Progress is neither swift nor easy! -Marie Curie

Welcome to Environmental Science 2019 - 2020!

  • es 11182019

    Need help? Come in after school on Tuesdays and Fridays! 2:45-4:00pm:

    1. Make up work
    2. Tutoring
    3. Grade recovery

    es 11122019

    Need help? Come in after school on Tuesdays and Fridays! 2:45-4:00pm:

    1. Make up work
    2. Tutoring
    3. Grade recovery

    ES 11042019

    Need help? Come in after school on Tuesdays and Fridays! 2:45-4:00pm:

    1. Make up work
    2. Tutoring
    3. Grade recovery

    ES 10282019

    Need help? Come in after school on Tuesdays and Fridays! 2:45-4:00pm:

    1. Make up work
    2. Tutoring
    3. Grade recovery

    es 102119

    Need help? Come in after school on Tuesdays and Fridays! 2:45-4:00pm:

    1. Make up work
    2. Tutoring
    3. Grade recovery

    es 101619

    Need help? Come in after school on Tuesdays and Fridays! 2:45-4:00pm:

    1. Make up work
    2. Tutoring
    3. Grade recovery

    ES 100719

    Need help? Come in after school on Tuesdays and Fridays! 2:45-4:00pm:

    1. Make up work
    2. Tutoring
    3. Grade recovery

    es 093019

    Need help? Come in after school on Tuesdays and Fridays! 2:45-4:00pm:

    1. Make up work
    2. Tutoring
    3. Grade recovery

    ES 092319

    Need help? Come in after school on Tuesdays and Fridays! 2:45-4:00pm:

    1. Make up work
    2. Tutoring
    3. Grade recovery

    ES 09172019

    Need help? Come in after school on Tuesdays and Fridays! 2:45-4:00pm:

    1. Make up work
    2. Tutoring
    3. Grade recovery

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    ?https://www.epa.gov/enviroatlas/introduction-ecosystem-services

     

     

     

     

     

     

    We finished Unit 5 (Allocation and Availability of Energy Resources) Friday.  I will be working on remediation for Q1 and Q2 on usatestprep with students requiring this on Monday through Wednesday.  Students not requiring remediation will work on experiments introducing them to sustainability.  I will have three lab counters set up for this.

     

    Thursday we will watch, analyze, and discuss a smart house video.

     

    Friday, 1/18, we will be watching the original The Lorax as an introduction to Unit 6 (Conservation and Sustainability of Energy). The students will have a corresponding WS.

     

    I will focus the two-week (1/21-2/1) Unit 6 (Conservation and Sustainability of Energy) on the heat island effect, and build a model with the students. 

     

     

     

    1/26-11/30/18

     

    Our Standard: 

    SEV2. Obtain, evaluate, and communicate information to construct explanations of stability and change in Earth’s ecosystems.
     
     
     
    b. Analyze and interpret data to determine how changes in atmospheric chemistry (carbon dioxide and methane) impact the greenhouse effect.

    Monday through Friday we will be working on a booklet covering this unit.  This graphic organizer can be completed (for absences) using the textbook at home.

     

     

    9/10-9/14/2018

    Our Standard:  

    SEV1. Obtain, evaluate, and communicate information to investigate the flow of energy and cycling of matter within an ecosystem.

    d. Evaluate claims, evidence, and reasoning of the relationship between the physical factors

    e. Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia

     

    What we are doing this week:

     

    ·         Monday:

    o   Open:  DIN; then test review.

    o   Task: The Walking Dead – An introduction to biomes and ecosystems.

    o   Close:  An introduction to biomes video (https://www.youtube.com/watch?v=0fb8143ndo8).

    ·         Tuesday - Wednesday:

    o   Open:  DIN

    o   Task:  Biome notes.

    o   Close:  Vocabulary (16 terms total).

    o   Students: Don’t forget – after school make-up work and extra help TUESDAY.

    o   Students: Don’t forget – after school quiz make-up and re-takes WEDNESDAY!

    ·         Thursday:

    o   Open:  DIN, then lab safety.

    o   Task: Dissecting a biotic organism to determine its habitat.

    o   Close:   Lab safety and clean-up.

    ·         Friday:

    o   Open:  DIN; then the difference between a niche and a habitat.

    o   Task:  Jeopardy Friday!

    o   Close:  e.c. oral Q&A – vocabulary based.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Environmental Science – EOY Schedule 2018

    Day

    Date

    Activity

     

    M

    4/30

    Cycling of Matter – Review

    ·         Pearson ppt: Earth’s Enviro Systems

    Holding in 3rd, then 2,4,5,6,7

    T

    5/1

    5th p:  Cycling of Matter – Practice Exam

    ·         Pearson topic Test A

    Holding in 3rd, then 5,6,7

    W

    5/2

    5th p:  Stability & Change in Ecosystems – Review

    ·         Pearson

    Holding in 1st, then 4,5,6,7

    R

    5/3

    5th p:  Stability & Change in Ecosystems – Practice Exam

    ·         Pearson

    Holding in 1st, then 5,6,7

    F

    5/4

    2nd p:

    Cycling of Matter – Practice Test

    Stability & Change in Ecosystems – Review

    Stability and Change in Ecosystems – Practice Test

    Energy – Review

    ·         Pearson ppt

    Holding in 2nd, then 3,4,5,6,7

    F

    5/4

    5th p:

    Energy – Review

    ·         Pearson ppt

    Holding in 2nd, then 3,4,5,6,7

    M

    5/7

    Energy – Practice Test

    ·         Pearson topic Test A

    Holding in 4th, then 2,5,6,7 

    T-R

    5/8-5/10

    5th p: Bottle Rocket Lab

    T: Holding in 7th, then 2,3,4,5,6  W: Holding in 6th, then 3,4,5,7  R: Holding in 2nd, then 4,5,6,7

    R

    5/10

    2nd p:  Bottle Rocket Lab

    Holding in 2nd, then 4,5,6,7

    F

    5/11

    Jeopardy

     

    M-F

    5/14-5-18

    End-of-Year Project

    ·         If you are a graduating senior, this project will be your final exam grade.

