APES Daily Agenda


Scroll down to view previous daily agenda’s


Monday September 16th

Objective: Students will read, write, listen, and speak to complete the succession lab worksheet including graphing and data analysis.

9-16-189, Warm-Up
No Warm-Up—Get out your Chapter 4 & 5 Notes

Classwork: Ch. 4 & 5- Notes & Discussion- Biodiversity- Evolution, Species Interactions, & Population Control
+Succession Lab WS: Graphing & Analysis
Succession Flash Animations
http://wps.pearsoncustom.com/wps/media/objects/2128/2179441/28_03.html
https://www.wiley.com/college/strahler/0471480533/animations/ch23_animations/animation1.html

Homework: See Calendar


Friday September 13th

Objective: Students will read, write, listen, and speak to explain the concepts of competitive exclusion, habitat partitioning, ecological niche, generalists, specialists, k-strategists, and r-strategists in a written summary.

9-13-19, Warm-Up
Describe the trends in the data shown on the graph and explain the reasons for the trends.

Classwork: Ch. 4 & 5- Notes & Discussion- Biodiversity- Evolution, Species Interactions, & Population Control
+Bird Guilds Reading & Diagram

Homework: See Calendar


Thursday September 12th

Objective: Students will graph and analyze population cycle data to be able to graph explain the mechanisms for population change over time in several ecosystems.

Terminology: carrying capacity, exponential growth, logistic growth, overshoot, population crash, irruptive or cyclic population change, top-down population regulation or bottom-up population regulation, and limiting factors.

9-12-19, Warm-Up
Read the essay, The Interlocking Fates of Jays and Pinyons”. 
As you read, create a bullet list that captures the main ideas.

Classwork: Ch. 4 & 5- Notes & Discussion- Biodiversity- Evolution, Species Interactions, & Population Control
+Population Cycles- Graphing & Analysis

Homework: See Calendar


Wednesday September 11th

Objective: Students will read, write, listen, and speak to explain (in writing) the various relationships and interactions between species, as well as the different roles that species play in ecosystems.

9-11-19, Warm-Up
Read the article, “How a Tree and Its Moth Shaped the Mojave Desert”.
As you read, create a bullet list that captures the main ideas.

Classwork: Chapter 4 & 5 PPT- Biodiversity- Evolution, Species Interactions, & Population Control
+Video: Some Animals Are More Equal Than Others: Keystone Species and Trophic Cascades w/notes

Homework: See Calendar


Tuesday September 10th

Objective: Students will learn how wildlife biologists measure species diversity in nature by comparing the species (car make and model) diversity of cars in the student parking lot to be able to use Microsoft Excel to compute the Shannon Diversity Index and draw conclusions based on the data.

9-10-19, Warm-Up
Analyze the data table in terms of and write a summary that describes your analysis.

  • Species richness
  • Species evenness
  • Species dominance
  • Overall diversity
Species Community A Community B Community C
Deer 95 20 10
Rabbit 1 20 10
Squirrel 1 20 10
Mouse 1 20 10
Chipmunk 1 20 10
Skunk 10
Opossum 10
Elk 10
Raccoon 10
Porcupine 10

Classwork: Shannon Diversity Index – “Car Species” Diversity Lab – Part 2
-Intro
-Computer Lab

Shannon Diversity Index (Butera APES 2019-2020)

Homework: See Calendar


Monday September 9th

Objective: Students will learn how wildlife biologists measure species diversity in nature by comparing the species (car make and model) diversity of cars in the student parking lot to be able to use Microsoft Excel to compute the Shannon Diversity Index and draw conclusions based on the data.

9-9-19, Warm-Up
Read the the Shannon Diversity Index handouts.

Classwork: Shannon Diversity Index – “Car Species” DiversityLab – Part 1
-Intro
-Data Collection- Parking Lot

Homework: See Calendar


Friday September 6th

Objective: Students will read, write, listen, and speak to explain, in a written summary, how the data that the Grant’s collected provides evidence to support the theory of natural selection.

9-6-19, Warm-Up
Read and annotate the El Niño & Darwin’s Finches Background Information Handout

Classwork: El Niño & Darwin’s Finches: Graphing & Analysis
-El Niño Animation
The Beak of the Finch Video
-Guided Practice: El Niño & Darwin’s Finches: Graphing & Analysis

Homework: See Calendar


Thursday September 5th

Objective: Students will read, write, listen, and speak throughout the instructor’s PowerPoint Presentation that addresses biodiversity & evolution and write notes, turn and talk, and participate in discussions, to be able to complete a written summary.

9-5-19, Warm-Up
Read the field trip hand outs

Classwork: Ch. 4 & 5- PPT- Biodiversity- Evolution, Species Interactions, & Population Control

Homework: See Calendar


Wednesday September 4th

Objective: Students will demonstrate their knowledge and skills of Chapter 3 content to be to successfully complete the Chapter 3 quiz in a timed setting that models the AP Environmental Science Exam.

9-4-19, Warm-Up
TEST – NO WARM-UP

Classwork: Chapter 3 Test: Multiple Choice + FRQ

Homework: See Calendar


Tuesday September 3rd

Objective: Students will read, write, listen, and speak to analyze and describe the biogeochemical cycles.

9-3-19, Warm-Up
Identify and describe the steps in the nitrogen cycle that you learned last Friday.

Classwork: Chapter 3 PPT Part 2—Biogeochemical Cycles—The Nitrogen Cycle

  • Chapter 3 PPT Part 2—Biogeochemical Cycles—The Nitrogen Cycle
  • APES Released 2010 MC

Homework: See Calendar


Friday August 30th

Objective: Students will read, write, listen, and speak to draw and analyze a diagram of the nitrogen cycle and explain the steps of the nitrogen cycle.

