Unit 9 What Does APES Say?

AP ENVIRONMENTAL SCIENCE
UNIT 9
Global
Change
15–20%
AP EXAM WEIGHTING
~19–20
CLASS PERIODS
AP Environmental Science Course and Exam Description Course Framework V.1 | 177

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© 2020 College Board
Remember to go to AP Classroom
to assign students the online
Personal Progress Check for
this unit.
Whether assigned as homework or
completed in class, the Personal
Progress Check provides each
student with immediate feedback
related to this unit’s topics
and skills.
Personal Progress Check 9

Multiple-choice: ~25 questions
Free-response: 1 question
§§ Analyze an environmental
problem and propose a solution

UNIT
9 15–20% AP EXAM WEIGHTING ~19–20 CLASS PERIODS
Global
Change
Building Understanding
BIG IDEA 3 A central aspect of environmental science is to understand the global impact of local and
Interactions Between regional human activities. Humans can mitigate their impact through sustainable use of
Different Species and resources. Human activities can cause ozone depletion in the stratosphere and increases in the
the Environment EIN greenhouse gases in the atmosphere. Increases in greenhouse gases can cause human health
§§ Why are laws created and environmental problems. These environmental problems include global climate change,
to protect endangered ocean warming, and endangered species. Overall, this course provides an opportunity to
species? examine the interrelationships among the natural world and challenges students to evaluate and
propose solutions to a variety of environmental problems.
BIG IDEA 2
Sustainability STB
Building the Preparing for the AP Exam
§§ How can local human
activities have a global
Science Practices On the AP Exam, students often struggle
impact? 1.A 1.B 1.C 7.A 7.B 7.C 7.D 7.E with discussing strategies that would prevent
extinction. Students are able to identify a
In this final unit, the goal is for students to
strategy, but they are not able to explain how
describe and explain global changes in the
the strategy could be implemented to prevent
environment, the causes of these changes,
extinction. Students incorrectly imply that
and their consequences. Students can build
small populations are threatened populations.
on their skills from previous units, where
To combat this, teachers can provide
they described and evaluated solutions, to
opportunities for students to read multiple
propose their own solutions as they learn
sources that allow them to propose realistic
about problems caused by global changes
solutions that would prevent the extinction of
in the environment. They can practice using
certain species. Students may benefit from
data as evidence to support their proposed
opportunities to explain the advantages,
solution or legislation. Students can also
disadvantages, or unintended consequences
explain how the solution or legislation solves
of efforts to prevent extinction.
the problem in question.
Students also confuse the terms global
climate change and ozone depletion.
Teachers can provide 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 can also be helpful. Emphasis
can be placed on the effects of global
climate change with visual representations of
changes over time. Students can then explain
how the visual representation illustrates an
environmental science concept or process.

UNIT
9 Global Change
UNIT AT A GLANCE
Understanding
Class Periods
Enduring
Topic Suggested Skill ~19–20 CLASS PERIODS
9.1 Stratospheric Ozone 1.A Describe environmental concepts and

Depletion processes.
9.2 Reducing Ozone Depletion 7.B Describe potential responses or approaches

to environmental problems.
9.3 The Greenhouse Effect 1.B Explain environmental concepts and

processes.
STB-4
9.4 Increases in the 2.C Explain how environmental concepts and

Greenhouse Gases processes represented visually relate to broader
environmental issues.
9.5 Global Climate Change 5.D Interpret experimental data and results in
relation to a given hypothesis.
9.6 Ocean Warming 7.A Describe environmental problems.
9.7 Ocean Acidification 1.C Explain environmental concepts, processes, or

models in applied contexts.
9.8 Invasive Species 7.E Make a claim that proposes a solution to an

environmental problem in an applied context.
9.9 Endangered Species 7.D Use data and evidence to support a potential
EIN-4
solution.
9.10 Human Impacts on 7.C Describe disadvantages, advantages, or

Biodiversity unintended consequences for potential solutions.
Go to AP Classroom to assign the Personal Progress Check for Unit 9.

