Read about the AP® Exam in these various posts. You can also find out the basics of the APES exam on this College Board website.
This is a list of labs with links that I do for each unit in the Course Exam and Description. There are many more great labs that APES teachers do. I chose these for the most “bang for the buck”–lots of concepts learned and/or science practices, feasible for many APES sections and large APES classes, feasible for my school’s outdoor area, and budget-friendly from year to year. I typically write small grants for equipment and then use over and over again.
For a list of lab supplies, read this post.
If I have a post written about the lab, you are able to click on the title of the lab to read about it.
Unit 1: The Living World: Ecosystems
- EcoColumns–this lasts for 3 months and covers topics in Units 1, 2, 4 & 8
- Productivity Lab –I use a video lab to save time, but there are many versions for students to physically do.
- Owl Pellet Lab
- Light in the Deep Sea Activity from the Monterey Bay Aquarium.
Unit 2: The Living World: Biodiversity
- Island Biogeography Lab–There are many wonderful shared variations of this lab. I have a longer, analytical, inquiry-based 5E version on TPT, if interested.
Unit 3: Populations
- Cemetery Lab –Many good labs shared by many teachers. A post with mine as a 5E is coming soon.
Unit 4: Earth Systems and Resources
- Soil Labs
- Chemistry of Soil (N,P,K,pH). Many good versions of this lab out there and many good kits . I do this lab with ecocolumns.
- Physical Properties of Soil (porosity, soil type, color, permeability). (My students do at their summer workshop at the local water agency. But there are many good versions and good kits for this lab.
- Tree Rings and Climate Change (can be covered with El Nino in unit 4 or wait until Unit 9)–a post is coming soon!
Unit 5: Land and Water Use
- The Tragedy of the Commons Lab
- Trees and Forests Lab–Students go outside to measure trees and discover ecosystem services. Many shared versions are out there from teachers. A long, analytical 5E is on TPT, if interested.
- Salinization Lab (This is my 1st controlled lab which is used as scaffolding for other experimental design labs)
- Cookie Mining–A post is coming soon!
- Climate Change and Cities Experimental Design Lab (or in Unit 9)–A post coming soon!
Unit 6: Energy Resources and Consumption
Unit 7: Atmospheric Pollution
Unit 8: Aquatic and Terrestrial Pollution
- Water Quality Testing 5E Lab
- Biomagnification Lab-This version is from the Monterey Bay Aquarium
- Toxins Lab
Unit 9: Global Change
- Tree Rings and Climate Change Lab (or in Unit 4)–a post is coming soon!
- Climate Change and Cities Experimental Design Lab (or in Unit 5)–a post is coming soon!
- Ocean Acidification Experimental Design Lab (if time, I have not had time the last few years)
- Measuring Biodiversity. Many good choices out there including a Parking Lot Lab. I sometimes use quadrats for biodiversity.
After the AP Exam
1. Solar Cookers (usually done after the AP Exam as it takes several days). Many options shared from many teachers that are wonderful. I have a longer, analytical 5E on TPT, if interested.
I recently experimented using LED tap lights as an alternate to using stereoscopes in the Airborne Particulate Lab. You can read about the lab on this post. This is a great lab for kids to practice experimental design.
I purchased LED tap lights from Amazon but they can also be found at home improvement stores.
They work with a little finesse. Here is what the kids need to use:
Students need to focus on the vaseline above the grid. If they focus on the graph paper, they won’t see any particulates. They need to hold the hand lens about 3-4 centimeters above the petri dish. That way it focuses on the particulates.
This method does work, but it takes a little more practice from the kids to see the particulates.
One way to help students memorize the 3 atmospheric processes they need to know for the AP
® Exam is to have them draw. Research indicates that sketching or drawing information helps students learn. From my own experience, drawing with chalk helps my students memorize better than drawing on paper. Its a fun activity in groups and the kids truly learn. The 3 processes are:
- Tropospheric Ozone Formation (ground-level ozone in smog)
- Stratospheric Ozone Depletion (the ozone hole)
- Acid Deposition (Acid Rain)
Supplies for Chalk Drawing
I use chalk, because it is the most economical (and eco-friendly) choice. The best chalk is from IKEA–seriously. A few boxes will last the entire year or more. Since I teach 170 students in APES, this is the best option for me.
You can write on lab tables if you have the standard science black finish. If not, you can draw with chalk outside.
Instructions for Chalk Drawing
My students follow the instructions on this document. I do not have them look up information and make their own drawing, because I do not want them looking up and copying diagrams on the internet. I want them to draw out the processes with the details and specifics that have been asked on released AP
® Exams. They will learn when they use their brains to make pictures.
