Thursday, December 15, 2016
Wednesday, December 14, 2016
Finish watching 'Before the Flood'; Discussion Questions if time
-Any remaining Unit 3 test makeups/retakes? Interactive notebooks to turn in?
-Midterm progress reports go out Wed. 12/14!
-Finish watching 'Before the Flood' (through Amazon)
-Use Discussion Questions (HERE) to frame debrief discussion and writing
Periods 1, 3, & 4 finished the film
Period 6 did not, they are 40 minutes in (?)
-Midterm progress reports go out Wed. 12/14!
-Finish watching 'Before the Flood' (through Amazon)
-Use Discussion Questions (HERE) to frame debrief discussion and writing
Periods 1, 3, & 4 finished the film
Period 6 did not, they are 40 minutes in (?)
Monday, December 12, 2016
Makeup tests; begin Before the Flood Documentary
-Welcome back from your Snow Days! ❄
(no baby yet btw...😀)
-Midterm progress reports go out Wed 12/14
-Take Unit 3 Test if you were absent & have your Interactive Notebook graded TODAY!
-Begin watching Leonardo DiCaprio's documentary 'Before the Flood' (1hr 38mins)
(no baby yet btw...😀)
-Midterm progress reports go out Wed 12/14
-Take Unit 3 Test if you were absent & have your Interactive Notebook graded TODAY!
-Begin watching Leonardo DiCaprio's documentary 'Before the Flood' (1hr 38mins)
Tuesday, December 6, 2016
Unit 3 Test & Notebook Check; Notebook Scoring Rubric
Unit 3 Test & Interactive Notebook Check!
-Use first ~15 minutes of class to study for your test and finish up notebooks
-Test taking expectations:
*Try your best, take your time, & stay focused
*No talking (everyone deserves a quiet testing environment)
*No personal electronic devices while testing
*When finished, bring your test up to me and then read, do work, listen to music quietly.
We're grading tests and notebooks differently today!
TESTS: -Use a pen and trade with a trusted neighbor
-Write your name in the blank provided for the test you're grading
-Put a slash mark through any incorrect answers
-Questions are worth 2 points each
-Please add up the total points correct out of 30 and write it on the front page (?/30)
NOTEBOOKS: Now you will grade the notebook of the person whose test you graded. Give them an honest & accurate grade (ask yourself: What Would Ferro Do?). Write their grade in their notebook as well as on their test paper (?/50) based on the rubric below. Turn in your test, keep your notebook.
Notebook Scoring Rubric
50 points
-Table of Contents up to date
-Has 'Tragedy' intro, data, questions, & guided notes
-Has warm ups and color processing on every left side
-Color processing shows high level critical thinking
40 points
-Table of Contents up to date
-Has 'Tragedy intro, data, questions, & guided notes
-Has warm ups and color processing on most left sides
-Color processing shows some critical thinking
30 points
-Table of Contents not up to date
-Missing some glue-ins
-Missing some warm ups and color processing
-Color processing is missing or does not show critical thinking
20 points
-Turned in a notebook but its very sad & unorganized :(
-Use first ~15 minutes of class to study for your test and finish up notebooks
-Test taking expectations:
*Try your best, take your time, & stay focused
*No talking (everyone deserves a quiet testing environment)
*No personal electronic devices while testing
*When finished, bring your test up to me and then read, do work, listen to music quietly.
We're grading tests and notebooks differently today!
TESTS: -Use a pen and trade with a trusted neighbor
-Write your name in the blank provided for the test you're grading
-Put a slash mark through any incorrect answers
-Questions are worth 2 points each
-Please add up the total points correct out of 30 and write it on the front page (?/30)
NOTEBOOKS: Now you will grade the notebook of the person whose test you graded. Give them an honest & accurate grade (ask yourself: What Would Ferro Do?). Write their grade in their notebook as well as on their test paper (?/50) based on the rubric below. Turn in your test, keep your notebook.
Notebook Scoring Rubric
50 points
-Table of Contents up to date
-Has 'Tragedy' intro, data, questions, & guided notes
-Has warm ups and color processing on every left side
-Color processing shows high level critical thinking
40 points
-Table of Contents up to date
-Has 'Tragedy intro, data, questions, & guided notes
-Has warm ups and color processing on most left sides
-Color processing shows some critical thinking
30 points
-Table of Contents not up to date
-Missing some glue-ins
-Missing some warm ups and color processing
-Color processing is missing or does not show critical thinking
20 points
-Turned in a notebook but its very sad & unorganized :(
Friday, December 2, 2016
Review Guided Notes & Study Guide; notebook work
Unit 3 Test & Interactive Notebook Check this week!
A day - Tues 12/6
B day - Wed 12/7
1. Read The Environment and Society and complete Guided Notes
2. Glue in guided notes and get a checkmark when finished
3. For a brain break: Calculate your ecological footprint on Global Footprint Network (might need to use classroom computer, needs Flash plugin on phones)
4. Work on color processing and updating Table of Contents in notebooks
5. Do Unit 3 Study Guide (don't turn in, keep to study)
6. Review answers to Guided Notes as a class
A day - Tues 12/6
B day - Wed 12/7
1. Read The Environment and Society and complete Guided Notes
2. Glue in guided notes and get a checkmark when finished
3. For a brain break: Calculate your ecological footprint on Global Footprint Network (might need to use classroom computer, needs Flash plugin on phones)
4. Work on color processing and updating Table of Contents in notebooks
5. Do Unit 3 Study Guide (don't turn in, keep to study)
6. Review answers to Guided Notes as a class
7. Review answers to Study Guide as a class
Test & notebooks due next class period!
Thursday, December 1, 2016
UNIT 3 TABLE OF CONTENTS
Updated Interactive Notebook Table of Contents:
1 Syllabus
2 Class Rules and Expectations
3 Interactive Notebook Description
4 Notebook Components
5 Rubric
6 Science Safety Contract
7 Education Contract
8 Clock Partners
9 Salmon Intro/Running the Gauntlet video questions
10 Salmon Life Cycle Flow Chart
11 Salmon Life Cycle Reading: 'The Journey of Wild Pacific Salmon'
12 Life Cycle WARM UP; Macroinvertebrate processing
13 Macroinvertebrates Guided Notes
14 Macroinvertebrate Processing
15 Macroinvertebrate Practice ID
16 Graph Interpretation Questions & Processing
17 Temperature & Dissolved Oxygen Reading
18 Understanding Our Environment Part I Guided Notes Processing
19 Understanding Our Environment Part I Guided Notes
20 Understanding Our Environment Part II Guided Notes Processing
21 Understanding Our Environment Part II Guided Notes
22 Attributes of Environmental Science Processing
23 Seven Attributes of Environmental Science Notes
24 Unit 2 Study Guide Processing
25 Unit 2 Study Guide
1 Syllabus
2 Class Rules and Expectations
3 Interactive Notebook Description
4 Notebook Components
5 Rubric
6 Science Safety Contract
7 Education Contract
8 Clock Partners
9 Salmon Intro/Running the Gauntlet video questions
10 Salmon Life Cycle Flow Chart
11 Salmon Life Cycle Reading: 'The Journey of Wild Pacific Salmon'
12 Life Cycle WARM UP; Macroinvertebrate processing
13 Macroinvertebrates Guided Notes
14 Macroinvertebrate Processing
15 Macroinvertebrate Practice ID
16 Graph Interpretation Questions & Processing
17 Temperature & Dissolved Oxygen Reading
18 Understanding Our Environment Part I Guided Notes Processing
19 Understanding Our Environment Part I Guided Notes
20 Understanding Our Environment Part II Guided Notes Processing
21 Understanding Our Environment Part II Guided Notes
22 Attributes of Environmental Science Processing
23 Seven Attributes of Environmental Science Notes
24 Unit 2 Study Guide Processing
25 Unit 2 Study Guide
26 Quarter 1 Reflection; Tragedy of Commons Processing
27 Tragedy of the Commons Lab Learning Obj/Procedure
28 Tragedy of the Commons Color Processing on data
29 Tragedy of the Commons Lab Data Table
30 Tragedy of the Commons Discussion Q's Processing
31 Tragedy of the Commons Lab Discussion Questions
32 'The Environment & Society' Guided Notes Processing
33 'The Environment & Society' Guided Notes
34 Unit 3 Study Guide processing (optional)
35 Unit 3 Study Guide (optional)
32 'The Environment & Society' Guided Notes Processing
33 'The Environment & Society' Guided Notes
34 Unit 3 Study Guide processing (optional)
35 Unit 3 Study Guide (optional)
Wednesday, November 30, 2016
Finish guided notes; work on notebooks; Do Ecological Footprint; Unit 3 Study Guide
The Truth About Standing Rock: 3-Minute Summary video
Finish Unit 3: The Environment & Society
Finish Unit 3: The Environment & Society
Learning Objective: I can explain how humans affect the environment by examining economic concepts and how resources are used.