Review the results in class to identify and address any student misunderstandings.

UNIT
Global Change
9
SAMPLE INSTRUCTIONAL ACTIVITIES
The sample activities on this page are optional and are offered to provide possible ways to
incorporate various instructional approaches into the classroom. They were developed in
partnership with teachers from the AP community to share ways that they approach teaching
some of the topics in this unit. Please refer to the Instructional Approaches section beginning
on p. 201 for more examples of activities and strategies.
Activity Topic Sample Activity
1 9.8 Ask the Expert (or Students as Experts)

Divide students into groups. Each group will become experts on a case study
involving a classic invasive species (e.g., zebra mussels, cane toad, and black rats).
Then have students rotate through the groups to learn about each invasive species.
2 9.10 Debate
Provide students with the following scenario: There is a proposal to construct a
new mall. The mall would be located in a 20-acre wetland estuary near a wooded
section adjacent to the school. Divide the class into two teams. One team argues
that biodiversity will not be affected by the mall; the other team argues that it will. The
debate should focus on the impact of the eliminated waterway.
Unit Planning Notes

Use the space below to plan your approach to the unit.

UNIT
9 Global Change
SUGGESTED SKILL
Concept Explanation
TOPIC 9.1
1.A
Describe environmental
concepts and processes.
Stratospheric
Ozone Depletion
AVAILABLE RESOURCES
§§ Classroom Resource >
Required Course Content
AP Environmental
Science Teacher’s
Guide
§§ External Resource > ENDURING UNDERSTANDING
Environmental
STB-4
Literacy Council’s AP
Environmental Science Local and regional human activities can have impacts at the global level.
Course Material
§§ External Source >
GLOBE for the LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
Environmental Science
Classroom STB-4.A STB-4.A.1
Explain the importance of The stratospheric ozone layer is important to
stratospheric ozone to life the evolution of life on Earth and the continued
on Earth. health and survival of life on Earth.
STB-4.A.2
Stratospheric ozone depletion is caused
by anthropogenic factors, such as
chlorofluorocarbons (CFCs), and natural
factors, such as the melting of ice crystals
in the atmosphere at the beginning of the
Antarctic spring.
STB-4.A.3
A decrease in stratospheric ozone increases
the UV rays that reach the Earth’s surface.
Exposure to UV rays can lead to skin cancer
and cataracts in humans.

UNIT
Global Change
9
TOPIC 9.2 SUGGESTED SKILL
Environmental
Reducing
Solutions
7.B
Describe potential
Ozone Depletion responses or approaches

to environmental problems.
Required Course Content AVAILABLE RESOURCES

AP Environmental
Science Teacher’s
Guide
ENDURING UNDERSTANDING §§ External Resource >
Environmental
STB-4
Local and regional human activities can have impacts at the global level. Environmental Science
Course Material
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE GLOBE for the
STB-4.B STB-4.B.1 Classroom
Describe chemicals Ozone depletion can be mitigated by
used to substitute for replacing ozone-depleting chemicals with
chlorofluorocarbons (CFCs). substitutes that do not deplete the ozone
layer. Hydrofluorocarbons (HFCs) are one
such replacement, but some are strong
greenhouse gases.

UNIT
9 Global Change
SUGGESTED SKILL
Concept Explanation
TOPIC 9.3
1.B
Explain environmental
concepts and processes.
The Greenhouse
Effect
AVAILABLE RESOURCES
AP Environmental
Science Teacher’s
Guide
Environmental
STB-4
Course Material
Classroom STB-4.C STB-4.C.1
Identify the greenhouse The principal greenhouse gases are carbon
gases. dioxide, methane, water vapor, nitrous oxide,
and chlorofluorocarbons (CFCs).
STB-4.C.2
While water vapor is a greenhouse gas, it
doesn’t contribute significantly to global
climate change because it has a short
residence time in the atmosphere.
STB-4.C.3
The greenhouse effect results in the surface
temperature necessary for life on Earth to
exist.
STB-4.D STB-4.D.1
Identify the sources and Carbon dioxide, which has a global warming
potency of the greenhouse potential (GWP) of 1, is used as a reference
gases. point for the comparison of different
greenhouse gases and their impacts on global
climate change. Chlorofluorocarbons (CFCs)
have the highest GWP, followed by nitrous
oxide, then methane.

UNIT
Global Change
9
Visual
Increases in the
Representations
2.C
Explain how environmental
Greenhouse Gases concepts and processes

represented visually relate
to broader environmental
issues.

AP Environmental
Science Teacher’s
Guide
Environmental
STB-4
Course Material
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE GLOBE for the
STB-4.E STB-4.E.1 Classroom
Identify the threats to human Global climate change, caused by excess
health and the environment greenhouse gases in the atmosphere, can
posed by an increase in lead to a variety of environmental problems
greenhouse gases. including rising sea levels resulting from
melting ice sheets and ocean water expansion,
and disease vectors spreading from the
tropics toward the poles. These problems can
lead to changes in population dynamics and
population movements in response.

UNIT
9 Global Change
SUGGESTED SKILL
Data Analysis
TOPIC 9.5
5.D
Interpret experimental data
and results in relation to a
Global Climate
given hypothesis.
Change
AVAILABLE RESOURCES
AP Environmental
Science Teacher’s
Guide
Environmental
STB-4
Course Material
Classroom STB-4.F STB-4.F.1
§§ The Exam > Student Explain how changes in The Earth has undergone climate change
Performance Q&A climate, both short- and long- throughout geologic time, with major shifts
2014, Q4 term, impact ecosystems. in global temperatures causing periods of
§§ The Exam > Samples warming and cooling as recorded with CO2
and Commentary data and ice cores.
2014, Q4
STB-4.F.2
Effects of climate change include rising
temperatures, melting permafrost and sea ice,
rising sea levels, and displacement of coastal
populations.
STB-4.F.3
Marine ecosystems are affected by changes
in sea level, some positively, such as in newly
created habitats on now-flooded continental
shelves, and some negatively, such as deeper
communities that may no longer be in the
photic zone of seawater.
STB-4.F.4
Winds generated by atmospheric circulation
help transport heat throughout the Earth.
Climate change may change circulation
patterns, as temperature changes may impact
Hadley cells and the jet stream.
continued on next page

UNIT
Global Change
9
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
STB-4.F STB-4.F.5
Explain how changes in Oceanic currents, or the ocean conveyor belt,
climate, both short- and long- carry heat throughout the world. When these
term, impact ecosystems. currents change, it can have a big impact on
global climate, especially in coastal regions.
STB-4.F.6
Climate change can affect soil through
changes in temperature and rainfall, which can
impact soil’s viability and potentially increase
erosion.
STB-4.F.7
Earth’s polar regions are showing faster
response times to global climate change
because ice and snow in these regions reflect
the most energy back out to space, leading to a
positive feedback loop.
STB-4.F.8
As the Earth warms, this ice and snow melts,
meaning less solar energy is radiated back into
space and instead is absorbed by the Earth’s
surface. This in turn causes more warming of
the polar regions.
STB-4.F.9
Global climate change response time in the
Arctic is due to positive feedback loops
involving melting sea ice and thawing tundra,
and the subsequent release of greenhouse
gases like methane.
STB-4.F.10
One consequence of the loss of ice and snow
in polar regions is the effect on species that
depend on the ice for habitat and food.

UNIT
9 Global Change
SUGGESTED SKILL
Environmental
TOPIC 9.6
Ocean
Solutions
7.A
Warming
Describe environmental
problems.
AVAILABLE RESOURCES
AP Environmental
Science Teacher’s
Guide
Environmental
STB-4
Course Material

STB-4.G STB-4.G.1
Explain the causes and Ocean warming is caused by the increase in
effects of ocean warming. greenhouse gases in the atmosphere.
STB-4.G.2
Ocean warming can affect marine species in a
variety of ways, including loss of habitat, and
metabolic and reproductive changes.
STB-4.G.3
Ocean warming is causing coral bleaching,
which occurs when the loss of algae within
corals cause the corals to bleach white. Some
corals recover and some die.

