APES Daily Agenda


Scroll down to view previous daily agenda’s


Friday November 15th

Objective: Students will read, write, listen and speak throughout the instructor’s PowerPoint Presentation that addresses Sustaining Terrestrial Biodiversity: The Ecosystem Approach to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.

11-15-19, Warm-Up
Read the NYT’s article “Stitching Together Forests Can Help Save Species, Study Finds” .  
-As you read, create a bullet list that captures the main ideas.

Classwork: Ch. 10- Notes & Discussion- Sustaining Terrestrial Biodiversity: The Ecosystem Approach: Habitat Fragmentation, Habitat Corridors, & Ecosystem Services

Homework: See Calendar


Thursday November 14th

Objective: Students will read, write, listen, and speak connecting prior knowledge and academic vocabulary to analyze a set of ecological studies and explain how ecologists have used research and experimentation to support the idea that biodiversity is vital to the function of Earth’s Ecosystems.

11-14-19, Warm-Up
Read the chapter excerpt “Islands on Dry Land” from the book “The Sixth Extinction” and write a brief summary.

Classwork:  Analyzing Important Studies in Biodiversity

Homework: See Calendar


Wednesday November 13th

Objective: Students will read, write, listen, and speak, while working in groups, to present five management alternatives, then vote on the best one and discuss why they chose it as the best option for the RMNP Elk/Vegetation Management Plan.

11-13-19, Warm-Up
Chapter 9 & 10 Quiz — No Warm-Up

Classwork:  RMNP Elk & Vegetation Management Plan Case Study

Homework: See Calendar


Tuesday November 12th

Objective: Students will read, write, listen, and speak, while working in groups, to present five management alternatives, then vote on the best one and discuss why they chose it as the best option for the RMNP Elk/Vegetation Management Plan.

11-12-19, Warm-Up
Thinking Like a Mountain by Aldo Leopold-Sand County Almanac
1.Read the passage…
2.Identify the main ecological/environmental concept that Aldo Leopold conveys, then select strong textual evidence from the passage that helps Leopold illustrate that concept.

Classwork:  Video Clip: How Wolves Change Rivers
RMNP Elk & Vegetation Management Plan Case Study

Homework: See Calendar


Monday November 11th

Objective: Students will read, write, listen and speak throughout the instructor’s PowerPoint Presentation that addresses Sustaining Terrestrial Biodiversity: The Ecosystem Approach to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.

11-11-19, Warm-Up
Article: Conservation vs. Preservation
1.Who was Gifford Pinchot (Peen-show)?
2.Who was John Muir?
3.Distinguish between conservation and preservation.
4.Describe the current model for Public Land Management in the United States, with regard to conservation and preservation.

Classwork: Ch. 10- Notes & Discussion- Sustaining Terrestrial Biodiversity: The Ecosystem Approach: Public Land Management in the United States
Environmental Literature
Thinking Like a Mountain by Aldo Leopold-Sand County Almanac
1.Read the passage…
2.Identify the main ecological/environmental concept that Aldo Leopold conveys, then select strong textual evidence from the passage that helps Leopold illustrate that concept.

Homework: See Calendar


Friday November 8th

Objective
This activity will familiarize environmental science students with careers in rangeland management and with ecological sampling methods used by rangeland managers.

Students will complete a range condition simulation in which they collect relative density data and use it to determine range condition similar to what a rangeland manager would do in the field.

11-8-19, Warm-Up
Read the Range Condition Simulation- Background Information then answer the following questions in complete sentences.
1. What is the purpose of ecological sampling?
2. Identify and describe two types of ecological sampling.
3. What is relative density and what does it tell us?
4. What is range condition (quantitative climax method) and what does it tell us?

Classwork: Range Condition Simulation
-Intro
-Lab Time

Homework: See Calendar
Extra Credit Article Link:
Increasing native diversity of cheatgrass-dominated rangeland through assisted succession


Thursday November 7th

Objective: Students will read, write, listen and speak throughout the instructor’s PowerPoint Presentation that addresses Sustaining Terrestrial Biodiversity: The Ecosystem Approach to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.

