AP Summer Institute

2026

AP Environmental Science

Workshop Leader: Courtney Mayer

Equity and Access

College Board | AP

Equity and Access

Reflect & Discuss

•What stands out to you?

•What in the statement affirms or extends your thinking about equity and access?

•How does this statement connect to your work as an educator?

QUICKWRITE

What are the hopeful and optimistic elements of the statement?

Environmental Science Course Skills

Course Skills Overview

How scientists conduct research

• Core competencies for exploring concepts.
• Basis for AP Exam assessment tasks.
• Developed through scaffolded practice.

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CollegeBoard

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Checkpoint 1

What do the colors of the Skill Categories represent?

Checkpoint 2

What do the small boxes in each column represent?

Checkpoint 4

Where is the suggested pacing found?

Checkpoint 6

What is the information at the bottom of the column telling you?.

Checkpoint 3

How many units are there for the entire year? Why do you think they are sequenced in this order?

Checkpoint 7

Under each unit title, there are percentages: What are they percentages of?

Checkpoint 5

Which two units have the most topics? Which two have the least?

Checkpoint 8

What do you think is measured on the Personal Progress Checks (PPC)?

Checkpoint 9

Which unit has the highest weighting on the AP Exam?

Checkpoint 10

How is the scaffolding of skills displayed across the units?

Violet = Skill 1: Concept Explanation

Blue = Skill 2: Visual Representations

Brown = Skill 3: Text Analysis

Yellow = Skill 4: Scientific Experiments

Orange= Skill 5: Data Analysis

Teal = Skill 6: Mathematical Routines

Green = Skill 7: Environmental Solutions

Each small box is a topic within the unit (practice is also an acceptable answer)

There are 9 units for the year.

The suggested pacing is found next to the exam weighting.

Units 5 and 8 have the most topics. Units 2 and 7 have the least.

The information at the bottom of the column provides information about the Personal Progress Checks.

The percentages represent exam weighting.

The PPCs measure students’ progress on applying course skills within the topics.

The Skills colors are represented throughout the units providing multiple opportunities for student practice.

Unit 9 has the highest weighting on the exam.

What's New in Unit 1: Ecosystems?

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This now includes sources and sinks and all specific steps and processes

Previous ERT-1.E.2 is now better aligned with ERT-1.E.4. This EK has remained the same.

Previous ERT-1.E.3 is now better aligned with ERT-1.E.2. The new EK references soil bacteria and requires students understand chemical symbols for ammonia. There has been some updated phrasing.

Current ERT-1.E.3 is relatively new and includes information on nitrogen availability and limiting factors.

Previous ERT-1.E.4 remains in the new ERT-1.E.4

The new ERT-1.F.2 EK now includes the statement about having no atmospheric component (previously in ERT-1.F.3)

New ERT-1.F.3 continues to include information on the scarcity of phosphorus but the explanation of weathering/the movement of phosphorus has been somewhat simplified.

Topic 1.11: Food Chains and Food Webs

New ENG-1.D.1 describes the role of each organism in a food chain/web

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Unit 2

HUMANS!!!!!!

What's New in Unit 2: Biodiversity?

New Learning objective ERT-2.H shifts how organisms adapt to their environment to how populations respond to changes in the environment.

EK ERT-2.H.1 has been reworded with updated language on heritable changes, but meaning remains largely the same.

Unit 3

What's New in Unit 3: Populations

New EIN-1.C.1 remains largely the same, although the statement about postponement of marriage has been removed

New EIN-1.C.4 further details how to measure population growth using RNI and Rule of 70

• New: CBR-CDR/10 = Population Growth Rate. Previous

uses growth rate, while updated uses RNI.

• PGR typically can also account for immigration and emigration.
• RNI only accounts for births and deaths.

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© CollegeBoard

Exploring Sample Instructional Activities

CED, Page 35

The Sample Instructional Activities page includes optional activities that can help tie together the content and skills of a particular topic.

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© CollegeBoard

AP Summer Institute 2025

AP Environmental Science

DAY 2:

Exam Overview

Overall Section Weights

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The new exam will always follow specific criteria regarding the number of items in certain categories.

CED, page 223-227

Exam Weightings

Unit Weights: MCQ’s

The new exam will always follow specific criteria regarding the number of items in certain categories.

