Finish your notes and complete the virtual lab

10/31/2013 Happy Halloween!

Finding Energy

You will finish your notes on Energy and complete the Energy Transformations handout.

Forms of Energy Power Point

Complete the virtual lab.

1. Read the Instructions.
2. Click on the table tab. Copy the table onto sheet of paper. Fill in your answers on the table you copied.
3. Answer the questions from the journal tab on the same sheet of paper.
4. Email the document to tmegahan@dallasisd.org . Put your name and period along with Transformation Virtual Lab IN THE SUBJECT LINE

Handouts need to be complete and in your  folder. Emails must be submitted by tomorrow.

Forms of Energy and Temporary Staging for the Dia De Los Muertos Celebration

10/30/2013

We move Ofrenda after school! This is going to be a great show! Please remember that one group member must set up and one must pick up at 7 PM.

Did you know that some of the cultural traditions incorportated into Dia de los Muertos date back to Aztec culture, 2,500 to 3,000 years ago. This is the time that fallen Aztec warriors would be honored with ofrenda bearing food. 

When the Spaniards arrived in the 16th century, they brought the Christian Holiday of All Soul's Day with them. This was a Roman Catholic holy day commemorating the dead in general as well as baptized Christians who were believed to be in purgatory. Spanish priests were quick to see a correlation between the Aztec and Christian celebrations so moved the Aztec festival from summer to fall so that it coincided with All Souls day. This was done in the hopes that the Aztec holiday, which the Spaniards considered to be pagan, would be transformed into an acceptable Christian holiday (this is very similar to the story of Halloween).



Use the following to fill in your notes on Forms of Energy. Make sure you answer the quiz questions.

Forms of Energy Power Point

Don't forget Calorimeter Lab report is due on FRIDAY!!!

10/29
Quiz about Energy Flow


Energy Transformation Notes
Energy Transformations

Last year's offrendas

10/25

Billy Clark, aka "Billy Clause", came to talk to your class about composting and vermiculture as tools for speeding up and capitalizing on the naturally occurring nutrient cycles.

Questions for Cornell Notes:

1. What are the rules of rot?

2. How do prevent compost from developing odor?

3. Compare "hot" to "cold" composting methods. What are the pros and cons of both.

4. What are 4 benefits of composting?


DOL: Prewrite and appeal letter to start a composting or vermiculture program at Adamson. Your letter should include:

4 pts Environmental Benefits

4 pts Economic Benefits

2 pts Describe how we can put this into action at our school.

Food for thought and Offenda Update

10/24
Read The Ocean is Broken

Answer the following:

1. What is the term for taking more fish than is needed? Why is this done?

2. What is the name of those two big patches of garbage found between Japan and California? How does the garbage get there?

3. Nuclear power is a good alternative energy source because it requires so little fuel to produce huge amounts of energy. What's the major problem with nuclear power?

4. What are citizen scientists? How do they help professional scientists?

5. What can you do as a citizen to change the problem in the ocean?

We have a guest speaker tomorrow coming to talk to us about nutrient cycling and composting. Come ready with questions.

One really good recommendation for the Offrenda Project: Box or Crate Offrendas

Use the sample lab forms to finish your lab report for the Calorimeter Lab. These reports are individual and due on Monday!!! Find the rubric below to help you.
Formulas and sample problems can be found:
http://www.flinnsci.com/media/510570/soda_can.pdf

Offrenda Project

CHARLES DARWIN-Adam Vaquez, Vincente Trevino, Barbarota, Gabriel

RACHEL CARSON-Sandra, Lorena Hernandez, Selena(?)

TEDDY ROOSEVELT- Gisela O.

BEN FRANKLIN- Ricky P., Cecilia L., Francisca T., Febe R.

BARR

STEVE IRWIN- Daniel Weld, Jessica V., Arturo V.