11-7-19, Warm-Up
Emerging research has shown that western shortgrass prairie, in some places, has begun to succeed into sagebrush scrubland i.e. sagebrush steppe, and sagebrush steppe has begun to succeed into pinyon-juniper woodlands.  Why do you think this is happening?  Discuss with your neighbors,   then explain in writing.

Classwork: Ch. 10- Notes & Discussion- Sustaining Terrestrial Biodiversity: The Ecosystem Approach: Rangelands
+Article: Bundy and the BLM- Read, Discuss, Summary

Homework: See Calendar


Tuesday November 5th & Wednesday November 6th

Objective: Students will read, write, listen, and speak to engage in a simulation of the “Tragedy of the Commons” to explain the nature of open-access resources and the problems that occur with their management.

11-5-19 & 11-6-19, Warm-Up
No Warm-Up| Set-up Data Table

Classwork: Happy Fishing” Tragedy of the Commons Activity
Tragedy of the Commons- Video w/notes

Homework: See calendar


Monday November 4th

Objective: Students will read, write, listen and speak to identify countries with decreasing forest cover, explain the drivers of this deforestation and what is being done to reduce deforestation in these countries.

11-4-19, Warm-Up
The Threat to Tropical Rainforests

Classwork: Deforestation Web Activity
Links for Analyzing Deforestation by Country
Forest area (% of land area) lost 2002 -2014:
https://data.worldbank.org/indicator/AG.LND.FRST.ZS
Total ha lost 2002-2014:
https://www.globalforestwatch.org/dashboards/global?category=summary
Drivers of Deforestation:
https://theredddesk.org/countries

Articles:
The Amazon on the Brink
The Amazon, Siberia, Indonesia: A World of Fire

Homework: See Calendar


Monday October 28th

Objective: Students will read, write, listen and speak throughout the instructor’s PowerPoint Presentation that addresses Sustaining Terrestrial Biodiversity: The Ecosystem Approach to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.

10-25-18, Warm-Up
Yale 360 Article: “Despite Government Pledges, Ravaging of Indonesia’s Forests Continues”
-As you read, create a bullet list that captures the main ideas.

Classwork:  Ch. 10- Notes & Discussion- Sustaining Terrestrial Biodiversity: The Ecosystem Approach: Deforestation
+Use of Remote Sensing to Monitor Deforestation and its Effects on Hydrologic Cycles

Homework: See Calendar


Friday October 25th

Objective: Students will read, write, listen and speak throughout the instructor’s PowerPoint Presentation that addresses Sustaining Terrestrial Biodiversity: The Ecosystem Approach to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.

10-25-18, Warm-Up
Sounds of the Tropical Rainforest of Borneo

Classwork
-Ch. 10- Notes & Discussion- Sustaining Terrestrial Biodiversity: The Ecosystem Approach: Deforestation
-Rates of Forest Clearing- Dimensional Analysis

Homework: See Calendar


Thursday October 24th 

Objective: Students will read, write, listen and speak throughout the instructor’s PowerPoint Presentation that addresses Sustaining Terrestrial Biodiversity: The Ecosystem Approach to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.

10-24-19, Warm-Up
Read the article Colorado Fire Follows in Pine Beetles’ Tracks and answer the following questions:

  1. Explain the process by which beetles kill tress. What is the cause of death?
  2. Explain the phases, in terms of appearance, that trees go through after death by beetle.
  3. What phase burns the hottest?
  4. What is the natural ecological role of fire?
  5. How have humans increased fire potential/danger?
  6. What has allowed the beetle epidemic to accelerate?
  7. What are two ways humans can manage forest to minimize fire danger/potential?

