Hello Educators!

         Another unit down! I am excited for this one...

       Unit 1, The Living World: Ecosystems, was a doozy in the best way. It is big, content heavy, and foundational, with tons of vocab and intricate details, and those core ideas are the perfect anchor for the rest of the course. Now that students understand how abiotic and biotic factors shape ecosystems and how energy and matter move through them, we can zoom in on how those drivers impact the biodiversity of a place and why it changes over time.

       That being said, students usually enjoy Unit 2 (The Living World: Biodiversity) more than Unit 1. It is shorter and lighter on content. The content is more intuitive and big picture driven. As always, I aim for relevance and buy-in by creating mission-based storylines where students play a facet of an ecologist’s work. Within these aligned activities, they gather evidence, analyze patterns, and propose solutions like real environmental lawyers, paleoclimatologists, field ecologists, and island biogeographers. Expect more mission-based labs, more data to interpret, and more authentic problem solving that connects what they learned in Unit 1 to conservation decisions in the real world.

        Let’s break the activities down in lesson order...

• Description: Students become “Mother Nature” and move through two immersive case studies: a wildflower meadow converted to a sunflower-oil farm and a mangrove coast converted to shrimp ponds. Instead of matching terms, they log annual dollar amounts in a clean ledger for natural, sustainable, and unsustainable sites, then fast-forward five years to reveal the “damage receipts” when once-invisible services (pollination, soil formation, storm buffering, nursery habitat) disappear. They separate project/conversion revenue from true ecosystem services, record one example per category (Provisioning, Regulating, Supporting, Cultural), and compute the bottom line for Year 0 and Year 5.

Justification: Previously, students picked a national park and listed services or made a “thank-you” poster—too passive; many just Googled and copied. I wanted a mission-based storyline that centers a missing stakeholder: Mother Nature. This activity turns ecosystem services into a concrete balance sheet so students can see (via simplified numbers) the value of services and the costs of ignoring them for short-term gains. Along the way, they practice identifying services and explore two classic APES contexts: agricultural conversion and mangrove loss. Alignment GOLD.

Teaching-Tips: Students need computers. Keep the file in slideshow mode and instruct them to navigate only with the on-screen buttons, or they’ll get very lost.

Materials: Just the printed handout and access to computers. 

​​Description: Students become paleoclimatologists and read layered ice like a time capsule. Using a simple, reusable pool-noodle model (or the no-prep paper version), they analyze a 10-layer “ice core” that includes CO₂ concentrations (blue bubble circles), volcanic ash bands, wildfire soot rings, and pollen. They plot CO₂, trace a temperature line, and identify when major events (eruptions, wildfires) occurred. Then they match their ice-core timeline to a photo of a nearby sediment core, using the fossil record in the sediment as a sea-level proxy to correlate inferred temperature with sea-level change.

Justification:  This lesson targets the suggested skill—data analysis: describing patterns and trends—while keeping the focus on Unit 2 essentials (long-term climate patterns over geologic time and climate proxies), not Unit 9’s emphasis on modern human impacts. The pool-noodle core replaces messy, melt-prone “make-a-core” labs (coffee/Pringles cans) with a low-prep, high-reuse model that students can handle directly. By interpreting multiple lines of evidence (gas bubbles, tephra/ash, charcoal, pollen) and linking them to inferred temperature, students practice authentic climate-science reasoning—spotting correlations, inferring cause/sequence, and telling the climate story from the data.

Teaching-Tips: Buy a pack of 6–8 white pool noodles and cut them in half to make 12–16 ice cores so students can work in pairs (smaller groups are always ideal). Each pool noodle takes about 10–15 minutes to make— not ideal, but they’re reusable year after year. For enrichment, flip over a huge cardboard box, cut holes, and have students “pull” the ice cores out of the “ground.” I used fake snow from my Christmas decorations to fill the space, but next year I’ll just glue on white computer paper.

Materials: to prepare the half pool noodles for students: white pool noodles (cut in half) and permanent markers (blue, orange, black, brown)

Description: A fun twist on the classic beak-adaptations lab. Unlike many versions, students cycle through four distinct scenarios that highlight the delicate balance between an ever-changing environment and organismal adaptations.

Justification: This lab is grounded in the real-life work of the Grants (introduced in the pre-lab video). Students get to compete and “survive,” while also recognizing that plants, finches, and environmental conditions never stay static.

Teaching-Tips: Review the lab document about a week in advance to confirm materials. Sometimes the “plants” and “seeds” need a little tweaking so students generate clear data. I fit one group’s materials into a single 1-gallon baggie. It’s easy to pass around during the pre-lab video and cleanup. Then stash the baggies in a cupboard for next year. 😊

Materials per group of 3-4 students: 

• One student handout per student, One data table per group,
• Large Seeds: Large pom pom craft fluff balls or cotton balls (5/group
• Small Seeds: Small pony beads or beans (15/group)
• Skinny Seeds: broken popsicle sticks or toothpicks (15/group)
• 1 pair of chopsticks per group
• 1 clothespin per group
• 3 plastic spoons per group
• 1 plastic/paper bowl per group
• 3 test tubes or vials per group (I use plastic ones with a flat bottom). 

