CC+MP1+10-11

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. ||
 * Environmental Science Class Calendar - Marking Period 4 '09-'10 **
 * = ** Session ** ** # ** ||< ** Date ** ||< **Question of the Day** ||< **Lesson/Activities** ||< ** Handouts ** ||< ** Homework ** ||
 * = 1 ||< 4/6/10 ||< 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 ||< 4/7/10 ||< 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 ||< 4/8/10 ||< 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: [|Ecosystems and Their Interactions Powerpoint.ppt] ||< 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] ||< none || 2. Activate your account by checking email. 3. Check out the Mind Map Vocab Project page for directions and vocab list. 4. Keep your Mind Map Vocab project updated! (The list on the wiki will be updated, so keep checking back!)
 * = 4 ||< 4/9/10 ||< What's the difference between a food chain and a food web? ||< Food Web Matching Game! ||< For the Food Web Matching Game:
 * = 5 ||< 4/12/10 ||< Draw the trophic level pyramid and EXPLAIN the transfer of energy between the trophic levels. ||< Introduction to the Mind Map Vocab project and food web practice. ||< 1. Create an account on mindmeister.com.

Food Web Practice: ||< none || 1. "The Loss of Biodiversity" (Hippocampus audio/text) 2. "The Wild Classroom" - Biodiversity video ||< Study for TEST on TUESDAY over 3 learning targets: Food Webs, Biotic/Abiotic Factors and Biodiversity || -Use the worksheet from last class. -Here is a discription of the simulation, in case you weren't here: ||< Study for TEST on TUESDAY over 3 learning targets: Food Webs, Biotic/Abiotic Factors and Biodiversity ||
 * 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) EXTENSION: Mystery "Who Dun It" - [] ||< Activate mindmeister account by clicking on link sent in your email. ||
 * = 6 ||< 4/13/10 ||< What biome is PA mostly? ||< Biotic/Abiotic Factors ||< Write the definition and many examples for biotic and abiotic factors.
 * = 7 ||< 4/14/10 ||< Describe the difference between biotic and abiotic factors. ||< Biodiversity ||< Biodiversity worksheet for session 7 & 8: [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://qcsdenvironmentalscience.wikispaces.com/file/view/Douglas%20Fir%20wkst.doc"]]
 * = 8 ||< 4/15/10 ||< Why is biodiversity so important? //(Give as many reasons as you can!)// ||< Biodiversity ||< Douglas Fir Tree Simulation!
 * = 9 ||< 4/16/10 ||< Describe what you learned from the Douglas Fir Tree simulation.

//(If you were not here for it, download the directions sheet from session 8.)// ||< Mind Map Vocab Project ||< See the Mind Map Vocab Project page.

Also, read this article published TODAY on Biodiversity in the Middle East and around the world! ||< Continue to work on your mind map vocab project throughout the entire course.

Study for TEST on TUESDAY over 3 learning targets: Food Webs, Biotic/Abiotic Factors and Biodiversity ||
 * = 10 ||< 4/19/10 ||< What do you still not understand about food webs, biotic/abiotic factors or biodiversity? OR Explain something you KNOW will be on the test. ||< Review for Test ||< Betting Review Game: [[file:Betting Review Game (Test 1 MP4).doc]] ||< Study for TEST on TUESDAY over 3 learning targets: Food Webs, Biotic/Abiotic Factors and Biodiversity ||
 * = 11 ||< 4/20/10 ||< Describe what you will work on if you finish the test early. ||< Test over Food Webs, Biotic/Abiotic Factors and Biodiversity ||< Test on Food Webs, Biotic/Abiotic Factors and Biodiversity ||< none ||
 * = 12 ||< 4/21/10 ||< What do you know about or have done on Earth Day? ||< PLAN Testing (periods 1-3)

Exploring Earth Day (tomorrow!), 2010 green advancements and buildings, and the U.S.'s movement toward protecting more land. ||< - Learn about Earth Day (website): http://www.nelsonearthday.net/index.htm - The Best of Green 2010 (slideshows): http://www.treehugger.com/best-of-green/ - "These fresh buildings are at the cutting edge of style and convenience." [] - President Obama signs the America's Great Outdoors Memorandum (youtube video): [] ||< none ||
 * = 13 ||< 4/22/10 ||< What do you think happens over the years to a completely abandoned field? ||< **HAPPY EARTH DAY! **

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 || 2. Complete:
 * = 14 ||< 4/23/10 ||< Describe the two types of ecological succession. ||< Ecological Succession ||< 1. Watch the Life After People video clip about Chernobyl and Ecological Succession.