UNIT
Global Change
9
Concept Explanation
Ocean 1.C
Explain environmental
concepts, processes, or
Acidification models in applied contexts.

AP Environmental
Science Teacher’s
Guide
Environmental
STB-4
Course Material

STB-4.H STB-4.H.1
Explain the causes and Ocean acidification is the decrease in pH of
effects of ocean acidification. the oceans, primarily due to increased CO2
concentrations in the atmosphere, and can be
expressed as chemical equations.
STB-4.H.2
As more CO2 is released into the atmosphere,
the oceans, which absorb a large part of that
CO2, become more acidic.
STB-4.H.3
Anthropogenic activities that contribute
to ocean acidification are those that lead
to increased CO2 concentrations in the
atmosphere: burning of fossil fuels, vehicle
emissions, and deforestation.
STB-4.H.4
Ocean acidification damages coral because
acidification makes it difficult for them to form
shells, due to the loss of calcium carbonate.

UNIT
9 Global Change
SUGGESTED SKILL
Environmental
TOPIC 9.8
Invasive
Solutions
7.E
Species
Make a claim that
proposes a solution to an
environmental problem in
an applied context.
AVAILABLE RESOURCES
AP Environmental
Science Teacher’s
Guide
ENDURING UNDERSTANDING
EIN-4
The health of a species is closely tied to its ecosystem, and minor environmental
changes can have a large impact.

EIN-4.A EIN-4.A.1
Explain the environmental Invasive species are species that can live,
problems associated and sometimes thrive, outside of their normal
with invasive species and habitat. Invasive species can sometimes be
strategies to control them. beneficial, but they are considered invasive
when they threaten native species.
EIN-4.A.2
Invasive species are often generalist,
r-selected species and therefore may
outcompete native species for resources.
EIN-4.A.3
Invasive species can be controlled through a
variety of human interventions.

UNIT
Global Change
9
Environmental
Endangered
Solutions
7.D
Species
Use data and evidence to
support a potential solution.

AP Environmental
Science Teacher’s
Guide
Environmental
EIN-4
The health of a species is closely tied to its ecosystem, and minor environmental Environmental Science
changes can have a large impact. Course Material
§§ External Resource >
GLOBE for the
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE Environmental Science
Classroom
EIN-4.B EIN-4.B.1
§§ The Exam > Chief
Explain how species become A variety of factors can lead to a species Reader Report 2017, Q2
endangered and strategies to becoming threatened with extinction, §§ The Exam > Student
combat the problem. such as being extensively hunted, having Performance Q&A
limited diet, being outcompeted by invasive 2016, Q1
species, or having specific and limited habitat §§ The Exam > Samples
requirements. and Commentary (2017,
EIN-4.B.2
Q2, 2016, Q1)
Not all species will be in danger of extinction

when exposed to the same changes in their
ecosystem. Species that are able to adapt to
changes in their environment or that are able
to move to a new environment are less likely to
face extinction.
EIN-4.B.3
Selective pressures are any factors that
change the behaviors and fitness of organisms
within an environment.
EIN-4.B.4
Species in a given ecosystem compete for
resources like territory, food, mates, and
habitat, and this competition may lead to
endangerment or extinction.
EIN-4.B.5
Strategies to protect animal populations
include criminalizing poaching, protecting
animal habitats, and legislation.

UNIT
9 Global Change
SUGGESTED SKILL
Environmental
TOPIC 9.10
Human Impacts
Solutions
7.C
on Biodiversity
Describe disadvantages,
advantages, or unintended
consequences for potential
solutions.
AVAILABLE RESOURCES
AP Environmental
Science Teacher’s
Guide
ENDURING UNDERSTANDING
EIN-4
The health of a species is closely tied to its ecosystem, and minor environmental
changes can have a large impact.

