• 4/22-4/26

    Posted by Ashley Banta on 4/20/2019 5:00:00 AM

    Monday: Earth Day! We will be recycling bottles to create something new! 

    Tuesday: Finish Earth Day activity; Work on make-up work that needs to get finished

    Wednesday/Thursday: Human Growth Activity--making/analyzing graphs and data (click here)

    Friday: Finish any missing work; Work on CSMA study guide

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  • 4/15-4/19

    Posted by Ashley Banta on 4/12/2019 2:00:00 AM

    Homework given out Monday, Due Tues, 4/23 (click here

     

    Monday: SQ3R for chapter 14, sections 1, 2, and 3-- Three separate worksheets (click here)

    Age structure—Distribution of individuals among various age groups in a population

    Birth rate/fertility—Number of births in a population

    Death rate/mortality—Number of deaths in a population

    Population change—Increase or decrease in the size of a population

    Carrying capacity—Maximum population of a species that a habitat can sustain indefinitely

    Urbanization—Trend in which more and more people live in urban areas

     

    Tuesday: Finish SQ3Rs for chapter 14; Begin working on Human Population Webquest (click here)

    Wedesday (half day): Finish Human Population Webquest 

    Thursday: Human Population Distribution (mapping) activity (click here) (map--click here)

    Friday: Finish mapping activity; Work on CSMA study guide 

     

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  • 4/8-4/12

    Posted by Ashley Banta on 4/5/2019 3:00:00 AM

    Monday: Study for vocab/chapter quiz (11 words, 2 chapters); Take quiz; Continue working on Green Island Project 

    Tuesday: Finish Green Island Project (see handouts from previous week)--Last day in class to work on it

    Wednesday/Thursday: Bean Lab (click here)

    Friday: Finish Bean Lab; Work on end-of-year test study guide (click here)

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  • 4/1-4/5

    Posted by Ashley Banta on 3/30/2019 6:00:00 AM

    **Homework given Monday, DUE Tues 4/9 (click here)

     

    Monday: Work on Green Island Project (see handouts from previous week)

    Vocabulary: 

    Biomass—Organic matter produced by plants that can be burned in either solid or gaseous form to produce energy.

    Nuclear waste--radioactive waste material, for example from the use or reprocessing of nuclear fuel.

    Passive solar energy system—System that absorbs and stores heat from the sun directly within a well-insulated structure. Water tanks, as well as walls and floors of concrete, brick or stone store much of the collected solar energy as heat that is slowly released.

    Active solar energy system—System that uses solar collectors to capture energy from the sun and store it as heat for space heating and water heating.

    Photovoltaic cell—Device that converts solar energy directly into electrical energy (also called solar cell)

    Tuesday: Work on Green Island Project (see handouts from previous week)

    Wednesday/Thursday: Finish Green Island Project; SQ3R for Chapter Sections 13.2 and 13.2 (Worksheet for each section-- click here)

    Friday: Study for vocab/chapter quiz (11 words, 2 chapters); Take quiz (Moved to next week)

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  • 3/25-3/29

    Posted by Ashley Banta on 3/15/2019 5:00:00 AM

    Welcome back! 

    Renewable resources--Any resource, such as wood or solar energy, that can or will be replenished naturally in the course of time. (Can’t be taken faster than can be replenished)

     

    Nonrenewable resources-- A non-renewable resource is a resource that cannot be readily replaced by natural means at a quick enough pace to keep up with consumption (fossil fuels)

     

    Renewable energy--energy from a source that is not depleted when used, such as wind, hydro, or solar power.

     

    Wind turbine--a turbine having a large vaned wheel rotated by the wind to generate electricity.

     

    Hydroelectric--the generation of electricity using flowing water (typically from a reservoir held behind a dam or other barrier) to drive a turbine that powers a generator.

     

    Fossil fuels--a natural fuel such as coal or gas, formed in the geological past from the remains of living organisms.

    Monday: Practice creating graphs (click here); Practice interpreting graphs (will need to be completed in class).

    Tuesday: Complete an SQ3R organizer for each of the three sections in chapter 12. (click here).

    *Instead of writing your own questions, choose 3 from the assessment questions to answer.

    Wednesday/Thursday: Finish SQ3R organizers; Begin working on Design a Green Island Project (click here).

    Friday: Continue working on Green Island Project. 

