Sky Islands Science

Zoology SECTION TWO (T-F) (Sc-2b)

2012-01-08T13:27:00.000-08:00

1/3: Introduction to the course, pass out syllabus, inquiry on "What makes an organism an animal?", begin lecture and reading on "Life is Cellular"

1/6: Finish "Life is Cellular", lecture and reading on "Plant and Animal Cells", Cell homework (DUE Tues. 1/10 if not completed in class):

1. List the components of the cell theory, and describe what each means

2. Describe the differences between a prokaryote and a eukaryote. Which kind are animals?

3. Describe 2 structures that all cells have

4. Define "cell specialization", and state which kind of organisms it occurs in

5. Describe how the biological levels of organization are similar to the levels of organization in ecology

6. List and describe two major differences and similarities between plant and animal cells

1/10: Lecture and reading on "Zoology Introduction", and "Kingdoms of the Living World"
1/13: Finish "Kingdoms of the Living World", Taxonomy homework (DUE Tues. 1/17):

1. Describe the characteristics of each kingdom on a cellular level

2. Define the term "species"

3. Define "binomial nomenclature", and list the rules in writing a binomial name

4. Describe why scientists avoid using common names for organisms

5. Which category has more biological meaning- "all brown birds" or "all hawk-like birds", and why?

Here's a video on Carol Linnaeus and the system of taxonomy, with Bill Nye: http://videos.howstuffworks.com/science-channel/29017-100-greatest-discoveries-classification-of-species-video.htm

A couple videos on the different kingdoms:

http://www.youtube.com/watch?v=TPZSoNY9vAo&feature=related

http://www.dnatube.com/video/5337/Biological-Classification-Kingdoms

One on the taxonomy of the Animal Kingdom, with the song "Animal" by Def Leppard (funny): http://www.youtube.com/watch?v=VOkQimDzr2Y&feature=related

And a great video on the "Tree of Life" with-get ready for it-David Attenborough!

http://www.youtube.com/watch?v=H6IrUUDboZo&feature=related

1/17: Watch "Planet Earth: Seasonal Forests" with film questions
1/20: Finish "Seasonal Forests", Taxonomic Groupings Class Activity, lecture and reading on "Modern Evolutionary Classification"
1/24: Finish "Modern Evolutionary Classification", Phylogeny Worksheet, receive "Taxonomy Project Guidelines" (DUE Tues. 1/31)

Here is a fantastic web resource for you guys for the rest of the semester-it's a web site where you can find taxonomic and other information of literally any animal in the animal kingdom!! Check it out, and remember to refer back to it later for projects:http://animaldiversity.ummz.umich.edu/site/index.html
1/27: Taxonomy Projects continued
1/31: Unit Quiz One and Binder Check, Taxonomy Project Presentations,

Ecology SECTION TWO (T-F) (SC-2a)

2011-08-18T17:36:00.000-07:00

8/12: Review syllabus, overview of course, set norms, inquiry on previous knowledge
8/16: Lecture and notes on the definition of ecology, read "What is Ecology?" handout,"How would you study an ecosystem?" activity (DUE Thurs. 8/18 in class), plus What is Ecology Homework (DUE Thurs. 8/18 in class):

How was the field of ecology different from the traditional methods of studying nature in the mid 19th century?
How are ecology and environmentalism related?
What caused people to become concerned about the environment? Also, list and describe the 2 different views on conservation of the environment.
What is the biosphere? Also, describe how energy flows through the biosphere.

8/19: School Transect Activity, begin lecture and reading on "Levels of Organization", Home Transect Homework (DUE Tues. 8/23 in class):

Conduct a transect of your home and record the names of the animals and plants that you find in your ecosystem. You don't have to know specific names, but at least use descriptions for things that you don't know.

8/23: "Levels of Organization" continued, Food Chain Activity, Home Transect Homework II (DUE Fri. 8/26 in class):

Label the organisms on your transect list as either producers, primary consumers, secondary consumers, tertiary consumers, detritivores, or decomposers. If you don't know what something eats, look it up!

Here's a great website that explains some basic principles of ecology, with a food chain diagram:

http://www.scienceclarified.com/Di-El/Ecosystem.html

A couple cool ecosystem pyramid diagrams:

http://www.scienceparameter.com/museum/history/Tool-Timeline-images/16ecology_web.jpg

This is a GREAT interactive website on the phylogenetic tree of life:

http://tolweb.org/tree/phylogeny.html

8/26: Finish "Levels of Organization", begin Group Pyramid Project
8/30: Group Pyramid Project continued, Levels of Organization Homework (DUE Fri. 9/2):

1. What are the 2 main forms of energy that power living systems?
2. Describe the different processes that organisms use to extract the forms of energy listed above
3. Briefly describe the flow of energy among organisms in an ecosystem
4. What's the difference between an autotroph and a heterotroph? Which one are we (humans), and why?
5. Describe the difference between a food chain and a food web
6. What proportion of energy is transferred from one trophic level to the next in an ecosystem? How does this affect the number of organisms that can be supported at each higher level?

This website is AWESOME and should be used throughout the semester whenever you need any resources-you can refer to this if you need some good pictures to draw from for your posters:

http://wc.pima.edu/Bfiero/tucsonecology/index.htm

9/2: Finish Pyramid Project, watch clips from "Sophisticated Serpents" with film questions
9/6: Watch "Planet Earth: Great Plains" with film questions
9/9: Watch "Blue Planet: Open Ocean" with film questions
9/13: Lecture and reading on "What Shapes an Ecosystem?"

Here's a video from the Discovery Channel about Abiotic and Biotic factors:
http://videos.howstuffworks.com/discovery/30707-assignment-discovery-abiotic-and-biotic-factors-video.htm
And another good one about abiotic and biotic factors, and how they shape an ecosystem:
http://videos.howstuffworks.com/hsw/10589-environment-of-organisms-abiotic-and-biotic-factors-video.htm

Here's a video about the concept of the niche, using an African Savannah ecosystem as an example:
http://videos.howstuffworks.com/hsw/23670-animals-of-the-african-plains-predators-and-scavengers-video.htm
Here's a good, simple explanation of the niche:
http://www.purchon.com/ecology/niche.htm

9/16: Unit Quiz One and Binder Check, finish "What Shapes an Ecosystem?", What Shapes an Ecosystem Homework (DUE Tues. 9/20):

1. Describe the difference between a biotic and an abiotic factor, and give an example of each.

2. In your own words, define the term “niche”, and describe a real-life example from an organism of your choice

3. Describe the differences between a generalist and a specialist, and give an example of each

4. What does the “competitive exclusion principle” state? Why is it important in an ecosystem?

5. Describe each of the three types of symbiosis, and give an example of each

9/20: Observing Symbiosis Activity
9/23: Watch "Planet Earth: Pole to Pole" with film questions
9/27: Lecture and reading on "The Concept of the Niche in Detail", Concept of the Niche Homework (DUE Fri. 9/30):

1. Describe why direct competition between two species for the same niche will result in a winner and a loser

2. Define the term "guilds", and describe how guilds of species with similar niches avoid violating Gause's Law

3. What are ecological equivalents, and how do they relate to convergent evolution?

4. Describe how coevolution influences an organism's niche. Also, explain how this is a form of symbiosis

5. What role does extinction play in shaping the available niches in an ecosystem?

9/30: Project Area Mapping Activity, Project Topic Homework I (DUE Tues. 10/4):

1. Write down what it is that you want to study for your project

2. Describe how you plan to study it

10/4: Watch "Life in the Undergrowth: Intimate Relations" with film questions
10/7: Lukas out (Farm Trip)- Shari subs
10/11: Midterm Exam and Binder Check, discuss projects
10/14: No School- Grading Day
10/18: Lecture and reading on "How Populations Grow", Project Proposal Homework (DUE Fri. 10/21):

1. Describe exactly what you plan to study. What is it that you want to find out?
2. Describe specifically where your study area will be, and why you chose that particular place.
3. Write a detailed plan on how you will collect your data.
4. Describe specifically what data it is that you plan to collect.

5. What variables (things out of your control) may affect the accuracy or reliability of your data? How do you plan to overcome these challenges?

10/21: Lecture and reading on "Case Study in Population Growth: Rabbits in Australia", Rabbits in Australia Assignment, begin lecture and reading on "Limiting Factors"
10/25: Finish "Limits to Growth", Limits to Growth in-class questions (DUE Fri. 10/28 if not completed in class- the 4 questions are on the back of your "Limits to Growth" handouts), discuss projects
10/28: Begin Data Collection
11/1: Data Collection Day
11/4: Data Collection Day
11/8: Watch "Living Together" with movie questions, Data Collection Day
11/11: No School- Veteran's Day
11/15: Finish "Living Together", Data Collection
11/18: Unit Quiz Two, Binder Check, and Data Check One, Predator/Prey Graphs Activity (DUE Tues. 11/22 if not completed in class)
11/22: Receive "Final Project Guidelines", lecture and reading on "Fire Ecology", Fire Ecology Homework (DUE Tues. 11/29):

1. Describe ecological succession in your own words

2. What essential role does fire play in keeping fire-dependent ecosystems healthy?

3. How did gophers help the ecosystem recover after the Mount St. Helens eruption?

4. How do organisms colonize new island environments?

5. What's the difference between succession and colonization?

11/25: No School- Thanksgiving Break
11/29: Watch and discuss scenes from "Earth From Above"
12/2: Data Collection, lecture and reading on "Biodiversity"
12/6: Watch "Biodiversity" with film questions, lecture and reading on "Biodiversity" continued
12/9: Final Projects DUE, finish "Biodiversity"
12/13: Final Exam and Binder Check, Class Evaluations
12/16: No School- Winter Break