Unit 3 Test & Interactive Notebook Check next week!
A day - Tues 12/6
B day - Wed 12/7
1. Read The Environment and Society and complete Guided Notes
2. Glue in guided notes and get a checkmark when finished
3. Calculate your ecological footprint on Global Footprint Network
4. Work on color processing and updating Table of Contents
5. Do Unit 3 Study Guide (don't turn in, keep to study with)
Unit 3 Test & Interactive Notebook Check next week!
A day - Tues 12/6
B day - Wed 12/7
1. Read The Environment and Society and complete Guided Notes
2. Glue in guided notes and get a checkmark when finished
3. Calculate your ecological footprint on Global Footprint Network
4. Work on color processing and updating Table of Contents
5. Do Unit 3 Study Guide (don't turn in, keep to study with)
Monday, November 28, 2016
TRANSITION TEAMS
Transition Teams:
Period 1
Jacob Winslea
CJ Davis
Lucy Shadburne
Christina Barrett
Period 3
Tracy La Ocon
Cody Carlson
Ellis Ransdell
Anisa Nokham
Ramiro Cazares-Orozco
Ramiro Cazares-Orozco
Period 4
Henry Marty
Mara McCarthy
Sophia Coseo
Connor Wood
Jacqueline Chen
Jacqueline Chen
Period 6
Marilyn Santos Rosales
Brenda Norell
Sky Ford
Alexia DuBoise
Period 7
Alma Mintier-Vegh
Christopher Nguyen
Julie Reichling
Jace Watanabe
Period 8
Bethy Temelso
Elena Farr
Jason Ta
Raxlee Rax
Tragedy of the Commons Lab Debrief & Conclusions; Begin 'The Environment & Society' Reading & Guided Notes
WARM UP: (do with your lab group on small whiteboard and use science vocabulary we've been learning to discuss and describe outcomes)
-Return papers & Announcements
-Lab debrief and conclusions - review discussion questions
The key points of the lesson:
Reading: The Environment and Society
Guided Notes
1.Beach shorelines in Oregon are public property — in other words, they are owned in common. Periodically, beach clean-up days are organized and citizen groups are urged to volunteer. Why is that public service effort necessary? (Meanwhile, a nearby private lake owned by a group of fishermen has absolutely no trash floating in the water or littering the beach.)
2.Suppose that following an earthquake that destroyed the water system of a large city, producers of bottled water contributed a convoy of trucks full of water to the citizens of the city. Predict what would happen (how people in the city would behave) if the water was a common resource. Predict what would happen and how people would behave if instead the water was given to a local fast-food restaurant to sell, under the condition that the owner donate 95% of the money to charity.-Return papers & Announcements
-Lab debrief and conclusions - review discussion questions
-Closure (take notes!)
The antidote to the tragedy of the commons is to provide clearly defined (know who owns it), enforceable (owned property protected by law), and transferable (profits from the resource, or the resource, itself, can be bought and sold) property rights. There are many ways to define property rights in circumstances in which property ownership is not obvious. First, a government can assume ownership and thus restrict use—as in admission to national parks. Second, government can assume a monitoring role, as it does with air and water pollution or fishing. Third, private ownership can be assigned. A private owner will profit from the resource and thus have an incentive to protect it.
The key points of the lesson:
- What is the tragedy of the commons? (Resources owned in common tend to be overused.)
- How would a specification of ownership have made a difference in who got what and how much? (If a teacher had owned the resource, then the teacher might have monitored the students when they took the resource, ensuring everyone got some. If a student(s) had owned the resource, the outcome might have been the same. Or student(s) might have sold the resource to other students. Either way, the quantity taken by each student would have been monitored.
- Explain why the hallways in schools tend to be littered at the end of the school day. (No one seems to own the hallways. Students are tempted to treat them as long wastebaskets.) The analysis used here would also apply to water.
