Spring 2015 Honors Earth/Environmental Science Course Syllabus

Name: Dr. Karen Martin-Jones (Dr. MJ)

Room #: 100

Textbook:

Glencoe Earth Science

Wright Environmental Science

Phone: 336-819-2825 x2151

Web: http://schoolcenter.gcsnc.com/martink2
E-mail: martink2@gcsnc.com
$72 fee to replace lost/damaged/graffiti books
$78 fee to replace lost/damaged/ graffiti books

This course is designed to cover Earth/Environmental Science topics. In Earth/Environmental Science we will
cover the following five main areas: geology, the hydrosphere, the atmosphere, astronomy, and environmental
science. We will cover all Essential Standards for Earth/Environmental at some point in throughout the semester.
As a result of being exposed to theses topic areas, you will be able to observe and evaluate the environment around
you in new ways after completing this course.
There are nine Essential Standards for this class, which are:
EEn.1.1 -Explain the Earths role as a body in space.
EEn.2.1 -Explain how processes and forces affect the lithosphere.
EEn.2.2- Understand how human influences impact the lithosphere.
EEn.2.3 -Explain the structure and processes within the hydrosphere.
EEn.2.4 -Evaluate how humans use water.
EEn.2.5 -Understand the structure of and processes within our atmosphere.
EEn.2.6 -Analyze patterns of global climate change over time.
EEn.2.7 -Explain how the lithosphere, hydrosphere, and atmosphere individually and collectively affect the
biosphere.
EEn.2.8 -Evaluate human behaviors in terms of how likely they are to ensure the ability to live sustainably on Earth.
Honors Objectives:
AP Unit 1- Earth System and resources Part C- Global Water Resources and Use
AP Unit 2 Living World Part A- Ecosystem Structure and Part D- Natural Ecosystem Change
Materials:

Students are required to have the following materials in class:

mechanical pencils with erasers
3-ring binder
pens (blue or black ink ONLY)
Glue sticks & scissors for projects
college ruled notebook paper
markers & colored pencils for projects

Expectations: I expect students to:

Do their best daily
Participate fully by coming
prepared to learn and engage in
all activities and discussions
Complete Assignments (copied
work receives no credit)

Act respectfully & responsibly (Bison Creed)

Follow school policy & lab safety rules
Review material nightly
Pay Attention during class and only one person
speaking at a time

Cell Phones
According to Guilford County Schools, portable electronic devices (phones, iPods, mp3 players,
& Electronics etc.) are NOT allowed to be OUT or Used at any time in school (this includes the hallway). If I
see or suspect you are using your cell phone, the following procedures will be followed: (You may
use my phone for any emergency that may come up, your parents can call the main office if they
need to reach you)
1. Your parent will be called after each of the following.
2. 1st offense I see your cell phone, you will be given a warning (this is not once a day
warning, you get 1 warning for the entire time I have you as a student)

3. 2nd offense I see your cell phone, I will ask you to hand it to me, I will give it back to
you at the end of the class. (remember if you do not give it to me you are noncompliant, which will be written up as a referral and given to the administrator)
4. 3rd offense and any additional time I see your cell phone, I will write a referral.
(According GCS student code of conduct page 44 - Rule 27. Prohibitions on the Use of
Cellular Phones and Other Electronic Devices Consequences - Confiscation of the
Portable Electronic Device for up to 10 school days with the device to be returned only
to an authorized parent or guardian or to the student in the event the child is 18 years of
age or older. Repeated violations may result in ISS up to 3 days OSS.)
***** I will have to get approval first, but there may be times when you will use your
cell phones for certain activities. I will let you know in advance. *****
Make-Up
Work:

3 school days to make-up assignments for excused absences

Make up work is the responsibility of the student. You can see me before or after school
Work cannot be made up during class timeno exceptions.
If time is not made up, GSC policy of not credit status will be posted into Powerschool.

Academic
Honesty

Late Work:

Late work will be not be accepted, unless parent/guardian confirms and emergency
** Long-term projects will be deducted a letter grade per 24 hours! **
If an assignment was due on the day you were absent and you were present to receive the
assignment, it is due on the day you return. No extensions.

Help Me!

Tutoring: Mornings at 8:00 am, other times by appointment.

Test Corrections are available after school as a separate credit grade
There may be opportunities for you to receive EXTRA CREDIT if, you have been doing
your work the entire semester. EXTRA CREDIT is a reward, not a requirement. Therefore,
do your work on time.

