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DateStandard(s)Essential QuestionTeaching and LearningAssessmentsLinksDifferentiation

4/8/14How does IB ESS differ from other sciences?Introductions of neighbors, Syllabus, collect summer assignment HW: Topic 7 key terms and reading assignment due Fri/MonSummer reading assignment assessed according to IB rubrichttps://docs.google.com/a/morgan.k12.ga.us/document/d/1gih82vUf-RPl95ZiqY3qIfhMfS1SKn68EKZ_j4cjB6A/edit?usp=sharinghttps://docs.google.com/document/d/1G3XPpTEZjzwNqayFqXHevMDJDEyyXxguRx9BCvv0-UQ/edit?usp=sharing5/8/1411/8/147.1.3How do different environmental philosophies affect decision making processes?1. Turn in topic 7 guided reading notes.Formative observations during questioning of group work.https://docs.google.com/a/morgan.k12.ga.us/document/d/1bYbFnXEun7mjqfM_jiBPIaVHdqNeCNhCg3vJnJyaJFY/edit?usp=sharingTOK2. Students share group work discussions related to env. philosophies and specific events.https://docs.google.com/document/d/1ph4fDhrU7WVHO7H-Oevi1CaL2W4qqMa9s0rwMsD4hLU/edit?usp=sharing3. Handout historical assignment: due Friday8/12-8/14/20147.1.4How has the environmental movement progressed throughout history?Students work on two historical events project.Students will be asked to comment on two historical events on their summative assessments.https://docs.google.com/document/d/1ph4fDhrU7WVHO7H-Oevi1CaL2W4qqMa9s0rwMsD4hLU/edit?usp=sharing8/15/20147.1.4How has the environmental movement progressed throughout history?1. Students present class Prezirubric is attached aboveStudents selected topics to investigate and what should be included.2. HW: Students investigate cultural influences on EVS: capitalism, communism, Buddhism, Judeo-Christian8/18/20147.1.5How do different cultures value the environment?1. Complete preziNative American EVS2. Begin Native Am. ppt8/19/20147.1.5How do different cultures value the environment?1. Complete Native Am ppt2. Students research choice of cultures from Buddhism, Judeo-Christian, Communist, Capitalist and share bullet points with class.8/21/2014Topic 7How can we use the understanding of Environmental Value Systems to solve problems?1. Student pairs receive baggies with ideals. a. arrange ideals into EVS spectrum. Check spectrum for changes to be made. Discuss with partner reason for each change. b. apply ideals to six cultures and give examples.2. Review with practice test items.6/2/15Topic 7How can we use the understanding of Environmental Value Systems to solve problems?Topic 7 testOpen ended questions with choices of questions to answerChoices of questions to answer.8/25/20141.1.1-1.1.9How are systems modelled?1. Topic 1 standardsvocab quiz Fritopic 1 vocab and essential questions2. vocab due Fri and essential questions-due Mon3. Systems notes (to thermodynamics)systems ppt8/26/20141.1.4-1.1.9How are systems modelled?1. SPARK! sketch a model of a fish as a system. (use symbols) Label inputs, outputs, flows and storages. Identify as a closed, open or isolated system and justify.observation and questioning.peer teaching, individual and whole group sharing.2. Continue thermodynamics notes.3. pairs learn equilibrium types: steady-state, static, stable, unstable4. pg 72 TO DO.Spark answer8/28/20141. pairs learn equilibrium types: steady-state, static, stable, unstable2. Pg 72 To Do in pairs, then apply Odum's symbols.8/29/20141.1.7How are matter and energy transferred and transformed?1. Quiz: Vocab 1.12. Transfers and transformations3. Compare Easter Island's story to each standard. Due Tues.2/9/141.1.1-1.1.9What are some strengths and limitations of models?1. Go over Easter Island's comparison to standards.Discussionevaluating models2. Limitations and strengths of models.3. Begin work on aquarium model, due on Friday.3/9/141.1How can we use the systems concept to describe all systems?ReviewSummative test Fri5/9/141.1How can we use the systems concept to describe all systems?Topic 1.1 Test8/9/142.2How can we better understand the abiotic components of an ecosystem?1. Handout standards, reading and vocab for Topic 2.2.full class discussion about abiotic factors in videoTopic 2.2 vocab and reading guide2. Discuss abiotic and biotic factors.3. Watch Rivers to Reefs video. a. Prior knowledge: Ask students how they think our rivers and reefs are connected. b. Write down any new terms.c. look for abiotic factors that are described and how they may interact with their ecosytems.4. Bring 2L Bottles this week!9/9/142.2How can we better understand the abiotic components of an ecosystem?1. On smartboard students add to chart with new vocab and abiotic factors from video.Observations and discussionAdopt a stream chemical test manual2. Discuss video and connections.3. Handout Chemical testing packets. Demonstrate testing procedures-while students take notes.11/9/142.2How can we measure the abiotic components of an ecosystem?1. Move to the pond workspace.2. Train students on DO titration