Chapter 19

12.3.2013

Complete the quiz and email me (tmegahan@dallasisd.org) your results:

World Hunger Animated Quiz


Work on Chapter 19. I will be updating grades momentarily, and if you are missing any Chapter assignments they will go down as missing.

Characteristics of Soil

12/2/2013

Today's agenda:

1. Set up soil testing again (15 mins)
2. Excerpts from Dive
3. Map
4. DOL

1. Please click on this link and follow the procedure for preparing your soil sample. This should take about 10 minutes. Put your soil sample away and clean your workspace. Then meet back at the tables in 15.

2. As you watch the excerpt from Dive look for:

• 3 facts about food waste in America
• 2 outcomes of that food waste.
• 1 problem with the solution they are proposing.

3. Draw a quick map of the United States. Doesn't have to be perfect. Shade in the major areas for wheat, rice, sorghum, and maize production.

• Crop production

• Soil types

4. Answer the DOL, which you've seen several times. We will try to get this out of the way this week:

(a) Identify and describe one chemical soil test and one physical soil test that could be performed and explain how the results of these tests will allow the cooperative extension service to make specific recommendations for SUSTAINABLE agriculture.

Remember:

Organization: Does your response answer all parts of the question?
Development: Do you use details and specific examples?
Conventions: Did you use appropriate word choice? Did you pay attention to spelling, grammar, and varied sentence structure?

Geological Concepts Project

11/18/2013

So far, this six weeks, you've had 1 project opportunity:

• Trends of Urbanization Prezi and Community Mapping Project

If you completed all, or part of this assignment, you should have been awarded credit. Make sure to check your grades, and let me know if I've missed an email. They get lost easily.

The SECOND project opportunity this six weeks is:

• Geology and Earth Resources 3D model
• Create a 3D model of any concept from Chapter 14.
• Models need to be no larger than 24" to fit on classroom shelves
• Models will be on display in the library for two weeks after you build them.
• 10 points Extra credit for recycled materials. Must include a list (standing placard) for display that identifies all recycled contents.
• You are working in pairs, and names should be displayed with project.

This assignment is due December 2 (Monday after Thanksgiving)

Here's your good friend Rubric.

CATEGORY	4	3	2	1
Scientific Knowledge	Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications.	Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications.	Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications.	Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications.
Function	Structure functions extraordinarily well, holding up under atypical stresses.	Structure functions well, holding up under typical stresses.	Structure functions pretty well, but deteriorates under typical stresses.	Fatal flaws in function with complete failure under typical stresses.
Information Gathering	Accurate information taken from several sources in a systematic manner.	Accurate information taken from a couple of sources in a systematic manner.	Accurate information taken from a couple of sources but not systematically.	Information taken from only one source and/or information not accurate.
Construction -Materials	Appropriate materials were selected and creatively modified in ways that made them even better.	Appropriate materials were selected and there was an attempt at creative modification to make them even better.	Appropriate materials were selected.	Inappropriate materials were selected and contributed to a product that performed poorly.
Construction - Care Taken	Great care taken in construction process so that the structure is neat, attractive and follows plans accurately.	Constuction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product.	Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product.	Construction appears careless or haphazard. Many details need refinement for a strong or attractive product.

11/18/2013

Grading Policies for the Third Six Weeks

This six weeks you will have 15 grading opportunities that break down into the following categories.

• 4 regular tests
• 1 six weeks test
• 7 daily grades
• 3 projects (can include complete labs with lab reports)

Take a moment and add me as a teacher on Class Jump then we are taking computers back to the library

Testing day

Here's the path to your online test:

http://www.schoolobjects.com/Aware/OnlineTesting?org=DAL-4923843B-63B        

Username: student id
Password: adamson

The End of Chapter 14 as we know it.

11.14.2013 THE QUIZZES ARE POURING IN!!! IN FIRST PLACE, PAULA CORDERO. SECOND, MARIA MENDEZ, AND THIRD, SHARON GARCIA. THE CHIPPEWA PRIZE FOR CHIPPING AWAY GOES TO THE TOP THREE.

Chippewa

Finish grading the last questions on your 6 weeks exam. The key is on the overhead cart.