3. READ: ||< none ||
 * = 15 ||< 4/27/10 ||< Describe something that organisms need to live and grow. ||< Limiting Factors & Carrying Capacity ||< 1. We handed back tests today and discussed the remediation opportunity (deadline Friday (4/30)). Remediation form to be filled out and turned in if wanting to remediate: [[file:Test 1 Remediation.doc]]

2. View the notes taken in class about Limiting Factors and Carrying Capacity. Notes may be take on this graphic organizer: ||< none || Easter Island Video
 * = 16 ||< 4/28/10 ||< How can limiting factors impact an ecosystem? (Give examples to support your answer.) ||< Limiting Factors & Carrying Capacity (Cedar Glade Activity) ||< Cedar Glade Activity Packet: [[file:Cedar Glade Directions and Worksheet (NEW).doc]] ||< none ||
 * = 17 ||< 4/29/10 ||< How are the terms limiting factors and carrying capacity related? ||< Limiting Factors & Carrying Capacity (Cedar Glade Activity) ||< Continue Cedar Glade Activity ||< none ||
 * = 18 ||< 4/30/10 ||< Describe the limiting factors in the Cedar Glade ecosystem. ||< Limiting Factors & Carrying Capacity (Cedar Glade Activity) ||< Continue and Finish Cedar Glade Activity ||< Complete Cedar Glade Activity packet, graphs and Reflection questions ||
 * = 19 ||< 5/3/10 ||< Currently, what do you think are the three limiting factors that have the largest impact on humans? ||< Population ||< Check out these two videos learn about what happened on Easter Island with limiting factors (specifically natural resources):

World Human Population Growth - ||< none || 2. View the following powerpoints: Population Graphs Powerpoint:
 * = 20 ||< 5/4/10 ||< What do you think exponential growth means? ||< Population ||< 1. Finish the World Human Population Growth worksheet from last class.

Population Maps Powerpoint: ||< none ||
 * = 21 ||< 5/5/10 ||< Describe, in detail, how the human popuation has grown over time. ||< Population ||< Exploring Population Statistics websites - fill out worksheet as you visit the sites: [[file:Exploring Population Statistics.doc]] ||< none ||
 * = 22 ||< 5/6/10 ||< What is the difference between the world's human population growth and the population growth **RATE**? ||< Population ||< 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. ||< none ||
 * = 23 ||< 5/7/10 ||< What countries do you think have the highest and lowest populations AND growth rates (grow the fastest and slowest)? ||< Population Growth and Growth Rate by Countries, What Stops Population Growth ||< 1. NationMaster.com - Great website with statistics on any and all countries in the world. Wikipedia's Population Growth and Population Growth Rates by countries.

2. View assignment on [|www.edmodo.com]. You will watch the What Stops Population Growth? video (10 mins) from www.gapminder.org.

Other helpful population websites - The Population Explosion - World Population Balance - "Promoting a Sustainable Population" - How are population estimations calculated? Here are a few resources that might answer some of your questions: ---@http://www.census.gov/ipc/www/popwnote.html ---@http://www.census.gov/ipc/www/idb/estandproj.php ---Debate Over How to Count the Population ||< none (unless edmodo article assignment is not finished) ||
 * = 24 ||< 5/10/10 ||< Which continent do we see our highest population growth rates? Why should we be concerned about this? ||< What Stops Population Growth ||< 1. Complete your responses from yesterday on [|www.edmodo.com] about the What Stops Population Growth? video.

2. Explore [|www.gapminder.org] (click on GAPMINDER WORLD tab) to create graphs that display information about population.

