Katrina Henderson-Brewster Staff Photo
Mrs.  Katrina  Lynn  Henderson-Brewster
SCIENCE- A.P. Environmental Science Instructor/Environmental Science Instructor
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Assignments(Archived)
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full vocab
Due Date: 10/23/2017
Subject: Environmental Science

 ATMOSPHERE AND CLIMATE CHANGE

C chlorofluorocarbons hydrocarbons in which some or all of the hydrogen atoms are replaced by chlorine and fluorine; used in coolants for refrigerators and air conditioners and in cleaning solvents; their use is restricted because they destroy ozone molecules in the stratosphere (abbreviation, CFCs)

climate the average weather conditions in an area over a long period of time

E El Niño (el NEEN yoh) the warm phase of the El Niño–Southern Oscillation; a periodic occurrence in the eastern Pacific Ocean in which the surfacewater temperature becomes unusually warm

G global warming a gradual increase in the average global temperature that is due to a higher concentration of gases such as carbon dioxide in the atmosphere greenhouse gas a gas composed of molecules that absorb and radiate infrared radiation from the sun

K Kyoto Protocol an international treaty according to which developed countries that signed the treaty agree to reduce their emissions of carbon dioxide and other gases that may contribute to global warming by 2012

L La Niña (la NEEN yah) the cool phase of the El Niño–Southern Oscillation; a periodic occurrence in the eastern Pacific Ocean in which the surfacewater temperature becomes unusually cool latitude the distance north or south from the equator; expressed in degrees

O ozone hole a thinning of stratospheric ozone that occurs over the poles during the spring ozone layer the layer of the atmosphere at an altitude of 15 to 40 km in which ozone absorbs ultraviolet solar radiation Coypright © by Holt, Rinehart and Winston. All rights reserved. 2 of 2 Glossary continued P polar stratospheric cloud a cloud that forms at altitudes of about 21,000 m during the Arctic and Antarctic winter or early spring, when air temperatures drop below –80°C W weather the short-term state of the atmosphere, including temperature, humidity, precipitation, wind, and visibility



Vocabulary Words for Unit 2 Create a frayer model
Due Date: 10/17/2017
Subject: Environmental Science

Climate Change Frayer model vocab words
Students need to create Frayer Models for each term on the vocabulary
The frayer model will consist of:
Writing the definition in one box
Writing the word in the middle
Drawing a picture example of the word
Write a sentence using the word
Write a reminder word / association word to help remember

C chlorofluorocarbons hydrocarbons in which some or all of the hydrogen atoms are replaced by chlorine and fluorine; used in coolants for refrigerators and air conditioners and in cleaning solvents; their use is restricted because they destroy ozone molecules in the stratosphere (abbreviation, CFCs)

climate the average weather conditions in an area over a long period of time

E El Niño (el NEEN yoh) the warm phase of the El Niño–Southern Oscillation; a periodic occurrence in the eastern Pacific Ocean in which the surfacewater temperature becomes unusually warm

G global warming a gradual increase in the average global temperature that is due to a higher concentration of gases such as carbon dioxide in the atmosphere greenhouse gas a gas composed of molecules that absorb and radiate infrared radiation from the sun

K Kyoto Protocol an international treaty according to which developed countries that signed the treaty agree to reduce their emissions of carbon dioxide and other gases that may contribute to global warming by 2012

L La Niña (la NEEN yah) the cool phase of the El Niño–Southern Oscillation; a periodic occurrence in the eastern Pacific Ocean in which the surfacewater temperature becomes unusually cool latitude the distance north or south from the equator; expressed in degrees

O ozone hole a thinning of stratospheric ozone that occurs over the poles during the spring ozone layer the layer of the atmosphere at an altitude of 15 to 40 km in which ozone absorbs ultraviolet solar radiation



AP ENVIRONMENTAL SCIENCE DEBATE
Due Date: 8/28/2017
Subject: Environmental Science

Environmental Debates

The Environmental Science Debates will provide an opportunity to display your skills of persuasion, logical reasoning, research, application of evidence and extemporaneous delivery before an audience of judges. There will be four debates occurring over two days. You will be assigned to a debate team composed of three or four students. Your team will be assigned a proposition and a position to support. You will not reveal your proposition or your position to anyone who is not a member of your team. Your team will research and defend the assigned position. The order of the debates will be determined at random. The format of the debates is outlined below. If the format is not followed the violating team will forfeit the debate. 