You will experience the repeat exam tomorrow. Make sure you study. Expect to calculate growth, and doubling time (know these equations). Expect the answer choices to be scrambled.

Start with Chapter 14 quiz. Email me a screen shot of your score. tmegahan@dallasisd.org

I took the day so I would be chewing on you again about assignments :-/

Today make sure you have completed:

• The Free Response over Biodiversity (good job Jorge, Kevin, Cruz, and Adams)
• The Prezi for trends of Urbanization which includes pictures of your neighborhood mapping assignment (ask Jaimes or Beal if you don't remember).
• Examining Tectonic Margins (the assignment from two days ago pg 316)
• NEW!!! Mapping Geological Hazards pg 315

Test and reading over Chapter 14 is due tomorrow. This is why you really can't afford to spend your class time chatting.

Plate Tectonic Animations

11/12

Answer the questions on page 316, Chapter 14.

You can research more information on Plate Tectonics at:

http://serc.carleton.edu/NAGTWorkshops/geophysics/visualizations/PTMovements.html

11/11/2013

Invisible Bike Helmet

Form a quick hypothesis and post under comment. How do you think these two ladies invented an invisible bike helmet.

Click on the link and watch.

How close where you?

Complete the e-learn activity for Chapter 14. There will be a quiz before the end of class.

Trends of Urbanization

11/6 & 11/7

Quiz over Chapter 22. How did you do?

Send a screen shot of your grade to tmegahan@dallasisd.org if you don't know how ask Caroline Berrones, Jorge Jaimes, or Vivel Angel.

Just hit "print screen" (upper right corner of keyboard) and then paste into document or paint. Save and email.
 Use Prezi to create a timeline of urbanization trends since WWII. Must include:

 

• exurban migration
• urban sprawl
• urban blight
• growing dependence on cars
• a picture of your plan (map) from your assignment.

Please make
Enter your response to the following free response on the google doc we will get to the best response as a group. You may need to edit by comment..

Sustainable Urban Development, aka, SMART GROWTH

11/5

Contour Crafting

Create a list of pros and cons of Contour Crafting. We will use these to frame a debate.

We graded the three week exam at the beginning of class. It is very similar to the six weeks exam you are to come to class with questions about questions tomorrow. 

Grade your test by clicking here.

Tomorrow for the first fifteen minutes will we debate Contour Crafting as a technique consistent with the goals of Smart Growth. If you missed this discussion come ready to argue against Contour Crafting.

Tragedy of the Commons and Land Use decision making

11/4/2013

Begin the lab in groups of 4. We will collect Data for 10 minutes.

Don't forget Chapter 22 is Due Wednesday. Test and E-learn activity. Remember I'm monitoring how much of the e-learn you complete.

Read over the background information for today's lab.

As you watch the video, underline the things that are repeated from the background.

Tragedy of the Commons
 
What principles are mentioned in the video that should govern the use of common resources?

Repeat the lab, with your new knowledge. How is data changed?

Quick Quiz...we're only answering questions 1, 2, 3, 7, 13

http://highered.mcgraw-hill.com/sites/0073370649/student_view0/module28/multiple_choice_quiz.html


 

Restoration to address decreased Biodiversity

Vivel's 

Adam's Meme

Cruz? :)


Karyna ryna bobyna

Sandra


One of Kevin's


Johan


Gabriel


Well that's a start. Way to go. Resourceful folk.

Today in class you will finish reading Chapter 13, choose a restoration success story and create a poster in storyboard/comic strip detailing the steps of restoration

Remember the steps

Removing physical stressors.

Controlling invasive species.

Replanting.

Captive breeding and reestablishing fauna.

Monitoring

Find creative ways to caption or dialog in the cartoon  so steps are identified.

Restoration Ecology: Wetlands

10/31/2013

Habitat Disruption: Why wetlands?
 
Watch this video. Write a quick catch phrase, slogan, or meme to convince others to save wetlands. Be original. Be prepared to share.




Read the case study in the text on page 271. Recre ate the following diagram. Lets use examples from the reading that help us decide where the Louisiana Wetland project fits in the restoration glossary.



What are the possible outcomes of wetland losses?
 
Now research and evaluate the Trinity River Corridor Project.  Decide how this project is classified according to the restoration glossary. Give three specific examples to justify your claim.



