NOTES:







PESTICIDE LINKS - watch these videos/animations to help provide a more thorough understanding

TOXICITY

http://www.youtube.com/watch?v=zC6FcurW40g
PERSISTENCE
http://www.youtube.com/watch?v=z7Lr1pCEcNU – chlordane persistence (1:44)
BIOMAGNIFICATION - how does this relate to the 10% rule of energy flow in food chains?
http://www.youtube.com/watch?v=DxqDaTUh08o
DDT (a famous example of both persistence and biomagnification)
https://www.youtube.com/watch?v=-UiCSvQvVys– DDT (5:45)
http://www.youtube.com/watch?v=6Y-6hm7zpps – Rachel Carson (0:36)
http://www.makingthemodernworld.org.uk/stories/the_age_of_ambivalence/02.ST.06/?scene=2 - additional info
IPM
http://www.youtube.com/watch?v=ABVvq6i8MF4
spraing on

VOCAB:

ENERGY IN AGRICULTURE VOCAB - optional (you're expected to already know these words from biology!) - due MON 9/22

Complete the following terms in your lab notebook.

  1. Food chain
  2. Food web
  3. Trophic level
  4. Producer
  5. Consumer
  6. Herbivore
  7. Omnivore
  8. Carnivore
  9. Decomposer

OLD STUFF

Pea Experiment Poster Presentation - due MON


You will have a 5-10 minutes on Monday to put any final touches on your poster.


Now that we've completed our experiment and have some data it's time to analyze our results and share our findings. We will do this by holding a poster session in class with each group creating a poster including their question, introduction, hypothesis, materials, procedures, results (graph), analysis/conclusion, citations, pictures. On Wednesday/Thursday 11/5 or 11/6 groups will present their poster to us, discussing their experiment and findings.



SURVIVE AND THRIVE BLOG POST #2 - due THURS by 10PM

How will you provide enough food for your people while not depleting your resources or damaging the environment? Click on the link at the top of this page for instructions and to access your blog. Use the techniques and technologies in the wikis to help you decide on a plan. Forget your location? Click here to find your coordinates!

CUMULATIVE UNIT TEST on TUES 10/28- Scientific Process and Agriculture

In addition to the Soil and Nutrients and Pesticide study guides (found below the calendar), here is an in depth study guide for all topics covered so far this year.


***If you were absent from class on TUESDAY...

1. Look through the pests and pesticides powerpoint up to "alternatives to pesticides."
2. Look through the posters submitted by your period (by going to PosterMyWall, using the directions in the left navigation bar). Using the document below, discover the themes/connections between chemical and biological pesticides and answer the questions provided. This will need to be printed off and turned in to me.

PESTICIDE CONFERENCE (Digital Poster) - on TUES 10/21

Pesticide conference from poster my wall.jpg

Given an assigned pesticide, you need to create a digital poster to inform the farming community about the pesticide in question. (If you have not received a pesticide please email me so I can assign you one.) Use the document below to determine what should be included in your poster. You need to accumulate 25 points and have your poster completed BEFORE class on TUESDAY. Make it interesting for classmates to learn by including pictures, easy to understand/read text, accurate information, etc. Click here to access PosterMyWall where you can create a digital poster . Reference the "Digital Poster Instructions" in the navigation bar to the left for how to get to your poster and directions about saving your work.



GM (Genetically Modified) FOOD ELEVATOR PITCH

More than likely you ate something today that was genetically modified. What does this mean? Does it bother you?

For THURSDAY, you should find out more about what genetically modified foods means. Read the article above and the explore some of the links below.


YOU'LL BE USING THIS LINK IN CLASS ON THURSDAY TO LEARN ABOUT SELECTIVE BREEDING AND GENETIC ENGINEERING: http://www.pbs.org/wgbh/harvest/engineer/


On FRIDAY you will have 1 minute to "pitch" your thoughts on GM foods. This is NOT a debate. You have 60 seconds to convincingly present your opinion. Remember to support your opinion with facts and evidence. You may assume a role other than yourself such as, GM company (Montsanto) executive, farmer, political lobbyist, activist, etc.

TIPS
1.Form an opinion (check out the links below to help you gather info)
2.Develop talking points to support your opinion (make sure you have evidence = facts, statistics...see websites below)
3.Determine your role (yourself, lobbyist, activist, GM seed company, farmer, etc.)
4.Plan out what you’re going to say and who will be in the elevator with you

Writing your pitch
http://sbinformation.about.com/od/marketingsales/a/Tips-For-Writing-An-Elevator-Pitch.htm

Background information and viewpoints (try out the games too!)


