Last day of APES!
Final Research Project Presentations - 50 points
3-5 minutes for each presentation
Audience: I'll call on you at random to ask follow-up questions
After presentations: take APES Survey HERE
Thursday, June 6, 2019
APES Final Inquiry Project - last work day!
APES Final Inquiry Project - last work day!
Goal: Finish your project before you leave class today
Heading: Final Inquiry Project
Learning Objective: I can conduct an independent
environmental science research project of my choosing to
present to my peers as my final project.
environmental science research project of my choosing to
present to my peers as my final project.
Technical Requirements:
-Develop an explanation artifact in the form of a paper, poster,
presentation, video, other?
presentation, video, other?
-The final artifact of knowledge developed will communicate
the discovery you made in your research (it essentially
answers your guiding research question)
the discovery you made in your research (it essentially
answers your guiding research question)
-No duplicates
-You must use class time to perform research to the fullest
extent possible (not homework only, not library work, etc.)
extent possible (not homework only, not library work, etc.)
-Minimum of 3 credible sources
How to structure your presentation on finals day: (3-5 mins)
-Introduce your guiding research question
-Why did you choose this topic?
-What is the central problem with the issue, environmentally
speaking? WHY is it a problem?
-Give background information on the issue
-Present current research on the issue
-What are the solutions?
-Introduce your guiding research question
-Why did you choose this topic?
-What is the central problem with the issue, environmentally
speaking? WHY is it a problem?
-Give background information on the issue
-Present current research on the issue
-What are the solutions?
Tuesday, June 4, 2019
Continue Final Research Project
APES Final Inquiry Project
50 point assessment
Due during final period (week of June 10th)
Heading: Final Inquiry Project
Learning Objective: I can conduct an independent
environmental science research project of my choosing to
present to my peers as my final project.
environmental science research project of my choosing to
present to my peers as my final project.
Refine your topic:
-Since this is a student-driven inquiry project, your research
will be centered around a question (example: How much
carbon dioxide is sequestered by the dominant tree species
found in Clinton Park?
will be centered around a question (example: How much
carbon dioxide is sequestered by the dominant tree species
found in Clinton Park?
-Go back to your top 3 choices and write down how you could
frame your research around a question on that topic.
This will be your 'Guiding Research Question'
frame your research around a question on that topic.
This will be your 'Guiding Research Question'
-Put a star next to the topic that you have decided on
Technical Requirements:
-Develop an explanation artifact in the form of a paper, poster,
presentation, video, other?
presentation, video, other?
-The final artifact of knowledge developed will communicate
the discovery you made in your research (it essentially
answers your guiding research question)
the discovery you made in your research (it essentially
answers your guiding research question)
-No duplicates
-You must use class time to perform research to the fullest
extent possible (not homework only, not library work, etc.)
extent possible (not homework only, not library work, etc.)
-Minimum of 3 credible sources
You will have the rest of our time together as work days with
access to laptops (that's only 4 class periods - stay focused
& use time wisely!)
access to laptops (that's only 4 class periods - stay focused
& use time wisely!)
How to structure your presentation on finals day: (3-5 mins)
-Introduce your guiding research question
-Why did you choose this topic?
-What is the central problem with the issue, environmentally
speaking? WHY is it a problem?
-Give background information on the issue
-Present current research on the issue
-What are the solutions?
-Introduce your guiding research question
-Why did you choose this topic?
-What is the central problem with the issue, environmentally
speaking? WHY is it a problem?
-Give background information on the issue
-Present current research on the issue
-What are the solutions?