Some videos to help explain Tragedy of the Commons:
Quick Intro video to concept (3:30 mins)
Chalk Talk 1 (2 mins)
Chalk Talk 2 (2 mins)
John Stossel News Report (11 mins)
Quick Intro video to concept (3:30 mins)
Chalk Talk 1 (2 mins)
Chalk Talk 2 (2 mins)
John Stossel News Report (11 mins)
Begin last section of Unit 3: The Environment & Society
Learning Objective: I can explain how humans affect the environment by examining economic concepts and how resources are used.
Reading: The Environment and Society
Guided Notes
Monday, November 21, 2016
Tragedy of the Commons Lab Discussion questions due today; Updated TOC; NOVA: Can I Eat That? video
'Tragedy of the Commons' Discussion Questions are due at the beginning of the period today for full credit! (20 pts)
Check on order of notebook pages, update table of contents, do color processing for first 30 mins of class!
Updated Interactive Notebook Table of Contents:
1 Syllabus
2 Class Rules and Expectations
3 Interactive Notebook Description
4 Notebook Components
5 Rubric
6 Science Safety Contract
7 Education Contract
8 Clock Partners
9 Salmon Intro/Running the Gauntlet video questions
10 Salmon Life Cycle Flow Chart
11 Salmon Life Cycle Reading: 'The Journey of Wild Pacific Salmon'
12 Life Cycle WARM UP; Macroinvertebrate processing
13 Macroinvertebrates Guided Notes
14 Macroinvertebrate Processing
15 Macroinvertebrate Practice ID
16 Graph Interpretation Questions & Processing
17 Temperature & Dissolved Oxygen Reading
18 Understanding Our Environment Part I Guided Notes Processing
19 Understanding Our Environment Part I Guided Notes
20 Understanding Our Environment Part II Guided Notes Processing
21 Understanding Our Environment Part II Guided Notes
22 Attributes of Environmental Science Processing
23 Seven Attributes of Environmental Science Notes
24 Unit 2 Study Guide Processing
25 Unit 2 Study Guide
Watch NOVA: Can I Eat That? extra credit up to 5 points
Check on order of notebook pages, update table of contents, do color processing for first 30 mins of class!
Updated Interactive Notebook Table of Contents:
1 Syllabus
2 Class Rules and Expectations
3 Interactive Notebook Description
4 Notebook Components
5 Rubric
6 Science Safety Contract
7 Education Contract
8 Clock Partners
9 Salmon Intro/Running the Gauntlet video questions
10 Salmon Life Cycle Flow Chart
11 Salmon Life Cycle Reading: 'The Journey of Wild Pacific Salmon'
12 Life Cycle WARM UP; Macroinvertebrate processing
13 Macroinvertebrates Guided Notes
14 Macroinvertebrate Processing
15 Macroinvertebrate Practice ID
16 Graph Interpretation Questions & Processing
17 Temperature & Dissolved Oxygen Reading
18 Understanding Our Environment Part I Guided Notes Processing
19 Understanding Our Environment Part I Guided Notes
20 Understanding Our Environment Part II Guided Notes Processing
21 Understanding Our Environment Part II Guided Notes
22 Attributes of Environmental Science Processing
23 Seven Attributes of Environmental Science Notes
24 Unit 2 Study Guide Processing
25 Unit 2 Study Guide
26 Quarter 1 Reflection; Tragedy of Commons Processing
27 Tragedy of the Commons Lab Learning Obj/Procedure
28 Tragedy of the Commons Color Processing on data
29 Tragedy of the Commons Lab Data Table
30 Tragedy of the Commons Discussion Q's Processing
31 Tragedy of the Commons Lab Discussion Question
Watch NOVA: Can I Eat That? extra credit up to 5 points
Thursday, November 17, 2016
Warm up & clock partner share; Tragedy of the Commons Lab Day 2 - Discussion Questions
WARM UP: (left hand side across from data table)
1.What kinds of situations lead to a “tragedy of the commons”?
2.What are some solutions to a tragedy of the commons situation?
Share answers with clock partners!
Looking ahead: Transition Team
Tragedy of the Commons Lab - Day 2
Learning Objective: I can evaluate the costs and benefits associated with choices that affect the environment by doing the 'Tragedy of the Commons' lab.
