The goal of the AP Environmental Science course is to provide you 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 and/or preventing them.
What You Will Learn
- Develop an understanding of the Curriculum and Exam Description (CED) and how to integrate science practices and concepts
- Review best practices and time management tips
- Collaborate with fellow teachers
- Prepare unit plans that incorporate lab activities
- Develop a syllabus that will align your class to the CED and draft a course calendar that will help you implement your syllabus
How You Will Benefit
- Gain insight into how to properly utilize AP Free Response Questions and Rubrics
- Acquire new materials to teach every major aspect of the course
- Use a variety of lab content/activities for every major area of the course
- Gain contacts that can also provide you support to teach the course in the most effective way
APES APSI Outline 2025- In Person
| Activity | Time needed | Materials | Start Time- End Times |
| Day 1 | |||
| Welcome, agenda, virtual supplies and in person supplies, introductions & equity and access | 45 minutes | Course Description | 8-8:45 am
(Slides 1-3) |
| Walk through resources and understanding the CED & treasure map | 1 hour | CED | 8:45-9:45 am
(Slides 4-20) |
| Break- 15 minutes | |||
| FRQ understanding/skills | 30 minutes | Pg 234 CED (page 241) | 10-10:30 am
(Slides 21-25) |
| Identify the skills and concepts in different m/c examples | MC (page 236) examples where they identify the concept and skill | ||
| Units 1, 2 & 3 | |||
| Wild About Wetlands (Many topics in Unit 1)
HHMI Nutrient Cycling in the Serengeti (student copy) (Topic 1.5) How Savanna Plants get Nutrients Video Solving Crimes with the Necrobiome Carbon budget (Topic 1.4) |
1 hour |
-Look in the CED and discuss what you need to know to teach
-How can you support that learning for kids through a lab? -What did I used to teach that I no longer will use? What do I add? -How does this cover ecological concepts? -How do you ensure this lab is more than a worksheet? |
10:30-11:30
(Slide 26) |
| Island Biogeography (Topic 2.3) | 30 minutes | Random stuff to throw | 11:30-12 PM
(Slide 27) |
| LUNCH- 1 hour | |||
| Set up beans for LD 50 (Topic 8.12) and Soil Salinization (Topic 5.5) labs
Serial Dilution directions |
1 hour 15 mins | Explain and on your own | 1:00-2:15
(Slide 28) |
| Mark and Recapture Lab (2.1 and PreTopic for Unit 3)
Bubble lab WE WILL DO THIS ONE Kristen Shapiro’s Bubble Lab and Tally Sheet (Topic 3.3) All from Kristi Schertz! here is her TPT link to purchase the pictures if you prefer: https://www.teacherspayteachers.com/Product/Tombstone-Pictures-for-Cemetery-Lab-Human-Population-Studies–7065694 Kristi’s website with all info Cemetery Lab student handout (Topic 3.3, 3.8. 3.9, 8.15) |
1 hour | 2:15-3:15
(Slide 29-30) |
|
| Break 15 mins | |||
| Planning time/Office Hours
ONLY IF TIME: All my files (use w/ caution) |
1 hour 15 mins | Calendar and PP slides 37-40 | 3:45-
(Slides 31-38) |
| Day 2 | |||
| Check on Soil Salinization Lab, Exam info, & Audit | 1 hour | Slides 40-73 | 8:00-9:00
(Slides 39-80) |
| Units 4, 5, 6 & 7 | |||
| Soil Labs (Topics 4.2 and 4.3) | 1 hour 45 mins | 9:00-10:45
(Slide 81) |
|
| Break-15 mins | |||
| (Topics 5.9, 5.1 and 5.8) | 45 mins | Look at/complete these activities and decide if:
|
11:00-11:45
(Slide 82) |
| Lunch- 1 hour | |||
| Sign up for Facebook Group | 15 mins | 12:45- 1:00
(slide 83) |
|
| Urban runoff (Topic 5.10 & 5.13)
Set up Nuclear Waste (Topic 6.6) lab & AP Classroom Videos |
1 hour |
Watch 3 videos on topics you are unsure about |
1:00-2:00 pm
(Slide 84-85) |
| Particulate Inquiry Lab (Topic 7.4) | 30 mins | 2:00-2:30
(Slide 84-85) |
|
| Break- 15 mins | |||
| Planning time/Office Hours Calendar
All my files (use w/ caution) |
1 hour 45 mins | 2:45-
(Slide 86) |
|
| Day 3 | |||
| Check on Soil Salinization Lab, Nuclear Waste, explain Soil Texture Lab | 30 mins | 8:00-8:30
(Slides 87-89) |
|
| Unit 6/7/8 | |||
| Ozone strips lab (Topic 7.2) | 1 hour | 8:30-9:30
(slide 90) |
|
| Break- 15 mins | |||
| Experimental Design
FRQ #1 (about article) FRQ #2 (practice) 2024 set 2: You may distribute the student sample files electronically but you must remind participants that they cannot be redistributed, as noted on the cover of the documents. |
2 hours | Irving ISD activity | 9:45-11:45
(Slides 91-110) |
| Lunch- 1 hour | |||
| Biodegradable Materials lab
(Topics 8.2 and 8.5) |
1 hour | 12:45-1:45
(Slides 111) |
|
| Break- 15 mins | |||
| Brine shrimp LD 50 lab
LD 50 (Topic 8.12) |
15 mins | 2:00-2:15 | |
| Chalk Drawings
Math Practice (if time otherwise tomorrow) |
45 mins | 2:15-3:00
(slide 112) |
|
| Planning time/Office Hours
All my files (use w/ caution) |
1 hour 30 mins | 3:00-
(Slide 113) |
|
| Day 4 | |||
| Lab Analysis: Soil Salinization lab, ozone strip, Nuclear Waste, LD 50 lab and particulate lab | 1 hour 20 mins | 8:00- 9:20
(Slides 114-115) |
|
| How To Write an FRQ
FRQ’s From the FaceBook Group |
55 mins | 9:20-10:15
(Slides 116-181) |
|
| Break- 15 mins | |||
| Unit 9 | |||
| Global warming vs Ozone depletion lecture (Topics 9.1 – 9.5)
FRQ 2010 #4 (Global Warming) FRQ 2013 # 3 (Ozone) |
1.5 hours | After lecture discuss 2 FRQ’s | 10:30-12:00
(Slide 182) |
| Lunch- 1 hour | |||
| Finish Global Warming/Ozone discussion
Instructional Planning Reports/AP Classroom Diagnostic for full length practice exam 1 |
30 min | 1:00-1:30
(Slides 183-205) |
|
| Math scavenger hunt | 1.25 hours | 1:30- 2:45
(Slide 206) |
|
| What about review?? | (slide 207) | ||
| Break- 15 mins | |||
| Planning time/Office Hours
All my files (use w/ caution) |
1 hour 15 mins | 2:45- | |
| Closure and evals | 15 mins | ||