Pro-Surface Mining

Con-Surface Mining

Pro-Subsurface Mining

Con-Subsurface Mining

Con Mining

 

Format:

1) Affirmative: 5 minute initial arguments (constructive).

2) Negative: 1 minute cross examination.

3) Negative: 5 minute initial arguments (constructive).

4) Affirmative: 1 minute cross examination.

5) Affirmative: 2 minute rebuttal.

6) Negative: 3 minute rebuttal.

7) Affirmative: 1 minute rebuttal.

*a maximum of 30 seconds will be allowed between sides and 15 seconds between stages

Total time: approximately 20 minutes

Terms:

Initial arguments–During initial arguments, each team will present evidence in support of their position on the proposition. Each team should provide all of their evidence at this time, as no new evidence may be presented after the initial arguments.

Cross examination–At this time, a team will ask direct questions of their opponents. Questions can include requests for clarification, references, or any other information related to the evidence presented in initial arguments. Questions may not be related to anything not raised in the opponents initial arguments.

Rebuttal–In their rebuttal, each team will have an opportunity to provide evidence which refutes their opponents’ evidence. After the first rebuttal, the teams may also use the rebuttal to resurrect any arguments which were previously refuted.

Strategy:

Your team’s goal in the debate is to utilize a preponderance of evidence, logical reasoning, and successful rebuttals of opposing arguments, to overwhelm your opponents. If the audience concludes that your team, and not your opponents’ team, has successfully presented more valid arguments in support of your position while refuting arguments opposing your position, your team will be victorious. This is a competition, and  you must be prepared to compete when the debate begins. Team members should be assigned to various roles during the debate, preparing arguments, cross examination, or listening for opposing evidence to refute. The same person(s) should not be responsible for initial arguments and cross examination.

Notes:

• No new evidence may be introduced after initial arguments.

• Teams may only be cross examined regarding the evidence they introduced in their initial arguments.

• The cross-examining team controls the flow of time during their cross examination.

• The team being cross examined must answer the question they were asked and stop. They can be cut off by the team in control.

• The audience will score the debate objectively, based on the number of arguments a team successfully carries through the debate in support of their position, and the number of their opponents arguments they successfully refute.

• The audience must consider any violation of the rules in their scoring of the debate.

Grades:

The audience will determine the winning team of each debate. The winning team will receive 50% credit. The second place team will receive 25% credit. Each team may also earn up to 50% credit for submitting their research notes and all other materials used in preparation for the debates. The second place team may earn up to 25% credit for writing an essay on another proposition, which will be assigned at the end of the debates.

Name:                                                                                                                                     Period                    

Debate Proposition:                                                                                                                                              

                                                                                                                                                                          

Names of the Affirmative Team:                                                                                                                         

                                                                                                                                                                          

Names of the Negative Team:                                                                                                                             

                                                                                                                                                                          

Scoring (Use the back to score the debate, if you need more space use the space below.)

Which team won the debate? (circle one):                          Affirmative                            Negative                 

Briefly explain why that team won.                                                                                                                     

                                                                                                                                                                                

                                                                                                                                                                                

Name:                                                                                                                                     Period                    

Debate Proposition:                                                                                                                                              

                                                                                                                                                                          

Names of the Affirmative Team:                                                                                                                         

                                                                                                                                                                          

Names of the Negative Team:                                                                                                                             

                                                                                                                                                                          

Scoring (Use the back to score the debate, if you need more space use the space below.)

Which team won the debate? (circle one):                          Affirmative                            Negative                 

Briefly explain why that team won.                                                                                                                     

                                                                                                                                                                                

                                                                                                                                                                                

Use the following link to assign debate topics:http://alternativeenergy.procon.org/view.resource.php?resourceID=001792

Environmental Debates

The Environmental Science Debates will provide an opportunity to display your skills of persuasion, logical reasoning, research, application of evidence and extemporaneous delivery before an audience of judges. There will be four debates occurring over two days. You will be assigned to a debate team composed of three or four students. Your team will be assigned a proposition and a position to support. You will not reveal your proposition or your position to anyone who is not a member of your team. Your team will research and defend the assigned position. The order of the debates will be determined at random. The format of the debates is outlined below. If the format is not followed the violating team will forfeit the debate. 

Pro-Surface Mining

Con-Surface Mining

Pro-Subsurface Mining

Con-Subsurface Mining

Con Mining

 

Format:

1) Affirmative: 5 minute initial arguments (constructive).

2) Negative: 1 minute cross examination.