3. Complete and turn in Population Mini-Assessment on back of Population Statistics Websites worksheet from last week. ||< none (unless edmodo video response assignment is not finished)

Study for Limiting Factors & Population test ||
 * = 25 ||< 5/11/10 ||< What are at least two things you have recently learned about other countries? ||< Population: Using gapminder for statistics and edmodo for collaborating. ||< 1. (Assignment posted on www.edmodo.com.) Explore www.gapminder.org (GAPMINDER WORLD tab) and create a chart (graph & map) that displays new information about population.

2. Post your link (along with a 2-3 sentence summary of what the chart can show you about population). Explore other students' charts and continue the conversations and great responses, as you did yesterday! ||< none (unless edmodo gapminder graph assignment is not finished)

Study for Limiting Factors & Population test || The directions for the activity can be found in this powerpoint: Countries’ Population Growth Rate Activity.ppt ||< Study for Limiting Factors & Population test ||
 * = 26 ||< 5/12/10 ||< What three factors are considered when counting a country's population size? ||< Countries' Population Growth Rate activity ||< Students begin Countries' Population Growth Rate activity. The worksheet is here: [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://qcsdenvironmentalscience.wikispaces.com/file/view/Countries%20Pop%20Growth%20Rate.doc"]] Countries Pop Growth Rate.doc
 * = 27 || 5/13/10 || EXPLAIN what you think humans' #1 issue is with the population growing the way it is. Why? || Countries' Population Growth Rate activity || 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 Limiting Factors & Population test ||
 * = 28 ||< 5/14/10 ||< Why does it matter if some countries grow fast and others grow more slowly? ||< Limiting Factors and Population Review ||< Limiting Factors and Population Review


 * Surprise Mind Map Vocab Checkpoint! ||< Study for Limiting Factors & Population test ||
 * = 29 ||< 5/17/10 ||< What do you believe the future holds for our human population? (What will happen/what will we do?) ||< 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 OR work on Mind Map Vocab project.** ||< none ||
 * = 30 ||< 5/19/10 ||< Of all of the issues on Earth, which do you think is the most pressing for humans? Why? ||< EOY ||< End of the Year 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 OR work on Mind Map Vocab project.** ||< none || View this for Water Pollution slides and video: to help fill out the following Water Pollution packet:  ||< none ||
 * = 31 ||< 5/20/10 ||< 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)
 * = 32 ||< 5/21/10 ||< Explain Earth's water situation in detail. ||< Water Pollution ||< Download the attached document. Follow the link found in the document to take you to the National Geographic website on Water Pollution: Signs and Solutions. Follow the step-by-step directions in the document and answer the questions as you go.



When finished, turn document in on [|www.edmodo.com] as a "File" to Mrs. Matthaei. ||< none || Finish NatGeo's Water Pollution: Signs and Solutions assignment that you posted on [|www.edmodo.com] (from Session 32). ||< none ||  1. Read pages 10-11. Answer questions #1-5 on page 13.  2. Read pages 23-25. Answer questions #5 and 7-9 on page 26.  3. Read pages 27-29 (stop before Watershed Quality). Describe how these human activities negatively affect wetlands:
 * = 33 ||< 5/24/10 ||< Which continent has the most water issues and which continents are using the most solutions? Why/How? ||< Water Pollution ||< # Read: [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://qcsdenvironmentalscience.wikispaces.com/file/view/Point+%26+NonPoint+Source+Pollution+Reading.doc"]] [|Point & NonPoint Source Pollution Reading.doc]
 * 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="http://qcsdenvironmentalscience.wikispaces.com/file/view/Point+%26+Non-Point+Source+Graphic+Organizer.doc"]] [|Point & Non-Point Source Graphic Organizer.doc] ||< none ||
 * = 34 ||< 5/25/10 ||< Explain the difference between point source and non-point source pollution. ||< Water Pollution ||< Finish yesterday's assignment:# Visit: [|www.protectingwater.com]
 * 1) Fill out using reading and website: [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://qcsdenvironmentalscience.wikispaces.com/file/view/Point+%26+Non-Point+Source+Graphic+Organizer.doc"]] [|Point & Non-Point Source Graphic Organizer.doc]
 * = 35 ||< 5/26/10 ||< Describe in detail an example of point source and non-point source pollution that you have seen around Quakertown. ||< Watersheds & Wetlands || Textbook:

 1. Agriculture 2. Urbanization 3. Construction 4. Mining 5. Industry 6. Waste Disposal ||< none || Finish NatGeo's Water Pollution: Signs and Solutions assignment that you posted on [|www.edmodo.com] (from Session 32). ||< Finish textbook assignment and/or NatGeo Water Pollution packet if not done. || Decide how much your business/land use type would contribute each of these pollutants to the river: Water Pollution Quiz ||< none || Part 1: The List Final Project - Part 1 Directions || none ||
 * = 36 ||< 5/27/10 ||< What watershed do you live in? ||< Water Pollution ||< Finish textbook assignment
 * = 37 ||< 5/28/10 ||< What are some differences between watersheds and wetlands? ||< Water Pollution ||< EnvSci in the Real World! ||< none ||
 * = 38 ||< 6/1/10 ||< How can you personally decrease your contribution to water pollution? ||< Water Pollution ||< River of Shame Activity - Directions and rough draft of aerial plan ||< Rough draft of company/land-use type should be mostly finished ||
 * = 39 ||< 6/2/10 ||< What examples of water pollution have you noticed the most around Quakertown? ||< Water Pollution ||< River of Shame Activity - Final draft of aerial plan ||< none ||
 * = 40 ||< 6/3/10 ||< What other problems can water pollution lead to? ||< Water Pollution ||< River of Shame Activity - Final draft of aerial plan
 * Sediments
 * Animal & Human Waste
 * Acid Precipitation
 * Pesticides, Herbicides, Fungicides
 * Petroleum Products
 * Heated or Cooled Water
 * Fertilizers
 * Inorganic Chemicals and Compounds ||< Final draft if not finished ||
 * = 41 ||< 6/4/10 ||< What has the River of Shame Activity made you think about? ||< Water Pollution ||< River of Shame Activity Assessment
 * 42 || 6/7/10 || What are natural resources and what's the difference between renewable and nonrenewable? || Natural Resources & Final Project || Natural Resources; Final Project - Explanation and Part 1: The List
 * 43 || 6/8/10 || What three natural resources do you think you use the most in your everyday life? || Final Project || Final Project - Part 1: The List || Part 1: The List if not finished

Mind Map Vocab Project Due Next Tuesday! ||
 * 44 || 6/9/10 || What is one way that you reduce, reuse, or recycle at home? || Final Project || Final Project - Part 2: The Eco-Web

Part 2 Plan || none

Mind Map Vocab Project Due Tuesday! ||
 * 45 || 6/10/10 || What was your favorite topic or activity in this class? || Final Project || Final Project - Part 2: The Eco-Web (work day - you MUST bring your project to work on!) || none

Mind Map Vocab Project Due Tuesday! ||
 * 46 || 6/11/10 || What do you wish we would have covered in this class but didn't? || Final Project || Final Project - Part 2: The Eco-Web (work day - you MUST bring your project to work on!) **THIS IS YOUR LAST DAY TO WORK IN CLASS ON YOUR FINAL PROJECT!!!** || Part 2: Eco-Web if not finished

Mind Map Vocab Project Due Tuesday! || (Comment sheet - )
 * 47 || 6/14/10 || What did you like the most about this class? || Final Project || Part 3: The Gallery & Personal Action Plan

Entire Final Project Directions: || none

Mind Map Vocab Project Due Tuesday! || Part 3: Personal Action Plan
 * 48 || 6/15/10 || none || Final Project || Part 3: The Gallery & Personal Action Plan

6/17/10 || none || TBA || TBA || none || =
 * MIND MAP VOCAB PROJECT DUE!!! ** || Personal Action Plan if not finished ||
 * 49 || 6/16/10 || none || TBA || TBA || none ||
 * 50 || HALF DAY
 * ||  ||   ||   || Check out this AMAZING video on humans' impact on Earth!!! THE HOME PROJECT ||   ||

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