Japanese Culture and History

2011-08-17T15:22:00.000-07:00

1/3: Introduction to course, receive syllabus, watch "Begin Japanology: Apartments and Condos" with film questions
1/6: Review Final Exams, watch "Begin Japanology: Small Appliances"
1/10: Lecture and reading on "Asian Americans"
1/13: Finish "Asian Americans", begin lecture and reading on "Ethnicity and Ethnic Issues in Japan", Race and Ethnicity homework (DUE Tues. 1/17):

1. Describe how the experiences of Chinese, Japanese, and Korean Americans were similar to each other

2. In what ways were they different?

3. Describe what the Assimilation Perspective is, and state why it's incorrect

4. Describe how "de facto" segregation still exists, despite the fact that "de jure" segregation is illegal

1/17: "Ethnicity and Ethnic Issues in Japan" continued
1/20: Finish "Ethnicity and Ethnic Issues in Japan", lecture and reading on "Japan's Minorities Have Yet to Find Their Place in the Sun"
1/24: Finish "Japan's Minorities..." article, begin lecture and reading on "Putting "East Asia" Into Perspective", Race and Ethnicity in Japan homework (DUE Fri. 1/27):

1. Describe how the experiences of the following minority groups in Japan parallel those of minority groups in America: Ainu/Ryukyuan, Zainichi Koreans

2. Who are the Burakumin? Why are they called the "invisible minority"?

3. Describe the difference between "zainichi" and "rainichi" foreigners

4. How is "Douka Seisaku" similar to the Assimilation Perspective?

5. Compare and contrast the experiences of ethnic minorities in Japan with those in the U.S. How are they similar? How are they different?

6. Compare and contrast the attitudes regarding race in Japan and the U.S. How are they similar? How are they different?

1/27: Finish "Putting East Asia Into Perspective", begin lecture and reading on "Timeline of East Asia"
1/31: Unit Quiz One and Binder Check,

The Elements- Water

2011-08-06T10:49:00.001-07:00

8/17: GROUP A-Lecture and reading on "The Science of Fire", The Science of Fire Group Activity, lecture and reading on "Fire in the Sky"
8/24: GROUP B-Lecture and reading on "The Science of Fire", The Science of Fire Group Activity
8/31: GROUP C-Lecture and reading on "The Science of Fire", The Science of Fire Group Activity
9/7: GROUP D-Lecture and reading on "The Science of Fire", The Science of Fire Group Activity
9/14: GROUP A-Watch "NOVA: Fire Wars" with film questions, Informational Fire Poster Project
9/21: GROUP B-Watch "NOVA: Fire Wars" with film questions, Informational Fire Poster Project
9/28: GROUP C-Watch "NOVA: Fire Wars" with film questions, Informational Fire Poster Project
10/5: GROUP D-Watch "NOVA: Fire Wars" with film questions, Informational Fire Poster Project
10/12: GROUP A- Elements: Fire Exam

10/19: GROUP A- Lecture and reading on "The Science of Earth: Soil", receive "The Scientific Method" handout, The Science of Soil Lab Activity I
10/26: GROUP B- Lecture and reading on "The Science of Earth: Soil", receive "The Scientific Method" handout, The Science of Soil Lab Activity I (DUE Thurs. 10/27 if not completed in class)
11/2: GROUP C- Lecture and reading on "The Science of Earth: Soil", receive "The Scientific Method" handout, The Science of Soil Lab Activity I
11/9: GROUP D- Lecture and reading on "The Science of Earth: Soil", receive "The Scientific Method" handout, The Science of Soil Lab Activity I (DUE first thing tomorrow morning- Thursday-if not completed in class!)
11/16: GROUP A- The Science of Soil Lab Activity II, The Science of Soil Group Activity
11/23: NO SCHOOL- Thanksgiving Break
11/30: GROUP B- The Science of Soil Lab Activity II, The Science of Soil Group Activity (DUE first thing tomorrow morning- Thursday-if not completed in class!)
12/7: GROUP C- The Science of Soil Lab Activity II, The Science of Soil Group Activity(DUE first thing tomorrow morning- Thursday-if not completed in class!)
12/14: GROUP D- The Science of Soil Lab Activity II, The Science of Soil Group Activity(DUE first thing tomorrow morning- Thursday-if not completed in class!)
12/15: Elements: Earth Exam

1/4: GROUP A- Lecture and reading on "The Science of Water", "The Water Supply and Sustainability" Group Activity (DUE first thing on Thurs. 1/5 if not completed in class)
1/11: GROUP B- Lecture and reading on "The Science of Water", "The Water Supply and Sustainability" Group Activity (DUE first thing on Thurs. 1/12 if not completed in class)
1/18: GROUP C- Lecture and reading on "The Science of Water", "The Water Supply and Sustainability" Group Activity (DUE first thing on Thurs. 1/19 if not completed in class)
1/25: GROUP D- Lecture and reading on "The Science of Water", "The Water Supply and Sustainability" Group Activity (DUE first thing on Thurs. 1/26 if not completed in class)

Gems and Minerals (SC-1b)

2011-01-02T14:41:00.001-08:00

1/2: Introduction to the course, pass out syllabus, overview of policies and procedures, review on Earth formation and layers, read "Inside the Earth" handout, Label the Earth Diagrams, begin lecture and reading on "The Dawning of Curiosity"

1/5: Lecture and reading on "The Dawning of Curiosity", Intro to Geology homework (DUE Mon. 1/9 if not completed in class):

1. List and describe 2 prescientific beliefs about the nature of fossils

2. Describe the major discoveries and contributions to our understanding of Geology by each of the following people: William Smith, James Hutton, Charles Lyell, Alfred Wegener

3. What did Smith, Hutton, and Lyell's theories collectively say about the Earth?

4. What is "uniformitarianism"? What does it say about the Earth?

5. What's the difference between dating a rock or fossil by relative time or absolute time?

The following is part 1 of a multi-part series on geology from the History Channel, the formation of the Earth, and other epic videos and topics on geology. Part 1 talks about the birth of geology, these early geologists, and their discoveries: http://www.youtube.com/watch?v=V1kTIZeq1Ck

1/9: Lecture and reading on "Geologic Time", Geologic Time homework (DUE Thurs. 1/12 in class):

1. Define the terms "hiatus" and "unconformity"
2. What causes a hiatus or unconformity to occur in rock layers (strata)?
3. Define the term "half-life". Also, if 20 grams of a radioactive substance decays over time, and 2 half-lives have passed, how many grams would be left?
4. What kinds of things is Carbon 14 dating good for? Why can't it be used to date the age of very old rocks?
5. How can we say with any certainty that the Earth is 4.6 billion years old?

1/12: Lecture and reading on "The Timeline", Geologic Time Chart, Geologic Timeline Activity
1/16: NO SCHOOL- Martin Luther King, Jr. Day
1/19: Geologic Timeline Activity continued

Here are a couple of websites with interactive time lines and information as well as visuals on the geologic time scale: http://www.ucmp.berkeley.edu/help/timeform.html

http://www.fieldmuseum.org/evolvingplanet/post/ep_v8.swf http://science.nationalgeographic.com/science/prehistoric-world/prehistoric-time-line/ http://geology.com/time.htm

This one is my favorite:

http://paleobiology.si.edu/geotime/main/

1/23: Watch "Amazing Earth" with film questions
1/26: Finish "Amazing Earth", begin watching "Inside Planet Earth" with film questions
1/30: Unit Quiz One and Binder Check, finish "Inside Planet Earth"

Astrobiology (SC-3b)

2011-01-02T14:40:00.000-08:00

1/2: Introduction to the course, pass out syllabus, lecture and reading on "What is Astrobiology?", begin Signs of Life Activity

What is Astrobiology? Check out this MC break it down for ya:

http://www.youtube.com/watch?v=NL3lhm6oy5I

Another cool video on Astrobiology from NASA (with epic space music!):

http://www.youtube.com/watch?v=1HCs2lT1Mmk

1/5: Signs of Life Activity continued, lecture and reading on "How Many Worlds Might Harbor Life?"

1/9: Finish "How Many Worlds Might Harbor Life?", lecture and reading on "Pseudoscience and Skeptical Thinking" plus Pseudoscience Article questions (DUE Thurs. 1/12 in class):

1. From each article, what is the theory or hypothesis used to explain the "Face on Mars"?

2. What evidence did each article use to prove or disprove the Face on Mars?

3. Compare how the two articles used data in contradicting reports about the Face on Mars

4. How would you check the statements in each article to verify their claims?

5. Which article would you classify as pseudoscience, and why? Explain.

Here's a video on the Drake Equation explained in simple terms:

http://www.blacksitemedia.com/play.php?vid=192

Normally I have beef with Wikipedia, but this is a really comprehensive list of links concerning different examples of pseudoscience that'll keep you busy for a while! They're all clickable, for further reading.

http://en.wikipedia.org/wiki/List_of_topics_characterized_as_pseudoscience

1/12: Watch "Secrets of the Sun" with film questions, begin lecture and reading on "What is A Star?"