EIN-4.C EIN-4.C.1
Explain how human activities HIPPCO (habitat destruction, invasive species,
affect biodiversity and population growth, pollution, climate change,
strategies to combat and over exploitation) describes the main
the problem. factors leading to a decrease in biodiversity.
EIN-4.C.2
Habitat fragmentation occurs when large
habitats are broken into smaller, isolated areas.
Causes of habitat fragmentation include the
construction of roads and pipelines, clearing
for agriculture or development, and logging.
EIN-4.C.3
The scale of habitat fragmentation that has an
adverse effect on the inhabitants of a given
ecosystem will vary from species to species
within that ecosystem.
EIN-4.C.4
Global climate change can cause habitat loss
via changes in temperature, precipitation, and
sea level rise.
EIN-4.C.5
Some organisms have been somewhat
or completely domesticated and are now
managed for economic returns, such as
honeybee colonies and domestic livestock.
This domestication can have a negative impact
on the biodiversity of that organism.
continued on next page

UNIT
Global Change
9
EIN-4.C EIN-4.C.6
Explain how human activities Some ways humans can mitigate the impact of
affect biodiversity and loss of biodiversity include creating protected
strategies to combat the areas, use of habitat corridors, promoting
problem. sustainable land use practices, and restoring
lost habitats.


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AP ENVIRONMENTAL SCIENCE

AP Environmental Science Course and Exam Description Course Framework V.1 | 177

Personal Progress Check 9

AP Environmental Science Course and Exam Description Course Framework V.1 | 178

9 15–20% AP EXAM WEIGHTING ~19–20 CLASS PERIODS

AP Environmental Science Course and Exam Description Course Framework V.1 | 179

Topic Suggested Skill ~19–20 CLASS PERIODS

9.1 Stratospheric Ozone 1.A Describe environmental concepts and

9.2 Reducing Ozone Depletion 7.B Describe potential responses or approaches

9.3 The Greenhouse Effect 1.B Explain environmental concepts and

9.4 Increases in the 2.C Explain how environmental concepts and

9.6 Ocean Warming 7.A Describe environmental problems.

9.7 Ocean Acidification 1.C Explain environmental concepts, processes, or

9.8 Invasive Species 7.E Make a claim that proposes a solution to an

9.10 Human Impacts on 7.C Describe disadvantages, advantages, or

Go to AP Classroom to assign the Personal Progress Check for Unit 9.

AP Environmental Science Course and Exam Description Course Framework V.1 | 180

Activity Topic Sample Activity

1 9.8 Ask the Expert (or Students as Experts)

Unit Planning Notes

AP Environmental Science Course and Exam Description Course Framework V.1 | 181

AP Environmental Science Course and Exam Description Course Framework V.1 | 182

Ozone Depletion responses or approaches

Required Course Content AVAILABLE RESOURCES

AP Environmental Science Course and Exam Description Course Framework V.1 | 183

AP Environmental Science Course and Exam Description Course Framework V.1 | 184

Greenhouse Gases concepts and processes

Required Course Content AVAILABLE RESOURCES

AP Environmental Science Course and Exam Description Course Framework V.1 | 185

continued on next page

AP Environmental Science Course and Exam Description Course Framework V.1 | 186

AP Environmental Science Course and Exam Description Course Framework V.1 | 187

LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE

AP Environmental Science Course and Exam Description Course Framework V.1 | 188

Acidification models in applied contexts.

Required Course Content AVAILABLE RESOURCES

LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE

AP Environmental Science Course and Exam Description Course Framework V.1 | 189

LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE

AP Environmental Science Course and Exam Description Course Framework V.1 | 190

Required Course Content AVAILABLE RESOURCES

Not all species will be in danger of extinction

AP Environmental Science Course and Exam Description Course Framework V.1 | 191

LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE

continued on next page

AP Environmental Science Course and Exam Description Course Framework V.1 | 192

AP Environmental Science Course and Exam Description Course Framework V.1 | 193

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Go to AP Classroom to assign the Personal Progress Check for Unit 9.