Academic environmental science (ACES)

Course Description

The goal of environmental science is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them. We will use the recurring themes of environmental equity and environmental externalities as focusing lenses throughout the course.

Environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of study. Yet there are several major unifying constructs and concepts that cut across the many topics included in the study of environmental science. The following units provide a foundation for the structure of this environmental science course.

Units of Study

In this class, we will examine the impact of humans on a number of shared, global resources collectively known as ‘commons’. Our goal is to apply the environmental themes of externalities and equity to better understand how human use of common resources impacts the environment and determines our own sustainability. Some of the commons we will explore in this course include:

Tragedy of the Commons
Biodiversity
Conservation in the Classroom
Forestry
Population Growth

Soil Productivity
Climate Change
Energy Use
Mining
Public Trust Doctrine
ANWR

Great Backyard Bird Count
Wildlife Management
Noise Pollution
Air Quality
Water Quality

Ultimately, our goal is to learn how to avoid negative externalities such as the ‘tragedy of the commons’ where the selfish, short-sighted overexploitation of a resource leaves it depleted and unable to be used by anyone. Pollution is the most recognizable example of a tragedy of the commons but we can also think of the loss of wildlife, such as the near extinction of the American bison as an example of the tragedy of the commons. To be more sustainable, avoid tragedy of the commons and promote environmental equity, our society must work to minimize negative externalities and promote positive ones like ecosystem services.

Class Structure

While the curriculum is divided into multiple categories, class activities largely fall into 3 major groups. Below are some of the class components that you can expect to work with this year.

Citizen Science Projects

In general, citizen science projects serve two major goals: 1) using citizens to greatly expand the capacity for data collection and analysis and 2) providing stakeholders with an authentic and meaningful role in the scientific method and democratic process of data driven policy decisions. In this way, citizen science projects provide students with an authentic experience in forming hypotheses, collecting data, practicing science and informing policy makers. Students who make use of citizen science projects frequently report higher engagement and understanding of class material.

We will participate in a number of citizen science projects this year that evaluate the environmental health of the Scotch Plains-Fanwood Ecosystem (SPFE) including biodiversity, soil productivity, forestry, the Great Backyard Bird Count (GBBC), noise pollution and water quality. Our approach will rely heavily on the use of geo-informatic systems (GIS) to collect and analyze spatial data. To this end we will practice the use of ArcGIS online software.

Natural Resources Management Case Study Series

Historically, common/shared resources including land and wildlife are overexploited since technically no one owns them and as such everyone acts in their own selfish interests. This leads to the phenomenon of ‘tragedy of the commons’. This case study series seeks to educate students on some of the most important ‘commons’ issues of today and find ways to prevent tragedy from repeating. Case studies we will explore include the public trust doctrine, management of the Arctic National Wildlife Refuge (ANWR) as well as issues in the conservation of wildlife such as wolves and bison. Special emphasis will be placed on exploring these concepts through the lenses of environmental externalities and equity.

Laboratory and Field Activities

Laboratory and field activities are fundamental to any science classroom and environmental science is no exception. These activities will be stand alone investigations of various issues in environmental science designed to give students a real and authentic experience to contextualize ideas from class. All activities will be accompanied by corresponding class notes to support students in completing their assignments not only for laboratory and field assignments but also citizen science projects and natural resource case studies.

A major component of class will be our Conservation in the Classroom program. Through this program we will be raising rainbow trout, diamondback terrapins, bobwhite quail as well as a native pollinator garden. Conservation in the Classroom is an educational program that helps to connect students with their local watersheds, ecosystems and biodiversity based out of the environmental science classes at Scotch Plains-Fanwood High School. This program serves as a gateway stewardship experience for students, helping to foster a new generation of wildlife advocates and environmental stewards.

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