Natural Resources

Natural Resources

Semester Two 2012

Natural Resources 1/30/12Week of 1/30 to 2/3

• Entry Task – Monday

• Look at our “tree” and consider topics we still need to learn about. What are you most interested in and why?

• Nominate TWO recycling ambassadors for the week. These students must demonstrate polite and responsible behaviors

• They will collect and empty recycling during the the 10 minutes after entry task.

Landscape Mapping and Design using scale drawings

• We are going to begin our study of landscape mapping and design! You’ll need pencils and calculators and we will start in the classroom.

• STUDENT PREP: Clipboards, yard sticks and tape measures, pencil, calculators (or phone with calculator), graph paper.

• Make a scale drawing of the classroom. • Your scale will be 2 feet = ¼ inch. Check that the squares on

the graph paper are ¼ inch. • Actual length of object DIVIDED BY 2 feet = number of squares

on graph paper. • Draw two sides of the boundary. You can measure from there.

• On sunny days we will head outside to start mapping!

Natural Resources 1/31/12

• Entry Task - Tuesday

• Think of an object which is 4 feet long in real life. If the scale is 2 feet = ¼ inch (or one square of graph paper), how many squares long would that be?

• Using this scale (2 feet = ¼ inch), draw a table which in real life is 3 feet by 1.5 feet.


• Entry Task – Wednesday

• How would you represent a tree on a landscape map? Remember, this is bird’s eye view!

• What would a tree with a diameter of 12 feet look like on the map?

• PS – DRESS WARM TOMORROW AND NEXT WEEK!!

Recycling Ambassadors• Discuss personal qualities necessary to be a good leader and ambassador of our recycling program.• Smart about recycling• Good with people – not too shy!• Behave appropriately – not goof off the whole time• Respectful to partner ambassadors, and the teachers, and other students.• Don’t freak out about meeting new people or helping them with recycling.• PARTICIPATION – do the work! And staying on the job until it’s done. • Have fun – stay out of trouble• Responsibility – be on task, do what you are asked to do• NO DETOURS!• BE NICE!

• Based on these traits, please nominate a person and share the qualities you see in them. • Silent vote by ballot. • TOMORROW, whole class tour of recycling pick-up for 7th period.

Finish Classroom Maps• Watch Ms. Maring’s example and copy onto your own

map.• Work quietly and effectively with your partner. • DO NOT USE METER STICKS TO MAKE NOISES OR HIT

PEOPLE.• Maps should include perimeter of classroom.• Student tables• Lab Stations• Back work tables• Scale: 2 feet=one square graph paper (1/4 inch)

Natural Resources 2/2/12• Entry Task – Thursday

• To meet Leadership STANDARDS the student will:• Communicate, participate and advocate effectively in pairs, small

groups, teams and large groups in order to reach common goals.• Understand their role, participate in and evaluate community

service and service learning activities.• Participate in the development of a program of work or strategic

plan and will work to implement the organization’s goals.• For each of the above standards, assess yourself on a scale of 1

to 4.

Recycling Program Pick-Up Schedule – A tour of the routine for the whole class…

• Tape updated schedule to cart. • Bring 2 large black bags. • Put your coats on• Quietly take cart on route for recycling. • REMEMBER THE QUALITIES WE DISCUSSED while

you are “on the job.” • Stay with the group!!!• Return to class. Reflect with a few comments. • COMPLETE CLASSROOM MAPS>>> DUE

TOMORROW!!


• Entry Task – Friday

• Reflect in several sentences on your own behavior during field trip. Add some thoughts about behaviors of others you observed, both positive and negative.

• Table Leaders – Check that all sheets are complete – help team finish. Collect all entry task sheets AND PLACE IN PAPERCLIP WITH YOURS ON TOP.

Finish Classroom Maps• Work quietly and effectively with your partner. • DO NOT USE METER STICKS TO MAKE NOISES OR HIT PEOPLE.• Maps should include perimeter of classroom.• Student tables• Lab Stations• Back work tables• Scale: 2 feet=one square graph paper (1/4 inch)• We will have FOUR lead measurers. Rest of class will listen

and record onto maps on clipboard. • TURN MAPS IN>>>>DUE TODAY!!


