Maynard Holbrook Jackson High School

Maynard Holbrook Jackson High School

MAYNARD HOLBROOK JACKSON HIGH SCHOOL

Environmental Science

2015-2016

Instructor:Ms. Andrea Stephens and Ms. Brandie Banner

Email:;

Class website:

Room- # 1258 Office 404-802-5205

Course Description:

The Environmental Science curriculum is designed to extend student investigations that began in grades K-8. This curriculum is extensively performance, lab and field based. It integrates the study of many components of our environment, including the human impact on our planet. Instruction should focus on student data collection and analysis. Some concepts are global; in those cases, interpretation of global data sets from scientific sources is strongly recommended. It would be appropriate to utilize resources on the Internet for global data sets and interactive models. Chemistry, physics, mathematical, and technological concepts should be integrated throughout the course. Whenever possible, careers related to environmental science should be emphasized (GA Dept. of Education).

Course Objectives

SEV1. Students will investigate the flow of energy and cycling of matter within an ecosystem and relate these phenomena to human society.

a. Interpret biogeochemical cycles including hydrologic, nitrogen, phosphorus, oxygen, and carbon cycles. Recognize that energy is not recycled in ecosystems.

b. Relate energy changes to food chains, food webs, and to trophic levels in a generalized ecosystem, recognizing that entropy is a primary factor in the loss of usable food energy during movement up the trophic levels.

c. Relate food production and quality of nutrition to population growth and the trophic levels

d. Relate the cycling of matter and the flow of energy to the Laws of Conservation of matter and energy. Identify the role and importance of decomposers in the recycling process.

e. Distinguish between abiotic and biotic factors in an ecosystem and describe how matter and energy move between these.

SEV2. Students will demonstrate an understanding that the Earth is one interconnected system.

a. Describe how the abiotic components (water, air, and energy) affect the biosphere.

b. Recognize and give examples of the hierarchy of the biological entities of the biosphere (organisms, populations, communities, ecosystems, and biosphere).

c. Characterize the components that define a Biome. Abiotic Factors – to include precipitation, temperature and soils. Biotic Factors – plant and animal adaptations that create success in that biome.

d. Characterize the components that define fresh-water and marine systems.

Abiotic Factors – to include light, dissolved oxygen, phosphorus, nitrogen, pH and substrate. Biotic Factors – plant and animal adaptations characteristic to that system.

SEV3. Students will describe stability and change in ecosystems.

a. Describe interconnections between abiotic and biotic factors, including normal cyclic fluctuations and changes associated with climatic change (i.e. ice ages).

b. Explain succession in terms of changes in communities through time to include changes in biomass, diversity, and complexity.

c. Explain how succession may be altered by traumatic events.

d. Explain how biotic and abiotic factors influence populations.

e. Describe interactions between individuals (i.e. mutualism, commensalisms, parasitism, predation, and competition).

SEV4. Students will understand and describe availability, allocation and conservation of energy and other resources

a. Differentiate between renewable and nonrenewable resources including how different resources are produced, rates of use, renewal rates, and limitations of sources. Distinguish between natural and produced resources.

b. Describe how technology is increasing the efficiency of utilization and accessibility of resources.

c. Describe how energy and other resource utilization impact the environment and recognize that individuals as well as larger entities (businesses, governments, etc.) have impact on energy efficiency.

d. Describe the relationship of energy consumption and the living standards of societies.

e. Describe the commonly used fuels (e.g. fossil fuels, nuclear fuels, etc.) and some alternative fuels (e.g. wind, solar, ethanol, etc.) including the required technology, availability, pollution problems and implementation problems. Recognize the origin of fossil fuels and the problems associated with our dependence on this energy source.

f. Describe the need for informed decision making of resource utilization.