1.Who lived in the Trinity River Corridor 500 to 1,000 years ago? What was the ecosystem like?

2. Are the goals to restore in a strict or broad sense, rehabilitate, or reallocate the ecosystem? Use examples to justify your assertion. 

3. What animals could benefit from the Trinity River Corridor Project?

4. Identify specific examples of each of the basic restoration activities in the Trinity River Corridor Project:

• Removing physical stressors.
• Controlling invasive species.
• Replanting.
• Captive breeding and reestablishing fauna.
• Monitoring.

5. Which of these restoration activities do you think Adamson students could be most helpful? Is it better to get involved, or leave nature alone and let it heal itself? Would we be doing more harm?


For homework develop a meme with an image and catchphrase that will persuade people on the best strategies for restoration of our local wetland ecosystems. Best memes will be turned into magnets or window clings. Send to tmegahan@dallasisd.org

Dia De Los Muertos and The Hazards of Habitat Disruption.

10/30/2013

Did you know that some of the cultural traditions incorportated into Dia de los Muertos date back to Aztec culture, 2,500 to 3,000 years ago. This is the time that fallen Aztec warriors would be honored with ofrenda bearing food. 

When the Spaniards arrived in the 16th century, they brought the Christian Holiday of All Soul's Day with them. This was a Roman Catholic holy day commemorating the dead in general as well as baptized Christians who were believed to be in purgatory. Spanish priests were quick to see a correlation between the Aztec and Christian celebrations so moved the Aztec festival from summer to fall so that it coincided with All Souls day. This was done in the hopes that the Aztec holiday, which the Spaniards considered to be pagan, would be transformed into an acceptable Christian holiday (this is very similar to the story of Halloween).

Last years Day of the Dead Celebration

10/25

Last year's ofrendas

Offenda Update

10/25


We have a guest speaker tomorrow coming to talk to us about nutrient cycling and composting. Come ready with questions.

One really good recommendation for the Offrenda Project: Box or Crate Offrendas

Offrenda Project

LAO TZU - Carolina Chavez, Sandy Chavez, Maria Mendez, Karyn Valencia

DAVID BROWER - Jorge Jaimes (Batman), Rene Manzano (Robin)

WANGARI MAAATHAI - Paul Cordero

CHARLES DARWIN-Adam Valdez, Vicente Trevino, Barbara Trevino, Gabriel

RACHEL CARSON-Sandra, Lorena Hernandez, Selena Valencia, Jessica Rangel

TEDDY ROOSEVELT- Gisela Ortega

BEN FRANKLIN- Ricky P., Cecilia L., Francisca T., Febe R.

Vivel Angel (supersolamente)

Kevin Juarez

David "Gypsy" Chain (United States)

STEVE IRWIN- Daniel Weld, Jessica V., Arturo V.

ABRAHAM LINCOLN- Chris Gamez, Christ Gonzalez, Hector H., Angel

GEORGE WASHINGTON CARVER?- Lupita, Julian, Sandra

JFK- Hector Amando, Gary Trevino

CHICO MENDES- Anthony Garcia, Argentina, Selena

GAYLORD NELSON- David Rubio, Stefano Soto, Genaro M., Laivseia M

MAHATMA GANDHI- Emiliy C., Jessi, Jose

MARINA SILVA- Maria(?) Rodriguez, Laura Vasquez, Amanda Rodriguez, Ana Dominguez (5^th pd)

JAMES HANSEN- Nancy Molina, Maria Elena Estrada, Miguel Rangel, David Carillo

ANSEL ADAMS- Amy R., Sarah Woo, Jocelyne S., Luis V.

JAIRO MORA SANDOVAL- Roman Sanchez, Sabrina Flores, Vincent Williams, Irene Corona, Jasmin Casassola

EUGENE FRANKLIN MALLOVE- Edgar Velasquez, Emily Sanchez

NORMAN BORIAUG- Daisy M., Jason C., Melanie R., Renee T.

UNKNOWN ENVIRONMENTALIST- John S., Sujey R.

