Class+Calendar+MP3+09-10

=​ Environmental Science Class Calendar - Marking Period 3 - '09-'10 = Here you will find the session numbers, dates, questions of the day, lessons/activities,any papers that I have handed out in class, and what the homework for the day was. Keep in mind that there is also an “Assignment” box in class that contains all of the papers handed out. When you are absent, it is YOUR responsibility to gather any papers or information about the time you were gone from this wiki, the "Assignment" box, and/or by asking a classmate about the lesson. If you are confused, ask a classmate. You are in high school now and are responsible for taking care of yourself. Please come to me as a last resource. I am happy to answer questions, though, once you have what you need and understand what you missed. This is also the place to find any papers that you may have lost. [|Expectations.doc] [|Student Info_CFF form.doc] ||< Return completed Student Info/CFF Laptop Agreement. ||
 * = ** Session ** ** # ** ||< ** Date ** ||< **Question of the Day** ||< **Lesson/Activities** ||< ** Handouts ** ||< ** Homework ** ||
 * = 1 ||< 1/27/10 ||< List three words that come to mind when you hear Environmental Science. ||< Get to know you, Class Procedures and Expectations ||< [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://qcsdenvironmentalscience.wikispaces.com/file/view/Question+of+the+Day+Sheet.doc"]] [|Question of the Day Sheet.doc]
 * = 2 ||< 1/28/10 ||< What's your favorite memory of being in nature? ||< Finished Mrs. Matthaei's Betting Game (get to know Mrs. Matthaei!) and Levels of Organization within an ecosystem. ||< Smallest --> largest: Organism, Population, Community, Ecosystem, Biome

We defined and gave examples for each. ||< Create an email account if you do not already have one. (I recommend gmail.com!) ||
 * = 3 ||< 1/29/10 ||< Place these in order from smallest to largest: biome, organism, ecosystem, population, community. ||< Levels of Organization and Food Chains/Webs ||< We discussed Producers and Primary/Secondary/Tertiary Consumers. We then made food chains and food webs. *Arrows show the transfer of energy!*

View the notes that you missed today and tomorrow: ||< none || 1. Glossary of Ecosystem/Food Web terms: @http://www.bigelow.org/edhab/glossary.html 2. "Fitting Algae into the Food Web" Background information: [|fitting_algae.pdf] 3. Directions for the game: [|directions.pdf] 4. Trophic Tables (learn about the roles of the organisms in your food web): [|trophic_table.pdf] 5. Game board: [|game_board.pdf] 6. Clues to help you out: [|clues.pdf] 7. Questions to answer: [|missing_link.pdf] ||< Find a food web or create your own. Bring it to class tomorrow. || 2. Check out the Mind Map Vocab page for directions and vocab list. 3. Start and keep your Mind Map Vocab project updated! (The list on the wiki will be updated, so keep checking back!) ||< none ||
 * = 4 ||< 2/1/10 ||< What is the difference between a food chain and food web? ||< Food Web Matching Game! ||< For the Food Web Matching Game:
 * = 5 ||< 2/2/10 ||< Draw the trophic pyramid and give one example organism for each level. ||< Food webs/chains ||< PRIDE presentation with State Trooper ||< none (unless you did not bring in a food web) ||
 * = 6 ||< 2/3/10 ||< EXPLAIN the transfer of energy between trophic levels. (You may use your notes to help.) ||< Food webs/chains and Biotic/Abiotic Factors ||< Food Web Practice:
 * 1) @http://www.gould.edu.au/foodwebs/kids_web.htm - work on identifying producers, consumers and decomposers
 * 2) @http://www.harcourtschool.com/activity/food/food_menu.html - place organisms in the correct location in a food web (do all three webs!)
 * 3) @http://www.vtaide.com/png/foodchains.htm - read information about food chains and webs, then click on "create your own web" at the bottom of the page
 * 4) EXTENSION: Mystery "Who Dun It" - [] ||< none ||
 * = 7 ||< 2/4/10 ||< Which biome is PA mostly? ||< Food webs/chains and Biotic/Abiotic Factors ||< [[file:Biotic_Abiotic Factors.doc]] ||< none ||
 * = 8 ||< 2/5/10 ||< Describe, in detail, the difference between biotic and abiotic factors. ||< Biotic/Abiotic Factors and Mind Map Vocab Project ||< 1. Create an account on bubbl.us.
 * = 9 ||< 2/8/10 ||< What do you think biodiversity means? ||< Biodiversity ||< Biodiversity worksheet for session 9 & 10: [[file:Douglas Fir wkst.doc]]

1. "The Loss of Biodiversity" (Hippocampus audio/text) 2. "The Wild Classroom" - Biodiversity video ||< Study for Test on WEDNESDAY (Testing over 3 Learning Targets: Food Web, Biotic/Abiotic Factors & Biodiversity) || -Use the worksheet from last class. -Here is a discription of the simulation, in case you weren't here: ||< Study for Test on WEDNESDAY (Testing over 3 Learning Targets: Food Web, Biotic/Abiotic Factors & Biodiversity) ||
 * = 10 ||< 2/9/10 ||< Why is biodiversity important? Give as many reasons as you can! ||< Biodiversity ||< Douglas Fir Tree Simulation!
 * = 11 ||< 2/12/10 ||< Describe how you think biodiversity is different in the different biomes. ||< Review for Test ||< Create a study guide for the test next WEDNESDAY!

11th Hour video ||< Study for Test on WEDNESDAY (Testing over 3 Learning Targets: Food Web, Biotic/Abiotic Factors & Biodiversity) ||
 * = 12 ||< 2/16/10 ||< What do you still not understand about Food Webs, Biotic/Abiotic Factors, or Biodiversity? ||< Mind Map Vocab ||< Betting Review Game!

Mind Map Vocab Project Sign up for Mindmeister.com // (You will then need to activate your account by clicking on the link in the email that they will send you!) // ||< Study for Test on WEDNESDAY (Testing over 3 Learning Targets: Food Web, Biotic/Abiotic Factors & Biodiversity)
 * Activate mindmeister account by clicking on link sent in email. ** ||
 * = 13 ||< 2/17/10 ||< What will you work on if you finish the test early? ||< TEST ||< ** TEST over Food Webs, Biotic/Abiotic Factors & Biodiversity ** ||< ** *Activate mindmeister account by clicking on link sent in email. ** ||
 * = 14 ||< 2/18/10 ||< What do you think happens over the years to a completely abandoned field? ||< Ecological Succession ||< In the textbook, write down the Lesson Review questions 1-7 from page 178. Read pages 172-175 and answer those 7 questions as you read. Be sure to take notes over any new vocabulary or concepts as you read, as well. ||< none (unless the questions aren't finished) ||
 * = 15 ||< 2/19/10 ||< Describe the two types of Ecological Succession. ||< Ecological Succession, Limiting Factors and Carrying Capacity ||< 1. Watch the Life After People video clip about Chernobyl and Ecological Succession.
 * = 15 ||< 2/19/10 ||< Describe the two types of Ecological Succession. ||< Ecological Succession, Limiting Factors and Carrying Capacity ||< 1. Watch the Life After People video clip about Chernobyl and Ecological Succession.

2. View the notes taken in class about Limiting Factors and Carrying Capacity.

Notes may be take on this graphic organizer: ||< None

Except Periods 2, 3 and 6: Make sure that your mindmiester account is activated (click on the link that was sent to you in an email from mindmeister). || Packet: ||< none || Easter Island Video
 * = 16 ||< 2/22/10 ||< How can limiting factors impact an ecosystem? (Give examples to support your answer.) ||< Limiting Factors and Carrying Capacity ||< Cedar Glade Activity
 * = 17 ||< 2/23/10 ||< How are the terms limiting factors and carrying capacity related? ||< Limiting Factors and Carrying Capacity ||< Continue Cedar Glade Activity ||< none ||
 * = 18 ||< 2/24/10 ||< Describe the limiting factors in the Cedar Glade. ||< Limiting Factors and Carrying Capacity ||< Continue and finish Cedar Glade Activty ||< Cedar Glade Packet and Reflection Questions ||
 * = 19 ||< 3/1/10 ||< Currently, what do you think are the 3 biggest limiting factors impacting humans? (Explain why you think so!) ||< Limiting Factors and Carrying Capacity ||< Check out these two videos learn about what happened on Easter Island with limiting factors (specifically natural resources):

Human Population Growth & Earth's Carrying Capacity worksheet: [|Human Population Growth.doc] ||< none ||
 * = 20 ||< 3/2/10 ||< What does exponential growth mean? ||< Limiting Factors, Carrying Capacity & Population ||< Continue with Human Population Growth and Earth's Carrying Capacity worksheet and graph (handout from last class) ||< none ||
 * = 21 ||< 3/3/10 ||< Describe in detail how the human population has grown over time. ||< Population ||< Population Graphs Powerpoint: [[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png width="32" height="32" link="http://qcsdenvironmentalscience.wikispaces.com/file/view/Population%20Graphs.ppt"]]

Population Maps Powerpoint: ||< none ||
 * = 22 ||< 3/4/10 ||< What was the main event that caused humans' exponential growth? ||< Population ||< Exploring Population Statistics Worksheet: [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="file/view/Exploring Population Statistics.doc"]]

Follow the links to complete the assignments #1-3 on the first page. ||< none ||
 * = 23 ||< 3/5/10 ||< What is the difference between the world's human population growth and the population growth **RATE**? ||< Population ||< Population Growth Rate article and questions.

Complete the mini-assessment on the back of the worksheet from last class. ||< none ||
 * = 24 ||< 3/8/10 ||< What three factors affect population growth the most in a country? ||< Population


 * EARTHQUAKE in CHILE: WORLDWIDE IMPACTS!** **Check this out!** ||< Use the (yellow) Exploring Population Statistics Worksheet from last class. Watch the Miniature Earth video (#4) and complete the assignment on the first page. www.miniature-earth.com

Create an account at www.edmodo.com (using your login and password from your mindmeister account). Use the class code that Mrs. Matthaei gives in class for your class period. Complete assignment (read article and respond) within edmodo. If you find that you need the class code again, please email me.

If not already done, complete the mini-assessment on the back of the yellow worksheet from last class. ||< Study for the Limiting Factors and Population TEST: next ** MONDAY ** ||
 * = 25 ||< 3/9/10 ||< Which countries do you think have the highest/lowest total populations AND which have the highest/lowest growth rates? ||< Population ||< Population and Growth Rate by Countries: NationMaster.com - Great website with statistics on any and all countries in the world. Wikipedia's Population Growth and Population Growth Rates by countries.

Students begin Countries' Population Growth Rate activity. The worksheet is here: Countries Pop Growth Rate.doc The directions for the activity can be found in this powerpoint: Countries’ Population Growth Rate Activity.ppt ||< Study for the Limiting Factors and Population TEST: ** MONDAY ** ||
 * = 26 ||< 3/10/10 ||< Where do we see our highest population growth rates? Why is this an issue? ||< Population ||< Continue Countries' Population Growth Rate activity

If done early, read about China's One Child Policy & the World Population Prediction: China's One Child Policy page 1 China's One Child Policy page 2 ||< Study for the Limiting Factors and Population TEST: ** MONDAY ** ||
 * = 27 || 3/11/10 || EXPLAIN what you think humans' #1 issue is with the population growing the way it is. Why? || Population || Gapminder.org: What Stops Population Growth? View assignment on [|www.edmodo.com]. You will watch the What Stops Population Growth? video (10 mins) from www.gapminder.org . || Study for the Limiting Factors and Population TEST: ** MONDAY ** ||
 * = 28 ||< 3/12/10 ||< Why does it matter if some countries grow fast and others grow more slowly? ||< Limiting Factors and Population Review ||< Limiting Factors and Population Review ||< Study for the Limiting Factors and Population TEST: ** MONDAY (next class) ** ||
 * = 29 ||< 3/15/10 ||< What are at least two things you have recently learned about other countries? ||< Limiting Factors and Population TEST ||< Limiting Factors and Population TEST

