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ENVIRONMENTAL SCIENCE SYLLABUS

Monroe Comprehensive High School


Instructor: Ms. Ulbrikia Daniels
Room Number: Suite A10
Email: Ulbrikia.daniels@docoschools.org
Tutorial Hours: 4:30 p.m. - 5:30 p.m. Tues. & Thurs.
and by appointment before and after school

I. Course Description:
Environmental Science is a year-long course designed to show thematic connections between a variety of
science disciplines including biology, chemistry, and physics. It gives students a coherent and realistic picture of
the applications of a variety of scientific concepts as they manifest in our environment. This year across the state
of Georgia, there is a major shift taking place from the old standards we once used known as the Georgia
Performance Standards (GPS), to the new standards hereby referred to as the Georgia Standards of Excellence
(GSE). Having new standards equates to having new expectations, practices and procedures for everyone from
the principal to the teachers to the students. This year will embrace the change from “being told information” to
exploration, figuring things out, and increasing critical thinking and problem-solving capacity.

II. Text:
Holt, Environmental Science
Cost: $70.00

III. Materials Required Daily:


1) Pen (blue or black ink only) and pencil
2) College Ruled loose leaf paper
3) Index Cards (mandatory throughout the year)
4) 3-ring binder with dividers
5) composition books
6) Multi-colored highlighters
7) Colored Pencils

IV. Course Content Skills and Standards


A. Science Skills
Students will be introduced to the 3-Dimensional (3D) Design of Science instruction. The 3 Dimensions are:
1. Crosscutting Concepts
2. Disciplinary Core Ideas
3. Science and Engineering Practices

Crosscutting Concepts include:


1. Patterns
2. Cause and Effect
3. Scale, Proportion, and Quantity
4. Systems and System Models
5. Energy and Matter
6. Structure and Function
7. Stability and Change

Disciplinary Core Ideas include:

Disciplinary core ideas have the power to focus K–12 science curriculum, instruction, and assessments on the most important
aspects of science. To be considered core, the ideas should meet at least two of the following criteria and ideally all four:

 Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single
discipline;
 Provide a key tool for understanding or investigating more complex ideas and solving problems;
 Relate to the interests and life experiences of students or be connected to societal or personal concerns that require
scientific or technological knowledge;
 Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.

Disciplinary ideas are grouped in four domains: the physical sciences; the life sciences; the earth and space sciences; and
engineering, technology and applications of science.

LS: Life Science


LS1: From Molecules to Organisms: Structures and Processes
LS2: Ecosystems: Interactions, Energy, and Dynamics
LS3: Heredity: Inheritance and Variation of Traits
LS4: Biological Evolution: Unity and Diversity
ESS: Earth and Space Science
ESS1: Earth’s Place in the Universe
ESS2: Earth’s Systems
ESS3: Earth and Human Activity
PS: Physical Science
PS1: Matter and Its Interactions
PS2: Motion and Stability: Forces and Interactions
PS3: Energy
PS4: Waves and Their Applications in Technologies for Information Transfer
ETS: Engineering, Technology and the Application of Science
ETS1: Engineering Design

Science and Engineering Practices include:

The practices describe behaviors that scientists engage in as they investigate and build models and theories about
the natural world and the key set of engineering practices that engineers use as they design and build models and
systems. The NRC uses the term practices instead of a term like “skills” to emphasize that engaging in scientific
investigation requires not only skill but also knowledge that is specific to each practice. Part of the NRC’s intent is to
better explain and extend what is meant by “inquiry” in science and the range of cognitive, social, and physical
practices that it requires. Although engineering design is similar to scientific inquiry, there are significant differences.
For example, scientific inquiry involves the formulation of a question that can be answered through investigation,
while engineering design involves the formulation of a problem that can be solved through design. Strengthening
the engineering aspects of the Next Generation Science Standards will clarify for students the relevance of science,
technology, engineering and mathematics (the four STEM fields) to everyday life.