If you missed it or would like to see it again, here's the full movie online:

http://video.google.com/videoplay?docid=-1245724174908696506#

Here's a couple more videos on the sun that are pretty sweet:

http://video.nationalgeographic.com/video/player/science/space-sci/solar-system/sun-101-sci.html

http://science.discovery.com/videos/space-school-the-sun.html

http://www.youtube.com/watch?v=qZe5D3MSjOI&feature=relmfu

A good one on solar storms and solar weather and their effect on Earth:

http://www.youtube.com/watch?v=NrIx6BKO6IE

1/16: NO SCHOOL- Martin Luther King, Jr. Day
1/19: "What is a Star?" continued

OK, this will blow your mind. Check out the size comparisons (to scale) of different types of stars: http://www.youtube.com/watch?v=pLWkkx8VzdM&feature=related

1/23: H-R Diagram Class Activity plus H-R Diagram questions (in-class). If you didn't finish them in class, they're DUE Thurs. 1/26 in class. Here they are (but remember you'll need to see an H-R Diagram in order to answer them):

Looking at the H-R Diagram:

1. Describe the general trend between temperature and brightness

2. What is the color and brightness of the most abundant stars? What about the rarest?

3. What are the characteristics of the stars that do not conform to the graph's trend (fall along the Main Sequence)?

4. In term's of the graph's trend, is our Sun a typical or exceptional star, and why?

5. In the stars that fall along the Main Sequence, what relationship do you notice between color and expected lifetime?

6. How does the color of the star relate to its mass and temperature?

7. Why might stars of one color be much more abundant than stars of another color?

8. Which type(s) of star should we consider first when looking for stars that might have life-supporting worlds around them, and why?

Here's a couple websites with images, info, and interactive examples of the H-R Diagram: http://bork.hampshire.edu/~sam/extraordinary/HR%20Diagram.jpg http://sunshine.chpc.utah.edu/labs/star_life/hr_diagram.html

http://www.astro.uni-bonn.de/~javahrd/

And here's an H-R Diagram video:

http://www.spacetelescope.org/videos/heic1017b/

1/26: Lecture and reading on "The Life Cycle of A Star", receive "Star Life Cycle Project Guidelines", begin Star Life Cycle Projects

Here's a sweet video on the life cycle of a star like our sun-12 billion years in 6 minutes (with a tight soundtrack by FC Kahuna):

http://www.youtube.com/watch?v=mZL7VBmeFxY&feature=related

More star life cycle videos, with good info on stellar characteristics (or at least sweet visuals and music): http://www.youtube.com/watch?v=YU6X3SPZAJo&feature=related

http://www.youtube.com/watch?v=l0aGANf5YI8&feature=related

And a good one from the Discovery Channel:

http://www.youtube.com/watch?v=4s7vyDLgk3M&feature=related

1/30: Unit Quiz One and Binder Check, Star Life Cycle Projects continued
2/2:

World History Through Food & the Environment

2010-11-01T16:58:00.001-07:00

1/7: Introduction to the course, pass out syllabus, overview of policies and procedures, lecture and reading on "The Origins of Humanity" and "Climate Effects on Human Evolution" plus Hominid Research assignment (DUE in class Fri. 1/14):

Pick one of the following examples of human ancestors: Ardipithecus, Australopithecus, Homo habilis, Homo erectus, Neanderthal, or early Homo sapiens (cro-magnon) and research and write down the following:

1. Where and when they lived (including specifics on climate and environment)

2. Distinguishing characteristics (physical, behavioral, and cultural)

3. What they ate/details on diet

-Include your sources

-Write your research in your own words

-You will be graded on spelling, grammar, and sentence flow

-Be prepared to present your findings to the class next Friday!!

1/14: Hominid Research Presentations, lecture and reading on "How Diet Shaped Human Evolution", begin reading "Microcosmos" article plus Human Evolution homework questions (DUE Fri. 1/21 in class):

1. Describe why hominids were able to survive environmental changes better than many other organisms
2. Describe the relationship between the "Savannah Hypothesis" and the development of walking upright
3. What is the "Variability Selection Hypothesis", and how does it relate to the pattern of human evolution?
4. List three lines of evidence that support the theory that hominids were able to live in diverse habitats and climates
5. Describe how toolmaking allowed hominids to cope with environmental and climatic change
6. Contrast the different ways that modern humans and Neanderthals dealt with environmental change
7. Describe how the human diet differs from other apes
8. What is the relationship between eating aquatic animals and the growth of hominid brain size?
9. How did the use of fire allow the diets of hominids to expand?
10. Why does Steele think that modern humans were able to outcompete Neanderthals?

Finish "Microcosmos", lecture and reading from "World History to 1648" handout on geography, social structure, and civilization, Primary Civilization Geography Activity plus Primary Civilization Research homework (DUE Fri. 1/28 in class):

-Pick one of the following Primary Civilizations: Mesopotamia, Egypt, Indus Valley, Yellow River Valley, Mesoamerica, or Peru
-Conduct research and gather together materials (either from internet, magazines, books, or anything else legitimate) and BRING THEM WITH YOU TO CLASS ON FRIDAY
-Pay special attention to:
1. How, where, and when the civilization started
2. How its agriculture started, and when
3. What they grew, and how they grew it
4. Characteristics of the civilization (including culture, religion, government, and society)
5. How your civilization changed over time (like time periods)

1/28: Unit Quiz One and Binder Check, "Pennies and Primary Sources" Class Activity, Agriculture Cause and Effect Class Activity, take time to put together Primary Civilization presentations using your research, plus Primary Civilization Research Project (DUE Fri. 2/4 in class). Here are the guidelines:

Using various sources including the internet, books, magazine articles, etc., prepare a presentation on your chosen primary civilization that addresses the following points:

1. Geographic location of your civilization, and when they lived there

2. What the climate and environment was like

3. What they farmed (diet), and how

4. How their society was structured

5. Characteristics of your civilization (such as religion, government, culture, art, etc.)

6. Major developments in your civilization over time, including dates

7. How and when your civilization ended or changed

YOU MUST CITE ALL OF YOUR SOURCES!!

Be prepared to present!

2/4: Primary Civilization Presentations, read "The Birth of Cacao" plus homework questions (DUE Fri. 2/11):

1. Describe the way that chocolate was used by the Olmecs and Mayans, and state who in those societies was allowed to use it
2. Describe three examples of primary sources that give us insight into the Olmec culture
3. Define "nixtamalization", and state why Mesoamerican societies depended on this process
4. Describe two examples of food as a sacred object
5. Describe three primary sources that give us insight into Classic Mayan culture
6. Why is the amount of primary sources so limited in Mesoamerica?

2/11: Primary Civilization Presentations continued, watch "How The Earth Changed History: Water" with movie questions, Primary Civilization Graphic Organizer homework (DUE Fri. 2/18 in class)-you must include at least three differences for each culture

If you missed it, or if you'd just like to scope out the epicosity again, here's the movie on Youtube (you have to click on each part in the sequence to see it all):

http://www.youtube.com/watch?v=jn6tOWKZbh4&feature=related

2/18: Lecture and reading on "The Classical Period", "Drawing Conclusions From Evidence" handout plus drawing conclusions from evidence group activity, Ironworking Map of Africa homework and Classical Period homework (Both DUE Fri. 3/4 in class):

1. Define "intensification", and state what kind of intensification occurred during the Classical Period

2. Describe what the consequences of iron smelting were on Classical Period societies

3. What do we think may have been a factor responsible for population growth?

4. What were the positive and negative effects of clearing forests?

5. What caused the rise of giant empires, and what did they have in common besides size?

6. What's the difference between logographic and alphabetic writing systems?

7. What is one reason we think that world religions emerged in the Classical Period?

2/25: NO SCHOOL- Rodeo Break

3/4: Midterm Exam and Binder Check, Oral History Assignment (DUE Fri. 3/18 if not completed in class)

3/11: NO SCHOOL- Grading Day/End of Quarter

3/18: Watch "How the Earth Changed History: Deep Earth" with movie questions, lecture and reading on "The Medieval Period"

3/21-3/25: NO SCHOOL- Spring Break

4/1: Finish "The Medieval Period", lecture and reading on "West African Kingdoms", begin West African Geography and Environment Class Activity plus Medieval Period homework questions (DUE Fri. 4/8 in class):

1. Describe the role that food and farming played in causing population growth during the Medieval Period

2. List 3 major trade routes, and describe what each brought with them

3. Explain the positive and negative affects of deforestation

4. Compare/contrast the universalist religions of Christianity, Judaism, Buddhism, and Islam. How were they similar? How were they different?

5. Why did major religions thrive in cities and along trade routes, and not in the rest of the world?

6. Based on the article, describe how the world was affected by changes in trade and technology

4/8: Watch "How the Earth Changed History: Wind" with movie questions, West African Geography and Environment Class Activity continued

4/15: Unit Quiz Two and Binder Check, finish West African Geography and Environment Class Activity, begin lecture and reading on "The Modern Era: Part One"

4/22: Finish "The Modern Era: Part One", lecture and reading on "Rice and Slavery", Rice and Slavery Group Activity, plus Modern Era homework questions I (DUE Fri. 4/29 in class!):

1. Describe how each of the 5 key transformations changed human history

2. Describe three specific consequences of the "Great Dying"

3. Why did europeans begin taking African slaves? What were the consequences for African societies?

4. What were the reasons for deforestation, and what were the consequences?

5. Describe what supported the rise of european empires

6. Describe how europe became an economic power and was able to compete with Asia

7. What was the military and fiscal revolution?

8. What was the Renaissance?

9. What influenced the scientific revolution?

10. Give an example of the role food played in changing society

4/29: Finish Rice and Slavery Group Activity, read "Native American Population Decline" and begin Native American Population Decline class activity:

For each of the following questions, state which documents you used, and cite specific words or phrases to explain your answers:

1. Can the evidence given for the population crash by the observers be considered accurate or reliable? Why or why not?

2. Compare and contrast the attitudes of the spanish and english colonists towards Native Americans. How are they similar? How are they different?