method.3. Groups of students move to different locations to test pond for chemical factors.4. Share values on board. Create tables to analyze.12/9/142.2.2How can we analyze the data collected from the pond?1. Students complete DO tests with fixed samples.formatively evaluate conclusions2. Share values on smartboard, describing area of sample.3. Create tables to analyze data.4. Students use chemical testing packets to fill in 'Chemical Monitoring' table.5. Analyze data and draw conclusion re pond data.9/15/20142.2.2How can we analyze the data collected from the pond?Check student work charts.class discussionThink- pair -share1. students share conclusions and analysis.2. Go over chart and all chem test significance.9/16/20142.2.2How can we analyze the data collected from the pond?Continue chart:discussionEnded with pH: photosynthesis and respiration to discuss carbonic acid...need to complete this.

9/18-9/19/20142.2.2How can we analyze the data collected from the pond?1. Continue chart:Class discussionbottlebiologyStudents design their investigations depending on interest.carbonic acid's role in pHDO, nutrients, etc.2. Learn how to use DO probe.3. research and cut bottles9/22-9/232.5.4How does matter cycle through an ecosystem?1. Students work on biogeochemical cycles poster projectbiogeochemical poster projectStudents design their investigations depending on interest.(I will be at GLISI base camp)9/25-9/26/20142.5.4How does matter cycle through an ecosystem?1. Continue working on biogeochemical cycles poster.Students design their investigations depending on interest.2. Biobottles9/29/20142.5.4How does matter cycle through an ecosystem?Present biogeochemical cyclesPeer review with sticky notes: students identify two pos and two neg critiques about each presentation.9/30/20142.5.4How can we analyze the data collected from the pond?1. Continue with biogeochem cycle presentations.2. Practice biogeochem cycles with w.s.10/13-10/162.5.4How does matter cycle through an ecosystem?1. Students form graphical organizers with the biogeochem. cyclesCheck work formatively for understanding.Students develop their own graphic organizers.2. Students sketch hydrologic cycles using terms: evap, precip, infiltr, run-off, percol, aquifer, transp, leaching,10/17/20142.5.4How does matter cycle through an ecosystem?Share graphical organizers10/20/20142.2How can we better understand the abiotic components of an ecosystem?1. quiz on biogeochem cycles2. learn how to use DO probes10/21/20142.2How can we better understand the abiotic components of an ecosystem?check bottles10/23/20142.2How can we better understand the abiotic components of an ecosystem?Testsummative10/24/20142.3 and 2.7.11. New StandardsTopic 2.3 key terms and guided reading2. Reading assignment (sub for group IV) biotic10/27/20142.3.1How can we identify different organisms in the ecosystem?1. students identify fish using key and then repeat with second set of coral reef fish.dichotomous key-fish2. Students, in groups, write clear instruction on how to make a dichotomous key.3. Students follow each others instructions and make a key for the conifers.dichotomous key-coral fish and making key10/28/20142.3.2 and 2.3.3How does the biotic portion of the ecosystem affect its function?questioning and observingknow your macros' ppt1.Hand out critter samples to groups to observe2. "know your macros" ppt

10/30/20142.3.2 and 2.3.3How does the biotic portion of the ecosystem affect its function?1. continue 'know your macros' pptquestioning and observingname that bug2. students identify each of the samples3. Name that bug as a class: www.rayswords/bugs/bugs.htm10/31/20142.3.2 and 2.3.3How does the biotic portion of the ecosystem affect its function?1. Twenty minutes with biobottles.Students write observations in notebooks. I will check for detailed measurements and reflection.Students design biobottles: inquiry based investigation.2. How to collect critters, demonstration.3. Students write procedure to perform next Thurs in the field.3/11/142.7.3How are new projects held accountable for their environmental effects?Students read pgs: 299-300 in IB companion to learn about EIAs. Students find ALL possible purposes from the text and write each one in the form of a question. Then students read Bob Monk's EIA for the proposed school. They should apply their questions to this actual EIA.4/11/14Tuesday: Students should read How to read and understand a scientific paper: a guide for non-scientists- they may use their phones or laptops to look up this article. -http://violentmetaphors.com/2013/08/25/how-to-read-and-understand-a-scientific-paper-2/I will collect these assignments and grade them on their effort and give feedback.How to read and understand a scientific paper

They should then apply all of what they have learned from how to... to the scientific paper: Using Adopt-a-Stream in the ... that I printed out for them. This will be due on Friday.