• DECIDE ON NEW TABLE LEADERS• Entry Task – Monday• What watershed are we a part of? • What is our main river and where does it drain

to? • How do you know we are NOT a part of Puget

Sound? • Why is a rain garden still a good idea?• AMBASSADORS Anna and Bailey – go on route


• Entry Task – Tuesday

• Review the Recycling Ambassador Program Rubric.• What do you think will be your biggest challenge

in the program?• What do you think will be your easiest success in

the program? • Use information from ANYWHERE on the rubric!

Today’s Work

• Watch Rain Garden Video.• Finish notes. • Share notes. • Wear warm clothes tomorrow! We will be

conducting our percolation test!• Let’s gather our materials for the test today. • What will we need?

Natural Resources 2/8/12• Entry Task – Wednesday

• Write down one key idea from rain garden video.

• Take out notes and share. • We will be conducting our percolation test!• Let’s gather our materials for the test today. • What will we need?• Head outside.• Stay with group, be a team player, work and think the whole

time (no horseplay!!)• Bailey and Anna – go on recycling route


• Calculate our soil’s drainage rate:• 10 inches of water drained in 2 hours. • Your answer should be in inches per hour. • Prep clipboards with graph paper and sharpen pencils.

Bring calculators if you have one. • Choose a partner – write names on top of graph paper. • Head out to rain garden site. • 4 lead measurers. Begin rain garden site draft maps. • If raining, stand under awning.

Today’s Work

• Prep clipboards with graph paper and sharpen pencils. Bring calculators if you have one.

• Choose a partner – write names on top of graph paper.

• Head out to rain garden site. • 4 lead measurers. Begin rain garden site draft maps. • If raining, stand under awning. • PARTICIPATION POINTS 1. Stay with group. 2. Work

the whole time. 3. Be a team player!



• Friday Freebie! • TABLE LEADERS – please gather your team’s

papers, paper clip with yours on top and turn them in.

• Discuss a few changes in recycling program: bags and rolling bins…

Today’s Work

• Clean up classroom. • Head out to rain garden site. • 4 lead measurers. Keep working on rain garden

site first draft maps. • If raining, stand under awning. • PARTICIPATION POINTS 1. Stay with group. 2.

Work the whole time. 3. Be a team player!• 10:17-11:00 - return clipboards to classroom

10:55.


• Entry Task – Monday – CHOOSE NEW TABLE LEADERS!

• Nominate 2 new ambassadors – say the quality from the rubric that you notice in them

• VOTE.

• Read the text and examine the diagram on page 2 of your Rain Garden Handbook.

• Explain 2 ways rain gardens benefit the environment. Include ONE DETAIL from the diagram and ONE DETAIL from the text.

• Head outside to complete first draft maps.

Today’s Work• Use rulers to make maps more accurate. • Check your map against someone else’s for accuracy (layer

them and see if everything lines up).• Someone may need to head outside and measure again.• Layer a blank piece of graph paper and create an accurate

2nd draft with pen or dark pencil and a ruler. • How big should our rain garden be? • Go to Google Earth to get a view of the school roof. • How much of the roof do you think is actually draining into

the downspout by the district office? • We will measure and calculate that area. • What percent of area should garden be? Check handbook. • Sketch in garden – count squares for area.



• If a roof is 30 feet by 20 feet, what is its area?• Show your work. Don’t forget units!• If the rain garden area can be 10% of that

area, how big can it be? • How many square feet is each square???

Natural Resources 2/15/12• Entry Task – Wednesday

• Read page 22 in handbook. What are the environmental requirements for plants in each of the 3 zones?

• Complete 2nd draft of maps. • Look at school on google earth with class projector. • Head outside to measure roof. • Map on graph paper. • Check handbook for how large our rain garden should be.


• Entry Task – Thursday

• What is the area of the full roof? • 27 feet x 62 feet = ?• What if we only use one downspout? How much of

the roof will we drain? What is that area?