JACUES COUSTEAU- Ruth Aguilar, Linda Ramirez

RONALD REGAN- Jaorge Soliz, Damian Canton, Oscar Garay, Robert Rodriguez

ALEXANDER FLEMING- Lorena Hemera, Mayra Daurte, Erika Puenta, Katherine Alvarado

JEAN BAPTISTA- Stephenie Salas, Caroline Berrones, Diana Rodriguez, Cruz Perez, Johan Lozada

MR. ADAMSON(?)- Luis Molina

JOHN MUIR- Veronica S., Jessica R., Anacleto, Fransisco

MARY ROBINSON- Juan Gomez

MARJORY STONEMAN DOUGLAS- Jeanette Murillo, Okzana Rangel, Erasmo Puente, Elmer Garcia

Loss of Biodiversity

10/21/2013

http://glencoe.mcgraw-hill.com/sites/0012083252/student_view0/chapter11/practice_quiz.html


This week. Watch for Monarchs. Create a report.

Although the butterfly is not in danger of extinction, its unique multigenerational migration spanning the continent is now recognized as an “endangered biological phenomenon” by IUCN.

The plight of the lowly macronutrient.

10/15

Using your the questions from Biogeochemical Cycles to create a work of creative semi-fiction.

The most crucial macronutrient is the protagonist of your story. Make sure you use good description to establish setting, and that you develop this character. Why is he so important to the world?

You will need to establish clear plot. What are the goals of this character? Why does it do what it does?

Anything that disrupts the goals (cycle/plot) of your hero would be the antagonist. There needs to be a conflict, small failures, and perseverance in this story. Your hero may not succeed, and the world may suffer as a result. Your writing must compel the reader to help, or at least make the reader feel it is important that your hero is successful.

Story Writing : Biogeochemical Cycles

---

Teacher Name: Teresa Megahan


Student Name:     ________________________________________

CATEGORY	4	3	2	1
Title	Title is creative, sparks interest and is related to the story and topic.	Title is related to the story and topic.	Title is present, but does not appear to be related to the story and topic.	No title.
Writing Process	Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful.	Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done.	Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.	Student devotes little time and effort to the writing process. Doesn\'t seem to care.
Focus on Assigned Topic	The entire story is related to the assigned topic and allows the reader to understand much more about the topic.	Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.	Some of the story is related to the assigned topic, but a reader does not learn much about the topic.	No attempt has been made to relate the story to the assigned topic.
Creativity	The story contains many creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has really used his imagination.	The story contains a few creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has used his imagination.	The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.	There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Characters	The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately.	The main characters are named and described. Most readers would have some idea of what the characters looked like.	The main characters are named. The reader knows very little about the characters.	It is hard to tell who the main characters are.
Problem/Conflict	It is very easy for the reader to understand the problem the main characters face and why it is a problem.	It is fairly easy for the reader to understand the problem the main characters face and why it is a problem.	It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem.	It is not clear what problem the main characters face.
Solution/Resolution	The solution to the character\'s problem is easy to understand, and is logical. There are no loose ends.	The solution to the character\'s problem is easy to understand, and is somewhat logical.	The solution to the character\'s problem is a little hard to understand.	No solution is attempted or it is impossible to understand.
Setting	Many vivid, descriptive words are used to tell when and where the story took place.	Some vivid, descriptive words are used to tell the audience when and where the story took place.	The reader can figure out when and where the story took place, but the author didn\'t supply much detail.	The reader has trouble figuring out when and where the story took place.
Spelling and Punctuation	There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.	There is one spelling or punctuation error in the final draft.	There are 2-3 spelling and punctuation errors in the final draft.	The final draft has more than 3 spelling and punctuation errors.
Organization	The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.	The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.	The story is a little hard to follow. The transitions are sometimes not clear.	Ideas and scenes seem to be randomly arranged.
Neatness	The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it.	The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it.	The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.	The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn\'t care what it looked like.
Action	Several action verbs (active voice) are used to describe what is happening in the story. The story seems exciting!	Several action verbs are used to describe what is happening in the story, but the word choice doesn\'t make the story as exciting as it could be.	A variety of verbs (passive voice) are used and describe the action accurately but not in a very exciting way.	Little variety seen in the verbs that are used. The story seems a little boring.
Accuracy of Facts	All facts presented in the story are accurate.	Almost all facts presented in the story are accurate.	Most facts presented in the story are accurate (at least 70%).	There are several factual errors in the story.