Labeling GM foods

AGAINST GM foods

FOR GM foods

HERE ARE STUDENT WIKIPAGES ON GMOS and RELATED TOPICS:



INSTRUCTIONS FOR CREATING YOUR T AND T WIKI

  1. Click on class link for Technologies and Techniques wikis
  2. Log-in
  3. Re-read directions on the homepage
  4. Look at my example (Vertical Farm – found in left navigation bar)
  5. Find topic and click edit
  6. Don’t forget to save image to computer and then embed image – DON’T copy and paste
  7. REMINDERS: Save your page often! Use articles to keep your topic interesting! Cite your sources!

Technologies and Techniques Pages

PERIOD 1

PERIOD 4

PERIOD 5

PERIOD 6

PERIOD 7


SOIL AND NUTRIENTS - please complete the vocab by TUES; read sections 3.3 and 1.7 and answer the corresponding questions by WED/THURS; 3.7 by FRI

COUNTING CALORIES - The entire packet needs to be completed by MON (9/29). Please show ALL work and use scientific notation.


To find the calories for a certain food go to:

http://www.webmd.com/diet/healthtool-food-calorie-counter

Use the "foodapedia" app on this site: https://www.supertracker.usda.gov/default.aspx

ALASKAN PEA EXPERIMENT - ongoing


BACKGROUND RESEARCH ON ALASKAN PEA (Pisum sativum) and YOUR VARIABLE - due TUES 9/16
Look up some general information and write this down in your lab notebook, create a word document (and print out) or print out a website and underline/add notes in the margins. Your research should include:
  • Info about the Alaskan Pea (growing conditions and needs: sunlight, soil, water, spacing, etc; as well as where it's grown, what it's used for, etc.).
  • Info about your chosen variable (is it feasible, is it new/novel, why would this info be important to the world

ROUGH DRAFT OF INTRODUCTION - due THURS 9/18
Please type and double space so that I have room to make comments. You will most likely have one paragraph for each of the concepts below, however you may find that you need more. That being said, remember is QUALITY not QUANTITY! Writing in science class is not like writing in English class. You are writing a scientific paper, so leave out flowery language and don’t try to be cute or funny. You should use an active voice and you may use 1st person.

As discussed in class, here's what should be included:
1. Provide some general background information of the Alaskan pea from the research you completed on Monday. Make sure you also focus on information that is relevant to your experiment. (For example: If you're testing the effect of the acidity of the soil, then tell us the acidity that pea plants like to grow in.)

2. Provide some information about your variable. What is already known about your variable? (For example: If you're testing the effect of soil type, then tell us what determines soil type, what the advantages and/or disadvantages are of the different types, where different soil types might be found, etc.)

3. State your question and tell us why it's important. How will this study advance our knowledge and how will it be useful to the agricultural industry? (For example: If you're testing the effect of growing peas upside down, then tell us how this will benefit the idea of vertical farming.)

More Process Practice:



LOCATION RESEARCH:

You'll need to come to class on WED with the research completed for your location. If you've forgotten your coordinates or landmark, click HERE.

PLEASE CLICK HERE FOR DIRECTIONS ON __RESEARCHING YOUR LOCATION__! Here are some LINKS that will help you with your research.


ACCESSING THE BLOG:

1. Click on the "Click here for Survive and Thrive blogs" link at the top of this page.

2. Click on your period's link in the left-hand column of the new page.

3. Log-in to Kidblog (log-in link in the top left corner).

4. Click on "new post" on your dashboard or on the actual blog site to start a new blog, or click on "drafts" on your dashboard in order to continue working on a post.


*If you still need to become a member of the blog, please click on the "click here for Survive and Thrive blogs" at the top of this page and then find instructions by clicking on the "general blog instructions" link in the left hand column. You'll need to get your class code from me FIRST!*

TIPS FOR HIGHLIGHTING:


  1. READ THE ENTIRE PARAGRAPH FIRST. After reading the paragraph, decide which is the main idea and what the supporting details are.
  2. SELECT YOUR OWN WORDS to underline or highlight. It is not necessary to underline or highlight each word in the sentence.
  3. USE A VARIETY OF MARKS. You may want to underline the main idea phrases, circle important names, or find your own system. Once you have decided on your own system, it is important to remain consistent.
  4. WRITE SUMMARIES IN THE MARGIN using you own words. These wordings can be helpful when reviewing, as they direct you immediately to the main ideas.
  5. CHECK YOUR HIGHLIGHTING. Reread only the parts that you have marked. Does it make sense to you?
Below is the blank theme study guide we discussed in class and each periods filled in guide: