Environmental Science Semester 2 (January-April 2023)

Environmental Science
SEV1. Obtain, evaluate, and communicate information to investigate the flow of energy
and cycling of matter within an ecosystem.
a. Develop and use a model to compare and analyze the levels of biological organization
including organisms, populations, communities, ecosystems, and biosphere.
b. Develop and use a model based on the Laws of Thermodynamics to predict energy transfers
throughout an ecosystem (food chains, food webs, and trophic levels).
(Clarification statement: The first and second law of thermodynamics should be used to
support the model.)
c. Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles
(hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem.
d. Evaluate claims, evidence, and reasoning of the relationship between the physical factors
(e.g., insolation, proximity to coastline, topography) and organismal adaptations within
terrestrial biomes.
e. Plan and carry out an investigation of how chemical and physical properties impact aquatic
biomes in Georgia.
(Clarification statement: Consider the diverse aquatic ecosystems across the state such as
streams, ponds, coastline, estuaries, and lakes.)
SEV2. Obtain, evaluate, and communicate information to construct explanations of
stability and change in Earth’s ecosystems.
a. Analyze and interpret data related to short-term and long-term natural cyclic fluctuations
associated with climate change.
(Clarification statement: Short-term examples include but are not limited to El Niño and
volcanism. Long-term examples include but are not limited to variations in Earth’s orbit such
as Milankovitch cycles.)
b. Analyze and interpret data to determine how changes in atmospheric chemistry (carbon
dioxide and methane) impact the greenhouse effect.
c. Construct an argument to predict changes in biomass, biodiversity, and complexity within
ecosystems, in terms of ecological succession.
d. Construct an argument to support a claim about the value of biodiversity in ecosystem
resilience including keystone, invasive, native, endemic, indicator, and endangered species.
SEV3. Obtain, evaluate, and communicate information to evaluate types, availability,
allocation, and sustainability of energy resources.
a. Analyze and interpret data to communicate information on the origin and consumption of
renewable forms of energy (wind, solar, geothermal, biofuel, and tidal) and non-renewable
energy sources (fossil fuels and nuclear energy).
b. Construct an argument based on data about the risks and benefits of renewable and
nonrenewable energy sources.
(Clarification statement: This may include, but is not limited to, the environmental, social,
and economic risks and benefits.)
c. Obtain, evaluate, and communicate data to predict the sustainability potential of renewable
and non-renewable energy resources.
d. Design and defend a sustainable energy plan based on scientific principles for your location.
SEV4. Obtain, evaluate, and communicate information to analyze human impact on
natural resources.
a. Construct and revise a claim based on evidence on the effects of human activities on natural
resources.
Human Activities Natural Resources
Agriculture
Forestry
Ranching
Mining
Urbanization
Fishing
Water use
Pollution
Desalination
Waste water treatment
Land
Water
Air
Organisms
b. Design, evaluate, and refine solutions to reduce human impact on the environment including,
but not limited to, smog, ozone depletion, urbanization, and ocean acidification.
c. Construct an argument to evaluate how human population growth affects food demand and
food supply (GMOs, monocultures, desertification, Green Revolution).
SEV5. Obtain, evaluate, and communicate information about the effects of human
population growth on global ecosystems.
a. Construct explanations about the relationship between the quality of life and human impact
on the environment in terms of population growth, education, and gross national product.
b. Analyze and interpret data on global patterns of population growth (fertility and mortality
rates) and demographic transitions in developing and developed countries.
c. Construct an argument from evidence regarding the ecological effects of human innovations
(Agricultural, Industrial, Medical, and Technological Revolutions) on global ecosystems.
d. Design and defend a sustainability plan to reduce your individual contribution to
environmental impacts, taking into account how market forces and societal demands
(including political, legal, social, and economic) influence personal choices.

Mrs. Collins has been teaching 22 years, she is certified in science and gifted education. 

Research projects, and weekly assignments will be provided.

Students will be provided periodic assessments, but these are optional. Parents can grade students in regard to completion of assignments or by using the assessments. All assessments will be presented on Quizlet. Quizlet is free, so please create an account for your child to use. Creating an account will save their work on the site. I will use Quizlet, using my teacher subscription, and then share the link with your child on the Outschool class page. Students can use the Quizlet link to practice notecards, listen to the notecards be read for our auditory learners. play the matching game for our gamer students, and then take a practice test for assessment purposes. Quizlet grades all assessments, and students will be able to retake all assessments til they are happy with the grade given. Visit www.quizlet.com to create a student account beforehand. 

No live meetings, and an estimated 1 - 2 hours per week outside of class.