Using adopt a stream in the coastal plain6/11/142.7.3Why are EIA's used prior to construction?1. 15 minutes for biobottle observations.Formative: Questioningwhole class discussion and individual focus.2. Class discussion over Monday's EIA assignment.7/11/142.3.2 and 2.3.3How can we use biota as indicators of ecosystem health?1. Answer questions over Tuesday's assignment.questioning and observingDemo: volunteers can help demonstrate.2. How to collect critters, demonstration.Students can sketch or write instructions.3. Students write procedure to perform next Monday in the field.11/10 and 11/11/20142.3.2 and 2.3.3How can we use biota as indicators of ecosystem health?1. VocabQuiz.2. Discuss research paper: Refer to "How to read a research..."vocab quiz, questioning and answering research paper questionsStudents read at own pace, Students are taught scientific research reading strategies.11/13/20142.3.2 and 2.3.3How can we use biota as indicators of ecosystem health?To the creek to collect critters. Weather dependentobservations and questioning.Students select roles in investigation based on interests.11/14/20142.3.4 and 2.3.5How can we use biota as indicators of ecosystem health?1. twenty minutes sorting through creek water for macros.questioning and observingbiodiversity packethands-on lab skills, math application, reasoning, evaluating.2. Students make table for their data collection.3. From reading, answer: a. What Index will you use to determine the health of the creek system?b. How will you use this Index? c. Apply it to the creek critters. d. Evaluate our creek ecosystem health. d. practice sheete. HW biodiversity packet: read and complete.11/17/20142.3.4 and 2.3.5How can we use biota as indicators of ecosystem health?1. Discuss biodiversity packet...identify link to standards.Use student answers to determine their understanding of biodiversity and Simpson's D I.Students who can figure it out on their own, work alone...others may work in small group where I assist.2. Lincoln's Index...using ratios to estimate populations of motile organisms- students must read about Lincoln Index and write a procedure based on the index itself...what needs to be measured?11/18/20142.3.2How can we estimate the abundance of organisms in an ecosystem?1. Students share their understanding of Lincoln Index and class comes up with working ratio, technique and evaluation of this method as an effective way to estimate abundance of organisms.Base instruction on how well students are able to perform task with little guidance.Students must devise their own method of determining species populations.2. Use beans to model an ecosystem and calculate abundance.11/20/20142.3.2How can we estimate the abundance of organisms in an ecosystem?Complete Lincoln Index: Share results and techniques of individual choice critters- answer: 1. How would you trap and mark your organisms? 2. What do you need to consider when you determine the recapture time? 3. Calculate your percent error. 4. Evaluate your method.assess understanding as they present findingsinterest-based researchIntroduce Quadrat method11/21/20142.3.2How can we estimate the abundance of organisms in an ecosystem?.12/1-12/4/20142.3.2How can we estimate the abundance of organisms in an ecosystem?Lichens sampling-belt transect.method1. Identify gradient examples in school area. Teacher gives examples.2. Describe belt transect and percentage cover.3. Pair up. Go outside to wooded area...every .5 meters find tree between 1 and 1.5 m up, tie flagging tape. In center of tape put transect film paper. Determine percent cover of each tree on N,E,S, W.4. Share data on Smartboard. Draw conclusions based on shared data.5. Use to discuss changes over gradients and those due to human activity.6. Notes on percentage cover, percentage frequency etc. Apply to lichens.6. Complete Field Sampling packet due Friday.7. Test Mondaylichens guidepercentage cover notes5/12/142.3 and 2.7How can we use biota as indicators of ecosystem health?Go over packet and discuss standards8/12/142.3 and 2.7How can we use biota as indicators of ecosystem health?Test12/8-12/12/20142.4Why are biomes distributed as they are?Save my