ASSIGNMENTS/ANNOUNCEMENTS:

Soybean Experiment Poster Presentation - due FRI

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. Click here for more detailed guidelines on how to write each of the sections that need to be included. On Friday 11/6, groups will present their poster to us, discussing their experiment and findings.

NOTES:



Why do we eat? Energy in Agriculture Powerpoint

How will we feed a growing population? Factory Farming and Alternatives Powerpoint

What makes good soil? Soil and Nutrients Powerpoint

What are GMOs (Genetically Modified Organisms)? GMO Powerpoint

GMO MYTHS and FACTS Powerpoint

Which is worse? Pest and Pesticides Powerpoint


STUDY GUIDES AND READINGS:
Soil and Nutrients Study Guide
Pesticides Study Guide

Click here for the PESTICIDE STUDY GUIDE

BY MONDAY: Read section 3.8 - complete the vocab, take notes on key concepts, and answer the questions at the end of the section.

BY TUESDAY: Read section 3.9 - take notes on the key concepts.


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

VOCAB:


organic.jpg
Complete the following terms in your lab notebook.

Watershed vocab - due MON 11/9

  1. drainage basin
  2. watershed boundary
  3. surface runoff
  4. point source pollution
  5. nonpoint source pollution
  6. impervious surface
  7. riparian zone
  8. recharge zone
  9. groundwater
SOIL AND NUTRIENTS VOCAB - Complete the terms found on your study guide by TUES 10/6

FOOD ENERGY VOCAB - Complete the following terms in your lab notebook by FRI 9/25
  1. Food chain
  2. Food web
  3. Trophic level
  4. Producer
  5. Consumer
  6. Herbivore
  7. Omnivore
  8. Carnivore
  9. Decomposer


ACTIVITIES (past):


SURVIVE AND THRIVE JOURNAL/DIARY ENTRY #1 - due MON 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 journal/diary. Use the techniques and technologies in the webpages (links below) to help you decide on a plan. Re-watch the video in classroom for additional help if needed.






The entry must be "published" by 10PM tonight (Monday 11/2) in order to be counted on time. Remember your entry will be graded on how well you have addressed the guidellines found here: http://lochland.wikispaces.com/home.





T and T webpages




INSTRUCTIONS FOR CREATING YOUR T AND T WEBPAGE

  1. Click on class link for Technologies and Techniques pages (right)
  2. Re-read directions/guidelines on the homepage
  3. Find topic (in left navigation bar) and click to get to that page
  4. Edit the page by clicking on the pencil button in the upper right
  5. REMINDERS: Save your page often! Use articles to keep your topic interesting! Cite your sources !

Technologies and Techniques Pages

PERIOD 3

PERIOD 4

PERIOD 5

PERIOD 7


CUMULATIVE UNIT TEST on TUES or WED 10/27-28 - Scientific Process and Agriculture

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

PESTICIDE EXPO (Digital Poster) - on WED 10/21


Screenshot 2015-10-18 at 8.50.35 PM.png




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 here to determine what should be included in your poster. You need to accumulate 25 points and have your poster completed BEFORE class on WEDNESDAY. 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?


Read the article below by TUES, copy the chart below into your lab notebook and fill in while reading.


General Info about genetic engineering

Positives / Advantages

Negatives / Disadvantages





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


For THURSDAY, you should find out more about what genetically modified foods means by conducting some additional research. This will be preparing you for an elevator pitch. On THURSDAY 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:
  • Take a look at the pages for GENETICALLY ENGINEERED FOOD, GOLDEN RICE, AND HEIRLOOM PRODUCE/SEEDBANKS in any of the period links below:

Counting Calories


Please record your diet for 24 hours. Be sure to separate out ingredients onto different lines (i.e. instead of peanut butter and jelly sandwich, you would put bread on one line, peanut butter on another line, and jelly on a different line). Find the calories for each item using the links on my classroom or below.

https://www.supertracker.usda.gov/foodapedia.aspx

ROUGH DRAFT OF INTRODUCTION - due TUES 9/22
Please type, double space, and PRINT 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 soybean 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 soybean 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 soybeans upside down, then tell us how this will benefit the idea of vertical farming.)

VIDEO RESOURCES: