on in
specific purpose.
pairs.
 science constantly changes the way we
 answer the essential questions.
understand the world.
Tests: all tests throughout the year will contain
 the communication of new knowledge is multiple choice questions, reading excerpts and 4
vital to scientific progress. part essay(s) to model the Advanced Placement
Environmental Science (APES) test.
 cost benefit analysis of environmental
polluters involves many aspects of AP FRSPQ: 2002 #3 LD50
investigation.
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
 Preview the essential question and connect to learning throughout the unit.
 All textbook reading will be done outside of class.
 Take students outside to make observations of the local ecosystem. “CHS 10 Questions” Students write questions as they observe and explore local
habitats. Develop a hypothesis based on student observations and questions.
 Provide model scientific papers (both professional papers and past student work) as examples of the target performance.
 Individually or in small groups, students will investigate ecological topics of interest and perform an experiment/study.
 Students will investigate household items to be used as natural insecticides, and design and conduct a controlled experiment with house crickets.
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GRADE(S): 11, 12
 Students will investigate, read and then write their own scientific paper based on their findings.
 The teacher provides guidance and materials throughout the investigations.
 Class lesson on scientific papers and critical interpretation of data
 Students analyze data and write a scientific paper.
 Test: textbook chapters, classroom work, lab/field work and an AP free response question.
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GRADE(S): 11, 12
UNIT TITLE: Ecosystems, Energy and Living Organisms

BRIEF SUMMARY OF UNIT: Students will explore the nature and forms of energy, food webs and chains. Students will apply sampling techniques learned in
class and apply their knowledge in the field to sample a population on the school grounds. Students will also learn about ecological disrupters including invasive
species, species competition, and learn how certain species live together in symbiotic relationships. Students will track a population’s growth, learn about
limiting factors and explore how to manage wild populations.
*SUGGESTED TIMELINE: 1-2 weeks

and/or modeling scientific theories
STANDARD 5.5 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will
investigate the diversity of life.
STANDARD 5.7 (Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations.
STANDARD 5.10 (Environmental Studies) All students will develop an understanding of the environment as a system of interdependent components affected by
human activity and natural phenomena.
ESSENTIAL OVERARCHING QUESTIONS ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF KNOWLEDGE
LEARNING:
 What is the nature of energy? What  key terms: keystone species, symbiosis,  complete homework 4-5 times per week
are its forms? mutualism, commensalism, parasitism, consisting of 3-5 textbook questions, web-
intra and inter-specific competition, based assignments or other sources of
GUIDING QUESTIONS: ecotone, edge effect, ecosystem services, information.
 How is energy measured? succession, pioneer species, biosphere,
trophic levels, biomass, niche, habitat.  watch a video on population ecology, take
 What are invasive species and what notes and answer analysis questions.
effect do they have on native
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GRADE(S): 11, 12
ecosystems?  R vs k-selected species.  dissect an owl pellet record data and

answer analysis questions.
 What are variations within a  the pyramid of biomass, numbers and
population? energy  navigate through a PowerPoint
presentation taking notes and performing
 What is the relationship between  GPP vs. NPP tasks and activities built into the
predator and prey? presentation.
 potential energy and kinetic energy.
 What are exponential growth and  measure populations on school ground
linear growth in populations?  first and second law of thermodynamics using sampling techniques learned in class.
Students design and carry out their own
 What are factors that produce change B: STUDENTS WILL UNDERSTAND experiments in collaborative groups.
in population size?
THAT:
 complete laboratory activities and report
 energy conversions underlie all
 What is biotic potential? on exponential growth of Lemna minor or
ecological processes.
other available species/kits.
 What is carrying capacity?
 energy cannot be created, it originates
 demonstrate knowledge and understanding
somewhere.
through tests on textbook chapters,
classroom case studies, lab and field work.
 all energy flows through systems, and
that at each step more of it becomes
 complete all AP free response questions
unusable.
assigned as homework, timed and
completed in class for an individual quiz
grade, peer graded or collaboratively
completed in pairs.
 answer the essential question.
Tests: All tests throughout the year will contain

multiple-choice questions, reading excerpts and
four-part essay(s) to model the APES test.
AP FRSPQ:
2001 #2: Gypsy moths and Lymes disease
2003 #1: Worm invasion, invasive species
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GRADE(S): 11, 12
 Lab: Owl pellet dissection
 Lab: Measuring a Population: Students design and carry out their own experiments in collaborative groups.
 Lab: Exponential growth of Lemna minor or other available species/kits.
 Population lab (assigned for homework)
 Video: Population Ecology
 Interactive PowerPoint: Energy Flow through Ecosystems
 Test: Textbook chapters, classroom work, lab/field work and an AP free response question
Page 6 of 31
GRADE(S): 11, 12
UNIT TITLE: Biodiversity and Land Use

