Transcript userfiles/1591/my files/daily agendas 2015x?id=45

Mr. Boggs’ Eighth Grade Science
• HELLO CCMS CLASS OF 2015 and Parents!!
• Materials Needed: 3 ring binder,
Composition Notebook, Pens and Pencils.
• Please feel free to ask any questions you
may have regarding my class.
• This link will be one of your “LIFELINES”
during the year!!!
http://www.campbellcountyschools.org/olc/te
acher.aspx?s=1591
Mr. Boggs’ Home Room
Day 1
• Take Attendance
• Beginning of the year handouts
• Lockers
• Agendas (how to use)
Mr. Boggs’ Eighth Grade Science
• HELLO CCMS CLASS OF 2016!!!!!
• Course Syllabus from the table by the door.
• Find a seat (I will give you your assigned seat
when class starts)
Learning Target: I can demonstrate proper
PBIS procedures.
Classroom Procedures
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Entering the Classroom
Attendance
Tardiness
Four main learning Situations
Transitions (inside and out of the classroom)
DOOR
Using the restroom!
Leaving the Classroom
Emergency Procedures
Entering the Classroom
• Voice Level 1
• Find seats
• Make sure to use the restroom and Sharpen
pencils before bell rings
• Copy the Learning Target into your notebook
• When the bell rings your voice level should
become 0 and your attention should be on
me
Attendance
• Voice level 0
• No one should be talking while I take
attendance
• When your name is called you should say
here, present, etc…
Tardiness
• School Policy states that you receive 5 tardy
marks, then a teacher doc should be issued.
• I will be strict on tardiness b/c it takes away
from instructional time and is a distraction to
my classroom.
Learning Situations
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See the wall
Whole Group
Independent Seat Work
Small Group
Assessment
Transitions
• Inside the classroom:
– Voice level is 0
– Bring all needed materials
• Outside the classroom:
– When traveling as a class in the hallway voice
level must remain at a level 0-1. The line must
stop at every corner/turn and wait for me to
reach the front of the line.
PBIS PROCEDURESSHOULD BE FOLLOWED
DOOR
• The door should remain shut and locked
during the instructional class period.
• Students should NOT open the door for
anyone.
• You are allowed to open the door to leaving
the classroom (i.e. going to the office or
restroom)
Restroom
• If you need to use the restroom during class you
must have your agenda.
• hold your agenda up and I will signal in one of three
ways: nodding my head yes, shaking my head no, or
holding up one finger (this means in a little bit).
• Place your agenda on the front table open to the
correct date, next to the sign-out sheet/ fill out the
sign-out sheet and take the pass (leave your agenda).
• While you are gone I will initial the date in your
agenda.
• When you return please fill out the return time on the
sheet
Leaving the Classroom
(End of Class)
• Class is not over when the bell rings!
• I will dismiss you by opening the door so you
can leave.
Emergency Procedures
• The evacuation and lockdown procedures
are located on the brown cabinet door.
• Fire
• Tornado
• Earthquake
• Lockdown
Introduction
Friday-Monday Aug 14-17
Learning Target: I can demonstrate proper Kagan
structures when participating with my team and class.
AGENDA:
Sit in your assigned seat
Writing the learning target correctly (wait for me)
Kagan structures
Brain Teasers w/ partners
PAPERS RECEIVED: none
PAPERS COLLECTED: none
:
HW: NONE
Journal: What was the name of the structure we used
during the last class as an ice breaker?
Earth History
Tues- Wed Aug 18-19
Learning Target: I can identify the important components of
a scientific explanation.
I can construct a scientific explanation based on evidence.
AGENDA:
Pre-Assessment
Discuss Scientific Explanations
Score Sample Rubrics
Summative Assessment
PAPERS RECEIVED: Scientific Explanation Rubric
PAPERS COLLECTED: Explanation #2
: HW:
NONE
Journal: N/A
Earth History
Tues- Wed Aug 18-19
Learning Target: I can identify the important components of
a scientific explanation.
I can construct a scientific explanation based on evidence.
