CUMULATIVE UNIT TEST on TUES 10/29- Scientific Process and Agriculture

Below is the blank theme study guide we discussed in class and each periods filled in guide:


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.

STUDY GUIDES, NOTES AND VOCAB

PESTICIDES (3.8, 3.9)

The document below contains a list of key concepts and terms that you need to know for our exploration of PESTICIDES. You'll know you're ready for the discussion on TUES 10/15 and the quiz on WED/THURS 10/23 or 24 if you understand the key concepts and can you use the vocab.


SOIL AND NUTRIENTS (3.3, 1.7, 3.7)

The document below contains a list of key concepts and terms that you need to know for our exploration of SOIL AND NUTRIENTS. You need to complete the vocab on the study guide by MON (9/30). You'll know you're ready for the discussion and lab on WED/THURS and FRI, and the quiz on TUES (10/8) if you understand the key concepts and can you use the vocab.

POWERPOINT USED IN CLASS TO DISCUSS AND RECAP SOILS:

SCIENTIFIC PROCESS - quiz on TUES 9/17

Here are two powerpoints that can help you review the concept of variables/controls/constants and the scientific process in general.


Here's more practice problems. Try them first and then check your answers with the answer key.

NATURE AND PROCESS VOCAB - due WED 9/11

Please complete the vocab in your lab notebook. You may use Google, but please make sure you are using the APPROPRIATE DEFINITION.
  1. Observation
  2. Inference
  3. Hypothesis
  4. Theory
  5. Independent variable
  6. Dependent variable
  7. Control
  8. Constant

ACTIVITIES:

PESTICIDE CONFERENCE (GLOG) - on TUES 10/22

Given an assigned pesticide, you need to create a glog to inform the 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 glog. You need to accumulate 25 points and have your glog completed BEFORE class on Tuesday. Make it interesting for classmates to learn by including videos, interesting pictures, easy to understand/read text, etc. Click here to access my glogster account. Reference the "Glog Instructions" in the navigation bar to the left for username and password.


SURVIVE AND THRIVE WIKIS - by THURS 10/17

Check out at least TWO other people's survive and thrive wikis related to the topic of pesticides (try to pick from two different subtopics). Then write at least ONE interesting fact from EACH page in your notebook. We'll be using these in class on THURS.

Killing Beneficial Insects
n http://lochland.wikispaces.com/T%26T+Kristen+J
n http://lochland.wikispaces.com/t%26t+Sean+Bowers
Superbugs
n http://lochland.wikispaces.com/T%26T+Ben+H
n http://lochland.wikispaces.com/T%26T+Evan+S
ADHD, allergies
n http://lochland.wikispaces.com/T%26T+Lefevre
n http://lochland.wikispaces.com/t%26t+Sue+Mun
n http://lochland.wikispaces.com/T%26T+Sara+T
Biopesticides
n http://lochland.wikispaces.com/t%26t+doug+b
n http://lochland.wikispaces.com/T%26T+JustinR

GMO ELEVATOR PITCH - on MON 10/14

On Monday 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
2.Develop talking points to support your opinion (make sure you have evidence = facts, statistics)
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
Visit the websiteS below and/or watch the video clips for an overview and some tips on creating a convincing pitch.
http://sbinformation.about.com/od/marketingsales/a/Tips-For-Writing-An-Elevator-Pitch.htm



HERE ARE STUDENT WIKIPAGES ON GMOS and RELATED TOPICS:
http://lochland.wikispaces.com/t%26t+Jada+Brown
http://lochland.wikispaces.com/T%26T+Victoria+T
http://lochland.wikispaces.com/t%26t+lucar
http://lochland.wikispaces.com/T%26T+Jenny+C
http://lochland.wikispaces.com/t%26t+susan+d
http://lochland.wikispaces.com/t%26t+Ian+C
http://lochland.wikispaces.com/T%26T+Madison+P
http://lochland.wikispaces.com/T%26T+Patrick+Hamm
http://lochland.wikispaces.com/t%26t+Alex+R
http://lochland.wikispaces.com/T%26T+Megan+P


See what some food experts would say to the president if they found themselves in an elevator with him: http://grist.org/article/going-up-part-4/

Bt CASE STUDY PACKET - due FRI

Complete sections A, B, and C In order to complete SECTION C play the "games" on the website below:

www.pbs.org/wgbh/harvest/engineer/

SOIL LAB PARAGRAPH(S) - due FRI 10/4

Please take a moment to reflect on the soil testing we did in class. Below are some questions to get you started on your reflection. Actually take a minute to think about specific examples. Be honest with yourself.
  • What did it feel like to have to "run" the lab on your own?
  • How successful were you in collaborating as a class both in the organization of the lab and actually conducting the tests?
  • How much of a contributing member were you to the class's success?
  • Using the advanced, proficient, basic, below basic rating, what level do you think the class performed at and why? How about you as an individual?
  • What 21st century skills seem to be class strengths? weaknesses?

After reading through the questions and thinking about what happened in class, write a reflection paragraph (or two) in your lab notebook.

COUNTING CALORIES - Complete the TABLE (on pg. 2 of the packet) with your 24 hour diet by FRI 9/20

To find the calories for a certain food go to
http://www.webmd.com/diet/healthtool-food-calorie-counter
https://www.supertracker.usda.gov/default.aspx

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

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

ALASKAN PEA EXPERIMENT - ongoing

ROUGH DRAFT OF INTRODUCTION - due THURS 9/19
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 last weekend. 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 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.)


WELCOME BACK!

I'm looking forward to finding out more about who you really are. In case you lost my letter...here it is:

Don't forget to bring in a composition bound notebook, get your syllabus signed, and join my wiki by Monday. For more detailed information go through the powerpoints for each unit found below the calendar.