Exam Weightings

Content, Application, and Practice

The new exam will always follow specific criteria regarding the number of items in certain categories.

Question Types: Section I

MULTIPLE-CHOICE QUESTIONS

Structure: Section I includes 80 multiple-choice questions.

Question Sets: Some appear in sets of 3–4 questions with stimuli including:

• Quantitative data (tables, charts, graphs)
• Qualitative data (models, representations, maps)
• Text-based sources

Many items are discrete, standalone, and may be accompanied by stimuli requiring analysis and application of curriculum concepts.

Calculator Policy: Students are permitted to use a four-function, scientific, or graphing calculator.

Exam Change Overview

Revised language in Section II provides clarity on science practices assessed in free-response questions. Titles have been updated to better reflect the task required of students.

AP Calculator Policy

https://apstudent.collegeboard.org/takingtheexam/exam-policies/calculator-policy

AP Classroom������Overview – April 2026����

AP Classroom Resources: Supporting Teaching and Learning

1. Plan�Unit Guides�Chief Reader Reports
2. Teach�AP Videos�Course-Specific Resources and Activities
3. Practice�Topic Questions�Question Bank
4. Assess and Check for Understanding�Progress Checks�Question Bank
5. Get and Give Feedback�Individual Assignment Feedback�All Assignment Report�Progress Check Report�Content & Skills Performance Report
6. Review and Prepare�Question Bank�Practice Exams�AP Videos�Content & Skills Performance Report + Generate Quiz

AP Classroom Resources Support Teaching and Learning

As each course

topic is taught …

At the end of each

course unit …

As the AP Exam approaches …

At any point

during the course …

Unit Guides

AP Videos

Question Bank

Individual Assignment �Results

Progress Check Report

All Assignments Report

Content & Skills �Performance Report

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Unit Guides

AP Videos

Course-Specific Activities

Topic Questions

Question Bank

Individual Assignment �Feedback

AP Videos

AP Student Practice�(AP Calculus only)

Progress Checks

Question Bank

Individual Assignment �Results

Progress Check Report

All Assignments Report

Content & Skills �Performance Report

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AP Videos

Question Bank

Practice Exams

Progress Check Report

Content & Skills �Performance Report

Chief Reader Reports/Student Samples

Course Guide

Follow the outline of the AP Course and Exam Description for a recommended sequence and suggested pacing through the required scope of the course.

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Assign the incorporated formative resources as you teach each unit and its topics to provide students with opportunities to practice what they’ve learned and to assess student understanding of course content and skills.

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AP Videos. Assign these short, on-demand videos led by experienced AP teachers to help students understand essential course concepts

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Topic Questions. Check student understanding as you teach each course topic by assigning these formative assessment questions.

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Progress Checks. Periodically gauge student understanding of course topics and skills by assigning these multiple-choice and free-response formative assessments by unit.

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Archive of Exam FRQs. Includes: Chief Reader Report Free-Response Questions, Scoring Guidelines,

Sample Response from past AP Exams.

Unit Guides

• The Developing Understanding section provides an overview that contextualizes and situates the key content of the unit within the scope of the course.
• The essential questions are thought-provoking conversation starters that can motivate students and inspire inquiry while setting the tone for the unit.
• The Building the Course Skills section describes aspects of specific skills that are appropriate to focus on in that unit.
• The Preparing for the AP Exam section provides helpful tips and common student misunderstandings identified from prior exam data.

AP Videos: How can they be used?

• Students can watch AP Videos:
• In class
• As homework
• For additional practice or review

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• The videos can be used to:
• Introduce new content and skills
• Complement direct instruction
• Reinforce concepts after class

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• Teachers can track student completion rates by class and student on AP Classroom

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• Teachers can also search transcripts for specific key concepts to review with students.�

Topic Questions: How can they be assigned?

• Topic questions can be used before, during, or after instruction.

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• Topic questions are housed in the Question Bank, so they can be assembled in the way that’s best for your students.�
• Topic questions can be used as:
• Warm-up questions
• Homework exercises
• Exit ticket questions
• In conjunction with AP Daily videos
• To check for understanding after direct instruction

Progress Checks: What are they?

Progress Checks provide students with unit-level formative assessment opportunities with multiple-choice and free-response questions that assess students’ progress in learning content and skills for each unit.