Description: Students are field ecologists hopping from island to island in a volcanic hotspot chain, substituting space for time as each island serves as a natural “time machine” from youngest to oldest. Along the way, they map how soil develops and how communities assemble from bare rock, and they examine how disturbances can shift that path. On the back of the one-page worksheet, scaffolded, inquiry-based questions prompt them to think like real ecologists.

Justification: It’s hard not to default to the classic worksheet here—Google “ecological succession” and you’ll see the same diagram everywhere. Most worksheets have students cutting and gluing these identical plant-community pictures and answering basic recall questions. I put my thinking cap on: how could I create a mission-based storyline that feels different, especially when succession unfolds over hundreds of years? In this version, we swap time for space by centering the story on a volcanic hotspot, which also lets me weave in a Unit 4 concept. The idea came from this video (the quality isn’t good, but the explanation is excellent). Plus, the plant succession is on a tropical island, so the visuals feel fresh. On the back, I added scaffolded, inquiry-based questions to truly elevate this to an APES-level resource.

Teaching-Tips: The digital walkthrough is very short and optional, but having actual photos is still helpful (no AI images).

Materials: computers (optional but recommended), scissors, glue

Description: Students investigate (before formal instruction) how island size and distance from the mainland shape biodiversity. In a simple lab, they collect species-richness data across “islands” that vary in area and isolation, then compare patterns to infer the species–area relationship and the distance (immigration/extinction) effect.

Justification: Placed at the end of the unit, this lab pulls together the how and why of biodiversity. It shifts students from memorizing terms to reasoning like ecologists: making predictions, gathering evidence, and explaining patterns. The takeaways are actionable (bigger, closer, and better-connected “islands” (or habitat patches) support more specie) so it neatly ties earlier ideas (fragmentation, corridors, genetic diversity) into one coherent model. It’s engaging, low-barrier, and a satisfying finish.

Teaching-Tips: This lesson intentionally unfolds out of the usual order to preserve discovery. Teach the first half of the PowerPoint (it’s already split up for you), show the “From Ants to Grizzlies” video, run the lab and collect data, then return to finish the PowerPoint to formalize the model, and wrap with the post-lab analysis. 

Materials  per group: 

• Large poster paper or paper broken off from paper roll
• 100 pony beads (sub any type of bead)
• Ruler
• Black marker
• Funnels with opening large enough to fit pony beads (optional but recommended)

     

       After wrapping up biochemistry, it’s time to zoom in on one of my favorite units...CELLS. This unit is packed with mission-based adventures, hands-on labs, and visual learning activities that help students make real connections between cell structure and function. If you love storytelling in science, your students are going to be all in for this one.

      As always, I stick to a flexible, high-impact structure:

• A 10-minute bell ringer to review last class's concepts
• A 20-minute PowerPoint lecture with guided notes
• A 45–60 minute activity to apply what they’ve learned
• Any extra time is used for Review & Reflect study guides, which reinforce the essential outcomes of each lesson and give students a chance to self-assess and deepen their understanding.

Here is the lesson-by-lesson (all NGSS-aligned) breakdown:
1. Introduction to Cells (Cell Theory)
2. Prokaryotes vs. Eukaryotes
3. Animal Cells
4. Plant Cells
5. The Cell Membrane 
6. Cellular Transport
7. Osmosis 

​​Description:  We’ve all done the classic agar cube lab: cut some cubes, calculate surface area-to-volume ratios, and call it a day. But let’s be honest...it can feel like watching paint dry (or, more accurately, watching a cube slowly turn clear). This upgraded version brings the concept of cell size to life with a twist. Students explore four agar “cells” of different shapes, including a large, flattened cube that changes the game. What makes it memorable? The lab is wrapped in a story-based mystery. Students become zoologists investigating Zuberi, an African elephant who’s suddenly lethargic after surviving a lion attack. Their mission is to uncover what’s wrong by exploring how surface area affects diffusion. Hint: it all connects to her bandaged ears and the biology of cooling down. They will see that surface area goes beyond cells and can be applied to ANY level in the hierarchy of biology. 
Justification: The original agar lab often feels disconnected from real biology. This version changes that by adding purpose and narrative. Students aren't just observing a chemical reaction. They’re solving a problem that connects surface area to real life. Plus, this concept comes back again and again across units like diffusion, organelles, thermoregulation, and homeostasis.
Teaching-Tips: I made a short video (see below) showing how I prep the agar (and yes, everything is Amazon-friendly). I recommend using twistable plastic containers with lids. They're leakproof, reusable, and make clean-up easy. 
Materials: Agar, 0.4% Bromothymol blue (OR Phenolphthalein + 0.1M NaOH), molding dishes/pans, Tupperware/beakers, vinegar, spoons