3. Were there any observers who were concerned for the plight of Native peoples? If so, whom, and how do you know?

4. How did the european observers view or interpret the disease epidemics?

5. What were the Native American peoples' attitudes towards the europeans?

6. How do the european and Native views of the disease epidemics differ?

Also Rice and Slavery homework questions (DUE Fri. 5/6 in class):

1. Describe where, when, and how rice was first cultivated in Africa

2. Why did the english settlers in the Carolinas want African slaves over Native American or white ones?

3. Why did planters want slaves specifically from the Gold Coast region of Africa?

4. Give three examples of why creating rice fields in the Carolinas was as great a feat as building the Pyramids

5. Describe why the mortality rates among slaves were so high

6. Who are the Gullahs? What's their connection to the rice cultivation of this time period?

5/6: Finish Native American Population Decline activity, watch "How the Earth Changed History: Fire" with film questions, begin lecture and reading on "The Modern Era: Part Two"

5/13: "Modern Era: Part Two" continued, watch "How the Earth Changed History: Human Planet" with film questions, plus Modern Era homework questions II (DUE Weds. 5/17 in Prep 6):

1. Explain how the Modern Era was autocatalytic, using specific examples

2. Describe three major changes in the world following the use of coal

3. What were the four patterns of mass migration? Why did each group migrate?

4. Define liberalism, and give an example of its effects

5. What two major changes in political organization occurred in the Modern Era?

6. What were the goals of european colonial powers? Where were the colonies located?

7. What is secularism? How was it used as a form of racism?

8. What three transforming ideas of democracy occurred in the Modern Era?

9. In your opinion and based on the article, what do you think the consequences of the Modern Revolution have been?

5/20: Final Exam and Binder Check, fill out evaluations (DUE by the end of the day on Fri. 5/20), History of the Future activity (DUE in class)

Ethnobotany (SC-4a)

2010-08-06T14:01:00.001-07:00

8/12: Lukas out- Shari covers
8/16: Overview of class and syllabus, lecture and notes on the study of Ethnobotany, go over "The Ethics of Wildcrafting" handout, tour the campus and select prime mesquite trees for pod harvesting
8/19: Mesquite Pod Harvesting Activity, begin lecture and reading on "Foods That Changed the World"

For those of you who are curious, here's an article about potato plants, with a connection to the historical changes brought about by the potato as well:

http://science.howstuffworks.com/environmental/life/botany/potato-info.htm

An interesting article on Andean potato varieties and maintaining diversity in our food supply:

http://www.potato2008.org/en/potato/biodiversity.html

And a great article on the Ethnobotany of potatoes in Andean cultures, as well as their use as a way of preserving biodiversity in our food today:

http://news.nationalgeographic.com/news/2002/06/0610_020610_potato.html

Check out this picture of crazy Andean potato varieties!!

http://www.isgtw.org/images/2009/Potatoes_L.jpg

Here's a great article about an expedition to Chile, where wild tomato ancestors were found:

http://www.ars.usda.gov/is/pr/2005/051230.htm

Another photo of wild tomatoes:

http://www.scielo.br/img/revistas/rbzool/v20n3/17651f1.jpg

So, this website is kinda funny, but there's a GREAT article on chile peppers and the history of chiles as they spread across the world--very sweet!

http://freebeerforyorky.com/chilistory.html

And a lil' website on peanut plants, including instructions on how to grow your own peanut plants:

http://www.enchantedlearning.com/subjects/plants/pages/peanutplant.shtml

Ok, I hate to say it, but really one of the only good pages on peanut plants is from wikipedia...

http://en.wikipedia.org/wiki/Peanut

Here's a great anthropological/ ethnobotanical site about manioc and how it's processed by the Canela people:

http://anthropology.si.edu/canela/manioc.htm

Here's an article about Cacao (chocolate), including the economics and botanical characteristics of cacao production:

http://www.botgard.ucla.edu/html/botanytextbooks/economicbotany/Theobroma/index.html

A little article on vanilla and its history and uses:

http://www.theepicentre.com/Spices/vanilla.html

Another article on vanilla, including how to grow it:

http://www.orchids-plus-more.com/vanilla-orchid-plant.html

Here's a great site on Native Hawaiian ethnobotany, by Native Hawaiians, that talks about sweet potatoes:

http://apdl.kcc.hawaii.edu/~ahupuaa/botany/food/uala.htm

An interactive website called the "Great Corn Adventure"! Yeehaw:

http://urbanext.illinois.edu/corn/

Interesting intro to corn's wild ancestor-teosinte-with pictures:

http://hila.webcentre.ca/research/teosinte/

8/23: Finish "Foods That Changed the World", lecture and reading on "Medicines That Changed the World", Food and Medicines Homework (DUE Fri. 8/26 in class):

1. Please give an example of a food from another country that has its roots in the Americas (you may use the above links or the internet for this, or just expand on something in the article), and describe the path it took to get there.

Also, to help you with question #1, here's a list (albeit from wikipedia...) that has a good list of crops originating from the Americas if you scroll down to the "crops and ingredients" section:

http://en.wikipedia.org/wiki/Native_American_cuisine#Crops_and_ingredients

2. List and describe 2 examples of foods from this article that have influenced culture or society

3. Describe why it's important to have genetic diversity in our food supply.

4. List and describe 2 examples of medicines from this article that have influenced culture or society

5. Describe why scientists are regaining interest in returning to the use of plant based medicines as opposed to the synthetic versions, giving at least two reasons

Here's a great website on cinchona, including all of its medicinal uses, and its ethnobotany:

http://www.rain-tree.com/quinine.htm

A picture of cinchona and cinchona bark:

http://www.homeopathyandmore.com/med_images/CHINA_OFFICINALIS.jpg

Pictures of coca plants in their native environment in the Andes:

http://www.rain-tree.com/Plant-Images/erythroxylum-pic.htm

And a good page on the indigenous use of coca and its ethnobotany:

http://www.ethnoleaflets.com/leaflets/coca.htm

A page on the ethnobotany of curare:

http://www.botgard.ucla.edu/html/botanytextbooks/economicbotany/Curare/

An ethnobotanical account with pictures of how curare is prepared:

http://www.minelinks.com/ecuador/hunting_2.html

Here's a page on the jaborandi tree:

http://www.rain-tree.com/jaborand.htm

Here's a GREAT website that has a HUGE list of modern pharmaceutical and other chemicals, and the plant sources that they're derived from:

http://chemistry.about.com/library/weekly/aa061403a.htm

8/26: Process mesquite pods and prickly pears, begin lecture and reading on "Tubers From the Andes"
8/30: Finish "Tubers From the Andes", begin lecture and reading on "Introduction to Botany", Tubers From the Andes Homework (DUE Fri. 9/2):

1. What is "pacha kuti", and how does it relate to this article?
2. Describe how Andean people created all of the different variations in their tubers that can be seen today
3. Why are many Andean farmers no longer growing these tubers?
4. Describe 2 specific reasons why scientists are interested in saving these tubers from extinction and promoting them commercially
5. How will the Andean farmers and people benefit from the renewed cultivation of their tubers?

Here's a website that lists the medicinal properties of Anu:
http://www.naturalmedicinalherbs.net/herbs/t/tropaeolum-tuberosum=anu.php
Another article about the medicinal properties of Anu and Maca, from scientists involved in propagating it, along with pictures:
http://www.plantsciences.ucdavis.edu/quiros/lab/macaim.htm

9/2: Native Food Preparation Activity, lecture and reading on "The Benefits and Recipes From Two Native Foods"
9/6: Finish "The Benefits and Recipes From Two Native Foods", lecture and reading on "Alternation of Generations" and "Sequence of Terrestrial Plant Evolution", Intro to Botany Homework (DUE Fri. 9/9):

1. Describe the advantages that plants with a vascular system have over non-vascular ones

2. Describe the differences between xylem and phloem

3. Define alternation of generations in your own words, and describe how it differs between mosses, ferns, conifers, and flowering plants

4. Describe what the benefits and challenges of colonizing the land were for the earliest ancestors of plants

Here's a video about plant adaptations and characteristics:

http://www.youtube.com/watch?v=fA4rpATxaHU&feature=related

Here's a sweet computer generation of what it's like to flow through xylem tissue:

http://www.youtube.com/watch?v=Ir9bm3fli90&feature=related

And another similar one about phloem sugar transport:

http://www.youtube.com/watch?v=yNtDWIx213Y&feature=related

This is a clear explanation of alternation of generations (with pictures) that is sung to the tune of "what a wonderful world":

http://www.youtube.com/watch?v=35vPjdTNRU0

And another explanation of alternation of generations:

http://www.sparknotes.com/biology/plants/lifecycle/section1.html

9/9: Lecture and reading on "Characteristics of Plants", begin lecture and reading on "Movement Through the Membrane"
9/13: "Movement Through the Membrane" continued, Movement Through the Membrane Homework (DUE Fri. 9/16):

1. What does it mean when we say that membranes are “selectively permeable”?

2. What processes are made possible by the cell membrane?

3. Describe how diffusion affects cells

4. Describe how water moves during osmosis

5. How do plant cells avoid bursting when they’re exposed to fresh water? Why is it that animal cells do not come into contact with fresh water?