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Progress Checks were designed to:�

• Provide teachers with the opportunity to get feedback on student progress through a unit and from unit to unit

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• Give feedback to students on their progress, allowing them to see areas of strength and areas where they may need additional study

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Progress Checks can also be duplicated and edited. Progress Check questions are available individually in the Question Bank.

Question Bank

• The Question Bank is an online library that includes real AP questions and other AP-level formative and summative questions that teachers access to create custom assignments for students online or on paper. These can be given as in-class practice, homework assignments, or other assessments.�
• 34,500 real AP questions are easily searched or filtered by unit, topic, skill, and other criteria to create targeted, custom practice, so you can choose the right questions at the right time for your students and concentrate on the areas where students need the most support.

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• Quickly scan question content by hovering over it or click on a question to see a detailed view that shows course framework alignment and scoring guidelines for free-response questions.�
• Teachers can author their own multiple-choice and free-response questions.

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Assessments Simulate the Digital AP Exam

• When students take assessments (Progress Checks, Practice Exams, and teacher-created quizzes) in AP Classroom, the look, feel, and features will closely match that of Bluebook, the digital AP Exam application. Taking assessments in AP Classroom will therefore help students prepare for the digital AP exam, and to develop and practice question-answering habits they can use on test day.

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• As a reminder, AP Classroom’s testing experience is not Bluebook, and should not be considered a substitute for downloading Bluebook and using the Test Previews for each subject. AP Classroom, as a year-long instructional support platform, meets different needs than Bluebook, which is only used for high-stakes exams.

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Assigned Resources

• Teachers can use Assigned Resources to view and manage everything they’ve assigned to students—AP videos, Progress Checks, customized quizzes, and more. �
• Teachers can use All Resources to quickly see all the quizzes and other instructional resources available to assign to students. �
• The Shared Quizzes page allows teachers to review quizzes that have been shared with them and manage the ones they’ve shared with others. Shared quizzes can be edited or assigned as is.

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• Labels can be used to group and quickly identify resources and assignments in ways that are most useful to teachers and their students. Resources can be ordered within a label to create a learning module. Labels can also be made visible to students, at the teacher’s discretion.

All Assignments Report

• The All Assignments report is a gradebook-style report that shows results for every assignment teachers have created or assigned throughout the year.
• The report can be viewed for a class section, or for an individual student within that section.
• Teachers can see class averages on assignments by percentage and by points earned. They can also click on a link to go directly to a more in-depth view of an assignment’s results.
• The report can be exported into a .csv file.

FRQ Archive (FRQs, Student Samples, Chief Reader Reports)

Assignment Results: Question Summary

• Teachers can use the Questions tab to quickly get an overview of performance on an assessment to help them identify which questions to focus on for class review.�
• Columns are sortable to facilitate scanning.�
• Question can be previewed by hovering over the question content.�
• Question details—including average time spent and information on each distractor in a multiple-choice question — is displayed. Click on the question to see more details.

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• This view may help identify specific content and/or skills that students may need to target for additional practice or study.

Assignment Results: Question Detail Page

• Teachers can see which distractors in multiple-choice questions were “most attractive” to students by viewing the number and names of students who chose each answer choice. Analyzing these details can help teachers address possible misunderstandings.�
• Additional practice assignments can be created by clicking on the Question Bank links to see other questions that assess the same topic or skill as the current question being viewed.�
• Teachers can view AP Videos associated with the question, see which students have watched the video, and assign the video if it has not yet been assigned.�
• Related questions within the assessment that test the same topics and skills can be accessed by clicking on the indicated links.�
• The student view of the Question Detail page also includes related questions and associated AP Videos.

Assignment Results: Student Summary

When reviewing results for an assignment, teachers can go to the Student Summary and toggle between the Response View and Time View.�

• In Response View, teachers can:
• Look for questions answered incorrectly by most students and/or questions where students chose the same distractors to identify gaps in content knowledge or areas of misunderstanding.�
• In Time View, teachers can:
• Identify students who did not spend adequate time on questions and identify questions students answered correctly but may have spent too much time on to flag possible gaps in content knowledge.

