The End :)

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

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.

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.)

-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?

(here's a great website with more detailed information for
your reference: HERE)

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.

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.)

-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!)

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?

(here's a great website with more detailed information for
your reference: HERE)

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

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

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!)

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

Footprint Activity Day 2 (finish); Mt. Tabor Walking Field Trip 12-3 today

Field Trip Today 12-3! Info:
-Bring water and lunch
-Dress in layers, rain jacket, sturdy shoes, hat
-Meet in S-020 at the beginning of lunch (11:30)
-Leave campus 11:45 to walk to Mt. Tabor
-Return by 3:15

This week:
Juniors that need to do SBAC will complete this Wed/Fri
Tutorial Thursday
Assembly Friday

Today: Continue 'Carbon Footprint' Online Activity & Notes
Period 1 - Finish online activity first, then do discussion/notes 
Periods 3 and 4 - Do discussion/notes/video together first, then time for finishing footprint activity online

Heading: My Carbon/Ecological Footprint Notes

Learning Objective: I can determine my impact on the planet by calculating my personal footprint.

Essential Question: How am I impacting the earth?

ecological - the relationship between all living things and their environment

sustainability - avoidance of the depletion of natural resources in order to maintain an ecological balance

ecological footprint - the amount of productive land needed to produce all the things we use and to absorb the waste we produce in our everyday lives

carbon footprint - the amount of carbon dioxide and other carbon compounds emitted due to the consumption of fossil fuels by a particular person, group, etc.

-Only 16% of the earth is usable land (70% is water and the rest is too cold, dry, high, etc.)

-How many people do we share this small portion of land with? ~7.6 billion and rising

-Much of our food, clothing, etc. is made on land in other countries. Is this fair land use? Discuss...

Have a student read:
As humans we depend on the earth, and the earth in turn provides us with food, water, air, and energy. All of our actions - eating, drinking, switching the lights on, buying clothes, traveling, etc. - make an impression on the earth as we are using a part of nature. The ecological and carbon footprint can be measured as a way to describe the human impact on the earth and the imprint we leave on nature. 

In your notebook, draw this footprint divided into 5 categories: water, energy, food, transportation, & waste

Teacher: All the things we do in our everyday lives have an impact on the earth, some positive and some negative. What are some things you did this morning or do on a daily basis? Share out and write them down on your footprint drawing next to which categories they go in. Make this an extensive, all-inclusive list of things you do regularly!

Go to http://coolclimate.berkeley.edu/carboncalculator

Follow the steps online and use the packet on your table for further explanation. Fill out the Data sheet and answer the questions as you work.

Current cost of living in Portland, Oregon 

avg gas $60/mo

avg electric 9766 kwh/year = 813 kwh/month = 27 kwh/day at a price of $0.11 per kwh =$2.97/day = $89/month

Tracking our footprint video - take notes! (26 mins)

'Before the Flood' Questions Due/ Film Debrief; Carbon/Ecological Footprint

Homework Due at the beginning of the period for full credit:
'Before the Flood' Analysis Questions

Cool story: Swedish city's recycling

Field Trip Info:
-Bring water and lunch
-Dress in layers, rain jacket, sturdy shoes, hat
-Meet in S-020 at the beginning of lunch
-Leaving campus at 12:00 to walk to Mt. Tabor
-Return by 3:15

Debrief of 'Before the Flood'

Part II Notes:
-Politicians receiving money from fossil fuel companies:
Sen. Inhofe, Oklahoma, $1.8 million
Sen. Landrieu, Louisiana, $1.7 million
Rep. Paul Ryan, Wisconsin, $1 million
Sen. Cornyn, Texas, $2.9 million
Sen. Ted Cruz, Texas, $2.2 million
Sen. Mitch McConnell, Kentucky, $1.9 million
There are 131 climate change deniers in Congress and 38 in the Senate.
-The solution: a Carbon Tax 
It would start in politics, following the desires of the people
-Climate refugees are being forced out of their homes, forced to fight over clean water, etc.
-We are moving to 4 degrees warmer this century and haven't been in 4 million years
-If we don't take action: heat waves, bigger storms, drop in agriculture; tipping point: Greenland is melting, becomes a self heater (feedback loops start kicking in, earth warms even more)
-The window is barely open to turn climate change around
-Germany - 30% from solar and wind
-Denmark - 100% wind
-For wind and solar, once you invest you essentially have free energy
-Sweden is the first fossil free nation in the world
-Scientists say there is hop but we have to move quickly
-Paris Climate Agreement 2015: no enforcements given
-Obama says it's not only an environmental issue, it's a national security issue
-NASA has about 20 satellites constantly monitoring the earth
-Melting of ice caps will change weather and climate globally, more heat, more cold, more drought
-There is a way to reverse and solve this problem
-Pope Francis has declared Climate Change an urgent global issue (the first time in history); largely influential figure


Info about the art piece 'Before the Flood' by Bosch HERE

(Computer Cart)
Heading: My Carbon & Ecological Footprint   

Learning Objective: I can determine my impact on the planet by calculating my personal footprint.

Essential Question: How am I impacting the earth?

ecological - the relationship between all living things and their environment

sustainability - avoidance of the depletion of natural resources in order to maintain an ecological balance

ecological footprint - the amount of productive land needed to produce all the things we use and to absorb the waste we produce in our everyday lives

carbon footprint - the amount of carbon dioxide and other carbon compounds emitted due to the consumption of fossil fuels by a particular person, group, etc.