AGENDA:
Pre-Assessment
Discuss Scientific Explanations
Score Sample Rubrics
Summative Assessment
PAPERS RECEIVED: Scientific Explanation Rubric
PAPERS COLLECTED: Explanation #2
: HW:
NONE
Journal: N/A
Earth History
Thurs- Fri Aug 20-21
Learning Target: I can create a geologic timescale to aid
in my understanding of Earth’s 4.6 billion year history.
AGENDA:
Unit 1 Pre-Assessment
Team Geologic Timescale
Paired Reading/Analysis
Questions
PAPERS:
Pick-Up: None
Turn In: None
HW: NONE
Flashback: List and Define the 3 components of a good
Scientific Explanation. Make sure you have all three and
do not share with anyone!
Earth History
Mon- Tues Aug 24-25
Learning Target: I can describe various principles for
estimating the relative age of rock strata and the fossils
found in them.
AGENDA:
Flashback
Review Analysis Questions
Guided Notes- Relative Dating
Rally Coach- Practice using RD
principles
Video- Principles of RD
PAPERS:
Pick-Up: Guided Notes
Turn In: None
HW: NONE
Flashback: Why is it important for scientists to create
geologic timescales? What type of events are found on
geologic timescales?
Earth History
Wed- Thurs Aug 26-27
Learning Target: I can compare/contrast faults/folds and
intrusions/extrusions.
AGENDA:
RallyRobin- Principles
Guided notesfault/fold/intrusion/extrusion
Exit Slip- identifying cross-cutting
relationships
PAPERS:
Pick-Up: None
Turn In: None
HW: None
Flashback: I will present the flashback in a moment!
Earth History
Fri- Mon Aug 28-31
Learning Target: I can use the laws of relative dating to determine
the order in which events in Earth’s past occurred.
I can describe how unconformities hide or remove pieces of the
geologic timeline.
AGENDA:
• Flashback: Write-Pair-Share
• Rallyrobin: Ordering Rock
layers
• Reading: unconformities
• Identify Unconformities
• Quiz-Quiz-Trade Review
PAPERS:
Pick-Up: Unconformities
Turn In: None
HW: None
Flashback: I will present the flashback in a moment!
Earth History
Tues-Wed Sept 1-2
Learning Target: I can use the laws of relative dating to determine
the order in which rock layers and geologic events occured.
AGENDA:
• Flashback:
• Draw a cross-section/write a
geologic history (class)
• Secondary Groups: Face
Partner draw (c-s) and write
(geo history)
• Rally coach with own image
• QQT if time permits
PAPERS:
Pick-Up: None
Turn In: None
HW: None
Flashback: I will present the flashback in a moment!
Earth History
Thurs-Fri Sept 3-4
Learning Target: I can use models to demonstrate how correlation
and index fossils are useful in comparing rock layers from
different locations.
AGENDA:
• Flashback: Write a Geologic
History
• Penny Lab
• Rock/index fossil activity
PAPERS:
Pick-Up: Both Sheets
Turn In: None
HW: Have fun at the
fair!
Flashback: I will present the flashback in a moment!
Earth History
Tues-Wed Sept 8-9
Learning Target: I can use models to demonstrate how correlation
and index fossils are useful in comparing rock layers from
different locations.
AGENDA:
• Flashback: Humans as
index fossils?
• Scientific Explanation
• Rock/Index Fossil Activity
PAPERS:
Pick-Up: None
Turn In: None
HW: Study For Test
9/14-15
Flashback: What is an index fossil? How are they useful
to scientists?
Earth History
Thurs-Fri Sept 10-11
Learning Target: I can use evidence to construct a model
demonstrating the relative age of events in Earth’s history.
AGENDA:
• Geologic Cross Section and
analysis questions
• Review/Practice activities
(packet/game)
Flashback: Not today.
PAPERS:
Pick-Up: None
Turn In: None
HW: Study For Test
9/14-15
Earth History
Mon-Tues Sept 14-15
Learning Target: I can demonstrate my knowledge of Earth
History by completing the unit assessment with a score 0f 80% or
higher.
AGENDA:
• ?Questions?