(i.e. energy and water usage allocation, conservation, food and land, and long-term depletion)

SEV5. Students will recognize that human beings are part of the global ecosystem and will evaluate the effects of human activities and technology on ecosystems.

a. Describe factors affecting population growth of all organisms, including humans. Relate these to factors affecting growth rates and carrying capacity of the environment.

b. Describe the effects of population growth, demographic transitions, cultural differences, emergent diseases, etc. on societal stability.

c. Explain how human activities affect global and local sustainability.

d. Describe the actual and potential effects of habitat destruction, erosion, and depletion of soil fertility associated with human activities.

e. Describe the effects and potential implications of pollution and resource depletion on the environment at the local and global levels (e.g. air and water pollution, solid waste disposal, depletion of the stratospheric ozone, global warming, and land uses).

f. Describe how political, legal, social, and economic decisions may affect global and local ecosystems.

Instructional Methods/Strategies Overview

  1. Peer instruction with focus on developing critical thinking skills.
  2. Class discussion with emphasis on integrating and analyzing data.
  3. Laboratory experiments (most are physiologically based or processes, few are anatomically based).
  4. Demonstrations illustrating methods of experimentation.
  5. Computer simulations.
  6. Mini-lectures

Textbook(s): Holt, Environmental Science

Instructional and Supplementary Materials

1. A three ring notebook with college ruled paper for Science. We will insert notes, lab reports and use for lesson reflections.

2. You will need a blue or black pen and pencil

3. Access to computer for Web searches (use at home, school or public library)

Required Daily Materials

Textbook, notebook, and writing materials are required for daily work.

Classroom Rules and Expectations

Please adhere to the following:

  1. At the sound of the bell, be seated in your seat and start your activities as posted on the board.
  2. To be recognized, you must raise your hand.
  3. Only sharpen pencils at the beginning of class.
  4. Do not get up and walk once class has started.
  5. Do not talk out, disrupt or be off of task during class.
  6. Do not eat, drink, and perform personal grooming or other non-class activities.
  7. Do not bring cell phones and other electronics devices to class.

Consequences:

  1. Verbal reprimand with follow- up call to parents.
  2. After school detention
  3. Referral to administration

Atlanta Public School Grading Policy: In support of student success, the Atlanta Board of Education recognizes that providing effective feedback is a powerful strategy to improve student learning and educational outcomes. To this end, the superintendent shall implement and maintain a student evaluation system that is consistent and designed to support the success of each individual student in a rigorous instructional program.

The purpose of academic grades in the Atlanta Public Schools (APS) is to provide timely feedback to students, parents and teachers about how each student is progressing toward mastering standards. Academic grades in APS shall reflect student mastery of academic standards and shall not include behavioral factors. The superintendent shall also establish a separate evaluation of students’ work ethic to communicate about students’ progress toward non-academic goals such as conduct and attendance. The board authorizes the superintendent to issue administrative regulations to implement this policy to ensure a consistent district-wide system of student evaluation.

Factors regulating the determination and management of grades include the following:

  1. Students in grades K-3 will receive a performance-based evaluation of their mastery of grade-level standards (Not yet meeting expectations, Approaching expectations, Meets expectations, Exceeds expectations).
  2. Students in grades 4-12 will receive numeric grades.
  3. Pursuant to state law, the minimum passing score will be 70 for all courses taught in grades 4-12.
  4. End-of-Course Tests (EOCT) administered in high school courses must be used as the final examination for the course and must be factored into the final grade for the course in accordance with state board of education rule.

Student numerical grades will be based on the following grading scale.

A / = / 90-100 / Advanced mastery of state standards
B / = / 80-89 / Proficient mastery of state standards
C / = / 70-79 / Basic mastery of state standards
F / = / 0-69 / Below basic mastery of state standards
NG
No evaluation at this time.

Deficiency Reports:

Parents and guardians are informed when students are making unsatisfactory progress in classes. Poor performance will be reported to parents and guardians as soon as problems are evident. Deficiency reports with plans for remediation will be written for all students making unsatisfactory progress, and parent-guardian conferences must be scheduled. Unsatisfactory grades should never come as a surprise to parents, guardians or students. Teachers will:

-Contact parents and guardians early in the semester if academic, attendance, or behavioral difficulties are apparent.