    ·         If you are exempting the final exam (no more than 5 absences and a year average of A), this project will be your final exam grade.

    ·         For everyone else, this will be a project grade.

     

    R

    5/24

    5th p. 7:30-11:30

    Final Exam

     

     

    4/16-4/20/18

     

    Standard 6:  Impact of Human Population Growth on Ecosystems

     

    Monday/Tuesday – Paper Airplane Challenge: open with video, task is to build and compete with airplane, close with topic specific questions.

    Wednesday/Thursday – Review of Unit – open with “hot topics”, task is to complete usatestprep activities, close with a review of ecosystems.

    Friday – Unit Test (bell-to-bell).

     

    NOTE: THIS IS SENIOR WEEK.  ALL SENIORS WILL COMPLETE THEIR WORK SELF-PACED TO ALLOW FOR THEIR ACTIVITIES.  ALL ASSIGNMENTS ARE DUE FRIDAY BEFORE THE END OF THE SCHOOL DAY.

     

    3/12/2018 - 3/16/2018

     

    Standard 5 - Human Popluations

     

    Understanding and predicting growth demographics through age distribution diagrams.

    • Monday

     

    1. Use your textbook to define demographics: _______________________________________

    _______________________________________________________________________________

    1. Let’s analyze some age distribution diagrams together:
    2. Now let’s create our own age distribution diagram. You will need graph paper.  Turn to page 237 of your textbook so we can review the data you will be graphing.  You will be working in your assigned groups for this project.  Follow the instructions in the lead-in paragraph of Quick Lab:  Build and Compare Age Structure Diagrams.
    3. Your oral answers to questions 1 and 2 of the Quick Lab will be your TOTD.

     

     

    • Tuesday
    1. Read the Central Case on page 227 of your textbook.
    2. Let’s discuss China’s age distribution diagram.
    3. Let’s compare the age distribution diagrams of the United States (on this handout), the U. S. subgroups you graphed, and China.
    4. Your written response to Make Your Case on page 251 of your textbook will be your TOTD.

     

    • Wednesday
    1. So far we have looked at population distribution, now let’s look at population density. Compare and contrast population distribution and population density: __________________

    ____________________________________________________________________________________________________________________________________________________

    1. The graph below shows the population density of the United States up until 2000. Use technology to find the information from 2000 – 2018 at https://tradingeconomics.com/united-states/population.
    2. Now, create a line graph showing the complete population density of the U.S. from 1790 – 2018.
    3. Your written response to the following questions will be your TOTD.
      1. What does a population growth (density) graph show that an age distribution diagram does now? ____________________________________________________________

    _____________________________________________________________________

    1. What does an age distribution diagram show that a growth curve does not? ________

    _____________________________________________________________________

    1. Which graph is a better indicator of fertility rates? ____________________________
    2. Which graph is a better for extrapolating future population size? ________________

     

    • Thursday
    1. Complete the following virtual lab on rabbit populations (Show your teacher the completed lab): https://phet.colorado.edu/en/simulation/legacy/natural-selection.
    2. Give one description of how human populations of show natural selection, and one description of how human populations do not show natural election. ____________________

    ______________________________________________________________________________________________________________________________________________________

    1. Your oral responses to question 37 on page 253 of your textbook will be your TOTD.
    • Friday
    1. Assess your understanding of the introduction to human population studies by answering questions 18 – 25 on page 252 of your textbook. Staple your answers to this handout.
    2. Determine the depth of your understanding by selecting one of the Critical Thinking questions on page 252 to answer. Staple your answer to this handout.
    3. Turning in this completed handout with your notes, graphs, and answers attached will be your TOTD.

     

    3/5 - 3/9/2018

     

    Standard4:  Human Impact on Resources (Unit end review)

     

    2nd period

    Monday – Wednesday – Erin Brockovich: Environmental Concerns of Human Impact

    Thursday – Human Impact Test Review (usatestprep)

    Friday – Human Impact TEST

    5th Period

    Monday – Complete Cornell Notes on Human Impact on Food Supply

    Tuesday – Food Supply Quiz

    Wednesday – Thursday – Human Impact Test Review

    Friday – Human Impact TEST (usatestprep)

     

    2/26 - 3/2/2018

     

    Standard 4:  Human Impact on Resources

     

    Monday - Completing last week's map (Building a Greener Community Project)

    Tuesday - Human Impact on Food Supply - Notes

    Wednesday - Thursday - Human Impact on Food Supply - Lab

    Friday - Human Impact on Food Supply - Q&A

     

    1/22-1/26/18 GSE Standard 4b - Reducing Human Impact (Ozone Depletion)

     

    Monday

    Students will make and distribute (various locations) ozone paper 1st ½ of class period; then notes – Good ozone and bad ozone. (ozone paper attachment)  https://cfpub.epa.gov/airnow/index.cfm?action=gooduphigh.index

    Tuesday

    Students will retrieve and analyze ozone paper 1st ½ of class; then notes – how can good ozone be saved and how can bad ozone be prevented?  (ozone depletion attachment)

    Wednesday

    Vocabulary and puzzles (ozone depletion attachment)

    Thursday

    Wall Chart

    Friday

    Ozone quiz (ozone depletion attachment)

     

    1/9-1/19/18 GSE Standard 4b - Reducing Human Impact (Ocean Acidification)

     

    Tuesday

    Introductory Activity – How does carbon get into the ocean? Blowing into a plastic cup –with a straw - filled with ultra weak NaOH and phenolphthalein.  Teachers will need clear plastic cups and straws for this activity, I have the solution made up and ready.  After the activity: vocabulary.