• Assessment 14 m/c – 1crq
• Brain Teasers
Flashback: Not today.
PAPERS:
Pick-Up: None
Turn In: None
HW: None
Geologic Time/Evolution
Wed-Thurs Sept 16-17
Learning Target: I can identify and describe the Eras in which
different organisms existed on Earth.
AGENDA:
• Self Analysis: Unit 1
• Pre-Assessment Unit 2
• Geologic Time Project
Flashback: Not today
PAPERS:
Pick-Up: None
Turn In: None
HW: None
Geologic Time/Evolution
Friday-Wed Sept 18-23
Learning Target: I can identify and describe the Eras in which
different organisms existed on Earth.
AGENDA:
• Geologic Time Project:
research and begin working
on your ppt.
NONE
PAPERS:
Pick-Up: None
Turn In: None
HW: None
Geologic Time/Evolution
Friday-Wed Sept 18-23
Learning Target: I can identify and describe the Eras in which
different organisms existed on Earth.
AGENDA:
• Geologic Time Project:
research and begin working
on your ppt.
PAPERS:
Pick-Up: None
Turn In: None
HW: None
Journal: What is one thing you have discovered about
your era that is interesting to you? Please describe
why it is interesting.
Geologic Time/Evolution
Thurs-Fri Sept 24-25
Learning Target: I can identify and describe the Eras in which
different organisms existed on Earth.
AGENDA:
• Self Analysis: Unit 1
• Discuss Re-Take Policy
• Geologic Time Project
• Create Poster for gallery walk
• GTP-start gallery walks if time
permits
Flashback: Not today
PAPERS:
Pick-Up: None
Turn In: GTP PPT
HW: None
Geologic Time/Evolution
Mon-Tues Sept 28-29
Learning Target: I can identify and describe the Eras in which
different organisms existed on Earth.
I can analyze pictorial data from the fossil record to identify any
changes in organisms through time.
AGENDA:
• GTP-Gallery Walks 30 min
• Extinction Lab- Sea
• Video
Not Today!
PAPERS:
Pick-Up: Gallery Walk
Turn In: none
HW: None
“Life through the Eras”
Geologic Time/Evolution
Mon-Tues Sept 28-29
Learning Target: I can investigate data from the fossil record
showing mass extinctions or abundance of life based on fossil
evidence in the sea.
AGENDA:
• Extinction Lab- Sea
• Video
PAPERS:
Pick-Up: None
Turn In: None
HW: None
Vocabulary: CRETACEOUS PERIOD, TERTIARY PERIOD,
PALEOGENE PERIOD, FORAMINIFERA, EXTINCTION, FOSSIL,
SEDIMENT, MORPHOLOGY
Geologic Time/Evolution
Wed-Thurs Sept 30- Oct
Learning Target: I can investigate data from the fossil record
showing mass extinctions or abundance of life based on fossil
evidence in the sea and on land.
AGENDA:
• Flashback
• Video
• Finish Extinction Lab- Sea
• Extinction Lab-Land
PAPERS:
Pick-Up: None
Turn In: None
HW: None
Flashback: What do scientists call the thin clay line found
all over the planet? What major event do they feel caused
this line and what was the result of the event?
Geologic Time/Evolution
Fri-Mon Oct 2-12
Learning Target: I can investigate data from the fossil record
showing mass extinctions or abundance of life based on fossil
evidence in the sea and on land.
AGENDA:
• Finish Extinction Lab- Sea
• Video
• Extinction Lab-Land
• Exit Slip
PAPERS:
Pick-Up: None
Turn In: None
HW: None
Exit Slip: What evidence do geologists have that a mass
extinction occurred after the KT boundary. Be specific
and use the evidence you collected from the sea (forams)
and on land (plants).
Geologic Time/Evolution
Tues-Wed Oct 13/14
Learning Target: I can compare the anatomical structures of
modern species to determine how closely they are related.
AGENDA:
• Webquest “All in the Family”
• Fish anatomy
• Study Guides
Exit Slip: Not Today.