3) Negative: 5 minute initial arguments (constructive).

4) Affirmative: 1 minute cross examination.

5) Affirmative: 2 minute rebuttal.

6) Negative: 3 minute rebuttal.

7) Affirmative: 1 minute rebuttal.

*a maximum of 30 seconds will be allowed between sides and 15 seconds between stages

Total time: approximately 20 minutes

Terms:

Initial arguments–During initial arguments, each team will present evidence in support of their position on the proposition. Each team should provide all of their evidence at this time, as no new evidence may be presented after the initial arguments.

Cross examination–At this time, a team will ask direct questions of their opponents. Questions can include requests for clarification, references, or any other information related to the evidence presented in initial arguments. Questions may not be related to anything not raised in the opponents initial arguments.

Rebuttal–In their rebuttal, each team will have an opportunity to provide evidence which refutes their opponents’ evidence. After the first rebuttal, the teams may also use the rebuttal to resurrect any arguments which were previously refuted.

Strategy:

Your team’s goal in the debate is to utilize a preponderance of evidence, logical reasoning, and successful rebuttals of opposing arguments, to overwhelm your opponents. If the audience concludes that your team, and not your opponents’ team, has successfully presented more valid arguments in support of your position while refuting arguments opposing your position, your team will be victorious. This is a competition, and  you must be prepared to compete when the debate begins. Team members should be assigned to various roles during the debate, preparing arguments, cross examination, or listening for opposing evidence to refute. The same person(s) should not be responsible for initial arguments and cross examination.

Notes:

• No new evidence may be introduced after initial arguments.

• Teams may only be cross examined regarding the evidence they introduced in their initial arguments.

• The cross-examining team controls the flow of time during their cross examination.

• The team being cross examined must answer the question they were asked and stop. They can be cut off by the team in control.

• The audience will score the debate objectively, based on the number of arguments a team successfully carries through the debate in support of their position, and the number of their opponents arguments they successfully refute.

• The audience must consider any violation of the rules in their scoring of the debate.

Grades:

The audience will determine the winning team of each debate. The winning team will receive 50% credit. The second place team will receive 25% credit. Each team may also earn up to 50% credit for submitting their research notes and all other materials used in preparation for the debates. The second place team may earn up to 25% credit for writing an essay on another proposition, which will be assigned at the end of the debates.

Name:                                                                                                                                     Period                    

Debate Proposition:                                                                                                                                              

                                                                                                                                                                          

Names of the Affirmative Team:                                                                                                                         

                                                                                                                                                                          

Names of the Negative Team:                                                                                                                             

                                                                                                                                                                          

Scoring (Use the back to score the debate, if you need more space use the space below.)

Which team won the debate? (circle one):                          Affirmative                            Negative                 

Briefly explain why that team won.                                                                                                                     

                                                                                                                                                                                

                                                                                                                                                                                

Name:                                                                                                                                     Period                    

Debate Proposition:                                                                                                                                              

                                                                                                                                                                          

Names of the Affirmative Team:                                                                                                                         

                                                                                                                                                                          

Names of the Negative Team:                                                                                                                             

                                                                                                                                                                          

Scoring (Use the back to score the debate, if you need more space use the space below.)

Which team won the debate? (circle one):                          Affirmative                            Negative                 

Briefly explain why that team won.                                                                                                                     

                                                                                                                                                                                

                                                                                                                                                                                

Use the following link to assign debate topics:http://alternativeenergy.procon.org/view.resource.php?resourceID=001792

Environmental Debates

The Environmental Science Debates will provide an opportunity to display your skills of persuasion, logical reasoning, research, application of evidence and extemporaneous delivery before an audience of judges. There will be four debates occurring over two days. You will be assigned to a debate team composed of three or four students. Your team will be assigned a proposition and a position to support. You will not reveal your proposition or your position to anyone who is not a member of your team. Your team will research and defend the assigned position. The order of the debates will be determined at random. The format of the debates is outlined below. If the format is not followed the violating team will forfeit the debate. 

Pro-Surface Mining

Con-Surface Mining

Pro-Subsurface Mining

Con-Subsurface Mining

Con Mining

 

Format:

1) Affirmative: 5 minute initial arguments (constructive).

2) Negative: 1 minute cross examination.

3) Negative: 5 minute initial arguments (constructive).

4) Affirmative: 1 minute cross examination.

5) Affirmative: 2 minute rebuttal.

6) Negative: 3 minute rebuttal.

