Advanced Placement Environmental Science

Mrs.Lebryk
Email: dllebryk@cps.edu
Website: https://sites.google.com/site/mrslebryksapes/

Phone: (773)534-5400

COURSE DESCRIPTION
This course is designed to be the equivalent of a college-level semester course in Environmental
Science. Environmental Science is an interdisciplinary field of study, and the goal in this class is to
integrate what you know about Biology, Chemistry, Math, History, Sociology, etc., to come to an
understanding of the natural world and the forces that affect it. It will follow the curriculum
recommended by the College Board. Independent work in an expectation of this course and you will be
required to master much content material on your own so that we have more time for laboratory and
fieldwork.

INSTRUCTIONAL PHILOSOPHY
Students are expected to work consistently at the highest levels of their ability to develop
required skills
Students are expected to produce and/or revise work until it meets established standards
Students will be actively engaged in learning through a combination of the following
instructional strategies: independent work, cooperative group work, project based
assignments that include direct instruction, research, decision making, technology, and
critical thinking.
On-going practice helps students develop needed skills in a wide variety of areas.
COURSE GOALS
There are several unifying themes for this course that cut across the many topics included in the
study of Environmental Science. The following is an outline of major topics, from the College Board
Course Description, which defines the scope of the course. The order of topics in the outline is not
necessarily the order in which the topics will be addressed, and many of the topics will be interwoven
repeatedly throughout the course.
I.

Interdependence of Earths Systems: Fundamental Principles and Concepts

A. The Flow of Energy
1. Forms and quality of energy
2. Energy units and measurements
3. Sources and sinks, conversions
B. The Cycling of Matter
1. Water
2. Carbon
3. Major nutrients
a. nitrogen
b. phosphorus
4. Differences between the cycling of major and trace elements
C. The Solid Earth
1. Earth history and geologic time scale
2. Earth dynamics: plate tectonics, volcanism, the rock cycle, soil formation
D. The Atmosphere
1. Atmospheric history: origin, evolution, composition, and structure

II.

III.

IV.

2. Atmospheric dynamics: weather, climate

E. The Biosphere
1. Organisms: adaptations to their environment
2. Populations and communities: exponential growth, carrying capacity
3. Ecosystems and change: biomass, energy transfer, succession
4. Evolution of life: natural selection, extinction
Human Population Dynamics
A. History and Global Distribution
1. Numbers
2. Demographics, such as birth and death rates
3. Patterns of resource utilization
B. Carrying Capacity Local, Regional, Global
C. Cultural and Economic Influences
Renewable and Nonrenewable Resources: Distribution, Ownership, Use, Degradation
A. Water
1. Fresh: agricultural, industrial, domestic
2. Oceans: fisheries, industrial
B. Minerals
C. Soils
1. Soil types
2. Erosion and conservation
D. Biological
1. Natural areas
2. Genetic diversity
3. Food and other agricultural products
E. Energy
1. Conventional sources
2. Alternative sources
F. Land
1. Residential and commercial
2. Agricultural and forestry
3. Recreational and wilderness
Environmental Quality
A. Air/Water/Soil
1. Major pollutants
a. Types, such as SO2, NOX, and pesticides
b. Thermal pollution
c. Measurement and units of measure such as ppm, pH, mg/L
d. Point and nonpoint sources (domestic, industrial, agricultural)
2. Effects of pollutants on:
a. Aquatic systems
b. Vegetation
c. Natural features, buildings and structures
d. Wildlife
3. Pollution reduction, remediation, and control
B. Solid Waste
1. Types, sources, and amounts
2. Current disposal methods and their limitations
3. Alternative practices in solid waste management
C. Impact on Human Health
1. Agents: chemical and biological

V.

VI.

2. Effects: acute and chronic, dose-response relationships

3. Relative risks: evaluation and response
Global Changes and Their Consequences
A. First-Order Effects (Changes)
Atmosphere: CO2, CH4, stratospheric O3
1.
Oceans: surface temperatures, currents
2.
Biota: habitat destruction, introduced exotics, overharvesting
3.
B. Higher-Order Interactions (Consequences)
1. Atmosphere: global warming, increasing ultraviolet radiation
2. Oceans: increasing sea-level, long-term climate change, impact on
El Nino
3. Biota: loss of diversity
Environment and Society: Trade-Offs and Decision Making
A. Economic Forces
B. Cultural and Aesthetic Considerations
C. Environmental Ethics
D. Environmental Laws and Regulations (International, National, and Regional)
E. Issues and Options (Conservation, preservation, restoration, remediation,
sustainability, mitigation)