Biome projectpresentation on MondayBiome standardsSelecting project based on interest and type of presentation also.12/15-12/18/20142.4Why are biomes distributed as they are?Biome Presentationspresentations5/1/152.4Why are biomes distributed as they are?students develop questions from their biome presentations for review. Share with classmates in a formative quiz...for their interest.students will email me ten questions to compile on a Q and A to see how much they remember from biome presentations before learning about climate control factors.climate controls interactive webpagestudents select develop any type of question from what they feel is important.6/1/152.4Why are biomes distributed as they are?Students will go to climate controls interactive webpage and learn about the factors that control climate. They will find trends on each tab and research more thoroughly than the webpage states, the reasons behind the trends they see.ObservationsNOAA global mapsworking at own pace and constructing knowledge from interactive website.1/8-1/9/20152.4Why are biomes distributed as they are?1. December NASA puzzler.DiscussionPuzzler: satellite image Dec2. exploring the effect of the earth's tilt and other earthly matters...LAPTOP acronym...Hadley cells...ocean circulation...12/1/152.4Why are biomes distributed as they are?TestsummativeClimate controls ppt1/13/20152.5How does energy flow through an ecosystem?1. Productivity Standards handoutKey Terms quiz Tues, 1/20Topic 3.5 Key Terms and Reading GuideSelf-paced and individual construction of knowledge.2. Key Terms and Reading Guide hand out Terms due 1/20 and Questions due 1/23.1/16/20152.1.2How do we model energy as it flows through an ecosystem?pretest Photosynthesis/respiration formulas.pretest and sketching from prior knowledge to drive further instructionsketching, writing, going to the board to share, volunteering.food chains and food webs-sketch from prior knowledge one of each from local ecosystem. Together sketch on Smartboard. point out direction of arrow.1/20/20152.1.3, 2.1.4How do we model energy as it flows through an ecosystem?Vocab Quizecological pyramidsecopyramids1/22/20152.1.4How do we model energy as it flows through an ecosystem?Continue eco pyramids/ adv/disadvdrawing pyramid modelsbuild pyramids from data1/23-1/27/20152.1.4How do we model energy as it flows through an ecosystem?1. From data, students build pyramids and answer discussion questions.2. Class discussion: What differentiates bioaccumulation from biomagnification. Discussion based on prior knowledge polar vs nonpolar substances...like dissolves like.3. Cat drop activity.4. HW: To Do pg 53, 2 and 3; page 58 describe the flow of energy that hists a leaf account for all energy (figure 3.36)1/29-1/30/152.1.5How does pyramid structure affect ecosystem function?1. Share cat drops and post on walls.observation and discussionreading, sketching, class discussion.2. Mad as a Hatter: read in circle out loud, keep new vocab list, class discussion with guiding questions.2/2/152.5.1,2.5.2,2.5.3How is energy transferred and transformed through an ecosystem?1. Energy flow diagrams from HWreading, sketching, class discussion.2. Complete Mercury article discussion3. Biozone energy flow diagrams3/2/152.5.1,2.5.2,2.5.3How is energy transferred and transformed through an ecosystem?1. go over biozone answers.2. Methods of measuring productivity and biomass.5/2/152.5.7How is energy transferred and transformed through an ecosystem?1. methods of measuring productivity cont'd - notes.2. Lab bench- measuring GPP simulation6/2/152.5.7How can we measure the energy passed through consumers?1. Methods of measuring consumer energy: GSP and NSPobservation and questioning.Student Inquiry for half the session...followed by teacher instruction.2. Productivity Problem Solving2/9-2/10/152.5.7How can we measure the energy passed through consumers?1. productivity lab...collect sample from pond. Investigate productivity using light and dark method.Use practice lab to determine readiness and drive review.lab investigation followed by review.2. When lab has been completed, begin work on practice test.3. Test: Friday and maybe Monday...