We do the 3 drawings on separate days so that students keep the details separate in their brains. Each processes takes about 20 minutes to do and my students work in groups of 4.
I check the drawings when they are fineshed and then they erase with water and paper towels. It is an activity that truly helps students learn the complicated processes needed for the AP exam.
® is a trademark registered and/or owned by the College Board which was not involved in the production of, and does not endorse this site.
I give students “The Great APES Booklet” at the beginning of the year and tell kids to keep as reference. I find these booklets are better than a syllabus to convey information needed periodically through the year.
In the booklet, I have information about websites they need to access, extra credit, apes binder, late work etc.
My students’ favorite lab is building and taking care of Ecocolumns. This lab gives them practice in long-term data collection and a myriad of other essential topics in APES. Here are the posts you can click on to learn how to build, buy supplies and assess ecocolumns.
The following posts are the order in which students should build ecocolumns. The fish doesn’t come for 2 weeks!
- Cutting and Filling Ecocolumns
- Planting Seeds, Setting up Data Charts, Taking Soil Data
- Adding Bugs, Worms and Leaf Litter
- Building the Aquatic Chamber
- Adding fish
When things go wrong
Data and Assessment
I really like this biomagnification activity from the Monterey Bay Aquarium. I discovered this activity in a Monterey Bay Aquarium workshop at a conference I attended a couple of years ago. Its accessible for different levels of learners in regular NGSS Biology and regular Environmental science and has enough technical science for AP® kids.
The materials are easy to use and cheap. My school laminates for me to make the items durable for many years.
This activity focuses on POPs-Persistent Organic Pollutants and then plastic pollution in the ocean, but we discuss mercury pollution in top predatory fish as well.
How to do the Biomagnification Activity
The instructions from the Monterey Bay Aquarium are easy to follow, but here are some pictures that may also help.
I use the center lab table in my lab, but you can do this outside or inside on the floor. I spread them out and don’t worry about turning them all over. I tell students they can only “hunt” with one hand and place the molecules in the other hand.
Students need to tally their POPs only. Then, they write their POP total on a mini post-it note.
The first round is all the phytoplankton–about (15-20 students). The second round is all the zooplankton (about 8-9 students), then the sardines (5-6 students), salmon (2-3 students) and finally 1 human. After the phytoplankton hunt, the other hunters during their round take the tally of POPs on the mini post-it-note from the previous trophic level and then continue to hunt on the table.
After the simulation, students answer questions, read and annotate/highlight.
I make copies of pages 8-10 of the document for my students. This is nice, easy and meaningful biomagnification activity for my students and leads well into Water Quality.
Students in science classes often have differing math abilities and its difficult to cover math without boring some kids and losing other kids. One way to approach is to allow student to have choices on how to approach the math problems. This is a form of differentiation and allows kids to take ownership of their own learning. To do this method, you will need videos of your math lessons. This is not a onerous task. I usually record a worksheet in just 15 minutes on the Explain Everything app. I upload to Youtube, or Google Drive and share the links on Google Classroom.
Since videos are recorded, students can go at their own pace and direct their learning.
Introducing Differentiation to Students
Kids do well when they understand “why”. I go over the Immediate Goal with them:
- To practice how to do various energy word problems in order to get a good grade on Exams, the Final Exam and the AP® Exam.
And the Ultimate Goal:
- Life is made of word problems. You can use these skills as you analyze household bills, your car’s fuel efficiency, purchasing decisions, etc. Some of you will also need these skills in your career.
Directions for Students
- Skim your paper/s
- Make a choice on how to proceed
A. Work through problems on own–persevering through difficult ones until your brain clicks and you have an “Aha” moment. Check answers with key when finished. Sample Answer Key:
B. Work through problems on own, when stuck for longer than 1-2 minutes on a problem, check solution and answer on key. Then, go onto the next problem without the key.
C. Work through the easier problems on own, skip the harder ones. Then, watch the video to check answers on the easier ones and to learn how to solve the harder ones. Fast forward the video to the problems you need help with. Example Video Below:
D. Watch the videos in their entirely to learn how to solve the problems.
NOT an Acceptable Choice: Copy the solutions and answers from the key or from a friend. You will earn a bad grade on your next exam, the final exam and the AP® Exam.
- Tell your elbow part which one you are going to choose and why
- Can you switch later? Absolutely
- Can you start one way and then change? Absolutely
Grade your students not only on completion, but also for following one of the choices. Rotate around the room to make sure they are on task. Accountability comes when students take an exam and know or don’t know how to do the problems.