PAPERS:
Pick-Up: All Family
Turn In: MEL
HW: None
Geologic Time/Evolution
Thurs-Fri Oct 15-16
Learning Target: I can use evidence to develop a scientific
explanation showing the relationship between whales and
ancient mammals.
AGENDA:
• Flashback
• Fish activity
• Whale activity
• Species/Timeline
PAPERS:
Pick-Up: None
Turn In: None
HW: None
Flashback: What four “tools” do scientists use to
compare and classify animals? Do you think we could
use those same “tools” to help classify ancient extinct
animals found by geologists to determine the relationship
between species? Explain!
Geologic Time/Evolution
Mon-Tues Oct 19-20
Learning Target: I can use evidence to develop a scientific
explanation showing the relationship between whales and other
mammals.
AGENDA:
• Flashback
• Whale activity
• Ankle comparison
• DNA sequencing
PAPERS:
Pick-Up: None
Turn In: None
HW: None
Flashback: What major event is thought to be the cause
of the mass extinction at the end of the Mesozoic era?
What evidence do geologists have for the mass
extinction? (think about the life forms and numbers).
Geologic Time/Evolution
Wed-Thurs Oct 21-22
Learning Target: I can analyze pictorial data to compare patterns
of similarities in the embryo development across species.
I can identify relationships in embryos that are not evident in the
fully formed anatomy.
AGENDA:
• Flashback
• Odd-One-Out
• Embryo Sort
• Analysis Questions
PAPERS:
Pick-Up: None
Turn In: None
HW: Test Next Friday
Flashback: What three types of evidence did scientists
use to determine the closest living land mammals to
whales?
Vocabulary: Embryo, Species, Vertebrate,
Geologic Time/Evolution
Fri-Mon Oct 23-26
Learning Target: I can analyze pictorial data from the fossil record
to identify any changes in organisms through time.
AGENDA:
• Flashback
• Nintendo “Fossils”
• Trilobite Fossils
PAPERS:
Pick-Up: None
Turn In: None
HW: Test This
Thursday/Friday!
Flashback: What similarities did the embryos have
especially in the early stages of development? How
do the similarities help show that these organisms
have a common ancestor at some point in the past?
Geologic Time/Evolution
Tues-Wed Oct 27-28
Learning Target: I can use evidence to develop a scientific
explanation showing the relationship between whales and other
mammals.
AGENDA:
• Class discussion
• Video/evidence
• Scientific Explanation
• Quiz-Quiz-Trade Review
• Study Guide Completion
PAPERS:
Pick-Up: Study Guide
Turn In: None
HW: Test This
Thursday/Friday!
Flashback:
During the whale activity what are the three pieces of
evidence we looked at in order to determine the closest
living relatives of whales?
Geologic Time/Evolution
Thurs-Fri Oct 29-30
Learning Target: I can demonstrate my knowledge by completing
the Unit 2 assessment with a score of 80% or higher.
AGENDA:
• 10 minute review and
questioning
• Unit Assessment
• 16 multiple choice
• 2 CRQ
Flashback:
None
PAPERS:
Pick-Up: None
Turn In: None
HW: Happy Halloween!
Natural
Selection/Adaptations
Wed-Thurs Nov 4-5
Learning Target: I can describe what natural selection means and
how it works.
AGENDA:
• Student Self Analysis
• Notes on Natural Selection
• Brainpop Video
• Exit Slip: Natural Selection
Card Sort
Flashback: Not Today
PAPERS:
Pick-Up: Natural
Selection Notes
Turn In: None
HW: No Homework
Natural
Selection/Adaptations
Fri-Mon Nov 6-9
Learning Target: I can collect data to determine how different
traits effect an organism’s ability to survive in an environment.
AGENDA:
• Video: What is Natural
Selection
• Paired Reading
• Battle of the Beaks
PAPERS:
Pick-Up: Study Guide
Turn In: None
HW: No Homework
Flashback: What is the process (steps) in which natural
selection occurs? (hint: look at your glued in pictures)
Natural
Selection/Adaptations
Tues-Wed Nov 10-11
Learning Target: I can collect data to determine how different
traits effect an organism’s ability to survive in an environment.