2/16-2/17/20152.5How can we measure the energy passed through consumers?Summative assessment2/23-2/24/15SCSh3 Investigate problems scientificallyHow can we communicate research findings effectively?Students will be learning about designing, carrying out, writing results of a research investigation.1. Hand out article: "Nonmalarial Infant Deaths and DDT Use for Malaria Control".2/3/15SCSh3 Investigate problems scientificallyHow can we choose the correct method of graphing and interpret graphs.Discuss graphing homework. Students ask questions where they struggled.3/3/15SCSh3 Investigate problems scientificallyHow do we know when our data is reliable and valid?Teach statistics: mean, median, mode, SD, SE, T-Test5/3/15SCSh3 Investigate problems scientificallyHow can we use excel to graph and analyze data?1. Go over testsobservation, questioning, discussionSelf- paced and teacher can give individualized instruction.2. Make bar graphs with error bars from " comparing treatments" in packet.3. Use computers to plot linear regression and learn excel page 44-45 in packet.6/3/15SCSh3 Investigate problems scientificallyHow can we communicate research findings effectively?Complete packet in class independently.Students will use IB rubric to do a peer assessment and give feedback prior to turning it in to me.HW: Write the PL portion from our practice lab. The problem we were investigating was "productivity of water at different temperatures".Data set was collected at 10 degrees. The data set for 28 degrees is: 3.5 ppm, 4.2 ppm, 5.0 ppm, 4.7 ppm, 4.2 ppm3/9-3/13/15SCSh3 Investigate problems scientificallyHow can we communicate research findings effectively?Continue writing practice IA.practice IA-peer review-then I will give feedback.Students create lab write-up with their own ideas and design in mind.Students must complete PL section by Monday, 3/16, for peer review prior to handing in to me.3/16/2015SCSh3 Investigate problems scientificallyHow can we communicate research findings effectively?Peer review of PL and data collection

Sheet3DateStandard(s)Essential QuestionTeaching and LearningAssessmentsLinksDifferentiation/teaching strategies

t11/8/142.6.5How do ecosystems change after a disturbance?1. Check Topic 2.6 notesFormative: questioning as notes are discussedhttps://www.sciencenews.org/article/fresh-look-mount-st-helens2. Class notes on succession in a temperate deciduous forest3. Assign: Students apply succession notes to article: Science News: A fresh Look at Mount St. Helens.12/8/142.6.6How does the functioning of an ecosystem change after a disturbance?1. Spark: What are the pioneer species that have moved into the Mt. St. Helens area? On page 19, 10th paragraph, the word 'vanguard' is used. What does it mean? What are some factors that determine how long the recovery is taking? How long will it take for the area to completely recover?formative: students present current understanding of succession in article application. I correct as necessary.2. Students share organizational charts or timelines for article...3. Students answer questions regarding productivity/biomass changes/biodiversity etc, in small groups.8/13/10142.6.4How can we use cemetery data to model survivorship during the 1800s and 1900s?1. cemetery survivorship data collectionhttp://enviroliteracy.org/pdf/materials/1245.pdfKinesthetic learning2. Assign unit test for next Tues.8/15/20142.6.4How can we use cemetery data to model survivorship during the 1800s and 1900s?1. manipulate and graph data.cemetery lab instructions2. Annotate graphs3. TEST Wednesday8/18/20142.6.4How do ecosystems change as external pressures are applied to them?1. Check and discuss survivorship graphsTopic 2.6 review ppt2. Hand out practice test to complete for homework8/19/20142.6How do ecosystems change as external pressures are applied to them?Go over practice test2.6 review assignment8/20/20142.6How do ecosystems change as external pressures are applied to them?TEST Topic 2.6summative standards based assessment.8/22/20143.1How do we collect and use the data involved with studying population dynamics?Students work on study guide and vocabulary for topic 3.1.key terms and study questions topic 3.1https://docs.google.com/a/morgan.k12.ga.us/document/d/171B0tdXfGhE2RqtCdfik0yt2fadDdbtieDOAxBtgVLI/edit8/25/20143.1What data can we use to study populations?1. vocab quiz2. notes on human population data8/26/20143.1.2What data can we use to study populations?1. Spark: population calculationsformative through spark and wsmaking population calculations2. global village ppt3. causes of inc