Your stories will be told THURSDAY.  I think I'm opening this up for a school wide contest.

Good luck. Godspeed.

Go Gabriel.

Friday, 10/11/2012.

10/11 Hey guys! Let's all get some writing done.

Assignment is due on Monday along with Chapter 7 E-learn assignment and Test.

Write a letter to the editor of the NY Times which talks about the two articles in the Sunday paper. Consider, comparing Jordan's situation to the situation in the US. Do you recommend legalization legislation for both countries. Why or why not? Pay attention to the word limits!

Make your mama proud, and do your HOMEWORK (meaning, don't make remarks that are unsupported by facts). CC a copy of your submission to me for 20 points bonus on the assignment.    

Follow the submission guidelines, the heading below is hyperlinked to more details and recommendations.

How to Submit a Letter to the Editor

Letters to the editor should only be sent to The Times, and not to other publications. We do not publish open letters or third-party letters.
Letters for publication should be no longer than 150 words, must refer to an article that has appeared within the last seven days, and must include the writer's address and phone numbers. No attachments, please.

We regret we cannot return or acknowledge unpublished letters. Writers of those letters selected for publication will be notified within a week. Letters may be shortened for space requirements.
Send a letter to the editor by e-mailing letters@nytimes.com or faxing (212) 556-3622.
You may also mail your letter to:
Letters to the Editor
The New York Times
620 Eighth Avenue
New York, NY 10018


Make sure you pick up a copy of the Biogeochemical Cycles review for my Environmental Systems Class. This is content we missed in the early weeks of flux.  

Answer the following questions about the cycles after you've read and filled in the information.

10/10

Reading quiz for the NY Times article: "As Syrian Refugees Develop Roots, Jordan Grows Wary"

You may omit one question.

1. Why are people immigrating from Syria to Jordan?

2. If  the population of Jordan was 6 million before the influx of 600,000, what is the rate of the increase?  

4. What are the Syrian refugees doing than makes Jordanians so uncomfortable?

5. Why are Palestinian-Syrians refused asylum in Jordan?

6. In Marxist or Malthusian terms, what is the inevitable outcome of the situation in Jordan? What is happening in the refugee camps which seems to support this supposition?

Tonight's reading: 

Thousands Rally Nationwide in Support of Immigration Overhaul

10.9
NY Times article:
http://www.nytimes.com/2013/10/06/world/middleeast/as-syrian-refugees-develop-roots-jordan-grows-wary.html?_r=0

Ofrenda y Dia de los muertos Rubric

10/8/2013

Most Dangerous Place on Earth Debate

Watch the VSauce video, research the sources, and be ready to defend your assertions.

Dia De Los Muertos: Due Wednesday, October 30

Create an offrenda for the Environmental Scientist of your choice. Groups of four, no two environmentalists alike. Sign up on the window in the hall. 

Here's some information about offrenda's:

Ofrenda y Dia de los muertos Rubric

Las ofrendas del día de los muertos

As a class project, we will be creating ofrendas (or special remembrance tables) to venerate environmentalists, naturalists, and environmental scientist. This list includes KEY policy makers, and citizen scientists.

The Mexican tradition of creating ofrendas during the Day of the Dead is an ancient tradition of honoring, remembering, and celebrating the lives of those who have passed away. The creators customarily use a variety of objects and their own creativity to create a display that would attract and please the spirit of the loved one and bring back fond, pleasant memories for those that are celebrating. In Mexico, as in the Unites States, death is a painful, stressful time. The Day of the Dead, which is celebrated October 31st –November 2nd, is a way to temporarily put away the sadness that comes with death and truly rejoice in the memory of the deceased.

In creating our offrendas, it is our purpose to create something that reflects the positive attributes of this traditional celebration and the people we choose to honor for the enrichment of our cultural understanding of the Mexican community. It is our goal to learn about the traditional elements of these ofrendas and to recreate the celebration as a way of experiencing authentic Mexican culture. It is not our purpose to define or celebrate any individual religion or belief, nor is it a means to glorify death.