7) Affirmative: 1 minute rebuttal.

*a maximum of 30 seconds will be allowed between sides and 15 seconds between stages

Total time: approximately 20 minutes

Terms:

Initial arguments–During initial arguments, each team will present evidence in support of their position on the proposition. Each team should provide all of their evidence at this time, as no new evidence may be presented after the initial arguments.

Cross examination–At this time, a team will ask direct questions of their opponents. Questions can include requests for clarification, references, or any other information related to the evidence presented in initial arguments. Questions may not be related to anything not raised in the opponents initial arguments.

Rebuttal–In their rebuttal, each team will have an opportunity to provide evidence which refutes their opponents’ evidence. After the first rebuttal, the teams may also use the rebuttal to resurrect any arguments which were previously refuted.

Strategy:

Your team’s goal in the debate is to utilize a preponderance of evidence, logical reasoning, and successful rebuttals of opposing arguments, to overwhelm your opponents. If the audience concludes that your team, and not your opponents’ team, has successfully presented more valid arguments in support of your position while refuting arguments opposing your position, your team will be victorious. This is a competition, and  you must be prepared to compete when the debate begins. Team members should be assigned to various roles during the debate, preparing arguments, cross examination, or listening for opposing evidence to refute. The same person(s) should not be responsible for initial arguments and cross examination.

Notes:

• No new evidence may be introduced after initial arguments.

• Teams may only be cross examined regarding the evidence they introduced in their initial arguments.

• The cross-examining team controls the flow of time during their cross examination.

• The team being cross examined must answer the question they were asked and stop. They can be cut off by the team in control.

• The audience will score the debate objectively, based on the number of arguments a team successfully carries through the debate in support of their position, and the number of their opponents arguments they successfully refute.

• The audience must consider any violation of the rules in their scoring of the debate.

Grades:

The audience will determine the winning team of each debate. The winning team will receive 50% credit. The second place team will receive 25% credit. Each team may also earn up to 50% credit for submitting their research notes and all other materials used in preparation for the debates. The second place team may earn up to 25% credit for writing an essay on another proposition, which will be assigned at the end of the debates.

Name:                                                                                                                                     Period                    

Debate Proposition:                                                                                                                                              

                                                                                                                                                                          

Names of the Affirmative Team:                                                                                                                         

                                                                                                                                                                          

Names of the Negative Team:                                                                                                                             

                                                                                                                                                                          

Scoring (Use the back to score the debate, if you need more space use the space below.)

Which team won the debate? (circle one):                          Affirmative                            Negative                 

Briefly explain why that team won.                                                                                                                     

                                                                                                                                                                                

                                                                                                                                                                                

Name:                                                                                                                                     Period                    

Debate Proposition:                                                                                                                                              

                                                                                                                                                                          

Names of the Affirmative Team:                                                                                                                         

                                                                                                                                                                          

Names of the Negative Team:                                                                                                                             

                                                                                                                                                                          

Scoring (Use the back to score the debate, if you need more space use the space below.)

Which team won the debate? (circle one):                          Affirmative                            Negative                 

Briefly explain why that team won.                                                                                                                     

                                                                                                                                                                                

                                                                                                                                                                                

Use the following link to assign debate topics:http://alternativeenergy.procon.org/view.resource.php?resourceID=001792



Environmental Science Activators
Due Date: 8/23/2017
Subject: Environmental Science

ENVIRONMENTAL SCIENCE ACTIVATORS:

8/7/17

ACTIVATOR: INTRO TO CLASS

WORK: YES/NO FORM

SUMMARIZER: QUESTIONS!

 

8/8/17 & 8/9/17

1.          Come into class quietly and have a seat

2.          Sit in assigned seat  

   3.  Get out composition notebook and

Activator: Get folder and write name and class period on it.

Class Overview/ Questions/ important documents TURN IN IN APPROPRIATE TRAY!

Work: Rules and expectations/ due dates/EMERGENCY PROCEDURES/ SYLLABUS

Summarizer: QUESTIONS

 

8/10/17 & 8/11/17

1.          Come into class quietly and have a seat

2.          Get out your notebook and prepare to take notes on the Scientific Method.

3.          Also, prepare directions for our first lab! NO BAGS PUT IN CABINET /NO PHONES

4.          **** ARE THERE ANY FOOTBALL PLAYERS?????????GOOD LUCK!

5.           

Activator:  K-W-L Scientific Method

 

Work: Scientific method ppt/ pre lab instructions.

