In this final unit, the goal is for students to describe and explain global changes in the environment, the causes of these changes, and their consequences. Students can build on their skills from previous units, where they described and evaluated solutions, to propose their own solutions as they learn about problems caused by global changes in the environment. They can practice using data as evidence to support their proposed solution or legislation. Students can also explain how the solution or legislation solves the problem in question.

On the AP Exam, students often struggle with discussing strategies that would prevent extinction. Students are able to identify a strategy, but they are not able to explain how the strategy could be implemented to prevent extinction. Students incorrectly imply that small populations are threatened populations. To combat this, students will be provided opportunities to read multiple sources that will allow them to propose realistic solutions that would prevent the extinction of certain species. Students will benefit from the opportunities they will be given to explain the advantages, disadvantages, or unintended consequences of efforts to prevent extinction.

Students also confuse the terms global climate change and ozone depletion. Students will be provided multiple opportunities to practice using scientific vocabulary in the proper context in verbal and written explanations of environmental concepts. Diagrams and models that illustrate global climate change will be helpful in differentiating confusing terminology. Emphasis will be placed on the effects of global climate change with visual representations of changes over time. Students will then be asked to explain how the visual representation illustrates an environmental science concept of process.