    Wednesday

    Discussion (see pdf)

    Thursday - Friday

    Notes (see ppt)

    Tuesday

    Chalk Lab (see pdf)  Teachers will need clear plastic cups and chalk for this activity.

    Wednesday

    Ocean Acidification Quiz Bowl (see pdf)

    Thursday – Friday

    Read and learn more (LDC-vocabulary-based-reading http://ocean.si.edu/ocean-acidification)

     

    12/18/17 - 12/21/17

     

    Georgia Standard of Excellence 4:  Human Impact on Ecosystems

     

    Monday – Tuesday, Thursday

    ·         Open: One Science Fair question per day.

    ·         Task:  Film Education – Deepwater Horizon.  A different type of environmental impact created by humans using fossil fuels.

    ·         Close:  What is the importance of preserving the environment?

    Wednesday

    ·         Oil spill lab.

     

    12/11/17 - 12/15/17

     

    Georgia Standard of Excellence 4:  Human Impact on Ecosystems

     

    M-T  Global Climate Change - Video Notes and Data Chart

    W     Quiz - Global Climate Change and Greenhouse Gases

    R-F   Science Fair Ppt

     

    12/04/17 - 12/08/17

     

    Georgia Standard of Excellence 4:  Human Impact on Ecosystems (Science Fair Tie-In Enrichment Week)

     

    Last week students were introduced to global warming and climate change.  This week they will incorporate this learning into their science fair projects:

    1.      The students created an ecosystem in a baggie.  (Biomes and Ecosystems standard)

    ·         The baggies were maintained and observed for two weeks.

    2.      Grass seed was added.  (Population and community interaction standard)

    ·         The grass was maintained and observed for two weeks.

    3.      Worms were added.  The worms died and enriched the soil. (Biogeochemical cycles standard)

    ·         The worms were maintained and observed for two weeks.

    4.      Once the grass grew green and tall, the contents of the baggies were moved to pots.

    ·         The pots were maintained and observed for two weeks.

    5.      The pots were divided into four groups of four, and each group was manipulated with a different variable. (Human impact standard)

    ·         The variables were maintained and observed for four weeks.

    6.      The conditions are water hardness, acid rain, salt, and fertilizer.  The variables are none, weak, moderate, and strong.

    Monday Evaluating plant health by measuring CO2 levels.  I will demonstrate the lab and the concept on Monday; students will measure their levels Tuesday – Thursday.

    Tuesday – Thursday

    Open:  Ecosystem health and human impact Q & A.

    Task:  Student Science Fair lab.

    Close:  Observation log entries checked.

    Friday:  Human impact standard Jeopardy game.

     

    11/06/17 - 11/09/17

     

    Georgia Standard of Excellence 3:  Energy Resources

     

    Nuclear Power Explained:  https://www.youtube.com/watch?v=rcOFV4y5z8c

    Nuclear Power is Terrible:  https://www.youtube.com/watch?v=HEYbgyL5n1g

    Nuclear Power is Awesome:  https://www.youtube.com/watch?v=pVbLlnmxIbY

    How a Nuclear Reactor Works:  https://www.youtube.com/watch?v=1U6Nzcv9Vws

    What a Nuclear Reactor Looks Like:  http://static.trunity.net/images/323793/770x403/scale/ember.jpg

    Monday – Tuesday:  Students will watch the videos to gain a deeper understanding of nuclear power.  The videos contain imbedded notes.

    Wednesday:  Task Choice, students may . . .

    1.      Draw and label a nuclear reactor.

    2.      Write a one-page position paper on whether they believe nuclear energy is good or bad.

    3.      Create a 10-slide PowerPoint explaining nuclear energy.

    Thursday: Science Fair

     

    10/30/17 - 10/03/17

     

    Georgia Standard of Excellence 3:  Energy Resources

     

    Monday – Wednesday:  A 3-day lesson in fuels. (Thurs quiz; Fri SF)

    ·         Open:  Using fuels smartly (video)

    ·         Task:  1) Prompt, 2) article, 3) jeopardy – about fuel.

    ·         Close:  Analyzing our fuel fact sheet.

     

    10/23/17 - 10/27/17

     

    Georgia Standard of Excellence 3:  Energy Resources

     

    This is National Chemistry Week!   We will be celebrating it as National Science Week!

    This week will be the kick-off for our Science Fair projects, as well as our introduction to Energy Resources.  Each day will proceed as follows:

    ·         Open:  One Energy Resource fact.

    ·         Task:  One step of the Science Fair Project.

    ·         Close:  Explanation of the Energy Resource fact.

     

    Energy Resource Facts:

    1.      An energy resource is considered renewable if it is not depleted (used up) when used.

    2.      Wind, solar (sun), and hydro (water) are renewable resources; biomass is also renewable (as we will never run out of garbage).

    3.      An energy resource is considered nonrenewable if it is depleted when used.

    4.      Fossil fuels (oil, gas, and coal) are nonrenewable resources; nuclear energy is also nonrenewable as we have only a finite amount of radioactive isotopes that can be used for this fuel.

    5.      Most (but not all) fuels are converted to electricity:  fuel heat turns turbine creating mechanical energy which is converted to electricity by a generator.

     

    10/16/17-10/20/17

     

    Georgia Standard of Excellence 2:  Changes in Biomes and Their Fuel Resources

     

    ·         Monday:

    o   Open:  Fossil fuels https://www.youtube.com/watch?v=gBLQUplzZZo

    o   Task:  Film Education project movie and WS

    o   Close: Fossil fuels quizlet https://quizlet.com/37811461/test?prompt-with=0&limit=5&matching=0&mult_choice=on&selectedOnly=false&showImages=true&tf=0&written=0

    ·         Tuesday:

    o   Open:  Renewable fuels https://www.youtube.com/watch?v=KEeH4EniM3E&t=30s

    o   Task:  Film Education project movie and WS

    o   Close:  Renewable fuels quizlet  https://quizlet.com/24090009/test?prompt-with=0&limit=5&matching=0&mult_choice=on&selectedOnly=false&showImages=true&tf=0&written=0

    ·         Wednesday:  Lab Day – 2 mini labs

    o   Oil spill pollution lab

    o   Generating wind energy

    ·         Thursday:  Fuel resources worksheet.  Also, SF project selection.

    ·         Friday:  Fuel resources quiz.  Also, SF project selection.

     

    9/25/17 - 9/29/17

     

    Georgia Standard of Excellence 2:  Changes in the Earth's Ecosystems

     

    ·         Monday: 

    o   Open:  Biological relationships vocab

    o   Task:  Succession ppt notes

    o   Close: Lab Observations – did the open bags change the ecosystem?

    ·         Tuesday:

    o   Open:  Succession vocab quizlet (https://quizlet.com/15663863/test?prompt-with=1&limit=7&matching=0&mult_choice=on&selectedOnly=false&showImages=true&tf=0&written=0)

    o   Applied Learning:  The Demise of WHS succession activity

    o   Close:  Discussion – How is succession cyclical?

    ·         Wednesday - Friday: 

    o   3 labs

    §  Biomagnification – Stacking cup lab

    §  Adaptations – Bean lab

    §  Invasive species – yarn lab

     

    9/18/17 - 9/22/17

     

    Georgia Standard of Excellence 2:  Biological Interactions in Ecosystems

     

    ·         Monday: 

    o   Open:  Biological relationships vocab

    o   Applied Learning:  The Day After Tomorrow

    o   Close: Lab Observations

    ·         Tuesday:

    o   Open:  The relationship between the grass and the worm in our baggie ecosystem

    o   Applied Learning:  The Day After Tomorrow

    o   Close:  Lab Observations

    ·         Wednesday:  Bell to bell reinforcement

    ·         Thursday – Friday

    o   Enrichment and remediation.  Ability-based groups will work on extensions to the ecosystem lab, usatestprep, or science fair – as assigned.

     

    08/28-09/01/17

     

    We are still in Georgia Standards of Excellence 1; Analyzing data from biochemical cycles in ecosystems and biomes.

     

    ·         Monday:  Students will check out books today.

    o   Open:  Biochemical cycles take place in every ecosystem and biome, example with notes: O2 ó CO2.

    o   Task:  Students will use biochemical cycles booklet constructed last week to complete the biochemical cycles WS.

    o   Close:  NB check revisited.  Is today’s handout in the NB with last week’s booklet?

    ·         Tuesday - Wednesday:

    o   Open:   Biochemical cycles take place in every ecosystem and biome, example with notes: NH4+ → NO2- → NO3-.

    o   Task: Students will use ppt study notes from last week to complete the “Biome Plane Crash Survival” activity.

    §  Students will work in groups of ~3; each member addressing specific tasks.

    o   Close:   The activity is due at the end of the class period with a recap “so far  . . .”

    ·         Thursday - Friday:

    o   Open:  A short lesson on the oxygen and carbon cycles.

    o   Task:  Biomes and Biochemical Cycles Webquest.

    o   Close:  The last 20 min of class will be set aside to set up the lab – Biome in a Baggie https://gpb.pbslearningmedia.org/resource/tdc02.sci.life.stru.baggiezoom/biome-in-a-baggie/#.WaNQWj6GPIU. Observations will be made next week.  

     

    08/21-08/25/17

     

    We are still in Georgia Standards of Excellence 1; moving from biochemical cycles to biomes this week!

     

    ·         Monday: short lesson on light (Chemistry) and orbits (Environmental Science) in preparation for the eclipse.

    ·         Tuesday - Wednesday:

    o   Open:  Recap – so far we have learned how life is organized, how it interacts, and how energy flows through it.

    o   Task: Now we learn how the necessities are recycled – biochemical cycles workbooklet.

    §  Students will work in groups of ~3; each member addressing one assigned cycle.

    o   Close:   hierarchy of life quizlet - https://quizlet.com/13989947/test?prompt-with=0&limit=13&matching=0&mult_choice=on&selectedOnly=false&showImages=true&tf=0&written=0

    ·         Thursday - Friday:

    o   Open:  A short lesson on the oxygen and carbon cycles.

    o   Task:  Biomes of the World – ppt with notes.

    Close:  biome quizlet -  https://quizlet.com/160774421/test?prompt-with=1&limit=16&matching=0&mult_choice=on&selectedOnly=false&showImages=true&tf=0&written=0

     

    Welcome and Good Morning!                                                                   8/7/2017

    1. Please get your appropriate class syllabus, a copy of the lab safety contract, and a long sheet of colored paper (green = environmental science, blue = chemistry, white = APES) from lab station 5.
    2. Find your assigned seat, and quietly have a seat.
    3. Fold your long paper “hot dog, hamburger, hamburger” style.
      1. In the upper left hand square write: your full name, subject, and period.
      2. In the second square (to the right of the first square) answer the DIN on the board:
        • Day, date, question, answer
    4. Review of syllabus and lab safety contract. Note: both of these documents must be signed by you and by your parent, and returned NLT 8/9/2017 for a grade (late points will be deducted).
    5. Vocabulary: Please define the following ten terms during your remaining time in class; complete them for HW if necessary.

