Find Classes
Teach
Log In
Science & Nature

AP Environmental Science (Flex Semester 1: Join Anytime)

Explore and investigate the interrelationships of the natural world and analyze environmental problems, both natural and human-made. This class is geared for accelerated learners instead in the field of environmental science. The class will involve weekly self-paced lessons, discussion questions, labs, and fun topics to research.
Mrs. Collins, Certified Teacher
19 total reviews for this teacher
New class
Class
No live meetings
Over 17 weeks
12-17
year olds
1-12
learners per class
per learner - per week

How does a "Flex" course work?

No scheduled live video chats
Discussions via classroom forum and private messages with the teacher
Great if your learner prefers independent pacing or is uncomfortable with live video chat

Available Times

Pacific

Mon, Oct 10

Oct 10 – Dec 30 (17 weeks)
Flexible Time
 Enroll

Sun, Oct 16

Oct 16 – Dec 30 (17 weeks)
Flexible Time
 Enroll
Don't see a time that works for you?

Description

Class Experience

Our goals come from the College Board AP standards. Parents, please visit https://apstudents.collegeboard.org/courses/ap-environmental-science to learn more about the AP standards. Students will not need access to this website and we will not use the website itself for our class, but parents are welcome to look over the standards list on the website to see how the teacher will be using those standards. 

Environmental Science
SEV1. Obtain, evaluate, and communicate information to investigate the flow of energy
and cycling of matter within an ecosystem.
a. Develop and use a model to compare and analyze the levels of biological organization
including organisms, populations, communities, ecosystems, and biosphere.
b. Develop and use a model based on the Laws of Thermodynamics to predict energy transfers
throughout an ecosystem (food chains, food webs, and trophic levels).
(Clarification statement: The first and second law of thermodynamics should be used to
support the model.)
c. Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles
(hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem.
d. Evaluate claims, evidence, and reasoning of the relationship between the physical factors
(e.g., insolation, proximity to coastline, topography) and organismal adaptations within
terrestrial biomes.
e. Plan and carry out an investigation of how chemical and physical properties impact aquatic
biomes in Georgia.
(Clarification statement: Consider the diverse aquatic ecosystems across the state such as
streams, ponds, coastline, estuaries, and lakes.)
SEV2. Obtain, evaluate, and communicate information to construct explanations of
stability and change in Earth’s ecosystems.
a. Analyze and interpret data related to short-term and long-term natural cyclic fluctuations
associated with climate change.
(Clarification statement: Short-term examples include but are not limited to El Niño and
volcanism. Long-term examples include but are not limited to variations in Earth’s orbit such
as Milankovitch cycles.)
b. Analyze and interpret data to determine how changes in atmospheric chemistry (carbon
dioxide and methane) impact the greenhouse effect.
c. Construct an argument to predict changes in biomass, biodiversity, and complexity within
ecosystems, in terms of ecological succession.
d. Construct an argument to support a claim about the value of biodiversity in ecosystem
resilience including keystone, invasive, native, endemic, indicator, and endangered species.
SEV3. Obtain, evaluate, and communicate information to evaluate types, availability,
allocation, and sustainability of energy resources.
a. Analyze and interpret data to communicate information on the origin and consumption of
renewable forms of energy (wind, solar, geothermal, biofuel, and tidal) and non-renewable
energy sources (fossil fuels and nuclear energy).
b. Construct an argument based on data about the risks and benefits of renewable and
nonrenewable energy sources.
(Clarification statement: This may include, but is not limited to, the environmental, social,
and economic risks and benefits.)
c. Obtain, evaluate, and communicate data to predict the sustainability potential of renewable
and non-renewable energy resources.
d. Design and defend a sustainable energy plan based on scientific principles for your location.
SEV4. Obtain, evaluate, and communicate information to analyze human impact on
natural resources.
a. Construct and revise a claim based on evidence on the effects of human activities on natural
resources.
Human Activities Natural Resources
Agriculture
Forestry
Ranching
Mining
Urbanization
Fishing
Water use
Pollution
Desalination
Waste water treatment
Land
Water
Air
Organisms
b. Design, evaluate, and refine solutions to reduce human impact on the environment including,
but not limited to, smog, ozone depletion, urbanization, and ocean acidification.
c. Construct an argument to evaluate how human population growth affects food demand and
food supply (GMOs, monocultures, desertification, Green Revolution).
SEV5. Obtain, evaluate, and communicate information about the effects of human
population growth on global ecosystems.
a. Construct explanations about the relationship between the quality of life and human impact
on the environment in terms of population growth, education, and gross national product.
b. Analyze and interpret data on global patterns of population growth (fertility and mortality
rates) and demographic transitions in developing and developed countries.
c. Construct an argument from evidence regarding the ecological effects of human innovations
(Agricultural, Industrial, Medical, and Technological Revolutions) on global ecosystems.
d. Design and defend a sustainability plan to reduce your individual contribution to
environmental impacts, taking into account how market forces and societal demands
(including political, legal, social, and economic) influence personal choices.
Mrs. Collins is gifted and science certified, teaching AP and IB science courses. She has 22 years of experience. 
1-2 hours per week
1-3 projects every 2 months
long-sleeve button up shirt for lab coat googles or sunglasses headphones notecards ziploc bag or shoebox to hold notecards for each chapter pen, pencils colored pencils, markers, or crayons 2 pieces of posterboard jello mix tape glue stapler plate shampoo little items to represent parts of the cell (paper clips, rock, etc.) spiral notebook dry erase marker play-dough (several colors) dry erase board or something to draw/erase on for diagramming plastic bottle water vinegar pennies sugar clay or playdough (in 4-5 colors) plastic knife tray to perform experiments in (under the bed plastic tub from Dollar General or Walmart works well) tsunami lab-water pan, cardboard, rocks, plastic trees or small limbs from outside, marshmallows, toothpicks, water
In addition to the Outschool classroom, this class uses:
Assessments will be given over each chapter.  Assessment links will be provided for families using Quizlet and Quizizz. Quizlet is free for families to use, and the program grades practice quiz and test automatically. Students will be asked to record grades on the last page of their spiral. For Quizizz, students will be given a code to use to access the free program. We do ask that the student enter their first name as the user so that the instructor can tell who has completed the assessment. 
No live meetings, and an estimated 1 - 2 hours per week outside of class.
This course will be presented on an AP level, so please expect AP/IB level learning, reading, and assignment task. 
Students will need to setup a free account on Quizlet.com for assessments. 
We will be using Holt Environmental Science online textbook, with the pdf chapters provided to students on the Outschool wall. College Board requirements, state standards, and Next Generation requirements will be met with quality inquiry based assignments, assigned readings, and lab opportunities. https://mrsblackmonsscienceblackboard.weebly.com/es-textbook.html is the online textbook we will be using. Mrs. Collins will upload the pdfs of the chapters slowly on a scheduled format each week. 

Mrs. Collins will be using various curriculum that has been proven effective in our classroom. Below is a few that will be used:
CK-12 Flexbooks Environmental Science Online
Glencoe Environmental Science Textbook
**Holt Environmental Science Textbook by Karen Arms (older version) will be our main textbook
College Board AP Environmental Science Resources
Youtube short videos

Teacher

Mrs. Collins, Certified Teacher
🇺🇸
Lives in the United States
Come learn about science from a certified teacher with 22 years of experience.
19 total reviews
32 completed classes

About Me

Hello and welcome to my page! Click the subscribe button so you will be notified when I add new classes and so you can find my classes easily when you are ready to register. 

-certified teacher in the field of science, ag, and gifted... 
Learn
Get The App
© 2022 Outschool, Inc.