Students may and/or should use the following in addition to traditional items:

• 3 different levels
•  cloth, lace

·
Remember to consult your notes over the traditional elements when planning!food, drinks
· flowers or plants (live or fake - especially marigolds)
· herbs (especially sage) and salt
· “papel picado”
· skeleton artwork, papier-machés, etc. (we will make calaberas)
· handmade signs, crafts, cards, etc.
· artwork (drawings, paintings, sculptures - original or famous)
· stories, poems, or letters
· photographs
· personal items (such as albums, clothing, books, etc.)
· music
· candles, incense and or lights

Día de los muertos will take place on the stairs of the old school, and the stairs should be covered with table clothes. Self-contained ofrendas will be easiest for clean up.

Set up times for your ofrenda:
Wednesday October 30th during class.Ofrendas must be on display by 4:16 on Wednesday Oct.30th.

All ofrendas must be broken down and/or collected 6:00 pm Wednesday, Oct. 30th. Any left after six will be thrown away.

Ofrenda rubric

In order to get a perfect score you must follow all directions. The ofrenda must be creative, original and neat. It should reflect the tastes of the person who it is honoring and show an understanding of this Mexican tradition by including at least ten traditional items.The ofrenda contains:
1. At least ten cultural items (List to be attached to your ofrenda)
2. At least 5 personal items unique to the individual being honored (List to be attached)
3. At least three levels
4. An arch
5. Two paragraphs telling visitors why you choose to honor this person. Includes major contributions to Environmental Science.

6. Papel Picado

7. Dead Bread (pan de muerto)

An additional 20 points for: 

Set up and clean up: 5 points

Professional tours:15 points

CATEGORY	Master=4 points	Apprentice=3 points	Novice=2 points	Untrained=1 point	Score
Planning/organization	Student can describe the intent and plan of complete ofrenda and how his/her part will contribute to the whole. Works with team to come up with general plan of what will be done before beginning.	Student has carefully planned his/her part of the ofrenda and can describe how s/he will get the work done and a vision for his/her part. Gets team input on plan for his/her contribution before beginning.	Student has planned his/her part of the ofrendal and can describe how s/he will get the work done and a vision for his/her part. Does not solicit much group input when making plan.	Leaps into action without any evidence of planning or focus.
Thematic Accuracy	The group\'s ofrenda fits the theme of the assignment and all of the team\'s items are accurately placed on the background. Example: Student has drawn a dwarf palm and has placed it in the understory layer in a rainforest mural.	The group\'s ofrenda fits the theme of the assignment and most of the team\'s items are accurately placed on the background.	The group\'s ofrenda fits the theme of the assignment.	The group\'s ofrendal does not fit the theme of the assignment.
Craftsmanship	The team\'s portion of the ofrenda has been crafted with great care. The lines are sharp, colors clear, cutting crisp, and text aligned. No smudges, drips, tears or erasures are seen.	The team\'s portion of the ofrendal has been crafted with some care. Most lines are sharp, colors clear, cutting crisp, and text aligned. Smudges, drips, tears or erasures are few and do not detract.	The team\'s portion of the ofrenda has been completed, but it appears a little messy. Smudges, drips, tears or erasures detract from the overall appearance.	The team\'s portion of the ofrenda looks hastily thrown together or like it was wadded up in a desk. The mural seems quite messy.
Knowledge About Ofrenda	Student can accurately answer 5 questions from any of the following categories: a) purpose and use of ofrendas; b) the person being honored ; c) the person\'s contribution to the environment d) techniques for making a communal ofrenda.	Student can accurately answer 3-4 questions from any of the following categories: a) purpose and use of ofrendas; b) the person being honored ; c) the person\'s contribution to the environment d) techniques for making a communal ofrenda.	Student can accurately answer 1-2 questions from any of the following categories: a) purpose and use of ofrenda; b) the person being honored ; c) the person\'s contribution to the environment d) techniques for making a communal ofrenda.	Student cannot accurately answer 1 question from any of the following categories: a) purpose and use of ofrendas; b) the person being honored ; c) the person\'s contribution to the environment d) techniques for making a communal ofrenda.
Collaboration and Teamwork	The group worked well together with all members contributing significant amounts of quality work. All group members partiicpated in discussion and actively listened to others.	The group generally worked well together with all members contributing some quality work. All group members partiicpated in discussion and actively listened to others.	The group worked fairly well together with all members contributing some work. Most group members partiicpated in discussion and actively listened to others.	The mural appeared to be the work of only 1-2 students in the group AND/OR there was little discussion, working together or active listening.