6. Describe how active transport differs from diffusion

7. What is "facilitated diffusion"?

Here's a good short animation about diffusion:
http://www.youtube.com/watch?v=sdiJtDRJQEc
Sweet time-lapse video of "osmosis in the kitchen"!:
http://www.youtube.com/watch?v=H6N1IiJTmnc&feature=related
Short, cool video of food coloring diffusing in water:
http://www.youtube.com/watch?v=o6nqYcrItiQ&feature=related
Short, clearly explained computer animation of passive transport:
http://www.youtube.com/watch?v=s0p1ztrbXPY&feature=related
And one about active transport:
http://www.youtube.com/watch?v=STzOiRqzzL4&NR=1
Red blood cells in a hypertonic solution:
http://www.youtube.com/watch?v=IRQLRO3dIp8&feature=related
Red blood cells in a hypotonic solution:
http://www.youtube.com/watch?v=EA_ss8ZkjAM&feature=related
Red blood cells in an isotonic solution:
http://www.youtube.com/watch?v=plen79Fgmz0&feature=related

9/16: Unit Quiz One and Binder Check, begin Diffusion and Celery Lab
9/20: Diffusion and Celery Lab continued, begin lecture and reading on "Cell Structures"
9/23: "Cell Structures" continued, receive "Characteristics of Cells Group Project Guidelines" (don't forget to BRING YOUR PROJECT MATERIALS ON TUESDAY!), Cell Structures Homework (DUE Tues. 9/27):

1. Describe the functions of the following organelles: endoplasmic reticulum, golgi apparatus, chloroplast, and mitochondria
2. How are prokaryotic and eukaryotic cells similar? How are they different? How are plant and animal cells similar and different?
3. Describe the role and function of the nucleus
4. What are two functions of vacuoles? Why are plant cell vacuoles so large?
5. How is the cell like a factory?
6. If you examine a cell under a microscope and discover that it has chloroplasts, what could you infer about the organism from which the cell came and why?

Here's a few links to sites that might help you with your projects or homework:

Here's a nice, clear overview of cell structures and functions:
http://www.youtube.com/watch?v=vCqQLoRaTNA
Another cool video, with crazy computer animation:

http://www.youtube.com/watch?v=qM1xDR4yw3o

Another cool video, entitled "The Inner Life of A Cell" with gnarly animation:

http://www.youtube.com/watch?v=yz4lFeqJPdU&feature=related

Plant and animal cell overview:

http://www.youtube.com/watch?v=Jn9oJtXZYcU&feature=related

A short video on the differences between prokaryotes and eukaryotes:

http://videos.howstuffworks.com/hsw/23415-cell-prokaryotic-and-eukaryotic-video.htm

Great Discovery Channel video on the elements of cells:

http://videos.howstuffworks.com/discovery/28732-assignment-discovery-elements-of-cells-video.htm

And another great one that's geared specifically towards explaining cell organelles:

http://videos.howstuffworks.com/hsw/14757-simply-science-organelles-video.htm

And lastly, one about the differences between plant and animal cells:

http://videos.howstuffworks.com/hsw/10311-the-cell-plant-and-animal-cells-video.htm

9/27: Cell Structures Group Projects
9/30: Cell Structures Group Projects continued
10/4: Finish projects, receive "Final Project Guidelines" and "How to Make a Plant Press" handouts, begin constructing plant presses
10/7: Identifying Ethnobotanically Significant Plants Hike
10/11: Midterm Exam and Binder Check, finish plant presses
10/14: No School- Grading Day
10/18: Lecture and reading on "Chloroplasts and Mitochondria", begin lecture and reading on "Taxonomy"

Here's a good explanatory website about taxonomic rankings, using the armadillo and the human as an example:
https://www.msu.edu/~nixonjos/armadillo/taxonomy.html
And here's a great website where you can instantly look up and identify the taxonomic information on ANY kind of plant- very useful!
http://www.gardenguides.com/taxonomy/
Nice website devoted to bryophytes, including mosses, hornworts, liverworts, etc. Lots of cool pics and great info:
http://bryophytes.plant.siu.edu/
Nice reference site on Pteridophyte characteristics:
http://www.biologyreference.com/Po-Re/Pteridophytes.html
I hate to say it, but the wikipedia page on horsetails (Sphenophytes) is decent:
http://en.wikipedia.org/wiki/Equisetum
Here's a page on the Gingkophytes (Gingko biloba):
http://en.wikipedia.org/wiki/Ginkgo_biloba
A page on cycads (Cycadophyta):
http://www.nd.edu/~fboze/cycads.shtml
Nice website- the Gymnosperm Database:
http://www.conifers.org/
Interesting article on the medicinal properties of Ephedra (Mormon Tea):
http://en.wikipedia.org/wiki/Ephedra
Overview of Gnetophytes:
http://www.conifers.org/zz/gnetales.htm
One of the weirdest Gnetophytes ever- the Welwitschia from the Namib Desert:
http://www.plantzafrica.com/plantwxyz/welwitschia.htm

10/21: "Taxonomy" continued, plus Taxonomy Homework (DUE Tues. 10/25):

1. Describe what the advantages are to using binomial names instead of common names

2. Describe the rules of binomial nomenclature

3. Describe what the distinguishing characteristics are between each of the following taxonomic groups: Bryophytes, Pteridophytes, Gymnosperms, and Angiosperms

4. What's the difference between a monocot and a dicot? Which one is more successful, and why?

10/25: Receive "Common Ethnobotanically Significant Plant Families of the Sonoran Desert", Plant Family Identification Walk
10/28: Receive "Leaf Morphology" handout, Leaf Morphology Lab
11/1: Finish Leaf Morphology Lab, lecture and reading on "Leaf Tissues"
11/4: Finish "Leaf Tissues", begin lecture and reading on "Root and Stem Morphology", Leaf Tissues Homework (DUE Tues. 11/8):

1. Describe the 3 main functions of a leaf
2. Compare and contrast the leaves of angiosperms and gymnosperms. How are they similar? How are they different?
3. What are 2 main reasons that plants shed their leaves? How does each process work?
4. Research a specific example of phytoremediation, summarize it, and include your source

Here's a great website with lots of links, diagrams, and actual microscopic images of plant leaf, stem, root, and other tissues with anatomy and definitions:
http://home.manhattan.edu/~frances.cardillo/plants/anatomy/mainmenu.html
Here's another nice explanatory website with good diagrams on all kinds of plant info, including leaves, stems, roots, etc.:
http://hrsbstaff.ednet.ns.ca/sdosman/Higher%20level%20BIO/plantstopic9.1.htm

11/8: Root and Stem Morphology assignment (in class)
11/11: No School- Veteran's Day
11/15: Lecture and reading on "Photosynthesis: Nature's Magical Extravaganza"
11/18: Unit Quiz Two and Binder Check, "Photosynthesis" continued, Photosynthesis Homework I (DUE Tues. 11/22):

1. What are the reactants of photosynthesis? What are the products? What is the catalyst?

2. Describe what happens in each of the two reactions

3. Why does the dark reaction still depend on light?

4. Describe the role and function of ATP and NADPH

5. Why is chlorophyll green?

6. Describe how light intensity, temperature, and CO2 concentration affect the rate of photosynthesis

11/22: Finish "Photosynthesis"
11/25: No School- Thanksgiving Break
11/29: Receive handout on "Native Recipe for Health", Native Recipe for Health questions, Ethnobotanical Research Homework (Both DUE Fri. 12/2):

Native Recipe for Health:

1. How did the traditional diet of the O'Odham people change, and why?

2. What other factors are contributing to the poor health of the O'Odham?

3. How do traditional foods help to reduce or prevent conditions such as diabetes and obesity? Be specific.

Ethnobotanical Research Homework:

-Using the internet and my books, research the following plants: Creosote, Devil's Claw, Agave, Datura, Mormon Tea, Coyote Gourd, Chiltepin, and Saguaro, and write down the following information for EACH:

1. What family it's in

2. What its distinguishing botanical characteristics are (such as leaf/stem arrangement and morphology, flower arrangement and type, growth habits, etc.)

3. What it was used for (like food, medicine, tools, religious purposes), and how

4. Which Native American groups used it

12/2: Lecture and reading on "Angiosperm Reproduction" and "Pollination", Angiosperm Reproduction/Pollination Homework (DUE Tues. 12/6):

1. Describe the relationship between flower characteristics and pollination vectors

2. Describe the differences between mitosis and meiosis

3. Describe the role of mitosis and meiosis in the formation of gametes in angiosperms

4. Describe the two methods of pollen distribution

5. Why do most plants try to avoid self-pollination? Under what circumstances might self-pollination become a benefit?

12/6: Lecture and reading on "The Work of Gregor Mendel"
12/9: Finish "The Work of Gregor Mendel"
12/12: Final Projects DUE
12/13: Final Exam and Binder Check, Class Evaluations
12/16: No School- Winter Break

Ecology SECTION ONE (M-Th) (SC-2a)

2010-08-06T14:00:00.001-07:00

8/11: Review syllabus, overview of course, set norms, inquiry on previous knowledge
8/15: Lecture and notes on the definition of ecology, read "What is Ecology?" handout, "How would you study an ecosystem?" activity (DUE Thurs. 8/18 in class), plus What is Ecology Homework (DUE Thurs. 8/18 in class):

How was the field of ecology different from the traditional methods of studying nature in the mid 19th century?
How are ecology and environmentalism related?
What caused people to become concerned about the environment? Also, list and describe the 2 different views on conservation of the environment.
What is the biosphere? Also, describe how energy flows through the biosphere.

