Course title

Pre-requisite

Course description

This is a rigorous science course that stresses scientific principles and analysis of the physical; ecological; social; and political principles of environmental science. This course examines the risks and the environmental impact of human behavior and population growth on natural resources. Emphasis is placed on a holistic approach to environmental science using hands-on exercises; environmental surveys; and class discussions to reinforce scientific principles. This course satisfies a science lab credit for state universities.

Environmental Science
Joy Christian High School
Syllabus; School Year 2011-2012

Instructor: Conchita Martinez Miller. Room: 303-304
E-mail: concepcion.miller@joyonline.org
Prerequisites: At least 2 lab science credits.

Welcome to Environmental Science at Joy Christian High School. My goal during this year is to guide you through this final stage of high school science. This course will provide you with many opportunities to observe and learn the role and effect of everyday processes in the environment. This course will give you one final opportunity to see the greatness of God?s creation and our role in conserving and caring for it.
Course Description

This is a rigorous science course that stresses scientific principles and analysis of the physical; ecological; social; and political principles of environmental science. This course examines the risks and the environmental impact of human behavior and population growth on natural resources. Emphasis is placed on a holistic approach to environmental science using hands-on exercises; environmental surveys; and class discussions to reinforce scientific principles. This course satisfies a science lab credit for state universities. Dual credit may be obtained from Grand Canyon University.
Course Expectations: This class typically requires 2-3 hours of homework and concept review per week. One to three formal lab write-ups will be assigned per unit. Formal lab write-ups will follow the scientific method format: purpose; background; hypothesis; materials and procedure; data/results; analysis; and conclusions.
Biblical Integration: This course uses as its premise the concepts examined in Genesis 1:29 and 30: namely; that interrelationships exist among the various forms of life; no organism exists completely independent of all else.

Assessment/Grading
Grading will take into consideration all activities performed in and out of the class. Final grades will be based on the percentage of points earned. A variety of methods will be used to assess your knowledge acquirement. Points and percentage may vary some to fit the classroom needs. Assessment categories include:

Mid-year and final exam 20%
Class work (Homework; written assignments;
team work; bell work; daily work; etc). 40%
Laboratory 20%
Chapter tests and quizzes 20%

Course Objectives/Competencies
Unit 1. Introduction to Environmental Science
1. Review the scientific method to perform and analyze scientific data.
2. Describe and discuss the significance of environmental science to contemporary life.
3. Demonstrate critical thinking in the scientific method.

Unit 2. Biomes and Ecosystems.
1. Examine interactions among species and populations.
2. Describe how global biomes interact with the ecosystem.
3. Explain the importance of conservation genetics in the survival of endangered species.
.
Unit 3. Population Growth and the Environment
1. Discuss the dynamics of population growth.
2. Examine the various techniques utilized to reduce population growth; and their effect on the environment.

Unit 4. Food and Farming
1. Discuss the pros and cons of genetic engineering and its impact on human health
2. Examine the best practices in farming based on comparing and contrasting conventional and sustainable practices.

Unit 5. Biodiversity and Restoration
1. Define biodiversity and discuss its importance in the survival of various species; including humans.
2. Discuss the role of humans in preserving and restoring the various landscapes in relation to biodiversity.

Unit 6. Earth Resources and Earth Pollution
1. Discuss the benefits and hazards of the geologic processes in the environment.
2. Explain how human activities affect the limited resources of our planet.
3. Examine the main causes of global warming and how humans? activities impact this process.

Unit 7. Water Management and Pollution
1. Discuss the hydrologic cycle and various methods of water use and management.
2. Examine and discuss the various types and sources of water pollution; and water pollution?s impact on human health and the environment.
3. Discuss the various techniques of water pollution control and remediation as well as water legislation.

Example of a lab activity:

?Groundwater filters?

As surface water travels downward through rock and soil; the water is filtered and purified. As a result; the water in aquifers is generally cleaner that surface water. In this investigation; you will work in small teams to explore how layers of the earth acts as a filter for groundwater. You will make models of the Earth?s natural filtration system and test them to see how well they filter various substances.

Materials:
5 beakers; 750 ml
glucose solution
glucose test paper
graduated cylinder
gravel
metric ruler
soda bottles 2-3 L (4) ? caps with holes
red food coloring
sand
soil
stirring rod
wax pencil
contaminants: cooking oil; detergent; fertilizer; vinegar; soda
filter materials: alum; charcoal

Procedure:
1. Label four beakers as follows: ? contaminant: glucose?; contaminant: soil?; contaminant: food coloring?; and ?water: control.?
2. Fill these beakers two-thirds full with clean tap water. Then add to each beaker the contaminant listed on the label. See table below for specific amounts of contaminant). Stir each mixture thoroughly.
3. Carefully observe each beaker; and record your observation on a table (like the one below). Use the glucose test paper to test the glucose level in the glucose beaker.
4. Make four separate filtration system using the soda bottles. You will be provided with bottle caps that have holes poked through them. Fasten each cap to a bottle. Cut the bottom of the soda bottle and fill each bottle with layers of gravel; sand and soil. Make sure you make all four systems identical.
5.

Observations of Water in surface water
Contaminant Before Filtration After filtration
Glucose (15 ml)
Soil (15 ml)
Food coloring (15 drops)
Water (control)

6. Pour each mixture though a filtration system. Remember to first predict how well each filter will clean each water sample. Make your hypotheses.
7. Stir the contaminant mixture in its beaker; and immediately pour the mixture through a filtration system into a clean beaker. Observe the resulting ?groundwater?; and record your observations in the table you created. CAUTION. Do not taste any of the substances you are testing.
8. Repeat step 6 for each mixture.

Analysis
1. Test the glucose-water mixture for the presence of glucose. Can you see the glucose?
2. Was the soil removed from the water by filtering? Was the food coloring removed? How do you know?

Conclusions
Were you hypothesis/predictions correct? What conclusions can you draw about the filtration model and the materials you used?

The final; formal laboratory write-up should be turned in via your laboratory notebook. Make sure to follow the scientific method protocol: Title; background; hypothesis; materials; procedure; analysis and conclusions.

School country

School state

School city

High school

School / district Address

School zip code

Date submitted

Approved

Approved competency code

• LINT
• Integrated science

Approved date

Online / Virtual