BRIEF SUMMARY OF UNIT: This unit explores biodiversity, ecosystem services and land use. Students will learn about endangered and threatened species
and the impacts that humans have on these plants and animals. Students will learn how the United States is managing open space and helping to preserve
biodiversity, and how we as humans benefit from our environment and the goods and ecosystem services with which our environment provides us. A strong
theme of sustainability, wise use and conservation underlies this unit.
LEARNING:
 What is biodiversity and how does it A: STUDENTS WILL KNOW: STUDENTS WILL:
affect our everyday lives?  key terms: biotic pollution, bell-weather
 How do we as humans contribute to
species, threatened, endangered, extinct,  complete homework 4-5 times per week
ecosystem services, selective cutting, clear consisting of 3-5 textbook questions, web-
the loss of habitat and biodiversity? cutting, deforestation, sustainability. based assignments or other sources of
GUIDING QUESTIONS: information.
 characteristics of endangered and
 What role do humans play in the loss threatened species.
of biodiversity?  watch a video about deer management in
NJ and write a reflection paper including
 major laws and treaties that help protect
 What are some common uses for endangered and threatened species.
their own experience with deer in the area.
plants and animals?
 watch a video about forest sustainability
 ecosystem services and how humans
 How do genetic diversity, species benefit from them.
with a case study about a large paper
diversity and ecosystem diversity corporation, and answer analysis
differ? questions.
 what sustainability in our ecosystems
means when dealing with game and wild
 What are the major laws and acts that  read and reflect on writings by Aldo
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GRADE(S): 11, 12
help protect species biodiversity? species as well as forestry. Leopold.
 How is a wild population managed? B: STUDENTS WILL UNDERSTAND  explain the technology used by scientists
to track endangered species.
THAT:
 What are ecosystem services and how
 stewardship is important in every aspect of
do we benefit from them?  analyze a public planning and land use
our lives.
case study: Highland Park NJ
 What are characteristics common to www.rst2.edu/NJHEPS.
 wetlands are important features of our
endangered and threatened species?
landscape and have many important
ecological functions.
 How are land resources being utilized through tests, textbook chapters,
to better preserve their value for the classroom case studies, lab and field work.
 we are cutting down the rainforest
future?
ecosystem faster than it can naturally
regenerate.
relevant to that unit. They can be assigned
as homework, timed and completed in
class for an individual quiz grade, peer
graded or collaboratively completed in
pairs.

multiple choice questions, reading excerpts and
four part essay(s) to model the APES test.
AP FRSPQ:
2000 #3 Extinctions.
2003 #4 Endangered species
 Preview the essential questions and connect to learning throughout the unit.
 Biodiversity PowerPoint presentation
 Use computers and internet to track endangered species from various websites.
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GRADE(S): 11, 12
 Video: NJN Presents Deer Crossing: NJ
 Video: Forest through the Trees
 Aldo Leopold: A Sand County Almanac, essay on passenger pigeons
 Public planning and land use case Study: Highland Park NJ

(NJHEPS references) www.rst2.edu/NJHEPS
Page 9 of 31
GRADE(S): 11, 12
UNIT TITLE: Interdependence in Earth’s Ecosystems

BRIEF SUMMARY OF UNIT: In this unit, students will explore the biogeochemical cycles, the earth’s geologic and atmospheric systems and the biomes of
the world. Students will learn how weather and climate affect the different parts of the world and how the earth’s systems interact with one another.
*SUGGESTED TIMELINE: 3 weeks (This unit should be concluded by the Thanksgiving recess.)
STANDARD 5.6 (Chemistry) All students will gain an understanding of the structure and behavior of matter.
STANDARD 5.8 (Earth Science) All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth.
LEARNING:
 How do elements cycle through our A: STUDENTS WILL KNOW: STUDENTS WILL:
biosphere, atmosphere and geosphere?  key terms: water, nitrogen, carbon, cycles,  complete homework 4-5 times per week
plate tectonics, convection currents, consisting of 3-5 textbook questions, web-
GUIDING QUESTIONS: climate, solar radiation. based assignments or other resources.
 What are the major carbon sinks?
 the different biomes of the world and  take a self guided tour through a Power
 Which trace elements are vital for the characteristics of each one. Point presentation of the nitrogen cycle,
environment? and complete analysis questions.
 the different human activities that disrupt
 How was the earth formed, and how the biogeochemical cycles.  learn about the eutrophication of the
has it changed over time? Chesapeake Bay through a case study with
 the different plate boundaries and analysis questions.
 What role does plate tectonics play in locations of each one around the world.
the ever-changing earth?  conduct an experiment demonstrate
 the layers of the atmosphere. mining and reclamation.
 In what way do weather and climate
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GRADE(S): 11, 12
affect the biota of the earth?