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  • 3/11-3/15

    Posted by Ashley Banta on 3/8/2019 5:00:00 AM

    Monday: Complete study guide/Review and make-up work

    Tuesday: Complete study guide/Review and make-up work

    Wednesday/Thursday: Test--Saving Species and Water Resources/Pollution 

    Friday: No school--Teacher work day

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  • 3/4-3/8

    Posted by Ashley Banta on 3/2/2019 4:00:00 AM

    Monday: Finish assignments from last week/ Complete any missing work. Study guide given out for test next week (click here). *Study guide will be a homework grade due the day of the test. 

    Tuesday: Pre-lab--Water Quality 

    Wednesday/Thursday: Lab--Water Quality

    Friday: Post-lab--Water Quality 

     

    Lab handout (click here

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  • 2/25-3/1

    Posted by Ashley Banta on 2/21/2019 3:00:00 AM

    Monday: Complete T.H.I.E.V.E.S. reading outline practice with section 10.1 of the textbook. Fill in the handout while reading the section. (handout- click here)

    Tuesday: *Field trip; Remaining students will read section 10.3 from the textbook (pages 330-332) and answer the five questions on page 334 under "10.3 Assessment." This should be done in complete sentences, on your own, and on your own paper.

    Wednesday: (Half Day) Rain Barrel review--tracking sheet and how we will track our rain barrel use (click here); Go out to barrel to show everyone how to measure. 

    Thursday: 

    Read Pollution Evolution text (click here), and answer text-based questions (click here) on your own paper and in complete sentences. Do not do the "writing prompt" section.

    section 1 questions: 1-2 sentences per Q, section 2 questions: 3-4 sentences per Q, section 3 questions: 5-6 sentences per Q.

    Friday: Aquaculture Web Quest (click here)

    Links: 

    https://www.fisheries.noaa.gov/topic/aquaculture

    http://oceantoday.noaa.gov/fishonafarm/

    http://oceantoday.noaa.gov/buildinggoodmussels/

    www.fishwatch.gov

    http://www.npr.org/2012/08/12/157674235/maine-lobstermen-give-farming-sea-scallops-a-try

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  • 2/18-2/22

    Posted by Ashley Banta on 2/16/2019 5:00:00 AM

    *NO SCHOOL MONDAY 

    *FIELD TRIP ON TUESDAY

    Tuesday: *Field trip; Remaining students will read section 10.3 from the textbook (pages 330-332) and answer the five questions on page 334 under "10.3 Assessment." This should be done in complete sentences, on your own, and on your own paper.

    Wednesday/Thursday: Complete Water Pollution, Biodiversity, and Biomagnification Web Quest Activity (click here)

    Friday: *TURN IN HOMEWORK

    *Moved to next week: Read Pollution Evolution text (click here), and answer text-based questions (click here) on your own paper and in complete sentences. Do not do the "writing prompt" section.

    section 1 questions: 1-2 sentences per Q, section 2 questions: 3-4 sentences per Q, section 3 questions: 5-6 sentences per Q.

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  • 2/11-2/15

    Posted by Ashley Banta on 2/9/2019 5:05:00 AM

    **Homework given out this week DUE 2/22 (click here)

    Monday: Guided notes on Water Resources and Pollution (notes packet- click here) (notes ppt- click here); Create one multiple choice question based on these notes. 

    Vocabulary

    Wastewater—Water that contains sewage and other wastes from homes and industries.

    Stormwater— surface water in abnormal quantity resulting from heavy falls of rain or snow.

    Water footprint—Rough measure of the volume of water used directly and indirectly to keep a person or group alive and to support their lifestyle(s).

    Water pollution—Any change in water quality that can harm living organisms or make water unfit for human uses such as drinking, irrigation, and recreation.

    Watershed—Land area that delivers runoff, sediment, and dissolved substances to streams, lakes, or wetlands.  

    Water table—Area where water rises and falls according to the weather and human intervention.

    Tuesday: Calculate water footprint activity (click here) (needed handout- click here) *For number 4, write suggestions for the other two products--the two you did not choose. 

    Wednesday/Thursday: Effects of Dirty Water activity--Read for articles with a group (jigsaw--four articles below) and discuss; Take a short quiz; Read article on pesticides/invertebrates (click here) and answer text-based questions (click here)--section 1 questions: 1-2 sentences per Q, section 2 questions: 3-4 sentences per Q, section 3 questions: 5-6 sentences per Q.

    Jigsaw articles: 

    Health: http://thewaterproject.org/health.asp

    Hunger: http://thewaterproject.org/hunger.asp

    Poverty: http://thewaterproject.org/poverty.asp

    Education: http://thewaterproject.org/education.asp 

    Friday: Study notes/vocabulary; Take quiz 

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