    Chemistry

    Environmental Science

    APES

    Metric System

    Hierarchy

    Geologic Time Scale

    SI System

    Biotic

    Plate Tectonics

    Scientific Method

    Abiotic

    Earthquakes

    Physical Property

    Scientific Method

    Volcanism

    Chemical Property

    1st Law of Thermodynamics

    Obits

    Physical Change

    2nd Law of Thermodynamics

    Seasons

    Chemical Change

    3rd Law of Thermodynamics

    Climate

    Density à D=m/v à D=g/cm3 à D=g/mL

    Metric System

    Solar Intensity

    Enthalpy

    Enthalpy

    Longitude

    Entropy

    Entropy

    Latitude

     

    1. This week:

    M               As outlined on this sheet.

    T – R         Two labs:

    Chemistry

    Environmental Science

    APES

    Metric Madness

    Biological Hierarchy

    Globe Construction

    Recycling Factory

    Energy Flow

    Tracking Earthquakes

          F                Lab Safety quiz.                    

    Things to remember!

    • Please make sure to read your syllabus and study your lab safety contract.
    • Make this a fabulous first week by following the rules and remaining engaged in learning.
    • Complete all your work – you are working on four grades this week already!

    Happy New School Year,

    Rebecca Potter

    Welcome and Good Morning!                                                                   8/7/2017

    1. Please get your appropriate class syllabus, a copy of the lab safety contract, and a long sheet of colored paper (green = environmental science, blue = chemistry, white = APES) from lab station 5.
    2. Find your assigned seat, and quietly have a seat.
    3. Fold your long paper “hot dog à hamburger à hamburger” style.
      1. In the upper left hand square write: your full name, subject, and period.
      2. In the second square (to the right of the first square) answer the DIN on the board:
        • Day à date à question à
      3. Review of syllabus and lab safety contract. Note: both of these documents must be signed by you and by your parent, and returned NLT 8/9/2017 for a grade (late points will be deducted).
      4. Vocabulary: Please define the following ten terms during your remaining time in class; complete them for HW if necessary.

    Chemistry

    Environmental Science

    APES

    Metric System

    Hierarchy

    Geologic Time Scale

    SI System

    Biotic

    Plate Tectonics

    Scientific Method

    Abiotic

    Earthquakes

    Physical Property

    Scientific Method

    Volcanism

    Chemical Property

    1st Law of Thermodynamics

    Obits

    Physical Change

    2nd Law of Thermodynamics

    Seasons

    Chemical Change

    3rd Law of Thermodynamics

    Climate

    Density à D=m/v à D=g/cm3 à D=g/mL

    Metric System

    Solar Intensity

    Enthalpy

    Enthalpy

    Longitude

    Entropy

    Entropy

    Latitude

     

    1. This week:

    M               As outlined on this sheet.

    T – R         Two labs:

    Chemistry

    Environmental Science

    APES

    Metric Madness

    Biological Hierarchy

    Globe Construction

    Recycling Factory

    Energy Flow

    Tracking Earthquakes

          F                Lab Safety quiz.                    

    Things to remember!

    • Please make sure to read your syllabus and study your lab safety contract.
    • Make this a fabulous first week by following the rules and remaining engaged in learning.
    • Complete all your work – you are working on four grades this week already!

    Happy New School Year,

    Rebecca Potter

     

     

    For standards and lesson plans from 4/16/2017 - 5/23/2017, please see the calendar below:

     

    Day

    Date

    Standard

    Activity

    Grade

    T

    4/11

    SB4a Ecology

    Biomes – Intro Notes & WS

     

    W

    4/12

    SB4a Ecology

    Biomes – Intro Notes & WS

     

    R

    4/13

    SB4b Ecology

    Energy Flow – Food Chains/Webs & Quiz

     

    M

    4/17

    SB4b Ecology

    Energy Pryramids – Coloring Sheet

     

    T-W

    4/18-19

    SB4b Ecology

    Energy Cycles – Posters

     

    R-F

    4/20-21

    SB4c Ecology

    Succession – Notes, WS, Lab & Quiz

     

    M-T

    4/24-25

    SB4d Ecology

    Human Impact on Environment - Video

     

    W

    4/26

    SB4 Ecology

    Ecology Review

     

    R

    4/27

    SB4 Ecology

    Ecology Test

     

    F

    4/28

    SCSh1-9 Nature of Science

    Metric System & Scientific Method Review

     

    M

    5/1

    SB1 Cells

    Review of Cells

     

    T

    5/2

    SB2 Genetics

    Review of Genetics

     

    W-R

    5/4-5

    SB3 Classification

    Review of Classification

     

    F-M

    5/6-8

    SB4 Organisms

    Review of Organisms

     

    T

    5/9

    SB5 Evolution

    Review of Evolution

     

    W

    5/10

     

    Biology Milestones EXAM

     

    R-F

    5/11-12

    SB1-6 All Biology Standards

    The Great Outdoors – Nematode Lab

     

    M-T

    5/15-17

    SB1-6 All Biology Standards

    The Great Outdoors – Eggs in Space Lab

     

    M

    5/22

    SB4-5 Ecology & Evolution

    Film Education Project – Waterworld – 5th p.

     

    T

    5/23

    SB4-5 Ecology & Evolution

    Film Education Project – Waterworld – 7th p.