• Consider page 11 To calculate how big our rain garden can be…

Calculations PageFull Roof is 27ft x 62ft = ______ ft2

Half Roof is ______ ft2 /2 = ______ ft2

• FOUR OPTIONS for size:• 10% of area of full roof:• _______ ft2 x 0.10 = _______ ft2. • 10% of area of half roof:• _______ ft2 x 0.10 = _______ ft2. • 20% of area of full roof: • _______ ft2 x 0.20 = _______ ft2. • 20% of area of half roof:• _______ ft2 x 0.20 = _______ ft2.

What do you choose?

• Full roof = 2 downspouts• Half roof = 1 downspouts• 10%• 20%• Write down your choice. • How many squares on your map will that be?• ________ sq.ft. divided by 4 =

__________squares on map.



• What is a berm? • What is a swale? • Where will this go on you rain garden design? • Consult your handbook for answers. • TABLE LEADERS – please gather your team’s

papers, paper clip with yours on top and turn them in.

Design the shape…and the right size rain garden

• On a blank piece of graph paper, write down “your choice” from yesterday’s calculations page.

• Also write down the equation to calculate the number of squares your rain garden should have.

• Watch Ms. Maring’s demonstration of how to count squares.

• With your partner, sketch a garden with a shape you like and the right square footage inside.

• If extra time, google “designs rain gardens Washington State” and see if you can find examples of designs or photos of rain gardens.



• Do you have completed, graded 1st and 2nd drafts?

• Do you have a calculations page with your choice of rain garden size?

• PLEASE OPEN BINDERS AND INSERT THESE BETWEEN PAGES 18 and 19.

Today’s Work

• NOMINATE 2 AMBASSADORS (give reasons from rubric)• Decide which shape you will have for your rain garden. • Double check that it is the right number of squares. • Write the square footage and the number of squares

under the shape.• Sketch in this shape, oriented the way you would like,

onto your 2nd draft!• EXTRA TIME – make an enlarged map of your rain

garden…scale 1 square = 1 foot.



• Read page 22 in your rain garden handbook. What are the environmental requirements for plants in each of the 3 zones?

You should have…

• 1st Draft and 2nd Draft of site.• Calculations page with your choice at the bottom.• Shape of your choice, with the right number of

squares. • TODAY WE WILL Sketch the shape onto the

second draft.• ADD DOWNSPOUT to second draft. • WE WILL make enlarged versions of the shape.



• What plants will you be interested in for your design? For example, do you want plants with fruit to eat? Pretty blooms to look at? Plants which have historical/cultural uses? Plants which are easiest to grow? Explain!

Enlarge your rain garden…add 3 zones

• Remember example on document camera. • Each row will be double. • Each column will be double. • NEW SCALE: 1 foot = 1 square• Add 3 zones. • Add a berm. • Add downspout.• Add swale to connect downspout to garden.• Add overflow area (opposite inflow).• Enlarged draft finished? Examine sample gardens pages 24, 25,

27. Which one is like ours? Look up plants in Pojar and Mackinnon. Which ones do you like?

Rain Garden Project –Students will be able to…

• Use taxonomic systems to identify and categorize living things.

• Use field guides to identify and help describe species native to the Pacific Northwest.

• Outline impacts that humans have on local and global ecosystems.

• Use and create a variety of maps for different purposes.• Identify sources of water pollution and the effects that

pollution has on the biotic integrity of aquatic ecosystems• Describe varying philosophies of natural resource

management


• Entry Task – Monday – choose new table leaders!!

• Listen and follow along as Ms. Maring reads about things to consider during landscape design.

• Write down 2 details from the text which help you understand important things to consider when choosing plants for a landscape.

• NOMINATE TWO NEW Recycling AMBASSADORS!!

Today’s Work• By the end of class, I’ll grade that each student has an enlarged

rain garden with 3 zones, downspout, swale, overflow and berm.• Once your enlarged rain garden map is graded, you may begin

researching plants. PLANT RESEARCH: Start by marking them with pencil or highlighter

on pages 29-36.• For each plant you decide you want to include in your design, you

will need an information sheet and image. • Find information in Pojar and MacKinnon!!• Find images in Google!!