​​Description:   Most microscope labs have students rotate from station to station, draw what they see, and answer some follow-up questions. That’s fine, but let’s level it up. This version adds a storyline twist. Students travel through time, starting with Robert Hooke’s cork cells and ending with advanced electron microscope images of tardigrades. Along the way, they follow the development of the cell theory, compare prokaryotic and eukaryotic cells, and see firsthand how technology has shaped scientific discovery.
Justification: Getting microscopes into students' hands is essential. The first time they see living cells, their reactions are priceless. You’ll hear so many “Wows!” you’ll lose count. Adding a timeline structure turns this from a random station rotation into a purposeful journey through the history of cell science. Students leave with a better understanding of both content and the scientific process.
Teaching-Tips:

• Don’t have students search for the images themselves. Pre-load the microscopes for each station. This prevents confusion and helps students stay focused.
• Every station includes two versions. If you have the slide, great. If not, no problem — use the digital version instead.
• I recommend making a cheek cell slide live in front of students. It only takes one minute and adds serious wow-factor, especially when students get to see their own cells.
• If you can, order live protists (I get them from Carolina Biological) for one of the stations. Just note that most science supply companies won’t ship live cultures to arrive on a Monday or Tuesday. Plan accordingly.

Materials: 1-14 microscopes, slides (cork/cambium, bacteria, protozoa, live protists, live elodea leaf, onion root, cheek cells, any plant or animal slides you have on hand)

​Description: In this creative twist on analogy-based learning, students compare a plasma cell producing antibodies to fight against a virus to a city producing robots to fight off a zombie apocalypse. They should be able to fold their papers on the dotted line and see the analogous structures touch! As students cut, paste, color, and label their scene, they deepen their understanding of protein synthesis, cell structure, and organelle function. After building their zombie-fighting city, students flip the page and answer scaffolded, inquiry-based questions that connect the analogy back to real cell biology.

Justification: Typical organelle analogy worksheets often feel disconnected. Students are asked to match cell parts to random classroom or city features with no real storyline or stakes. This activity fixes that. It frames the entire analogy within a realistic biological scenario, where zombies act as virus stand-ins and plasma cells spring into action. It blends creativity, interaction, and purpose, making it the ideal way to review cell structure and function in a memorable way.
Teaching-Tips:

• Read the short background story as a class to hook students and establish the mission.
• Complete the first step or two together before releasing them to work independently.
• No prep beyond printing and gathering some basic supplies.

Materials: Colored pencils, scissors, glue

​​Description: This is a simple but effective activity for helping students distinguish between plant and animal cells. Students either cut and paste or draw organelles onto a Venn-style template, placing shared organelles on the dotted line and unshared ones outside it. The layout is clean, visual, and approachable for all learners. On the back, they answer editable, scaffolded questions that encourage deeper thinking and real-world application of the differences between cell types and organelle functions.
Justification: Not every activity needs a storyline. Sometimes students just need a clear, visual comparison tool that helps them organize what they know. This one does that, with a format that’s a big upgrade from the classic “write it in two overlapping circles” worksheet. It’s especially great for visual learners and makes a perfect review, homework, or sub-day assignment.​
Teaching-Tips: No teaching tips! This would be a great sub-day activity.
Materials: Colored pencils, scissors, glue

​​Description:   This one took me three years to get just right, but it's finally everything I wanted: engaging, strategic, story-based, and easy to run. The mission? Students race to actively pump all the toxin molecules out of their cell before anyone else. Along the way, they sabotage their opponents by forcing toxins to passively diffuse in, while spending precious ATP tokens to pump their own toxins out.

But there’s a catch — they have to build the cell membrane first. Students spend Day 1 designing and assembling their game board (from cut outs provided) while learning the structure of the membrane. On Day 2, they dive into the transport game. When the round ends, they flip their boards over and complete scaffolded, inquiry-based questions to tie gameplay back to real cell biology.
Justification: This game hits all the marks. It’s mission-driven, competitive, and actually teaches the difference between passive and active transport in a way students won’t forget. Because they physically build their game board, repeat the transport processes over and over, and see strategy affect outcomes, the concept sticks. Plus, it’s finally low-prep for teachers  (no laminating or cutting out cards).
Teaching-Tips: 

• Show the intro video before starting (see below)
• Playing cards are super affordable on Amazon (you can buy them in packs).
• Poker chips, bingo tokens, or any flat counters work great for ATP.
• Beans, beads, or cereal make perfect “molecules” for the game  

Materials: Every group gets 4 worksheets (game boards), a deck of cards, a pile of tokens (like 30-40), and "molecules" in the form of beans, beads, or cereal (each player needs 20).

