Go to the APES Twitter page and browse articles. Choose three articles, each on a different topic. For each article, read the article and write a one-page summary and reflection (one side of one piece of loose-leaf paper); three articles—three summaries—three pages. Due Friday August 24th
To start the semester prepared, read Chapter’s 1 and 2 of the AP environmental science textbook (eBook); Living in the Environment 17th Ed. Click the link below. You must be logged into your DPS Google account to open the PDF. https://drive.google.com/open?id=0BysV-E6URW6ETVZDVm5nYzR1Q0E
Friday May 25th
Objective: Students will conduct a tree species inventory of Jefferson Square Park to determine the species diversity within the park.
In- 5/25/18, Warm-Up No Warm-Up
Classwork: Tree Species Inventory- Jefferson Square Park
Homework: None
Wednesday May 23rd
Objective: Students will read, write, listen, and speak to write a course evaluation and reflection that provides useable feedback and constructive criticism to help improve the course for next year.
In- 5/23/18, Warm-Up No Warm-Up
Classwork: Course Evaluation and Reflection
Homework: None
Tuesday May 22nd
Objective: Groups of 2-3 students will create a video that presents an environmental issue of their choice, the theme is “Think Globally Act Locally”. Students will present their videos the class on Monday May 16th. Videos will be graded by students, teacher, and guest judges (composite grade in 3rd's).
In- 5/22/18, Warm-Up No Warm-Up
Classwork: Environmental Science Capstone Project- “Think Globally Act Locally” Video -Video Screening and Contest
Homework: None
Monday May 21st
Objective: Groups of 2-3 students will create a video that presents an environmental issue of their choice, the theme is “Think Globally Act Locally”. Students will present their videos the class on Thursday May 11th.
In- 5/21/18, Warm-Up No Warm-Up
Classwork: Environmental Science Video Project
A few talking points
Computer lab
Homework: None
Friday May 18th
Objective: Groups of 2-3 students will create a video that presents an environmental issue of their choice, the theme is “Think Globally Act Locally”. Students will present their videos the class on Thursday May 11th.
In- 5/18/18, Warm-Up No Warm-Up
Classwork: Environmental Science Video Project
Group sign-up/topic
A few talking points
Computer lab
Homework: None
Thursday May 17th
Objective: Groups of 2-3 students will create a video that presents an environmental issue of their choice, the theme is “Think Globally Act Locally”. Students will present their videos the class on Thursday May 11th.
In- 5/17/18, Warm-Up No Warm-Up
Classwork: Environmental Science Video Project
Group sign-up/topic
A few talking points
Computer lab
Homework: None
Wednesday May 16th
Objective: Groups of 2-3 students will create a video that presents an environmental issue of their choice, the theme is “Think Globally Act Locally”. Students will present their videos the class on Thursday May 11th.
In- 5/16/18, Warm-Up No Warm-Up
Classwork: Environmental Science Video Project
Group sign-up/topic
A few talking points
Computer lab
Homework: None
Tuesday May 15th
Objective: Groups of 2-3 students will create a video that presents an environmental issue of their choice, the theme is “Think Globally Act Locally”. Students will present their videos the class on Thursday May 11th.
In- 5/15/18, Warm-Up No Warm-Up
Classwork: Environmental Science Video Project
Computer Lab
Homework: None
Monday May 14th
Objective: Groups of 2-3 students will create a video that presents an environmental issue of their choice, the theme is “Think Globally Act Locally”. Students will present their videos the class on Thursday May 11th.
In- 5/14/18, Warm-Up Read Denver Post Article
Classwork: Environmental Science Video Project
Rubric/grading expectations
Exemplar videos
Self-select groups of 3, topic selection, & sign-up
Computer Lab
Homework: None
Friday May 11th
Objective: Groups of 2-3 students will create a video that presents an environmental issue of their choice, the theme is “Think Globally Act Locally”. Students will present their videos the class on Thursday May 11th.
In- 5/11/18, Warm-Up No Warm-Up
Classwork: Environmental Science Video Project- “Think Globally Act Locally”
Read and discuss instructions handout
Exemplar videos
Brainstorm topics
Computer lab
Homework: None
Thursday May 10th
Objective: Students will
In- 5/10/18, Warm-Up No Warm-Up
Classwork: AP Environmental Science Exam in Room 111
Homework: See Calendar
Wednesday May 9th
Objective: Students will write a practice free response question, grade several exemplars based of the rubric, and discuss free response strategy and best practices.
In- 5/9/18, Warm-Up No Warm-Up
Classwork: Practice Free Response -Writing time -Grade exemplars and discuss
Homework: See Calendar
Tuesday May 8th
Objective: Students will write a practice free response question, grade several exemplars based of the rubric, and discuss free response strategy and best practices.
In- 5/8/18, Warm-Up No Warm-Up
Classwork: Practice Free Response -Writing time -Grade exemplars and discuss
Homework: See Calendar
Monday May 7th
Objective: Students will write a practice free response question, grade several exemplars based of the rubric, and discuss free response strategy and best practices.
In- 5/7/18, Warm-Up No Warm-Up
Classwork: Practice Free Response -Writing time -Grade exemplars and discuss
Homework: See Calendar
Friday May 4th
Objective: Students will
In- 5/4/18, Warm-Up No Warm-Up
Classwork: Review Test #2
Homework: See Calendar
Thursday May 3rd
Objective: Students will analyze the mock exam FRQ to determine best practices and strategies for writing free responses.
In- 5/3/18, Warm-Up No Warm-Up
Classwork: Mock Exam FRQ Analysis -Students examine their FRQ's and discuss ways they could improve their scores
Homework: See Calendar
Wednesday May 2nd
Objective: Students will analyze the mock exam FRQ to determine best practices and strategies for writing free responses.
In- 5/2/18, Warm-Up No Warm-Up
Classwork: Review Test #1
Homework: See Calendar
Tuesday May 1st
Objective: Students will analyze the mock exam FRQ to determine best practices and strategies for writing free responses.
Objective: Students will write test corrections to use as study guide for the AP Environmental Science Exam.
In- 4/30/18, Warm-Up No Warm-Up
Classwork: Mock Exam Multiple Choice Test Corrections
Homework: See Calendar
Thursday April 26th
Objective: Students will take the mock exam to prepare for the AP environmental science exam.
In- 4/26/18, Warm-Up No Warm-Up
Classwork: Mock Exam
Homework: See Calendar
Wednesday April 25th
Objective: Students will write a practice free response question, grade several exemplars based of the rubric, and discuss free response strategy and best practices.
In- 4/25/18, Warm-Up No Warm-Up
Classwork: Practice Free Response -Writing time -Grade exemplars and discuss
Homework: See Calendar
Tuesday April 24th
Objective: Students will read, write, listen, and speak to explain
In- 4/24/18, Warm-Up No Warm-Up
Classwork: Earth Systems & Resources- Slides & MC Questions
Homework: See Calendar
Monday April 23rd
Objective: Students will read, write, listen, and speak to explain
Objective: Students will read, write, listen, and speak to explain
In- 4/20/18, Warm-Up Quiz- Living World/Population (5 MCQ)
Classwork: APES Review Assignment: work session
Homework: See Calendar
Thursday April 19th
Objective: Students will read, write, listen, and speak to explain
In- 4/19/18, Warm-Up APES Review Assignment: 15-minute work session
Classwork: The Living World Slides & MC Questions
Homework: See Calendar
Wednesday April 18th
Objective: Students will read, write, listen, and speak to explain
In- 4/18/18, Warm-Up APES Review Assignment: 15-minute work session
Classwork: The Living World Slides & MC Questions
Homework: See Calendar
Tuesday April 17th
Objective: Students will read, write, listen, and speak to explain
In- 4/17/18, Warm-Up Ch. 17 & 21 Quiz (MC) Classwork: Calendar & Agenda+The Living World Slides & MC Questions +Sign-out Barron’s test prep books +AP Environmental Science Review Assignment Homework: See Calendar
Monday April 16th
Objective: Students will read, write, listen, and speak to explain environmental hazards & human health + solid & hazardous waste in writing.
In- 4/16/18, Warm-Up Read and summarize the article “Northeast Denver neighborhood is nation’s most polluted”. +Be prepared to share
Classwork: Ch. 17 & 21- Notes & Discussion: Environmental Hazards & Human Health + Solid & Hazardous Waste
Homework: See Calendar
Friday April 13th
Objective: Students will read, write, listen, and speak to explain environmental hazards & human health + solid & hazardous waste in writing.