ABRAHAM LINCOLN- Chris Gamez, Christ Gonzalez, Hector H., Angel

GEORGE WASHINGTON CARVER?- Lupita, Julian, Sandra

JFK- Hector Amando, Gary Trevino

CHICO MENDES- Anthony Garcia, Argentina, Selena

GAYLORD NELSON- David Rubio, Stefano Soto, Genaro M., Laivseia M

MAHATMA GANDHI- Emiliy C., Jessi, Jose

MARINA SILVA- Maria(?) Rodriguez, Laura Vasquez, Amanda Rodriguez, Ana Dominguez (5^th pd)

JAMES HANSEN- Nancy Molina, Maria Elena Estrada, Miguel Rangel, David Carillo

ANSEL ADAMS- Amy R., Sarah Woo, Jocelyne S., Luis V.

JAIRO MORA SANDOVAL- Roman Sanchez, Sabrina Flores, Vincent Williams, Irene Corona, Jasmin Casassola

EUGENE FRANKLIN MALLOVE- Edgar Velasquez, Emily Sanchez

NORMAN BORIAUG- Daisy M., Jason C., Melanie R., Renee T.

UNKNOWN ENVIRONMENTALIST- John S., Sujey R.

JACUES COUSTEAU- Ruth Aguilar, Linda Ramirez

RONALD REGAN- Jaorge Soliz, Damian Canton, Oscar Garay, Robert Rodriguez

ALEXANDER FLEMING- Lorena Hemera, Mayra Daurte, Erika Puenta, Katherine Alvarado

JEAN BAPTISTA- Stephenie Salas, Caroline Berrones, Diana Rodriguez, Cruz Perez, Johan Lozada

MR. ADAMSON(?)- Luis Molina

JOHN MUIR- Veronica S., Jessica R., Anacleto, Fransisco

MARY ROBINSON- Juan Gomez

MARJORY STONEMAN DOUGLAS- Jeanette Murillo, Okzana Rangel, Erasmo Puente, Elmer Garcia

A list: http://www.ascensiongateway.com/quotes/people/activists/environmentalists/index.htm 

remember they must be deceased.

Energy Flow and Food

10/22/2013
History of the Environmental movement:



Food Labels Lab (click if you need a copy)

Today, you will evaluate the organic molecule content of food items. I am providing you with information, on marshmallows and peanuts.

You will then need to find nutritional information for three more items of your choice and fill in the information on the table.

You will answer the questions, then we will calculate how much land is needed to produce the calories in one of your food items.

Food Labels continued:

1.       To which major ecological biome does Dallas belong?

 

2.      Calculate the amount of land needed in Dallas to produce the calories in one of your food items. Remember 1 Calorie = 1 kilocalorie, also recall that only 10% of the primary productivity is passed up the food chain to primary consumers.

 

 

Energy Flow in Ecosystems

10/21/2013
As you are taking notes today look for the information you will need to write an introduction for Wednesday's calorimeter lab.

Your prewriting for extra credit is the summary section of your Cornell Notes.

Here are some links to help with information about calorimeters:
http://www.physicsclassroom.com/class/thermalP/u18l2c.cfm
http://www.sciencebuddies.org/science-fair-projects/project_ideas/FoodSci_p012.shtml


Homework: Write the introduction for the Calorimeter lab which is due on Wednesday.

Remember, a good Introduction includes:

1. The question to be answered by the lab
2. Research that explains all terms (such as: calories, calorimeter, second law of thermodynamics, organic molecules, chemical bonds, entropy)
3. A hypothesis that follows from the research and sound reasoning (predicts an answer to the question)

In this lab you will determine which type of organic molecule produce the most energy.

Consider this: If you were building a car run on food, what type of food would you use for fuel? Let's find out.



Bellringer:
Use the outline section of the Powerpoint to create Cornell Note Questions for the Information on Energy Flow. Turn each major points into a question that you answer as you go through the powerpoint.