Saturday, June 1, 2019
CURRENT HOMEWORK LIST
Homework check #1:
1. The Gaia Theory worksheet
2. Tragedy of the Commons Warm Up Question from class
3. Tragedy of the Commons Discussion Questions from lab
4. Atmosphere/Global Water Use/Soil notes (blog)
5. NASA Ocean and Weather video preview (wksht)
6. Plate Tectonics Lab
7. Intro to Salmon Questions (from class)
8. Salmon Stations (in class activity)
9. Running the Gauntlet Video Questions (if you didn't go on field trip); if you did go on the field trip, make a homework entry that says 'Field Trip' to be stamped since you did a pre/post assessment on the trip
10. 'Soil' notes and questions from textbook
11. 'Sustainability' notes and questions from textbook
Homework check #2:
12. Diagnostic Test from 'Fast Track' textbook
13. Practice FRQ's #1 & #2 from 'Fast Track' textbook
14. Bozeman Ecology video & questions (blog)
15. Bozeman Biogeochemical Cycles video & questions (blog)
16. Biogeochemical Cycle poster questions
17. World GIS Day prep videos & notes (blog)
18. GIS Activity Worksheet (activity with guest speaker; can be done online on your own)
19. The Five Biogeochemical Cycles Packet (handout to complete from textbook)
20. Khan Academy Videos: BGC Cycles & Energy Flow (blog)
21. Bozeman Population Video & notes (blog)
22. Population Biology PPT Notes (blog)
23. GIS Mapping Population Dynamics worksheet (handout)
Homework check #3:
24. Bozeman Agriculture video & questions (blog)
25. Semester 1 reflection writing (blog)
26. Guest Speaker Debrief & Aquaponics Intro (blog)
27. Land and Water Use Notes (blog)
28. Bozeman video notes: Water Resources & Forestry and Rangelands
29. Energy vocabulary terms (on blog, from Quizlet)
30. Bozeman Energy Concepts video & notes (blog)
31. Pollution Vocabulary Terms (on blog, from Quizlet)
32. Bozeman 'Air Pollution' video & notes (blog)
33. Notable Toxins Chart (class work from blog)
Homework Check #4 (4/5 - present)
34. 6 Criteria Air Pollutants Chart
35. Smog video notes
36. Bozeman Water Pollution video notes
37. Bozeman Solid Waste video notes
38. Bozeman Climate Change video notes
1. The Gaia Theory worksheet
2. Tragedy of the Commons Warm Up Question from class
3. Tragedy of the Commons Discussion Questions from lab
4. Atmosphere/Global Water Use/Soil notes (blog)
5. NASA Ocean and Weather video preview (wksht)
6. Plate Tectonics Lab
7. Intro to Salmon Questions (from class)
8. Salmon Stations (in class activity)
9. Running the Gauntlet Video Questions (if you didn't go on field trip); if you did go on the field trip, make a homework entry that says 'Field Trip' to be stamped since you did a pre/post assessment on the trip
10. 'Soil' notes and questions from textbook
11. 'Sustainability' notes and questions from textbook
Homework check #2:
12. Diagnostic Test from 'Fast Track' textbook
13. Practice FRQ's #1 & #2 from 'Fast Track' textbook
14. Bozeman Ecology video & questions (blog)
15. Bozeman Biogeochemical Cycles video & questions (blog)
16. Biogeochemical Cycle poster questions
17. World GIS Day prep videos & notes (blog)
18. GIS Activity Worksheet (activity with guest speaker; can be done online on your own)
19. The Five Biogeochemical Cycles Packet (handout to complete from textbook)
20. Khan Academy Videos: BGC Cycles & Energy Flow (blog)
21. Bozeman Population Video & notes (blog)
22. Population Biology PPT Notes (blog)
23. GIS Mapping Population Dynamics worksheet (handout)
Homework check #3:
24. Bozeman Agriculture video & questions (blog)
25. Semester 1 reflection writing (blog)
26. Guest Speaker Debrief & Aquaponics Intro (blog)
27. Land and Water Use Notes (blog)
28. Bozeman video notes: Water Resources & Forestry and Rangelands
29. Energy vocabulary terms (on blog, from Quizlet)
30. Bozeman Energy Concepts video & notes (blog)
31. Pollution Vocabulary Terms (on blog, from Quizlet)
32. Bozeman 'Air Pollution' video & notes (blog)
33. Notable Toxins Chart (class work from blog)
Homework Check #4 (4/5 - present)
34. 6 Criteria Air Pollutants Chart
35. Smog video notes
36. Bozeman Water Pollution video notes
37. Bozeman Solid Waste video notes
38. Bozeman Climate Change video notes
Friday, May 31, 2019
Seniors' Last Day!
Seniors - you made it! Happy 'Last Day of High School!' 👏
Check final grade, turn in any remaining late work
Everyone else:
-Continue working on final research project
-Check in with Ms. Ferro on progress
-Refine guiding question if needed
-Record tasks for the day
Check final grade, turn in any remaining late work
Everyone else:
-Continue working on final research project
-Check in with Ms. Ferro on progress
-Refine guiding question if needed
-Record tasks for the day
Wednesday, May 29, 2019
Seniors plan last day; Introduce final project
Regular schedule this week
Reminder: turn in all library books ASAP!
Seniors - please all sit together
Per 1: Abby, Nhi, Karime, Angie, Daniel, Alina, Xitlalli
Per 3: Austin, Kendal, Juliana, Max, Becca, Gavin, Daniel, Olivia, Michael S., Otis, Michael V-S, Isaac
Per 4: Jamie B., Max, Josie, Jamie C., Solomon, Kevin, Oliver, Eh K'Nyaw, Kin
Seniors:
1.This is the last day to turn in missing work or revise any work!
2. Plan for your last day of APES together! (Thurs 5/30)
...Picnic in the park?
...Walk to Mt. Tabor?
...Watch a science-themed documentary/film/series?
...Teach your own lesson?