B: STUDENTS WILL UNDERSTAND  travel through the water cycle as a drop of
 What constitutes the biosphere? water and then assess their journey
THAT: through an evaluation of their choice.
 identifying plate boundaries and
 What are the different biomes and
movement of the earth enable us to
marine environments of the earth?  measure their carbon footprint online and
understand how the earth’s surface is
engage in an online activity to balance the
changing.
 What human activities disrupt the carbon budget.
biogeochemical cycles?
 each person leaves a mark on the earth,
 complete activities related to scientists’
and there are simple ways to reduce one’s
 What processes aid in the recycling of forecasting and recording data about El
impact on the earth.
nutrients? Nino.
 the cycling of matter in the earth is
 What are the major reservoirs/ sinks  graph temperature and rainfall distribution
essential to survival.
of each biogeochemical cycle? across biomes, and identify unidentified
biomes based on data and soil.
 soil and climate determine the biomes of
the world and the flora and fauna that can
 review plate tectonics as previously
survive in a given biome.
learned in other science classes.

assigned as homework, timed and
completed in class for an individual quiz
grade, peer graded or collaboratively
completed in pairs.

through tests: textbook chapters,
classroom case studies, lab and field work.
 APES free response question: 2003 #3

Estuaries
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GRADE(S): 11, 12
Tests : All tests throughout the year will contain

AP FRSPQ:
2002 #4 El Nino
2003 #3 Estuaries
 Students will work in learning stations: Nitrogen Cycle Power Point Presentation, Carbon/oxygen cycle internet activity with carbon footprint and
balancing the carbon budget, Water cycle: Journey and assessment, Case study: Chesapeake Bay
 Lab: Cookie mining
 Quiz: Biogeochemical cycles (textbook, Ch 7)
 Climate and atmosphere PowerPoint presentation
 Video: Chasing El Nino
 Answer APES free response question in class: 2002 #4 El Nino with peer grading
 Lab: Biome distribution lab
 Review plate tectonics as previously learned in other science classes.
 Test: textbook chapters, classroom case studies, lab and field work
 All tests throughout the year will contain multiple-choice questions, reading excerpts and four part essay(s) to model the APES test.
 APES free response question: 2003 #3 Estuaries
Page 12 of 31
GRADE(S): 11, 12
UNIT TITLE: Populations, Resources and the Environment

BRIEF SUMMARY OF UNIT: This unit consists of human demographics, the statistical analysis of human population growth, and the environmental
consequences of rapid human population growth. Students will better understand the factors that influence population growth, the differences between
industrialized and developing countries and how overpopulation is the root cause of environmental problems.
LEARNING:
 How do we as humans impact our A: STUDENTS WILL KNOW: STUDENTS WILL:
environment?  key terms: population density, CBR, CDR,  complete homework 4-5 times per week
immigration, emigration, ZPG, doubling consisting of 3-5 textbook questions, web-
 What is the carrying capacity of the time, replacement level fertility, based assignments or other resources.
earth? demographic transition, population profile,
ecological footprint, density dependent  watch the video Island of the Flowers and
GUIDING QUESTIONS: and independent factors. reflect on human ecology and the human
 What is human ecology? race.
 the history of human population growth.
 What is demography?  use internet resources to determine their
 problems associated with human individual “ecological footprint”.
 What are the factors that produce overpopulation locally and globally.
changes in human population size?  navigate their way through an interactive
 major principles of population ecology website and game completing questions
 How has the human population applied to human populations. about the present and future world in terms
changed throughout history? of population.
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GRADE(S): 11, 12
 What is the difference between highly B: STUDENTS WILL UNDERSTAND  complete questions from an interactive
and lesser-developed countries? THAT: Power Point as well as interpret various
 humans alter natural systems. population profiles.
 What is the environmental impact of
human overpopulation?  humans have had an impact on the  complete a case study of a given country
earth for millions of years. using data from the World Census Bureau
 What are problems associated with consisting of building and interpreting
the rapid growth of urban areas? population profiles to determine
 technology and population growth
population growth trends.
have enabled humans to increase both
 What methods have various the rate and the scale of the impact on
governments used to try to slow the environment.  examine the causes and consequences on
human population growth? the earth and natural resources of human
population growth.
 environmental problems have a
 How do diseases such as HIV/AIDS cultural and social context.
relate to human overpopulation?  complete an activity demonstrating the
amount of arable land on earth.
 human population growth is the root
 What factors help determine the cause of all environmental problems
relationship between people and their  examine and answer analysis questions on
environment? three countries policies on population
growth.
 answer an AP free response question

interpreting population pyramids.

relevant to the unit. They can be assigned
as homework, timed and done in class for
an individual quiz grade, peer graded or
collaboratively completed in pairs.