8/18: School Transect Activity, begin lecture and reading on "Levels of Organization", Home Transect Homework (DUE Mon. 8/22 in class):

8/22: "Levels of Organization" continued, Food Chain Activity, Home Transect Homework II (DUE Thurs. 8/25 in class):

Here's a great website that explains some basic principles of ecology, with a food chain diagram:

http://www.scienceclarified.com/Di-El/Ecosystem.html

A couple cool ecosystem pyramid diagrams:

http://www.scienceparameter.com/museum/history/Tool-Timeline-images/16ecology_web.jpg

This is a GREAT interactive website on the phylogenetic tree of life:

http://tolweb.org/tree/phylogeny.html

8/25: Finish "Levels of Organization", begin Group Pyramid Project, Levels of Organization Homework (DUE Mon. 8/29):

8/29: Group Pyramid Project continued

This website is AWESOME and should be used throughout the semester whenever you need any resources-you can refer to this if you need some good pictures to draw from for your posters:

http://wc.pima.edu/Bfiero/tucsonecology/index.htm

9/1: Group Pyramid Project continued
9/5: NO SCHOOL- LABOR DAY
9/8: Finish Pyramid Project
9/12: Lecture and reading on "What Shapes an Ecosystem?"

9/15: Unit Quiz One and Binder Check, finish "What Shapes an Ecosystem?", What Shapes an Ecosystem Homework (DUE Mon. 9/19):

1. Describe the difference between a biotic and an abiotic factor, and give an example of each.

2. In your own words, define the term “niche”, and describe a real-life example from an organism of your choice

3. Describe the differences between a generalist and a specialist, and give an example of each

4. What does the “competitive exclusion principle” state? Why is it important in an ecosystem?

5. Describe each of the three types of symbiosis, and give an example of each

9/19: Observing Symbiosis Activity
9/22: Watch "Planet Earth: Pole to Pole" with film questions
9/26: Lecture and reading on "The Concept of the Niche in Detail", Concept of the Niche Homework (DUE Thurs. 9/29):

1. Describe why direct competition between two species for the same niche will result in a winner and a loser

2. Define the term "guilds", and describe how guilds of species with similar niches avoid violating Gause's Law

3. What are ecological equivalents, and how do they relate to convergent evolution?

4. Describe how coevolution influences an organism's niche. Also, explain how this is a form of symbiosis

5. What role does extinction play in shaping the available niches in an ecosystem?

9/29: Project Area Mapping Activity, Project Topic Homework I (DUE Mon. 10/3):

1. Write down what it is that you want to study for your project

2. Describe how you plan to study it

10/3: Watch "Life in the Undergrowth: Intimate Relations" with film questions
10/6: Observing Ecology Hike
10/10: Midterm Exam and Binder Check, discuss projects
10/13: No Class- All-School Event
10/17: Lecture and reading on "How Populations Grow", Project Proposal Homework (DUE Thurs. 10/20):

5. What variables (things out of your control) may affect the accuracy or reliability of your data? How do you plan to overcome these challenges?

10/20: Lecture and reading on "Case Study in Population Growth: Rabbits in Australia", Rabbits in Australia Assignment, begin lecture and reading on "Limits to Growth"
10/24: Finish "Limits to Growth", Limits to Growth in-class questions (DUE Thurs. 10/27 if not completed in class- the 4 questions are on the back of your "Limits to Growth" handouts), discuss projects
10/27: Begin Data Collection
10/31: Data Collection Day
11/3: Data Collection Day
11/7: Partial Data Collection, begin watching "Living Together", with film questions
11/10: Data Collection Day
11/14: Finish "Living Together", Data Collection
11/17: Unit Quiz Two, Binder Check, and Data Check One, Predator/Prey Graph Activity (DUE Mon. 11/21 if not completed in class)
11/21: Lecture and reading on "Fire Ecology", Fire Ecology Homework (DUE Mon. 11/28):

1. Describe ecological succession in your own words2. What essential role does fire play in keeping fire-dependent ecosystems healthy?

3. How did gophers help the ecosystem recover after the Mount St. Helens eruption?

4. How do organisms colonize new island environments?

5. What's the difference between succession and colonization?

11/24: No School- Thanksgiving Break
11/28: Receive "Final Project Guidelines", Data Collection Day
12/1: Data Collection, lecture and reading on "Biodiversity"
12/5: Watch "Biodiversity" with film questions, lecture and reading on "Biodiversity" continued
12/8: Finish "Biodiversity"
12/9: Final Projects DUE
12/12: Final Exam and Binder Check, Class Evaluations
12/15: No Class- TBA

Astronomy (SC-3a)

2010-02-16T17:45:00.001-08:00

8/11: Overview of course, overview of syllabus, set norms, inquiry on prior knowledge
8/15: Astronomical Mythology activity (DUE 8/18 in class). Here are the guidelines:

Write an original myth to explain common astronomical phenomena. You must include the following characters, although you can of course add more: the sun, the moon, and the stars. To get you started, here are some ideas of what your myth could explain: the rising and setting of the sun and moon, phases of the moon, solar and lunar eclipses, patterns of motion or constellations. Your myth should be two pages long, and will also be graded on spelling and grammar.

8/18: Lecture and reading on "A Modern View of the Universe"

Here's a cool interactive website where you can zoom in and out to see the size and scale of the universe:
http://www.newgrounds.com/portal/view/525347
Another website that explains not only scale, but time as well:
http://www.krysstal.com/scale.html
Another good one, with lots of explanatory text:
http://www.atlasoftheuniverse.com/
Here's a video that's a part of a series on "Journey to the Edge of the Universe" (there's also a lot of good related videos to check out):
http://www.youtube.com/watch?v=Zr7wNQw12l8&feature=related
And a host of different photos of the infamous "Pale Blue Dot" that inspired Carl Sagan:
http://www.google.com/images?hl=en&client=firefox-a&rls=org.mozilla:en-US:official&channel=s&q=pale+blue+dot&um=1&ie=UTF-8&source=univ&ei=hp52TNSdHIa4sAOjnbygDQ&sa=X&oi=image_result_group&ct=title&resnum=8&ved=0CFgQsAQwBw&biw=1440&bih=708

8/22: Lecture and reading on "Spaceship Earth", Does it Make Sense? Homework (DUE Thurs. 8/25 in class)
8/25: Watch "IMAX: Cosmic Voyage" with film questions, lecture and reading on "Ancient Astronomy", Ancient Astronomy Research Homework (DUE Mon. 8/29 in class):

Choose an ancient culture and research their knowledge and use of astronomy. Bring your research materials with you to class on Monday.

8/29: Finish "Ancient Astronomy", begin Archaeoastronomy Research Project (DUE Thurs. 9/1 in class):

Using your research, write up a presentation on your culture that addresses the following points:
1. What your culture used astronomy for
2. How they used it
3. What astronomical events were important to them, and why
4. How astronomy was incorporated into their religion and/or architecture

-Include a list of your sources

9/1: Archaeoastronomy Research Presentations
9/5: NO SCHOOL- LABOR DAY
9/8: Lecture and readings on "Ptolemy Biography" and "Isaac Newton Biography", Early Astronomy Homework (DUE Mon 9/12):

List and describe the major contributions that each of the following individuals made to the science of Astronomy, as well as why those contributions were important:
1.Ptolemy
2.Copernicus
3.Galileo
4.Kepler
5. Newton

Here's a good video on Kepler's laws of planetary motion explained:
http://videos.howstuffworks.com/hsw/23314-the-history-of-astronomy-laws-of-planetary-motion-video.htm

A video on Newton's universal law of gravitation:
http://videos.howstuffworks.com/hsw/19121-exploring-gravity-the-law-of-universal-gravitation-video.htm

Here's a video on how the inverse square law applies to sandwich-making:
http://www.youtube.com/watch?v=JW3tT0L2gpc

9/12: Lecture and reading on "Matter and Energy in Everyday Life"

Sweet video from PBS on "Amazing Atoms:
http://www.youtube.com/watch?v=xqNSQ3OQMGI
And a cool one on "Quarks: Inside the Atom":
http://www.youtube.com/watch?v=SMgi2j9Ks9k&feature=related
Nice website with videos on how atoms work:
http://science.howstuffworks.com/atom.htm
And another great video on atoms, elements, molecules, and compounds:
http://videos.howstuffworks.com/hsw/5966-chemistry-of-life-atoms-and-elements-video.htm
Great Discovery Channel video about the four phases of matter:
http://www.youtube.com/watch?v=88tK5c0wgH4

9/15: Unit Quiz One and Binder Check, What Temperature is it in the Universe? Activity
9/19: Finish "Matter and Energy in Everyday Life", Does it Make Sense Homework II (DUE Thurs. 9/22)
9/22: Begin lecture and reading on "Describing Motion"
9/26: Finish "Describing Motion", Does it Make Sense Homework III (DUE Thurs. 9/29)

Here's a video from NASA on motion and forces, with good explanations of all the terms:

http://www.youtube.com/watch?v=54fAE2iN2II

Hilarious (and painful) demonstration of Newton's three Laws of Motion:

http://www.youtube.com/watch?v=cWOv7NyOnhY

9/29: Motion and Force Lab I: Ball Drop
10/3: Watch "Understanding the Universe" with film questions
10/6: Finish "Understanding the Universe, begin lecture and reading on "Light in Everyday Life"
10/10: Midterm Exam and Binder Check, "Light in Everyday Life" continued
10/13: No Class- All-School Event
10/17: "Light in Everyday Life" continued
10/20: Motion and Force Lab II: Rockets (Note: completed Rocket Labs are DUE Mon. 10/24)
10/24: Finish "Light in Everyday Life", Light Homework (DUE Thurs. 10/27):

1. Define and describe each of the four ways that light interacts with matter
2. Describe the difference between transparent and opaque
3. Explain how light is both a particle and a wave
4. Between gamma rays and radio waves, which type of light has more energy, and why?
5. What happens to the electrons of atoms when light energy passes through them?
6. What do emission and absorption spectra tell us about things like stars and planets? How?
7. Why is it more difficult for opaque objects to emit thermal radiation? Also, what are the two rules of thermal radiation?

