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.