​Description: Osmosis can be a tricky concept, but this no-prep, self-paced BOOM Learning activity turns it into a 45-minute mission-based adventure. Students take on the role of investigators following a mysterious tip that leads them to an abandoned marine boathouse, where four mermaids are trapped in a rapidly leaking tank. Using clues from the scene and their knowledge of red blood cell tonicity, students must determine each mermaid’s natural habitat and uncover a clever twist before time runs out.
Justification: For years I ran traditional osmosis labs using gummy bears or eggs, but with growing class sizes, it became a mess. Now, I do the shell-less egg as a teacher-led demo using maple syrup as my hypertonic solution (the results are so cool!) and let students tackle this fully immersive digital mission instead. It’s more engaging, easier to manage, and just as effective. The self-checking BOOM cards keep students on track, while a printable worksheet holds them accountable and reinforces the science with inquiry-based questions. No materials. No cleanup. Just high engagement and deep understanding — all in one class period.
Teacher Tips: non here. Just the normal gradual release (read the backstory with them)
Materials: No physical handout for this one...just computers. If you do the gummy bear osmosis lab, you will need three small cups (I use dental cups), 3 gummy bears, salt, and a scale per group. 
​
YOU CAN ALWAYS DO THE GUMMY BEAR OSMOSIS LAB INSTEAD OF OR IN ADDITION TO (It's in the bundle)

     Teaching cells doesn’t have to feel like slogging through vocab lists or memorizing organelles with no real connection. When students are part of a mission, when there’s a storyline with purpose, the learning sticks.

    Whether you’re diffusing agar cubes to save an elephant, fighting zombies with protein synthesis, or racing to detox your cell in a transport showdown, these activities are designed to make biology feel meaningful, memorable, and fun. And the best part? They’re flexible enough to work with your schedule, your students, and your teaching style.

    If you want to explore these missions and more, check out the full MP Science Cell Structure & Function Unit Bundle on TpT. It's packed with ready-to-go resources, digital and hands-on options, and plenty of storyline twists to keep your students thinking like real scientists.

Thanks for reading and happy teaching!
Ashley Grapes (Science with Grapes)

      Hello Educators!

                 As I overhaul my APES curriculum this year, I’m committing to writing a blog post for each unit. Not just to highlight what’s new, but to give you an honest look at why I designed it the way I did. Each post will walk you through the unit’s overview, my rationale behind the structure, and tips for making it run smoothly in your classroom. 

              As a side note, excuse the bare looking website here. I am in the process of building a new website, but it's not ready yet! This blog page will get transferred over last :) 

                  Let’s start at the beginning with Unit 1: A Living World - Ecosystems.

                   There are many teachers who teach the CED for AP Environmental Science out of order. The most popular mix-up is to begin with Unit 4: Earth's Systems and Resources. Unit 4 sticks to natural abiotic aspects of ecosystems (tectonics, soil, watersheds, climate, weather) that lay the foundation for biotic factors, and thus productivity and biodiversity. So, since the rest of ecosystems build off of these abiotic principles, it makes logical sense to begin here. However, I will stand firmly in the opinion that Unit 1 is still a better launching pad for students. Let me explain...
 
Reason #1: Unit 1 is easier to access, even though it’s longer
                     Many students haven’t taken Earth Sciences, which means Unit 4 hits them with a lot of unfamiliar and abstract material right out of the gate. Concepts like cation exchange in soil, air pressure systems, or even albedo and climate patterns are pretty heavy for the first few weeks of school. Plus, some of the hands-on labs (like soil testing) require skills students may not have developed yet.

Reason #2: Unit 1 builds comfort, connection, and confidence

                  Unit 1 takes a “big picture” approach to ecosystems (how energy and matter move between abiotic and biotic components) and this makes it more intuitive, engaging, and fun for students. Right away, they’re introduced to the idea that everything in the biosphere is connected. By starting with Unit 1, you’re planting the seeds for all other units, helping students develop a mental map of the course. Later, when you get to Unit 4, they’ll already have a reason to care about "dry" topics like soil and watersheds because they’ve seen how they influence productivity and biodiversity. They’ll connect Earth’s climate patterns to biome distribution and feel more confident tackling heavier lab work because they’ve already built-up experience from earlier, more approachable labs.

                  In short, Unit 1 helps your students start strong, feel capable, and see the bigger picture, which is exactly the kind of mindset we want as they begin the adventure of AP Environmental Science.

                     Now, just because I don’t mix up the units doesn’t mean I don’t mix up the standards within a unit! In fact, I do this often, especially when it makes the learning flow more naturally. Unit 1 is intentionally structured as “Big Picture → Details,” which aligns with how students actually learn best.

