Salmon Life Cycle

Use the Salmon Life Cycle reading to complete the Salmon Life Cycle flow chart.

Glue on right hand side after Salmon questions and before Salmon Stations 

Do left side color processing about the salmon life cycle

Finish salmon movie questions (KEY HERE); do guided color processing

-Answer 10 Questions from  Running the Gauntlet  
-Get checkmark when finished
-Review answers as a class for #1-4, then lab groups do "Each One Teach One" (assign one question per group, give 5 minutes to prepare answer on small white boards, reporter shares out to class)
-Salmon questions answer key HERE

Period 1: finished #1-4
Period 4: finished film & got checkmarks
Period 5: begin film at 29:30
Period 6: begin film at 23:00
Period 7: begin film at 22:30

-Glue into notebooks

Interactive Notebook Setup:

                             Color Processing           Warm-Ups, Notes, Labs

-Do left side color processing for salmon questions

-Get Environmental Science Syllabus & review

Finish Salmon questions, "Each One Teach One"; do notebook setup/color processing; get syllabus

-Finish Salmon Video Running the Gauntlet
(times finished on board)

-Answer 10 Questions from  Running the Gauntlet  
-Get checkmark when finished
-Review answers as a class for #1-4, then lab groups do "Each One Teach One" (assign one question per group, give 5 minutes to prepare answer on small white boards, reporter shares out to class)

Period 1: finished #1-4
Period 4: finished film & got checkmarks
Period 5: got to question 9
Period 6: got to question 4
Period 7: got to question 4

-Glue into notebooks

Interactive Notebook Setup:

                             Color Processing           Warm-Ups, Notes, Labs

-Do left side color processing for salmon questions

-Get Environmental Science Syllabus & review

Finish film & questions; quiz makeups/retakes; syllabus review

-Permission slips?

-Field trip update: maximum 47 students/day

-Midterm Progress Reports due Tuesday 9/26 by end of day 

-Vocabulary Quiz makeups/retakes today

-Finish  Running the Gauntlet documentary

-Answer 10 Questions : "Each One Teach One"

-Get checkmark; glue into notebooks

-Get Environmental Science Syllabus & review

Vocabulary Quiz; Continue 'Running the Gauntlet' with 10 questions

Vocabulary Quiz - 20 points

-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.


Continue to watch PBS Nature Documentary: Running the Gauntlet (52:57)

Answer 10 Questions about the film to put in notebooks (you'll have time to finish next class)

Notebook check for vocab; Intro to Salmon; Begin Salmon video with 10 questions

Out sick today...your sub is Mr. Buckmaster! :)

1. Paperwork to Turn In:
Walking Field Trip Permission Form
Educational/Safety Contract

2. Hand out Salmon Watch Field Trip Forms
Review Field Trip Info:
Mon, Oct 2nd (A Day) & Tues, Oct 3rd (B Day)
Permission Slip HERE
Leave Franklin at 8:20am, return at 3:15pm
Be prepared for all weather, dress appropriately
Bring a lunch and water
It's an hour bus ride so bring a pillow/blanket
It's such a fun day, you should come! 

3. Get a checkmark in your notebook for completed Environmental Science Vocabulary Terms if you haven't yet (Quizlet Link) (can be flashcards or list)
REMINDER: 20 point quiz this week on vocab: 20th/A day, 21st/B day!!!

4. Take notes in your notebook...new right hand page.

Unit 1: Salmon

Learning Objective: I can describe the importance of the Pacific Northwest Salmon in my local ecosystem.

Our focus is on salmon as an individual species that is part of the salmon population in our local ecosystem, which is part of the Pacific Northwest.

(write down the 'levels of organization' below)

Essential Question: Why are salmon important to our ecosystem?

5. Watch PBS Nature Documentary: Running the Gauntlet (52:57)

Review questions before film

Answer 10 Questions about the film to put in notebooks (you'll have time to finish next class)

6. Please write down where each period stopped the documentary.

Finish flashcards; begin Salmon intro

Seating Chart Update

Finish Vocabulary Term study on Quizlet

Thinking about where we are from large to small...Earth > Pacific Northwest > Oregon > NW Oregon > Bull Run Watershed (from Mt. Hood) > Portland

What is a keystone species?

Why are salmon important to our ecosystem?

Video: Running the Gauntlet

Seating chart; Class Agreements; Finish film questions; Intro Vocab Terms on QUIZLET & make flashcards

Seating Chart today: alphabetical

Introduce yourself at your table: 
name, age, something fun you did over the weekend :)

Class Agreements additions/revisions with new group members

Finish 'Hidden Figures' questions


Paperwork to Sign:
Walking Field Trip Permission Form
Educational/Safety Contract
Stanford Video Consent Form

You need a notebook for this class (do notebook setup)

Introduction to Environmental Science Vocabulary Terms
Quizlet Link; make flashcards

-Either download Quizlet app or go to Quizlet.com
-Search 'Ferro Environmental Science'
-Click on 'Introduction to Environmental Science Vocabulary Terms'
-Write down word and definition, either on flashcards OR on a page in your notebook 

Quiz each other and/or yourself on Quizlet

20 point vocabulary quiz on Sep. 20th/21st as first EnviSci assessment

Finish Hidden Figures; answer film questions

Essential Questions:

-What do the characters in Hidden Figures teach about dealing with adversity?