Summarizer: Are there any steps of the scientific method that you still misunderstand.

 

 

 

 

 

 

 

8/14/17 & 8/15/17

1.          Come into class quietly , put bags up, and put phones in the cubbies

2.          Wash your hands, and have a seat quietly.

3.          Get into groups and fill out your name and jobs.

4.          Get out your activator notebook and start activator.

Activator: What are the steps of the scientific method?

Work: Scientific Method Lab/ Preview of new unit (video on levels of organization)

Summarizer: Review and clean up.

Assessment Prompt for LA 1

8/16/17 & 8/17/17

1.          Come into class quietly , put bags up, and put phones in the cubbies

2.          RULES AND EXPECTATIONS!

3.          SEAT CHANGES!

4.          Get out your activator notebook and start activator.

Activator: Compare each level of organization, tell one key word to describe each level and tell one key descriptive factor of each level.

Organism/population/community/

ecosystem/biosphere

Video: Levels of organization

https://www.youtube.com/watch?v=EdKhQVHc3Ao

 

Work: PowerPoint presentation on the levels of organization and ecosystem. (Quiz on scientific method )

Summarizer: exit slip.  Which level of organization does a population describe?

 

 

 

 

 

 

 

 

8/18/17 & 8/21/17

1.          Come into class quietly , put bags up, and put phones in the cubbies

2.          RULES AND EXPECTATIONS!

3.          (Quiz on scientific method Get out your activator notebook and start activator. YOU WILL HAVE 15 MIN TO STUDY!

 

Activator: What does the prefix BIO mean?  What is the difference between abiotic and biotic and give an example.

Work: Active reading worksheet (Everything is Connected) / Choice board assignment: make a frayer model of vocabulary words/ make a song using all the vocabulary/ make a poem using vocabulary/ make a graphic organizer /foldable-on the levels of organization.

Summarizer: kahoot review

hw: Abiotic/Biotic worksheet

 

 

 

 

 

 

www.testmoz.com/1343121

 

8/22-23

Activator: ACTIVATOR NOTEBOOKS DUE FRI.

1.  Come into class quietly and have a seat

2.  Get out your phones and put them up! Put your book bags up and have a seat.

3.  Get out your activator notebook.

4.  Get prepared to watch video notes on the laws of thermodynamics.

5.  All students who have to make up test will offered the opportunity.

 

Activator: take notes on the laws of thermodynamics

 What is the law of Thermodynamics? Video Explanation of the law of thermodynamics?

https://www.youtube.com/watch?v=4i1MUWJoI0U

Work: Active Reading worksheet/ levels of organization foldable (Test Analysis)

All work is due at the end of class!!!

Summarizer: Review



A.P. Environmental Science Activators
Due Date: 8/23/2017
Subject: Environmental Science

A.P. ENVIRONMENTAL ACTIVATORS:

8/9/17

1. Come into class quietly and have a seat

2. Get out composition notebook and summer assignment

Activator: Class Overview/ Questions/ important documents

Work: Rules and expectations/ due dates/EMERGENCY PROCEDURES/SYLLABUS

Summarizer: questions

 

 

 

8/10/17 & 8/11/17

1.          Come into class quietly and have a seat.

2.          Get out 2 sheets of paper and a pencil.

3.          Today you will take the A.P. Environmental Pretest this is a 100 question test! Please do your best and try each question.  Don’t rush or Christmas tree I need your honest answers.

 

 

 

 

 

Activator: Rules of Test

·    NO TALKING DURING EXAMS

·    KEEP YOUR EYES ON YOUR OWN PAPER

·    COVER YOUR PAPER

·    WHEN FINISHED CHECK ANSWERS AND TURN IN TEST IN THE APPROPRIATE TRAY

·    PUT TEST BOOKLET NEXT TO THE TRAY.

Work: A.P. Pre Exam/Lab safety video

Summarizer: Review

 

 

 

HOMEWORK:  If you can BRING THE FOLLOWING FOR LAB:

·    1 BOX OF Graham crackers  

·    Wax paper

·    Rice Krispy treats

·    Frosting

·    Cups

·    Plastic knife

·    Bowls

 

 

 

 

 

 

 

8/14/17

Inspiration:

“The man who thinks he can and the man who thinks he can't are both right.”

— Confucius

 

1.           Come into class quietly and have a seat.

2.           Get out your activator notebook and start your activator.

3.           Turn in phones/ Turn in forms/ Put up Book bag

4.           Today we will lecture and take your notes.

 

 

 

Activator:

a.            Describe how elements accumulated on earth?

b.           How long ago did the earth form?

c.             What was the oldest evidence of life found?

d.           When do you think Oxygen started to build up in the atmosphere?

e.           Estimate when were the first vertebrates found?

Work: Lecture and discussion. Plate tectonics video and worksheet.

Summarizer: What are the layers of the earth?

Quiz Friday on Notes!!!

Homework: Geologic Time Scale Homework!!

8/16-8/17

Inspiration:

“The man who thinks he can and the man who thinks he can't are both right.”

— Confucius

8/17/17

1.           Come into class quietly and have a seat.TURN IN HOMEWORK

2.           Get out your activator notebook and start your activator.

3.           Turn in phones/ Turn in forms/ Put up Book bag

4.           Today we will lecture and finish your notes.

Activator: Video on plate tectonics/ What are the names of the different plate boundaries?

Work: Pre-Lab/Finish notes / Video on san Andrea’s faults and hot spots

https://www.youtube.com/watch?v=zbtAXW-2nz0&t=145s

https://www.youtube.com/watch?v=bYv6V5EJAKc

https://www.youtube.com/watch?v=6xFTKs6u-E0

Summarizer: review plate tectonics Worksheet/ hw

Turn in homework on geologic timescale

 

 

 

 

 

8.18.17 & 8/21/17

Inspirational Quote: Life is 10% what happens to you and 90% of how you react!

1. Come into class quietly and have a seat

***Put your phones/bags up

2. Get out your notes you will have 15 minutes to study

Activator: What are the 3 types of rocks? Give brief descriptions of how they are formed or where they come from!

Work: Quiz/ Notes/Pre-lab

Summarizer: Review quiz grades

Login type in url

testmoz.com/1341219

 

https://testmoz.com/1341473

Enter your name! Last intial

 

 

 

 

 

 

 

 

8/22-23/17 ACTIVATOR NOTEBOOKS DUE FRI.

1.         Come into class quietly and have a seat

2.         Get out a sheet of paper and get into groups of four to prepare for lab.

3.         Wash your hands!!!!!!!

4.         Put up phones and book bags

Activator:  Plate boundaries worksheet review-take notes

Work: Plate Lab

LAB RULES:

NO HORSEPLAYING

NO EATING UNTIL AFTER DEMONSTRATION

ANSWER ALL QUESTIONS

ALL WORK DUE TODAY!!!!

Summarizer: Review-Did the lab help you better understand plate boundaries?

 

 

 

 

 

HW: Create your own soil profile.  All profiles must have the following:

·      NAME/DATE/CLASS PERIOD

·      LAYERS OABC-R

·      LAYER DESCRIPTIONS

·      PICTURES OF WHATS FOUND IN THE LAYER

·      COLORS



PLATE BOUNDARIES WORKSHEET
Due Date: 8/21/2017
Subject: Environmental Science

 

A.P. Environmental Science:

Students will explore the different plate boundaries to grasp an understanding of the significance, while learning summative information.

Plate Boundaries Worksheet                                                   Name___________________

Unit 3-Plate Tectonics                                                                        Group #_______

                                                                                                Date____________________

 

Complete the following Table.

 

Need help? Check out http://pubs.usgs.gov/gip/dynamic/understanding.html#anchor15039288

 

Plate Boundary

Sketch

Definition

Real world Example

1. Convergent

 

 

 

 

 

 

 

 

 

 

 

2. Divergent

 

 

 

 

 

 

 

 

 

 

 

 

3. Transform

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Plate Boundary Questions

 

 

  1. Which of the above boundaries can produce earthquakes?  At which of those is the largest earthquakes produced? (p 94)

 

 

 

  1. Which of the above boundaries can produce volcanoes?

 

 

 

  1. At which of the above boundaries is sea floor created?

 

 

 

  1. At which of the above boundaries is sea floor destroyed?

 

 

 

  1. What are the three sub-types of convergent plate boundaries?

 

 

 

  1. What is the most studied transform fault in the world?

 

 

 

  1. Write your own question based on plate boundaries here.


Population worksheet
Due Date: 3/21/2017

PART I: Doubling Time

Birth and death rates determine the rate of population growth. If the birth and death rates are similar, a population experiences little or no growth. When the birth rate far exceeds the death rate, the population soars. These rates are expressed as the number of births or deaths for every 1,000 people in a given year. For instance, in 1998 the world's birth rate was 23 per 1,000 and the death rate was 9 per 1,000. Using the formulas below, we can determine the world's annual growth rate and the number of years it will take the population to double if the growth rate remains constant.

