New Seats; Q1 Reflection Writing; Begin Biogeochemical Cycles; Happy Halloween!; HOMEWORK: Bozeman Biogeochemical Cycles Video & Questions

New seating chart for Quarter 2! 

Add to name tent:
Top Left - Current Favorite Band/Artist/Song
Bottom Left - Favorite holiday
Top right - Something you're proud of
Bottom Right - How you're feeling right now

Meet your new table partners: share your answers

Quarter 1 Environmental Science Reflection 
1. Something I did well in quarter 1 was...
2. Something I can improve in quarter 2 is...
3. Ways I can contribute more positively to our classroom culture are...
10 minute quiet reflection writing

Review from last class: Ecosystems (write in notebook)
1. Define 'ecosystem' in your own words
2. What is the end goal of photosynthesis and cellular respiration?
3. Which organisms do photosynthesis? Cellular respiration?
4. An organism that obtains energy by consuming other organisms is called a  "___troph," while "___trophs" make their own food.
5. At the bottom level of all food webs are ___.

Heading: Biogeochemical Cycles

Learning Objective: I can describe the major biogeochemical cycles and the steps involved in each cycle.

WARM UP: Using what you already know, draw the water cycle. Use arrows to indicate the flow of water through the cycle and label with appropriate terms. Do this on a small white board with your table partners. 
Water Cycle

Matter, in the form of nutrients, cycles within and among ecosystems and the biosphere. 

Biogeochemical Cycles - natural processes that recycle nutrients in various chemical forms from the nonliving (abiotic) to living (biotic) organisms and then back to the abiotic environment

Bio - living
Geo - relating to the earth
Chemical - organic matter returns to chemical matter 

These cycles are driven directly or indirectly by incoming solar energy and the earth's gravity

Examples of the biogeochemical (or nutrient) cycles:
water, carbon, nitrogen, phosphorus, & sulfur

Nutrient cycles connect past, present, & future forms of life. Some of the carbon atoms in your skin may have once been a part of an oak leaf, a dinosaur's skin, or a layer of limestone rock. A person living 25,000 years ago may have inhaled some of the nitrogen molecules you just inhaled!

Homework: Bozeman Science APES Biogeochemical Cycles (8:30 mins)
Answer the following questions as you watch:
1. What are the three 'abiotic' types of matter?
2. Name the 5 biogeochemical cycles discussed in the video.
3. Limiting nutrients lead to _____, or overly enriched water due to runoff. 

Next Time: Introduce Poster Project 
Rubric, requirements, due date

Happy Halloween! Vampire Bat video (8 mins)

Finish Ecology Guided Notes; Review Bozeman ecology video questions; PPS Climate Change Info

Continue Unit 2: The Living World

Unit Learning Objective: 

• Define ecosystems and evaluate how living and nonliving entities interact in ecosystem-level ecology

Unit Vocabulary Terms available on Quizlet  HERE

Continue:

Guided notes HERE
PowerPoint HERE

Review Homework: Watch Ecosystem Ecology Bozeman Science Video (11 mins), take notes on important terms, and answer the following questions.
1. Draw the food chain described that the beginning of the video. What is a 'keystone species,' and what is the keystone species in this food web?
2. What is at the bottom/first level of most food chains?
3. What advantage does a niche generalist have over a niche specialist?

The Climate Crisis and Our Students

VIDEO

Dear PPS community,

According to the latest IPCC Report, by the time our current 1st graders graduate in 2030, the world will have had to cut greenhouse gas emissions by half in order to keep global warming under 1.5°C.  But doing this will “require rapid, far-reaching and unprecedented changes in all aspects of society.” This work is possible and urgent. Did you know that in 2016 the PPS board of education passed the most comprehensive climate justice resolution in the nation? The resolution states, “All Portland Public Schools students should develop confidence and passion when it comes to making a positive difference in society, and come to see themselves as activists and leaders for social and environmental justice.” Read the full resolution here.

We as educators want a planet for our students that sustains their passions and hopes for society and their future. Education about climate justice is how we build students’ knowledge and nurture their commitment to make a difference.

One immediate and urgent action is to educate yourself and our students about the Our Children’s Trust federal climate lawsuit, Juliana v. United States, led by 21 youth, which goes to trial on October 29th in Eugene.

On behalf of the planet, please make it your mission to take ONE action step. Click on the following links for ways to get involved!  

·         Our Children’s Trust Rally on October 29th – link to flyer

·         Climate Justice Curriculum Building & Collaboration Opportunity — click here for more

·         Resources & Curriculum — document with links to helpful resources

·         Educate PPS Parents — click here for an email you can copy/paste and send out through Synergy

Yours in service to the planet and our students,

The PPS Climate Justice Committee

Questions or feedback? Contact the PPS Climate Justice Committee at PPSClimateJustice@gmail.com.

Homework check: Ecology video; Review FRQ info; Begin Unit 2: The Living World

Homework check: stamp for 
14. Bozeman Science Ecology Video & questions

Review FRQ info on page 12-17 of 'Fast Track'

Begin Unit 2: The Living World

Unit Learning Objective: 

• Define ecosystems and evaluate how living and nonliving entities interact in ecosystem-level ecology

Unit Vocabulary Terms available on Quizlet  HERE

Guided notes HERE

PowerPoint HERE

Stamp for Diagnostic Test; Practice FRQ's(homework #13); Homework: Bozeman Ecology Video & Questions (#14)

Bring 'Fast Track to a 5' textbook again today!!!

Announcements: End of Q1 is this Friday! Tutorial W/Th

Homework check: Stamp in notebook for 'Fast Track to a 5' Multiple Choice Diagnostic Test #1 (at least 30 questions answered and corrected with a score written down)

Today...