-Notify the counselor, SST/RTI Chair, and the academy leader of serious problems that are affecting classroom performance.

Deficiency Dates Notice- September 8-9, 2015/October 14 and 15, 2015 midterm/November 11 and 12, 2015/February 9-10, 2016/April 27-28, 2016

First Semester Exams -November 5 and 6, 2015/December 17 and 18, 2015

Midterm Exam -February 11 and 12, 2016/ March 12 and 13, 2016

Midterm Progress Reports-October 14, 2015 and March 23, 2016

Final Exam-April 16 and 17, 2016/ May 20 and 21, 2016

Report Cards-January 8, 2016 and June 3, 2016

Senior Dates for Final Assignments will be announced.

High School Grade-Point Averages
To recognize the additional effort required of students who enroll in Advanced Placement (AP) courses, International Baccalaureate (IB) courses, and college-level courses in core content areas and world languages taken while dually enrolled at an accredited postsecondary institution, 10 points will be added to the final numeric grade for each AP, IB or core dual-enrollment course that is passed with a grade of 70 or above.

The weighted numeric grade-point average shall be calculated based on all numeric grades earned in grade levels nine (9) through 12, including grades for all college-level courses taken while dually enrolled at an accredited postsecondary institution. Grades earned for qualifying high school courses taken at the middle-school level shall be included on the transcript, but shall not be factored into the weighted numeric grade-point average for class-ranking purposes.

Grading Policy NOTE: Clearly specify “PERFORMANCE TASK” percentages Grading is based on points earned. Daily quizzes will be provided to help students monitor progress. Approximately every 5 weeks, you will have a major examination.

Class Assignments (Classwork and Internet Assignments) – 15%

Tests (Differentiated Assessments) - 35%

Quizzes – 20%

Projects/ Laboratory - 25%

Homework 5%

Late Assignments:

It is important that students are responsible and meet established due dates for assignments. Late is defined as anytime work is submitted after the assignment has already been collected by the teacher.

Mastery Learning:

With mastery learning, a unit of material is taught, and student understanding is evaluated before students are able to move on to the next unit. Students who have not shown mastery for a particular unit will receive feedback and support in reaching mastery. They may be given practice exercises, study guides, group work or complementary resources to help them improve and achieve mastery. Student who demonstrate mastery of the content for a particular unit are given enrichment exercises like special projects, tasks or academic games to further or broaden their knowledge of the material.

Athletic Eligibility:

Students wanting to participate in athletic programs governed by the GHSA and extracurricular activities must meet eligibility requirements to participate. The Athletic Director (and the extracurricular sponsors) will collaborate with teachers to monitor and to identify students in danger of failing courses. All faculty members will be given a master list of students participating in extracurricular activities and athletics under the auspices of the GHSA.

Assessments:

Unit Exams and Quizzes may include multiple choice, matching, diagram identification and short essay questions. See the course schedule for testing dates. The final exam will be comprehensive and similar in form to semester tests.

Assignments:

Student interest and learning style will be taken into account. For most major projects/assignments students will be given a choice of activities to be suit their specific interest and best demonstrate mastery of the standards. Rubrics will be given to ensure self-evaluation.

Final Project or Paper:

Students will be given a choice of Performance tasks or a short term paper will be required. No late work will be accepted.

Tardies:

Tardiness will be handled severely. If tardy, excused or not, the student is to wait AT THE DOOR quietly INSIDE the classroom, until addressed by the teacher. Students will be required to sign in for each tardy. The first tardy will serve as a warning. Parents will be contacted after the second unexcused tardy. After the 3rd tardy, the student will be required to attend after school detention with a science faculty member. Issues of continued tardiness or failure to attend detention will be handled by administrators.

Homework Policy:

Homework will be assigned after every class period. It is due at the teacher specified date and time; 10 pts per day will be deducted after the due date.

Tutorial/ Credit Recovery:

Wednesday 3:15-4:15pm or by appointment. For additional assistance and missed assignments; go to the class website:

Class Email: