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 

Updated Interactive Notebook Contents

What should be in my environmental science interactive notebook so far?

-Course Syllabus
-20 ecology vocabulary terms from Quizlet
-Color processing for salmon video questions
-'Running the Gauntlet' salmon video questions
-Color processing for Salmon Life Cycle 
-Salmon Life Cycle chart
-Color processing for salmon stations
-Salmon Stations
-Color processing for Macroinvertebrates Guided Notes
-Macroinvertebrates Guided Notes
-Color processing for guest speaker
-Guest speaker notes
-Color processing for Unit Big Idea Warm Up
-Unit Big Idea Warm Up
-Study Guide

Interactive Notebook Information!

Interactive Notebook FAQ's:

Why do we do Interactive Notebooks?

Interactive Notebooks are a research-based method of organizing your learning and interacting with course material. They have been proven to aid in memory retention of new information and allow students to:
-synthesize and organize thoughts
-have accommodations for their personal learning style in and out of the classroom
-build a portfolio of work that teachers can use to track growth over time
-create a resource to use as they extend their learning
-take creative ownership of their learning 
-stay organized and reduce clutter

Here's a link to more information: Science Notebooks

How do I set up my Interactive Notebook?




-Right side = input, new information, notes, glue-ins, handouts, worksheets, labs, warm ups


-Left side = color processing that represents your learning from the right hand side; the only rules are that it has to reflect your right side learning and it has to be in color (it helps with memory retention), other than that you have creative freedom with your color processing. 
It can be: 
drawings with bullet points
diagrams
T-charts or Venn diagrams 
comic art
poems
concept maps
flow charts
...your choice!

How is my notebook graded?

-Your notebook is in the 'Class Work' category, which is 10% of your overall grade. Here is the RUBRIC I use to grade your notebooks. I collect them at the end of each unit, usually on test day. Each time it is graded it is worth 50 points. For full points you need to do a page of color processing on the left side for each right side of input, be organized, have all the work in there and done, and turn it in on time.

Helpful tips for notebooks:

-Don't get behind! It's a lot more work to catch up than to stay on top of your notebook work as you go. I don't give homework other than your continuous notebook work.

Salmon Stations

Please get out your interactive notebooks and 
write this Learning Objective on a new right hand page...(& today's date)

Learning Objective: I can complete the Salmon Stations to learn about salmon biology, water quality, macroinvertebrates, and riparian ecology.

Hand out the Salmon Station Questions

Use the information provided at the 4 stations around the classroom to complete the questions.
You will visit the 4 stations with your lab table group.  

You will start 4 lab table groups at the stations and as one group finishes another table will begin the rotation. Give approximately 15 minutes at each station, adjust as needed. 
The tables that are waiting to begin the stations should finish the Salmon Life Cycle reading and chart that we started last class. When students finish the stations they should glue them under today's Learning Objective and get a checkmark. Then they can either work on color processing for the stations page or finish the life cycle reading and chart, and color processing.

Each station has four sets of information (macros has 8). PLEASE DON'T MOVE THE INFORMATION PACKETS FROM THE STATIONS! 

Next class we will finish work that you didn't get done today.