AP FRSPQ:
2000 #4: Population Pyramides
2003 #2: Population Graph
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GRADE(S): 11, 12
2005 #1: Disease on the Rise

2007 #4: Populations in Urban Areas
 Preview the essential questions and connect to learning throughout the unit.
 Video: Island of the Flowers with discussion and free response writing assignment
 Interactive website Six Billion Human Beings and Measuring Your Ecological Footprint with analysis questions
 Interactive “Demography” PowerPoint presentation with whiteboard
 Arable land activity
 Causes and consequences of high population growth packet with analysis questions
 R vs. K selected species and survivorship curves packet and lecture
 Demography quiz (textbook, Ch 8)
 Case study of China’s “one child” policy
 Online flashcards (text support from T. Miller; Environment).
 Internet assignment: “The State of the World Today”
 Case Study/lab activity: Power of the Pyramids
 Practice APES free response questions about human population dynamics.
 Test: textbook chapters, classroom work, lab/field work and an AP free response question
Page 15 of 31
GRADE(S): 11, 12
UNIT TITLE: Feeding the World

BRIEF SUMMARY OF UNIT: This unit explores the challenge of feeding the world in the 21st century. Students will explore different farming practices, the
boom in modern agriculture known as the green revolution and learn about the advances and setbacks associated with modern pesticides. Students will model
over fishing and explore the phenomena known as tragedy of the commons. Planning for the future, sustainability and problem solving are strong themes that
run throughout the unit
*SUGGESTED TIMELINE: 2 weeks. (This unit should be completed by Winter Break.)
STANDARD 5.7 (Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations.
LEARNING:
 How can we improve sustainability in A: STUDENTS WILL KNOW: STUDENTS WILL:
order to feed the world?  key terms: bioaccumulation,  complete homework 4-5 times a week
biomagnification, Georges Bank Fishery, consisting of 3-5 textbook questions, web
GUIDING QUESTIONS: persistent pesticides, organophosphates, based assignments or using outside
 What are local and global commons? pesticide treadmill, DDT, carabamates, resources.
monoculture, GM, FDCS, FIFRA,
 What environmental impacts result subsistence agriculture.  watch a video and answer questions about
from the “pesticide treadmill?” farming agriculture and pesticides.
 broad vs. narrow spectrum pesticides.
 How can we get off the pesticide  demonstrate over fishing in a “tragedy of a
treadmill?  integrated pest management and commons” activity involving M&M’s with
sustainable farming practices. a case study on the collapse of the Georges
 How does the amount of genetic Bank Fishery.
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GRADE(S): 11, 12
variability in a population affect the

population’s ability to adapt to  the technology, fishing methods and  read a chapter from Rachel Carson’s
environmental changes? techniques associated with commercial accomplishments Silent Spring and reflect
fishing. on her accomplishments.
 What are some issues associated with
the use of pesticides? B: STUDENTS WILL UNDERSTAND  participate in a “pesticide treadmill” lab
THAT: demonstrating the evolution of the super
 What is a pesticide?  the world’s oceans are not limitless and bug and answer discussion questions.
unless something is done, over fishing is a
 How do pesticides get into the food reality for this generation.  complete all AP free response questions
chain and then magnify? relevant to each unit. They can be
 one person can make a difference and that assigned as homework, timed and written
 What was the “green revolution?” Rachel Carson’s activism was essential to in class for an individual quiz grade, peer
the issue of pesticides and their graded or collaboratively completed in
detrimental effects on humans and the pairs.
environment.
 Top-level predators are going to be the
most contaminated of the food chain. Tests: Al tests throughout the year will contain
 with minor changes made by everyone,
the world can change.
AP FRSPQ:
1999 #4: Pesticide Controversy
2004 #1: Is the seafood we eat safe?
2005 #2 Global Meat Production
2006 #4 Fisheries
 Video: Race to Save the Planet
 Activity/Lab: Tragedy of the Commons: M&M fishing with analysis questions and brainstorming of local commons and handouts on herring and
anchovy over fishing
 PowerPoint Presentation: Pesticides in the Environment: Bioaccumulation and Biomagnification
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GRADE(S): 11, 12
 Activity: Bioaccumulation in a food chain demonstrated with colored beads
 Lab: The Pesticide Treadmill: The birth of the “superbug”
 DVD: World in the Balance
Page 18 of 31
GRADE(S): 11, 12
UNIT TITLE: Soils and their Preservation