-How do the characters change during the film?

-In what ways do the main characters catalyze change in others?

-Who or what are the 'hidden figures'?

Skim questions 1-10 on your group's copy of the 'Viewer Response Journal.' Keep these questions in mind as you're watching. We will answer the questions as a table group when we finish the film.

Finish 'Hidden Figures' (2016; 126 minutes)

Each table group will be assigned a question to answer and share out.

Discuss your question with your table group.

Write answers on white board to share in Jigsaw.

Hidden Figures Day 2

Continue 'Hidden Figures' (2016; 126 minutes)

Essential Questions to consider:

-What do the characters in Hidden Figures teach about dealing with adversity?

-How do the characters change during the film?

-In what ways to the main characters catalyze change in others?

-Who or what are the 'hidden figures'?

Read this film synopsis aloud before watching: 

Hidden Figures tells us about a generally unheralded group of women whose brilliance and dedication provided a foundation for the space program—the black women known as “human computers” who worked at the NASA Center in Langley, Virginia. Faced with obstacles to their own education and to job prospects because of race and gender, these women succeeded in earning places and eventually respect in a workplace dominated by male supervisors and colleagues, many of whom were reluctant to hire women, and marked by segregated facilities, from office to restroom, that reflected the pre-civil rights era. Their story is also the story of the world in which they lived and worked—the racism and segregation that made their lives more difficult; the beginnings of the civil rights movement in the South; the Cold War with Russia that gave such impetus to the drive for superiority in space; and the space race itself. 

Skim questions 1-10 on your group's copy of the 'Viewer Response Journal.' Have volunteers read each of the 10 questions out loud. All copies are numbered; please leave on the desks. Just keep these questions in mind as you're watching. We will answer the questions as a table group next class when we finish the film.

Begin film; record each period's end time on board.

Climate Guide Day 1; 'Hidden Figures' Day 1

Sub for today: Ms. HK :)

Early dismissal today due to heat and smoke

First 10 minutes of Period 6 and 7...

Period 6
Handout Franklin Climate Guide and PPS Handbook. Have students verify receipt on your class list. (Have students sign)
Main Highlighted Topics - Climate Guide Intro

*Review Table of Contents: Pages 2

*New Bell & A/B Schedule: Front Page Sticker

*Mission & Vision Statement, Climate Guide Purpose: Page 3

*Franklin STRONG – We Believe: Page 4

Period 7

Main Highlighted Topics - Academics

*Academic Information: Page 10

*Add/Drop: Page 10

*Grading System: Page 11 & 12

*PPS Diploma Requirements: Page 13

*Academic Integrity: Page 28

'Hidden Figures' (2016; 126 minutes)

Essential Questions to consider:

-What do the characters in Hidden Figures teach about dealing with adversity?

-How do the characters change during the film?

-In what ways to the main characters catalyze change in others?

-Who or what are the 'hidden figures'?

Read this film synopsis aloud before watching: 

Hidden Figures tells us about a generally unheralded group of women whose brilliance and dedication provided a foundation for the space program—the black women known as “human computers” who worked at the NASA Center in Langley, Virginia. Faced with obstacles to their own education and to job prospects because of race and gender, these women succeeded in earning places and eventually respect in a workplace dominated by male supervisors and colleagues, many of whom were reluctant to hire women, and marked by segregated facilities, from office to restroom, that reflected the pre-civil rights era. Their story is also the story of the world in which they lived and worked—the racism and segregation that made their lives more difficult; the beginnings of the civil rights movement in the South; the Cold War with Russia that gave such impetus to the drive for superiority in space; and the space race itself. 

Skim questions 1-10 on your group's copy of the 'Viewer Response Journal.' Have volunteers read each of the 10 questions out loud. All copies are numbered; please leave on the desks. Just keep these questions in mind as you're watching. We will answer the questions as a table group next class when we finish the film.

Begin film; record each period's end time on board.

2017-18 Day 2; Class Agreements Poster

Grab your name tag on the way in, please!

'Roses & Thorns' with your Four Corners partner from last class

Scedule check in: next Tues/Wed

Look at FHS STRONG Poster together

I want you to have a say in what our agreements LOOK LIKE:

1. In table groups, assign a Materials Manager, a Recorder, a Time Keeper, and a Task Manager.

2. Materials manager: please take one white 

board and a marker back to your table group

3. Write down ideas of what your group thinks each agreement looks like in the classroom. What are you as students doing to
show that you are being thoughtful, respectful, organized, neighborly, & generous? For example: our group feels that listening and not talking during instruction is an example of respect. 

Time Keeper: give your group 5 minutes per Agreement.


4. I will ask each group for their best example of each agreement & I'll put them on a class poster. If another group already used your example choose another idea from your group.