In- 4/12/18, Warm-Up Read and summarize the article “EPA study shows dangerous air pollution overwhelmingly impacts communities of color”.+Be prepared to share Classwork: Ch. 17 & 21- Notes & Discussion: Environmental Hazards & Human Health + Solid & Hazardous Waste Homework: See Calendar
Thursday April 12th
Objective: Students will read, write, listen, and speak to explain prominent events in the environmental movement in writing.
In- 4/12/18, Warm-Up No Warm-Up Classwork:A Fierce Green Fire: Acts 1 & 2 (History of the Environmental Movement Documentary) w/notes
Homework: See Calendar
Monday April 9th
Objective: Students will demonstrate their knowledge and skills with respect to soils, agriculture, water resources, & water pollution to successfully complete the Chapter 12, 13, & 20 Test on soils, agriculture, water resources, & water pollution in a timed setting that models the AP Environmental Science Exam.
In- 2/9/18, Warm-Up TEST NO WARM-UP
Classwork: Ch. 12, 13, & 12 Test (FRQ & MC)
Homework: None
Friday April 6th
Objective: Students will read, write, listen, and speak using forensic problem-solving skills to determine the cause of the massive fish kill and who is ultimately responsible for it.
In- 4/6/18, Warm-Up Read and summarize the article “How the Flint River got so toxic?”.+Be prepared to share Classwork: Stream Contamination Forensics Lab Homework: See Calendar
Thursday April 5th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses water pollution to write notes, turn and talk, participate in discussions, and complete a written summary.
In- 4/5/18, Warm-Up 1) What is storm water runoff? 2) Identify some common pollutants in the following types of runoff:
Urban
Residential
Industrial
Agricultural
3) What are impervious surfaces? 4) Describe some environmental problems that result from extensive impervious surfaces (other than pollution). 5) How can the volume of storm water be reduced?
Classwork: Ch. 20- Notes, Discussion, & Video Clips- Water Pollution
Homework: See Calendar
Wednesday April 4th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses water pollution to write notes, turn and talk, participate in discussions, and complete a written summary.
In- 4/4/18, Warm-Up Read and summarize the article “Onondaga Lake Superfund Site”.+Be prepared to share Classwork: Ch. 20- Notes, Discussion, & Video Clips- Water Pollution
Homework: See Calendar
Tuesday April 3rd
Objective: Students will read, write, speak, and to be able to explain the role of persistent organic pollutants in ecosystems and to human health.
In- 4/3/18, Warm-Up Obtain the handout and read and annotate the “DDT Story”. Be prepared to share. Classwork: Environmental Issues Reading Guide- Issue 17- Persistent Organic Pollutants
40 points – Extra Credit Video Summary. Watch this 78-minute documentary take notes and write a two-page summary.
Friday March 23rd
Objective: Students will demonstrate their knowledge and skills with respect to soil, agriculture, and water resources to successfully complete the Chapter 12 & 13 Quiz on soil, agriculture, and water resources in a timed setting that models the AP Environmental Science Exam.
In- 3/23/18, Warm-Up No Warm-Up
Classwork: Chapter 12 & 13 Quiz (MC) +Use the rest of class to finish "Design Your Own Sustainable Farm Assignment" or Ch. 12 Review Questions and Problem Set
Homework: See Calendar
Thursday March 22nd
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses water resources to write notes, turn and talk, participate in discussions, and complete a written summary.
In- 3/22/18, Warm-Up No Warm-Up
Classwork: Ch. 13- Notes, Discussion, & Video Clips- Water Resources
Homework: See Calendar
Wednesday March 21st
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses water resources to write notes, turn and talk, participate in discussions, and complete a written summary.
In- 3/21/18, Warm-Up Read and summarize the article “Dow Chemical is pushing Trump administration to ignore studies of toxic pesticide” +Be prepared to share
Classwork: Ch. 13- Notes, Discussion, & Video Clips- Water Resources
Homework: See Calendar
Tuesday March 20th
Objective:
In- 3/20/18, Warm-Up Read and summarize the article “Monsanto Weed Killer Roundup Faces New Doubts on Safety in Unsealed Documents”
+Be prepared to share
Classwork: Video’s and Discussion: Rachael Carson, DDT, & Silent Spring + The Pesticide Treadmill
Homework: See Calendar
Monday March 19th
Objective: Students will design their own sustainable farms in which they illustrate and explain how the sustainable agricultural practices can help maintain soil quality, reduce soil erosion and reduce water pollution by minimizing pesticide and fertilizer surface runoff.
In- 3/19/18, Warm-Up Read and summarize the article “Are Colorado’s Cattle Feedlots A Risk To Waterways? +Be prepared to share
Classwork: Design Your Own Sustainable Farm
Homework: See Calendar
Friday March 16th
Objective: Students will use the soil texture triangle to be able to categorize 4 soil samples into one of 12 categories: clay, sandy clay, silty clay, sandy clay loam, clay loam, silty clay loam, sand, loamy sand, sandy loam, loam, silt loam, silt; based on the percent of sand, silt, and clay in each sample.
In- 3/16/18, Warm-Up Read and summarize the article “Are Colorado’s Cattle Feedlots A Risk To Waterways? +Be prepared to share
Classwork: Soil Texture Lab- Part 2 -Intro -Lab Time -Clean-up -Analysis questions
Homework: See Calendar
Thursday March 15th
Objective: Students will use the soil texture triangle to be able to categorize 4 soil samples into one of 12 categories: clay, sandy clay, silty clay, sandy clay loam, clay loam, silty clay loam, sand, loamy sand, sandy loam, loam, silt loam, silt; based on the percent of sand, silt, and clay in each sample.
In- 3/15/18, Warm-Up Read and summarize the article “Are Colorado’s Cattle Feedlots A Risk To Waterways?” Classwork: Soil Texture Lab- Part 1 -Intro -Soil Texture Triangle Activity -Lab Time
Homework: See Calendar
Wednesday March 14th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses food, soil and pest management to write notes, turn and talk, participate in discussions, and complete a written summary.
In- 3/14/18, Warm-Up Read and summarize the article “In America’s Heartland, Discussing Climate Change Without Saying ‘Climate Change”.
Classwork: Ch. 12- Notes & Discussion- Food, Soil, and Pest Management
Homework: See Calendar
Tuesday March 13th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses food, soil and pest management to write notes, turn and talk, participate in discussions, and complete a written summary.
In- 3/13/18, Warm-Up Read and summarize the article “In America’s Heartland, Discussing Climate Change Without Saying ‘Climate Change”.
Classwork: Ch. 12- Notes & Discussion- Food, Soil, and Pest Management
Homework: See Calendar
Monday March 12th
Objective: Students will demonstrate their knowledge and skills with respect to air pollution & climate change to successfully complete the Chapter 18 & 19 Test on air pollution & climate change in a timed setting that models the AP Environmental Science Exam.
In- 2/12/18, Warm-Up TEST NO WARM-UP
Classwork: Ch. 18 & 19 Air Pollution & Climate Change Test
Homework: None
Friday March 9th
Objective: Students will read, write, speak, and listen to interpret graphs of data that convey the impacts of climate change over the past century to analyze data and write a succinct summary on the impacts of climate change.
In- 3/8/18, Warm-Up Read and summarize the article “In Peru’s Deserts, Melting Glaciers Are a Godsend(Until They’re Gone)”. Classwork: Ch. 18- Notes & Discussion- Climate Change and Ozone Depletion+Global Climate Change — Investigating Evidence Homework: See Calendar
Thursday March 8th
Objective: Students will read, write, speak, and listen to interpret graphs of data that convey the impacts of climate change over the past century to analyze data and write a succinct summary on the impacts of climate change.
In- 3/8/18, Warm-Up Discuss with your classmates the following topics:•Things that people say about climate change;•Things that you know about climate change;•How you know such things about climate change. Classwork: Global Climate Change — Investigating Evidence
Homework: See Calendar
Wednesday March 7th
Objective: Students will read, write, speak, and listen
In- 3/7/18, Warm-Up Read and summarize the article “Climate Change Threatens an Iconic Desert Tree”.
Classwork: Global Climate Change – Web Activity (Computer lab- room 209)
Homework: See Calendar
Tuesday March 6th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses air pollution to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 3/6/18, Warm-Up Read and summarize the article “Climate Change Threatens an Iconic Desert Tree”.