• Consider the following rain garden image.• What do you like/not like about it? • What will you include/not include in your

design?

https://www.google.com/search?q=rain+garden+designs&hl=en&rlz=1T4GGIE_enUS468US468&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei=MqFDT4PjIszaiQLDucnOBg&ved=0CGQQsAQ&biw=1093&bih=513




design?


Plant Research

• Computer Lab• Bring your binders. • Plant choices must come from pages 29-36 of

your binder. • For each plant you choose for your garden, you

must complete and information page and attach an image!!

• Information for plant sheet can come from google searches OR Pojar and MacKinnon.


• Entry Task - Thursday

• FREE 2 points!!

• Please get your binders.

Computer Lab Today

• PUT CHAIRS UP BEFORE GOING TO LAB. • Bring your binders. • Plant choices must come from pages 29-36 of

your binder. • For each plant you choose for your garden, you

must complete and information page and attach an image!!

• Information for plant sheet can come from google searches OR Pojar and MacKinnon.

• LAST minute – return binders to classroom.




design?


Missing Work Day

• If you have missing work, you will be completing it today.

• If you are failing OR excelling, you will be calling your parents during class today.

• Using your grade sheet, get your missing papers from the clipboards.

• If you have it done, TURN IT IN!! Check your bin, backpack, folder, binder, notebook, etc.

• Continue on Rain Garden projects when all missing work is turned in…


• Entry Task – Monday – choose new table leaders

• What kind of pollution might our rain garden filter out of the runoff water from the roof?

• Are there other impervious surfaces it might be draining and filtering?

Nominate New Ambassadors

• NOTE – I have put in a request for a rolling green bin if that is your preference. Until it arrives (and if it isn’t big enough), you will be using the cart!

• Please mention WHY you think they’d be a good ambassador of our program.

• PEOPLE WHO HAVE ALREADY BEEN AMBASSADORS: Zoe, Dewey, Rosa, Adrian, Stephen, Anna, Bailey, Desirray



• How many plant sheets are required? (minimum). How many do you have completed?

• These are due FRIDAY – how many should you complete each day?

Computer Lab Today

• PUT CHAIRS UP BEFORE GOING TO LAB. • Bring your binders. • Plant choices must come from pages 29-36 of your

binder. • 6 plants minimum; 12 plants maximum• For each plant you choose for your garden, you must

complete and information page and attach an image!!• Information for plant sheet can come from google

searches OR Pojar and MacKinnon.• LAST minute – return binders to classroom.



• Which plant is your favorite so far? Why?

• Computer lab – remember your info sheets need to be completely filled out.

• Tomorrow we will brainstorm local nurseries.

Computer Lab Today

• PUT CHAIRS UP BEFORE GOING TO LAB. • Bring your binders. • Plant choices must come from pages 29-36 of your

binder. • 6 plants minimum; 12 plants maximum• For each plant you choose for your garden, you must

complete and information page and attach an image!!• Information for plant sheet can come from google

searches OR Pojar and MacKinnon.• LAST minute – return binders to classroom.



• Binder deadline extended to TUESDAY start of class.

• Check the checklist. What do you need to complete?

• LIST WHAT YOU NEED HERE.• Table Leaders – please gather papers, paperclip

and turn them in. • WE WILL NOT HAVE THIS CLASS TOMORROW.



• Friday Freebie• Table Leaders – gather papers and turn papers

in.

• Binders due by end of class. Place rubric inside with your name on it.


• Entry Task – Monday – choose new table leaders.

• Nominate Recycling Ambassadors. Write their names here for your entry task.

• Get out your rain garden binders. • BINDERS DUE tomorrow. Computer lab today.

PLEASE BE EFFICIENT WITH YOUR TIME. • I will be checking your progress with the gradebook.



• Check your binder checklist. Check off what you have completed and highlight what you are missing.

• LIST WHAT YOU WILL BE WORKING ON TODAY.

BINDERS DUE TUESDAY end of class!