Powerpoint presentation on Energy Transfer in Ecosystems:
https://docs.google.com/file/d/0BwxQOAkh6K8gSno1R0VXc21FS2c/edit?usp=sharing

DOL Quiz

1. What are the six major elements required for life processes?

2. What are the four types of organic compounds?

3. What is the First Law of Thermodynamics?

4. What is the Second Law of Thermodynamics?

5. If an ecosystem has a primary productivity of 1200 kilocalories/square meter, how many kilocalories per meter are available to the fox? 

	Excellent (4 pts)	Good (3 pts)	Adequate (2 pts)	Needs Work (1 pt)	Not attempted (0)
Introduction	1. Includes the question to be answered by the lab 2. States a hypothesis that is testable and based on research and/or sound reasoning 3. Title is relevant: follows the form the effect of the IV on the DV.	One of the "excellent" conditions is not met, two conditions met	Two of the "excellent" conditions is not met , one is met	Introduction present, no exemplary conditions met
Methods	Description or step-by-step process is included, could be repeated by another scientist	Description included, some steps are vague or unclear	The description gives generalities, enough for reader to understand how the experiment was conducted	Would be difficult to repeat, reader must guess at how the data was gathered or experiment conducted
Data and Analysis	Results and data are clearly recorded, organized so it is easy for the reader to see trends. All appropriate labels are included	Results are clear and labeled, trends are not obvious or there are minor errors in organization	Results are unclear, missing labels, trends are not obvious, disorganized, there is enough data to show the experiment was conducted	Results are disorganized or poorly recorded, do not make sense ; not enough data was taken to justify results
Conclusions	1. Summarizes data used to draw conclusions 2. Conclusions follow data (not wild guesses or leaps of logic), 3. Discusses applications or real world connections 4. Hypothesis is rejected or accepted based on the data.	3 of 4 of the "excellent" conditions is met	2 of the 4 excellent conditions met	1 of the 4 excellent conditions met
Format and Lab Protocols	Lab report submitted as directed, and on time. Directions were followed, stations were cleaned. All safety protocols followed.	Most of the excellent conditions were met; possible minor errors in format or procedures	Some of the excellent conditions met, directions were not explicitly followed, lab stations may have been left unclean or group not practicing good safety (such as not wearing goggles)	Student did not follow directions, practiced unsafe procedures, goofed around in the lab, left a mess or equipment lost
	Total (out of 20 )

The lowly plight of the macronutrients.

10/15

Using your questions from the Biogeochemical Cycles review, create a work of creative semi-fiction.

Answer the following:

What is the most crucial macronutrient is the protagonist of your story. Is it Carbon, Hydrogen, Oxygen, Nitrogen, Phosphorous, or Water?Pick one.

Who is the protagonist for fictional story based on this macronutrient? Is your hero a princess, a knight, a fireman, or a grandma?

Where does this story take place?

What are the goals of this character?Why does it do what it does? (hint: why do nutrients move around the planet?)

Anything that disrupts the goals (cycle/plot) of your hero would be the antagonist. Who gets in the way of your character's efforts?

What is the conflict? What stops your character from achieving the goal?

Your hero may or may not succeed. The world may be better or may suffer as a result. 

Your writing must compel the reader to help, or at least make the reader feel it is important that your hero is successful.