Classwork: Global Climate Change – Web Activity (Computer lab- room 209)
Homework: See Calendar
Monday March 5th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses air pollution to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 3/5/18, Warm-Up No Warm-Up
Classwork: Ch. 18- Notes & Discussion- Air Pollution Ted Talk: James Hanson (video)
Homework: See Calendar
Friday March 2nd
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses air pollution to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 3/2/18, Warm-Up Acid Rain Mini-Lab
Classwork: Article and summary --“China Takes First Steps In The Fight Against Acid Rain” Ch. 18- Notes & Discussion- Air Pollution
Homework: See Calendar
Thursday March 1st
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses air pollution to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 3/1/18, Warm-Up No Warm-Up
Classwork: Ch. 18- Notes & Discussion- Air Pollution
Homework: See Calendar
Wednesday February 28th
Objective: Students will make their own ozone test paper, make prediction pertaining to potential ozone levels, and test their predictions through experimentation by placing three pieces of test paper at three different locations around campus. Students will a formal lab report in which they use their data to make inferences and justify conclusions.
In- 2/28/18, Warm-Up Air pollution articles with questions and discussion.
Classwork: Air pollution articles with questions and discussion. +Ozone lab report in computer lab
Homework: See Calendar
Tuesday February 27th
Objective: Students will make their own ozone test paper, make prediction pertaining to potential ozone levels, and test their predictions through experimentation by placing three pieces of test paper at three different locations around campus. Students will a formal lab report in which they use their data to make inferences and justify conclusions.
In- 2/27/18, Warm-Up The purpose is done for you. Complete the rest...
Purpose: To collect data that shows that ozone levels are higher in areas where car exhaust is prevalent.
Comparative/Testable Question:
Prediction:
Hypothesis(use the if/then format):
Classwork: Ozone Testing Lab
Lab Report- Expectations
Lab Procedure
Lab Time
Lab Report
Homework: See Calendar
Monday February 26th
Objective: Students will make their own ozone test paper, make prediction pertaining to potential ozone levels, and test their predictions through experimentation by placing three pieces of test paper at three different locations around campus. Students will a formal lab report in which they use their data to make inferences and justify conclusions.
In- 2/26/18, Warm-Up The purpose is done for you. Complete the rest...
Purpose: To collect data that shows that ozone levels are higher in areas where car exhaust is prevalent.
Comparative/Testable Question:
Prediction:
Hypothesis(use the if/then format):
Classwork: Ozone Testing Lab -Instructions & Procedure -Lab Time -Set out test strips
Homework: See Calendar
Friday February 23rd
Objective: Students will learn the chemistry of ozone formation and destruction in the troposphere and stratosphere to include this information in their Ozone Testing Lab Report.
In- 2/23/18, Warm-Up Read and annotate the articles.Pay particular attention for information related to the following questions:
What is ground level ozone is and how it is formed?
Why is ground level ozone is a concern in terms of health and environment?
Explain the current situation in Denver regarding ground level ozone, why it is a concern, and what can be done to reduce local and regional ozone levels.
Classwork: Ozone Good Up High, Bad Nearby- Stratospheric & Tropospheric Ozone Chemistry
Homework: See Calendar
Thursday February 22nd
Objective: Students will read chapters in the textbook about air pollution and climate change and write answer reading comprehension questions.
In- 2/22/18, Warm-Up Experimental Flask: 27 grams of pyrite (FeS2) were crushed, pulverized, and mixed with 225 mL of water (H2O). The water and pyrite mixture were aerated for 6 days to provide oxygen (O2). The mixture was shaken once per day for 6 days. After 6 days the aerator was removed and the mixture was allowed to settle and remained as such for about 14 days. About 10 drops of universal indicator solution were added to the mixture on 4 occasions to determine pH. Control Flask: 225 mL of water (H2O) were added to the flask; no pyrite was added to the flask. The water was aerated for 6 days to provide oxygen (O2). The water was shaken once per day for 6 days. After 6 days the aerator was removed and was allowed to settle and remained as such for about 14 days. About 10 drops of universal indicator solution were added to the mixture on 4 occasions to determine pH. 1 )Using the color coded universal indicator pH chart, determine the pH of each flask. 2) Explain the reason for the difference in pH. Be specific. 3) Write a balanced chemical equation for the reaction that took place in the experimental flask. 4) What is the purpose of the control flask? 5) What does this have to do with environmental science? Explain. Be specific.
Classwork: Review Questions Chapter 18 & 19
Homework: See Calendar
Wednesday February 21st
Objective: Students will read chapters in the textbook about air pollution and climate change and write answer reading comprehension questions.
In- 2/21/18, Warm-Up No Warm-Up
Classwork: Review Questions Chapter 18 & 19
Homework: See Calendar
Friday February 16th
Objective: Students will read an article about Denver's ozone issues and draw diagrams and take notes about the formation of tropospheric (ground level) ozone and the destruction of stratospheric ozone.
In- 2/16/18, Warm-Up Part 1- Sweet math problems! 70 ÷24 = ? 50 ÷15 = ? Part 2- Ground-level atmospheric conditions observation. Describe the current ground-level atmospheric conditions. --Observed temperature inversion, brown cloud pollution over downtown Denver.
Classwork: Article: Here are the biggest contributors to Denver area ozone (DenverBizJournal) w/questions Notes and diagrams: formation of tropospheric (ground level) ozone and the destruction of stratospheric ozone Article: Here are the biggest contributors to Denver area ozone (DenverBizJournal) w/questions 1.Identify the two biggest sources of airborne pollution that create ozone in Denver and the Northern Front Range.2.Who wrote the report on which the article is based?3.How were the measurements and data described in the report obtained?4.Besides the metro area, what other areas are being affected by ozone?5.Is ozone a new problem in Denver? Explain.6.Describe local air pollution officials “crackdown”.7.What is the background ozone level? What is the federal health standard for ozone and when is it usually exceeded?8.How do Denver suburbs contribute to ozone? How does the region north of Denver between Boulder and Fort Collins contribute to ozone?9.How will population growth impact ozone levels? Homework: None
Thursday February 15th
Objective: Students will observe and describe current atmospheric conditions, then learn about the Air Quality Index, the four categorized of air pollutants that are monitored, and how to access this local air quality information produced daily and published by AirNow.Gov
In- 2/15/18, Warm-Up NO WARM-UP
Classwork: Air Quality Index- Web Assignment 1. Describe the current ground level atmospheric conditions with respect to weather and air quality (comment on things like smell, breathability, etc.). Google "Air Quality Denver" and click on "AIRNow - Denver, CO Air Quality' https://airnow.gov/index.cfm?action=airnow.local_city&cityid=39 2. Describe the Current Conditions for the Air Quality Index (AQI) 3. Describe the AQI - Pollutant Details (below current conditions). 4. Describe how the map is used to show the Current Conditions for the AQI. 5. Scroll to the bottom right of the webpage and click on the picture below "Visibility Camera" and describe the View of Downtown Denver. Does it look polluted? Why or why not? https://airnow.gov/index.cfm?action=aqi_brochure.index 6. Describe the AQI's six levels of health concerns 7. Identify each of the four major air pollutants regulated by the Clean Air Act that are included in the AQI and briefly summarize the following: -What is it and how is it formed? - Who is at risk? -What are the health effects at the unhealthy level? -What precautions should people take at the unhealthy level?
Homework: None
Wednesday February 14th
Objective: Students will demonstrate their knowledge and skills with respect to nonrenewable & renewable energy resources to successfully complete the Chapter 15 & 16 Nonrenewable & Renewable Energy Resources Test in a timed setting that models the AP Environmental Science Exam.
In- 2/14/18, Warm-Up TEST NO WARM-UP
Classwork: Ch. 15 & 16 Nonrenewable & Renewable Energy Test
Homework: None
Tuesday January 13th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses the energy efficiency and renewable resources to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 2/13/18, Warm-Up No Warm-Up
Classwork: Ch. 16- Notes & Discussion- Energy Efficiency & Renewable Energy
Homework: See Calendar
Monday January 12th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses the energy efficiency and renewable resources to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 2/12/18, Warm-Up No Warm-Up
Classwork: Ch. 16- Notes & Discussion- Energy Efficiency & Renewable Energy
Homework: See Calendar
Friday January 9th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses the energy efficiency and renewable resources to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 2/9/18, Warm-Up No Warm-Up
Classwork: Ch. 16- Notes & Discussion- Energy Efficiency & Renewable Energy -Math Practice-Online Car Shopping! Homework: See Calendar
Thursday February 8th
Objective: Students will read, write, listen, and speak watching short video clips about renewable energy taking notes and discussing what they learned from each video clip to write a summary that covers all types of renewable energy addressed in the video clips.