MAJOR PROJECTS/ASSIGNMENTS
Report/Presentations
Possible educational products may include but not be limited to: power point presentations,
display boards, brochures, public service announcements, songs etc. The assignment is
evaluated by a rubric with standards based criteria. Students will be provided with specifications
at the beginning of this assignment.
Laboratory Exercises
Crucial to understanding of environmental science is the necessity to have practical
hands on experience to come to an understanding of the natural world and the forces that affect
it. The assignment is evaluated by a rubric with standards based criteria. Students will be
provided with specifications at the beginning of this assignment.
Writing Assignments
The most essential and important skill for any college course is the ability to
communicate properly through writing. Understanding and performing proper writing
techniques including but limited to grammar, spelling, format, organization etc. are critically
significant if students are to succeed in their post high school choices. Writing is essential to
passing the Advanced Placement Exam with a score of a three or a four. Assignments will be
given as part of every unit and may include but not be limited to: Questions and Answers,
Summaries of Selected Reading, Brief Constructed Responses, Extended Constructed Responses,
Critical Thinking and Writing. The assignment is evaluated by a rubric with standards based
criteria. Students will be provided with specifications at the beginning of this assignment.

Periodical Review
The ability to read and understand scientific literature is an important component of most
science classes in college and will aid in the understanding of topics presented in class as well as
those that may appear on the Advanced Placement Exam.
Students may review any article from a current scientific journal pertaining to
environmental science. A look at the course outline above will help to determine which content
is acceptable. Students will be provided with specifications at the beginning of this assignment.
Journal articles are due on: October 11, 2006; January 11, 2007; March 12, 2007; and
April 24, 2007.
INSTRUCTIONAL ACTIVITIES
Students will demonstrate an understanding of material through a combination of
educational strategies including but limited to:
Written assignments
Directed reading assignments
Oral presentations
Practical laboratory exercises
Tests which demonstrate the ability to develop effective studying habits and
techniques
Group work that will involve cooperative learning
A knowledge of resources available and required for research including print
media and internet searches
Understanding of material through observational data, decision making,
evaluation and final presentation as an end product
A time management plan which demonstrates the ability to structure and plan
Critical thinking using factual and learned information
Effective and meaningful note taking from a text, visual medium, lecture or
discussion.
ASSESSMENT PLAN
All work must meet quality and performance standards in order to be accepted.
Credit or grades are not earned for assignments/projects that are incomplete or
missing.
Each assignment/project will have a specified point value and rubric.
Exams and tests will also be used as an indicator of student progress.
NOTE: Students grades will be calculated using the following weighted percentages in the
following categories:
(50%) Classwork, Homework Report/Presentations, Periodical Reviews;
Laboratory Exercises, Attendance, Lateness and other Assignments as developed
within the curriculum.

(50%) Assessments-Tests, Quizzes, Writing Assessments, and other Assignments

as developed within the curriculum.
[Also, adjustments to a students final grade will be made in accordance with those policies
contained within the CPS Uniform Discipline Code i.e. adjustments for cutting class, unexcused
lateness and absence, etc.]
PERFORMANCE STANDARDS
A (95-100%) Independent learner; superior work; all work completed on time at an exceptional
level of quality and effort; evaluated work and made adjustments; comprehends and interprets all
analytical level information that is read; identified, applied and critically evaluated the
information of AP Environmental Science; written documents, projects and presentations using
supportive research and incorporating contemporary technology with little or no assistance from
the teacher; delivered excellent planned presentations using appropriate aids; critiqued and
evaluated own work; all components of projects and presentations present and above specified
criteria; demonstrated knowledge with a grade of 95% or higher; produced high quality of work
B (88-94%) Semi-independent learner; above average work; all work completed on time; did
quality work with a few flaws; needed feedback from teacher to realize work did not meet
standards; redid work when required to meet standards; comprehends at the interpretive level
what is read; identified and applied the information of AP Environmental Science; written
documents, projects and presentations using supportive research and incorporating contemporary
technology using minimal assistance from the teacher; delivered above average planned
presentations using appropriate aids; critiqued and evaluated own work; all components of
projects and presentations present and meeting specified criteria; demonstrated knowledge with a
grade of 88% to 94%; produced better than average work
C (81-87%) Dependent learner; average work; most work completed on time showing average
effort; a few missing assignments; usually was required to make up work; relied on teacher for
directions and procedures for performing tasks; comprehending at a literal level what is read;
identified basic information of AP Environmental Science; written documents, projects and
presentations using supportive research and incorporating contemporary technology with
assistance from the teacher; delivered average planned presentations using appropriate aids; most
components of projects and presentations present and meeting specified criteria; demonstrated
knowledge with a grade of 81% to 87%; produced average work.
D (75-80%) Below average work; work completed shows minimal effort; missing assignments;
rarely made an effort to make up work; relied a great deal on the teacher for directions and
procedures for performing tasks; rarely participated in learning activities; required significant
help to produce work; identified minimal information of AP Environmental Science; work below
quality standards; components of projects and presentations do not meet basic criteria;
demonstrated knowledge with a grade of 75% to 80%; produced poor work.
E (74% and below) Failure; does meet standards or expectations; many missing assignments;
did not complete assignments or projects; completed assignments were of such low quality they