Work on completing DISCUSSION QUESTIONS with your lab group.
When done, do color processing on the left hand side across from where your questions will be glued.
Discussion Questions due by the beginning of the period on Mon 21st/Tues 22nd for full credit! (20 pts)
1.What kinds of situations lead to a “tragedy of the commons”?
2.What are some solutions to a tragedy of the commons situation?
Share answers with clock partners!
Looking ahead: Transition Team
Tragedy of the Commons Lab - Day 2
Learning Objective: I can evaluate the costs and benefits associated with choices that affect the environment by doing the 'Tragedy of the Commons' lab.
Work on completing DISCUSSION QUESTIONS with your lab group.
When done, do color processing on the left hand side across from where your questions will be glued.
Discussion Questions due by the beginning of the period on Mon 21st/Tues 22nd for full credit! (20 pts)
Tuesday, November 15, 2016
Updated seating chart; Do Tragedy of the Commons Lab (all handouts here)
-Updated seating chart with minor adjustments
Unit 3: Environmental Ethics & Economics
Learning Objective: I can evaluate the costs and benefits associated with choices that affect the environment.
Begin 'Tragedy of the Commons' Lab
→Introduction (WORKSHEET HERE) ✓
Background & learning objectives for lab
→Procedure
-2 games, 5 years/rounds per game
-Write down your data on the table provided
-Take turns being 'first fisherman'
-Remember: NO TALKING DURING FISHING
→Results
-Record data on DATA TABLES for each year & game
-Do left side color processing (model)
→Analysis
-Answer DISCUSSION QUESTIONS based on results
→Conclusion
-Class wrap-up and debrief of activity; observed trends that provide insight to other environmental problems and possible solutions
-Discussion questions due next Mon 11/21 or Tues 11/22 at the beginning of class for 20 points. Must be complete sentences and answer the question accurately and completely for full credit. You may work with lab partners but answers should be in your own words.
Unit 3: Environmental Ethics & Economics
Learning Objective: I can evaluate the costs and benefits associated with choices that affect the environment.
Begin 'Tragedy of the Commons' Lab
→Introduction (WORKSHEET HERE) ✓
Background & learning objectives for lab
→Procedure
-2 games, 5 years/rounds per game
-Write down your data on the table provided
-Take turns being 'first fisherman'
-Remember: NO TALKING DURING FISHING
→Results
-Record data on DATA TABLES for each year & game
-Do left side color processing (model)
→Analysis
-Answer DISCUSSION QUESTIONS based on results
→Conclusion
-Class wrap-up and debrief of activity; observed trends that provide insight to other environmental problems and possible solutions
-Discussion questions due next Mon 11/21 or Tues 11/22 at the beginning of class for 20 points. Must be complete sentences and answer the question accurately and completely for full credit. You may work with lab partners but answers should be in your own words.
Monday, November 14, 2016
A Letter To My Students
- To all of my students: Your diverse opinions, identities, and backgrounds are the backbone of what makes America a great country. It is through your education that this country will remain that way. When you are within these walls, we will do everything in our power to keep you safe, make sure you are respected, and that your voice is valued. If ever you feel your rights are violated, I urge you to communicate with a staff member for appropriate action. Our job is to keep you safe and informed. We will continue to perform that duty to the best of our abilities so that long after you have left these walls, your knowledge and diversity can continue to shape these United States into an inclusive and great country.
What can we do?
Monday, November 7, 2016
New seating chart; Four Corners; Quarter 1 Reflection writing; Begin Unit 3 & Tragedy of the Commons Lab
ABSOLUTE LAST CALL FOR LATE/MISSING Q1 WORK:
MONDAY 11/7/16 BY 3:15!
Hand back tests & review
New quarter, new seating chart! Randomized chart on Synergy.
Do a new Four Corners with your name tag
Upper Left: Upper Right:
Current fave TV show Something you're looking forward to
Bottom Left: Bottom Right:
Favorite holiday food Someone who helped you in Q1
Introduce new partner and something about them from their Four Corners
Open notebooks to next open left-hand page
Heading: Quarter 1 Reflection 11/7/16
Write out the whole question and answer.
1. Two things that I think I did really well in quarter one are ________________ and _______________.
2. Two things that I know I can improve on in quarter two are _______________ and ________________.
3. An action step for the first improvement is _________.
An action step for the second improvement is ________.