     

     

      1. Students will create a study packet from all review activities.
      2. Review activities will be varied between notes, activities, graphic organizers, and labs to avoid the review doldrums.
      3. Standard 4 – Ecology – will not be reviewed as the unit was completed just prior to the beginning of review.
      4. Three practice exams are imbedded in the review process.
      5. Students should be prepared to study and review on their own as well:
        1. Tutoring on Mondays 6:55-7:25am and 2:45-3:15pm, and on request.
        2. Activities on usatestprep.com; there are activities available for every learning style.
        3. Every student has a textbook for this class at home in which they can work along by chapter.
        4. Students who have had difficulties with certain standards in the past have continually been offered opportunities for remediation. Students who have not completed this work or taken advantage of the opportunities need to see me (Before or after school, but not during class.) as soon as possible as no remediation work will be accepted after 5/10/2017.
    1. How Do I Define A Successful Student? I Have An APP for That!

     

    ATTENDANCE –        A successful student attends class regularly and is rarely tardy.

    PREPAREDNESS –   A successful student brings work that is due and all materials necessary to class.

    PARTICIPATION -   A successful student understands that learning is an active process and participates in all activities fully.

     

    03/27/17 - 03/31/17

     

    Standards:

     

     

    SB5. Students will evaluate the role of natural selection in the development of the theory of evolution.

    a. Trace the history of the theory.

    b. Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution.

    c. Explain how fossil and biochemical evidence support the theory.

    d. Relate natural selection to changes in organisms.

    e. Recognize the role of evolution to biological resistance (pesticide and antibiotic resistance). 

     

    Monday - Evolution of Populations (Chp 11)

    Tuesday - Evolution of Populations Quiz (Chp 11)

    Wednesday - The History of Life (Chp 12)

    Thursday - The History of Life Quiz (Chp 12)

    Friday - Geologic Timescale Poster project completion

     

    As always, please do not forget . . .  

    To make up an assignment (excluding tests) you missed because of an absence, complete five activities in www.usatestprep.com in the domain and element  we are currently working in.

     

    03/06/17 - 03/10/17

     

    Standards:

     

    SB3. Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems.

    a. Explain the cycling of energy through the processes of photosynthesis and respiration.

    b. Compare how structures and function vary between the six kingdoms (archaebacteria, eubacteria, protists, fungi, plants, and animals).

    c. Examine the evolutionary basis of modern classification systems.

    d. Compare and contrast viruses with living organisms.

     

    ·         Wednesday:    Engage students by having them compile 1) cladogram, 2) kingdom chart, and 3) last week’s concept maps into a comprehensive study guide.  Explore and explain 1) cell theory, 2) characteristics of life, 3) hierarchy of life.  Elaborate Complete the Kingdom Plantae concept map.  Evaluate TOTD quiz – Kingdom Prokaryota.

    ·         Thursday:    Engage students by having them compile 1) cladogram, 2) kingdom chart, and 3) last week’s concept maps into a comprehensive study guide.  Explore and explain 1) classification hierarchy, 2) kingdoms of living organisms, 3) binomial nomenclature.  Elaborate Complete the Kingdom Animalia concept map.  Evaluate TOTD quiz – Kingdom Protista.

    Friday:    Engage students by having them compile 1) cladogram, 2) kingdom chart, and 3) last week’s concept maps into a comprehensive study guide.  Elaborate Fungi Dissection lab.  Evaluate TOTD quiz – Kingdom Fungi.

     

    As always, please do not forget . . .  

    To make up an assignment (excluding tests) you missed because of an absence, complete five activities in www.usatestprep.com in the domain and element  we are currently working in.

     

    02/22/17 - 02/24/17

     

    Standards:

     

    SB3. Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems.

    a. Explain the cycling of energy through the processes of photosynthesis and respiration.

    b. Compare how structures and function vary between the six kingdoms (archaebacteria, eubacteria, protists, fungi, plants, and animals).

    c. Examine the evolutionary basis of modern classification systems.

    d. Compare and contrast viruses with living organisms.

     

    ·         Wednesday:    Engage students by having them compile 1) cladogram, 2) kingdom chart, and 3) last week’s concept maps into a comprehensive study guide.  Explore and explain 1) cell theory, 2) characteristics of life, 3) hierarchy of life.  Elaborate Complete the Kingdom Plantae concept map.  Evaluate TOTD quiz – Kingdom Prokaryota.

    ·         Thursday:    Engage students by having them compile 1) cladogram, 2) kingdom chart, and 3) last week’s concept maps into a comprehensive study guide.  Explore and explain 1) classification hierarchy, 2) kingdoms of living organisms, 3) binomial nomenclature.  Elaborate Complete the Kingdom Animalia concept map.  Evaluate TOTD quiz – Kingdom Protista.

    Friday:    Engage students by having them compile 1) cladogram, 2) kingdom chart, and 3) last week’s concept maps into a comprehensive study guide.  Elaborate Fungi Dissection lab.  Evaluate TOTD quiz – Kingdom Fungi.

     

    As always, please do not forget . . .  

    To make up an assignment (excluding tests) you missed because of an absence, complete five activities in www.usatestprep.com in the domain and element  we are currently working in.

     

    02/13/17 - 02/17/17

     

    Standards:

     

    SB3. Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems.

    a. Explain the cycling of energy through the processes of photosynthesis and respiration.

    b. Compare how structures and function vary between the six kingdoms (archaebacteria, eubacteria, protists, fungi, plants, and animals).

    c. Examine the evolutionary basis of modern classification systems.

    d. Compare and contrast viruses with living organisms.

     

    ·         Monday - Tuesday:    Students will complete concept maps of the kingdoms.  Engage students by relating the concept maps to their 1) cladogram, 2) kingdom chart, and 3) last week’s presentations (explain and explore).

    ·         Wednesday:  Grasshopper dissection lab (elaborate).