• ___ Rain Garden Handbook• ___ Rough draft of site (scale 1 square = 2 feet)• ___ Second draft of site, including sketch of rain garden shape

(scale 1 square = 2 feet)• ___ Enlarged map of Rain Garden, downspout, swale, berm,

zones 1,2,3 and overflow area • (p. 19, scale 1 square = 1 foot)• ___ List of Plants you will include in each of the 3 zones (3

columns)• ___ Plant information sheets and attached images (6

minimum; 12 suggested maximum)



• Get out projects your were completing yesterday. • Your binder and plant research.• Anna, Bailey and Jacob – continue cutting out

circles. SAVE THE PAPERS!• Shereen – finish typing list. • When finished with binders, you will begin on your

posters.

Start Posters

• With pencil and a yard stick, mark inches on all outer borders.

• Be sure you always start on ZERO matched to a corner. • USING YOUR ENLARGED MAP with scale 1 square = 1

foot. • Count squares and transfer your rain garden design.

NEW SCALE 1 inch = 1 foot:• General shape, zones, berm, downspout, swale,

overflow.



• How will you consider grouping, accents, color, and texture in your rain garden design?



• Look at this landscape design. What do you observe about it? What elements does it include?

• TABLE LEADERS – gather your papers, paperclip and turn them in!!!

• RECYCLING – ambassadors skip entry task – GO

• What did you accomplish yesterday with sub?

https://www2.crdc.wa-k12.net/scripts/cgiip.exe/WService=woakvils71/sepgrb02.w

Posters

• ___ Presentation Quality Landscape Design of enlarged map, including rain garden, plants at mature diameter, downspout, swale, berm, zones 1,2,3 and overflow area (scale 1 inch = 1 foot)

• ___ Color pencil and fine-tip sharpie outlining• ___ Key of all plants present• ___ Scale (1 inch = 1 foot)


• Entry Task – Monday – choose new table leaders.

• What do you think your steps will be on your poster?

• Has your binder been graded? If not, turn in to Ms. Maring for grading today.

• POSTERS DUE WEDNESDAY!!• PRESENTATIONS THURSDAY!!

Standards and Objectives• SWBAT: • Use taxonomic systems to identify and categorize living things.• Use field guides to identify and help describe species native to

the Pacific Northwest.• Outline impacts that humans have on local and global

ecosystems.• Use and create a variety of maps for different purposes.• Identify sources of water pollution and the effects that pollution

has on the biotic integrity of aquatic ecosystems• Describe varying philosophies of natural resource management

Posters

• You may use the “Sunset Western Garden” guides for mature diameter and other info.

• Outline in sharpie, color pencil interiors. • Most landscape designers indicate the type of

plant stylistically – show examples; give handout. • When you finish coloring and outlining, you may

start typing your key. • Key – number or letter, common name, scientific

name, zone



• How will you know how many plants to place in your garden?

• Get out posters and begin working…

QUARTER 3 ENDS SOON!

• ALL MISSING WORK MUST BE TURNED IN BY FRIDAY!!

• If you are failing or would like a better grade, please show up to tutorial!!

• There will be no class time for missing work—complete on your own time!!

• REMEMBER – a * can change to a ZERO and bring your grade down!

Today’s Work

• Continue placement of plants – the entire garden should be full of plants. Remember to account for mature diameter.

• Please record the quantity of each kind on your plant information sheets.

• When you finish placing plants, begin typing your key.

• The font should be at least 20 point. Scientific names are italicized.

• Example: • A – Symphoricarpos albus Common Snowberry



• Check your poster checklist. What do you need to work on today?

Today’s Work• Complete transfer of enlarged map. • Placement of plants – the entire garden should be full

of plants. Remember to account for mature diameter.


• When you finish placing plants, begin typing your key. • The font should be at least 20 point. Scientific names

are italicized. • Example: • A – Symphoricarpos albus Common Snowberry Zone 2


• Choose a “best work” from this class and complete the reflection sheet.

• This could be your rain garden project or part of it, your power point or poster or a drawing from last semester. Let me know if you need something printed!

• Hand me your reflection sheets – I will give them to your advisor.

• ON THE DAY OF YOUR CONFERENCE, you may come get your best work at the end of school to show at your conference.

Posters

• Poster deadline extended to next week—Friday will be a game day with Ms. Katzer and visiting students from Japan.

• ENTRY TASKS DUE TODAY • WRITE FRIDAY FREEBIE • Table leaders – collect your papers and turn

them in.