BRIEF SUMMARY OF UNIT: This unit will introduce students to one of the most important factors of ecosystem and environmental quality: soil. This unit
takes an inquiry based science approach, with the students spending most of the class time conducting experiments or out in the field. Major topics include
classification of soil particles, physical characteristics and identification of soils, soil pollution and soil conservation in the face of agriculture.
LEARNING:
 How are soils essential to our A: STUDENTS WILL KNOW: STUDENTS WILL:
everyday lives?  key terms: sand, silt, clay, soil texture,  complete homework 4-5 times per week
percolation rate, water holding capacity, consisting of 3-5 textbook questions, web-
GUIDING QUESTIONS: erosion, soil nutrients, leaching, loam, based assignments or other outside
 How are soils classified? desertification. resources.
 What are soil horizons?  the materials and equipment used by field  conduct a laboratory investigation to
ecologists. measure soil nutrients of various soil
 What causes soil horizons? samples, make recommendations for
improving the soil quality, and assess what
 What are the characteristics of major  the physical characteristics that create soil could be grown in the soils current state.
soil types? types.
 take notes from a PowerPoint presentation
 How are soils identified in the field?  the importance of soils in determining about soils and their properties, and
answer analysis questions.
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GRADE(S): 11, 12
 What is water holding capacity and ecosystems and biomes.

how is it measured?  Quiz: field identification of soil horizons,
B: STUDENTS WILL UNDERSTAND WHC and percolation rate
 What is percolation rate and how does
THAT:
this relate to environmental quality?  assess two different soil samples using
 soil types can be identified by texture,
texture by feel, soil textural triangle,
color, percolation rate, water holding
 What is the relationship among WHC, percolation rate, and color.
capacity, and relative percentages of sand,
agriculture, erosion and soil pollution? Students will identify an unidentified
silt and clay.
sample, answer analysis questions, and
 Minerals and soils are in limited make recommendations for uses of all
 soil is a factor when building landfills, and three soils.
supply; what methods are used to
farms, and in general development.
conserve them?
 soil is a major factor in determining relevant to each unit. They can be
whether agriculture will be high or low assigned as homework, timed and written
input. in class for an individual quiz grade, peer
 studying soil composition and nutrients is pairs.
vital to improving agricultural techniques
and soil conservation.  Answer the essential question.

AP FRSPQ:
2004 #4: Samples and Conservation
2005 #3: Mining
 Introduction to the unit: Look How Long It Took to Form One Inch of Soil (poster)
 Lab investigation: Soil nutrient lab
 “Black Gold” Soils PowerPoint presentation
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GRADE(S): 11, 12
 Lab: Water holding capacity, percolation rate, soil textural triangle, identification of an unknown soil type
 Field investigation: Digging soil horizons
 Use of digital photos on whiteboard to serve as virtual field trip of various biomes with different soil types
Page 21 of 31
GRADE(S): 11, 12
UNIT TITLE: Water a Fragile Resource

BRIEF SUMMARY OF UNIT: In this unit students will explore the major types of water pollution. This unit will also address the sources of the pollutants
and how the pollutants affect the environment. Major topics include the categories of water pollutants, sewage treatment, eutrophication and chemical pollutants.
Students will distinguish between point and nonpoint sources of pollution and how we as individuals can help to reduce these sources. Students will also learn to
measure water quality using various tools such as water testing kits.
LEARNING:
 How do water and water pollution affect  key terms: point and nonpoint pollution,  complete homework 4-5 times per week
different aspects of our lives? biochemical oxygen demand, fecal consisting of 3-5 textbook questions, web-
coliform, sediment pollution, algal bloom, based assignments or using other
GUIDING QUESTIONS: eutrophication, dissolved oxygen, thermal resources.
 What are the categories of water pollution? pollution, sludge, septic system,
salinization, chlorinization, indicator  assess and make recommendations for
 What are examples of point and nonpoint species, water diversion. wastewater treatment in the Boston
sources of water pollution? Harbor.
 materials and equipment used by
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GRADE(S): 11, 12
 How does sewage effluent affect aquatic environmental scientists.  assess and identify three to five unknown
ecosystems? water samples using LaMotte Water
 the eight categories of water pollution. Quality testing kits for chemical and
 How is raw sewage treated? physical characteristics, and prepare a lab
 the mechanisms of a wastewater treatment report.
 How is drinking water purified in the plant.
U.S.?  assess the water quality of Nomahegan
 the goals of the Clean Water Act and the Pond through macro invertebrate and
 What laws were enacted to reduce water Safe Drinking Water Act. micro invertebrate surveys.
pollution?
B: STUDENTS WILL UNDERSTAND  conduct a week-long lab observing the
 What are the impacts of poor water quality effects of nitrates and phosphates on a
THAT: water sample and measuring the dissolved
on human health?
 water quality in local areas can reflect the oxygen.
overall health of the ecosystem.
 How can we as individuals help to reduce
water pollution?  complete all AP free response questions
 monitoring water quality periodically is relevant to each unit. They can be
vital in determining trends in land use.
 What are major uses of water domestically assigned as homework, timed and written
and commercially? in class for an individual quiz grade, peer
 biological processes can cause graded or collaboratively completed in
eutrophication.
 What is a watershed? pairs.
 sewage discharge is related to 

