Energy Vocabulary Quiz; Finish 'Energy Sources Research' packet

Debrief from Building Tour Warm Up:
On left hand side of 'Building Tour' notes, write at least 3 things you learned (share out)

Tutorial today

Farmer Friday - FACTS

Energy Vocabulary Quiz today - 22 points

Use Quizlet to study, quiz each other
(no notebooks on vocab quizzes)

Oops - mistake on the quiz...
11. biofuels
12. carbon neutral
13. coal
14. electrical grid
15. energy conservation
16. ethanol
17. flex fuel vehicle
18. fossil fuels
19. fuel cell
20. petroleum
21. power
22. radioactive waste

-Test taking expectations:
*Clear desks of everything except a writing utensil. 
*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 to the front.


When done with quiz, work on 'Energy Sources Research' packet and turn in by the end of the period

Building Tour (with notes)

Water Wednesday - FACTS

Energy Sources Research packet due Friday

Energy Sources Research worksheets HERE
Pros/Cons T-chart for Fossil Fuels, Solar, Hydropower, & Wind HERE
Pros/Cons T-chart for Uranium, Geothermal, & Biomass HERE

Vocabulary Quiz Friday (not open notebook!)

Today: Building Tour with Johnny Metoyer

Learning Objective: I can participate in a building tour with guest speaker Johnny Metoyer to learn about the environmental aspects of the modernization of FHS.

During the tour

-be respectful

-be curious and engaged

-ask questions

-stay with our group

Turn to the page we set up in your notebook and review the questions you're prepared to ask

Write down:

LEED - Leadership in Energy and Environmental Design; a certification program focused primarily on new, commercial-building projects and based upon a points system. 

green building - refers to both a physical structure and the application of processes that are environmentally responsible and resource-efficient throughout a building's life cycle

Notes from tour:

-Original building built in 1915
-Franklin is aiming for LEED Silver certification
-Building is 280,000 square feet 
-All plumbing was replaced
-Hazardous materials were disposed of specially 
-Some hazardous materials remain but are contained safely
-No gray water collection at Franklin
-Modernization cost: $113 million
-Used low VOC paints and adhesives
-Air system pumps fresh air from outside throughout the building
-We have low flush toilets and low flow sinks

Energy Sources Research

Please sit in new seats

Phones away, notebooks out!

Announcements:
-Tutorials this week
-Building tour Wed (meet here)
-Vocab quiz Fri (not today!)
-Senior check-in this week
-Envirothon: interested?

Earth Day was Sunday, April 22nd

Reminder of Earth Day focus this week
Today: Meatless Monday
Facts about raising livestock and meat consumption VIDEO (4 mins)

Open notebooks and turn one page past your vocabulary terms

Heading: Energy Sources Research  (4/23/18)
Learning Objective: I can compare and contrast different energy sources and learn about their environmental impact.

1. Research one energy source in detail with your group
2. Answer the 7 research questions on the worksheet with your group. Everyone writes down answers.
Possible resources:
eia.gov
nationalgeographic.org
energy.gov
3. Write down 3 'pros' and 3 'cons' for your energy source on a whiteboard
4. Each group will present their energy source, giving their answers for numbers 1, 2, 4, and 5 from the worksheet. They will also present their whiteboard with pros and cons. 
5. Everyone fill out the 'Source Chart' 
6. Go back to seats and answer the 2 Discussion Questions
7. Turn it in before leaving

Energy Sources Research worksheet HERE
Pros/Cons T-chart for Fossil Fuels, Solar, Hydropower, & Wind HERE
Pros/Cons T-chart for Uranium, Geothermal, & Biomass HERE

Energy Unit Vocabulary terms (w/video)

Sub: Mr. Rivera :) Please sit in your new seats

Assembly schedule today

1. Watch Video: Crash Course (7:20; turn on closed captioning) 
2. Discuss: According to the video, historically, all energy sources could be traced back directly or indirectly to ________.
What did the video say is one of the biggest challenges facing humanity today?

3. New right hand page in notebook

Heading: Energy Vocabulary Terms
Learning Objective: I can learn the vocabulary terms regarding 'energy' so that I can understand the environmental impact of different energy types in this unit. 

Go to the class blog on your phone and click here: Quizlet - energy vocabulary terms (22 words)
Or you can go to Quizlet.com or the Quizlet app and search 'erinlmferro' for the word set called 'energy vocabulary terms'

You can either write out all the vocab terms in your notebook OR make flashcards, but you must write them down (it helps with memory!) and get a checkmark when you're done.

If you don't have your phone you can borrow a laptop from the cart. Mr. Rivera can get you one from the prep room.