Asking Questions and Defining Problems


A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed
world works and which can be empirically tested.
Developing and Using Models
A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and
explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer
simulations.
Planning and Carrying Out Investigations
Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as
individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or
parameters.
Analyzing and Interpreting Data
Scientific investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are
not always obvious, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical
analysis—to identify the significant features and patterns in the data. Scientists identify sources of error in the investigations
and calculate the degree of certainty in the results. Modern technology makes the collection of large data sets much easier,
providing secondary sources for analysis.
Using Mathematics and Computational Thinking
In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and
their relationships. They are used for a range of tasks such as constructing simulations; statistically analyzing data; and
recognizing, expressing, and applying quantitative relationships.
Constructing Explanations and Designing Solutions
The products of science are explanations and the products of engineering are solutions.
Engaging in Argument from Evidence
Argumentation is the process by which explanations and solutions are reached.
Obtaining, Evaluating, and Communicating Information
Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing
and communicating ideas individually and in groups is a critical professional activity.
B. Course Content Standards
Students will be tasked to:
SEV1. Obtain, evaluate, and communicate information to investigate the flow of energy and cycling of
matter within an ecosystem.

SEV2. Obtain, evaluate, and communicate information to construct explanations of stability and change in
Earth’s ecosystems.

SEV3. Obtain, evaluate, and communicate information to evaluate types, availability, allocation, and
sustainability of energy resources.

SEV4. Obtain, evaluate, and communicate information to analyze human impact on natural resources.

SEV5. Obtain, evaluate, and communicate information about the effects of human population growth on
global ecosystems.

V. Classroom Format, Requirements, and Evaluation:


This course uses a variety of classroom methods, including lectures, class discussions, group work,
individual work, labs, field studies, student written and oral projects, and active student participation. Students are
expected to participate in, and complete all aspects of required work to the best of their ability. Student
achievement will be evaluated in a holistic manner and all aspects performance will be taken into account.
Tests and quizzes will be given regularly throughout the semester, with a comprehensive final exam the
conclusion of the semester.
VI. Grading System:
Student grades will be recorded in the district mandated on-line portal, Infinite Campus.

Grading Scale
A= 100-90
B= 89-80
C= 70-79
F= 69-0

VII. Exam Grade Remediation


Students will be given the opportunity to participate in exam remediation for exams that they earn a non-
passing (69% or lower) grade on. This is an opportunity for students to take a 2nd exam on the same material in a
different format than the original exam.

The guidelines for this opportunity are as follows:


 Exam remediation occurs during tutorial hours ONLY (not during class)
 Exam remediation is available only to students who earn a 69 or below on an exam grade
 Exam remediation must be completed within one week of the return of the graded exam
VII. Student Success:
I am very interested in the success of every student. If you are having trouble with particular assignments
or concepts, do not hesitate to seek help from me. I am available for extra help during tutorial hours, also before
and after school by appointment. Students and parents are encouraged to use email to contact me at
ulbrikia.daniels@docoschools.org.

VIII. Policies & Procedures:

i. ATTENDANCE:
In order to succeed in this class a student MUST be present. After returning from an absence, it is the
responsibility of the student to provide the instructor with an excuse form issued by the attendance office
within 3 days of returning from an absence.
It is the student’s responsibility to retrieve the assignments and the notes missed when absent for any
reason. Make-up work will not be addressed during class. Students must see Ms. Daniels during
tutorial hours or by appointment to receive any make-up work. Remember: STUDENTS ARE
RESPONSIBLE FOR MAKING UP ALL ASSIGNMENTS AND NOTES MISSED DUE TO AN
ABSENCE FOR ANY REASON.

ii. TARDINESS:
Tardy students will not be admitted into the classroom without an excuse from the attendance or the
discipline office. A student is considered tardy if they are not inside of the classroom when the tardy bell
rings. Loitering in the hallway or at the classroom door until the bell rings is prohibited and will
result in disciplinary action.

iii. MAKE-UP WORK:


It is the student’s responsibility to inquire about what assignments, notes, and class work they have
missed when they are absent with an excuse for any reason. Work turned in after the due date will be
graded for reduced credit. To receive make-up work from an excused absence, students must come to
tutorial, or make an appointment to do so. Make-up work will NOT be addressed during class.

iv. ACADEMIC INTEGRITY:


Do your own work. Plagiarism will not be tolerated. While it is expected that students will discuss
homework and classwork assignments, a student should never submit another person’s work or
ideas as their own. Quizzes, tests, and exams are always individual assignments and are never
collaborative.