When finished with test, get out laptop and go to: NatGeo's Aftermath: Population Zero - read **Overview**, view videos if you'd like, then launch the **Interactive** to experience the aftermath!!! ||< none || View this for Water Pollution slides and video: Water Pollution Powerpoint to help fill out the following Water Pollution packet:  Water Pollution Packet ||< none ||
 * = 30 ||< 3/16/10 ||< Where do you think the majority of Earth's water is located? What about Earth's freshwater? ||< Water Pollution ||< Earth's Water Distribution Demonstration (look at water pollution packet)
 * = 31 ||< 3/17/10 ||< Explain Earth's water situation in detail.

New Question of the Day Sheet: ||< Water Pollution ||< Textbook: # Read pages 10-11. Answer questions #1-5 on page 13. ||< Study for Water Pollution Quiz Thursday ||
 * 1) Read pages 23-25. Answer questions #5 and 7-9 on page 26.
 * 2) Read pages 27-29 (stop before Watershed Quality). Describe how these human activities negatively affect wetlands:
 * 3) Agriculture
 * 4) Urbanization
 * 5) Construction
 * 6) Mining
 * 7) Industry
 * 8) Waste Disposal ||< Finish Textbook Assignment ||
 * = 32 ||< 3/18/10 ||< What watershed are we in? What are some differences between watersheds and wetlands? ||< Water Pollution ||< # Read: [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="file/view/Point & NonPoint Source Pollution Reading.doc"]] Point/Non-Point Source Pollution Reading
 * 1) Visit: [|www.protectingwater.com]
 * 2) Fill out using reading and website:[[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="file/view/Point & Non-Point Source Graphic Organizer.doc"]] Point Source and Non-Point Source Water Pollution Worksheet ||< Finish point source vs. non-point source graphic organizer. ||
 * = 33 ||< 3/19/10 ||< Explain the difference between point source and non-point source water pollution. ||< Water Pollution ||< Finish assignment over Point and Non-Point Source Pollution from last class. ||< none ||
 * = 34 ||< 3/22/10 ||< How can you personally decrease your contribution to water pollution? ||< Natural Resources and Final Project Introduction ||< Natural Resources; Final Project - Explanation and Part 1: The List
 * = 35 ||< 3/23/10 ||< What are natural resources and what's the difference between renewable and nonrenewable? ||< Final Project ||< Final Project - Part 1: The List ||< Study for Water Pollution Quiz Thursday ||
 * = 36 ||< 3/24/10 ||< What three natural resources do you think you use the most in your everyday life? ||< Final Project ||< Final Project - Finish Part 1: The List

Final Project - Begin Part 2: The Eco-Web ||< Study for Water Pollution Quiz Tomorrow

Final Project - Part 1: The List should be completed ||
 * = 37 ||< 3/25/10 ||< What is one way that you reduce, reuse, or recycle at home? ||< Water Pollution Quiz & Final Project ||< Water Pollution Quiz

Final Project - Continue with Part 2: The Eco-Web ||< none ||
 * = 38 ||< 3/26/10 ||< What was your favorite topic or activity in this class? ||< Final Project ||< Final Project - Continue with Part 2: The Eco-Web ||< Final Project - Part 2: The Eco-Web should be completed ||
 * = 39 ||< 3/29/10 ||< What do you wish we would have covered in this class but didn't? ||< Final Project ||< Part 3: The Gallery & Personal Action Plan ||< none ||
 * = 40 ||< 3/30/10 ||< What did you like the most about this class?

TURN IN SHEET! ||< Final Project ||<

Find out what your Ecological Footprint is! ||< none || ==
 * = 41 ||< 3/31/10 ||< none ||< Class Wrap-Up ||< Finish up and wrap-up course. ||< Last Day of MP3 ||