Objective: Students will read, write, listen, and speak testing the effect of several variables on the power output of small scale wind turbines and solar panels to analyze their data and make connections to real world applications.
In- 2/7/18, Warm-Up 1)Based on your data, what is the relationship between power and the angle of the solar panel?2)How does this compare to the real data?3)Based on your data, what is the relationship between power and wind speed?4)How does this compare to the real data? Classwork: Wind & Solar Power Labs: Questions & Calculations
Homework: See Calendar
Monday February 5th
Objective: Students will read, write, listen, and speak testing the effect of several variables on the power output of small scale wind turbines and solar panels to analyze their data and make connections to real world applications.
In- 2/5/18, Warm-Up No Warm-Up
Classwork: Wind & Solar Power Labs
Homework: See Calendar
Thursday February 1st
Objective: Students will read, write, speak, and listen to determine the type of is lightbulb that is most efficient in terms of energy use, and light and heat output. Then, students will determine the amount of coal that can be saved from combustion and therefore the amount of carbon dioxide saved from being emitted into the atmosphere by using more efficient light bulbs.
In- 2/1/18, Warm-Up Complete Energy Calculation Handout
Classwork: Lightbulb Lab -Intro -Lab time
Homework: See Calendar
Wednesday January 31st
Objective: Students will read, write, speak, and listen to complete skeleton notes and sample problems to be able to correctly complete energy calculations in both multiple choice word problems, as well as, free response questions.
In- 1/31/18, Warm-Up No Warm-Up
Classwork: Understanding Energy Units- Skeleton Notes w/Sample Problems
Homework: See Calendar
Tuesday January 3oth
Objective: Students will read, write, speak, and listen to complete skeleton notes and sample problems to be able to correctly complete energy calculations in both multiple choice word problems, as well as, free response questions.
In- 1/30/18, Warm-Up Read the NYT article “Nuclear Power, Debated”, choose the letter to the editor that speaks most to you. Summarize this letter the editor and write your own (brief)position statement. Be prepared to share.
Classwork: Understanding Energy Units- Skeleton Notes w/Sample Problems
Homework: See Calendar
Monday January 29th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses the nonrenewable resources: fossil fuels to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 1/29/18, Warm-Up No Warm-Up
Classwork: Ch. 15- Notes & Discussion- Coal and Nuclear
Homework: See Calendar
Friday January 26th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses the nonrenewable resources: fossil fuels to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 1/26/18, Warm-Up No Warm-Up
Classwork: Ch. 15- Notes & Discussion- Nonrenewable Resources- Natural Gas and Hydraulic Fracturing
Homework: See Calendar
Thursday January 25th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses the nonrenewable resources: fossil fuels to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 1/25/18, Warm-Up No Warm-Up
Classwork: Ch. 15- Notes & Discussion- Nonrenewable Resources- ANWR, Oil Spills, and Unconventional Oil: Tar Sands, Bakken, Keystone and Dakota Access Piplines
Homework: See Calendar
Wednesday January 24th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses the nonrenewable resources: fossil fuels to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 1/24/18, Warm-Up No Warm-Up
Classwork: Ch. 15- Notes & Discussion- Nonrenewable Resources- Energy Intro and Conventional Oil
Homework: See Calendar
Monday January 23rd
Objective: Student's will learn about the potential oil reserves in the Alaskan National Wildlife Refuge by watching the DVD- Alaska's Last Oil, taking Cornell notes, to be able to, discuss the following points in a free response question:
characteristics of arctic tundra and how arctic tundra can be damaged by human activity
activities associated with the development of petroleum resources
major uses for petroleum products
conservation measures that can reduce the consumption of these petroleum products
In- 1/23/18, Warm-Up Get out your notes from the DVD Alaska’s Last Oil
Classwork: DVD- Alaska’s Last Oil w/Notes +ANWR Practice Free Response Question w/Analysis
Homework: See Calendar
Monday January 22nd
Objective: Student's will learn about the potential oil reserves in the Alaskan National Wildlife Refuge by watching the DVD- Alaska's Last Oil, taking Cornell notes, to be able to, discuss the following points in a free response question:
characteristics of arctic tundra and how arctic tundra can be damaged by human activity
activities associated with the development of petroleum resources
major uses for petroleum products
conservation measures that can reduce the consumption of these petroleum products
In- 1/22/18, Warm-Up Get out a piece of loose-leaf paper, write your name and today’s date on the top right corner of the paper. Then write “DVD- Alaska’s Last Oil- Notes” as a heading on the left.
Classwork: DVD- Alaska’s Last Oil w/Notes
Homework: See Calendar
Friday January 19th
Objective: Students will demonstrate their knowledge and skills with respect to geology and nonrenewable mineral resources to successfully complete the Chapter 14 Geology & Nonrenewable Mineral Resources Test in a timed setting that models the AP Environmental Science Exam.
In- 1/19/18, Warm-Up TEST NO WARM-UP
Classwork: Ch. 14 Geology and Nonrenewable Mineral Resources Test
Homework: None
-Challenge Day- Wednesday January 17th & Thursday January 18th
Objective:Students will create a Google Slide presentation with the purpose of seeing what the mining concepts look like in the real world and to deepen your understanding beyond just the text of the notes.
In- 1/17/18 & 1/18/18, Warm-Up 1.Which environmental law regulates surface mining of coal and surface effects of subsurface coal mining? What does the act mandates? 2.Describe the steps that should be taken to restore/reclaim the land. 3.Describe one environmental impact that the sulfur content of the remaining coal and the tailings would have on the process and suggest a possible remedy.
Classwork: Open pit vs. strip mine + Climax & Henderson Molybdenum Mining Google Slides Presentation -Computer lab
Homework: See Calendar
Tuesday January 16th
Objective:Students will create a Google Slide presentation with the purpose of seeing what the mining concepts look like in the real world and to deepen your understanding beyond just the text of the notes.
In- 1/16/18, Warm-Up Observe the test tubes. Explain the reaction that occurred over the weekend in the test tubes.
Classwork: Mining Google Slides Presentation -Intro -Computer lab
Homework: See Calendar
Friday January 12th
Objective:Students will conduct a lab investigation in which they process copper ore and extract the copper to be able to construct a written summary in which they explain (in detail) how the procedure that they conducted, to extract the copper metal from the copper ore, leads to environmental degradation when done on a much larger industrial scale, such as an open pit mine.
In- 1/12/18, Warm-Up No Warm-Up
Classwork: Mining and its Environmental Impact: Lab and Analysis -Intro/Demo -Lab Time (Steps #11-16) +Background Information and Analysis Questions
Homework: See Calendar
Thursday January 11th
Objective:Students will conduct a lab investigation in which they process copper ore and extract the copper to be able to construct a written summary in which they explain (in detail) how the procedure that they conducted, to extract the copper metal from the copper ore, leads to environmental degradation when done on a much larger industrial scale, such as an open pit mine.
In- 1/11/18, Warm-Up Read page one of the handout: Mining and its Environmental Impact: Lab and Analysis- Background Information
Classwork: Mining and its Environmental Impact: Lab and Analysis -Intro/Demo -Lab Time (Steps #1-10)
Homework: See Calendar
Wednesday January 10th
Objective: Students will read, write, listen, and speak to complete chapter 14 review questions about geology and mining nonrenewable mineral resources.
In- 1/9/18, Warm-Up No Warm-Up
Classwork: Review questions work session
Homework: See Calendar
Tuesday January 9th
Objective: Students will read, write, listen, and speak to learn why metals mining is crucial to our advanced technological society and the economic, social, and environmental consequences that accompany industrialized metals mining.
In- 1/9/18, Warm-Up See classwork
Classwork: Article: Are hybrid electric vehicles as environmentally friendly as we think? Read the article, Are hybrid electric vehicles as environmentally friendly as we think?, and write a bullet list of the main points. Video Clip: 60 Minutes- Importance of Rare Earth Elements Watch the 60 Minutes video clip, Importance of Rare Earth Elements, and write a bullet list of the main points. Article: What is Coltan? Read the article, What is Coltan?, and write a bullet list of the main points. Video Clip: Copper in our electrical world Watch the video clip, Copper in our electrical world, and write a bullet list of the main points.
Homework: See Calendar
Monday January 8th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses the Geology and Nonrenewable Mineral Resources to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 1/8/18, Warm-Up Write a five-sentence paragraph. Summarize what you learned from the of the Frontline Episode- “Alaska Gold-Bristol Bay & The Pebble Mine”. Explain your opinion on the Pebble Project; do you think it should be permitted?