If a student is observed copying answers from another student’s completed work or attempts to
submit another’s work or ideas as their own, then a grade of “0” will be assigned. To remove the
“0,” the assignment must be completed, from the start, in tutorial under the teacher’s supervision
and a grade no higher than 70% can be earned. A parent teacher conference will also be requested.

When group work is assigned, all members of a group are expected to complete every part of that
assignment themselves, in tandem.

v. DO NOT BRING TO CLASS:


The following items are strictly forbidden from the classroom. If they are observed during class time,
they will be confiscated from the student, and kept until the end of the day.
 Hats
 Mobile phones that are turned on (vibrate or ring mode)
 Food
 Drinks other than water
 Any electronic device other than a calculator
 Any item deemed to interfere with instruction (fidget spinners, etc….)
Chronic use of these forbidden items in the classroom will result in further disciplinary measures.
PLEASE REFER TO THE MONROE COMPREHENSIVE HIGH SCHOOL POLICY
REGARDING CONFISCATION OF AND RETURN OF ELECTRONIC DEVICES.

vi. CLASSROOM CONDUCT:


It is necessary for all students to present themselves in a mature and appropriate manner that
creates the best learning environment for everybody. Students must maintain respect for
themselves, other students, the instructor, and our community at all times. Inappropriate
behavior will result in the involvement of the student’s parent/ guardian and the school
administration to aid in both correction and disciplinary action.

vii. RESTROOM:
Please ask before you use the restroom. You may not use the restroom during a test or quiz,
unless it’s an EMERGENCY!

viii. Miss Daniels’ Classroom Rules


1. I may look like one of the students, but I AM NOT YOUR FRIEND; I am your teacher!
2. ALWAYS come to class on time and prepared.
3. DO NOT be disruptive to your classmates or to me.
4. Give respect to Get Respect.
5. Leave the excuses at the door.
6. I am here to teach, inspire, and help you grow. I’ll do my part. The rest is up to you!
PARENT/STUDENT SYLLABUS FORM
Please read, sign, date, and return this page of the syllabus to Ms. Daniels on or before:
Friday, August 4, 2017

STUDENT NAME (PRINTED): _____________________________

CLASS PERIOD: ____________________

A Note to Parents & Guardians:

Please feel free to contact me with any questions and concerns you have regarding your child’s success.
The best way to contact me is via email. My school email address is: ulbrikia.daniels@docoschools.org .
Likewise, I will not hesitate to contact you if I think that it is necessary. If you do not use email you may leave a
message for me by contacting the Monroe Comprehensive High School at 229-431-3316, or schedule a
conference with me via email or the 9th Grade Monroe School counselor.

We, the undersigned, have read and fully understand the guidelines for Ms. Daniels’ Environmental Science class.
I agree to abide by these guidelines, and all school policies throughout the school year.

_________________________________
Student Signature & Date

_________________________________
Parent/Guardian Signature & Date

Parent Guardian Contact Information


(TO BE COMPLETED BY PARENT/GUARDIAN)

Name: __________________________________

Best Contact Phone Number: ___________________________

Preferred Contact Time of Day: _________________________

Email: __________________________________________________________________

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FOR TEACHER USE ONLY

Date Submitted: _____________________________________________

Date Filed: _________________________________________________

Parent Contact Information Transferred: __________________________

Date Parent Contact Transferred: ________________________________

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