                     I begin Unit 1 with the actual first standard: Introduction to Ecosystems (1.1), followed by my first mix-up: Energy Flow and Food Webs (1.9, 1.10, 1.11). The idea of energy flowing through ecosystems is essential for understanding productivity, biomass, and biodiversity. Plus, most students have at least some prior knowledge of food webs and trophic levels from Biology, which makes these lessons the perfect on-ramp into APES. It's a smooth, confidence-building start to the year.

                  Next, I move into the biomes, starting with Terrestrial (1.3) and then Aquatic (1.4). What might seem strange (but intentional) is that I sandwich my lesson on Primary Productivity (1.8) right between the two. The reason is because my primary productivity activity centers on a diver descending deeper and deeper into aquatic zones, studying producer adaptations, calculating NPP, and connecting these ideas to biodiversity. Once students understand how light and nutrients limit productivity in aquatic zones, they bring that insight into the Aquatic Biomes lesson, making the concepts stick and the learning more meaningful (plus we can start introducing human impact). 

           I finish Unit 1 with the biogeochemical cycles, saving the most abstract material for when students are ready for a challenge. We start with the Hydrologic Cycle (1.7), the easiest and the perfect bridge from Aquatic Biomes. Then we move into the Carbon (1.4), Nitrogen (1.5), and Phosphorus (1.6) cycles, building layer by layer. These are the hardest concepts of the unit, but by now, students are armed with background knowledge, curiosity, and confidence. They’re no longer intimidated...they’re intrigued. And that’s exactly how you want them to feel heading into Unit 2.

                 ​I often see posts on social media from teachers saying things like, "My students are complaining about the workload," or "They’re choosing not to take the exam," or "They’re just not doing the work at home." Let’s be honest...this class is hard. The amount of content in AP Environmental Science is immense, and most of us don’t have time to explore each standard in the depth we’d prefer. So, we keep moving, flipping our classrooms, assigning hefty homework loads, and hoping students keep up. But when students aren’t truly bought into the course, this workload can start to feel punishing. The result? Resentment and apathy...two emotions that are neither conducive to learning nor growth.

                  In those same spaces, I also hear responses like, "Well, this is a college class," or "It’s not my job to entertain them," or "Students don’t know how they learn best." I get where that’s coming from, but I take a different approach. If students are telling us they don’t enjoy the class or the learning style…we should listen. APES is one of the most meaningful classes they’ll ever take. The topics are extremely relevant, and world-changing. We have the opportunity to make students care...not just about the test, but about the world around them.

              That doesn’t mean reducing rigor. I work in a performance-pay state where my test scores directly affect my salary. I don’t assign nightly textbook readings or require students to watch long videos at home. And yet, my students routinely perform well and enjoy the class. I believe it’s entirely possible to hold high standards while making learning fun, accessible, and personal.

                  It’s hard to condense everything I do into a few paragraphs, but here’s the heart of my approach: connection, clarity, and creativity. I aim to build strong relationships with my students, teach with strategies that work, and design lessons that are mission-driven, hands-on, and inquiry-based. That balance of structure and excitement is what keeps my classroom thriving.

        My classes are 90 minutes every other day, and they follow a predictable and purposeful format:

1. Bell Ringer (10–15 minutes): Each unit has a “theme,” and the bell ringers build toward mastery of it. For example, Unit 1 focuses on scientific design. By the end of the unit, my students are experimental design pros. I use a stamp system (1 or 2 stamps depending on effort and accuracy), and stamps can be redeemed for bonus points. It’s a great way to build consistency, manage phones, and start class strong. Yes, I do skip bell ringers sometimes if we have a very busy class or a shortened day.
2. Mini Lecture (20 minutes): Personally, I’ve found that my students engage far more with live instruction, and research suggests that flipped classrooms often fall short when students aren’t given enough structure or support. Especially in content-heavy courses like APES, in-person teaching provides the real-time feedback and accountability students need to stay focused and build confidence. I pair each lecture with guided notes that double as a personalized textbook. These are meant to look like graphic organizers - a content map filled with their own scribbles, highlights, and insights. My students actually use them and take ownership in a way that just doesn’t happen with a traditional textbook.
3. Hands-On Lab or Activity (45–60 minutes): Traditional labs can sometimes be complicated, overwhelming, or just plain time-sucking and the actual learning objectives can get lost in the shuffle. For example, I personally choose to skip eco-columns in Unit 1. While they do cover all the right topics and aren’t conceptually difficult, they require a lot of prep, class time, and ongoing maintenance. As teachers, we’re constantly doing a “cost-benefit” analysis, weighing time investment against learning return and eco-columns just don’t add up (for me). I’ve found I can meet the same standards more efficiently (and often more effectively) through shorter, more focused activities. My goal is always to design labs and activities that directly target the standards, tell a story and are mission-based when possible, and genuinely make students want to learn.  If students do not finish their work, they finish it at home (usually its conclusion questions at the end they have left).
4. Flex Time: Students use this time to complete interactive BOOM card reviews or take the weekly AP Classroom quiz. Each quiz is posted on Sunday at 11:59pm and covers content from the prior week.