4. A support person I can depend on to help me make these improvements is _____________.
5. Something that my support person can do to help me be more successful in quarter 2 is ___________.
Begin Unit 3: Environmental Ethics & Economics
Learning Objective: I can evaluate the costs and benefits associated with choices that affect the environment.
Begin Tragedy of the Commons Lab
Quick Intro video to concept
MONDAY 11/7/16 BY 3:15!
Hand back tests & review
New quarter, new seating chart! Randomized chart on Synergy.
Do a new Four Corners with your name tag
Upper Left: Upper Right:
Current fave TV show Something you're looking forward to
Bottom Left: Bottom Right:
Favorite holiday food Someone who helped you in Q1
Introduce new partner and something about them from their Four Corners
Open notebooks to next open left-hand page
Heading: Quarter 1 Reflection 11/7/16
Write out the whole question and answer.
1. Two things that I think I did really well in quarter one are ________________ and _______________.
2. Two things that I know I can improve on in quarter two are _______________ and ________________.
3. An action step for the first improvement is _________.
An action step for the second improvement is ________.
4. A support person I can depend on to help me make these improvements is _____________.
5. Something that my support person can do to help me be more successful in quarter 2 is ___________.
Begin Unit 3: Environmental Ethics & Economics
Learning Objective: I can evaluate the costs and benefits associated with choices that affect the environment.
Begin Tragedy of the Commons Lab
Quick Intro video to concept
Wednesday, November 2, 2016
Period list of Q1 makeup work; Salmon Watch Thank-You cards
Last day of Quarter 1! All work must be submitted by 3:15 today to count on your report card!
Missing work/retakes:
Period 1
Caitlyn - salmon questions
Gabe
Jade - notebook & test
Esperanza - notebook & test
Luis - notebook & retake test
Enrique - notebook & test
Haley - salmon questions, notebook, test
Faze - notebook
Aly - unit 1 test retake, unit 2 test retake
Koew - unit 2 test retake
Maverick - unit 2 notebook
Iduvan - unit 1 test retake, unit 2 notebook
Drey - unit 1 & 2 notebook, unit 2 test
Period 3
Kevin
Ismerei - unit 2 notebook & test
Krystal - unit 1 test & notebook, unit 2 notebook
Neya - unit 2 notebook
Marcus - unit 2 notebook
Anthony - unit 1 & 2 notebook
Justin - salmon questions & unit 2 notebook
Gaby - unit 1 test retake, unit 1 notebook redo, unit 2 ntbook
Patrick - unit 1 & 2 notebook redo
Brandon - unit 2 test
Ellis - salmon questions, unit 2 notebook & test
Tobias - unit 2 notebook & test
Alondra - unit 2 notebook
Deontae
Tun - unit 2 notebook
Period 4
Audrey - unit 2 notebook redo
Spencer - unit 2 notebook & test
Kevin - unit 2 notebook redo
Mara - unit 2 test
Jessy - unit 2 notebook & test
Viper - notebook redos
Adrian - unit 2 notebook redo
Saul - unit 1 test retake & notebook redo
Ana - unit 2 test retake
**If your name is not on the list, you can also do the extra credit option that's been on the blog since 10/13/16, due TODAY:
Watch 'Troubled Waters' documentary (48 mins)
Write a 3 paragraph (1 full page) summary of the film, answering these questions:
-What is the problem being addressed by this film?
-What is the evidence the film presents to support their claim? (name specific details from the film)
-What are some possible solutions to the problem?
Up to 10 points extra credit based on thoroughness of answering the above questions!
Also: Write a THANK YOU card to Salmon Watch please!