DOL: Map out the story

Story Writing : Biogeochemical Cycles

---

Teacher Name: Teresa Megahan


Student Name:     ________________________________________

CATEGORY	4	3	2	1
Title	Title is creative, sparks interest and is related to the story and topic.	Title is related to the story and topic.	Title is present, but does not appear to be related to the story and topic.	No title.
Writing Process	Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful.	Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done.	Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.	Student devotes little time and effort to the writing process. Doesn\'t seem to care.
Focus on Assigned Topic	The entire story is related to the assigned topic and allows the reader to understand much more about the topic.	Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.	Some of the story is related to the assigned topic, but a reader does not learn much about the topic.	No attempt has been made to relate the story to the assigned topic.
Creativity	The story contains many creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has really used his imagination.	The story contains a few creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has used his imagination.	The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.	There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Characters	The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately.	The main characters are named and described. Most readers would have some idea of what the characters looked like.	The main characters are named. The reader knows very little about the characters.	It is hard to tell who the main characters are.
Problem/Conflict	It is very easy for the reader to understand the problem the main characters face and why it is a problem.	It is fairly easy for the reader to understand the problem the main characters face and why it is a problem.	It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem.	It is not clear what problem the main characters face.
Solution/Resolution	The solution to the character\'s problem is easy to understand, and is logical. There are no loose ends.	The solution to the character\'s problem is easy to understand, and is somewhat logical.	The solution to the character\'s problem is a little hard to understand.	No solution is attempted or it is impossible to understand.
Setting	Many vivid, descriptive words are used to tell when and where the story took place.	Some vivid, descriptive words are used to tell the audience when and where the story took place.	The reader can figure out when and where the story took place, but the author didn\'t supply much detail.	The reader has trouble figuring out when and where the story took place.
Spelling and Punctuation	There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.	There is one spelling or punctuation error in the final draft.	There are 2-3 spelling and punctuation errors in the final draft.	The final draft has more than 3 spelling and punctuation errors.
Organization	The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.	The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.	The story is a little hard to follow. The transitions are sometimes not clear.	Ideas and scenes seem to be randomly arranged.
Neatness	The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it.	The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it.	The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.	The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn\'t care what it looked like.
Action	Several action verbs (active voice) are used to describe what is happening in the story. The story seems exciting!	Several action verbs are used to describe what is happening in the story, but the word choice doesn\'t make the story as exciting as it could be.	A variety of verbs (passive voice) are used and describe the action accurately but not in a very exciting way.	Little variety seen in the verbs that are used. The story seems a little boring.
Accuracy of Facts	All facts presented in the story are accurate.	Almost all facts presented in the story are accurate.	Most facts presented in the story are accurate (at least 70%).	There are several factual errors in the story.

Your stories will be told THURSDAY. Final copy is due. 

The Cycles Review

10/11/2013

Read together. 

Draw and Label the Following.

Then answer the questions.

 

 

10/10 What happens when we disrupt natural cycles?

What is the leading cause of asthma??
How is ozone formed? 

What are the levels of ozone in Dallas?

Create Dr. Schoenbein filter paper to test for Ozone

DOL: Read the case study on page 77 and Identify which two abiotic cycles were disrupted in Biosphere 2. What were the effects of that disruption? Identify 4 processes that may have been disrupted?



Homework: Research ozone pollution and decide what four locations on campus you want to test. Provide justifications for your choices.

10/9

Remediation of the Old School Ecosystem: How to use the cycles to fix the problem.

Why do living things need Nitrogen??

Why do living things need Phosphorous??


Which spheres of the Earth's environment contain most of the Nitrogen? (pg 56)

most of Phosphorous? (pg 56)


DOL: How can we move nitrogen from the atmosphere (78%) to the old school lithosphere where it can be assimilated in the biosphere without harming the hydrosphere?

Ask the nitrogen and phosphorous cycles. 

Why don't we just use fertilizer?

Eutrophication create a concept map.

How bad can this get?


What natural techniques can we use? Research and find out. Remember, in order to avoid upsetting the natural succession which can heal an ecosystem, we need to take our tips from the cycles. Study nitrogen, and phosphorous cycle to get ideas, and write a plan of action for improving the soil quality at the old school.















Just for fun!!!

Dia De Los Muertos: Due Wednesday, October 30

Dia De Los Muertos: Due Wednesday, October 30

Create an offrenda for the Environmental Scientist of your choice. Groups of four, no two environmentalists alike. Sign up on the window in the hall. 

Here's some information about ofrenda's:

Ofrenda y Dia de los muertos Rubric

Las ofrendas del día de los muertos

As a class project, we will be creating ofrendas (or special remembrance tables) to venerate environmentalists, naturalists, and environmental scientist. This list includes KEY policy makers, and citizen scientists.