I can describe what natural selection means and how it works.
AGENDA:
• Finish “Battle of the Beaks”
• Writing Assignment
PAPERS:
Pick-Up: None
Turn In: None
HW: Complete Writing
Assignment
Flashback: During the Battle of the Beaks Activity, how
are we showing the concept that variety occurs among
species?
Natural
Selection/Adaptations
Thurs-Fri Nov 12-13
Learning Target: I can describe adaptations and how they
increase the chances of a species surviving and reproducing.
AGENDA:
• Flashback
• Label the writing pieces
• Mystery Adaptations
• Adaptation Research
• Adaptation Notes
• Adaptations Lab: Opposable
Thumbs? + or -
PAPERS:
Pick-Up: Adaptations
Handout
Turn In: None
HW: No Homework
Flashback: During the battle of the beaks activity how
was nature “choosing” the best trait?
Natural
Selection/Adaptations
Mon-Tues Nov 16-17
Learning Target: I can define fitness and evaluate how certain
traits become adaptations allowing organisms to survive in
specific environments.
AGENDA:
• Flashback
• Adaptations Lab: Opposable
Thumbs? + or –
• What is Fitness?
• Choose your own Adaptation
PAPERS:
Pick-Up: None
Turn In: None
HW: No Homework
Flashback:
What are the three types of adaptations?
Give 2 reasons animals migrate south in the winter.
Are behavioral adaptations learned or inherited?
Natural
Selection/Adaptations
Wed-Thurs Nov 18-19
Learning Target: I can evaluate how certain traits become
adaptations allowing organisms to survive in specific
environments.
AGENDA:
• Adaptation Quiz (25 minutes)
• “Making Sense of it All”
Activity
• Variation vs Adaptations
PAPERS:
Pick-Up: None
Turn In: None
HW: No Homework
BELLRINGER:
Are all traits considered adaptations? Explain your
answer (use evidence from the CYOA lab).
Natural
Selection/Adaptations
Fri-Mon Nov 20-23
Learning Target: I can explain how variation of traits in a
population increase some individuals’ probability of surviving and
reproducing in a specific environment.
AGENDA:
• Defend the statement
Stations
• (4 stations 20-25 minutes
each)
PAPERS:
Pick-Up: Defend the
Statement
Turn In: None
HW: No Homework
BELLRINGER: Wait for instructions!
Natural
Selection/Adaptations
Tues-Mon Nov 24-30
Learning Target: I can explain how variation of traits in a
population increase some individuals’ probability of surviving and
reproducing in a specific environment.
AGENDA:
• Finish the Stations (2
stations 20 minutes)
• Defend the Statement
“Paragraph”
BELLRINGER: Not today!
PAPERS:
Pick-Up: Defend the
Statement Rubric
Turn In: None
HW: No Homework
Natural
Selection/Adaptations
Tues-Wed Dec 1-2
Learning Target: I can create a scientific explanation using
mathematical representations as evidence to support my claim.
AGENDA:
• Genetic Variation Webquest
• Peppered Moth Reading
• Peppered Moth Simulation
• Create your graph
PAPERS:
Pick-Up: Genetic
Variation, PM Results
Turn In: None
HW: Study for
assessment next
Monday/Tuesday!!
Bellringer: Wait for my instructions!!
Natural
Selection/Adaptations
Thurs-Fri Dec 3-4
Learning Target: I can create a scientific explanation using
mathematical representations as evidence to support my claim.
AGENDA:
• Write SE (1-2 sentences)
• Review Study Guide
• QQT review
• PPT Game
PAPERS:
Pick-Up: None
Turn In: None
HW: Study for
assessment next
Monday/Tuesday!!
Bellringer: Does natural selection lead to an increase
or decrease in specific traits in a population over time?
Write a scientific explanation and use the evidence
from the peppered moth lab GRAPH to defend your
answer. (2-3 sentences)
Natural
Selection/Adaptations
Mon-Tues Dec 7-8
Learning Target: I can demonstrate my knowledge of Natural
Selection and Adaptations by completing the unit 3 assessment
with a score of 80% or higher.
AGENDA:
• Assessment
• 20 m/c
• 6 explanations
• 1 CRQ
Bellringer: Not Today!
PAPERS:
Pick-Up: None
Turn In: None
HW:None
Ecosystems/ Ecosystem
Services
Wed-Thurs Dec 9-10
Learning Target: I can identify and describe physical and
biological components of an ecosystem. 08-LS2-4
AGENDA:
• Student Voice Survey
• Notes Abiotic/Biotic Factors
• Nature Walk
• Handout
• Exit Slip
PAPERS:
Pick-Up: Abiotic vs.
Biotic Handout
Turn In: None
HW: None
Bellringer: What are biotic and abiotic factors?
Ecosystems/ Ecosystem
Services
Fri-Mon Dec 11-14
Learning Target: I can collect and analyze data to prove (biotic
and/or abiotic) changes to the environment can affect the
population of a species. 08-LS2-4
AGENDA:
• Ecosystems Research
• Creating an Environment
• “How many Bears?”
PAPERS:
Pick-Up: None
Turn In: None
HW: None
Bellringer: List 2 abiotic and 2 biotic factors found in
ecosystems. Also, give one example of an Abiotic
factor affecting a Biotic factor.
Ecosystems/ Ecosystem
Services
Tues-Wed Dec 15-16
Learning Target: I can collect and analyze data to prove (biotic
and/or abiotic) changes to the environment can affect the
population of a species. 08-LS2-4
AGENDA:
• Bellringer
• Finish How many Bears
• Ecology and Ecosystems
Reading and vocab hunt
PAPERS:
Pick-Up: Study Guide
Turn In: None
HW: None
Bellringer: Define Terrestrial and Aquatic Ecosystem
and give one example of each.
Ecosystems/ Ecosystem
Services
Thurs-Fri Dec 17-18
Learning Target: I can collect and analyze data to prove (biotic
and/or abiotic) changes to the environment can affect the
population of a species. 08-LS2-4
AGENDA:
• Stations Activity (4 stations
about 20 mins at each station)
• Exit Slip
PAPERS:
Pick-Up: None
Turn In: None
HW: None
Exit Slip:
Are populations in ecosystems affected by abiotic
factors? Use evidence from your stations to help
prove your answer.
Ecosystems/ Ecosystem
Services
Mon-Thurs Jan 4-7
Learning Target: I can collect and analyze data to prove (biotic
and/or abiotic) changes to the environment can affect the
population of a species. 08-LS2-4
AGENDA:
• Review
• Finish and discuss stations
activity
• Scientific Explanation
PAPERS:
Pick-Up: None
Turn In: None
HW: Study for
Assessment next week
Review:
Shoulder Partner:
Identify one Ecosystem and list 5 abiotic and 10 biotic
factors found in the ecosystem.
Review Continued:
Shoulder Partner: Identify the ecosystem, the biotic and abiotic factors, 3
species, 3 populations, identify 5 organisms that are part of the
community, and finally define all of the bolded terms.
Ecosystems/ Ecosystem
Services
Fri-Mon Jan 8-11
Learning Target: I can define carrying capacity and identify
factors that can change population size such as predation and
competition. 08-LS2-4
AGENDA:
• Video (review)
• Box Lake Activity
PAPERS:
Pick-Up: Box Lake
Turn In: None
HW: Study for
Assessment next week
Review: Wait for the Video
Identify the following in the video: Abiotic and Biotic
Factors, Predator, Prey, and the interaction between
biotic factors.
Ecosystems/ Ecosystem
Services
Thurs-Friday Jan 14-15
Learning Target: I can apply my knowledge of ecology and
ecosystems during the review activities. 08-LS2-4
AGENDA:
• “Box Lake” Discussion
• “Battle at Kruger Watering
Hole” – video
• Study Map: work with shoulder
partner.
• Review Game
Flashback: Not Today!
PAPERS:
Pick-Up: Study Map
and Kruger Watering
Hole
Turn In: None
HW: Study for
Assessment next week
Ecosystems/ Ecosystem
Services
Tues-Wed Jan 19-20
Learning Target: I can demonstrate my knowledge of Ecology and
Ecosystems by scoring an 80% or higher on the unit assessment.
AGENDA:
• “Study Time”
• Questions
• Assessment 32 m/c and 1 CRQ
Flashback: Not Today!
PAPERS:
Pick-Up: None
Turn In: None
HW: None
Ecosystems/ Ecosystem
Services
Mon-Tues Jan 25-26
Learning Target: I can identify aspects of a good argument and
critique argument pieces.
AGENDA:
• Bellringer
• Evidence (American Eel)
• Introduce “CERR” Rubric
• Compare the “Life Science”
arguments
• Density Lab
PAPERS:
Pick-Up: Both Sheets
Turn In: None
HW: None
Bellringer: Why is it important to be able to write a
good argument in science?
Ecosystems/ Ecosystem
Services
Wed Jan 27
Learning Target: I can identify aspects of a good argument and
critique argument pieces.
AGENDA:
• Bellringer
• Density Lab (complete)
• Argument Essay 1 paragraph
• Critique classmates writing
• 5 paragraph essay
• Argument webquest
PAPERS:
Pick-Up: None
Turn In: None
HW: None
Bellringer: How does density help us determine if an
object will sink or float in water?
Ecosystems/ Ecosystem
Services
Fri Jan 29
Learning Target: I can construct an argument based on evidence
that physical or biological changes to the environment can affect
populations. 08-LS2-4
AGENDA:
• Introduce Writing Topic
• Go to Lab for research
Flashback: Not Today!
PAPERS:
Pick-Up: None
Turn In: None
HW: None
Ecosystems/ Ecosystem
Services
Fri- Mon Feb 12-16
Learning Target: I can construct an argument based on evidence
that physical or biological changes to the environment can affect
populations. 08-LS2-4
I can distinguish between ecosystems and ecosystem services.
08-LS2-5
AGENDA:
• Final Draft Finished and
Printed 30 minutes
• Ecosystem and Ecosystem
Service Research
PAPERS:
Pick-Up: Rubric
Turn In: None
HW: None
Logging into Email:
[email protected]
Ecosystems/ Ecosystem
Services
Wed-Thurs Feb 17-18
Learning Target: I can create an infographic to demonstrate the
importance of biodiversity and ecosystem services. 08-LS2-5
AGENDA:
• Bellringer
• Ecosystem Service Research
• Ecosystem Service Video
• Infographic information
• Group work on infographic
PAPERS:
Pick-Up: ESA
Turn In: None
HW: None
Bellringer:
How would humans be affected if bees no longer
existed?
Ecosystems/ Ecosystem
Services
Fri-Mon Feb 19-22
Learning Target: I can create an infographic to demonstrate the
importance of biodiversity and ecosystem services. 08-LS2-5
AGENDA:
• Bellringer
• Group work on infographic
• Individual meetings with
groups
PAPERS:
Pick-Up: None
Turn In: None
HW: None
Bellringer:
The election is in full swing. You have been tasked
with writing a column showing how much money each
candidate has spent on their campaign. How would
you visually represent this information in your piece.
Ecosystems/ Ecosystem
Services
Tues-Wed Feb 23-24
Learning Target: I can create an infographic to demonstrate the
importance of biodiversity and ecosystem services. 08-LS2-5
AGENDA:
• Bellringer
• Group work on infographic
• Gallery Walk (maybe)
PAPERS:
Pick-Up: None
Turn In: None
HW: None
Bellringer:
How are provisioning (direct) ecosystem services
different from regulatory (indirect) ecosystem
services?
Ecosystems/ Ecosystem
Services
Thurs-Fri Feb 25-26
Learning Target: I can create an infographic to demonstrate the
importance of biodiversity and ecosystem services. 08-LS2-5
AGENDA:
• Bellringer
• Gallery Walks
• Solutions Reading
• Presentations
• Evaluations
PAPERS:
Pick-Up: None
Turn In: None
HW: None
Bellringer:
Name two direct (provisioning) services provided by
ecosystems.