4. Once you have written out all the words ask Mr. Rivera for a checkmark and quiz a neighbor, use Quizlet to practice, and do color processing in your notebooks.

(electronics OK if on task only - don't waste time!)

Vocab quiz Monday, April 23rd (22 points)!

Begin Unit 4: Energy

(Note taking in notebooks today - new unit!)

Quarter 3 grades are in! 16 B days left...
Quarter 4 starts today - new seats :)

This week:
-Building tour rescheduled to 4/25
-Wed. tutorial, Thurs. assembly
-Sub on Thursday: Mr. Rivera
-Vocab quiz Mon. 4/23
-Next week is Earth Week!

Monday: Meatless Monday: don't eat meat for the day to help bring awareness to the harmful effects of factory farming. Dress up as your favorite animal. 

Tuesday: Transportation Tuesday: walk, bike, carpool, or bus to school! Wear your favorite PDX gear. 

Wednesday: Water Wednesday: bring a reusable water bottle to school and wear blue! 

Thrifted Thursday: Wear your favorite vintage gear.

Farming Friday: Dress up in your favorite plaid shirt, overalls, and boots. During tutorial we will be either planting in the garden (if ready) or potting plants. 

Name the ways we use energy every day...

Heading: Unit 4 - Introduction to Energy
Learning Objective: I can learn about different energy sources and their environmental impacts

Energy Consumption Intro Video (7 mins) 

(Take notes from the PowerPoint )

-Energy is the capacity to do work
-Thermodynamics is the study of the flow or exchange of energy 
-Law of Conservation of Matter – Energy is neither created nor destroyed, it simply changes form (the net energy in the entire universe is constant)

-Where does your electricity come from? (video)

-1/3 of the energy consumed globally is used to produce electricity
-The US has 4.5% of the population and uses 25% of the electricity
-Energy is expressed as kilowatt-hours: a unit of energy equal to the work done by a power of 1000 watts operating for one hour
-76% of the commercial energy we use comes from nonrenewable fossil fuels (oil, natural gas, and coal) 
-Renewable energy = supplies of energy will not be depleted by our use (sunlight, geothermal energy, wind energy)
-Nonrenewable energy = supplies are being depleted and would take millions of years to replenish (oil, coal, natural gas, nuclear energy) 
-Fossil fuels are non-renewable 
-There are three fossil fuels: coal, oil and natural gas. 
-Coal is the predominant fossil fuel used to generate electricity (52%)
-Fossil fuels we burn today are formed from organisms from 100 - 500 million years ago
 -Fossil fuels are our dominant source of energy
-High-energy content of fossil fuels makes them efficient to burn, ship, and store 

Job Info; Notebook work time

Discover careers in natural resources, environmental sciences and city government. 8-week PAID internships available with Environmental Services (June 25 – August 16, 2018)

City of Portland Environmental Services invites high school students entering 11th or 12th grade (2018-19 school year) and 2018 high school graduates to apply for one of eight internship opportunities with the bureau.

Students will participate in an 8-week paid internship that could include office work, field work, trainings, and professional development. It is a great opportunity to learn more about careers in the fields of natural resources, environmental sciences, watershed services, pollution prevention, storm water, wastewater and public service.

REQUIREMENTS:

• Must be enrolled in 11th or 12th grade for fall 2018-19 school year or be 2018 high school graduate.
• Must be available 9 a.m. to 5 p.m. four days a week either Monday–Thursday or Tuesday–Friday from June 25 to August 16 for approximately 25-30 hours per week (no more than 3 planned absences).
• Must live in the city of Portland.
• Be able to travel to/from a work site downtown or North Portland. The City will provide a bus pass.
• Have an interest in natural resources, environmental sciences, pollution prevention, or public service careers.
• Be prepared to work in both a professional office environment and outdoors in the field.

You can find a FAQ sheet on the program HERE

APPLY TODAY!

Applications are due by midnight on Sunday, May 6, 2018. You can apply online, by email or by mail:

Online application

PDF application for email

Print application for mail

Questions?

Contact Christa Shier at 503-823-8859 orChrista.Shier@portlandoregon.gov

Notebooks due TODAY for 50 points!

Quarter 3 Notebook Contents:

-Semester 1 reflection writing

-American Eagle documentary worksheet

-Bald Eagle population graph

-Rachel Carson/DDT vocabulary terms

-Biography essay (environmentalist)

-Nature & the Brain

-Mindfulness & the Brain

-Nature Journaling

Nature Journaling & notebook work

Today's Agenda:
Nature Journaling!
Notebook work with any remaining time

Reminders:
Tutorial Thursday & Friday
Notebooks due on Friday for 50 points!