-Only 16% of the earth is usable land (70% is water and the rest is too cold, dry, high)

-How many people do we share this small portion of land with? 7.6 billion and rising

-Much of our food, clothing, etc. is made on land in other countries. Is this fair land use?

Have a student read:
As humans we depend on the earth, and the earth in turn provides us with food, water, air, and energy. All our actions - eating, drinking, switching the lights on, buying clothes, etc. - make an impression on the earth as we are using a part of nature. The ecological and carbon footprint can be measured as a way to describe the human impact on the earth and the imprint we leave on nature. 

In your notebook, draw this footprint divided into 5 categories: water, energy, food, transportation, & waste

Teacher: All the things we do in our everyday lives have an impact on the earth, some positive and some negative. What are some things you did this morning or do on a daily basis? Share out and write them down on your footprint drawing next to which categories they go in.

Go to http://coolclimate.berkeley.edu/carboncalculator

Follow the steps online and use the packet on your table for further explanation. Fill out the Data sheet and answer the questions as you work.

Mon. 5/20, Next Class: Walking Field Trip to Mt. Tabor! 

Meet at student commons in the hallway by S-020 at lunch, leaving by noon  and return by 3:15

Continuing Climate Change: 'Before the Flood' Part II; Homework for 5/16 info

Mon. 5/20: Walking Field Trip to Mt. Tabor! 

Meet at student commons in the hallway by S-020 at lunch, leaving by noon and return by 3:15

Review your 'GOTS' & 'NEEDS"

Film notes:
-Talk about climate change has changed drastically in the last 20 years
-There is no such thing as 'clean' fossil fuel use
-Almost all human activity results in release of CO2
-Politicians ban even the use of the word 'climate change'
-Massive campaign of disinformation to confuse the public
-Fossil fuels interests invest millions in US politicians and senators
-300 million Indians without electricity; coal is cheap, so they rely on it 
-The poorest of the populations are affected the most now
-Richer countries need to invest and set an example for developing countries
-1 billion rely on ocean fish as their protein; ocean acidification is causing the death of coral reefs and fish populations globally
-oceans take up 1/3 of the CO2; ocean can't do it's job fast enough with the fast rate of CO2 emissions
-we're taking away the ecosystems that help absorb CO2
-in the last 30 years, 50% of coral reefs have disappeared

How to avoid palm oil HERE

Heading: Finish 'Before the Flood' (~40 mins left)

Learning Objective: I can learn about the impact of climate change by watching the documentary 'Before the Flood' and answering the analysis and discussion questions.

Movie HERE (continued from Friday, May 10th)
Analysis Questions HERE 

When movie is finished, work on your Analysis Questions.
Read the questions thoroughly - must be paragraph form!

HOMEWORK: 
1. 'Before the Flood' Questions due Thursday, May 16th
2. Before next class, find out the following questions:
(or go to https://coolclimate.org/calculator for questions)
--Gross household income (before taxes)
--Vehicle: how much driven per year, how many miles per gallon it gets
--Utility bills per month (electricity, gas, water, garbage)
--The square footage of your home/apartment 
--How much you spend on goods (clothing, furniture, etc.) & services (anything else that isn't in another category)

Continuing Climate Change: 'Before the Flood' Part I

Heading: 'Before the Flood'

Learning Objective: I can learn about the impact of climate change by watching the documentary 'Before the Flood' and answering the analysis and discussion questions.

Movie HERE 
Analysis Questions HERE (due next Thurs. 5/16)

Finish up any finals; park survey/documentary

APES Test Today! Send your positive vibes to your classmates ❤

Who needs to take the Final Exam? 

Everyone else: 
Tree Survey in Clinton Park?
Or...
Climate Change - The Facts (Richard Attenborough; 1 hr)
One Strange Rock - (45 min episodes; narrated by Will Smith)

APES Study Resources HERE!

HERE is a link to a slide presentation version of an APES course study guide

HERE is an informative website about the APES test including links to practice tests

HERE is a video with FRQ tips

HERE is a link to math study guide with key

HERE Is a link to score predictions, etc.

APES Final Exam Part II: FRQs

APES Final Exam Part II Today: Free Response Question
You will be choosing from 2 FRQs to write 1 response.
You have 22 minutes to complete the writing, then we'll use the Scoring Guidelines to mark and score your writing.
Please use a colored pencil to mark and score.

-Test taking expectations:

*Clear desks of everything except a writing utensil.
*Try your best, take your time, & stay focused.
*Please refrain from talking while tests are out 
*No breaks out of room once you have started your test.
*Personal electronic devices must be turned in 
*When finished, turn your paper over and stay in your assigned seat. Please, no talking when you finish.

*We will trade and grade peer FRQs, so keep your papers.

Review results from Part I: Multiple Choice
-Look at diagnostic chart and score calculator (test takers)

Final Exam Part I: Multiple Choice

APES Final Exam Part I Today: 100 Multiple Choice Questions

-Test taking expectations:

*Clear desks of everything except a writing utensil.
*Try your best, take your time, & stay focused.
*Please refrain from talking while tests are out 
*No breaks out of room once you have started your test.
*Personal electronic devices must be turned in 
*When finished, bring your test to the front and return to your assigned seat. Please, no talking when you finish (technology OK when done with test)