Teaching AP Environmental Science UNit 1: A Living World Ecosystems

      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.

Why Start the Year with Unit 1?

                   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.

Mixing up the Order of Unit 1

                     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.

About My Teaching Philosophy and Pedagogy

                 ​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.

Here are the Unit 1 lecture notes...

Here are the graphic organizer guided notes that pair with the lectures...

Activity Breakdown (in order)

                       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. 

1. Introduction to Ecosystems: Kelp-Quest Activity

Description:  Your students take on the role of marine ecologists tasked with monitoring a dynamic kelp forest ecosystem. In this mission-based digital lab, they’ll define the food web, identify real-life symbiotic relationships, and investigate the ripple effects caused by the illegal hunting of sea otters. 
Justification: This is a powerful way to kick off the year. It immerses students in ecological thinking while highlighting the beautiful interconnectedness of life in marine ecosystems. The data collection is simple but there's a lot of inquiry-based reasoning required, so they begin thinking like scientists right away.

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.​

2. Energy Pyramids and Food Webs: Duck Pond Food Web Worksheet

Teaching-Tips: Honestly, this one is pretty much print and go. I laminate the "What's for Dinner" page and keep them as class copies.
Materials: Just the printed handout! 

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Description:  This 1-page worksheet is perfect for helping students practice food webs, food chains, trophic levels, energy pyramids, and the 10% rule, all in just 45 minutes!
Justification: Sometimes simple really is better. Most students have seen this content in Biology, so this activity reinforces and refreshes without any complication. I used to cut up and laminate the organisms so students could build food webs on their desks, but I’ve found that using a paper version actually gives them a better reference for answering the questions.

3. Terrestrial Biomes: Mars Bio-Dome Theme Park Activity

Description: If you know me, you know I love sci-fi! In this (digital) mission-based lab activity, students become terrestrial biome designers for the curious Martian people. They are tasked with gathering "data" on each terrestrial biome (coping down notes from a slideshow) and then using the information to create a climate controlled "bio-dome" for each of Earth's major biomes.
Justification: One common issue with teaching biomes is that many activities focus on learning just one really well—like with poster projects or speed-dating activities. But students need to know all of them. This activity uses immersive visuals, a fun storyline that "transports" them to Mars, and a comprehensive mission that ensures they engage with every biome in the CED.​

Teaching-Tips: If you teach 45-minute classes, have them do the "research" note-taking at home (15-20 minutes) and then do the biome-building (~45 minutes) in class. Make sure you show the "training video" and they should be good to go!
Materials: Just the printed notes (these are a part of their unit notes if you buy the whole unit) and computers :)

4. Primary Productivity: A Deep Dive into Productivity Activity

Description: In this digital lab, students take a virtual dive through aquatic zones, stopping at different depths to study how light and nutrients shape the adaptations of producers. As they descend, they collect data on net primary productivity (NPP) and examine how productivity relates to biodiversity at each level.
Justification: Inspired by the Monterey Bay Aquarium’s deep-sea lab, this version goes further by emphasizing both the limiting factors and unique adaptations of aquatic producers across five different aquatic zones. The result is a more holistic and APES-aligned experience that ties producer adaptations directly to energy flow and ecological diversity.

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.

5. Aquatic Biomes: Human Impact on Aquatic Ecosystems Sticker Book

Description:   I loved sticker books as a kid, and this 100% digital (and newly revamped) activity brings that joy into science class. Students create two aquatic ecosystem “sticker posters”—one showing the system in its natural state, and one after human impact. ​
Justification: Now that students understand the abiotic factors shaping aquatic ecosystems and have explored NPP, this activity transitions into anthropogenic impacts. It’s a great sneak peek into Unit 8 (which always feels rushed in the spring) and helps front-load key ideas like pollution, habitat destruction, and declining biodiversity.
Teaching-Tips: Have students start by watching the video directions. I have mine save their finished posters as PDFs and upload them directly into our gradebook. I also offer a few bonus points if they print their posters and add them to their notebooks.
Materials: No physical handout for this one...just computers. ​​

6. The Hydrologic Cycle: Engineering a Smart-Water City

Description:   Students are sustainable urban planners for the day tasked with designing a city that works with the water cycle instead of against it.
Justification:  By high school, most students have a basic understanding of the water cycle. Instead of reviewing the steps passively, students apply their knowledge through an engineering lens, using solution-based, inquiry-driven learning that mirrors real-world environmental science. Bonus: this activity front-loads key concepts like dams, watersheds, and saltwater intrusion. That means when these topics reappear later in the year, students already have a frame of reference.
Teaching-Tips: This is another one that they put into slideshow mode and the slides are their guide and essentially walk them through the process. It's very low-prep for you and high-engagement for them. Little to no hand-holding required!​
Materials: The handout, colored pencils, and computers. 

7-9: The other biogeochemical cycles - BOOM Reviews

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. 

Wrapping it Up: Unit 1 Deserves Your Time

                  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