did not pass; rarely or did not participate in learning activities; unable to identified basic
information of AP Environmental Science; demonstrated knowledge with a grade of 74% or less;
produced poor written documents/work/assignments/projects or none at all.
EXTRA HELP AND COACH CLASS
Throughout the year, there will be times when all students are finding difficulty
understanding material or completing assignments. For this reason the Science Department is
committed in providing opportunities for addressing these issues. As such each teacher will
communicate to their students exact days and times for formal coach classes which traditionally
is held before school five days a week. Because of diverse schedules and commitments of either
student or teacher, other times may be scheduled at a time convenient to both.
SUPPLIES
1. Binder to use for taking notes and storing handouts
2. Writing instrument daily pen or pencil
3. Notebook paper
4. Access to the Internet for computer assignments
5. Other supplies may be required throughout the course in order to complete major projects
and assignments.
CLASSROOM POLICIES
Textbook
You will receive a textbook to use for the school year. You are responsible for keeping
the book neatly covered. It should be returned at the end of the school year in the same condition
that it was issued. You are to return the same book that was issued to you. If the textbook is lost
or damaged, you are responsible for the cost of replacing the book or for the cost of repairs,
whichever is seen necessary by the department chairperson. If you loose your textbook during
the year, a replacement will not be given until payment is made. If you would then find your
book, you will receive a refund.
Attendance
To make the most out of the course, try to attend every single class and always be on
time. If you must be absent, discuss it with your teacher in advance whenever possible. Credit
for the course may be denied if your attendance is less than 80%. See below for further
information regarding lateness and absences.
Lateness
Students are expected to be in class each day and arrive on time.
On time to class is defined as being seated before the bell rings and having started the
drill.
If the late bell rings and you are walking into the room, you are late! No arguments.
An excused lateness occurs when the student arrives to class late with a legal note signed
by a teacher or administrator. The student, not the teacher, is responsible for bringing this
note to class. You will not be allowed to leave to go get a note.
Any unexcused lateness reduces your quarter grade by one percentage point.
6

Absence
Lane Tech Highs Schools attendance policy will be followed.
You are responsible for showing a note to excuse your absenceit is not the
responsibility of the teacher to ask you for the note.
If you are absent, it is your responsibility to check with the teacher regarding your
missing assignments the day you return. Otherwise, you will not be given make-up work.
You have the same number of days that you were absent to make-up the work. If the
work is not turned in on time, then the work will be considered late.
If you are absent the day of a quiz or test, be prepared to take the assessment the day you
return. If you are absent for a length of time, the assessment must be made up in a timely
manner or you will receive a zero. It is your responsibility to make arrangements with
the teacher to make up the assessment.
Notes must be brought into class for you absence the day you return or the absence will
be considered unexcused. No note = no make-up work.
It is your responsibility to get class notes from another student. It is recommended that
you have another student in the class pick up work for you when absent.
Integrity
I expect complete honesty and integrity from each student. There will be occasions when
you will be allowed to share information, and your teacher will tell you this clearly. While you
may work together on certain assignments, you are not just allowed to copy another students
work. Students that copy work and students that allow their work to be copied are both at fault.
Both parties will receive a zero. Please see your handbook for a more complete discussion of the
honor code of the school.
Deadlines
Also essential to making the most of this course is submission of all assignments on time.
If an assignment is not in on the due date, your grade for that assignment will be a zero. Late
work is not accepted.
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I have read and understand this syllabus.
______________________________
(Student Signature)

I have read and reviewed this syllabus with my son/daughter.

______________________________
(Parent Signature)