 What are indicators of good and bad water answer the essential question.
eutrophication, biochemical oxygen
quality?
demand and dissolved oxygen. Tests: All tests throughout the year will contain
 What are some examples of water multiple choice questions, reading excerpts and
 treating wastewater is extremely important four part essay(s) to model the APES test.
diversion in the world?
in maintaining human health and the
health of ecosystems. AP FRSPQ:
1999 #1 Pond Abiotic/Biotic
2001 #4 Water Quality Up/Down River
2002 #2 Water Diversion
2007 #1 Sewage
Page 23 of 31
GRADE(S): 11, 12
 Video: Assignment Discovery: Water to the Last Drop
 Properties of water PowerPoint presentation
 Enviroscape: Point vs. nonpoint water pollution
 Lab: Water quality and identification of unknown water samples with lab report
 Lab: Macroinvertebrate Indicator Species
 Water diversion: case studies: Mono Lake, Aral Sea and Colombia River
 Video: Rediscovering the NJ Highlands (provides most of NJ’s drinking water)
 Video: Sewage Treatment (22 min.)
 Sewage study packet
 Case study: Boston Harbor
Page 24 of 31
GRADE(S): 11, 12
UNIT TITLE: The Search for Energy

BRIEF SUMMARY OF UNIT: Students will explore the sources of energy currently used and the alternative energy sources that have potential for practical
development. Students will analyze the increase in fossil fuel use, debate the pros and cons of nuclear energy and explore the alternatives currently used in our
state.
LEARNING:
 How can we break our dependence on A: STUDENTS WILL KNOW: STUDENTS WILL:
fossil fuels and non-renewable  key terms: fossil fuels, combustion,  complete homework 4-5 times per week
resources? subsidy, scrubbers, fission, fusion, consisting of 3-5 textbook questions, web-
isotopes, radioactive half life, spent fuel, based assignments or using other
GUIDING QUESTIONS: meltdown, NIMB, biomass, cogeneration. resources.
 What is the difference between
renewable and non-renewable  renewable vs. non-renewable resources  analyze a local solar panel system to
resources? and examples of each. assess its pros and cons and cost
effectiveness, and calculate how long it
 What are fossil fuels and how are they  the parts of a nuclear power plant
will take the consumer to pay off the
formed? investment.
 the alternative energy currently
 How will oil extraction from the  Analyze the online case study about the
implemented and being used in NJ
Arctic Wildlife Refuge in Alaska great utility authority saving the world one
Page 25 of 31
GRADE(S): 11, 12
impact the tundra ecosystem? flush at a time! Atlantic County Utility

B: STUDENTS WILL UNDERSTAND Authority: (ACUA): Wind Turbines,
 How can you personally limit your Cogeneration and Methane, Oh My!!
use of fossil fuels?
THAT:
 understanding the role of cultural, social  compile a PowerPoint presentation
and economic factors is vital to the
 What are the advantages and addressing fossil fuels, politics, pollution
development of energy solutions. and domestic cars. Students must choose a
disadvantages of using fossil fuels to
produce energy? vehicle and justify their purchase based on
 making decisions regarding nuclear power sound economic and environmental
is very difficult because of the numerous
 What causes the nuclear reaction in research.
factors the impact of the environment.
nuclear power plants?
 debate in a formal classroom setting the
 it is vital for the survival of our society to
 What are some advantages and proposed “Springfield Nuclear Reactor”
develop alternative sources of energy. (fake scenario). Students research the pros
disadvantages of nuclear power
plants? and cons of a nuclear reactor in a nearby
 many of our resources exist in finite town.
quantities and conservation and
 What factors need to be considered
sustainable practices must be developed to
for a long term storage site for spent
maintain the quality of life in the U.S.  complete all AP free response questions
nuclear fuel and why?
 What alternative energy sources are assigned as homework, timed and written
being developed and how efficient are in class for an individual quiz grade, peer
these sources? graded or collaboratively completed in
pairs.
 Why must we plan our use of
resources for the continuation of life  answer the essential question.
and the environment as we know it?
AP FRSPQ:
1999 #2 Resource Management
2001 #1 Heating a Home
2002 #1 Electric Vehicles
2006 #1 Solar Power
2007 #2 Energy Conservation
Page 26 of 31
GRADE(S): 11, 12
 Video: Race to Save the Planet: More is Less
 PowerPoint presentation Project: Wheels and War
 Locked Horns: The Fate of Old Crowe
 History Channel: Mega Disasters: Chernobyl and Three Mile Island video clips
 Formal class nuclear power debate
 Case study: Oyster Creek Nuclear Power Plant, Toms River, NJ
 History Channel: Modern Marvels: Sugar (ethanol clip)
 Solar Power Louie Style PowerPoint presentation, analysis and calculations
 Case study: ACUA cogeneration and wind power
 Renewable energy and cnservation pcket
Page 27 of 31
GRADE(S): 11, 12
UNIT TITLE: Solid, Hazardous Waste and Recycling