The result? I don’t deal with chronic tardiness, skipping, or student apathy. My students show up, stay focused, and genuinely try—not just for a grade, but because I’ve built a class culture that is engaging, consistent, meaningful, and personal.

                       Luckily, this unit is very low maintenance. For context, I work in a school where class sizes are huge (last year I had a class of 46) and money is limited. I also teach 4 preps with different science classes back-to-back. My activities often reflect my circumstances by being low prep and with materials that are on-hand or easy to find. That being said, unit 1 has the least number of hands-on activities for me. In fact, the only materials (other than computers and colored pencils) needed is royal blue cellophane for the primary productivity lab. 

Teaching-Tips: Make sure students run the presentation in slideshow mode. The navigation buttons will not work otherwise, and students might get confused. For gradual release, you may want to complete the food web together as a class (since food webs are technically next class's topic) before letting them work independently. 
Materials: Just the printed handout and access to computers. While I love hands-on activities too, this digital case study uses immersive visuals to create a sense of escape. That visual storytelling helps students buy into the mission and engage more deeply.​

Teaching-Tips: Cut the blue cellophane into large squares that students can fold over 3 times (creating 8 layers) that they can look at the squid. No need to make glasses out of them. Save the blue cellophane year after year.  
Materials: cellophane, the printed handout, and computers.

Description: These BOOM Learning reviews give students a chance to explore the biogeochemical cycles through an interactive, self-paced, and self-checking digital platform.
Justification: I wanted students to interact with each cycle on a step-by-step level—and BOOM cards are perfect for that. Plus, there's zero grading on your end. Each review is paired with a worksheet featuring a full cycle diagram and targeted questions (already embedded in the guided notes if you buy the full unit bundle). If you purchase the BOOM reviews separately, the worksheet is included as well.
Teaching-Tips: Have students show their “Congrats, you finished!” screen and mark it as a 100% completion grade. Fast finishers can move on to the next BOOM review for Unit 1 to keep the momentum going.​
Materials: The handout, colored pencils, and computers. 

                  I know Unit 1 can feel long, and that’s because it is. In fact, it's the longest unit I teach all year. But the time investment is worth it. This unit builds the foundation for everything that follows. From energy flow and productivity to biogeochemical cycles and human impact, students will circle back to these core ideas throughout the course. By introducing them through engaging, inquiry-based activities, you are not just teaching the material, you are helping students connect the dots, build confidence, and truly enjoy environmental science. Unit 1 is more than just a starting point. It is a launchpad for student success.

                   I hope you found this blog post helpful as you plan out your first unit of the year. Whether you're new to teaching APES or just looking to refresh your approach, know that you're doing meaningful, important work and your students are lucky to have you. If you ever have questions, ideas to share, or just want to say hi, feel free to reach out. I love connecting with other passionate educators.

                       Thanks for reading, and happy teaching!
                       Ashley Grapes

        If you asked biology students about their favorite unit, many would enthusiastically choose heredity. For some, it’s a topic they fondly remember tackling in middle school, and even those new to it often grasp the basics quickly. With a strong foundation, students typically feel confident and eager to take charge of their learning as they dive into practice problems.

           That confidence, however, can sometimes be misplaced. If we focus solely on straightforward question setups and repetitive Punnett square drills, students may miss the deeper, analytical aspects of the unit—or struggle with the complex, wordy scenarios they’re likely to encounter on assessments.
​
          In this blog, I’ll share my approach to teaching heredity, blending engagement with inquiry-based strategies to ensure students not only enjoy the unit but also master its challenges.

           In high school, students must master both Mendelian and non-Mendelian genetics. To wrap up the unit and bring everything together, they tackle the most mind-bending (but incredibly rewarding!) concept: pedigrees. Here’s the progression I use to structure my heredity unit:

1. Introduction to Heredity (No Punnett squares)
2. Mendelian Genetics - Monohybrid autosomal dominance inheritance
3. Mendelian Genetics - Dihybrid autosomal dominance inheritance
4. Non-Mendelian Genetics - Incomplete dominance, codominance, polygenic traits
5. Non-Mendelian Genetics - Sex-linked inheritance
6. Pedigrees - They serve as the perfect culmination of everything students have learned.

​         In this blog, I’ll break down each lesson, share how I approach it, and explain why I teach it the way I do.

          Sticking with the philosophy of "slow and steady wins the race," it’s finally time to dive into Punnett squares. Of course, we start with the "standard" dominant/recessive inheritance—no teacher would begin with anything else! Mastering these foundational crosses is crucial, as they form the basis for understanding more complex inheritance patterns. I emphasize to students that while the terms "autosomal" and "monohybrid" might sound intimidating, breaking it down helps them feel more confident. After all, most Punnett square problems are presented in sentences, so students need to become comfortable with the vocabulary to avoid being thrown off.