10/22/18 
Heading: FRQ Practice #1 & #2

Learning Objective: I can complete two Free Response Questions (FRQ's) and score others' FRQ's in order to practice analyzing and interpreting data in essay format for the APES exam. 

Section II: Free Response Questions (90 mins for 4 questions on APES exam)

Today, we'll practice answering two FRQ's from the 'Fast Track to a 5' book and scoring a classmate's writing.

1. Turn to page 33-34 and read through the 4 FRQ's
2. Choose two that you will answer today in class
3. Begin first FRQ, 22 minutes (online timer)
4. Trade papers with an elbow partner and score their writing using the answer key on page 49-56
5. Write your second FRQ, 22 minutes 
6. Trade papers again and score7. Get a stamp for 'Fast Track' FRQ Practice #1&2 ("homework" #13) when finished

Homework: Watch Ecosystem Ecology Bozeman Science Video (11 mins), take notes on important terms, and answer the following questions.
1. Draw the food chain described that the beginning of the video. What is a 'keystone species,' and what is the keystone species in this food web?
2. What is at the bottom/first level of most food chains?
3. What advantage does a niche generalist have over a niche specialist?

Diagnostic Test (homework #12)

Roses & Thorns

Reminders:
Tutorial schedule today - invites
Synergy is up to date
End of Q1 next Fri 10/26!

Turn to a new notebook page

Heading: Fast Track to a 5 Diagnostic Test
Learning Objective: I can complete the Diagnostic Test in order to practice and prepare for the APES test.

Answer  #1-100 in your notebook, write the correct letter next to each number

Section I: 100 multiple choice in 90 mins
Page 19-32
(Biagini's students: Section II: 4 FRQ's in 90 mins; p. 33-34)

When finished, correct your diagnostic test using the answer key on page 35-49. Write the correct answer next to any incorrect answer and a short explanation of why it was wrong. Score your diagnostic test and write down your score.

This will count as HW #12 in your notebook

Sample FRQ

Begin Unit 2: The Living World

Begin Unit 2: The Living World
-Ecosystem Structure
-Energy Flow
-Ecosystem Diversity
-Natural Ecosystem Change
-Natural Biogeochemical Cycles

Homework check; Review salmon info; 10 minute free write outside

Homework check for 11 points

Homework list:
1. The Gaia Theory
2. Tragedy of the Commons Warm Up Question
3. Tragedy of the Commons Discussion Questions
4. Atmosphere/Global Water Use/Soil notes
5. NASA Ocean and Weather video preview (wksht)
6. Plate Tectonics Lab
7. Intro to Salmon Questions
8. Salmon Stations
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

Review Salmon Stations worksheet

Debrief of Salmon Watch field trip (photos)

Share answers from 'Running the Gauntlet' video

Review 'Soil' and 'Sustainability' notes/questions

Next time: Bring Fast Track to a 5 book!!! 
Textbooks are available to check out in the library now!

Review Salmon Stations; Field Trip Debrief; Running the Gauntlet debrief

Quick Roses & Thorns check in - How's it going?! :D

Homework check: 
-Get a stamp for a completed 'Salmon Stations' worksheet from in class work on Tuesday, Oct. 2nd (if you were absent that day, you should have already seen the blog for stations work and gotten the worksheet from the plastic file box)
-If you did not go on the field trip, get a stamp for 'Running the Gauntlet' video questions
-If you did go on the field trip, get a stamp for 'Field Trip'
-Get stamps for 'Soils' and 'Sustainability' notes from last class when I had a sub

Update your homework list:
1. The Gaia Theory
2. Tragedy of the Commons Warm Up Question
3. Tragedy of the Commons Discussion Questions
4. Atmosphere/Global Water Use/Soil notes
5. NASA Ocean and Weather video preview (wksht)
6. Plate Tectonics Lab
7. Intro to Salmon Questions
8. Salmon Stations
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

Review Salmon Stations worksheet

Debrief of Salmon Watch field trip (photos)

Share answers from 'Running the Gauntlet' video

Review 'Soil' and 'Sustainability' notes/questions

Next time: Bring Fast Track to a 5 book!!! 
Textbooks are available to check out in the library now!

Reading and note taking in textbook

My little guy & I are home sick today! 
We'll wrap up 'Salmon' when I get back on Thursday

To finish Unit 1 on 'Earth Systems and Resources':
-Read and take notes on 'Soil is the Base of Life on Land' on page 284 in the Living in the Environment textbook (class set is in room S-020 on the window sill)
-Write down the definitions of the words in italics
-Answer the Critical Thinking question on p.284
-Answer the Questions in Active Figure 12-A on p.284
-Expectation: one full page of notes minimum
-Get a stamp when finished, then...

To help clear up some misunderstandings about 'sustainability' that came up on the quiz:
-Read 1-1 'What Are Three Principles of Sustainability?', taking notes and defining bold terms (p.6-12)
-Expectation: two full pages of notes minimum
-Get a stamp when finished

-Update your homework list using the blog

-Check your Unit 1 Quiz grade on Synergy (if you scored below 70% you may retake; I curved grade to class high score) 

Salmon Watch Field Trip (Sub - Dr. D!)

Reminder: Tutorial schedule today

Essential Question: Why are salmon important to our ecosystem? (write this EQ on the top of your worksheet)

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

Review questions briefly before film

Answer 10 Questions about the film to put in notebooks - will be checked as homework and answers shared out next class

Salmon Stations

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

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

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 with 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. 
When students finish the stations they should glue them under today's Learning Objective and get a stamp.

PLEASE DON'T MOVE THE INFORMATION PACKETS FROM THE STATIONS! 

Station 1 Info
Station 2 Info
Station 3 Info: Practice ID and Key
Station 4 Info