birth/fertility rates4. population calculations ws8/27/20143.1.3How can we use population pyramids to understand population trends?population calculations..go overreading pop pyramidspop pyramidsgood examples of pyramids of US citiesinteractive pop pyramid8/29-9/2/20143.1How can we explain the demographics of various countries?Work on world demographic collaborative Prezi. Due on Wed for presentation.Using the IB rubric students will be given project grade.World population preziStudents choose country based on interest.9/3- 9/5/20143.1How can we explain the demographics of various countries?Present PreziHow can we explain the demographics of various countries?9/8-9/9/143.1How can we use our models of population to understand the trends in India, the US and Subsaharan Africa?World in the Balance Video-The People Paradox with viewing questions.Viewing GuideStudents break into groups based on interest (countries), discuss questions and then share with the class.HW: Read Carrying Capacity an Ethical Concept by Garrett Harding : Two column notes,8 quotes due Friday.10/9/14population review12/9/143.1Is it Garrett Hardin morally wrong for not wanting to give money to developing countries?Class discussion reflecting on quotes from reading. Use discussion questions to guide discussion if necessary.9/15/20143.1How can we understand population dynamics?Review for Test9/16/20143.1How can we understand population dynamics?Testsummative assessment Topic 3.19/19/20143.2 StandardsHow can we live more sustainably?Hand out reading and key vocabTopic 3.2 reading and key termsstandardsearth ships and sustainability9/22-9/243.2How can we live more sustainably?Students will read the three essays, making a new vocabulary list from each and writing two column notes from each. These essays are The problem is sustainable yield, Natural Capital, and Sustainability in China: attitudes past, present and future.Students will read, Critical Reading of An Essays Argument. They will then apply what they have read to the essay entitled, No Middle Way on the Environment by Paul Ehrlich.

These first two assignments should probably last them the entire three days. If, however, they were to finish these, please remind them that they have key terms and guided reading notes to complete for their current unit, on the back of their new standards sheets.9/26/20143.2How can we live more sustainably?vocab from essaysessay discussionsbegin natural capital notes9/29/20143.2How can we live more sustainably?Natural Capital notes contd.1. vocab quiz2. place each nat. cap service in the correct category9/30/20143.2How can we live more sustainably?1. Go over categorization of services.circles of sustainability2. Circles of sustainability...for world together then for Madison in groups.

10/13-10/15/20143.2How can we live more sustainably?Students will read, Critical Reading of An Essays Argument. They will then apply what they have read to the essay entitled, No Middle Way on the Environment by Paul Ehrlich.No Middle Wayhow to read critically10/17/20143.2Discuss Ehrlich's Essay, include vocab10/20/20143.2Is Sustainable Development achievable?William McDonough's Ted Talk10/21/20143.2Is Sustainable Development achievable?hand back tests, schedule make ups for w/th next weekSustainability projectStudents select project of their choosing based on interest.select topics for sustainability projects, begin work, due next T10/24/2014How can we work with physics and examine the pond scientifically?GROUP 4 Project- all dayGroup 4 rubricTeachers group students from both classes. Student groups develop question for investigation. In addition, they completely design investigation and carry it out.10/27/20143.2Is Sustainable Development achievable?project workStudents select project of their choosing based on interest.10/28/2014How can we work with physics and examine the pond scientifically?Group 4 presentationsUsing IB Group 4 rubric to assess as a lab grade.Students design investigation of their choosing based on interest and prior knowledge.10/29/20143.2Is Sustainable Development achievable?project workStudents select project of their choosing based on interest.10/31/20143.2Is Sustainable Development achievable?presentationsAccording to rubric.sustainability rubricStudents select project of their choosing based on interest.11/3-11/4/20143.7and 3.8What are the environmental demands of human populations?Key Terms and Reading guide for topic 3.7 and 3.8Vocab quiz 11/10Topic 3.7 and 3.8 standardsStudents read and tackle all aspects of assignment at their own pace.5/11/143.7 and 3.8What