Embedded Files
Favorite Student Memories
Favorite Student Memories
Mr. Rittner At a Glance
Mr. Rittner At a Glance
Articles and Published Works
Articles and Published Works
Tap Into
Tap Into
Wildlife Advocate, TV Host Chris Morgan Makes Surprise Visit to Scotch Plains-Fanwood High School
Wildlife in the Classroom at Scotch Plains-Fanwood High School
Scotch Plains-Fanwood High School Recognized for Making a Difference to Protect Wildlife
From Scotch Plains to Svalbard: A Teacher’s Reflections on the Arctic Adventure of a Lifetime
NSTA: The Science Teacher
NSTA: The Science Teacher
Course Description
Course Description
AP Environmental Science (APES) is a fast-paced, comprehensive, rigorous (and fun!) course designed 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.
APES serves to prepare students for the academic rigor of college level classes and follows the standards and curriculum set by the College Board. As such APES focuses heavily on exam preparation through assessment and does not follow the same standards as academic environmental science. Our APES course is built around 5 core components (in order of significance):
Notes/reading to prepare for the AP exam and class assessments. You should expect at least 30-45 minutes of homework in preparation for each class.
Laboratory and citizen science projects to gauge the health of the Scotch Plains-Fanwood Ecosystem. You should expect a minimum of 3 formal written laboratory reports over the course of the year in addition to multiple smaller written assignments.
A quarterly book club intended to give students the opportunity to develop their reading skills and explore issues of interest to them in environmental science.
Participation in wildlife stewardship programs including Trout in the Classroom, Terrapins in the Classroom and Baby Chicks in the Classroom to support a health environment.
Participation in field trips to provide authentic learning experiences meant to highlight and expand ideas and concepts from class.
Units of Study
Units of Study
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.
Unit 1: Introduction to the Environment and Science
Unit 1 serves as an introduction to environmental science. Much of the unit centers around outlining what exactly comprises the environment and outlining a few of the major ways organisms and the environment interact. Also covered are concepts regarding sustainability as well as the scientific method and basic chemistry and biology.
Unit 2: The Living World
The Living World centers around the organisms that inhabit the Earth. In this unit we will study a variety of different topics regarding how living things interact with themselves and their environment. This unit draws heavily from biology, especially ecological and evolutionary concepts.
Unit 3: Population Dynamics
Unit 3 focus on population dynamics; the way in which populations of organisms change and develop over time. This unit starts by focusing on populations in general and transitions to focusing on how humans populations have altered in relation to their technological development level.
Unit 4: Earth Systems and Resources
Earth Systems and Resources centers around the forces that shape and literally move the Earth. In this unit we will study everything from the distribution of resources to the impact of solar radiation of air and ocean currents.
Unit 5: Land Resource Management
Unit 5 focuses on how our use of land influences the environment. The unit starts by investigating the different anthropogenic uses and classifications of land including agriculture, forestry and rangelands. We then transition to discussing human nutritional needs focusing heavily on industrial agriculture as well as global fisheries.
Unit 6: Energy Resources and Consumption
Unit 6 focuses on the various forms and sources of energy humans use to power our world. The unit begins by investigating the variety of energy resources available on Earth first nonrenewable and next renewable forms. In the second half of the unit, we investigate energy efficiency, sustainability and how to make the most of our remaining energy resources.
Unit 7: Pollution and Human Health
Unit 7 is arguably the most important unit covered in this class as it comprises about 25-30% of the AP exam. Not surprisingly the bulk of the textbook is dedicated to concepts in pollution. In this unit we will discuss the variety of forms pollution can take and what impacts they have on human health.
Unit 8: Global Change
The final unit of the course, unit 8 focuses on how humans have impacted the world at large and how we can expect Earth to change as a consequence of our actions. In this unit, we will discuss what changes society can take to become more sustainable and ensure a future in which everyone has access to the resources we need to survive with a large focus on economics.
Course Expectations
Course Expectations
As specified in the SPFHS Program of studies, all accelerated students are expected to…
Possess exceptional self-direction, initiative, and perseverance.
Be highly organized and possess excellent time-management skills.
Analyze, evaluate and synthesize more complex and in depth concepts.
Are expected to complete more independent work at home.
Will have shorter timelines for project completion.
Will be expected to analyze more difficult texts, often independently.
Are expected to make sophisticated connections between concepts.
Are motivated to apply what they learn beyond the classroom.
Have genuine interest in the subject and the work associated with it.
Also as specified in the SPFHS Program of Studies,
AP classes are considered college level and held to HIGHER standards than accelerated classes.
APES students are expected to…
Always provide a full and complete effort, take pride in your work. That includes proofreading your work to avoid embarrassing errors.
Know how to read and follow instructions and rubrics for all assignments, assessments, laboratory procedures, etc. These are provided for a reason, use them.
Be proactive in completing assignments.
Conduct yourself in a professional manner at all times. This class consists of a number of field experiences and requires working with live animals. You are expected to act in a responsible and professional manner at all times.
Provide constructive and honest feedback to your peers.
Address situations BEFORE they become problems.
Ensure you have enabled notifications on Google Classroom so you can see announcements, homework and reminders on your phone.
Contact your teachers via email if you have questions or concerns.
Arrive to class on time.
Be open to new experiences and viewpoints.
Above all, be honest, sincere and hard-working...those are the students that do the best!
Additional Points to Consider:
There is an enormous difference in the level of rigor between an academic level class and an accelerated class. That difference is even more pronounced for AP classes.
The purpose of this class is to prepare you for the AP exam at the end of the year. Historically, we have done exceptionally well on that exam. You are expected to take and pass that exam at the end of the year (a minimum of a 3 is required to pass the exam). If you are not planning to take the APES exam, ask yourself: “Why am I here?
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