% annual natural increase = birth rate - death rate

                                                            10

23 - 9  = 1.4%

   10

doubling time (in years) =   70/rate of increase

70  =   50 years

1.4%

PROCEDURE: Fill in Student Worksheet 1 and answer the discussion questions below.

DISCUSSION:

1)     Why do you think some countries are doubling much more rapidly than others? Why do you think some countries, such as Italy, have reached zero population growth?

2)     Which figures differ most greatly between countries, the birth rates or the death rates? How would you explain the wide disparity in birth rates among different countries? Why are death rates relatively low in many countries with high birth rates?

3)     If you were a national leader in Kenya or Iraq, would you be concerned about the rapid population growth? Why or why not? Similarly, if you were national leader in Italy, would you be concerned that your country has reached zpg? Why or why not?

4)     The population of the U.S. is actually growing at the rate of about 1 percent each year, more than its rate of natural increase. Where is the additional population growth coming from?

STUDENT WORKSHEET #1

Country

Birth Rate in 1998 (per 1,000 people)

Death Rate in 1998 (per 1,000 people)

% Annual Natural Increase

Doubling Time (Years)

China

17

7

   

India

29

10

   

Iraq

38

10

   

Italy

9

9

   

Japan

10

7

   

Kenya

38

12

   

Mexico

27

5

   

Russia

9

14

   

South Africa

27

12

   

United Kingdom

13

11

   

United States

15

9

   

Part 2: Grim Reaper's Revenge



Water Vocabulary
Due Date: 10/12/2016

Water Vocabulary Words for Mrs. Brewsters APES Class!

Percent water on earth by type: 97.5% seawater, 2.5% freshwater

Aquifer: any water-bearing layer in the ground; confined or artesian, unconfined or water table Subsidence: land sinks as result of over pumping an aquifer

Cone of depression: lowering of the water table around a pumping well

Salt water intrusion: near the coast, over-pumping of groundwater causes saltwater to move into the aquifer

Ways to conserve water: agriculture = drip/trickle irrigation; industry = recycling; home = use gray water, repair leaks,

low flow fixtures. reclaimed water for agriculture and golf courses

Watershed -Drainage basin for water

Bioaccumulation-buildup of chemical within bodies of organisms

Biomagnification -occurs when toxic substances that are present in small amounts in organisms low in food chain are concentrated in larger amounts in organisms high in the chain

Algal Bloom -growing mass of algae within an aquatic ecosystem; sign of pollution in water; will cont to grow until it covers the stream

Hydrologic Cycle -cont cycle that moves water through atmosphere, on surface of earth, below surface
Evaporation & transpiration (evotranspiration) & sublimation -> Condensation -> Precipitation -> Runoff & infiltration

Evaporation -liquid changes to gas at temp below boiling

Transpiration -process through which plants give off water through leaves

Evapotranspiration -combo of transpiration & evaporation

Sublimation-solid changes directly to gas; water moves from solid form (ice) on surface to gaseous form in atmosphere

Condensation -process where gas changes to liquid

Precipitation -water that falls from clouds in form of rain, snow, sleet, hail

Runoff -water that falls as precipitation on surface & flows over surface to water bodies; surface movement of water

Infiltration -movement of water through soil



hw. easter island and sustainability
Due Date: 10/3/2016

Students are to write 2 paragraphs on what happened on Easter Island and how it wa s a problem stemming from insustainability!



Biomes Project
Due Date: 9/30/2016

NAME(S) _______________________________________________

 

BIOMES – A PROBLEM –BASED LEARNING PROJECT

Environmental Science Mrs. Henderson

Project DUE DATE September 2016

 

The Problem:

The banner in your town’s paper seems impossible. Local soil testing has discovered a serious problem. The soil of your community is contaminated with a toxic chemical. The only answer is that everyone must move. “It’s Chernobyl all over again”, your mom whispers to your dad. The government says they will pay to move everyone just once. You must agree to go to the same new biome. The scientists think a different biome from the one you live in will be your best chance to survive.

 

YOUR TASK: Create a Prezi/ Poster board/ PowerPoint with the following information!

List reasons why this is a better biome for everyone to move to.

Create a poster advertising your new location and why people would want to move there, make it neat and include pictures!