The Mexican tradition of creating ofrendas during the Day of the Dead is an ancient tradition of honoring, remembering, and celebrating the lives of those who have passed away. The creators customarily use a variety of objects and their own creativity to create a display that would attract and please the spirit of the loved one and bring back fond, pleasant memories for those that are celebrating. In Mexico, as in the Unites States, death is a painful, stressful time. The Day of the Dead, which is celebrated October 31st –November 2nd, is a way to temporarily put away the sadness that comes with death and truly rejoice in the memory of the deceased.

In creating our ofrendas, it is our purpose to create something that reflects the positive attributes of this traditional celebration and the people we choose to honor for the enrichment of our cultural understanding of the Mexican community. It is our goal to learn about the traditional elements of these ofrendas and to recreate the celebration as a way of experiencing authentic Mexican culture. It is not our purpose to define or celebrate any individual religion or belief, nor is it a means to glorify death.

Students may and/or should use the following in addition to traditional items:

• 3 different levels
•  cloth, lace

·
Remember to consult your notes over the traditional elements when planning!food, drinks
· flowers or plants (live or fake - especially marigolds)
· herbs (especially sage) and salt
· “papel picado”
· skeleton artwork, papier-machés, etc. (we will make calaberas)
· handmade signs, crafts, cards, etc.
· artwork (drawings, paintings, sculptures - original or famous)
· stories, poems, or letters
· photographs
· personal items (such as albums, clothing, books, etc.)
· music
· candles, incense and or lights

Día de los muertos will take place at the school, and the table or boxes used should be covered with cloth. Self-contained ofrendas will be easiest for clean up.


Set up times for your ofrenda:
Wednesday October 30th during class.Ofrendas must be on display by 4:16 on Wednesday Oct.30th.

All ofrendas must be broken down and/or collected 6:00 pm Wednesday, Oct. 30th. Any left after six will be discarded.

Ofrenda rubric

In order to get a perfect score you must follow all directions. The ofrenda must be creative, original and neat. It should reflect the tastes of the person who it is honoring and show an understanding of this Mexican tradition by including at least ten traditional items.The ofrenda contains:



1. At least ten cultural items (List to be attached to your ofrenda)
2. At least 5 personal items unique to the individual being honored (List to be attached)
3. At least three levels
4. An arch
5. Two paragraphs telling visitors why you choose to honor this person. Includes major contributions to Environmental Science.
6. Papel Picado

7. Dead Bread (pan de muerto)

An additional 20 points for: 

Set up and clean up: 5 points

Professional tours:15 points

CATEGORY	Master=4 points	Apprentice=3 points	Novice=2 points	Untrained=1 point	Score
Planning/organization	Student can describe the intent and plan of complete ofrenda and how his/her part will contribute to the whole. Works with team to come up with general plan of what will be done before beginning.	Student has carefully planned his/her part of the ofrenda and can describe how s/he will get the work done and a vision for his/her part. Gets team input on plan for his/her contribution before beginning.	Student has planned his/her part of the ofrendal and can describe how s/he will get the work done and a vision for his/her part. Does not solicit much group input when making plan.	Leaps into action without any evidence of planning or focus.
Thematic Accuracy	The group\'s ofrenda fits the theme of the assignment and all of the team\'s items are accurately placed on the background. Example: Student has drawn a dwarf palm and has placed it in the understory layer in a rainforest mural.	The group\'s ofrenda fits the theme of the assignment and most of the team\'s items are accurately placed on the background.	The group\'s ofrenda fits the theme of the assignment.	The group\'s ofrendal does not fit the theme of the assignment.
Craftsmanship	The team\'s portion of the ofrenda has been crafted with great care. The lines are sharp, colors clear, cutting crisp, and text aligned. No smudges, drips, tears or erasures are seen.	The team\'s portion of the ofrendal has been crafted with some care. Most lines are sharp, colors clear, cutting crisp, and text aligned. Smudges, drips, tears or erasures are few and do not detract.	The team\'s portion of the ofrenda has been completed, but it appears a little messy. Smudges, drips, tears or erasures detract from the overall appearance.	The team\'s portion of the ofrenda looks hastily thrown together or like it was wadded up in a desk. The mural seems quite messy.
Knowledge About Ofrenda	Student can accurately answer 5 questions from any of the following categories: a) purpose and use of ofrendas; b) the person being honored ; c) the person\'s contribution to the environment d) techniques for making a communal ofrenda.	Student can accurately answer 3-4 questions from any of the following categories: a) purpose and use of ofrendas; b) the person being honored ; c) the person\'s contribution to the environment d) techniques for making a communal ofrenda.	Student can accurately answer 1-2 questions from any of the following categories: a) purpose and use of ofrenda; b) the person being honored ; c) the person\'s contribution to the environment d) techniques for making a communal ofrenda.	Student cannot accurately answer 1 question from any of the following categories: a) purpose and use of ofrendas; b) the person being honored ; c) the person\'s contribution to the environment d) techniques for making a communal ofrenda.
Collaboration and Teamwork	The group worked well together with all members contributing significant amounts of quality work. All group members partiicpated in discussion and actively listened to others.	The group generally worked well together with all members contributing some quality work. All group members partiicpated in discussion and actively listened to others.	The group worked fairly well together with all members contributing some work. Most group members partiicpated in discussion and actively listened to others.	The mural appeared to be the work of only 1-2 students in the group AND/OR there was little discussion, working together or active listening.