Classwork:  Ch. 9 & 10 PPT– Sustaining Terrestrial Biodiversity: The Ecosystem Approach: Wildfires
+Mountain Pine Beetle Outbreak- Word Problem

Homework: See Calendar


Wednesday October 23rd

Objective: Students will read, write, listen and speak throughout the instructor’s PowerPoint Presentation that addresses Sustaining Terrestrial Biodiversity: The Ecosystem Approach to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.

10-23-19, Warm-Up
Read the Yale 360 article How wildfires are polluting rivers and threatening water supplies?” and write a complete summary.

Classwork:  Ch. 9 & 10 PPT– Sustaining Terrestrial Biodiversity: The Ecosystem Approach: Wildfires
+Read the article Colorado Fire Follows in Pine Beetles’ Tracks and answer the following questions:

  1. Explain the process by which beetles kill tress. What is the cause of death?
  2. Explain the phases, in terms of appearance, that trees go through after death by beetle.
  3. What phase burns the hottest?
  4. What is the natural ecological role of fire?
  5. How have humans increased fire potential/danger?
  6. What has allowed the beetle epidemic to accelerate?
  7. What are two ways humans can manage forest to minimize fire danger/potential?

Homework: See Calendar


Wednesday October 16th

Classwork:  Ch. 9 & 10 Review Questions – Work Session

Homework: See Calendar


Tuesday October 15th

Objective: Students will read, write, listen and speak throughout the instructor’s PowerPoint Presentation that addresses Sustaining Terrestrial Biodiversity: The Ecosystem Approach to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.

10-15-19, Warm-Up

Classwork
-Chapter 10 PPT- Sustaining Terrestrial Biodiversity: The Ecosystem Approach: Wildfires
Story/Article Notes:  As you read or listen, create a bullet list that captures the main ideas.
-Listen to the NPR story Will more logging save western forests from wildfires?
-Article: Yale 360 How wildfires are polluting rivers and threatening water supplies?”

Homework: See Calendar


Monday October 14th

Objective: Students will read, write, listen and speak throughout the instructor’s PowerPoint Presentation that addresses Sustaining Terrestrial Biodiversity: The Ecosystem Approach to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.

Objective: Students will read, write, listen and speak to analyze data, perform calculations, and write detailed explanations with respect to the Hubbard Brooks Experimental Forest- Case Study.

10-14-19, Warm-Up
No Warm-Up

Classwork: Chapter 10 PPT- Sustaining Terrestrial Biodiversity: The Ecosystem Approach
Video Notes:
-The Swedish forestry model- Environmental atlas of Europe
-FSC: Certification to Protect Habitat for the Amur Tiger in the Russian Far East

Homework: See Calendar


Thursday October 10th

Objective: Students will read, write, speak, and listen to be able to analyze data, perform calculations, and write detailed explanations with respect to the Hubbard Brooks Experimental Forest- Case Study.

10-10-19, Warm-Up
Read the Hubbard Brooks Experimental Forest Case Study.  Be sure to read the back page as well.  Answer the following questions:

  1. Describe the experiment in Part 1.
  2. What was the hypothesis?
  3. Describe the experiment in Part 2.
  4. What was the hypothesis?

Classwork: Hubbard Brooks Experimental Forest- Case Study w/Analysis Questions

Homework: See Calendar


Wednesday October 9th

Sub-Day — Test- Ch. 3, 4, 5 & 7 –> MC & FRQ


Monday October 7th

Objective: Students will read, write, listen, and speak to conduct a specific heat lab, graph and analyze the data, and apply what they’ve learned about the specific heat of water to explain the influence of specific heat of water on regional and global weather patterns and climate systems.

10-7-19, Warm-Up
Explain why San Francisco’s temperature is so consistent throughout the year.
Explain why Indianapolis’s temperature varies so much throughout the year.

Classwork: Specific Heat & Climate Lab
-Intro –> Lab Time –> Graphing

Homework: See Calendar


Friday October 4th

Objective: Students will read, write, listen, and speak to identify biomes based on temperature and precipitation data.