Today’s Work• Complete transfer of enlarged map. • Placement of plants – the entire garden should be full

of plants. Remember to account for mature diameter.


• When you finish placing plants, begin typing your key. • The font should be at least 20 point. Scientific names

are italicized. • Example: • A – Symphoricarpos albus Common Snowberry Zone 2



• Presentations of posters and binders soon. Look at your rubric—what are you supposed to show and talk about?

• Vote on Ambassadors – CHOICES: Payton, Jacquelyn, Shereen, Alyssa, Violet, Yolanda, Kelcee, Burbs, Cheyne

• Today – FINISH PLACING PLANTS. ADD TEXTURE. WRITE KEY.



• What will be on your key? • TABLE LEADERS - TURN IN THIS SHEET

• Today – ADD COLOR. FINISH YOUR KEY. Finish anything you need to from check list.

• FINISH TODAY• PRESENTATIONS WILL BE RIGHT AFTER SPRING BREAK!


• Choose new table leaders!• Entry task – Monday

• List 3 things you learned during the Rain Garden Project. (Binders, research, posters, presentation)

• Today we will finish our posters and prepare for presentations TOMORROW!

• AMBASSADORS THIS WEEK – same as last week



• As audience members, watching other presentations, what should your behavior be?

• Presentations…

PRESENTATIONS

• WATCH MS. M do an example presentation with a high school student’s project.

• 10 minutes to prepare – discuss with your partner what you will say and show

• REMEMBER – focus on what you completed and show what you have BE POSITIVE!

• Know one success, one challenge…• Each presentation approx 3-5 minutes…• AUDIENCE – write down what you liked most

about their project!! Hand to them at the end…



• Next, we will be exploring the ATMOSPHERE! What do you know about it already? Where is it? What is it? Does anything happen there?

• AFTER PRESENTATIONS, I will show you how we’ll take notes from an online text. Write everything down! You will be handing in a packet for this unit!!!

• NWS Atmosphere

http://www.srh.noaa.gov/jetstream/atmos/atmos_intro.htm



• What are the most common gases in the atmosphere?

• Head to computer lab…• You will take your own 2 column notes on Layers of

the atmosphere and Air Pressure.



• Friday Freebie for helping each other finish these sheets.

• Table leaders – gather the papers and turn them in.


• Choose new table leaders!!• Entry Task – Monday

• Do you think air has weight? Why or why not?

• Review 2 column note process. • Head to computer lab for to complete your

notes on first 3 pages of “The atmosphere”



• Pass around Ms. Maring’s barometer. What is a barometer—what does it measure?

• Head to computer lab. Finish 2 column notes on “Transfer of Energy” and “Energy Balance” and “Hydrologic Cycle”

• Extra time? Take the quiz or play puzzles. Look in the appendix for “cool activities”

Atmosphere Packet

• Your notes will start the packet. • You will be adding some lab information and

diagrams. • SAVE EVERYTHING WE DO FOR YOUR PACKET. • If you are concerned about losing things,

please put them in your science bin!• Today’s lab is about the weight of air….



• Pass around Ms. Maring’s barometer. What is a barometer—what does it measure?

Mini Lab – Air Pressure – does air have weight???

• Conduct “Heavy Air” Lab. • Your first step is to develop a hypothesis. • Gather materials. • Do the procedure carefully – NO HORSEPLAY!

You will only be given 2 balloons!• Answer the questions at the bottom of your

page. • This page will be next in your packet after your

notes.



• Check our barometer. Has the air pressure changed? Can you predict what is happening in the weather?

Today’s Lab

• Build a “wet” barometer.

Today’s Work

• we will conduct a lab to study how the presence of carbon dioxide gas affects how much heat air can hold.

• Watch the demonstration. • What is your prediction or hypothesis? • What is the manipulated variable? • What is the responding variable? • Write a conclusion



• Friday freebie for “Say Something Nice”

• Table leaders – please gather the sheets and turn them in.