10/27: Math AIMS- No regular class
10/31: Making CD Spectroscopes Activity
11/3: Lecture and reading on "The Big Bang and the Evolution of the Universe", Big Bang Theory Homework (DUE Mon. 11/7):

1. List and describe the 3 main lines of evidence for the Big Bang Theory
2. What is "Inflation Theory"? What evidence exists to support it?
3. What is "Funny Energy" (AKA Dark Energy)? What is it doing to the universe, and what evidence supports its existence?
4. What does the Cosmic Microwave Background prove about the structure of the universe? How?

Having trouble visualizing all of this stuff? Check out this video from Columbia University Professor Janna Levin--it's tight!

http://dvice.com/archives/2009/08/big-bang-animat.php

Here's a video from the History Channel on the Cosmic Microwave Background:

http://www.youtube.com/watch?v=9q7DbUCl6QU

Anyone who'd like some more information on the theory can check out another sweet video from Astronomy.com on the Big Bang below:

http://www.astronomy.com/asy/default.aspx?c=a&id=8041

A video on the Big Bang Theory and the evidence for it that's pretty useful (and British!):

http://www.youtube.com/watch?v=0iqW7YS1Y7Y&feature=related

And here's an EXCELLENT website with interactive links to each of the eras of time, with clear and easy-to-understand information--DEFINITELY worth a look!!

http://www.pbs.org/deepspace/timeline/

Another great Big Bang video (from the History Channel) that includes eras of time and the four forces:

http://www.youtube.com/watch?v=hSZqhqR5XKM&feature=related

11/7: Lecture and notes on "Major Events in the Universe...", receive "Timeline of the Universe Group Poster Project" guidelines
11/10: Begin Timeline of the Universe Group Projects
11/14: Timeline Projects continued
11/17: Unit Quiz Two and Binder Check, Timeline Projects continued
11/21: Finish Timeline Projects
11/24: No School- Thanksgiving Break
11/28: Lecture and reading on "A New View of Gravity", A New View of Gravity Homework (DUE Thurs. 12/1):

1. What creates gravity? How does the amount of an object's mass affect the strength of gravity?

2. What role does density play in the strength of gravity?

3. What is the "critical density", and why is it important to understanding the universe's fate?

4. List and describe the four possible fates of the universe

5. Which one of the above is the one we currently believe is the most likely to happen, and why?

6. What role does Dark Matter play in the fate of the universe?

12/1: Lecture and reading on "Star Death"
12/5: Watch "Black Holes" with film questions
12/8: Finish "Black Holes", lecture and reading on "String Theory: The Theory of Everything"
12/12: Final Exam and Binder Check, Class Evaluations
12/15: No Class- TBA

Tucson Village Farm Project Group

2010-02-16T17:45:00.000-08:00

Parent drivers needed for the farm!!
Mondays from 1:00-3:20
Participation encouraged, too!
Contact the school at 520-382-9210 for details or to sign up

2/18/10: Transportation to the farm on Monday Feb. 22nd will be provided by the TVF, parent drivers (THANK YOU! :) ) and Sky Islands faculty. Please bring a water bottle, work clothes, and wear close-toed shoes.

2/22: Extra Credit- research the "Mr. Clucky" controversy in Florida

2/23: NEXT FARM TRIP is Monday, March 1st. Please be advised that this is an ALL-DAY trip!! Lunch will be provided courtesy of the Tucson Village Farm. Make sure to bring a water bottle and weather and work-appropriate clothing!
2/25-26: RODEO BREAK
3/1: ALL-DAY FARM WORK (8:30-3:20). See above for details.

3/1 Update: A HUGE thank you to all the students who participated in the work day today!! You guys were AWESOME, worked REALLY hard, had a lot of fun, were respectful and polite, and hopefully learned some stuff, too! I'm very pleased with the results and proud of all of you!

3/15: FARM TRIP: Leave school 12:45, return 3:20 (it's getting hotter so water sunscreen and sun protection is required!)
3/22: FARM TRIP: Leave school 12:45, return 3:20 (it's getting hotter so water sunscreen and sun protection is required!)
3/26: FARM TRIP: Leave school 12:45, return 3:20 (it's getting hotter so water sunscreen and sun protection is required!)
4/12: FARM TRIP: Let's build our mesquite ramada! Leave school 12:45, return 3:20 (it's getting hotter so water sunscreen and sun protection is required!)
4/19: FARM TRIP: Let's put the roof on our mesquite ramada! Leave school 12:45, return 3:20

5/3: ALL-DAY FARM TRIP!! Those who are interested in really working, please be ready to go with appropriate clothing, a water bottle, sun protection, and a lunch. We'll be gone all day (8:30-3:00), so be prepared! Let's finish putting the roof on the mesquite ramada! Those who wish to opt out will have an alternate assignment at school during project time.
5/10: FINAL FARM TRIP: Finish the ramada and compost set up, and then celebrate with tacos!! YAY!

Zoology SECTION ONE (M-Th) (SC-2b)

2010-02-16T17:44:00.002-08:00

1/2: Introduction to the course, pass out syllabus, inquiry on "What makes an organism an animal?", begin lecture and reading on "Life is Cellular"

1/5: Finish "Life is Cellular", lecture and reading on "Plant and Animal Cells", Cell homework (DUE Mon. 1/9 if not completed in class):

1. List the components of the cell theory, and describe what each means

2. Describe the differences between a prokaryote and a eukaryote. Which kind are animals?

3. Describe 2 structures that all cells have

4. Define "cell specialization", and state which kind of organisms it occurs in

5. Describe how the biological levels of organization are similar to the levels of organization in ecology

6. List and describe two major differences and similarities between plant and animal cells

1/9: Lecture and reading on "Zoology Introduction", and "Kingdoms of the Living World"
1/12: Finish "Kingdoms of the Living World", Taxonomy homework (DUE Thurs. 1/19):

1. Describe the characteristics of each kingdom on a cellular level

2. Define the term "species"

3. Define "binomial nomenclature", and list the rules in writing a binomial name

4. Describe why scientists avoid using common names for organisms

5. Which category has more biological meaning- "all brown birds" or "all hawk-like birds", and why?

Here's a video on Carol Linnaeus and the system of taxonomy, with Bill Nye: http://videos.howstuffworks.com/science-channel/29017-100-greatest-discoveries-classification-of-species-video.htm

A couple videos on the different kingdoms:

http://www.youtube.com/watch?v=TPZSoNY9vAo&feature=related

http://www.dnatube.com/video/5337/Biological-Classification-Kingdoms

One on the taxonomy of the Animal Kingdom, with the song "Animal" by Def Leppard (funny): http://www.youtube.com/watch?v=VOkQimDzr2Y&feature=related

And a great video on the "Tree of Life" with-get ready for it-David Attenborough!

http://www.youtube.com/watch?v=H6IrUUDboZo&feature=related

1/16: NO SCHOOL- Martin Luther King, Jr. Day
1/19: Taxonomic Groupings Class Activity, begin lecture and reading on "Modern Evolutionary Classification"
1/23: Finish "Modern Evolutionary Classification", Phylogeny Worksheet, receive "Taxonomy Project Guidelines" (DUE Mon. 1/30)

Here is a fantastic web resource for you guys for the rest of the semester-it's a web site where you can find taxonomic and other information of literally any animal in the animal kingdom!! Check it out, and remember to refer back to it later for projects: http://animaldiversity.ummz.umich.edu/site/index.html

1/26: Taxonomy Projects continued
1/30: Unit Quiz One and Binder Check, Taxonomy Project Presentations,

Food Biology (SC-4b)

2010-02-16T17:44:00.001-08:00

1/3: Introduction to the course, pass out syllabus, introduction to the Food Journal, begin lecture and reading on "The Nutrients"

NOTE: You must get a Food Journal and start recording all meals, snacks, and non-water beverages starting TUES. 1/10!

1/6: Lecture and reading on "The Nutrients" continued, receive guidelines for Nutrient Puzzle Piece Group Project

1/10: Nutrient Puzzle Piece Group Project continued
1/13: Nutrient Puzzle Piece Group Project continued
1/17: Nutrient Puzzle Piece Group Project continued, Ingredient Label homework- Bring in your favorite snack food (with nutrition information) on Friday!
1/20: Finish Nutrient Puzzle, lecture and reading on "Nutrition and Healthy Eating" and "How to Read A Nutrition Label"
1/24: 2000 Calorie Diet Activity, Nutrition homework (DUE Fri. 1/27):

1. Go to http://caloriecount.about.com/cc/calories-burned.php and write down your results.

2. Describe the differences between the three types of carbohydrates

3. Describe the differences between soluble and insoluble fiber

4. Explain how fats/lipids are both vital as well as harmful to health

5. Explain the relationship between fat and cholesterol

6. What are "free radicals"? How can they be eliminated from the body?

1/27: Food Additives Group Research Activity
1/31: Unit Quiz One, Food Journal Check, and Binder Check, Food Additives Presentations,

Earth Science (SC-1a)

2010-02-16T17:44:00.000-08:00

8/11: Introduction to course, overview of syllabus, set norms, inquiry on prior knowledge
8/15: Lecture and reading on "The Formation of the Earth" plus Formation of the Earth Homework (DUE Thurs. 8/18 in class):

1. Describe how the Earth formed, in your own words
2. List and describe 2 major events that took place during the Hadean Eon
3. Why are there no traces of rocks from the Hadean Eon? What evidence exists to tell us what was going on at this time?
4. What is "differentiation"?
5. Describe how Earth's crust and oceans formed
6. What are stromatolites? Also, describe the 2 major effects that stromatolites had on the early Earth.