Quarter 3 Notebook Contents:
-Semester 1 reflection writing
-American Eagle documentary worksheet
-Bald Eagle population graph
-Rachel Carson/DDT vocabulary terms
-Biography essay (environmentalist)
-Nature & the Brain
-Mindfulness & the Brain
-Nature Journaling

New right hand page (last of this unit)...

Heading: Nature Journaling
Learning Objective: I can participate in the Nature Journaling activity in order to explore the physical and mental benefits of nature and mindfulness.

nature journaling - the recording of observations and perceptions about the natural world around you 
(note: a personal journal records your feeling about yourself or others, while a nature journal records your response to and reflection of the natural world around you)
Notable scientists, naturalists, and philosophers such as Charles Darwin, Henry David Thoreau, Ralph Waldo Emerson, Aldo Leopold, Rachel Carson, and John Muir were all known for keeping journals of their observations, poems, and discoveries. Many of their famous literary works and groundbreaking observations were published from their journals. Charles Darwin’s Voyage of the Beagle was his field journal that detailed his observations of the ecology in the Galapagos Islands.

Today we're going to put what we've learned about the benefits of exposure to nature and practicing mindfulness into practice.

What you need: notebook, writing utensil, jacket
What you don't: electronic devices

5 minute free-write using your 5 senses to tune you in to the world around you
-sight, touch, hearing, taste, smell

Then you can draw or write about what you see in nature around you. If you need some direction you can make a sound map, sketch specific plants or birds you see, think about what this area may have looked like in the past, think about the changes happening in this spring season, write a poem about nature, do a leaf rubbing, ...it's up to you!

Examples HERE

Notebook Check In; Nature & the Brain II (w/nature journaling)

Welcome Back! I hope you had a great break!

Let's re-center: back in assigned seats, reminder of expectations and class agreements.

Let's share ROSES

Calendar/Announcements:
-Notebooks due this Friday April 6th
-Tutorial Thursday & Friday this week
-End of Q3 is next week! (Thurs. April 12th)
-No school Friday April 13th 
-Only about 8 weeks of school left this year...?!

Let's keep our eyes on the prize and focus as we move forward

Notebook Check In

Quarter 3 Notebook Contents:
-Semester 1 reflection
-American Eagle documentary worksheet
-Bald Eagle population graph
-Rachel Carson/DDT vocabulary terms
-Biography essay (environmentalist)
-Nature & the Brain
-Mindfulness & Meditation and the Brain

Heading: Nature and the Brain

Learning Objective: I can explore research on nature's effect on the human brain and think about how I can apply it to my own life.

Current research on how exposure to nature effects the human mind and body:

Stanford researchers find mental health prescription: Nature (w/video)

This Is Your Brain on Nature (w/video)

It's true: The sound of nature helps us relax

Life in the city: Living near a forest keeps your amygdala healthier

Richard Louv interview: Saving Kids From 'Nature Deficit Disorder'

Big Ideas: (write this down!)

-More than 50% of world's population lives in urban areas

-City dwellers have 20% higher risk of anxiety, 40% higher risk of mood disorders

-Research has found less negative thought patterns in the brains of people exposed to nature

-Researchers found a lower incidence of 15 diseases in people who lived within about a half mile of green space. 

-Exposure to nature can lower heart rate, slow breathing, decrease cortisol production

-Gives prefrontal cortex (brain's command center) a chance to rest

Nature Walk (weather permitting!)
Let's go outside! You need your notebook and a writing utensil. No electronics outside please!

While outside you'll have the opportunity to tune into your senses and do some reflective journaling.

Heading: Mindfulness and Meditation - Effect on the Brain

Learning Objective: I can learn about mindfulness and meditation and how they effect the brain 

mindfulness - a mental state achieved by focusing one's awareness on the present moment, while calmly acknowledging and accepting one's feelings, thoughts, and bodily sensations, used as a therapeutic technique.

Research:

Neuroscience of Mindfulness: What Happens to Your Brain When You Meditate

What Does Mindfulness Meditation Do to Your Brain?

Mindfulness Can Literally Change Your Brain

Why Mindfulness Is a Superpower: An Animation

Big Ideas (write these down!):

-Daily meditation for 8 weeks increased brain volume of study participants in the areas responsible for learning, emotional regulation, and empathy, and shrank the amygdala (fight or flight regulator)

-Expert meditators' brains are trained to default to the meditative state; permanent change in perception

-Meditation can relax you and regulate your emotions in the short term, but it can also change your brain permanently if you approach it as a form of mental exercise.