Complete Rain Garden Presentations

• People to present:• Anna, Bailey, Shereen, Kelcee, Zoe, Jacquelyn,

Burbs, Rosa, Violet



• Choose new ambassadors. • CHOICES: Payton, Alyssa, Violet, Yolanda,

Burbs (Is that right???) Yes, That’s right.(:

Atmosphere Packet

• 2 column notes on 6 pages• Two Lab Sheets – completed with RADDS• Completed Foldable• Questions answered on plain piece of paper.

Mini Lab – Air Pressure – does air have weight???

• Conduct “Heavy Air” Lab. • Your first step is to develop a hypothesis. • Gather materials. • Do the procedure carefully – NO HORSEPLAY!

You will only be given 2 balloons!• Answer the questions at the bottom of your

page. • This page will be next in your packet after your

notes.



• What can you conclude? Does air have weight?

Today’s Work

• we will conduct a lab to study how the presence of carbon dioxide gas affects how much heat air can hold.

• Watch the demonstration. • What is your prediction or hypothesis? • What is the manipulated variable? • What is the responding variable? • Write a conclusion



• What can you conclude? Does the presence of carbon dioxide cause air to hold more heat?

Foldable Atmosphere Diagram

• Follow the instructions for the light blue paper.

• You will be cutting and pasting the labels out for your diagram.

• Answer the questions on a plain piece of paper.

• These answers will be the last page of your packet.



• Describe and explain one thing you have learned about the atmosphere.

Design a cover

• Make sure all parts of your packet are complete. • Design and color a cover (folded 11 x 17). • Fold it and staple it over your packet. • EXTRA CREDIT – You may design a crossword

puzzle. It must have at least 10 new vocabulary words.

• Google “discovery education puzzlemaker criss cross” Follow the steps to create your puzzle



• Friday Freebie


• Entry task – Monday

• Choose new recycling ambassadors:• CHOICES: Payton, Kelcee, Alyssa, Violet (Is that

right??? Who else has NOT been a recycling ambassador?)

• Review answers to 10 questions…

Today’s Work

• Finish and turn in Atmosphere Packet!• 2 column notes on 6 pages• Two Lab Sheets – completed with RADDS• Completed Foldable• Questions answered on plain piece of paper.• COVER – blue paper, your own design


• Entry task – Tuesday

• Vote on Rain Garden Design. Write first and second choice here and on your ballot.

• CONSIDER – plant choices, placement of plants, overall shape and design and size.

• NEXT – Short unit on Agriculture



• Is your atmosphere packet turned in? ANSWER YES OR NO.

• Turn it in!!

• Read the front of handout #1.• Share• Start movie.



• Consider corn. How many times do you think you have eaten corn or a product with corn in it today?



• Friday Freebie

• Table Leaders – gather, paper clip, and turn in your entry task sheets.

• Finish back of handout #1 with Ms. M. • Finish back of handout #2 with Ms. M. • Watch movie

Standards

• Understand the practices of sustainable agriculture.

• Outline the importance of agriculture as a human system.

On Food, Inc Handout #1

• Write your name, date and period on the top.• Read the text with your shoulder partner.

Circle key words and underline things you’d like more information about.

• Write any questions you have in the margins.• Individually take survey on the back. Tally

class results.• Watch first section of video.

On back of Food, Inc Handout #1

• On the right side of your survey, List the following “players” in the chicken industry:– Chicken– chicken farmer– chicken farmworker– chicken consumer– president of the poultry company

• To the side of this list, make two columns “values” and “rights”

• Rank the players from most valued (#1) to least valued (#5) in our society?

• Who has the most rights (#1)and least rights (#2)?

On the bottom of handout #1

• QUICK WRITE: Do you think these values and rights are appropriate for each of the players? What do you think should change? Who should be valued more, or have more rights?

• Turn in Handout #1

On Food, Inc Handout #2• Write your name, date 1/26 and period on the top.• Look at the side with some foods listed. • Write down your guess of what they have in

common.• Read the text with your shoulder partner. Circle key

words and write questions in the margins.• Share words and questions with class.• Watch the movie. • Look at your guess again and now write the real

connection.

On the bottom of Handout #2

• QUICK WRITE: Underneath the foods listed, your guess and the real connection…

• Can you think of any problems with having corn in so many foods? Can you think of reasons not to feed it to cows and fish or animals not designed to eat corn?