          To solidify their understanding, I deliver a concise 20-minute lecture followed by multiple-choice practice questions. At my school, our grading platform lets me create automatically graded bubble sheets that upload scores directly into the gradebook. This real-time feedback allows me to quickly identify students who need intervention and those ready to move on to the inquiry-based activity. For differentiation, you may want to give struggling students a non-inquiry (practice-based) worksheet.

          Once students grasp these foundational crosses, they’re ready to tackle something more engaging. Too often, the mathematical nature of Punnett squares causes teachers to shy away from inquiry-based learning in this unit. However, it’s crucial to show students that heredity, like all scientific principles, can be applied to real-world scenarios—even magical ones!

       Dihybrid crosses—the part of genetics that makes students' eyes widen with dread. Since these aren't typically covered in middle school, they can initially feel overwhelming. Students need to learn how to determine parental gametes for two traits (using the FOIL method) and interpret a 16-square Punnett square. However, it's important to know they aren’t required to perform these crosses from beginning to end on state tests.

          While it’s beneficial for students to complete a couple of dihybrid crosses from start to finish, the real focus should be on two key skills that are tested: mastering FOILing to determine gametes and identifying phenotypes from genotypes when working with four-letter combinations instead of two. This ensures they grasp the essential concepts without unnecessary overwhelm. 

          For sex-linked traits, I keep it simple and focus only on X-linked inheritance (since I’ve never seen a Y-linked question on state tests). The biggest challenge for students? Remembering to include X and Y chromosomes in their Punnett squares. After finally mastering it, many struggle to switch back to regular annotation for autosomal traits in the next class. That’s why one of the key takeaways from this lesson is learning to carefully read questions and identify phrases like “autosomal,” “sex-linked,” or “carried on the X chromosome.” A well-written question will always provide these clues, signaling whether X and Y annotations are necessary. To reinforce this, I designed my sex-linked practice questions to include both autosomal and sex-linked examples—be sure to explain this distinction to students if you assign my questions.

          Pedigrees can be particularly challenging for students because they require a deeper level of thinking—backcrossing, test crossing, and analyzing multi-generational data to solve problems. A common misconception is that pedigrees are exclusively for X-linked traits. This likely stems from the frequent use of examples like the Victorian hemophilia family in teaching.

          It’s crucial to emphasize that pedigrees can track any trait—dominant or recessive, autosomal or sex-linked. The shaded symbols simply indicate the phenotype being tracked (so it could be dominant or recessive), and the inheritance pattern depends entirely on the question at hand.
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        Overall, the complexity and integrative nature of pedigrees make them an excellent capstone lesson for the heredity unit, tying together all the key concepts students have learned.

           Try switching things up by saving the multiple-choice questions for last, after the aligned activity. Letting students dive into a fun, creative challenge first can build their confidence with this tricky concept before tackling the more straightforward, disconnected questions.

       Last summer, I invested in several courses to improve my skills as a TPT seller, focusing on how to create high-quality products that teachers genuinely need. Throughout the courses, one platform kept coming up that I hadn't heard of before—BOOM Learning. Initially, I assumed it was more suited for elementary education and might not be relevant to my high school teaching. I’m so glad I was wrong! After exploring BOOM Learning, I was thrilled to incorporate new resources into my high school curriculum. From engaging reviews to interactive escape rooms, BOOM Learning offers a refreshing alternative to the usual, uninspired worksheets often given to older students. 

      Reviewing for the APES exam is essential. The vast amount of material covered ensures that even the strongest students will inevitably forget some of it. So, how can we effectively review? Practice questions, flashcards, worksheets, YouTube videos, and games are all useful methods, but each fall short in some way.

       I made a short video to explain how I use the platform to create self-paced, interactive resources...

​       By using the Flow Magic feature in the studio, I created review materials that:

• Are colorful and eye-catching
• Are interactive
• Are fully aligned with standards
• Provide instant feedback
• Don’t require grading (Can I get a Hallelujah?)
• Offer opportunities for repetition and practice
• Require ZERO prep and printing
• Are genuinely enjoyable!      

     
        How do I implement these in the classroom? My students can work independently or in pairs to complete the reviews. I find that when students collaborate, they tend to need less assistance from me, as two minds are often better than one. I have my students complete the BOOM reviews before every test, and then we revisit them just before the big exam in May. Additionally, we focus on FRQ training throughout the year. Altogether, I now do three things for my own "ultimate review" - the BOOM reviews, FRQ practice (which includes grading), and 3-5 full-length practice tests. The results are significantly boosted my test scores! While test scores aren’t the real measure of success, in my opinion, we all want our students to get those college credits. 