    Thursday - Friday:  Six kingdoms of living organisms worksheet – in small. Ability-based groups (evaluate). 

     

    As always, please do not forget . . .  

    To make up an assignment (excluding tests) you missed because of an absence, complete five activities in www.usatestprep.com in the domain and element  we are currently working in.

     

    02/06/17 - 02/10/17

     

    Standards:

     

    SB3. Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems.

    a. Explain the cycling of energy through the processes of photosynthesis and respiration.

    b. Compare how structures and function vary between the six kingdoms (archaebacteria, eubacteria, protists, fungi, plants, and animals).

    c. Examine the evolutionary basis of modern classification systems.

    d. Compare and contrast viruses with living organisms.

     

    ·         Monday - Thursday:    Students will be assigned one of the seven classes of vertebrates in ability-based groups of ~4.  Students will be engaged through the two-unit long recall of the process of taxonomy and kingdoms, explore the different aspects of each organism, explain their learning in step-wise Q & A, elaborate on their learning through a poster presentation, and evaluate their learning through peer poster presentation evaluations.

    Friday:  Earthworm and crayfish lab. 

     

    As always, please do not forget . . .  

    To make up an assignment (excluding tests) you missed because of an absence, complete five activities in www.usatestprep.com in the domain and element  we are currently working in.

     

    1/23/17 - 1/27/17

     

    Standards:

     

    SB3. Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems.

    a. Explain the cycling of energy through the processes of photosynthesis and respiration.

    b. Compare how structures and function vary between the six kingdoms (archaebacteria, eubacteria, protists, fungi, plants, and animals).

    c. Examine the evolutionary basis of modern classification systems.

    d. Compare and contrast viruses with living organisms.

     

    ·         Monday - Wednesday:   Unit review. Students will rotate through six review stations (using netbooks, notes, virtual labs, lab reports, graphs/charts for help and examples):  Classification of Living Organisms.

    ·         Thursday:  Mussel and Starfish lab. 

    Friday:  Unit 8 Post-Test (Linnean System 1/2).

     

    As always, please do not forget . . .  

    To make up an assignment (excluding tests) you missed because of an absence, complete five activities in www.usatestprep.com in the domain and element  we are currently working in.

     

    12/12/16 - 12/16/16

     

    Standards:

     

    SB2. Students will analyze how biological traits are passed on to successive generations.

    1. Distinguish between DNA and RNA.
    2. Explain the role of DNA in storing and transmitting cellular information.
    3. Using Mendel’s laws, explain the role of meiosis in reproductive variability.
    4. Describe the relationships between changes in DNA and potential appearance of new traits including Alterations during replication. Insertions, Deletions, Substitutions, & Mutagenic factors that can alter DNA. High energy radiation (x-rays and ultraviolet) Chemical
    5. Compare the advantages of sexual reproduction and asexual reproduction in different situations.
    6. Examine the use of DNA technology in forensics, medicine, and agriculture.

     

    Monday – Friday:

    Open: Lab demo of systematic shark dissection.

    Task:  Film Education – Jurassic Park (genetics, DNA function, and DNA technology).

    Close:  3Q TOTD Quiz

     

    As always, please do not forget . . .  

    To make up an assignment (excluding tests) you missed because of an absence, complete five activities in www.usatestprep.com in the domain and element  we are currently working in.

     

    10/31/16 - 11/4/16

     

    Standards:

     

    Biology

    Content 
    SB1. Students will analyze the nature of the relationships between structures and functions in living cells.

    a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell membrane, in maintaining homeostasis and cell reproduction.

    SB2. Students will analyze how biological traits are passed on to successive generations.

    b. Explain the role of DNA in storing and transmitting cellular information.

    c. Using Mendel's laws, explain the role of meiosis in reproductive variability.

    e. Compare the advantages of sexual reproduction and asexual reproduction in different situations.

     

     

    ·         Monday.  Engage - day 3 of meiosis notes:  essential definitions.  Explore - https://www.youtube.com/watch?v=22V73bs4FAo. ExplainSex in the Cell GO.

    ·         Tuesday.  Elaborate - Sex in the Cell GO II. Evaluate -  https://quizlet.com/7890498/biology-meiosis-flashcards-flash-cards/.

    ·         Wednesday. Engage - Sex in the Cell GO III essential definitions.  Explore and explain – Identifying the phases of the cell cycle. Elaborate and evaluate – students will share their results from the color cell cycle they identified.

    ·         Thursday. Microscopy lab.

    ·         Friday. SF – We will be analyzing and organizing our data into tables, charts, and graphs.

     

    As always, please do not forget . . .  

    To make up an assignment (excluding tests) you missed because of an absence, complete five activities in www.usatestprep.com in the domain and element  we are currently working in.

     

    10/17/16 - 10/21/16

     

    This is National Chemistry Week!  National Science Week!  Science Fair Week!

     

    Biology

    Science Standards SCSh1-9:  Reading and writing in science, experimentation and evaluation of science, instrumentation and calculations in science.

     

    Biology                       Lab Stations 4 – 6 are reserved for Science Fair projects.

    Lab Stn 4        Toothpaste protection from soft drinks. (Set-up this week; daily observations for four weeks.)

    Lab Stn 5        The effect of acid rain on car paint.  (Set-up this week; daily observations for four weeks.)

    Lab Stn 6        The effect of acid rain on plants.  (Set-up this week; daily observations for four weeks.)

    Front Table      NCW Illustrated Poem Contest.  Biology connection:  DNA.  Individual

    Center Table    The forensics of silicon molds.  Biology connection:  Breast Implants.

    Wall Tables     The forensics of fruit chromatography.