Grading
Practices:

Plagiarism and cheating are not accepted in the real world without those individuals feeling the
consequences of their choices. In this class, dishonest behavior like copying/digital
transfers/misrepresentation on work will result in an automatic ZERO.
Recycling work, incorrectly citing website resources and other gray areas will be refereed to
administration for determining credit (which may result in a ZERO as well).

Keep all handouts in your notebook, folder and your study guides.
All tests must be done in pencil. All tests must be made up before or after schoolnot
during class time. If you are absent the day before a test and your absence is unexcused, you
are required to take the test. If you were on a field trip and missed class the day before a test
you will be required to take the test.
The exam at the end of the semester will be a cumulative state exam for 20% of the grade.
All tests will be eligible for test corrections in a semester. You must be at school to do the
corrections and it will be marked in Powerschool the tests that were changed and the points
earned.

Students and Parents may make accounts and keep up to date of attendance and grades.
http://sia.gcsnc.com/ParentPortal/Powerschool.aspx
Grading Scale:
Grading:
A - 93 - 100
Homework(10)/Classwork(20)
B - 85 - 92
Quizzes
C - 77 - 84
Projects
D - 70 - 76
Tests
F - 0 - 69
Labs

30%
15%
15%
25%
15%

Students are able to edit their work before the due date to avoid plagiarism and address any other editorial needs.
Work with 15% similarity or greater without documented citations will be scrutinized and may be graded as a
ZERO unit the issue is resolved. Technology is accessible at the school library, public library, community centers.

Earth/Environmental Science Pacing Calendar Spring 2015

**The following schedule is tentative and is subject to change at the teachers discretion. **
D

DATE

TOPIC

1/27/15

First Day of Second Semester

Syllabus/Classroom Procedures/Lab Safety

1/28/15

I can identify personal ecological footprints.

TH

1/29/15

I can summarize how personal choices

impact natural resources

1/30/15

I can explain how to conduct a science

experiment by using the scientific method.

LINK TO RESOURCE(s)

Ecological Footprint
http://www.earthday.org/splash_p
age.php

Vocabulary

Sustainability, Limiting
Factors

I=PAT formula
Human Impact (I) on the environment equals the product of
P= Population, A= Affluence, T= Technology. This describes
how our growing population, affluence, and technology
contribute toward our environmental impact.
Scientific Method Power Point

Variables, Control, SI
units, Correlation

Scientific Method Worksheet

Lab Safety Quiz
Scientific Method Lab

2/2/15

I can explain how the processes within the

rock cycle circulate Earth Materials.

Rock Cycle Power Point

Rock Cycle Cut Outs

I can describe the 3 major types of rocks and

how they form.

Mineral, Igneous,
Metamorphic ,
Sedimentary, Deposition,
Weathering, Erosion

I can describe the energy and forces that

drive the rock cycle.
T

2/3/15

2/4/15

I can distinguish between chemical and

physical weathering.

Rock Cycle Webquest

Density

Weathering Power Point

Abrasion, Oxidation, Frost

Action, Hydrolysis

Weathering Of Rocks Foldable

TH

2/5/15

I can identify factors that affect different

weathering rates.

Weathering Lab
Climate & Weathering graph

2/6/15
Half Day

I can explain how wind, water, ice and

gravity affect Earths surface.

Erosion Power Point

Landslide, Rock fall,

Mudslide, Lahar, Levee,
Slope, Vegitation

Soil Power Point

Minerals, Soil, Loam,

I can understand the risks for mass

movements.
M

2/9/15

I can describe the processes that form soil.

Soil Texture Worksheet

Silt, Sand, Clay,

Porosity, Permeability

Soil Texture Lab

T

2/10/15
Curricula
Fair

I can match landforms and soil to biomes

2/11/15

Review Day/Lab Day

TH

2/12/15

Unit Exam

2/13/15

I can describe the layers of the Earth based

on physical properties.

NC Soil Mapping

Piedmont, Mountain,
Coastal

Layers of Earth GO

Pangaea, Continental
drift Hypothesis, Theory
of Plate Tectonics,
Paleomagnetism

Continental Drift Puzzle

I can explain the theory of plate tectonics.
I can describe lithospheric plates.
M

2/16/15

I can describe the different types of plate

boundaries.

Plate Boundary Lab

Earthquake/Volcano Location Lab

I can infer the relationship between plate

boundaries and locations of various features
such as mid-ocean ridges, deep sea trenches,
mountains.

Plate Boundary Foldable

I can predict locations of Earthquakes,

volcanoes, faults on a map and relate to plate
boundaries.