are the environmental demands of human populations?Ecological Footprint packet, due Friday. (pick up a packet from my classroom.)human carrying capacity and ecofootprint video lesson7/11/143.2Is Sustainable Development achievable?presentationsAccording to rubric.human carrying capacity and ecofootprint packetStudents select project of their choosing based on interest.10/11/143.5How can environmental factors affect food production?Complete presentations.seed germination inquiryIntroduce IA 2....environmental impacts on germination of vegetable seeds. Students develop question, method and materials. Due Tuesday.11/11-11/14/20143.5How can environmental factors affect food production?Internal AssessmentCheck for Question, introduction, hypothesis, method and data tableFull inquiry based research investigation. Students select variables and formulate procedure, data collection methods and carry out investigation.11/17-11/18/20143.5How can environmental factors affect food production?30 mins data collection/20 minutes complete presentationsIA rubric, questioning and observationsFull inquiry based research investigation. Students select variables and formulate procedure, data collection methods and carry out investigation.11/19/20143.8How does our ecological footprint affect the earth?Collect data. Ricky presents.Groups questions will be assessed for understanding.Groups will be formed based on current understanding of the topic as determined by teacher.11/21/2014SCsh3How can we handle lab materials correctly?Students turn in IA #2Clean up labs.Thanksgiving feast12/1-12/2/20143.8How does our ecological footprint affect the earth?In small groups share packet answers.Small groups share and discuss with entire class.Each group shares answers and class clears up any misconceptions.Within groups students determine which questions they will share with class.

12/3-5/20143.7.1Why is it difficult to determine the human carrying capacity?1. complete packetsdiscussion and observations3.7 Limits to growth2. ppt: Limits to growth8/12/143.7.1Why is it difficult to determine the human carrying capacity?Students read success of plastic bag and disposal of waste. Make a graphic organizer comparing the advantages and disadvantages of each.discussion and observationsConstructing knowledge from individual graphic organizer. Sharing understanding with class.Continue limits to growth notes9/12/143.7-3.8Why is it difficult to determine the human carrying capacity?complete notes.sticky notesself assessment of standards.Students identify standards they are struggling with and use sticky notes to ask questions.10/12/143.7-3.8Why is it difficult to determine the human carrying capacity?Unit testsummative assessmentQuestion types vary according to objectives - DOK levels.12/12/143.7-3.8What is my impact on the environment?myfootprint.comdiscussion and observationsstudents determine individual ecological footprints.plasma torch pacific gyre Ted?12/15-12/19/20143.4How can we conserve our soil resources?Students receive handout: key terms and reading andSoil Systems AssignmentSoil Systems unit assignment. All Due Friday.5/1/153.4How can we conserve our soil resources?students will be given Guided reading questions to teach to each other based on their understanding from their reading. One day will be preparing the lesson and the 2nd day will be delivery including an assessment.Observingtopic 3.4 Key Terms and ReadingStudents determine how they would like to teach the class and what type of assessment to provide.1/6-1/7/20153.4How can we conserve our soil resources?Students teach each other the standards and give assessments.Students receive a grade of 1-4 based on participation and understanding of the standard they are teaching.Students determine how they would like to teach the class and what type of assessment to provide.9/1/153.4How can we conserve our soil resources?notes-teacher guidedsummative on Monday12/1/153.4How can we conserve our soil resources?Test1/13/20153.5Why is there a food disparity?Key Terms and Reading guide for Topic 3.5Vocab quiz Tues, 1/20Topic 3.5 Key Terms and Readingfirst two standards due tomorrow!Project due Wed, 1/21 (see reading guide)1/14/20153.5.1 , 3.5.2Why is there a food disparity?1. Willie Nelson video Coldplay, 'the Scientist'Food Rubric2. What the World Eats3. Notes1/16/20153.5.3, 3.5.4How do food production efficiencies compare?Complete notes on 3.5.1. Project work time.Students determine project topic by interest.1/20/20153.5How do food production efficiencies compare?Key terms quizproject work time1/21/20153.5How