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• Testing Sessions shows how many sessions the student used to complete the assessment.�
• Column headings can be clicked to sort rows to facilitate analysis. Content of a question can be viewed by hovering over a question title. For FRQs, hovering over the question part identifier will display the scoring guidelines for that part.

Content & Skills Performance Report

• Teachers and students can use the Content & Skills Performance report to see in which topics, skills or units they are strong and where they need support and practice.

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• Teachers can use it to identify whole-class gaps in understanding and where to differentiate instruction for smaller groups and individual students to help them learn content and prepare for the exam.

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• Students can use the report to identify where they need more practice and take action, like watch AP videos to improve their understanding.

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• The report is customizable. The date range can be set to get a better sense of current state as the year progresses. The resource type filters narrow the list of included assessments and performance quartile filters let you focus on areas of improvement.

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• The report provides valuable context like the number of questions being used to assess performance and which students might not have been assessed. 

Student View, Announcements and Help

• Click “Student View” to see AP Classroom as your students do

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• Click the question mark at the top right at any time to access help articles and videos for the page you are on.

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• Use “Contact Us” under Help to reach AP Classroom Customer Support. You can ask a question about using AP Classroom or report a bug or content error.

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• Click the bell icon to see recent announcements about AP Classroom or your AP Course. Announcements appear periodically on AP Classroom. If you miss one, you can usually find it here.

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A Tool for Identifying Student Readiness

AP Potential

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What is AP Potential?

• A free, web-based tool that identifies students likely to succeed in AP courses
• Based on student performance on the SAT Suite of Assessments (PSAT/NMSQT, PSAT 8/9, PSAT 10 or SAT)
• Available for 11^th and 12^th graders in 27 AP subjects – of those, 10 subjects are also available for 10^th graders

Each fall, AP Coordinators and Principals receive an annual access code (via email) to reactivate their AP Potential access – the code is used once and expires after one year

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Data Privacy: Teachers do not have direct access to AP Potential – they must request student data from their AP Coordinator or Principal

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AP Potential is available in 27 subjects

*Subject also available for 10^th graders.

• Art History*
• Music Theory

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• English Language and Composition
• English Literature and Composition
• AP Seminar*

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• African American Studies
• Comparative Government & Politics
• European History*
• Human Geography*
• Macroeconomics
• Microeconomics
• Psychology
• U.S. Government & Politics
• U.S. History
• World History: Modern*

• Calculus AB/BC
• Computer Science A
• Computer Science Principles*
• Precalculus*
• Statistics

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• Biology
• Chemistry
• Environmental Science
• Physics 1: Algebra-Based
• Physics 2: Algebra-Based
• Physics C: Electricity & Magnetism
• Physics C: Mechanics

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Arts

English & Capstone

History & Social Sciences

Math & Computer Science

Sciences

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AP Potential can help your school

Find students who are ready for your AP class but not yet enrolled

Give more students the opportunity to earn college credit and/or advanced placement

Decide if more sections are needed for your AP course

Save time with ready-to-use student rosters

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How AP Potential Works

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Learn More

• Website: cb.org/useapp
• AP Potential Tool: appotential.collegeboard.org
• Brochure: Insights into AP Potential

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AP Course Audit �

AP Course Audit: Submission Types

Need help creating your syllabus?

Review the Syllabus Development Guide. This resource includes the guidelines reviewers use to evaluate syllabi along with samples of evidence.

CollegeBoard

AP Course Audit: What You'll Need to Do

Detailed User Guide: https://apcentral.collegeboard.org/pdf/ap-course-audit-user-guide.pdf

Unit 4

What is new in Unit 4:

Earth Systems and Resources?

This unit now includes the formal definition of loam: a balanced mixture of sand, silt, and clay ideal for agriculture.

New ERT-4.C.4 just adds the definition of a loam

Previous

New

Soil Labs

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Unit 5

Unit 5: Land and Water Use

Course at a Glance: Topics and Science Practices

10–15% AP Exam Weighting

What’s New: Unit 5 Land and Water Use

Topic 5.5: Irrigation Methods

2026 Course and Exam Description (CED) Update Overview

EK EIN-2.H.1 has been updated to include rotational grazing.

Previous

New

EK EIN-2.I.1 Clarifications:

• Energy use per gram of protein production.
• Includes nutrient pollution and emissions.
• Impacts vary by meat type.