Missing work/retakes:
Period 1
Caitlyn - salmon questions
Gabe
Jade - notebook & test
Esperanza - notebook & test
Luis - notebook & retake test
Enrique - notebook & test
Haley - salmon questions, notebook, test
Faze - notebook
Aly - unit 1 test retake, unit 2 test retake
Koew - unit 2 test retake
Maverick - unit 2 notebook
Iduvan - unit 1 test retake, unit 2 notebook
Drey - unit 1 & 2 notebook, unit 2 test
Period 3
Kevin
Ismerei - unit 2 notebook & test
Krystal - unit 1 test & notebook, unit 2 notebook
Neya - unit 2 notebook
Marcus - unit 2 notebook
Anthony - unit 1 & 2 notebook
Justin - salmon questions & unit 2 notebook
Gaby - unit 1 test retake, unit 1 notebook redo, unit 2 ntbook
Patrick - unit 1 & 2 notebook redo
Brandon - unit 2 test
Ellis - salmon questions, unit 2 notebook & test
Tobias - unit 2 notebook & test
Alondra - unit 2 notebook
Deontae
Tun - unit 2 notebook
Period 4
Audrey - unit 2 notebook redo
Spencer - unit 2 notebook & test
Kevin - unit 2 notebook redo
Mara - unit 2 test
Jessy - unit 2 notebook & test
Viper - notebook redos
Adrian - unit 2 notebook redo
Saul - unit 1 test retake & notebook redo
Ana - unit 2 test retake
**If your name is not on the list, you can also do the extra credit option that's been on the blog since 10/13/16, due TODAY:
Watch 'Troubled Waters' documentary (48 mins)
Write a 3 paragraph (1 full page) summary of the film, answering these questions:
-What is the problem being addressed by this film?
-What is the evidence the film presents to support their claim? (name specific details from the film)
-What are some possible solutions to the problem?
Up to 10 points extra credit based on thoroughness of answering the above questions!
Also: Write a THANK YOU card to Salmon Watch please!
Tuesday, November 1, 2016
Unit 2 Test & Notebook Check
Unit 2 Test today! Intro to Environmental Science
Last day to turn in Quarter 1 work: Wed. November 2nd!
-Use first 30 minutes of class to study for your test and finish up notebooks
-Turn in interactive notebook for 50 points before test
-Test taking expectations:
*Try your best, take your time, & stay focused
*No talking (everyone deserves a quiet testing environment)
*No personal electronic devices while testing
*When finished, bring your test up to me and then read, do work, listen to music quietly.
Tomorrow is the last day of Quarter 1! All work must be submitted today to count on your report card!
Missing work/retakes:
Period 6
Jackaleen
Chris - salmon video questions
Leawna - salmon video questions, unit 1 notebook
Frankie - salmon video questions, unit 2 notebook redo
Arlo - salmon video questions, unit 1 notebook
Roy - salmon video questions, unit 1 test, unit 1 ntbook redo
Mark - unit 1 notebook redo
Yolo - unit 1 test retake, unit 1 notebook
Iven - unit 1 test retake, unit 1 notebook redo
Cloud
Carlos - salmon video questions, unit 1 notebook redo
***If your name is not on the list, you can also do the extra credit option that's been on the blog since 10/13/16, due TODAY:
Watch 'Troubled Waters' documentary (48 mins)
Write a 3 paragraph (1 full page) summary of the film, answering these questions:
-What is the problem being addressed by this film?
-What is the evidence the film presents to support their claim? (name specific details from the film)
-What are some possible solutions to the problem?
Up to 10 points extra credit based on thoroughness of answering the above questions!
Last day to turn in Quarter 1 work: Wed. November 2nd!
-Use first 30 minutes of class to study for your test and finish up notebooks
-Turn in interactive notebook for 50 points before test
-Test taking expectations:
*Try your best, take your time, & stay focused
*No talking (everyone deserves a quiet testing environment)
*No personal electronic devices while testing
*When finished, bring your test up to me and then read, do work, listen to music quietly.
Tomorrow is the last day of Quarter 1! All work must be submitted today to count on your report card!
Missing work/retakes:
Period 6
Jackaleen
Chris - salmon video questions
Leawna - salmon video questions, unit 1 notebook
Frankie - salmon video questions, unit 2 notebook redo
Arlo - salmon video questions, unit 1 notebook
Roy - salmon video questions, unit 1 test, unit 1 ntbook redo
Mark - unit 1 notebook redo
Yolo - unit 1 test retake, unit 1 notebook
Iven - unit 1 test retake, unit 1 notebook redo
Cloud
Carlos - salmon video questions, unit 1 notebook redo
***If your name is not on the list, you can also do the extra credit option that's been on the blog since 10/13/16, due TODAY:
Watch 'Troubled Waters' documentary (48 mins)
Write a 3 paragraph (1 full page) summary of the film, answering these questions:
-What is the problem being addressed by this film?