     Here is my all-in-one-money-saving bundle. It includes     units 1-8. All I have to do is add unit 9, which I will do   sometime in January or February. If you bought the     curriculum or activities bundle, it's already in the drive. I       have gotten a few emails from people who aren't using          them because it "costs money" to use the platform. I assure you    it doesn't! ​

       I will end by saying that BOOM Learning is trying to cut down on unauthorized sharing by essentially punishing the seller. Each time a teacher activates my resource on BOOM (i.e. puts it into their library) without purchasing it themselves, I am charged 10% of the original price. PLEASE do not share my BOOM reviews with your colleagues. If I keep getting charged, I will have to discontinue everything I have built, which would be devastating. I truly appreciate your professionalism and respect for copyright. 
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      Definitely let me know in the comment section or by email ([email protected]) if you have any questions, suggestions, or feedback! I do have an email list if you would like to get notifications of new products, blog posts, or TPT sales. ​

          This lab is not only a staple in Biology, but it is a student favorite. In my very first blog (YAY!), I would like to share with you my version of the last meal macromolecule lab, which is set-up as a forensics who-dun-it murder mystery. Although the concept of the lab isn't new, I wrote this entire activity from scratch years ago. As teachers, we continually tweak things to make them better, and I've finally reached a point where I'm 100% happy with this lab. By blogging, I hope to expound on my labs and activities to help you gain some confidence and insight before bringing it into your own classroom. You can follow the link to the lab and download the preview, which includes the backstory (Eugene's murder), the directions, and the student hand out. ​

           I would be lying though if I said online labs and activities were a lesser version of actual hands-on labs. I think in a lot of ways they are better. As you can see from the YouTube trailer, students are able to self-pace their way through the lab, which is split up into 5 parts that mimic a   5-E lesson. This, combined with the fact that it is self-grading and interactive, means students really do learn effectively. Plus, there's no prep, clean-up, or grading, which is amazing! 

              Onto my hands-on version of the lab! There are other murder mystery macromolecule labs online, and they have you buying potatoes and eggs and all sorts of groceries and then blending them up to create your solutions. I HIGHLY suggest simply ordering dried versions of the macromolecules that you can just add water to - plus, because they are dried, you can keep them year after year in your storage cabinets. I have a picture of the ones that I ordered from Amazon. At this point, the fructose and gelatin are three years old! Below I have pictures of the positive controls (left) and the stomach contents (right), which is a combination of fructose, gelatin, and red dye.

         I know this is going to seem like a waste to some people, but for messy labs like this, I opt to use small plastic cups instead of beakers. My classroom is oooooold and I do not have large lab desks that I can set-up as stations. Plus, I teach very squirrely freshman. For safety purposes, I have my students work in pairs with their butts in their chairs for almost the entire lab. The only time they will need to get up is to put their tests tubes in the hot water bath for the simple carbs test and to rinse their test tubes out between macromolecule tests (I do have 5 sinks around the room). 

          Having my lab set-up this way requires a little bit more prep, but remember, you could have one station set up for each test and have students rotate around the room. I have pictures below of how I do it.

         Each pair of students will have 6 small cups containing water, fructose solution, starch solution, oil, gelatin solution, and stomach contents. I line the cups up like the picture below, fill up a large pitcher of one of the solutions and just pour all the cups in that row. It goes pretty fast. As you can see, I put a little green string and a pom pom ball in the stomach contents and call it seaweed and fish eggs for fun ;) 

     The tests are pretty straight forward. I took these pictures last year and have switched up the storyline slightly. This year, the stomach only has simple carbs and protein in it but the picture below shows a positive result for complex carbs (which it won't if you use my new updated version). I would say the only tips and tricks I have is:

• For lipid test: use olive oil over vegetable oil and to have students hold up the test tube to a light to see the lipid bubbles a little bit better.
• For simple carbohydrates test: Remind them not to take their Benedicts test tubes out of the water bath too soon. As you can see from the pictures below, if they take it out too soon they might get a negative result. 

              What about the flow of the entire lesson? I teach 90-minute classes, so for me it is easy to do a PowerPoint and this lab all in one class period. If you teach 45-minute classes, you could teach the PowerPoint and do the front page of the student lab handout one class period, and then have students do the Last Meal Macromolecule Lab the following class period.

             I teach my students an introductory lesson on macromolecules while they take guided notes. My personal preference is to go over the pre-lab questions as a class (hand-raising). Then I call on students to each read a paragraph of the backstory. I find that student engagement is enhanced if we all read it together. From there we actually go over the Backstory part of the worksheet. I want to make sure students know what macromolecules were in each of Eugene's meal before they start. I am big into gradual release. Finally, I go over the gist of the lab with them and let them perform the tests on their own. Remind them not to shout of who the murderer is since they will all be finishing at different times. 

                 I hope you found some of my tips helpful! Please leave a comment below or feel free to email me at [email protected]. I do have an email list if you would like to get notifications of new products, blog posts, or TPT sales. 

                   And as always...have fun!
                   Ashley Grapes (Science with Grapes)