1. Government Resources for Inquiry- Based Learning in AP Environmental Science APAC / July 20 th, 2012 Dr. Mark Ewoldsen, College Board Advisor on the AP Env. Science Test Development Committee Karen Lionberger, Director of Curriculum & Content Dev. College Board – AP Program

2. Goals of the AP ® Science Revision To produce a more inclusive and more engaging program of study for each AP science discipline by identifying:  The concepts to be studied in depth and measured on the exams  The need for a reduction in breadth of course content and an increase in depth of understanding  The essential reasoning and inquiry skills that are to be supported with instruction and measured on the exams – science practices  Emerging areas of research that capture essential concepts within the discipline and engage diverse student populations

3. How do Students Feel About Labs Now? “Why do we have to learn this material?” “This is depressing...” “What is the purpose of this lab?” “How do I write the procedure?” “Are my results correct?” “Do I need to...” 2

4. 8 Paradigm Shift for Students (and Teachers)

5. 48 How “Scientific” are AP Sciences?

6. The Science Educational Reform Efforts & the “Science Practices” NRC’s (Common Core) Scientific and Engineering Practices 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information We are all speaking the same language! Compare the Science Practices for AP Science to the following:

7. “Cookbook” Labs Inquiry-Based Investigations  Almost any “traditional” lab can be modified to focus on student-centered inquiry  A spectrum of guidance can be given to students depending on the lab structure

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9. The Investigation is Over…NOW WHAT?  The post-lab discourse is one of THE most important aspects of the investigation….and often the most disregarded component  Students should engage in rich, didactic critique of their experimental design and analysis This allows students to engage in the practice of scientific argumentation/critique Through this discourse, student beliefs become transparent and create authentic formative assessment opportunities for teachers WHY is this important?

10. Gov't Resources Used in Inquiry-Based Investigations [Enter Presentation Name in Header and Footer] 10

11. EPA – Greenhouse Gas Emission Inventory Gas / Source1990200520062007200820092010 CH 4 Total*668.3625.8664.6656.2667.9672.2666.5 Natural Gas Systems189.6190.5217.7205.3212.7220.9215.4 Enteric Fermentation 133.8139.0141.4143.8143.4142.6141.3 Landfills147.7112.7111.7 113.1111.2107.8 Coal Mining84.156.858.157.866.970.172.6 Manure Mgt31.747.948.452.751.850.752.0 Rice Cultivation7.16.85.96.27.27.38.6 Gas / Source1990200520062007200820092010 CO 2 Total*5,100.56,107.66,010.06,118.65,924.35,500.55,706.4 Fossil Fuel Combustion 4,738.35,746.55,653.05,757.85,571.55.206,25,387.8 Electricity1,820.82,402.12,346.42,412.82,360.92,146.42,258.4 Transportation1,485.91,896.61,878.11,893.91,789.81,727.91,745.5 Industrial846.4816.4848.1844.4806.5726.6777.8 Natural Gas Systems 37.629.930.831.032.832.232.3 Waste Incineration 8.012.5 12.711.911.712.1 Tables: EPA Inventory of US Greenhouse Gas Emissions and Sinks: 1990 – 2010 (Tg or million metric tons CO 2 Eq)

12. Incorporating the Science Practices  Create representations & models | SP 1.1  Evaluate sources of data | SP 4.4  Analyzing data to identify relationships & trends | 5.1  Evaluate evidence in data sets in relation to scientific questions | 5.3 2005 2006 2007 2008 2009 2010

13. NASA & NOAA Data Sets: Climate Change 13 [Enter Presentation Name in Header and Footer]

14. Resources for Student-Centered, Inquiry-Based Learning

15. 41 Image-J Montage - Insolation

16. 42 Image-J Animation - El Niño

17. 43 ArcMap - Zebra Mussels

18. ArcMap Data Analysis Yellowstone Fires 45

19. AEJEE Earthquakes 44

20. Google Earth - Turtle Travel 46

21. NASA Instructional Modules  Providing case-studies and project-based earning opportunities for students  Instructional modules are grounded in real-world data that teachers can use to support inquiry-based investigations  Allows students to engage in authentic problem-solving activities that incorporate both math and science principles/concepts

22.  Some modules are Pre-AP level and lay the foundation for future work at the AP level by engaging students in critical thinking activities and the “science practices”

23. Project-Based Learning: Wheeling Creek

24. Using Data Sets: Physical & Chemical

25. Using Data Sets: Biological Sampling Other Data Provided:  Sampling info for Crustacean, Mollusks, Annelids  Includes EPT index  Gives Shannon Index of diversity

26. “Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, For knowledge is limited to all we now know and understand, while imagination embraces the entire world, while imagination embraces the entire world, and all there ever will be to know and understand.” and all there ever will be to know and understand.” 49 – Albert Einstein

27. Open Discussion… Questions or Comments, Contact AP: Karen Lionberger Director, AP Environmental Science, klionberger@collegeboard.org Questions or Comments, Contact AP: Dr. Mark Ewoldsen College Board Advisor: AP Environmental Science mewoldsen@lcusd.net Link to materials today… Google Dr. E’s Science Page

28. Thank You [Enter Presentation Name in Header and Footer] 28