Finish An Inconvenient Truth worksheet

-TIME article: Climate Talks

-Finish 'An Inconvenient Truth' documentary and questions; review worksheet; glue into notebooks and get a checkmark, do color processing

Inconvenient Truth Day 2

Continue documentary...

Heading: An Inconvenient Truth
Learning Objective: I can watch the documentary 'An Inconvenient Truth' and answer questions as I watch to learn about climate change's causes and effects.

Answer questions on the movie worksheet (HERE) as you watch. These will be glued into your notebooks. Record times where each period stopped. 

Midterm Progress Reports are finalized today at 4pm! List of names with C or lower...tutorial invites!

Tutorial Invitations for the week of 12/11/17
Period 1
Melissa Jandi Wendi Jimmie Stevie Erandy David Jessy Timothy
Period 4
Thomas Jacob Reyanna Abdi Savanna Qishan
Htoo Dania Daniela
Period 5
Cahlil Brady Justin Katia Isaiah Janeth
Period 6
L Anthony Josh Julio Michele David Luz Isaiah
Period 7 
Mohammed Jay Ivan Esme Oscar Jayden Jasmine

Review NASA worksheet; play Kahoot!; Climate Change Quiz; start An Inconvenient Truth

Roses & Thorns?
Rose: it's beautiful and sunny outside!
Thorn: Ms. Ferro is sick (again!) 
Another thorn: on Thursday someone from 4th period stole rocks that I had at the back of the room by the stereoscopes. :( Please return them!!

Announcements: 
-Tutorial Wednesday & Thursday this week
-Midterm progress reports go out Tuesday 12/12 (email me assignments if you're trying to raise your grade for the progress report)

Today's Agenda: 
1. Review NASA worksheet ~10 mins
2. Play Kahoot! ~20 mins
3. 10 point climate change quiz ~15 mins
4. Begin documentary 'An Inconvenient Truth'

Notebooks out please...

1. Turn to this page from last class: 
Heading: The Science of Climate Change
Learning Objective: I can explore various resources to examine the causes, effects, and evidence of climate change.

Last time you explored the NASA: Global Climate Change website and completed the guided worksheet (HERE)

Go around the room and have students share out answers to the worksheet, making corrections as needed. The worksheet should get glued into notebooks and do color processing on the left hand side.  ~ 10 minutes


2. Play Kahoot! to practice for quiz today.
Game link HERE. Use personal electronics, sub/TA will facilitate game. ~20 minutes

3. Take your Climate Change Quiz
10 points, 5 questions, multiple choice
You can use notebooks if you want to, but I doubt you'll need it! (try it without first?)
No electronics! Quiet while quizzes are out
There is an 'A' and a 'B' version that will be alternated so that the people next to you have different versions. When you're done bring it up front and find something quiet to do. ~15 mins

4. Turn to a new right hand page in your notebook.
Heading: An Inconvenient Truth
Learning Objective: I can watch the documentary 'An Inconvenient Truth' and answer questions as I watch to learn about climate change's causes and effects.
Answer questions on the  Movie worksheet (HERE) as you watch. These will be glued into your notebooks. Record times where each period stopped. 

NASA Website Exploration with guided worksheet; find your carbon footprint

New York Times articles: 

U.S. Report Says Humans Cause Climate Change, Contradicting Top Trump Officials

Trump Slashes Size of Bears Ears and Grand Staircase Monuments

Heading: The Science of Climate Change

Learning Objective: I can explore various resources to examine the causes, effects, and evidence of climate change.

Visit the NASA: Global Climate Change website
and complete the guided worksheet (HERE)

Find out more about ice cores

Carbon Footprint Calculator 
What's your carbon footprint?

When you get your number go HERE to enter your data. Click on your period's sheet.

Do color processing with any remaining time.

Warm up; The Science of Climate Change resource exploration/notes

Return paperwork while you work on today's warm up...

WARM UP (new right hand page)   
Write down the question and the answer in your notebook.
1. Greenhouse gases are essential to life on earth because...
2. Four greenhouse gases in the earth's atmosphere are...
3. The earth's greenhouse gas content is being altered by ______, and the result is _______.
4. Four pieces of evidence of climate change are...
5. Carbon dioxide in the earth's atmosphere has risen by about ___% since the beginning of the Industrial Revolution (~1760-1840).
6. The biggest contributor to global warming is the increase in greenhouse gases that occurs from the burning of ____ _____ for electricity, heat, and transportation.

Review warm up answers

Announcements:
Early Dismissal at 1:15pm Tuesday, Dec. 5th
Tutorial this week on Thursday and Friday (invites on the blog!)

Heading: The Science of Climate Change

Learning Objective: I can explore various resources to examine the causes, effects, and evidence of climate change.

NASA: Global Climate Change website
What are the current vital signs of our planet?
Evidence    Scientific Consensus
Causes       Vital Signs
Effects          FAQ's

Cause: Greenhouse Gases (GHG) Emissions (and Carbon Footprint calculator!)
What's your carbon footprint?

Effects: 


New York Times article: 

U.S. Report Says Humans Cause Climate Change, Contradicting Top Trump Officials

Tutorial Invites for the week of 12/4/17!

Period 1

Melissa   Jandi   Wendi   James   Stevie   Erandy

David   Jessy   Timothy   

Period 4

Thomas   Savanna   Abdi   Quishan 

Dania   Daniela   Htoo   Jacob   Reyanna

Period 5

Cahlil   Isaiah   Kat   Janeth   Bradley   Justin

Period 6

Austin   L   Anthony   Josh   Julio   Michel

Kevin H   David   Isaiah

Period 7

Mohammed   Jay   Ivan   Oscar   Esme   

Jayden   Jasmine

Climate Change Notes

Heading: Climate Change Notes

Learning Objective: I can learn about the science of climate change including causes, effects, and evidence.

Presentation HERE

Do left side color processing

Check Jigsaw Reading Questions & share out; return quizzes

-Please sit with your groups from last class

-Choose two spokespeople from your group. One will share out a summary of your group's reading section. The other will read the answers to the worksheet questions.

-Make sure to listen to other groups' answers and fill in any missing answers on your sheet 

Thank your group and go back to seats!

-Get out notebooks and turn to 'It's Getting Hot In Here' Reading Questions Jigsaw page (glue in your worksheet if you haven't yet)

-I'll come around and give a checkmark for finished worksheets; do left side color processing while you wait for me

-Hand back Vocab Quizzes: retakes during tutorial Wed & Thurs (less than 17/24 is failing)

Climate Change Article Jigsaw Activity

-Tutorial Wed & Thurs this week

-New seating chart, reminders about electronics rules, and attendance & tardy incentives 

-Last class you played Kahoot and took the Vocab Quiz...how did it go? 
I'll enter your quiz grades this week

Turn to a new right hand page in notebook

Heading: Climate Change Article Jigsaw Activity

Learning Objective: I can participate in the jigsaw reading activity and engage in peer discussion in order to learn about the causes of global warming. 

Today you'll read an article titled, It's Getting Hot In Here : A Short History of the Three Ages of Carbon - and the Dangers Ahead by Michael Klare. Klare is a professor of Peace and World Security Studies at Hampshire College. 

Make 3 groups of about the same number of people. Each row will be a group: the row of tables closest to the window, the middle row, and the row closest to the door. Gather around the middle table in your row, taking your stool, reading packet, It's Getting Hot In Here Reading Questions worksheet, and writing utensil. 

Take turns reading aloud within your group. When finished, work together to complete the questions for your group (1, 2, or 3). 

Each group will write their answers on the board. A spokesperson(s) will be responsible for reading the answers aloud when it's their group's turn to share with the class.

Students from other groups then fill in their worksheets using the other groups' answers.

When finished, get a checkmark for your question sheet, glue into your notebook and do color processing.

Kahoot; Climate Change Vocabulary Quiz

I'm really sick! :( I hope you stay healthy. Please be on your best behavior for the substitute.

Practicing Gratitude: What are you thankful for?
-When we get back from Thanksgiving I'm going to ask you to jot something down and put it in a class 'Gratitude Jar.' Over break think about the things you can give thanks for. 

-New seating chart, reminders about electronics rules, and attendance & tardy incentives when we return

-Play (Kahoot - click here) to practice for vocabulary quiz! Use personal electronics, sub/TA will facilitate game. ~30 minutes

-Take Climate Change Vocabulary Quiz. There is an 'A' and a 'B' version that will be alternated so that the people next to you have different versions. (24 questions)
No notebooks on this quiz!
No electronics!
When you're done bring it up front, go back to your seat, and find something quiet to do. 