Divergent, Convergent,
Transform, Hot Spot,
Mantle, Asthenosphere,
Convection, Ridge
Push,
Slab Pull, Convection,
Subduction Zone,
Magnitude,
Fall Zone

I can connect major types of geologic

process to landforms in NC and Southeastern
US.
T

2/17/15

I can explain how mantle convection, ridge

push, slab pull drive the movement of
lithospheric plates.

2/18/15
Half Day

I can explain effects of volcanoes on the

Earths surface and atmosphere (ex. lava,
lahar (mud flow), pyroclastic flow, ash and
gases).

Plate Boundary Worksheet

Trench, Ridge, Folded

mountains, island chain,
Rift valley
Composite, Shield, Cinder
cone volcanoes,
(Andesitic, Rhyolitic,
Basaltic magma),
Pyroclastic material

I can compare magma and lava.

TH

2/19/15

I can describe the parts of an earthquake and

relate to plate boundaries.

(Strike Slip, Normal,

Reverse faults), Tensional,
compressional, shearing
stress

I can differentiate between P and S wave and

describe magnitude.
F

2/20/15

I can describe the preparations for natural

hazards such as landslides, earthquakes,
tsunamis, sinkholes, floods, groundwater
pollution, etc.

2/23/15

Review/Lab

2/24/15

Unit Exam

Geohazards Power Point

Geohazard Foldable

***Some will be covered

under hydrology

2/25/15

I can define the environmental impacts of

deforestation, urbanization and agriculture
and ways to mitigate human impact
(including impact on mountainsides).

Cookie Mining Lab

TH

2/26/15

I can understand local trends in urbanization

and the impact on wildlife and natural
resources.

North Carolina Focus

2/27/15

I can define the environmental impacts of

deforestation, urbanization and agriculture
and ways to mitigate human impact
(including impact on mountainsides).

3/2/15

I can define the environmental impacts of

deforestation, urbanization and agriculture
and ways to mitigate human impact
(including impact on mountainsides).

Sustainable Agriculture Webquest

3/3/15
ACT
Testing,
12th away

I can debate the advantages and

disadvantages of traditional
agriculture/aquaculture and compare with
sustainable agriculture/aquaculture.

The Aquaculture Story

3/4/14

I can debate the advantages and

disadvantages of traditional
agriculture/aquaculture and compare with
sustainable agriculture/aquaculture.

TurnItIn.com Essay

TH

3/5/15

I can compare various methods used to

acquire traditional energy sources.

Oil Worksheet

Selective Forestry,
Organic & Conventional
Farming, Soil
Conservation, Hog Ponds

Fossil Fuel Webquest

F

3/6/15

I can compare various methods used to

acquire traditional energy sources.

3/9/15

I can compare various methods used to

acquire traditional energy sources.

Slag, Strip Mining,

Tailings, Room & Pillar
mining, Fracking

Crude Oil, Natural Gas,

Uranium, Hydrogen,
Helium
Biomass (wood, peat,
ethanol), Solar, Wind,
Tidal, Wave

Analyzing Energy Lesson Plan

I can evaluate alternative energy

technologies for use in NC, where they
would work best and why.
T

3/10/15

I can evaluate technology options based on

specific criteria,

3/11/15

I can evaluate alternative energy

technologies for use in NC, where they
would work best and why.

TH

3/12/15

Lab/Review

3/13/15

Unit Exam

3/16/15

I can illustrate the water cycle connecting

groundwater and surface water, emphasis on
evaporation and infiltration.

FuelEconomy.gov

Water Cycle Worksheet

Water Cycle Cutouts

Hydrosphere, infiltration,
water cycle, porosity

3/17/15

I can define the terms river basin and

watershed.

River Basin Worksheet

Surface Water WS

I can discuss how flood events are affected

by groundwater levels.
I can predict the location/direction that a
river basin will drain.

Aquifer, runoff, drainage

basin, river basin,
watershed, transpiration,
well,

Porosity/Permeability Lab
Infiltration Graphing WS
Groundwater Depletion Scenarios

3/18/15
Half Day

I can identify various water uses by humans

Subsidence, conservation
technologies

I can evaluate benefits and consequences of

water use.

TH

3/19/15

I can explain how drinking/waste water

treatment systems impact quantity and
quality of water.

3/20/15

I can identify and prioritize conservation

measures to maximize quality and quantity
of freshwater.

Coagulation, ozonation,
reverse osmosis,
desalinization
Ground Water Contamination
Lesson

nonpoint source pollution,

State & Federal Laws

I can evaluate how increasing human

population impacts NC water resources.
(Estuaries, river basins, groundwater,
aquifers, etc.)
M

3/23/15

I can identify consequences of aquifer over

use including subsidence, salt water
intrusion.