Classwork: Ch. 14- Notes & Discussion- Geology and Nonrenewable Mineral Resources- Part 1
Scroll down to view previous daily agenda's
Find class articles on Twitter
AP Environmental Science Textbook (eBook) - Living in the Environment 17th Ed.
https://drive.google.com/open?id=0BysV-E6URW6ETVZDVm5nYzR1Q0E
Summer Homework
Friday May 25th
Objective: Students will conduct a tree species inventory of Jefferson Square Park to determine the species diversity within the park.
In- 5/25/18, Warm-Up
No Warm-Up
Classwork: Tree Species Inventory- Jefferson Square Park
Homework: None
Wednesday May 23rd
Objective: Students will read, write, listen, and speak to write a course evaluation and reflection that provides useable feedback and constructive criticism to help improve the course for next year.
In- 5/23/18, Warm-Up
No Warm-Up
Classwork: Course Evaluation and Reflection
Homework: None
Tuesday May 22nd
Objective: Groups of 2-3 students will create a video that presents an environmental issue of their choice, the theme is “Think Globally Act Locally”. Students will present their videos the class on Monday May 16th. Videos will be graded by students, teacher, and guest judges (composite grade in 3rd's).
In- 5/22/18, Warm-Up
No Warm-Up
Classwork: Environmental Science Capstone Project- “Think Globally Act Locally” Video
-Video Screening and Contest
Homework: None
Monday May 21st
Objective: Groups of 2-3 students will create a video that presents an environmental issue of their choice, the theme is “Think Globally Act Locally”. Students will present their videos the class on Thursday May 11th.
In- 5/21/18, Warm-Up
No Warm-Up
Classwork: Environmental Science Video Project
Homework: None
Friday May 18th
Objective: Groups of 2-3 students will create a video that presents an environmental issue of their choice, the theme is “Think Globally Act Locally”. Students will present their videos the class on Thursday May 11th.
In- 5/18/18, Warm-Up
No Warm-Up
Classwork: Environmental Science Video Project
Homework: None
Thursday May 17th
Objective: Groups of 2-3 students will create a video that presents an environmental issue of their choice, the theme is “Think Globally Act Locally”. Students will present their videos the class on Thursday May 11th.
In- 5/17/18, Warm-Up
No Warm-Up
Classwork: Environmental Science Video Project
Homework: None
Wednesday May 16th
Objective: Groups of 2-3 students will create a video that presents an environmental issue of their choice, the theme is “Think Globally Act Locally”. Students will present their videos the class on Thursday May 11th.
In- 5/16/18, Warm-Up
No Warm-Up
Classwork: Environmental Science Video Project
Homework: None
Tuesday May 15th
Objective: Groups of 2-3 students will create a video that presents an environmental issue of their choice, the theme is “Think Globally Act Locally”. Students will present their videos the class on Thursday May 11th.
In- 5/15/18, Warm-Up
No Warm-Up
Classwork: Environmental Science Video Project
Homework: None
Monday May 14th
Objective: Groups of 2-3 students will create a video that presents an environmental issue of their choice, the theme is “Think Globally Act Locally”. Students will present their videos the class on Thursday May 11th.
In- 5/14/18, Warm-Up
Read Denver Post Article
Classwork: Environmental Science Video Project
Homework: None
Friday May 11th
Objective: Groups of 2-3 students will create a video that presents an environmental issue of their choice, the theme is “Think Globally Act Locally”. Students will present their videos the class on Thursday May 11th.
In- 5/11/18, Warm-Up
No Warm-Up
Classwork: Environmental Science Video Project- “Think Globally Act Locally”
Homework: None
Thursday May 10th
Objective: Students will
In- 5/10/18, Warm-Up
No Warm-Up
Classwork: AP Environmental Science Exam in Room 111
Homework: See Calendar
Wednesday May 9th
Objective: Students will write a practice free response question, grade several exemplars based of the rubric, and discuss free response strategy and best practices.
In- 5/9/18, Warm-Up
No Warm-Up
Classwork: Practice Free Response
-Writing time
-Grade exemplars and discuss
Homework: See Calendar
Tuesday May 8th
Objective: Students will write a practice free response question, grade several exemplars based of the rubric, and discuss free response strategy and best practices.
In- 5/8/18, Warm-Up
No Warm-Up
Classwork: Practice Free Response
-Writing time
-Grade exemplars and discuss
Homework: See Calendar
Monday May 7th
Objective: Students will write a practice free response question, grade several exemplars based of the rubric, and discuss free response strategy and best practices.
In- 5/7/18, Warm-Up
No Warm-Up
Classwork: Practice Free Response
-Writing time
-Grade exemplars and discuss
Homework: See Calendar
Friday May 4th
Objective: Students will
In- 5/4/18, Warm-Up
No Warm-Up
Classwork: Review Test #2
Homework: See Calendar
Thursday May 3rd
Objective: Students will analyze the mock exam FRQ to determine best practices and strategies for writing free responses.
In- 5/3/18, Warm-Up
No Warm-Up
Classwork: Mock Exam FRQ Analysis
-Students examine their FRQ's and discuss ways they could improve their scores
Homework: See Calendar
Wednesday May 2nd
Objective: Students will analyze the mock exam FRQ to determine best practices and strategies for writing free responses.
In- 5/2/18, Warm-Up
No Warm-Up
Classwork: Review Test #1
Homework: See Calendar
Tuesday May 1st
Objective: Students will analyze the mock exam FRQ to determine best practices and strategies for writing free responses.
In- 5/1/18, Warm-Up
No Warm-Up
Classwork: Mock Exam FRQ Analysis
-Read FRQ scoring guidelines
-Grade exemplar
Homework: See Calendar
Monday April 30th
Objective: Students will write test corrections to use as study guide for the AP Environmental Science Exam.
In- 4/30/18, Warm-Up
No Warm-Up
Classwork: Mock Exam Multiple Choice Test Corrections
Homework: See Calendar
Thursday April 26th
Objective: Students will take the mock exam to prepare for the AP environmental science exam.
In- 4/26/18, Warm-Up
No Warm-Up
Classwork: Mock Exam
Homework: See Calendar
Wednesday April 25th
Objective: Students will write a practice free response question, grade several exemplars based of the rubric, and discuss free response strategy and best practices.
In- 4/25/18, Warm-Up
No Warm-Up
Classwork: Practice Free Response
-Writing time
-Grade exemplars and discuss
Homework: See Calendar
Tuesday April 24th
Objective: Students will read, write, listen, and speak to explain
In- 4/24/18, Warm-Up
No Warm-Up
Classwork: Earth Systems & Resources- Slides & MC Questions
Homework: See Calendar
Monday April 23rd
Objective: Students will read, write, listen, and speak to explain
In- 4/23/18, Warm-Up
Calendar & Agenda Items
Classwork: APES Review Assignment: work session
Homework: See Calendar
Friday April 20th
Objective: Students will read, write, listen, and speak to explain
In- 4/20/18, Warm-Up
Quiz- Living World/Population (5 MCQ)
Classwork: APES Review Assignment: work session
Homework: See Calendar
Thursday April 19th
Objective: Students will read, write, listen, and speak to explain
In- 4/19/18, Warm-Up
APES Review Assignment: 15-minute work session
Classwork: The Living World Slides & MC Questions
Homework: See Calendar
Wednesday April 18th
Objective: Students will read, write, listen, and speak to explain
In- 4/18/18, Warm-Up
APES Review Assignment: 15-minute work session
Classwork: The Living World Slides & MC Questions
Homework: See Calendar
Tuesday April 17th
Objective: Students will read, write, listen, and speak to explain
In- 4/17/18, Warm-Up
Ch. 17 & 21 Quiz (MC)
Classwork: Calendar & Agenda+The Living World Slides & MC Questions +Sign-out Barron’s test prep books +AP Environmental Science Review Assignment
Homework: See Calendar
Monday April 16th
Objective: Students will read, write, listen, and speak to explain environmental hazards & human health + solid & hazardous waste in writing.
In- 4/16/18, Warm-Up
Read and summarize the article “Northeast Denver neighborhood is nation’s most polluted”.
+Be prepared to share
Classwork:
Ch. 17 & 21- Notes & Discussion: Environmental Hazards & Human Health + Solid & Hazardous Waste
Homework: See Calendar
Friday April 13th
Objective: Students will read, write, listen, and speak to explain environmental hazards & human health + solid & hazardous waste in writing.
