CP Environmental Science
- Supplies needed:
- Since all work will be completed via the computer this year, all assignments will be distributed and submitted through One Note .
- Log onto the class remind app. (Parents, feel free to sign onto the class remind app too. Codes will be added to One Note)
- In the event restrictions are lifted later in the school year, a class folder, colored pencils, and a notebook may be needed.
- Classes will meet in Zoom, Go Guardian, or Google Meet
Welcome to Environmental Science! Included in this guide you will find information on topics such as, the course of study, grade calculations, projects, and techniques to help you become a better student in the science program at West Deptford.
This student centered science course is designed to challenge students and develop an understanding of the biological, physical, and earth systems that shape our environment. Scientific concepts, principles and modern science practices allow students to analyze environmental issues, both natural and human induced, and engage in evidence-based decision making in real world contexts. The appropriate NJ State Standards will be addressed so as to raise the level of students discourse and develop essential scientific reasoning skills. Topics covered include the following:
Unit 1 (History of the Earth)
The students will be able to...
- Determine the differences and similarities between Earth and other planetary objects, such as the moon
- Explain the difference between red-shifted and blue-shifted objects
- Illustrate the life cycle of a star
- Provide evidence to support the big bang theory
- Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
- Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.
- Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features
- Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks
- Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species
Unit 2 (Earth’s systems)
The students will be able to...
- Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
- Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
- Describe the factors that contribute to earthquake damage
- Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
- Explain the difference between the types of rocks
- Explain the difference between the types of volcanoes
- Give examples of phenomena that affect the rate of weathering
- Diagram and explain the causes, effects, and feedbacks between the biosphere and the nitrogen, oxygen, carbon dioxide, and water cycles.
- Classify mass movements and identify factors that trigger them
- Demonstrate how each rock type forms
- Demonstrate how human activities affect the rate of soil erosion
- Describe how earthquake waves are measured
- Describe the rock cycle
- Determine the lag time between Primary and Secondary seismic waves
- Determine the type of volcanic eruptions that occur based on magma composition
- Diagram and explain the types of physical weathering
- Distinguish the difference between clastic sedimentary rocks and chemical sedimentary rocks
- Explain how human activity increases the rate of chemical weathering
- Explain the elastic rebound theory
- Explain the relationship between plate tectonics and volcanism
- Identify other dangers associated with earthquakes
- Identify the causes of earthquakes
- Identify the layers and major components of soil
- Identify the type of lava flows based on their chemical composition
- List the forces that power the earth's rock cycle
- Locate the focus and epicenter of an earthquake
- Relate volcanic activity to changes in climate
Unit 3 (Weather and Climate)
Students will be able to…
- Identify energy alternatives to burning fossil fuels (solar energy, nuclear energy, wind energy, hydroelectricity, biofuel, etc.).
- Provide evidence of climate change which includes, but not limited to the following: more severe and frequent storms, melting ice caps, rising sea levels, shift in climate patterns, etc.
- Identify and explain the different phenomenon occurring within each layer of the atmosphere.
- Identify weather patterns caused by differences in moisture, temperature, wind and pressure.
- Demonstrate how human influences on the carbon dioxide vary due to deforestation, burning fossil fuels, cattle farming, etc.
- Demonstrate understanding of the universal language used by meteorologists which enables scientists of all cultures to share and compare weather.
- Provide examples of how local and Global winds drive air masses and affect weather and climate
Virtual Learning Expectations
- Be prepared
- Be on time!
- Keep your microphone off. Unmute only to speak. The class can hear what happens in your house.
- Find a quiet learning place without distractions.
- The camera can see what is behind you. Pick a spot with a neutral background
- Stay on topic when speaking.
- To ask questions or talk, use the chat box to type. You may also use the “raise hand” button.
- Ask your teacher for permission to unmute.
- Be focused
- Pay Attention
- Be an active participant
- Use good manners. Be polite, respectful and wear clothing. Pay attention. Your teacher can see what you write in the chat window.
- Protect your classmates’ privacy. Do not take pictures of the screen or record it. Leave the meeting when finished.
For all assignments, please use the following format listed below.
Subject Your Name
Pd # Assignment Name Date
Code of Conduct
a. Safety First
b. bring a charged computer and a pencil/pen everyday
c. Students must be in their seats when the bell rings
d. No Cell Phones or headphones in Class ** EVER**
1st offence: Cell Phone will be collected and held until the end of the class period.
2nd offence - Cell phones will be confiscated and sent to the disciplinarian.
3rd offence – Administrative write up
e. Students will be on time. Being late will result in a detention.
f. Be respectful of others
g. Save all assignments once they are graded and returned.
h. Learn to problem solve and think for yourself.
b. Detention/Call Home
c. Send to Disciplinarian
1. Read the directions for the experiment several times. Follow the directions exactly. If in doubt at
any time, consult the instructor.
2. Perform the activities with the equipment only when authorized by the teacher.
3. Wash your hands after each experiment. Wear goggles when needed.
3. Procedure / Method
4. Discussion of Observations/ Data
Passes and Lateness
1. Passes Will NOT be given to students to make phone calls or to retrieve forgotten supplies.
2. Passes are accepted from the administration, the nurse, and guidance office.
3. Excessive lateness will result in an administrative detention.
late assignments are accepted, but with a 10% grade deduction per late day. After five days late, the assignment will not be accepted. You are allowed 2 days for every day you are absent to turn in assignments. However most major assignments are given 3-5 days in advance and therefore is expected to be handed in on time.
Labs are made-up on the first available lab make-up day.
Each quarter, grades are based on a point system. Students can earn approximately 1000 points per quarter, approximately 30 assignments each. This number will vary with the amount of material covered in each class. Grades will be given for various assignments.
1. Exams and quizzes
2. Class work/Homework
3. POGILS- (Process Orientated Guided Inquiry Learning)
4. Research Projects
5. DI (Differentiated Instruction) activities
7. Daily warm-ups and exit tickets
To calculate your grade, use the Total Number of Points You Earned X 100 = Grade
following formula: Total Number of Points Available
Themes in Environmental Science
Scientific Method: Scientists investigating problems use this method to answer their questions in an orderly and systematic fashion.
A. State the problem
a. Gather the Information
b. Form a Hypothesis
c. Record and Analyze Data
Interdisciplinary Connections: Integrated into the environmental system are the tools to discover new worlds in science. Math is utilized to graph and calculate (graphing calculators will be used; English is used to convey one’s thoughts to the public (written or verbal); Art is used to add diagrams, illustrations and models; Geography, Technology, History, etc. all provide insights in understanding science concepts. Therefore it is inappropriate to consider environmental single subject. An interdisciplinary approach is mandated.
Local/Global awareness: Students work in collaborative groups. Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts
Applied technology: Students are required to obtain certain lab skills throughout the unit. This knowledge gained enables for an easy transition into the workplace.
- Communication o Following procedure
- Data collection is used throughout the unit. This allows them to understand how data collection can aid in the workplace.
- Graphs /Tables
Finally, I hope that your school year is filled with many learning experiences. You never know what you might learn from someone else! Good Luck and Best Wishes
Students and parents: please sign below and hand in
CP Environmental Science Handbook
Student Name: __________________________________________________
Student signature: __________________________________________________
Parent/Guardian name: _________________________________________________
Parent/Guardian signature: __________________________________________________
Best contact number: __________________________________________________