do food production efficiencies compare?Project work time...project due at midnite.See food rubric1/23/20153.5How do food production efficiencies compare?Presentations.1/26/20153.5How do food production efficiencies compare?Food AssessmentOld IB test...open notes...graded for accuracy. Must work independently.1/26- 2/4/2015IAInvestigate an aspect of passive solar heating or heat retention.1. Give students notes on passive solar homes and insulation, factors that affect cooling and heating, heat capacity, emitters, etc.IB IA RubricWriting IA-with rubric and checklistStudents develop question which they would like to investigate and design their own investigation.2. Students complete activity on rate of cooling using temperature probes. Teach students how to calibrate the temperature probes.3. Brainstorm possible topics for IA. Begin IA immediately. Due 2/13.4. We will work in class from today through next Wednesday. You will have two class days to write. Use your time wisely!IA ppt2/5-2/6/20153.1

2/13/20153.1decision making matrix2/16/20153.1Which energy source is most suitable for us in Georgia?1. Kahootit questionnaireuse Kahootit to drive discussionenergy essay assignment and rubric2. Continue filling in table.3. Decision making matrix2/17/20153.2Which energy source is most suitable for us in Georgia?Students develop questions about energy sources.They continue to work on matrix.Matrix is due Monday, Essay is due Tuesday.2/23-2/24/20153.6- Water resourcesHow is the future of energy consumption being addressed?Students go to webpage: "Great Energy Challenge" and take the quiz: "What do you know about world energy?" Self assess. Then partners read an article from that website, summarize by providing main concepts and supporting evidence to share with class Tuesday. Tuesday students will provide discussion questions to ask class.3.6.1: Describe the Earth's water budget.3.6.2 Describe and evaluate the sustainablity of freshwater resource usage with reference to a case study.2/27/20153.6.1Will the next wars be over water?Intro water unit with :tristate water wars discussion.Water Resources guided readingStudents read in books and answer Water standards based questions.3/2-3/3/20153.6.1 and 3.6.2Will the next wars be over water?Groups share answers on white boards and design discussion questions for class.3/4-3/6/20153.6.2Will the next wars be over water?Watch PBS Earth a New Wild, Water episode.Students will be asked to describe the causes, implications and resolutions to one of the case studies.PBS Earth-a New Wild videoVideo and writing.Share the Protect Georgia newsletter about Plant Vogtle's water use. Discuss and take a stance.Respond to one of the following prompts in a one page discussion. 1) How is the Aral Sea an example of positive feedback?2)Why is the Colorado River a Story of Choice? 3) How can one fish prevent disease in a village?9/3/153.6.2Will the next wars be over water?Students go to this website and calculate their water footprint: http://environment.nationalgeographic.com/environment/freshwater/change-the-course/water-footprint-calculator/National Geo. Barbara Kingsolver essay : Water is lifeThen they should go to this website, read the essay and write a double entry journal for it. For each paragraph, find a quote, write it on the left column and respond in the right column. I will email this assignment to them.http://ngm.nationalgeographic.com/2010/04/water-is-life/kingsolver-text/110/3/153.6Will the next wars be over water?Identify the water standards, from the study guide or from my webpage. For fifteen minutes, write at least four questions that refer to these two standards. Break into four small groups. In groups, popcorn the questions to one another as a review for the test Friday.Water footprint calculator11/3/153.6Will the next wars be over water?Kahootit reviewstapped outppt presentation Chattahoochee River Keepers "Tapped Out"3/13/20153.6Will the next wars be over water?test 3.6summative3/16-3/17/20154.1Why does biodiversity matter?1. Poll everywhere question: Why does biodiversity matter?lecture 4.1-42. Hand out new standards, standards-based questions and key terms. Two class days to work. Standards based questions for 4.1 are due Wed.3. Watch and add notes from the youtube lecture: 4.1-4. Biodiversity, speciation, plate tectonics. (15:37mins)3/18/20154.1Why does biodiversity matter?Socratic discussion with teacher developed questions.socratic discussion procedureStudent driven socratic discussion. Student constructed knowledge based on standards-based guided reading questions-STRATEGy