AP® Environmental Science

The session is designed for both new and experienced teachers.  Participants will be provided with instructional strategies and labs to help build and maintain a successful APES course.  This is a chance to go over best practices in designing and implementing an APES course with labs and classwork.  Participants will experience a variety of field labs/activities, as well as hands on activities in a traditional laboratory.  There will be a focus on designing and organizing inquiry-based laboratories in the classroom and in the field.  We will also review course content to help build/refine syllabi, analyze multiple choice and free response trends and examples. There will be a significant portion of the course devoted to updates to the AP Course Audit and course outline. We will also look at internet sources to have students compile and analyze data. 

There will be days out in the field so it is recommended to bring:

Hat, sunscreen, walking shoes that you don’t mind getting wet or muddy, composition notebook, binoculars, camera, insect repellent, refillable water bottle, comfortable clothes for summer heat.

General Items to bring:

Laptop or tablet, school calendar, current syllabi, current textbook

Participants should bring the following:

There will be days out in the field so it is recommended to bring:

Hat, sunscreen, walking shoes that you don’t mind getting wet or muddy, composition notebook, binoculars, camera, insect repellent, refillable water bottle, comfortable clothes for summer heat.

General Items to bring:

Laptop or tablet, school calendar, current syllabi, current textbook

Course Outline (Subject to Change):

Day 1

Introduction – Discussion of the plans for the institute, introduce ourselves to the group

Set up Experimental Design Labs (Food Preference/water quality & Plant growth)

Plant Growth set up – prepare seeds to germinate and collect data throughout week.

Bird Food Set up – Setup food outside on/around trees to attract local birds and keep data all week

Course Articulation Updates – Show the science practices, connecting skills and content

Course Overview – Understanding course framework and the Big Ideas

Exploring Unit Guides and planning your course

Lunch

Tragedy of the Commons Lab – Simulation of the Tragedy of the Commons

Cats of Borneo Activity – Understanding systems/feedback loops

Overview of APES Labs – Understanding Labs & Visuals, examples of labs

Textbooks and pacing – Using the topic pages

Check bird food lab (gather data in google excel file and share in real time)

Free Response Format – looking at an experimental design FRQ

 

 

 

 

 

 

 

 

 

 

 

 

Day 2

Check food preference/water quality - continue gathering data together

Check plant sprouts & collect data - water plants and gather data for presentation at the end of the week.

Biomes & Cycles, need to know topics

Owl Pellet Dissection with math

Check birds

Lunch

Population Labs

Mark/recapture

Random Sampling

Check birds *data collection

Check plant sprouts *collect data for end of the week presentation

Human Populations

Population FRQ

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day 3

Check food preference/water quality - continue gathering data together

Check plant sprouts & collect data - water plants and gather data for presentation at the end of the week.

Collect soil samples – Use Soil Corers to look at soil horizons and collect soil samples to take back into lab - students struggle with geological and soil concepts

Soil chemical tests (pH, nitrates, phosphates, potash) – run lab tests on soil samples*this helps students to relate soil science to agriculture and broader picture

Texture by feel analysis – multiple ways to identify sand, silt and clay quantities in soil

Using soil triangles – using soil triangles and past test examples

Film Reviews – applying and making time to view documentaries

Lunch

Check food preference/water quality - continue gathering data together

Check plant sprouts & collect data - water plants and gather data for presentation at the end of the week.

Ozone Chemistry

Lab quest Lab – UV and sunscreen

Atmospheric Issues Chart – creating a chart to show the differences and similarities in ozone hole, climate change and general air pollution

Discussion of AP Exam Structure

Using AP Classroom – go over AP classroom format, personal progress checks, and unit guides

Discussion of AP Classroom FRQs and Multiple choice questions

Summative and Formative assessments and using EUs, EKs, and LOs.

 

 

 

 

 

 

 

 

 

 

Day 4

Check food preference/water quality - continue gathering data together

Check plant sprouts & collect data - water plants and gather data for presentation at the end of the week.

Water quality testing  - (pH, Nitrates, phosphates, conductivity/salinity, fecal coliform, turbidity) – do in lab tests on water collected

Water FRQs – Overview of previous Water Free Response Questions

Course Audit, Instructional Planning reports

Keeping track of your student’s data through AP Classroom

Lunch

Reviewing for the AP Exam – how to organize study sessions and review for AP exam

Post Exam Activities – labs, activities, movies that can be seen and done after the AP Exam

Scientific Poster Format and set up – Show to make a scientific poster and do a gallery walk*some groups will present data on birds, others data on plant projects.  This will show how students can gather their own data and design their own hypothesis and experiment as well as have them create and analyze graphs and data.

Planning your year (1 Hour)

Share out/Questions – any other best labs or questions you might have

Wrap Up/Evaluations – final questions/concerns and College Board evaluations

Instructor

Tony Villarreal Tony Villarreal has been a public science teacher for 11 years.  He has taught at public school and at public universities and colleges.  He began an AP Environmental Science Program at his first high school and grew the program from 20 students to over 100.  He currently teaches AP Environmental Science and Dual/AP Biology at Sharyland Advanced Academic Academy.  He has served as a leader his previous and current school district as a curriculum writer in AP Environmental Science.  He has served as a Reader for Collegeboard for 6 years.  He also served as a lecturer a