BRIEF SUMMARY OF UNIT: Students will learn about solid and hazardous waste, the hazards they impose and the proper disposal methods of each.
Students will learn about various disposal methods including sanitary landfills and incineration. Wise use, sustainability, source reduction recycling and reusing
are underlying themes and students will learn how they can personally limit the amount of waste they generate.
*SUGGESTED TIMELINE: 1-2 weeks (usually over Spring recess)
LEARNING:
 How can we reduce the amount of A: STUDENTS WILL KNOW: STUDENTS WILL:
solid and hazardous waste produced  key terms: municipal waste, sanitary  complete homework 4-5 times per week
worldwide? landfill, mass burn incinerator, lime consisting of 3-5 textbook questions, web-
scrubber, electrostatic precipitator, based assignments or other resources.
GUIDING QUESTIONS: dioxins, fly ash, hazardous waste, PCB,
 What is the difference between solid leachate.  read and discuss Love Canal: There is No
and hazardous waste? Away.
 the features of a landfill.
 How do landfills work?  participate in a service learning activity:
 the features of an incinerator. recycling on school grounds
 What are environmental problems
associated with landfills?  substances that are considered hazardous  read Brownfields in a Box: The Nahant
waste. Marsh Case Study.
 How do incinerators work?
 proper disposal methods for hazardous
 What are environmental problems waste.  complete all AP free response questions
associated with incinerators? relevant to each unit. They can be
 the goals of the superfund program. assigned as homework, timed and written
 What defines hazardous waste? in class for an individual quiz grade, peer
Page 28 of 31
GRADE(S): 11, 12
 What disposal methods are used for B: STUDENTS WILL UNDERSTAND pairs.
hazardous waste? THAT:
 combining conservative resource use with  answer the essential question.
 What is the superfund program? new technologies will reduce waste
production and provide cleaner, more Tests: All tests throughout the year will contain
efficient ways of waste disposal. multiple-choice questions, reading excerpts and
 small efforts can reduce the amount of
waste we actually produce.
AP FRSPQ:
2000 #2 Is Recycling Smart Economics?
2006 #3 Brownfield
 Video: Talking Trash
 Case Study CD: Brownfield in a Box
 Composting
 Spring recess packet consisting of:

o Solid waste notes with questions
o Hazardous waste notes with questions
o Case Studies: Love Canal, Black Day in Bhopal
o APES free response question
Page 29 of 31
GRADE(S): 11, 12
UNIT TITLE: The Global Atmosphere

BRIEF SUMMARY OF UNIT: In this unit, students will explore the major types of air pollution and global atmospheric changes. The unit will also address
sources of the pollutants and how the pollutants affect the environment. Major topics in this unit include the greenhouse effect and global warming, acid
deposition and ozone depletion.
LEARNING:
A: STDENTS WILL KNOW: STUDENTS WILL:
 What are the human sources of air  key terms: smog, acid deposition,  complete homework 4-5 times per week
pollution and how are these pollutants greenhouse effect, global warming, ozone, consisting of 3-5 textbook questions, web-
affecting humans and the global temperature inversion, urban heat island, based assignments or other resources.
atmosphere? global distillation effect, dust dome,
aerosols, CFC’s.  navigate their way through a PowerPoint
GUIDING QUESTIONS: presentation on air pollution, answering
 What are the major classes of air pollution  the difference between primary and essential questions and linking to internet
and their effect on the environment? secondary air pollution and how each resources.
develops.
 How does air pollution differ in developed  complete a case study on the effects of
and developing countries?  chemical composition of major air global warming using news articles: Sea
pollutants. level rise, effects on coral reefs, polar
 What is the greenhouse effect? bears, polar ice caps, penguins, etc.
Page 30 of 31
GRADE(S): 11, 12
 sources of air pollution.