10/7/2013

Please visit: http://www.learner.org/courses/envsci/interactives/demographics/

Complete the Demographic Transitions Lab.

9/30/2014

Monday's Reminders:

The E-learn Assignment and Chapter Test for Chapter 6 are due Friday. 

Lorax assignments are due Wednesday.
Extra Credit creative writing opportunities.

The Population assignment is due Tuesday, 10/1

Today's notes from class

9/18/2013
Remind101 is a way to get text message reminders about assignments.

Today's lecture was mostly about cognitive dissonance, which is something you experience when there is a difference between what you and what you need to know, I call that, panic-in-the-disco.

This feeling is one of the first things you'll notice in college, and it's a GREAT thing. It means your growing, and stretching your knowledge base!!!

When you feel this way it is important that you:

1. Take a deep breath, and smile.
2. Start to break the task down into manageable parts. 
3. Seek out the knowledge you need to fill in the gaps.
4. Go to your professor/teacher and ask for help. 

I am here every morning at 8:00 am. I don't leave until 5:00. If you need help come see me. If I'm busy with something or someone...keep trying. 

I love everyone equally, but time is precious. BE PERSISTENT. It is the best strategy:

Nothing in this world can take the place of persistence. Talent will not: nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not: the world is full of educated derelicts. Persistence and determination alone are omnipotent.
Calvin Coolidge 
Read more at http://www.brainyquote.com/quotes/keywords/persistence.html#FbqjwzBZSl6rTuGc.99 

9/17/2013

Some notes about the Calorimeter Lab:

Lab Report Template

Title:

•  a brief, concise, yet descriptive title (The Effect of the IV on the DV)

Statement of the Problem:

•  What question(s) are you trying to answer? 
• Is there a relationship between biodiversity and primary production?
• Include any preliminary observations or background information about the subject
• Terms to explain: biodiversity, primary productivity, biomass (Chapter 3)
• pg 87: http://connect.mcgraw-hill.com/connect/hmEBook.do?setTab=sectionTabs 
•  Simpson's Diversity Index

Hypothesis: (If IV then DV)

• Write a possible solution for the problem.
• I
• Make sure this possible solution is a complete sentence.
• Make sure the statement is testable, an if-then statement is recommended to illustrate what criteria will support your hypothesis (and what data would no support the hypothesis).

Materials:

• Make a list of ALL items used in the lab. Alternatively, materials can be included as part of the procedure.

Procedure:

•  Write a paragraph (complete sentences) which explains what you did in the lab as a short summary.
•  Add details (step-by-step) of your procedure in such a way that anyone else could repeat the experiment.

Results (Data):

•  This section should include any data tables, observations, or additional notes you make during the lab. 
•  You may attach a separate sheet(s) if necessary.
•  All tables, graphs and charts should be labeled appropriately.

Conclusions:

•  Accept or reject your hypothesis.
•  EXPLAIN why you accepted or rejected your hypothesis using data from the lab.
•  Include a summary of the data - averages, highest, lowest..etc to help the reader understand your results. Try not to copy your data here, you should summarize and reference KEY information.
•  List one thing you learned and describe how it applies to a real-life situation. 
•  Discuss possible errors that could have occurred in the collection of the data (experimental errors)

Free Response Question Practice

http://apcentral.collegeboard.com/apc/public/repository/ap03_frq_environ_sci_23122.pdf

Reading Timeline for Environmental Science

 

AP Environmental Science Timeline

2013-2014

First Semester

Textbook: Environmental Science: A Global Concern,

                        12^th E, Cunningham & Cunningham

 This is Week Four. We will start in Chapter 4 and pick up the missing chapters during our breaks.