• Turn in handout #2

• Write your name, date 1/28 and period on the top.

• Read the text with your shoulder partner. Circle key words and write questions in the margins.

• Share words and questions with class.• Watch the movie.


• TOP: Summarize the story of what happened to Kevin, who died from an E.coli infection.

• Question: Who is responsible for keeping our food safe?

• Think, pair, share• BOTTOM : QUICKWRITE: Think about who is

responsible when a bad thing happens. Imagine that you accidentally hit and killed someone while driving your car. You are very sorry and it was an accident. Does that mean you’re not responsible?

On the back of Handout #3

Handout #4

• Read. • Circle keywords• Write your questions in the margin• ON THE BACK – complete all sections.

• Rank the action items from #1-7 in importance for YOU

• On the bottom, explain why you picked that order. (3-4 sentences)

On the BACK of Handout #5



• Nominate an ambassador to accompany VIOLET

On the bottom of Handout #2

• QUICK WRITE: Underneath the foods listed, your guess and the real connection…

• Can you think of any problems with having corn in so many foods? Can you think of reasons not to feed it to cows and fish or animals not designed to eat corn?

• Turn in handout #2

• Write your name, date 1/28 and period on the top.

• Read the text with your shoulder partner. Circle key words and write questions in the margins.

• Share words and questions with class.• Watch the movie.


• TOP: Summarize the story of what happened to Kevin, who died from an E.coli infection.

• Question: Who is responsible for keeping our food safe?

• Think, pair, share• BOTTOM : QUICKWRITE: Think about who is

responsible when a bad thing happens. Imagine that you accidentally hit and killed someone while driving your car. You are very sorry and it was an accident. Does that mean you’re not responsible?

On the back of Handout #3



• Do you think food should always be inexpensive and available for all? What if it is a trade off for health and safety or environmental issues? Would you be willing to pay more if your food was healthier, safer or did not damage the environment in the making?

• Write down your thoughts….



• Free Points

• Watch movie. Handout #4



• What new issue has the film “Food, Inc” made you aware of? Is there anything you plan on changing in your habits?

• Finish movie…..review all 5 handouts.

GMO FOCUS QUESTIONS• When companies have invested resources in developing

genetic material, should they have the right to patent it? Why or why not?

• How might keeping seeds in the public domain affect innovation in biotechnology?

• What would happen if genetically modified seeds fail or become vulnerable to certain pests or crop diseases? What is the relationship between biodiversity and food security?

• Review the list of benefits and controversies of genetically modified seeds and select the three most important factors related to their use. Explain the significance of these factors in a short essay.



• Friday Freebie

• Table leaders gather, paper clip, and turn in entry task sheets



• Nominate ambassadors…anyone not gone yet???

• Complete the GMO assignment.



• Before we begin to dig the rain garden, we called “locators.” Why is it important to do this before digging?

Calculations

• Complete the calculations for materials so that we know how much mushroom compost and mulch and rocks to get for our rain garden.

Rain Garden Plans…

• Watch last part of video again.• Use 2nd draft of map to Calculate amounts needed

of:• Mushroom Compost• Mulch• One man boulders for swale• 2-4 inch rock for inflow and overflow• Each plant – make a list of sizes and quantities

needed



• What do you think will be our first step in installing the rain garden? Remember, we need to get the map transferred to the site…

• Please bring phones with cameras and/or cameras the next few weeks – We will be creating a “THANK YOU” with pictures…

Mark Rain Garden

• Take clipboards and maps and tape measures. • Mark garden with spray paint. • Don’t forget the berm and overflow and

inflow. • Mark rows of sod to be removed.

Natural Resources


• What tools do you think we’ll need to install the rain garden?

• Unpack TOOLS – take pictures, Volunteers - cart to potting shed

Today’s Work

• Sod removal – cut approx 1 foot by 1 foot squares. Remove in an orderly way – IN ROWS!

• Flip over around the edge where the berm will go. • Dig just one shovel deep. Keep the bottom flat. • Rocks should be sorted into buckets and dumped

onto tarps. • Wear gloves

Documents

Natural Resources