Here's a detailed website on the formation of the solar system as well as some cool general facts about the Earth:

http://astronomyonline.org/SolarSystem/EarthIntroduction.asp?Cate=SolarSystem&SubCate=Earth&SubCate2=E00

And here's a movie on solar system formation (including the Earth):

http://www.solarviews.com/cap/misc/ssanim.htm

The "straight story" on the formation of the Earth:

http://geology.about.com/od/nutshells/a/aa_earthbirth.htm

This website is fantastic and filled with great information on all of the different geologic eras, with a lot of details on the Hadean Eon:

http://paleobiology.si.edu/geotime/main/index.html

Here's a video on the formation of our solar system:

http://www.youtube.com/watch?v=tFLOsRSuW0E&feature=related

Lastly, a GREAT series of videos from the History Channel's epic "How the Earth Was Made" (there's 5 parts in the series, this is the link to part 1:

http://www.youtube.com/watch?v=bFTYl07Plww&feature=related

8/18: Lecture and reading on "Movement of the Earth's Crust"

Here's a few websites that have visuals and other information on the layers and structure of the Earth:

http://scign.jpl.nasa.gov/learn/plate1.htm

http://volcano.oregonstate.edu/vwdocs/vwlessons/lessons/Earths_layers/Earths_layers1.html (interactive)

Layers of the Earth rap song! (No joke):

http://www.educationalrap.com/song/layers-of-the-earth.html

More info on the characteristics and properties of each layer:

http://wwwf.countryday.net/facstf/ms/schniebec/layers%20of%20earth/layers%20info%20page.htm

This video on Earth's magnetic field is kinda slow, but very informative and easy to understand:

http://www.youtube.com/watch?v=O-V3yR2RZUE

Sweet animation of earth's magnetic field traveling around (there's good links to other similar videos, too):

http://www.youtube.com/watch?v=cpnxTdm6c5Y&feature=related

Good, short film on how the earth's magnetic field works:

http://www.youtube.com/watch?v=uj0DFDfQajw&NR=1&feature=fvwp

8/22: Finish "Movement of the Earth's Crust", lecture and reading on "Earth's Inconstant Magnetic Field", Magnetic Field Homework (DUE Thurs. 8/25 in class):

1. Describe what Earth's magnetic field is and what it does

2. What do we believe cause the Earth's magnetic field, and how does this process work?

3. Why do we think Earth's magnetic field reverses? How often do we think this happens, and what are the potential hazards of a pole reversal?

4. What evidence exists to prove that the Earth's magnetic field reverses?

8/25: Begin Structure of the Earth Group Poster Projects

Here are lots of pictures of the Earth's layers, to help give you a visual inspiration for your posters:

http://www.astronomy-pictures.net/layers-of-the-earth.jpg

http://www.globalchange.umich.edu/gctext/Inquiries/Inquiries_by_Unit/Unit_2_files/image010.jpg http://www.glossary.oilfield.slb.com/files/OGL98016.jpg
http://oceansjsu.com/images/exp5_interior_earth.gif
http://www.bnsc.gov.uk/assets/channels/education/ae/Earth_interior.gif
https://www.etap.org/demo/grade6_science/lesson1/layers.jpg

http://www.solcomhouse.com/images/struct.jpg

http://www.weirdwarp.com/wp-content/uploads/2010/02/the-Earth-make-up2.jpg

http://visual.merriam-webster.com/images/earth/geology/structure-earth.jpg

8/29: Finish Structure of the Earth Group Poster Projects
9/1: Lecture and reading on "Continental Drift", Plate Tectonics Worksheet Homework (DUE Thurs. 9/8)
9/5: NO SCHOOL- LABOR DAY
9/8: Watch "Earth- The Biography: Volcanoes" with film questions, Plate Tectonics Homework (DUE Mon. 9/12):

1. Describe the 2 theories that led to the discovery of plate tectonics

2. What evidence exists to prove these theories?

3. Define the term "theory", and describe how this relates to the theory of Plate Tectonics

4. Describe the 3 ways that plates interact with each other, and give "real-life" examples of each

5. Describe the process of convection in your own words, and explain how this relates to Plate Tectonics

6. Explain how plate tectonics relates to the formation of mountains, volcanoes, and earthquakes

Here's an incredible animation showing the drift of the Earth's continents from 400 million years ago all the way up to another 250 million years from now-when another Pangea will form!

http://www.youtube.com/watch?v=hSdlQ8x7cuk

Another sweet continental drift animation, with good info:

http://www.youtube.com/watch?v=uGcDed4xVD4&feature=fvw

Here's a good animation on plate tectonic systems:

http://www.videopediaworld.com/video/31709/Spin-Around-the-Solar-System-Earths-Plate-Movements

Seafloor spreading with Bill Nye (from Discovery Channel):

http://www.youtube.com/watch?v=6CsTTmvX6mc

Great explanation of seafloor spreading in 60 seconds:

http://www.youtube.com/watch?v=Tlzg5_hVaPU&feature=related

Investigating the mid-ocean ridges:

http://www.youtube.com/watch?v=f9o5BV1aotM

And I saved the best for last, here's an AWESOME show on plate tectonics:

http://www.youtube.com/watch?v=lsZq1pNufNg

9/12: Lecture and reading on "Volcanoes"

Here's a great volcano video from National Geographic:
http://video.nationalgeographic.com/video/player/environment/environment-natural-disasters/volcanoes/volcano-lava.html
Great footage of kilauea erupting into the sea in Hawai'i:
http://www.youtube.com/watch?v=488BkTUsMa4
Here's a cool animation of how mountains form:
http://www.youtube.com/watch?v=ngV66m00UvU
And another nice animation of the Himalayan collision:
http://www.youtube.com/watch?v=i1tNHYX4R2o&feature=related

9/15: Unit Quiz One and Binder Check, begin watching "IMAX: Ring of Fire" with film questions
9/19: Finish "IMAX: Ring of Fire", begin watching "Supervolcano" with film questions
9/22: "Supervolcano" continued
9/26: Finish "Supervolcano", begin lecture and reading on "Earthquakes"

Here's a video of a gnarly earthquake:

http://www.youtube.com/watch?v=Qbd0uSPG5yQ&feature=related

Good National Geographic video on earthquake destruction:

http://www.youtube.com/watch?v=CtBXTvtFaCU

Another great Nat Geo video on earthquakes:

http://video.nationalgeographic.com/video/player/environment/environment-natural-disasters/earthquakes/earthquake-101.html

9/29: Volcano Eruption Lab, finish "Earthquakes", Locating the Epicenter Homework (DUE Mon. 10/3)
10/3: Watch "Living Rock" with film questions
10/6: Begin lecture and reading on "Earth's Atmosphere"
10/10: Midterm Exam and Binder Check, "Earth's Atmosphere" continued
10/13: No Class- All-School Event
10/17: Finish "Earth's Atmosphere", Atmosphere Homework (DUE Thurs. 10/20):

1. Describe three characteristics of the Troposphere

2. Describe how convection in the Troposphere occurs

3. What is the ozone layer? What does it protect us from?

4. Describe why materials that reach the Stratosphere linger for so long

5. Why do we know so little about the Mesosphere?

6. What does the Mesosphere protect us from, and how?

7. What is the ionosphere? How does it relate to auroras?

10/20: Watch "Earth: The Biography- Atmosphere" with film questions
10/24: Begin Layers of the Atmosphere Group Poster Projects
10/27: Math AIMS- No regular class
10/31: Layers of the Atmosphere Projects continued
11/3: Finish Projects
11/7: Lecture and reading on "Weathering" and "Erosion Caused by Water", Weathering homework (DUE Thurs. 11/10):

1. List and describe the two different types of weathering

2. Describe the process of oxidation in your own words

3. Is soil formation a form of mechanical or chemical weathering, and why?

4. Describe the process of cave formation in your own words. Also, is it a type of chemical or mechanical weathering, and why?

5. Describe the difference between weathering and erosion. How are they related?

Here's a video on weathering and erosion:
http://www.videopediaworld.com/video/17559/River-Biomes-The-Food-Chain-Of-The-River-Biome
And one on water erosion specifically:
http://www.youtube.com/watch?v=MFpCJsc_k64
Normally erosion occurs over really large periods of time, but in this case, a huge section of land is eroded away right before your eyes! Pretty scary landslide...
http://www.youtube.com/watch?v=u-zpnEgWy20
And a clip from "Planet Earth: Caves" about how limestone is eroded to form caverns and cave features:
http://dsc.discovery.com/videos/planet-earth-caves-limestone-erosion.html

11/10: Watch "Planet Earth: Fresh Water" with film questions
11/14: Lecture and reading on "Erosion Caused by Glaciers", watch "Earth: The Biography-Ice" with film questions
11/17: Unit Quiz Two and Binder Check, "Earth: The Biography- Ice" continued
11/21: Finish "Earth: The Biography- Ice", Streamtable Lab Activity
11/24: No School- Thanksgiving Break
11/28: Lecture and reading on "Weather Conditions and Measurements", Using A Weather Map Activity (DUE Thurs. 12/1)
12/1: Lecture and reading on "Earth's Movement in Space"
12/5: Watch "Earth: The Biography- Oceans" with film questions
12/8: Lecture and reading on "Sources of Fresh Water", Water Use Activity
12/12: Final Exam and Binder Check, Class Evaluations
12/15: No Class- TBA