EK EIN-2.I.1 clarifies energy per gram of protein production. It also now includes information on nutrient pollution and emissions of meat production. It calls out that different types of meat have different environmental impacts

EK EIN-2.I.1 Clarifications:

• Energy use per gram of protein production.
• Includes nutrient pollution and emissions.
• Impacts vary by meat type.

EK EIN-2.I.2 gives more specifics on CAFO’s environmental impacts including different diets, release of methane, and use of antibiotics.

EK EIN-2.I.3 includes information on free-range and pasture grazing, and now adds rotational grazing and the benefits that come along with that.

EK EIN-2.I.4 Provides expanded information on the environmental impacts of overgrazing.

EEK EIN-2.I.5 Now includes how to address the environmental impacts overgrazing and includes some solutions.

EK EIN-2.I.6 now provides more information on the environmental benefits that come along with consuming less meat (environmental solution). Cost-benefit statement was also added.

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EK EIN-2.I.6 now also includes the use of precision farming as an environmental solution (this is new and should be addressed).

Cooking Mining & Tragedy of the Commons Labs

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Join APES Facebook Group

© 2026 College Board

Unit 6:

Speed dating!

What's New in Unit 6: Energy Resources

© 2026 College Board

New ENG-3.F.1- updated hydrologic to hydraulic. No need to change how you address this.

Topic 6.5 Fossil Fuels

• ENG-3F.1 Hydraulic fracturing (fracking) can cause groundwater contamination and the release of volatile organic compounds.

Previous

Urban Runoff & Particulate Inquiry Lab

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AP Daily Videos

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© 2026 College Board

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Planning Time

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© 2026 College Board

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AP Summer Institute 2025

Unit 7:

Slow down!

Ozone Strip Lab

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Photochemical Smog Formation

Observe how nitrogen oxides (NOx) and volatile organic compounds (VOCs) react with sunlight throughout the day to create ground-level ozone and haze.

• 6:00 AM: Morning commute releases primary pollutants like NO, CO, and RH.
• 12:00 NOON: Peak sunlight triggers chemical reactions, forming NO2 and HC.
• 3:00 PM: Maximum ozone (O3) and PAN levels result in visible haze.

Chalk Drawings

Island Biogeography

This diagram shows the effect of an island’s size on the amount of species richness. The diagram shows two islands equidistant from the mainland. Island 1 receives less random dispersion of organisms. While island 2 receives more of the arrows and therefore more random dispersion of organisms.

This diagram shows the effect of an island’s distance from the mainland on the amount of species richness. The sizes of the two islands are approximately the same. Island 1 receives more random dispersion of organisms, while island 2, since it is farther away, receives less random dispersion of organisms.

Unit 8: Slow down!

Biodegradable Materials Lab

Planning Time

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College Board | AP®

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AP Summer Institute 2026

AP Environmental Science

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DAY 4

College Board | AP®

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Calculate Example:

As a result of improved technology, the efficiency of solar panels has changed over time. In 1992 a solar cell had a maximum efficiency of 15.9%. In 2017 a solar cell prototype capable of 44.5% efficiency was produced. Calculate the percent change in efficiency from the 1992 cell to the 2017 cell. Show your work.

Hints For Success:

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Posters on what not to do:

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• Mercury is often present in discarded e-waste. Identify one human health impact associated with discarded e-waste.

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Check your answer!

• Birth defects
• Brain damage
• Learning disabilities
• Mental retardation
• ADHD
• Reproductive system damage

• Minimata disease
• Hearing loss
• Mad Hatter’s disease
• Seizures
• Mental illness
• Headaches

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What now?

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Better Scientific Writing- CER

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Scientific Writing

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Required Content

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Legislation and Policies, Page 26

Unit 9:

15-25% of the exam!

Global Warming/Ozone depletion

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Deep Dive: Instructional Planning Report

Summer 2021

Instructional Planning Report

• You can use this report to:
• Identify skill gaps in your group of students.
• Identify differences in performance between the two sections of the exam.
• Gain an understanding of your students’ performance relative to state and global peers.
• Start a discussion about instructional planning with other teachers, coordinators, and other school/district staff.