In- 4/12/18, Warm-Up
Read and summarize the article “EPA study shows dangerous air pollution overwhelmingly impacts communities of color”.+Be prepared to share
Classwork:
Ch. 17 & 21- Notes & Discussion: Environmental Hazards & Human Health + Solid & Hazardous Waste
Homework: See Calendar
Thursday April 12th
Objective: Students will read, write, listen, and speak to explain prominent events in the environmental movement in writing.
In- 4/12/18, Warm-Up
No Warm-Up
Classwork: A Fierce Green Fire: Acts 1 & 2 (History of the Environmental Movement Documentary) w/notes
Homework: See Calendar
Monday April 9th
Objective: Students will demonstrate their knowledge and skills with respect to soils, agriculture, water resources, & water pollution to successfully complete the Chapter 12, 13, & 20 Test on soils, agriculture, water resources, & water pollution in a timed setting that models the AP Environmental Science Exam.
In- 2/9/18, Warm-Up
TEST NO WARM-UP
Classwork: Ch. 12, 13, & 12 Test (FRQ & MC)
Homework: None
Friday April 6th
Objective: Students will read, write, listen, and speak using forensic problem-solving skills to determine the cause of the massive fish kill and who is ultimately responsible for it.
In- 4/6/18, Warm-Up
Read and summarize the article “How the Flint River got so toxic?”.+Be prepared to share
Classwork: Stream Contamination Forensics Lab
Homework: See Calendar
Thursday April 5th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses water pollution to write notes, turn and talk, participate in discussions, and complete a written summary.
In- 4/5/18, Warm-Up
1) What is storm water runoff?
2) Identify some common pollutants in the following types of runoff:
- Urban
- Residential
- Industrial
- Agricultural
3) What are impervious surfaces?4) Describe some environmental problems that result from extensive impervious surfaces (other than pollution).
5) How can the volume of storm water be reduced?
Classwork: Ch. 20- Notes, Discussion, & Video Clips- Water Pollution
Homework: See Calendar
Wednesday April 4th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses water pollution to write notes, turn and talk, participate in discussions, and complete a written summary.
In- 4/4/18, Warm-Up
Read and summarize the article “Onondaga Lake Superfund Site”.+Be prepared to share
Classwork: Ch. 20- Notes, Discussion, & Video Clips- Water Pollution
Homework: See Calendar
Tuesday April 3rd
Objective: Students will read, write, speak, and to be able to explain the role of persistent organic pollutants in ecosystems and to human health.
In- 4/3/18, Warm-Up
Obtain the handout and read and annotate the “DDT Story”. Be prepared to share.
Classwork: Environmental Issues Reading Guide- Issue 17- Persistent Organic Pollutants
Homework: See Calendar
WATER & POWER: A CALIFORNIA HEIST
https://www.netflix.com/title/80168231
https://www.amazon.com/Water-Power-California-Marina-Zenovich/dp/B06XC1JJRR
40 points – Extra Credit Video Summary.
Watch this 78-minute documentary take notes and write a two-page summary.
Friday March 23rd
Objective: Students will demonstrate their knowledge and skills with respect to soil, agriculture, and water resources to successfully complete the Chapter 12 & 13 Quiz on soil, agriculture, and water resources in a timed setting that models the AP Environmental Science Exam.
In- 3/23/18, Warm-Up
No Warm-Up
Classwork: Chapter 12 & 13 Quiz (MC)
+Use the rest of class to finish "Design Your Own Sustainable Farm Assignment" or Ch. 12 Review Questions and Problem Set
Homework: See Calendar
Thursday March 22nd
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses water resources to write notes, turn and talk, participate in discussions, and complete a written summary.
In- 3/22/18, Warm-Up
No Warm-Up
Classwork: Ch. 13- Notes, Discussion, & Video Clips- Water Resources
Homework: See Calendar
Wednesday March 21st
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses water resources to write notes, turn and talk, participate in discussions, and complete a written summary.
In- 3/21/18, Warm-Up
Read and summarize the article “Dow Chemical is pushing Trump administration to ignore studies of toxic pesticide”
+Be prepared to share
Classwork: Ch. 13- Notes, Discussion, & Video Clips- Water Resources
Homework: See Calendar
Tuesday March 20th
Objective:
In- 3/20/18, Warm-Up
Read and summarize the article “Monsanto Weed Killer Roundup Faces New Doubts on Safety in Unsealed Documents”
+Be prepared to share
Classwork: Video’s and Discussion: Rachael Carson, DDT, & Silent Spring + The Pesticide Treadmill
Homework: See Calendar
Monday March 19th
Objective: Students will design their own sustainable farms in which they illustrate and explain how the sustainable agricultural practices can help maintain soil quality, reduce soil erosion and reduce water pollution by minimizing pesticide and fertilizer surface runoff.
In- 3/19/18, Warm-Up
Read and summarize the article “Are Colorado’s Cattle Feedlots A Risk To Waterways?
+Be prepared to share
Classwork: Design Your Own Sustainable Farm
Homework: See Calendar
Friday March 16th
Objective: Students will use the soil texture triangle to be able to categorize 4 soil samples into one of 12 categories: clay, sandy clay, silty clay, sandy clay loam, clay loam, silty clay loam, sand, loamy sand, sandy loam, loam, silt loam, silt; based on the percent of sand, silt, and clay in each sample.
In- 3/16/18, Warm-Up
Read and summarize the article “Are Colorado’s Cattle Feedlots A Risk To Waterways?
+Be prepared to share
Classwork: Soil Texture Lab- Part 2
-Intro
-Lab Time
-Clean-up
-Analysis questions
Homework: See Calendar
Thursday March 15th
Objective: Students will use the soil texture triangle to be able to categorize 4 soil samples into one of 12 categories: clay, sandy clay, silty clay, sandy clay loam, clay loam, silty clay loam, sand, loamy sand, sandy loam, loam, silt loam, silt; based on the percent of sand, silt, and clay in each sample.
In- 3/15/18, Warm-Up
Read and summarize the article “Are Colorado’s Cattle Feedlots A Risk To Waterways?”
Classwork: Soil Texture Lab- Part 1
-Intro
-Soil Texture Triangle Activity
-Lab Time
Homework: See Calendar
Wednesday March 14th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses food, soil and pest management to write notes, turn and talk, participate in discussions, and complete a written summary.
In- 3/14/18, Warm-Up
Read and summarize the article “In America’s Heartland, Discussing Climate Change Without Saying ‘Climate Change”.
Classwork:
Ch. 12- Notes & Discussion- Food, Soil, and Pest Management
Homework: See Calendar
Tuesday March 13th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses food, soil and pest management to write notes, turn and talk, participate in discussions, and complete a written summary.
In- 3/13/18, Warm-Up
Read and summarize the article “In America’s Heartland, Discussing Climate Change Without Saying ‘Climate Change”.
Classwork:
Ch. 12- Notes & Discussion- Food, Soil, and Pest Management
Homework: See Calendar
Monday March 12th
Objective: Students will demonstrate their knowledge and skills with respect to air pollution & climate change to successfully complete the Chapter 18 & 19 Test on air pollution & climate change in a timed setting that models the AP Environmental Science Exam.
In- 2/12/18, Warm-Up
TEST NO WARM-UP
Classwork: Ch. 18 & 19 Air Pollution & Climate Change Test
Homework: None
Friday March 9th
Objective: Students will read, write, speak, and listen to interpret graphs of data that convey the impacts of climate change over the past century to analyze data and write a succinct summary on the impacts of climate change.
In- 3/8/18, Warm-Up
Read and summarize the article “In Peru’s Deserts, Melting Glaciers Are a Godsend(Until They’re Gone)”.
Classwork: Ch. 18- Notes & Discussion- Climate Change and Ozone Depletion+Global Climate Change — Investigating Evidence
Homework: See Calendar
Thursday March 8th
Objective: Students will read, write, speak, and listen to interpret graphs of data that convey the impacts of climate change over the past century to analyze data and write a succinct summary on the impacts of climate change.
In- 3/8/18, Warm-Up
Discuss with your classmates the following topics:•Things that people say about climate change;•Things that you know about climate change;•How you know such things about climate change.
Classwork: Global Climate Change — Investigating Evidence
Homework: See Calendar
Wednesday March 7th
Objective: Students will read, write, speak, and listen
In- 3/7/18, Warm-Up
Read and summarize the article “Climate Change Threatens an Iconic Desert Tree”.
Classwork: Global Climate Change – Web Activity (Computer lab- room 209)
Homework: See Calendar
Tuesday March 6th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses air pollution to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 3/6/18, Warm-Up
Read and summarize the article “Climate Change Threatens an Iconic Desert Tree”.
Classwork: Global Climate Change – Web Activity (Computer lab- room 209)
Homework: See Calendar
Monday March 5th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses air pollution to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 3/5/18, Warm-Up
No Warm-Up
Classwork: Ch. 18- Notes & Discussion- Air Pollution
Ted Talk: James Hanson (video)
Homework: See Calendar
Friday March 2nd
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses air pollution to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 3/2/18, Warm-Up
Acid Rain Mini-Lab
Classwork: Article and summary --“China Takes First Steps In The Fight Against Acid Rain”
Ch. 18- Notes & Discussion- Air Pollution
Homework: See Calendar
Thursday March 1st
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses air pollution to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 3/1/18, Warm-Up
No Warm-Up
Classwork: Ch. 18- Notes & Discussion- Air Pollution
Homework: See Calendar
Wednesday February 28th
Objective: Students will make their own ozone test paper, make prediction pertaining to potential ozone levels, and test their predictions through experimentation by placing three pieces of test paper at three different locations around campus. Students will a formal lab report in which they use their data to make inferences and justify conclusions.
In- 2/28/18, Warm-Up
Air pollution articles with questions and discussion.
Classwork: Air pollution articles with questions and discussion.
+Ozone lab report in computer lab
Homework: See Calendar
Tuesday February 27th
Objective: Students will make their own ozone test paper, make prediction pertaining to potential ozone levels, and test their predictions through experimentation by placing three pieces of test paper at three different locations around campus. Students will a formal lab report in which they use their data to make inferences and justify conclusions.
In- 2/27/18, Warm-Up
The purpose is done for you. Complete the rest...
Classwork: Ozone Testing Lab
Homework: See Calendar
Monday February 26th
Objective: Students will make their own ozone test paper, make prediction pertaining to potential ozone levels, and test their predictions through experimentation by placing three pieces of test paper at three different locations around campus. Students will a formal lab report in which they use their data to make inferences and justify conclusions.
In- 2/26/18, Warm-Up
The purpose is done for you. Complete the rest...
Classwork: Ozone Testing Lab
-Instructions & Procedure
-Lab Time
-Set out test strips
Homework: See Calendar
Friday February 23rd
Objective: Students will learn the chemistry of ozone formation and destruction in the troposphere and stratosphere to include this information in their Ozone Testing Lab Report.
In- 2/23/18, Warm-Up
Read and annotate the articles.Pay particular attention for information related to the following questions:
Classwork: Ozone Good Up High, Bad Nearby- Stratospheric & Tropospheric Ozone Chemistry
Homework: See Calendar
Thursday February 22nd
Objective: Students will read chapters in the textbook about air pollution and climate change and write answer reading comprehension questions.
In- 2/22/18, Warm-Up
Experimental Flask: 27 grams of pyrite (FeS2) were crushed, pulverized, and mixed with 225 mL of water (H2O). The water and pyrite mixture were aerated for 6 days to provide oxygen (O2). The mixture was shaken once per day for 6 days. After 6 days the aerator was removed and the mixture was allowed to settle and remained as such for about 14 days. About 10 drops of universal indicator solution were added to the mixture on 4 occasions to determine pH.
Control Flask: 225 mL of water (H2O) were added to the flask; no pyrite was added to the flask. The water was aerated for 6 days to provide oxygen (O2). The water was shaken once per day for 6 days. After 6 days the aerator was removed and was allowed to settle and remained as such for about 14 days. About 10 drops of universal indicator solution were added to the mixture on 4 occasions to determine pH.
1 )Using the color coded universal indicator pH chart, determine the pH of each flask.
2) Explain the reason for the difference in pH. Be specific.
3) Write a balanced chemical equation for the reaction that took place in the experimental flask.
4) What is the purpose of the control flask?
5) What does this have to do with environmental science? Explain. Be specific.
Classwork: Review Questions Chapter 18 & 19
Homework: See Calendar
Wednesday February 21st
Objective: Students will read chapters in the textbook about air pollution and climate change and write answer reading comprehension questions.
In- 2/21/18, Warm-Up
No Warm-Up
Classwork: Review Questions Chapter 18 & 19
Homework: See Calendar
Friday February 16th
Objective: Students will read an article about Denver's ozone issues and draw diagrams and take notes about the formation of tropospheric (ground level) ozone and the destruction of stratospheric ozone.
In- 2/16/18, Warm-Up
Part 1- Sweet math problems!
70 ÷24 = ?
50 ÷15 = ?
Part 2- Ground-level atmospheric conditions observation. Describe the current ground-level atmospheric conditions.
--Observed temperature inversion, brown cloud pollution over downtown Denver.
Classwork: Article: Here are the biggest contributors to Denver area ozone (DenverBizJournal) w/questions
Notes and diagrams: formation of tropospheric (ground level) ozone and the destruction of stratospheric ozone
Article: Here are the biggest contributors to Denver area ozone (DenverBizJournal) w/questions
1.Identify the two biggest sources of airborne pollution that create ozone in Denver and the Northern Front Range.2.Who wrote the report on which the article is based?3.How were the measurements and data described in the report obtained?4.Besides the metro area, what other areas are being affected by ozone?5.Is ozone a new problem in Denver? Explain.6.Describe local air pollution officials “crackdown”.7.What is the background ozone level? What is the federal health standard for ozone and when is it usually exceeded?8.How do Denver suburbs contribute to ozone? How does the region north of Denver between Boulder and Fort Collins contribute to ozone?9.How will population growth impact ozone levels?
Homework: None
Thursday February 15th
Objective: Students will observe and describe current atmospheric conditions, then learn about the Air Quality Index, the four categorized of air pollutants that are monitored, and how to access this local air quality information produced daily and published by AirNow.Gov
In- 2/15/18, Warm-Up
NO WARM-UP
Classwork: Air Quality Index- Web Assignment
1. Describe the current ground level atmospheric conditions with respect to weather and air quality (comment on things like smell, breathability, etc.).
Google "Air Quality Denver" and click on "AIRNow - Denver, CO Air Quality'
https://airnow.gov/index.cfm?action=airnow.local_city&cityid=39
2. Describe the Current Conditions for the Air Quality Index (AQI)
3. Describe the AQI - Pollutant Details (below current conditions).
4. Describe how the map is used to show the Current Conditions for the AQI.
5. Scroll to the bottom right of the webpage and click on the picture below "Visibility Camera" and describe the View of Downtown Denver. Does it look polluted? Why or why not?
https://airnow.gov/index.cfm?action=aqi_brochure.index
6. Describe the AQI's six levels of health concerns
7. Identify each of the four major air pollutants regulated by the Clean Air Act that are included in the AQI and briefly summarize the following:
-What is it and how is it formed?
- Who is at risk?
-What are the health effects at the unhealthy level?
-What precautions should people take at the unhealthy level?
Homework: None
Wednesday February 14th
Objective: Students will demonstrate their knowledge and skills with respect to nonrenewable & renewable energy resources to successfully complete the Chapter 15 & 16 Nonrenewable & Renewable Energy Resources Test in a timed setting that models the AP Environmental Science Exam.
In- 2/14/18, Warm-Up
TEST NO WARM-UP
Classwork: Ch. 15 & 16 Nonrenewable & Renewable Energy Test
Homework: None
Tuesday January 13th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses the energy efficiency and renewable resources to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 2/13/18, Warm-Up
No Warm-Up
Classwork: Ch. 16- Notes & Discussion- Energy Efficiency & Renewable Energy
Homework: See Calendar
Monday January 12th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses the energy efficiency and renewable resources to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 2/12/18, Warm-Up
No Warm-Up
Classwork: Ch. 16- Notes & Discussion- Energy Efficiency & Renewable Energy
Homework: See Calendar
Friday January 9th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses the energy efficiency and renewable resources to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 2/9/18, Warm-Up
No Warm-Up
Classwork: Ch. 16- Notes & Discussion- Energy Efficiency & Renewable Energy
-Math Practice-Online Car Shopping!
Homework: See Calendar
Thursday February 8th
Objective: Students will read, write, listen, and speak watching short video clips about renewable energy taking notes and discussing what they learned from each video clip to write a summary that covers all types of renewable energy addressed in the video clips.
In- 2/8/18, Warm-Up
-No Warm-Up-
Classwork: Renewable Energy Video Clips w/Write, Pair, Share (notes on loose-leaf)
Click the link to see the renewable energy videos:
https://buteraapes.wikispaces.com/Renewable+Energy+Videos
Homework: See Calendar
Wednesday February 7th
Objective: Students will read, write, listen, and speak testing the effect of several variables on the power output of small scale wind turbines and solar panels to analyze their data and make connections to real world applications.
In- 2/7/18, Warm-Up
1)Based on your data, what is the relationship between power and the angle of the solar panel?2)How does this compare to the real data?3)Based on your data, what is the relationship between power and wind speed?4)How does this compare to the real data?
Classwork: Wind & Solar Power Labs: Questions & Calculations
Homework: See Calendar
Monday February 5th
Objective: Students will read, write, listen, and speak testing the effect of several variables on the power output of small scale wind turbines and solar panels to analyze their data and make connections to real world applications.
In- 2/5/18, Warm-Up
No Warm-Up
Classwork: Wind & Solar Power Labs
Homework: See Calendar
Thursday February 1st
Objective: Students will read, write, speak, and listen to determine the type of is lightbulb that is most efficient in terms of energy use, and light and heat output. Then, students will determine the amount of coal that can be saved from combustion and therefore the amount of carbon dioxide saved from being emitted into the atmosphere by using more efficient light bulbs.
In- 2/1/18, Warm-Up
Complete Energy Calculation Handout
Classwork: Lightbulb Lab
-Intro
-Lab time
Homework: See Calendar
Wednesday January 31st
Objective: Students will read, write, speak, and listen to complete skeleton notes and sample problems to be able to correctly complete energy calculations in both multiple choice word problems, as well as, free response questions.
In- 1/31/18, Warm-Up
No Warm-Up
Classwork: Understanding Energy Units- Skeleton Notes w/Sample Problems
Homework: See Calendar
Tuesday January 3oth
Objective: Students will read, write, speak, and listen to complete skeleton notes and sample problems to be able to correctly complete energy calculations in both multiple choice word problems, as well as, free response questions.
In- 1/30/18, Warm-Up
Read the NYT article “Nuclear Power, Debated”, choose the letter to the editor that speaks most to you. Summarize this letter the editor and write your own (brief)position statement. Be prepared to share.
Classwork: Understanding Energy Units- Skeleton Notes w/Sample Problems
Homework: See Calendar
Monday January 29th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses the nonrenewable resources: fossil fuels to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 1/29/18, Warm-Up
No Warm-Up
Classwork: Ch. 15- Notes & Discussion- Coal and Nuclear
Homework: See Calendar
Friday January 26th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses the nonrenewable resources: fossil fuels to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 1/26/18, Warm-Up
No Warm-Up
Classwork: Ch. 15- Notes & Discussion- Nonrenewable Resources- Natural Gas and Hydraulic Fracturing
Homework: See Calendar
Thursday January 25th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses the nonrenewable resources: fossil fuels to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 1/25/18, Warm-Up
No Warm-Up
Classwork: Ch. 15- Notes & Discussion- Nonrenewable Resources- ANWR, Oil Spills, and Unconventional Oil: Tar Sands, Bakken, Keystone and Dakota Access Piplines
Homework: See Calendar
Wednesday January 24th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses the nonrenewable resources: fossil fuels to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 1/24/18, Warm-Up
No Warm-Up
Classwork: Ch. 15- Notes & Discussion- Nonrenewable Resources- Energy Intro and Conventional Oil
Homework: See Calendar
Monday January 23rd
Objective: Student's will learn about the potential oil reserves in the Alaskan National Wildlife Refuge by watching the DVD- Alaska's Last Oil, taking Cornell notes, to be able to, discuss the following points in a free response question:
In- 1/23/18, Warm-Up
Get out your notes from the DVD Alaska’s Last Oil
Classwork: DVD- Alaska’s Last Oil w/Notes
+ANWR Practice Free Response Question w/Analysis
Homework: See Calendar
Monday January 22nd
Objective: Student's will learn about the potential oil reserves in the Alaskan National Wildlife Refuge by watching the DVD- Alaska's Last Oil, taking Cornell notes, to be able to, discuss the following points in a free response question:
In- 1/22/18, Warm-Up
Get out a piece of loose-leaf paper, write your name and today’s date on the top right corner of the paper. Then write “DVD- Alaska’s Last Oil- Notes” as a heading on the left.
Classwork: DVD- Alaska’s Last Oil w/Notes
Homework: See Calendar
Friday January 19th
Objective: Students will demonstrate their knowledge and skills with respect to geology and nonrenewable mineral resources to successfully complete the Chapter 14 Geology & Nonrenewable Mineral Resources Test in a timed setting that models the AP Environmental Science Exam.
In- 1/19/18, Warm-Up
TEST NO WARM-UP
Classwork: Ch. 14 Geology and Nonrenewable Mineral Resources Test
Homework: None
-Challenge Day-
Wednesday January 17th & Thursday January 18th
Objective: Students will create a Google Slide presentation with the purpose of seeing what the mining concepts look like in the real world and to deepen your understanding beyond just the text of the notes.
In- 1/17/18 & 1/18/18, Warm-Up
1.Which environmental law regulates surface mining of coal and surface effects of subsurface coal mining? What does the act mandates?
2.Describe the steps that should be taken to restore/reclaim the land.
3.Describe one environmental impact that the sulfur content of the remaining coal and the tailings would have on the process and suggest a possible remedy.
Classwork: Open pit vs. strip mine + Climax & Henderson Molybdenum
Mining Google Slides Presentation
-Computer lab
Homework: See Calendar
Tuesday January 16th
Objective: Students will create a Google Slide presentation with the purpose of seeing what the mining concepts look like in the real world and to deepen your understanding beyond just the text of the notes.
In- 1/16/18, Warm-Up
Observe the test tubes. Explain the reaction that occurred over the weekend in the test tubes.
Classwork: Mining Google Slides Presentation
-Intro
-Computer lab
Homework: See Calendar
Friday January 12th
Objective: Students will conduct a lab investigation in which they process copper ore and extract the copper to be able to construct a written summary in which they explain (in detail) how the procedure that they conducted, to extract the copper metal from the copper ore, leads to environmental degradation when done on a much larger industrial scale, such as an open pit mine.
In- 1/12/18, Warm-Up
No Warm-Up
Classwork: Mining and its Environmental Impact: Lab and Analysis
-Intro/Demo
-Lab Time (Steps #11-16)
+Background Information and Analysis Questions
Homework: See Calendar
Thursday January 11th
Objective: Students will conduct a lab investigation in which they process copper ore and extract the copper to be able to construct a written summary in which they explain (in detail) how the procedure that they conducted, to extract the copper metal from the copper ore, leads to environmental degradation when done on a much larger industrial scale, such as an open pit mine.
In- 1/11/18, Warm-Up
Read page one of the handout: Mining and its Environmental Impact: Lab and Analysis- Background Information
Classwork: Mining and its Environmental Impact: Lab and Analysis
-Intro/Demo
-Lab Time (Steps #1-10)
Homework: See Calendar
Wednesday January 10th
Objective: Students will read, write, listen, and speak to complete chapter 14 review questions about geology and mining nonrenewable mineral resources.
In- 1/9/18, Warm-Up
No Warm-Up
Classwork: Review questions work session
Homework: See Calendar
Tuesday January 9th
Objective: Students will read, write, listen, and speak to learn why metals mining is crucial to our advanced technological society and the economic, social, and environmental consequences that accompany industrialized metals mining.
In- 1/9/18, Warm-Up
See classwork
Classwork:
Article: Are hybrid electric vehicles as environmentally friendly as we think?
Read the article, Are hybrid electric vehicles as environmentally friendly as we think?, and write a bullet list of the main points.
Video Clip: 60 Minutes- Importance of Rare Earth Elements
Watch the 60 Minutes video clip, Importance of Rare Earth Elements, and write a bullet list of the main points.
Article: What is Coltan?
Read the article, What is Coltan?, and write a bullet list of the main points.
Video Clip: Copper in our electrical world
Watch the video clip, Copper in our electrical world, and write a bullet list of the main points.
Homework: See Calendar
Monday January 8th
Objective: Students will read, write, speak, and listen throughout the instructor's PowerPoint Presentation that addresses the
Geology and Nonrenewable Mineral Resources to write notes, turn and talk, and participate in discussions, to be able to complete a written summary.
In- 1/8/18, Warm-Up
Write a five-sentence paragraph. Summarize what you learned from the of the Frontline Episode- “Alaska Gold-Bristol Bay & The Pebble Mine”. Explain your opinion on the Pebble Project; do you think it should be permitted?
Classwork: Ch. 14- Notes & Discussion- Geology and Nonrenewable Mineral Resources- Part 1
Homework: See Calendar