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"Scott was outstanding! He was well-planned, and values our time (which he made feel like it flew by). I appreciate how he modeled strategies while teaching us, embedded activities, shared misconceptions and much of his learning based on experience. I think he made this experience the best it could be!"
"Scott's enthusiasm for AP Environmental Science was evident throughout the entire week. He led a phenomenal summer institute, doing an outstanding job of clearly explaining key concepts and emphasizing what’s important for the AP exam. In addition, he shared a wide variety of engaging activities and resources that we can take back and use in our own classrooms." |
SCOTT SOWELL
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SCOTT SOWELL
Scott Sowell is in his 30th year in science education, having taught at the middle, high-school, and college levels. He currently teaches AP Environmental Science (APES) at Atlantic Coast High School in Jacksonville, Florida. He is also an APES Consultant, APES Reader, and APES Development Committee Member with the College Board. Outside of his work with APES, he enjoys being a mentor teacher, as well as the sponsor of his school’s Florida Future Educators of America organization as well as the Envirothon team. He received his Ph.D. in Science Education in 2004 from Florida State University, focusing on the relationships between equity and nature of science understandings. Dr. Sowell was recently awarded the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST) from The White House Office of Science and Technology Policy. In his spare time, he loves to hunt sharks’ teeth on the beach and explore Florida’s state parks.
Scott Sowell is in his 30th year in science education, having taught at the middle, high-school, and college levels. He currently teaches AP Environmental Science (APES) at Atlantic Coast High School in Jacksonville, Florida. He is also an APES Consultant, APES Reader, and APES Development Committee Member with the College Board. Outside of his work with APES, he enjoys being a mentor teacher, as well as the sponsor of his school’s Florida Future Educators of America organization as well as the Envirothon team. He received his Ph.D. in Science Education in 2004 from Florida State University, focusing on the relationships between equity and nature of science understandings. Dr. Sowell was recently awarded the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST) from The White House Office of Science and Technology Policy. In his spare time, he loves to hunt sharks’ teeth on the beach and explore Florida’s state parks.
COURSE DESCRIPTION
During our time together we will explore the APES course and collaborate on ways to maximize our students’ learning. In addition to taking deep dives into the content of each of the nine major units, here are some other goals for our time together:
- Understand the structure of the APES content (e.g., Big Ideas, Learning Objectives, Essential Knowledges, etc...)
- Key labs and activities for each unit. Some of these labs/activities you will be actually doing during the workshop, if materials are available. For others, I will be providing you with lab instructions, key ideas to maximize impact, and photos to illustrate what the lab looks and feels like for a learner.
- How to spiral/scaffold/assess the seven major science practices, including experimental design and data analysis
- Teaching the APES math
- Using FRQs (Free Response Questions) effectively in the classroom
- Using graphical representations and models in APES instruction
- Formative and summative student assessments
- Developing your own APES course pacing and syllabus
- Exploring the resources available on AP Classroom
- Completing the Course Audit for the College Board
- Useful documentary films, interviews, and video clips
- Preparing students to be successful on the AP exam
- Discussing ways to best broaden student access to our course
AGENDA
Below is a tentative agenda. This may be modified slightly to address participants’ specific needs or to increase collaboration.
Day 1
- Course Overview and Course Audit
- Science Practices
- Legislations in APES
- Deep Dive: Unit 1 – Ecosystems
- Lab Activity: Food Chains, Food Webs, and Disturbances
- Lab Activity: Food Chains, Food Webs, and Disturbances
- Exam Overview
- Course Planning: Session 1
Day 2
- Deep Dive: Unit 2 – Biodiversity
- Lab Activity: Island Biogeography
- Lab Activity: Island Biogeography
- Deep Dive: Unit 3 – Populations
- Lab Activity: Population Estimation
- Lab Activity: Age Structure Diagrams
- Lab Activity: Survivorship Curves
- Lab Activity: Population Estimation
- Free Response Questions (FRQs)
- Task verbs, key strategies, using FRQs effectively as assessments
- Task verbs, key strategies, using FRQs effectively as assessments
- Deep Dive: Unit 4 – Earth Systems
- Lab Activity: Soil Composition & Properties
- Lab Activity: Soil Organic Matter
- Lab Activity: Soil Composition & Properties
- Deep Dive: Unit 5 – Land/Water Use
- Lab Activity: Tragedy of the Commons
- Lab Activity: Bees & Fungicide Use
- Lab Activity: Tragedy of the Commons
Day 3
- Strategies for teaching APES math
- Deep Dive: Unit 6 – Energy
- Lab Activity: Geothermal Heat Exchange
- Lab Activity: Geothermal Heat Exchange
- APES Course Equity/Access
- Deep Dive: Unit 7 – Atmospheric Pollution
- Lab Activity: Particulate Matter Air Pollution
- Lab Activity: Particulate Matter Air Pollution
- Deep Dive: Unit 8 – Aquatic/Terrestrial Pollution
- Lab Activity: Water Quality Testing
- Lab Activity: Eutrophication
- Lab Activity: LD50 / Soil Salinization
- Lab Activity: Water Quality Testing
- Course Planning: Session 2
Day 4
- Using Instructional Planning Reports
- Deep Dive: Unit 9 – Global Change
- Lab Activity: Ocean Acidification
- Lab Activity: Ocean Acidification
- Overview of AP Classroom
- Course Planning: Session 3
- Reflection