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Features

• Peer Comparison Data: State comparison data
• Key Metrics: Includes key metrics such as the percentage of scores that are 3 or higher.
• Filters and Customization: Use filters such as section, grade level and score to drill down into the performance of a subset of your students compared to their peers with the same attributes.
• Focus by Reporting Category Type: Refine the view of your Multiple-Choice performance breakdown by grouping reporting categories together such as Units.
• Export to PDF: Download a PDF of your report.

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Shows performance of students on multiple-choice and free-response sections for each AP exam administration compared to global group.

Note: Instructional Planning Reports are only available for students who tested in Administration 1, i.e. exams where the free response questions are released on the College Board website 48 hours after the administration.

Summary and Score Distributions

This part of the report displays your students’ performance and score distribution on the 1–5 score scale compared to their state and global peers for the version of the exam they took. It also includes key metrics such as the mean scores and % of students who scored a 3 or higher.

Based on your organization's geographical location, your comparable groups will differ.

1. Within the United States: State and Global
2. Canada: Province and Global
3. Outside of the United States (with the exception of Canada) and US Territories: Country and Global

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Multiple Choice

Reports will reflect the new Units of Instruction and align with the Course and Exam Descriptions.

Teachers can refine the view of the Multiple-Choice performance breakdown by grouping reporting categories together such as Units, Skills, Big Ideas, Practices, Stimulus Types, etc.

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Free Response

Additionally, most subjects will reflect more detailed score breakdowns in the Free Response section.

Filtering Reports – Teacher View

• To view the available filters in a report, click on the Filter Data button.
• Apply Filter: Filters will apply to the data for your group of students as well as any aggregate peer data at the state and global levels in your report.
• Remove Filters: To remove or clear filters, use the filter tags to remove filters, or un-select / select new filter values in the drop-down menus

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Some reports allow you to apply additional filters to your data after the report has run.

You can use these filters to drill down into the performance of a subset of your students compared to their peers with the same attributes.

• Instructional Planning Report: filter by score and/or grade level.
• Subject Score Rosters: filter by score and/or grade level

Note: No Data Available - In some situations, there is no data available for your chosen filters. For example, if you choose to view all 10th grade students who scored a 4, but none of your students received that score, you will see a no data message directing you to select different criteria

Filtering Reports – Teacher View

You can filter the report by:

• Score
• Grade Level
• Standard Group*

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*For World Language exams, you can choose to display all students or just the standard group. The standard group is comprised of students who indicated that they have not lived or studied for one month or more in a country where the language of the exam is spoken, and they do not regularly speak or hear the language at home.

Downloading Reports in PDF Formats

• As a teacher you can download your Instructional Planning Report by subject. For this Single PDF option, any sections you have selected, and filters you have applied will be reflected in your PDF.
• If your students took different versions of the exam, all forms will be included in your download, and your report data will be grouped by form.
• Your download will open in a new tab and may take a few moments to load. Do not close the tab during this time.

Additional Things to Consider

• If your students tested after Administration 1, you will not be able to view a report for them. Instructional Planning Reports are only available for exams given during the first testing window where the free response questions are released on the College Board website 48 hours after the administration.
• Instructional Planning Reports were not available for 2020 AP Exams.
• To access prior year reports, change the administration year on your report dashboard and run the prior year data to obtain data for your own year-over-year comparison.
• Access the Instructional Planning Report on a desktop device for the optimal experience.
• Small differences in the distribution of students should not be over-interpreted, especially when the number of students in your group is small.
• If your students took different versions of the exam, your reports for the selected subject(s) will be divided across forms. When you switch between different forms, comparison data will update automatically.
• The data on this report will differ from the comparison data on the Subject Score Roster, which aggregates data across all versions of the exam.
• If your school used multiple class sections, you may view your report by an individual section, by a subset of your sections, or across all your sections. Only select the sections that you taught.
• Only complete scores are listed on the Instructional Planning Report – scores that are on hold, cancelled, or projected will not appear.

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Math Practice

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Thank You!

Courtney Mayer

emailcourtneyanddavidmayer@gmail.com

phone210-823-7049

Planning Time

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Use this time to review your Instructional Planning Reports and start mapping out your curriculum strategy.

• Analyze student performance by form and section.
• Identify specific areas for review or remediation.
• Collaborate with peers to share best practices and resources.

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