Science & Nature
AP Environmental Science (Flex Semester 2)
Explore and investigate the interrelationships of the natural world and analyze environmental problems, both natural and influenced by humans. This AP course will be taught by a Gifted Certified AP Instructor.
Mrs. Collins, Certified Teacher
19 total reviews for this teacher
No live meetings
Over 18 weeks
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
Don't see a time that works for you?
Explore and investigate the interrelationships of the natural world and analyze environmental problems, both natural and human-made. This semester 2 course will cover the remaining units left for our AP Environmental Science course. These units will cover: land/water use, energy, atmosphere pollution, water pollution, global changes, and feature a student environmental change project. Students do not need to have completed semester 1 in order to register. This is a new unit session, so...
We will be following the standards/goals from the College Board. Parents, please review their website if you have questions regarding these standards-https://apstudents.collegeboard.org/courses/ap-biology 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 (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 a gifted science certified teacher, who is also nationally recognized. She has been teaching for 22 years.
1-2 hours per week 1-3 projects every 2 months 5-6 mini assignments each week
spiral notebook coloring pencils pencil tape scissors 2 posterboards gluesticks construction paper ziploc bags notecards The lab supply list will be provided upon registration.
Assessments provided for each unit using Quizlet and Quizlet. The student will be provided the pass code or link to access on their own.
No live meetings, and an estimated 1 - 2 hours per week outside of class.
-Please help your child the first week navigate the class wall. -Parents need to check the class wall once a week to check to see if the student is completing all of the tasks given.
CK Flexbooks Holt Science AP College Board were all used by the instructor to create the course.
Mrs. Collins, Certified Teacher
Come learn about science from a certified teacher with 22 years of experience.
🇺🇸Lives in the United States
19 total reviews
30 completed classes
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...