10-4-19, Warm-Up
No Warm-Up

Classwork: Biomes WS: Intro –> Work Time

Homework: See Calendar


Thursday October 3rd

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

10-3-19, Warm-Up
Mountain picture compare/contrast
Both pictures were taken at about 13,000 feet above sea level in the month of June.
What similarities and differences can you observe?
How do you account for the differences?

Classwork:  Chapter 7 PPT Climate and Biodiversity
+Biomes WS: Work Time

Homework: See Calendar


Wednesday October 2nd

Sub-Day — Climatic Factors: The Formation of Deserts and Other Climate Zones


Tuesday October 1st

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

Objective: Students will read, write, listen, and speak to complete a mapping and graphing analysis activity to understand various factors that influence climate.

10-1-19, Warm-Up 
No Warm-Up

Classwork:  Chapter 7 PPT Climate and Biodiversity
Climatic Factors: The Formation of Deserts and Other Climate Zones

Homework: See Calendar


Monday September 30th 

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

9-30-19, Warm-Up
No Warm-Up — No Notebook Today

Classwork:  Chapter 7 PPT Climate and Biodiversity

Homework: See Calendar


Friday September 27th

Objective: Students will read, write, listen, and speak to collect and analyze data to monitor changes in ecological structure of Rocky Mountain forest communities over time.

9-27-19, Warm-Up
No Warm-Up

Classwork:  Forest Project Quiz: Written Free Response Question
Turnitin.com: Create Account & Enroll in Course
Google Scholar
Forest Project Report: Chromebooks

RMNP Shannon Diversity Index Calculator

Homework: See Calendar


Thursday September 26th

Objective: Students will read, write, listen, and speak to collect and analyze data to monitor changes in ecological structure of Rocky Mountain forest communities over time.

9-26-19, Warm-Up
No Warm-Up

Classwork:  Forest Project Report: Computer Lab
RMNP Shannon Diversity Index Calculator

Homework: See Calendar


Wednesday September 25th

Sub-Day — Forest Project WS


Tuesday September 24th

Objective: Students will read, write, listen, and speak to collect and analyze data to monitor changes in ecological structure of Rocky Mountain forest communities over time.

9-24-19, Warm-Up
No Notebook–Get out your Forest Project WS and find the graphs on page 8.
Analyze the data in Figure, in terms of species diversity, evenness, and dominance.
Answer “Analyze baseline data” questions on top of page 9.

Classwork:  Forest Project WS (Pg. 14 & 15) + Computer Lab

Homework: See Calendar


Monday September 23rd

Objective: Students will read, write, listen, and speak to collect and analyze data to monitor changes in ecological structure of Rocky Mountain forest communities over time.

9-18-19, Warm-Up
No Notebook–Get out your Forest Project WS and find the graphs on page 8.
Analyze the data in Figure, in terms of species diversity, evenness, and dominance.
Answer “Analyze baseline data” questions on top of page 9.

Classwork:  Forest Project WS (Pg. 8, 9, & 13) + Graphing Computer Lab Google Sheets

Homework: See Calendar


Friday September 20th

Sub-Day — RMNP Field Trip or Work on Forest Project Packet


Thursday September 19th

Sub-Day — RMNP Field Trip or Work on Forest Project Packet


Wednesday September 18th

Objective: Students will read, write, listen, and speak to collect and analyze data to monitor changes in ecological structure of Rocky Mountain forest communities over time.

9-18-19, Warm-Up
No Warm-Up

Classwork:  Field Trip Logistics & Forest Project WS Overview
+Tree Species Identification Lab & Debrief (Pg. 3 & 4)

Homework: See Calendar


Tuesday September 17th

Objective: Students will read, write, listen, and speak to collect and analyze data to monitor changes in ecological structure of Rocky Mountain forest communities over time.

9-17-19, Warm-Up
No Warm-Up

Classwork:  Chapter 4 & 5 Quiz
+Video- A Forest in Motion: Tree Species Migration in Rocky Mountain Forests

Homework: See Calendar


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