Chapter	Topics	Timeline (weeks)	2009 – 2010 Dates	Essays	College Board Themes
	First Six Weeks				II. The Living World (10 – 15%)
1, 2	Environmental Sustainability	1 weeks
3	Ecosystems			2003 #1, 2003 #3	LW – A. Ecosystem Structure
3	How ecosystems work Hydrolytic cycle	2 weeks		2008 #3	LW – B. Energy Flow LW – E. Natural Biogeochemical Cycles
4	Communities and Succession	1 week			LW – D. Natural Ecosystem Change
5	Ecosystem evolution, Ecosystem resources	2 week	24 days Ends Sept. 27		LW - C. – Ecosystem Diversity
	Second Six Weeks			1998 #4	III. Population (10 – 15%)
6	Human Populations	3 weeks		2003 #2, 2003 #4	P – A. Population Biology Concepts
7	Population development			2000 #3, 2000 #4	P – B.  Population size, growth, dynamics
11, 12	Wild Species, Protection	3 weeks		2001 #2, 2008 #4	GC – C. Loss of Diversity
12, 13	Public and Private land use		28 days Ends Nov. 8		IV. Land and Water Use (10 – 15%) LWU – B/F. Forestry, Fishing
22	Sustainability and Urban Sprawl				LWU – D. Urban, Federal, Public Land Use
	Third Six Weeks				I. Earth Systems and Resources (10 – 15%)
14	Geology,	2 weeks			ES - A. Earth Science Concepts – Geological time
10	Soils and soil ecosystems			2004 #4	ES - D. Soil and Soil Dynamics
9	Food distribution, hunger	1 week			LWU – A/C  Agriculture, Rangelands
19	Nonrenewable resources, fossil fuels, electrical power production, mining coal	3 week	27 Days Ends Dec. 20	2005 #3, 2005 #4 2002 #2 2001 #1, 2000 #1 1998 #1,	V. Energy Resources & Consumption (10 – 15%) ERC – A/B  Energy Concepts, Consumption ERC – E. Hydroelectric Power ERC – C.  Fossil Fuel Resources and Use LWU – E. Mining for Coal
19	Nuclear power			1998 #2	ERC – D. Nuclear Power

 

 

 

Second Semester

 

	Fourth Six Weeks
20	Renewable Energy Solar, Wind, Water Energy			2004 #2, 1999 #2 2006 #1, 2002 #1	ERC – F. Energy Conservation, hybrid cars ERC – G. Renewable Energy
17	Water Resources	3 weeks		2007 #2, 2009 #3	I. Earth Systems and Resources (10 – 15%)
18	Water pollution			2001 #4, 2004 #1	ES – C. Global Water Resources and Use
15	The Atmosphere	3 weeks	32 Days Ends Feb.21	2002 #4, 2007 #3 1999 #1, 2002 #1	VII. Global Change (10 – 15%) GC – A. Stratospheric Ozone GC – B. Global Warming ES - B. The Atmosphere
16	Atmospheric pollution			1999 #3, 2001 #3	VI. Pollution (25 – 30%)
				2007 #4, 2006 #2 2009 #1, 1998 #3	PO – A. Pollution Types: Air, Noise, Water, Land PO – B. Impacts on the Environment / Health PO – C. Economic Impacts
	Fifth Six Weeks			2008 #2,
8	Risk assessment, Environmental hazards	3 weeks		2004 #1, 2005#1, 2006 #4	PO – B/C.  Human health, risk analysis
10, 4, 5	Pesticides, pest control			2002 #3,1999 #4,	LWU – A. Agriculture, controlling pests
21	Solid / Hazardous waste, disposal	3 weeks	2000 #2	2004 #3, 2005 #2	PO – A. Pollution Types, solid waste
21	Waste disposal, hazardous chemicals			2007 #1, 2006 #3	PO – B. Human health, chemical biomagnification
23, 24	Environmental Economics		34 days	2008 #1, 2009 #4	LWU – G. Global Economics
			Ends April 18		P – B. Human population, economic effects
	Sixth Six Weeks
	Review for AP Exam – Essay Writing	2 weeks

AP Environmental Science - College Board Themes

 

I.  Earth Systems and Resources (ES)	V. Energy Resources and Consumption (ERC)
II. The Living World (LW)	VI. Pollution (PO)
III. Population (P)	VII. Global Change (GC)
IV. Land and Water Use (LWU)