Spheres of Earth's Environment

10/8
WWFBD?

Did Felix jump from outer space?

What happens to the human body in space?
video
What are the four spheres that make up the geosphere? 



Create a diagram in which define all four. Break into further layers: 

layers of the atmosphere?
what is the biosphere? 
where is the water in the hydrosphere?
layers of the lithosphere?

What are the six key elements for life?

Where are they found?

DOL: 

Choose one of the six essential elements, and write a paragraph explaining how this element cycles through the four spheres (ex: how does carbon get from the atmosphere to the biosphere)  

Quiz from class: http://wps.prenhall.com/esm_tarbuck_earth_8e/47/12116/3101948.cw/content/index.html

10/7/2013 
Biogeochemical Cycles Film Festival!!!
 
Project due 10/17/2013. You can earn +20 points by presenting on Friday, 10/11. 

Film festival winners will receive +5 points. We will vote in class.

Today, you will work on your Biogeochemical Cycles project in class. This is the research and planning phase. 

• no more than five people per group.
• decide who will cover what cycle.
• decide how you will create the video (STORYBOARD on back of rubric)
• decide when you will work on this together.

When you leave today, you will turn in a storyboard showing how the video will be put together.
 
Remember there are five cycles that you will talk about in your video:

1. Carbon
2. Nitrogen
3. Phosphorous
4. Rock
5. Water

Here's a good example to give you some ideas:
 
http://www.youtube.co/watch?v=09_sWPxQymA

Here's the scoring rubric I will use during the videos.

SCORING RUBRIC

Biogeochemical cycles

PERIOD # __________

GROUP

MEMBERS: _____________________________________________________

________________________________________________________________________

POINTS EARNED

 

RUBRIC SUBMITTED (2pts.total)

0 2

TIMING

(3 pts. total)

Between 5 & 10 minutes

ACCURACY

(6 pts. total)

Correct information

0 2 4 6

 

COMPLETENESS (20 pts. total)

 

Chemical restatement of physical changes (water cycle)

0 1 3 5 

 

Chemical Processes involved (other cycles: ex: cellular respiration, photosynthesis, nitrification)

0 1 3 5

 

Inorganic & organic reservoirs for the element

0 1 3 5

 

Pathway of movement

0 1 3 5

 

Impact of human intervention on the cycle

0 1 3 5

 

QUALITY OF PRESENTATION (9 pts. total)

Ease of understanding

0 1 2 3

Neatness (if visual) 

0 1 2 3

 

Clarity (if auditory)

0 1 2 3

 

CREATIVITY ( Bonus! 3 pts. total)

0 1 2 3

TOTAL: __________ / 40