UST contamination Lab

Water Wars video

I can identify nonpoint source pollution and

its effects on water quality and watersheds
T

3/24/15

I can explain how oceans moderate coastal

climate compared to inland climate.

3/25/15

I can explain how the density of ocean water

is affected by temperature and this results in
ocean currents distributing heat away from
equator toward the poles.

Land & Sea Breeze, ocean

currents, continetality
Ocean Current WS
Investigating Ocean Currents

coriolis effect, ocean

current, density current,
gyre, surface current,
upwelling

Work Ocean Current Chart

I can explain how humans affect shorelines
by causing increased erosion rates and
artificial stabilization.

Shoreline Features Foldable

Beach Erosion Webquest

I can describe the processes that can change

sea level and how sea level change impacts
landforms.
TH

3/26/15

Lab/Review

3/27/15
End of
Semester

Unit Exam

Ocean Acidification Lab

pH, tolerance, toxicity

3/30/15

TEACHER WORKDAY

3/31/15

I can use charts and graphs to summarize

Earths atmosphere in terms of temperature,
chemical composition, etc.

Layers of the Atmosphere WS

Heating Of The Atmosphere WS

Carbon cycle, Hydrologic

cycle, Ozone, Greenhouse
effect, Arora borealis

Atmosphere Webquest
W

4/1/15

I can explain how pressure differentials

cause air masses to move.

COLEMAPS foldable
Air Mass/Front Webquest

I can explain the formation of air masses and

weather systems.
TH

4/2/15

I can identify the importance of water vapor

and its influence on clouds, relative
humidity, dew point and precipitation.

Air mass (c,m, T,P,A),

fronts (stationary,
occluded, cold, warm)

Isobar Lab
Relative Humidity WS
Weather Map WS

Zones (Polar, Tropical,

Temperate), Rain shadow
effect

I can analyze weather maps and relative

humidity charts.
SPRING BREAK
M

4/13/15

I can illustrate how cyclonic storms form

based on the interaction of air masses.

Hurricane Pressure Lab

4/14/15

I can explain safety preparations for severe

weather such as tornadoes, hurricanes, etc.

Brochure on Severe Weather

Preparedness

4/15/15

I can use weather maps and technological

data to gather information in order to predict
weather.

Station Model Lab

Saffir-Simpson scale, Gulf

Stream Current, Jet
Stream, Fujita scale

Dew Point, fog,

precipitation, overcast

I can interpret a station model.

TH

4/16/15

Lab/Review

4/17/15

Unit Exam

4/20/15

I can differentiate weather and climate.

Dry Summer Subtropical

Climate, Marine West Coast
Climate, Humid Subtropical
climate

I can classify climates using Koppen climate

system.
I can explain the Heat Island Effect and how
large-scale development accelerates this
phenomena.
T

4/21/15

I can discuss the greenhouse effect and why

CO2 is often the point of public discussion.
I can outline how deforestation and burning
of fossil fuels contribute to global climate
change.

Climate
Classification/Climatograph WS

Tundra, desert, temperate,

wetland types, esuary,
tropical

4/22/15

I can determine how acid rain forms and

how human activities affect the pH values of
rain.

Global Warming Research Project

Sea level rise, ice core

data, carbon sequestration

I can explain how humans impact air quality

and suggest methods to improve air quality.
TH

4/23/15

I can summarize natural processes that affect

global climates (El Nino, El Nina, volcanic
eruptions, sunspots, shifts in Earths orbit,
CO2 fluctuations).

4/24/15

I can discuss changes to Earths systems

(Biosphere, Lithosphere, Hydrosphere,
Atmosphere) due to Global Climate Change
(Glaciations, Tectonic Shifts, Changes in
Ocean pH, temperature changes, etc) .

4/27/14

I can analyze the impacts of human activities

on global climate change.

Density currents,
upwelling, aerosols

Natural Climate Shift Foldable

I can identify actions humans have taken to

mitigate their impact on global climate
change.
T

4/28/15

Lab/Review

4/29/15

Unit Exam

TH

5/1/15

I can explain how biotic and abiotic factors

determine biome classification and their
impact on biodiversity.

Biosphere Video
Biome Foldable

I can differentiate biomes in terms of

landforms and soil.
F

5/2/15

I can define biosphere and relate it to

populations within ecosystems.

5/4/15

I can debate the global impact of loss

biodiversity.

Biodiversity Webquest

I can infer the relationship between

environmental conditions and the plants and
animals that comprise a particular biome.
T

5/5/15

I can infer the relationship between

environmental conditions and the plants and
animals that comprise a particular biome.

5/6/15

I can identify the effects of invasive

nonnative species on a NC ecosystem.