 What are greenhouse gasses and where do  evaluate the effects of acid rain on
they come from?  environmental effects of air pollution. multiple substances in the Laboratory.
 What is the importance of stratospheric  layers of the atmosphere.  complete all AP Free Response Questions
ozone? relevant to each unit. They can be
assigned as homework, timed and done in
B: STUDENTS WILL UNDERSTAND
 How does stratospheric ozone differ from class for an individual quiz grade, peer
tropospheric ozone? THAT: graded or collaboratively worked on in
 air pollutants are categorized into seven pairs.
 What causes ozone depletion? major classes due to their composition and
effect.  answer the essential questions.
 What are potential effects of ozone
depletion?  human and natural processes create the Tests: all tests throughout the year will contain
greenhouse effect. multiple choice questions, reading excerpts and 4
 How is acid deposition formed and what it part essay(s) to model the APES Test.
its effect on the natural and human made  studying the causes and effects of global
environments? warming is vital to finding ways to reverse
the trend. AP FRSPQ:
 What has the international community 1999 #3 Air Quality
done about global climate change issues?  North American lakes are negatively 2001 #3 Indoor Air Pollution
affected by interactions among global 2006 #2 Atmospheric Temps
warming, ozone depletion and acid 2007 #3 Ozone
 What are the impacts of poor air quality on
deposition.
human health?
 Video: An Inconvenient Truth with class discussion
 Air pollution PowerPoint presentation
 Ozone: The Hole Story
 Case study: Effects of Global Warming
 Acid rain lab
Page 31 of 31
GRADE(S): 11, 12
Page 32 of 31

AP Environmental Science

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CRANFORD PUBLIC SCHOOLS

UNIT TITLE: Scientific Analysis

LINK TO CONTENT STANDARDS:

 All textbook reading will be done outside of class.

 The teacher provides guidance and materials throughout the investigations.

 Class lesson on scientific papers and critical interpretation of data

 Students analyze data and write a scientific paper.

UNIT TITLE: Ecosystems, Energy and Living Organisms

*SUGGESTED TIMELINE: 1-2 weeks

LINK TO CONTENT STANDARDS:

ecosystems?  R vs k-selected species.  dissect an owl pellet record data and

 answer the essential question.

Tests: All tests throughout the year will contain

 All textbook reading will be done outside of class.

 Lab: Owl pellet dissection

 Lab: Exponential growth of Lemna minor or other available species/kits.

 Population lab (assigned for homework)

 Video: Population Ecology

 Interactive PowerPoint: Energy Flow through Ecosystems

UNIT TITLE: Biodiversity and Land Use

LINK TO CONTENT STANDARDS:

help protect species biodiversity? species as well as forestry. Leopold.

 answer the essential questions.

Tests: All tests throughout the year will contain

 All textbook reading will be done outside of class.

 Biodiversity PowerPoint presentation

 Video: NJN Presents Deer Crossing: NJ

 Video: Forest through the Trees

 Aldo Leopold: A Sand County Almanac, essay on passenger pigeons

 Public planning and land use case Study: Highland Park NJ

UNIT TITLE: Interdependence in Earth’s Ecosystems

LINK TO CONTENT STANDARDS:

affect the biota of the earth?

 complete all AP free response questions

 demonstrate knowledge and understanding

 APES free response question: 2003 #3

 answer the essential question.

Tests : All tests throughout the year will contain

 All textbook reading will be done outside of class.

 Lab: Cookie mining

 Quiz: Biogeochemical cycles (textbook, Ch 7)

 Climate and atmosphere PowerPoint presentation

 Video: Chasing El Nino

 Lab: Biome distribution lab

 Review plate tectonics as previously learned in other science classes.

 APES free response question: 2003 #3 Estuaries

UNIT TITLE: Populations, Resources and the Environment

LINK TO CONTENT STANDARDS:

 answer an AP free response question

 complete all AP free response questions

 answer the essential questions.

Tests: All tests throughout the year will contain

2005 #1: Disease on the Rise

 All textbook reading will be done outside of class.

 Interactive “Demography” PowerPoint presentation with whiteboard

 Arable land activity

 R vs. K selected species and survivorship curves packet and lecture

 Demography quiz (textbook, Ch 8)

 Case study of China’s “one child” policy

 Online flashcards (text support from T. Miller; Environment).

 Internet assignment: “The State of the World Today”

 Case Study/lab activity: Power of the Pyramids