    Instructions:    You must complete any two of the NCW activities, along with your Science Fair experiment set-up and initial observations by the end of class on Friday.

     

    As always, please do not forget . . .  

    To make up an assignment (excluding tests) you missed because of an absence, complete five activities in www.usatestprep.com in the domain and element  we are currently working in.

     

     

    9/26/16 - 9/30/16

     

    Standards

    SB1. Students will analyze the nature of the relationships between structures and functions in living cells.

    • Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell membrane, in maintaining homeostasis and cell reproduction.
    • Explain the impact of water on life processes (i.e., osmosis, diffusion).

     

    ·         Monday:  Engage – A review of the cell membrane and an introduction to homeostasis:  https://www.youtube.com/watch?v=dPKvHrD1eS4. Explore – ½ of the ppt (Cell Transport and Homeostasis) with guided notes.

    ·         Tuesday:  Explore – ½ of the ppt (Cell Transport and Homeostasis) with guided notes.  Explain and Elaborate – (Lab!) How can you tell that the water has moved (osmosis)? Evaluate – Questions at the end of the ppt.

    ·         Wednesday – Friday: Science Fair (selection of project was 2 weeks ago).  Background research report (beginning of research was last week).  Reference page (MLA style – minimum of 5 references; 3 were due last week).  Purpose/Problem statement.  Hypothesis.

     

    As always, please do not forget . . .  

    To make up an assignment (excluding tests) you missed because of an absence, complete five activities in www.usatestprep.com in the domain and element  we are currently working in.

     

    9/12/16 - 9/16/16

     

    Standards

    SB1. Students will analyze the nature of the relationships between structures and functions in living cells.

    • Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell membrane, in maintaining homeostasis and cell reproduction.
    • Explain the impact of water on life processes (i.e., osmosis, diffusion).

     

    1.      Monday:  Unit 2 Pre-Test.  Open:  Students will sign up for Science Fair Projects.  Close:  https://www.youtube.com/watch?v=ky8Xs3JhRc0

    2.      Tuesday:  Engage – The Walking Dead: Safe House (Ppt)!  Students will brainstorm the essential parts of a safe house (safe from a zombie attack) to open a discussion about essential parts of the cell.

    3.      Wednesday:   Explore understanding with Basic Structures of the Living Cell:  Guided notes and Ppt.

    4.      Thursday:  Explain – Basic Structures of the Living Cell II: Ppt and manipulative.

    5.      Friday:  Elaborate and Evaluate understanding with hands-on The sandwich model of the cell membrane. Laboratory and quiz.

     

    As always, please do not forget . . .  

    To make up an assignment (excluding tests) you missed because of an absence, complete five activities in www.usatestprep.com in the domain and element  we are currently working in.

     

    9/6/16 - 9/9/16

     

    We are in Georgia Performance Standard 1: Structure and Function of Cells.

     

    ·         Tuesday:   Elaborate on learning.  Enzyme lab (complete from last week, inclement weather).

    ·         Wednesday:  Elaborate – Unit 1 review (use 3 ppt’s, guided notes, enzyme GO).

    ·         Thursday:    Evaluate – Unit 1 Post-Test. 

    ·         Friday:   Selecting a Science Fair Project.

     

    As always, please do not forget . . .  

    To make up an assignment (excluding tests) you missed because of an absence, complete five activities in www.usatestprep.com in the domain and element  we are currently working in.

     

    8/29/16 - 9/2/16

     

    We are in Georgia Performance Standard 1: Structure and Function of Cells.

     

    1.      Monday:   Engage – 10 minute quick review of properties of water, followed by a 10 minute quick review of macromolecules (oral Q & A).  These reviews will be followed by a 10 minute introduction to enzymes (a specific type of one of the macromolecules).  Students will explore the shape of an enzyme substrate complex through drawing.

     

    2.      Tuesday:  Explain – students will take active ppt notes (guided).

     

    3.      Wednesday: Engage – Opposable thumbs as enzymes.  Explain – Enzyme WS.

     

    4.      Thursday:   Elaborate on learning.  Enzyme lab. 

     

    5.      Friday:   Evaluate – enzyme quiz.

     

    As always, please do not forget . . .  

    To make up an assignment (excluding tests) you missed because of an absence, complete five activities in www.usatestprep.com in the domain and element  we are currently working in.

     

    8/22/16 - 8/26/16

     

    We are in Georgia Performance Standard 1: Structure and Function of Cells.

     

    Monday:   Engage – protein, fat, sugar, nucleic acids: they are what we are made of, and they are what we eat.  Students will explore the properties of these macromolecules by preparing a graphic organizer.

     

    Tuesday-Wednesday:  Explain – students will complete a macromolecule worksheet (guided inquiry).

     

    Thursday:   Elaborate on learning.  Nutritional label lab. 

     

    Friday:   Evaluate – water and macromolecule quiz.

     

    As always, please do not forget . . .  

    To make up an assignment (excluding tests) you missed because of an absence, complete five activities in www.usatestprep.com in the domain and element  we are currently working in.

     

    8/15/16 - 8/19/16

     

    We are in Georgia Performance Standard 1: Structure and Function of Cells.

     

    Monday:   Textbook checkout and Pretest Unit 1.  Challenge question for those finishing early.

     

    Tuesday - Wednesday:   Engage – Building a water molecule.  Explore – Properties of Water ppt and notes. Explain – Properties of Water WS.

     

    Thursday:   Elaborate and Evaluate on Properties of Water in an applied lab setting. 

     

    Friday:   Graphic organizer for the Four Basic Macromolecules.

     

    As always, please do not forget . . .  

     

    To make up an assignment (excluding tests) you missed because of an absence, complete five activities in www.usatestprep.com in the domain and element  we are currently working in.