Any remaining time when everyone is finished, watch NOVA Video: Can I Eat That? 

HAPPY THANKSGIVING!!!

Finish Bill Nye video, guided notes, & color processing; ANSWER KEY HERE

Sub today - BE GOOD :)
New seating chart next class!

1. WARM UP - Climate Change Vocabulary Review
(you don't need to write this in your notebook)

With your shoulder partner, discuss the following: 
(~5 minutes)

a. What is the term for 'a change in global or regional climate patterns'?
b. Gases in the atmosphere, such as carbon dioxide, that trap solar energy are called _____.
c. What is the term for the worldwide trend of gradual increasing average temperatures?
d. What is the definition of 'carbon emissions'?
e. What is the term for energy from a source that is not depleted when used, such as wind or solar power?

Call on pairs to share out answers.

2. Get a checkmark for finished vocabulary terms. While you're waiting for your notebook to be checked, work on color processing for vocab.

3. Finish the 'Eyes of Nye - Global Change' video HERE
5th period - finished
6th period - got to 9:45
7th period - got to 19:00

4. Finish guided notes from the 'Eyes of Nye' video, glue into notebook, and do color processing on the video questions. Get a checkmark for finished guided notes.

5. Review answers for the 'Eyes of Nye - Global Change' worksheet as a class.

ANSWER KEY HERE

6. Study for vocab quiz on Quizlet with any remaining time. (quiz Tues!)

Finish vocabulary terms; Watch Eyes of Nye Global Change Video and complete guided notes

1. 30 minutes to finish working on Climate Change vocabulary terms (24 terms); if you run out of room either glue in another sheet or continue on the left side, leaving a bit of room for processing

-You must write down terms either as a list in your notebook OR as flashcards.

-When done with terms, do color processing

Vocabulary Quiz will now be NEXT WEEK:
A Day Mon 11/20, B Day Tues 11/21

2.Turn to a new right hand page

Heading: Eyes of Nye Video - Global Change

Learning Objective: I can complete the guided notes for the video to learn about the rise in global temperatures.

Watch video HERE on YouTube (25 mins)

Complete GUIDED NOTES as you watch. The times of where you will find the answers is listed next to each question - pay attention! They are mostly in order but #4-6 jump around a bit.

Bill Nye Climate Change Video; Climate Change Vocabulary Terms

Climate Change 101: Bill Nye (4 mins)

Next right hand page...

Unit 2 Vocabulary Terms - Climate Change

Learning Objective: I can learn climate change vocabulary terms in order to discuss this topic in Unit 2.

-Go to Quizlet.com
user name: erinlmferro
class: FerroEnvironmentalScience
study set: Climate Change Vocabulary Terms
(or click link to terms HERE)

-Copy terms into notebook or do flashcards

-Do left side color processing about vocab terms, quiz each other

-Vocab quiz on Thurs 11/16 (A Day) Fri 11/17 (B Day)!

Q1 reflection; Begin Climate Change...Prince Ea video; OPB Story ---example notebook setup

Next right hand page in notebook 

(Heading)
Quarter 1 Environmental Science Reflection 

1. Something I did well in quarter 1 was...

2. Something I can improve in quarter 2 is...

3. (at least two) Ways I can contribute positively to our classroom culture are...

10 minute quiet reflection writing

-*Turn in if I'm not in my classroom: staff mailbox in main office

-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)

Talk to your table group:
-general thoughts about his piece
-something you can do to contribute positively to global climate change

Make a class list and write down in notebook

What can I do about climate change?
-recycle/reuse goods
-use less resources
-bike/take public transit/carpool
-buy local
-use alternative energy
-eat no/less meat
-volunteer with environmental organizations
-educate/empower others


OPB Story-Teen sues government over climate change 


Write down 3 key points
-Case is 'Juliana vs. US'
-21 young people suing US government
-Claim that US knowingly promoted the use of fossil fuels even though they were aware of the environmental and health repercussions; violates 5th amendment right to life, liberty, property
-Victoria (interviewee) says that those most affected by climate change are those who have contributed the least

Example of notebook setup HERE

Test retakes/make-ups; OPB stories; documentary

All Q1 work/tests must be turned in/taken by the end of the day on Wednesday, November 1st!

I had no one show up for tutorial the week before our test...???

Test retakes/make-ups:
Make up questions you missed


Notebook fixes: highest grade possible = 80% (40/50)

Hand back vocab quiz, notebooks

Glue in Study Guide if you haven't yet

-Salmon shaping our watersheds (article)

Watch Planet Earth documentary
-From Pole to Pole (48 mins)

Unit 1 Test: Salmon

Unit 1 Test is today!
Use the first 15 minutes to prepare.

Typo: #4-6 should say give three examples

There is an A and B version of the test. Tests should be handed out to alternate between A and B so the person next to you does not have the same version.

-Test taking expectations:
*Clear desks of everything except a writing utensil and your notebook. 
*Try your best, take your time, & stay focused.
*No talking while tests are out (everyone deserves a quiet testing environment).
*No breaks out of the room once you have started your test.
*No personal electronic devices while testing.
*When finished, bring your test and notebook to the front and then read, do work, or listen to music quietly.

Review Study Guide; Kahoot!; work on notebooks

1. Announcements:

-Grades: check Synergy! What are you missing?

-Come to tutorials! End of Quarter 1 is 11/2

-Let me know ahead of time if you require an alternate testing space (need to arrange before test day)

-Late notebooks: you lose 5 points each day 

-Unit 1 Test next class!

Test day expectations: 
-No electronics during test
-You may use your notebook on your test
-You may only use your own notebook on your test. If you are found using someone else's notebook it will be taken and both students will receive a 0 for their notebook.
-Bring something to do when you finish your test


2. Review Study Guide: Each One Teach One with whiteboards
-Please get out your notebooks and study guides
-Divide up the 40 questions evenly between lab tables (teacher will assign)
-Each lab table will come to a consensus and write their answers to their assigned questions from the study guide on a whiteboard (answer only is ok). When finished place the whiteboard on the tray at the front board. Line up questions in order.
-Compare and check your answers: any questions? Clarifications? (teacher will use KEY to check student answers for mistakes and correct if needed)
-When everyone is finished, erase whiteboards for next class and return to front table

3. Play Kahoot! to study. (switch sign to 'tech OK') Game link HERE; teacher will display game at the front while students answer questions on their devices in their seats. There are 30 questions. If you don't have a device with you, play with a partner or team.

4. Work on notebooks & color processing with any remaining time.
Refer to the blog for table of contents of notebook
Extra worksheets are on front desk if you're missing anything

Study Guide for Unit 1 Test & KEY

WARM UP & today's date  (new right hand page)
Unit Big Idea Questions:
1. What is the central problem about salmon? Why are we concerned?
2. What is the main cause of this problem?
3. What can you do to contribute to solving this problem?

Unit 1 Test on Salmon is coming up!
A Day: October 27th
B Day: October 30th

Interactive notebooks are due on test day 
You may use your notebook on your test

Here is a STUDY GUIDE to help you prepare for the test

Here is the KEY

When finished you can work on your notebook

Music is OK while working quietly if it helps you focus; if not, don't use it! 

Guest speaker debrief; macros videos; notebook sticky note feedback

WARM UP: (this can go on the same page as your notes from the guest speaker; right side)
1. What is one thing you learned from the guest speaker?
2. What is something you're wondering about after doing the water quality testing?

Share answers with shoulder partner

Have a few pairs share out with the class

If you missed the guest speaker I have photos and video on the blog!

Announcements:
-Tutorial this Thursday and Friday
-Salmon test and notebook check next week!!!
(A day 27th, B day 30th)

Question: At what stage in their lives are salmon eating macroinvertebrates? 

Finish Macros guided note taking sheet if needed

Video clips of macros and salmon ~20 mins

Underwater fauna footage: what organisms are we seeing? 2 mins

Macroinvertebrate footage underwater (closeups of macros, gills) 3:30 mins

Mayfly hatch videos (NatGeo narrated) 2:30 min

Caddisfly case making video (Deep Look narrated) 4 mins

Underwater footage of salmon video (snorkeling with dry suit - fisheries technician) 5 mins

With remaining time, Ms. Ferro will come around and do a notebook check-in with sticky note feedback. While you're waiting for feedback work on your notebook.

Guest Speaker - Water Quality

Guest Speaker: Christa Shier

Portland Bureau of Environmental Services 

(City of Portland) Clean Rivers Education

Focus: Water Quality

1. Protect water quality (manage storm water)

2. Water treatment after human use

Test temperature, dissolved oxygen (DO), and pH of tapwater in classroom

Data Table for test results goes in notebook

Example test results:

Temperture - 70 degrees F

Dissolved Oxygen - 8 ppm

pH - 7

Water Chemistry Lab: Students test a water sample for temperature, dissolved oxygen, and pH. Students provide evidence to support claims about the quality of the water. A follow up field trip allows students to conduct investigations and analyze data to assess the health of local water bodies.

Portland didn’t have a water treatment plant until 1952; before that it was dumped into the Willamette River!

Five different watersheds in Portland area:

https://www.portlandoregon.gov/bes/32197

Macroinvertebrates

Announcements:
No school 10/13
Unit 1 Test on Salmon - A day Oct 27th; B day Oct 30th
Notebooks due on test day
Tutorial 10/19 & 10/20
End of Q1 11/2

Show Interactive Notebook information on blog, review expectations

Go over answers to Salmon Life Cycle & Salmon Stations
(5th period done, 6th & 7th need to review)

Turn to the next open right hand page in your notebook...

(Today's Date) and Heading: Macroinvertebrates       

Learning Objective: I can describe different types of macroinvertebrates that are important to salmon 

Salmon are a keystone species: a species which other species in an ecosystem largely depend on, such that if it were removed the whole ecosystem would change drastically.

View 'Know Your Macros' PowerPoint

Complete the Guided Notes for Know Your Macros PowerPoint

Glue into notebook under today's heading and Learning Objective

Do left side color processing about macroinvertebrates to show your learning

Field Trip debrief; review Salmon Life Cycle & Salmon Stations

-Electronics away, in assigned seats please

-Open your notebooks to the next open right hand page and complete the WARM UP below. 

WARM UP 10/6/17

1. Name at least three things you know about salmon (higher-level thinking). 
-they are anadromous: can live in fresh and salt water
-females defend eggs until death after spawning
-a nest of eggs is called a 'redd'
-life cycle:  born in fresh water, swim to ocean, live in ocean up to 5 yrs and mature, swim upstream to home waters, spawn, die
-carcasses provide nutrients to ecosystem
-main food source is macroinvertebrates ("bugs")
-they are endangered
-males develop a hooked jaw and teeth during spawning
-females lay 3,000-7,000 eggs in a redd
-hatcheries prevent upstream and downstream migration
-they are important in native american culture
-they are a global food source
-they are a 'keystone species' : many other organisms depend on them in their ecosystem
-females lay eggs for up to a week in one redd
-males can fertilize several different redds
-they use sense of smell and inner magnetic pull to return upstream to home waters
-hatchery fish are mainly for human consumption

2. What does 'DO' stand for?  dissolved oxygen

3. When salmon swim upstream to reproduce and eventually die, it is called ___________. spawning

Announcements: 
-No tutorial next week
-Early Dismissal Wednesday
-No school Friday 
-Next tutorial is 10/19
-End of Quarter 2 is 11/2

Field Trip Debrief
Salmon Watch 2017 Photos

What I learned:
-the salmon we saw on the ZigZag River were Spring Chinook
-females spawn for up to a week long, laying the 3,000 to 7,000 eggs a little at a time in one redd (nest)
-Atlantic Salmon refers to the species, not the location. There are Atlantic Salmon that are farmed off the Pacific coast. The natural color of farmed salmon flesh would be grayish white because they are contained in tanks and don't eat naturally occurring food from the ocean. They are given additives in their pellets that makes their flesh the usual red color. Also, the waste under their cages kills all vegetation and causes sea lice. Don't eat farmed salmon - gross!
-the cage on the river was a temporary fish trap to separate wild and hatchery fish and prevent interbreeding
-all hatchery fish have had their adipose fin removed

Go over answers to Salmon Life Cycle & Salmon Stations

Show Interactive Notebook information on blog

With any remaining time, do color processing in Interactive Notebooks