3. Please take the APES course survey HERE
4. Facilitate your peers' brainstorming and research (ask guiding questions, clarify questions, help with research sources, etc.)
Non-seniors:
Per 1 - Jian, Avery, Nate, Thao, Nancy, Bethy, Zola, Jace
Per 3 - Nathan, Laura, Royce, Faith, Joscelyn, Finn, Eugene, Basia, Madeline
Per 4 - Phillip, Jayne, Sebastian, Nicole, Holden, Olivia, Tommy, Lilly, Autumn, Oscar, Jule, Frank, Alex
...Get all your work in ASAP! then...
Begin Final Inquiry Project
50 point assessment
Due during final period (week of June 10th)
Heading: Final Inquiry Project
Learning Objective: I can conduct an independent environmental science research project of my choosing to present to my peers as my final project.
Rubric HERE
Individual topics of interest:
-Silent brainstorm on paper for 7 minutes
-List topics you might be interested to learn more about
-Minimum of 8 different ideas
Share out:
-Share your brainstorm ideas with your table partners
-Narrow your topic down to the best 3 and circle (these will be your backups if your main choice fails)
Refine your topic:
-Since this is a student-driven inquiry project, your research will be centered around a question (example: How much carbon dioxide is sequestered by the dominant tree species found in Clinton Park?
-Go back to your top 3 choices and write down how you could frame your research around a question on that topic. This will be your 'Guiding Research Question'
-Put a star next to the topic that you have decided on
Technical Requirements:
-Develop an explanation artifact in the form of a paper, poster, presentation, video, other?
-The final artifact of knowledge developed will communicate the discovery you made in your research (it essentially answers your guiding research question)
-No duplicates
-You must use class time to perform research to the fullest extent possible (not homework only, not library work, etc.)
You will have the rest of our time together as work days (that's only 4 class periods - stay focused & use time wisely!)
Reminder: turn in all library books ASAP!
Seniors - please all sit together
Per 1: Abby, Nhi, Karime, Angie, Daniel, Alina, Xitlalli
Per 3: Austin, Kendal, Juliana, Max, Becca, Gavin, Daniel, Olivia, Michael S., Otis, Michael V-S, Isaac
Per 4: Jamie B., Max, Josie, Jamie C., Solomon, Kevin, Oliver, Eh K'Nyaw, Kin
Seniors:
1.This is the last day to turn in missing work or revise any work!
2. Plan for your last day of APES together! (Thurs 5/30)
...Picnic in the park?
...Walk to Mt. Tabor?
...Watch a science-themed documentary/film/series?
...Teach your own lesson?
3. Please take the APES course survey HERE
4. Facilitate your peers' brainstorming and research (ask guiding questions, clarify questions, help with research sources, etc.)
Non-seniors:
Per 1 - Jian, Avery, Nate, Thao, Nancy, Bethy, Zola, Jace
Per 3 - Nathan, Laura, Royce, Faith, Joscelyn, Finn, Eugene, Basia, Madeline
Per 4 - Phillip, Jayne, Sebastian, Nicole, Holden, Olivia, Tommy, Lilly, Autumn, Oscar, Jule, Frank, Alex
...Get all your work in ASAP! then...
Begin Final Inquiry Project
50 point assessment
Due during final period (week of June 10th)
Heading: Final Inquiry Project
Learning Objective: I can conduct an independent environmental science research project of my choosing to present to my peers as my final project.
Rubric HERE
Individual topics of interest:
-Silent brainstorm on paper for 7 minutes
-List topics you might be interested to learn more about
-Minimum of 8 different ideas
Share out:
-Share your brainstorm ideas with your table partners
-Narrow your topic down to the best 3 and circle (these will be your backups if your main choice fails)
Refine your topic:
-Since this is a student-driven inquiry project, your research will be centered around a question (example: How much carbon dioxide is sequestered by the dominant tree species found in Clinton Park?
-Go back to your top 3 choices and write down how you could frame your research around a question on that topic. This will be your 'Guiding Research Question'
-Put a star next to the topic that you have decided on
Technical Requirements:
-Develop an explanation artifact in the form of a paper, poster, presentation, video, other?
-The final artifact of knowledge developed will communicate the discovery you made in your research (it essentially answers your guiding research question)
-No duplicates
-You must use class time to perform research to the fullest extent possible (not homework only, not library work, etc.)
You will have the rest of our time together as work days (that's only 4 class periods - stay focused & use time wisely!)
Friday, May 24, 2019
Grades/check in
Happy Friday - Assembly Schedule Today!
Grade check: what are you missing??
Turn in all your work ASAP!
Juniors - finish SBAC
Homework Check #4 (the last one!) is now in Synergy
Grade check: what are you missing??
Turn in all your work ASAP!
Juniors - finish SBAC
Homework Check #4 (the last one!) is now in Synergy
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