-What is the evidence the film presents to support their claim? (name specific details from the film)
-What are some possible solutions to the problem?
Up to 10 points extra credit based on thoroughness of answering the above questions!
Monday, October 31, 2016
Friday, October 28, 2016
Study Guide & Interactive Notebook work period; TOC Check-In
Test & Notebook Check: Tues. November 1st/Wed. 2nd!
Last day to turn in Quarter 1 work: Wed. November 2nd!
Test will be very similar in length & content to the Study Guide
Today's Agenda:
1. Watch 'Dear Future Generations: Sorry' by Prince Ea,
American rapper, spoken word artist, music video director and rights activist from St Louis, Missouri (6 mins)
2. Share thoughts about the video?
3. Complete Unit 2: Understanding Our Environment STUDY GUIDE. Complete the study guide using your notebook and any worksheets, etc. You may work with elbow and table partners. Electronics are OK if you are productive and it is not a distraction. A study guide KEY will be up on the blog before the test so you can check your work.
4. Work on Interactive Notebooks, updating table of contents, doing color processing, organizing, etc. with remaining time.
5. Return past work, tests, etc. You can include in your notebook or recycle if no longer needed.
Updated Interactive Notebook Table of Contents:
1 Syllabus
2 Class Rules and Expectations
3 Interactive Notebook Description
4 Notebook Components
5 Rubric
6 Science Safety Contract
7 Education Contract
8 Clock Partners
9 Salmon Intro/Running the Gauntlet video questions
10 Salmon Life Cycle Flow Chart
11 Salmon Life Cycle Reading: 'The Journey of Wild Pacific Salmon'
12 Life Cycle WARM UP; Macroinvertebrate processing
13 Macroinvertebrates Guided Notes
14 Macroinvertebrate Processing
15 Macroinvertebrate Practice ID
16 Graph Interpretation Questions & Processing
17 Temperature & Dissolved Oxygen Reading
18 Understanding Our Environment Part I Guided Notes Processing
19 Understanding Our Environment Part I Guided Notes
20 Understanding Our Environment Part II Guided Notes Processing
21 Understanding Our Environment Part II Guided Notes
22 Attributes of Environmental Science Processing
23 Seven Attributes of Environmental Science Notes
24 Unit 2 Study Guide Processing
25 Unit 2 Study Guide
Last day to turn in Quarter 1 work: Wed. November 2nd!
Test will be very similar in length & content to the Study Guide
Today's Agenda:
1. Watch 'Dear Future Generations: Sorry' by Prince Ea,
American rapper, spoken word artist, music video director and rights activist from St Louis, Missouri (6 mins)
2. Share thoughts about the video?
3. Complete Unit 2: Understanding Our Environment STUDY GUIDE. Complete the study guide using your notebook and any worksheets, etc. You may work with elbow and table partners. Electronics are OK if you are productive and it is not a distraction. A study guide KEY will be up on the blog before the test so you can check your work.
4. Work on Interactive Notebooks, updating table of contents, doing color processing, organizing, etc. with remaining time.
5. Return past work, tests, etc. You can include in your notebook or recycle if no longer needed.
Updated Interactive Notebook Table of Contents:
1 Syllabus
2 Class Rules and Expectations
3 Interactive Notebook Description
4 Notebook Components
5 Rubric
6 Science Safety Contract
7 Education Contract
8 Clock Partners
9 Salmon Intro/Running the Gauntlet video questions
10 Salmon Life Cycle Flow Chart
11 Salmon Life Cycle Reading: 'The Journey of Wild Pacific Salmon'
12 Life Cycle WARM UP; Macroinvertebrate processing
13 Macroinvertebrates Guided Notes
14 Macroinvertebrate Processing
15 Macroinvertebrate Practice ID
16 Graph Interpretation Questions & Processing
17 Temperature & Dissolved Oxygen Reading
18 Understanding Our Environment Part I Guided Notes Processing
19 Understanding Our Environment Part I Guided Notes
20 Understanding Our Environment Part II Guided Notes Processing
21 Understanding Our Environment Part II Guided Notes
22 Attributes of Environmental Science Processing
23 Seven Attributes of Environmental Science Notes
24 Unit 2 Study Guide Processing
25 Unit 2 Study Guide
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