8-30-19, Warm-Up
Identify and describe two human interventions in the carbon cycle.
Identify and describe two carbon reservoirs.

Classwork: Chapter 3 PPT Part 2—Biogeochemical Cycles—The Nitrogen Cycle

  • Carbon Cycle and Nitrogen Cycle Videos (w/notes in notebook)
  • Chapter 3 PPT Part 2—Biogeochemical Cycles—The Nitrogen Cycle
  • Nitrogen Cycle Card Matching

Homework: See Calendar


Thursday August 29th

Objective: Students will read, write, listen, and speak to complete calculations and complete a diagram of Earth’s carbon sources, sinks, and fluxes.

8-29-19, Warm-Up
Balancing the following chemical equations
N2  +  O2  →  N2O
S  + O2  → SO3
C2 H6 +  O2  →  CO2 + H2O + Heat

Classwork: Chapter 3 PPT Part 2—Biogeochemical Cycles—The Carbon Cycle
+Balancing the Carbon Budget WS: Intro + Work Time

Homework: See Calendar


Wednesday August 28th

Objective: Students will read, write, listen, and speak to learn how to balance chemical equations and understand the law of conservation of mass and how specific chemical reactions keep our environment in balance.

8-28-19, Warm-Up
Finish reading and  taking notes on the NYT Article, “Global Warming Alters Arctic Food Chain, Scientists Say, With Unforeseeable Results”; be prepared to share.

Classwork: Fundamentals of Environmental Science
-Balancing Chemical Reactions–Skeleton Notes
w/Sample Problems

Homework: See Calendar


Tuesday August 27th

Objective: Students will read, write, listen, and speak to be able to explain how energy flows through ecosystems and to correctly answer multiple choice questions about energy flow through ecosystems.

8-27-19, Warm-Up
Describe this picture and explain how it demonstrates the 1st and 2nd Law of Thermodynamics.

Classwork: Ch. 3- Notes & Discussion- Ecosystems: What Are They and How Do They Work?
+NYT Article: Global Warming Alters Arctic Food Chain, Scientists Say, With Unforeseeable Results
+AP Sign-Up on Chromebooks +Released MC Questions

Homework: See Calendar


Monday August 26th

Objective: Students will read, write, listen, and speak to be able to explain how energy flows through ecosystems and to correctly answer multiple choice questions about energy flow through ecosystems.

8-26-19, Warm-Up

Classwork: Ch. 3- Notes & Discussion- Ecosystems: What Are They and How Do They Work?
+Sample Problems 1 & 2
+NYT Article: Global Warming Alters Arctic Food Chain, Scientists Say, With Unforeseeable Results

Homework: See Calendar


Friday August 23rd

Objective: Students will read, write, listen, and speak, working with their group members to create a food web and explain the flow of energy through a trophic pyramid.
Academic vocabulary: food chains, food webs, producers, autotrophs, consumers, heterotrophs, primary, consumers, herbivores, secondary consumers, tertiary consumer, carnivores, omnivores, decomposers, detritivores, biomass, pyramid of energy flow

8-23-19, Warm-Up
What did you eat for lunch?
Name some of the ingredients.
Describe how they were grown/raised.
Describe the supply chain that got your food from farm to table.

Classwork: Activity- Food Webs & Trophic Pyramids
-Intro
-Activity time
-Trophic pyramid demonstration

Homework: See Calendar


Thursday August 22nd

Objective: Students will read, write, listen and speak to learn how to solve quantitative environmental science word problems that are typical of this AP course and exam.

8-22-19, Warm-Up
Write a five-sentence paragraph.  Describe one of your favorite hobbies, sports, or activities.  What is it?  Why do you like it? How long have you been doing it?  Who got you involved? What are your goals for this hobby, sport, or activity?

Classwork:  Intro Problem Set

Homework: See Calendar


Tuesday August 20th

Objective

Students will read the AP environmental science Course Syllabus and complete an open-note quiz to learn how to be successful in AP environmental science.

Students will learn and engage in a chapter note-taking assignment.

In- 8/21/17, Warm-Up
Read and annotate the course topic outline on page two of the syllabus.
✔︎ Write check marks by topics with which you are familiar.
? Write question marks by topics with which you have little to no knowledge.
☆ Draw stars by topics that seem interesting to you.
! Write exclamation marks by topics that you are excited to learn about.
❤︎ Draw hearts by topics that you love or think you will love to study this year.
Finally, write a summary of some of the things you annotated; i.e. what do you know, what is of interest to you, what are you excited about, what topic do you love, what topic do you know little about?

Classwork:  Teacher Introduction
-First Day Syllabus Open-Note Quiz
-Chapter 3 Note-Taking Assignment

Homework: See Calendar


Summer Homework

  1. Go to the APES Twitter page and browse articles. Choose three articles, each on a different topic.  For each article, read the article and write a one-page summary and reflection (one side of one piece of loose-leaf paper); three articles—three summaries—three pages.
    *If the article is too short to write a one-page summary, you can do several shorter summaries on each page.  Bottom line: three pages of summaries.
    For example, If you prefer shorter articles, you can write three article summaries on each page (one-paragraph each); a total of nine article summaries.  You can also listen to the NPR stories and write your summary while you are listening.
    —> Due Friday August 30th
  2. To start the semester prepared, read Chapter’s 1 and 2 of the AP environmental science textbook (eBook); Living in the Environment 17th Ed. Click the link below.  You must be logged into your DPS Google account to open the PDF.  https://drive.google.com/open?id=0BysV-E6URW6ETVZDVm5nYzR1Q0E