Show the pros and cons of living in your new biome

            Poster should include:

            Picture (drawn or printed – color)

            World map with your biome highlighted

            Typical plants and animals (labeled as biotic factors) you would find in your biome (3 each)

            Food chain including producers, consumers – three trophic levels.

            One predator/prey relationship

            Climate, temperature ranges and average rainfall in your biome (labeled as abiotic factors)

Resources listed on back of poster.(at least 2 – your textbook must be one)

 

CHECKLIST/SCORING RUBRIC:                                              Points available:     COMMENTS

___Reasons why this is a better biome                                           __________   10pts

___Poster advertises why people want to move there                 __________   10pts

___Pros and cons of living in your biome                                      __________   10pts

___Picture (drawn or printed – color)                                              __________   10pts

___World map, biome highlighted                                                   __________   10pts

___BIOTIC Factors: Plants and animals (3 each)                       __________   10pts

___Levels of Organization chart ( ex. At each level)                   __________   10pts

___Predator/prey relationship                                                          __________   10pts

___ABIOTIC Factors: Climate, temperature, rainfall                 __________   10pts

___Resources (Works Cited info)                                                    __________   4pts

___Utilized time well, neat work                                                      __________   2pts

___Completed on time!                                                                     __________   4pts

 

                                                                                TOTAL                  ___________/ 100 pts

 

(Late projects will not be accepted)!!



unit 1 studyguide
Due Date: 9/23/2016

 

 

1.      Define Biotic? ____living_____________________________

2.      Define Abiotic? ___nonliving_________________________

3.      Name 3 abiotic factors and list 1 reason why it is so important for biotic factors? _

__Air— we need air to breathe

Water: we need water for hydration Soil: we need soil to grow crops in

4.      Compare and contrast latitude and longitude? Explain what each measures and which direction it runs on the globe. Latitude: lines run east and west measure north and south Longitude: runs north and south and measure east and west

5.      Define Biome: an area of land with specific climate/temperature/_vegetation/animals_______________

6.      List the 5 levels of organization and give an example of each level:

Organism:_a single organism

Population: a group of organisms

_Community: different groups of living things (remember have to be living things)

_Ecosystem:_different groups of living things and their abiotic environment

_Biosphere:_the earth

7.      Which biome has very acidic soils? Coniferous forest /Taiga___

8.      Which biome is called the driest biome? __Desert__________

9.      Which biome is categorized by large canopies and consist of over 50% of earths biodiversity?_Tropical Rainforest_

10.  What biome do you live in? __Temperate Deciduous forrest. Explain why the biome has its name? because its leaves loose their leaves when the seasons change

11.  How does climate determine the organisms that thrive in a biome? Because if the climate has suitable temperatures and precipitation for plant growth the more plants (vegetation) an area has the more animals it can support _______________________________________________

12.  Define aquatic biomes? __there are two aquatic biomes freshwater and saltwater (marine) biomes_

13.  A group of pigeons is classified as which level of organization? __Population____

14.  At the park a group of dogs, group of cats a pond, air, and a Frisbee is classified as which level of organization? ___Ecosystem________

15.  On the wizard of oz Dorthy screamed lions, tigers, and bears, OH MY! She was describing which level of organization? And why? ____Community____________________________________

16.  Explain how evolution of certain species have helped them survive? ___because organisms have adapted to their surroundings ___________________________________________________________________________________________________________________________________________________

17.  Give an example of natural selection: _Survival of the fittest. _____________________________________________________________________________

18.  Make a connection to the correct vocabulary word! If mermaids are real explain if they would be a result of natural selection or evolution? Evolution- due to their species changing overtime to adapt to water. ______________________________________________________________________________

19.  Define an estuary? Where freshwater meets saltwater

20.  Name the two aquatic biomes then compare and contrast their differences? ___________Marine: Saltwater- ex. Oceans/seas

Freshwater-lakes/streams/ rivers

21.  t/f terrestrial biomes are found in the water.   F- because Terrestrial means land.

22.  Whats the difference between terrestrial and aquatic biomes? _______terrestrial biomes are biome on land biomes and aquatic biomes are water biomes

23.  Which Biome has animals with specialized nocturnal adaptions? ____Desert______________________

24.  Name 2 characteristics of desert animals? _______nocturnal and small size to help get around with heat , bury-burrow themselves in the ground!_______________________________

25.  Another name for coniferous forest is which biome? _Taiga__________________

26.  Define Bio? _Life______

27.  Define A? _Without or not______