TH

5/7/15

I can identify the effects of invasive

nonnative species on a NC ecosystem.

NC Nonnative Species List

Kudzu :Misunderstood Weed

Video
F

5/8/15

I can determine the human impact on the

biosphere such as population growth, habitat
alteration, pollution and over-harvesting.

Overharvesting Video

5/11/15

I can evaluate the impact of reduce, reuse,

recycle.

Rocko Recycle Video

Reduce, Reuse, Recycle Song

5/12/15

I can explain the terms carrying capacity and

limiting factors.

Carrying Capacity Video

Population Age Structure
Age Structure WS

5/13/15

I can explain the factors that would limit

population growth.

Population Dynamics Video

Population Dynamics WS

TH

5/14/15

Lab/Review

5/15/15

Unit Exam

5/18/15

I can explain the origin of Earths motion

and its role in the hierarchy within the
universe.

Earth-Sun-Moon System Power

Point
Tide Worksheet

I can explain the tidal impact due to the

gravitational pull of the moon.

Tide Worksheet #2
Moon Phases

5/19/15

I can explain planetary orbits using Keplers

Laws.

Ellipse Lab
Keplers Three Laws Activities

5/20/15

Calculate Your Age On Other

Planets
Orbital Period Worksheet

TH

5/21/15

The Earth's Tilt Power Point

Seasons Webquest
Solar Insulation Lab
Seasons, Length of Daylight
Virtual Lab

5/22/15

I can explain precession, nutation, and

barycenter.
I can interpret how a change in the direction
of the Earths axis occurs but does not affect

Astronomy Mini-Book

the seasons (precession).

I can recognize how wobbling around the
axis can cause a slight amount of seasonal
change (nutation).
M

5/25/15

Holiday

5/26/15

I can explain nuclear fusion and how it

provides energy to the sun and other stars.

Sun Power Point

Sun Webquest

I can explain solar energy transformation

into chemical energy through
photosynthesis, making life possible.
I can explain how the Earth is protected from
harmful solar radiation.
W

5/27/15

Review Day

TH

5/28/15

Unit Exam

5/29/15

Flex Day/Review

6/1/15

Flex Day/Review

6/2/15

Flex Day/Review

6/3/15

Flex Day/Review

TH

6/3/15

Flex Day/Review

6/4/15

Finals-1st Block

6/5/15

Finals- 2nd Block

6/8/15

Finals- 3rd Block

6/9/15

Finals- 4th Block

TH

6/11/15

Last Day of School / Early Dismissal

Practice MSL

2013-2014 Earth/Env. Science- Dr. Karen Martin-Jones (Dr. KMJ)

STUDENT / PARENT INFORMATION
STUDENT INFO
NAME ______________________________________ STUDENT ID _________________Grade ____
HOME ADDRESS _______________________________________________ ZIP _______________
HOME PHONE _____________ **STUDENT E-MAIL (print) ______________________________
At home, do you have 1) computer access _____?
Do you work a part-time job? ______
What is your favorite hobby? _________

2) Internet access _____?

How many hours per week? __________
Name two careers are you considering?
___________________ & ____________________
PARENT INFO (please note if guardian, step-parent etc.)
NAME ________________________________

NAME ______________________________________

ADDRESS _____________________________

ADDRESS ______________________________________

HOME PHONE ________________________

HOME PHONE _________________________

WORK PHONE _______________________

WORK PHONE __________________________

PLEASE PRINT NEATLY

**E-MAIL _______________________________ **E-MAIL ____________________________________________
Are there any specific problems or special needs I need to be aware of? Emergency contact during the day?
__________________________________________________________________________________________

POLICY and SAFETY Acknowledgment

Please sign only after reading all attached information

I, ____________________________________________________, have read and understand class policies, behavior
expectations, and lab safety rules for science class. I understand that I must follow these rules at all times or be
responsible for the consequences in a dignified manner. I am also aware that I am financially responsible for replacing
any equipment broken through my carelessness.
STUDENT SIGNATURE _______________________________________________ DATE _________________
I also have read and understand the course policies, behavior expectations, and lab safety rules of science class. I am
aware that my son/daughter will be held responsible for following these rules and policies at all times.
PARENT SIGNATURE ________________________________________________ DATE __________________
HPC Vision Statement:
The community, parents, faculty, and students work as a family to provide motivation, communication, and
opportunities to enhance success. Each member of the family interacts with each other with respect, integrity, and
compassion. The faculty and staff recognize that all students can learn, but not all students learn in the same way
and at the same rate, HPC provides opportunities for different learning styles in a structured and supportive
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