Power Point Resources

This site has some great videos related to the environment. science360.gov

Example Power Point

Wind power from ecunnin

Presentation Grading Rubric

Human Impact Presentation Grading Rubric

Content:

All questions from the outline are answered.
Graphic on every slide.
At least one video included.	Grading: 9-10 checks= A (4.0) 7-8 checks=B (3.0) 4-5 checks= C (2.0) 2-3 checks=D (1.0) 0-1 checks=F (0.0)
Resources listed on a slide.

Presentation:

Loud enough to be heard.
Eye contact is kept with the audience.
Slides are not read, but explained to the audience.
At least 10 minutes in length.

Participation:

Everyone speaks equally.
Equal effort put forth by all group members.

Human Impact Paper Outline and Grading Requirements

Human Impact Paper Outline

Introduction:  Introduce your resource to your reader. 

• What is your resource?
• How is it used?
• How much is used?
• Where is it found?

Body Paragraph #1:  Explain how your resource has been used historically using evidence to show that use and the environmental impacts of the use.

• Where was it used in the past?
• How was it used?
• How was the use monitored?
• Were there negative environmental impacts of this use? Explain.
• What is the evidence showing this use?

Body Paragraph #2:  Explain the current uses and impacts of the use of your resource on the environment using evidence. 

• Has the way your resource is used changed?
• How much do we use now per capita?
• What are the environmental impacts of that use? Explain using evidence.
• How is the use monitored? 
• What is the evidence showing the use?

Body Paragraph #3:  Explain how your resource may be used in the future and the environmental impacts that use may have. 

• How might it be used in the future?
• Will there be enough for continued use?
• What will the environmental impacts of continual use be? Use evidence.
• Do we need to limit the current use (per capita) to make sure it is available in the future?

Body Paragraph #4:  Explain how your resource should be monitored and how the use of your resource should be minimized.   

• How is the use of your resource currently being monitored? Show evidence.
• Should we continue to monitor it? Why or why not?
• Are we monitoring it effectively? Explain.
• How would you recommend we monitor the resource in the future?
• Should we be maintaining our use or reducing our use (per capita) of the resource? Explain.

Conclusion:  Call your reader to action. 

• What do we need to use your resource sustainably in the future?
• What do individuals need to do to minimize the impact of the resources use on the environment? What evidence supports this?
• What do businesses need to do to minimize the impact of the resources use on the environment? What evidence supports this?
• Should the government be involved? Explain. What evidence supports this?
• Should the global community be involved?  Explain. What evidence supports this?

Grading:

Level 3 (4 points)	Meets all of the level 2 requirements.  Each paragraph is complete and covers all the criteria listed above.
Level 2 (3 points)	Meets most of the criteria from above but is not complete.  Each paragraph includes a hook to keep the reader interested. Writing conventions are correct: Spelling Punctuation Capitalization Writing formatting is correct: Paper follows MLA format.   Resource citations are in MLA format. Indented paragraphs. Heading (name, date, period)

Human Impact on the Environment

Listed below are several resources that may help you in finding out more information about your resource.  When you get on a website, feel free to look around and see what other information they have.  These links should just be a starting point.

Water:

• EIA Kids Environmental Impacts: Fossil Fuels, Hydropower (water), uranium, biomass (wood): http://www.eia.gov/kids/energy.cfm?page=environment_home-basics
• EIA Energy Perspectives, with links to consumption types over time: http://www.eia.gov/totalenergy/data/annual/perspectives.cfm
• Carbon Dioxide Sink: http://www.sciencedaily.com/articles/c/carbon_dioxide_sink.htm
• A Student's Guide to Global Climate Change (kidsy overview): http://www.epa.gov/climatestudents/basics/index.html
• Kiribati Relocation: http://www.telegraph.co.uk/news/worldnews/australiaandthepacific/kiribati/9127576/Entire-nation-of-Kiribati-to-be-relocated-over-rising-sea-level-threat.html
• EPA Climate Change page: http://www.epa.gov/climatechange/
• http://www.epa.gov/climatechange/pdfs/climateindicators-full-2012.pdf
• http://www.epa.gov/climatechange/impacts-adaptation/northwest.html
• Aral Sea Photos: http://www.theatlantic.com/technology/archive/2012/07/what-40-years-have-wrought-the-earth-since-1972/260192/#slide1
• An Introduction to Water Quality Monitoring http://water.epa.gov/type/watersheds/monitoring/monintr.cfm
• Water Use in the United States: http://water.usgs.gov/watuse/
  

Soil:

• Major Land Uses Report: http://www.ers.usda.gov/data-products/major-land-uses.aspx#.UYcbMrVaySo
• Carbon Dioxide Sink: http://www.sciencedaily.com/articles/c/carbon_dioxide_sink.htm
• A Student's Guide to Global Climate Change (kidsy overview): http://www.epa.gov/climatestudents/basics/index.html
• EPA Climate Change page: http://www.epa.gov/climatechange/
• http://www.epa.gov/climatechange/pdfs/climateindicators-full-2012.pdf
• Why is soil important?  http://www.envirothon.org/pdf/CG/Why_Soil_is_Important.pdf
• http://greenliving.nationalgeographic.com/two-ways-people-use-soil-resource-20353.html
• http://soils.usda.gov/use/
• What if the World's Soil Runs http://world.time.com/2012/12/14/what-if-the-worlds-soil-runs-out/print/
• Status and Trends of Land Change in the Western United States- 1973 to 2000: http://pubs.usgs.gov/pp/1794/a/pp1794a.pdf
• Losing Ground: Rethinking Soil as a [Renewable] Resource: http://www.fewresources.org/soil-science-and-society-were-running-out-of-dirt.html
  

Fossil Fuels:

• EIA Kids Environmental Impacts: Fossil Fuels, Hydropower (water), uranium, biomass (wood): http://www.eia.gov/kids/energy.cfm?page=environment_home-basics
• EIA Energy Perspectives, with links to consumption types over time: http://www.eia.gov/totalenergy/data/annual/perspectives.cfm
• Atmospheric CO2 Levels Article: http://www.triplepundit.com/2013/05/atmospheric-carbon-dioxide-levels-approach-record-high-400ppm/
• A Student's Guide to Global Climate Change (kidsy overview): http://www.epa.gov/climatestudents/basics/index.html
• EPA Climate Change page: http://www.epa.gov/climatechange/
• http://www.epa.gov/climatechange/pdfs/climateindicators-full-2012.pdf
• http://www.ecokids.ca/pub/eco_info/topics/energy/ecostats/index.cfm
• Monitoring System for CO2 from Fossil Fuel Burning http://www.agu.org/news/press/pr_archives/2012/2012-20.shtml
  
• Fossil Fuels Overview: http://www.iptv.org/exploremore/energy/profiles/fossil_fuels.cfm

Land:

• Major Land Uses Report: http://www.ers.usda.gov/data-products/major-land-uses.aspx#.UYcbMrVaySo
• Atmospheric CO2 Levels Article: http://www.triplepundit.com/2013/05/atmospheric-carbon-dioxide-levels-approach-record-high-400ppm/
• Carbon Dioxide Sink: http://www.sciencedaily.com/articles/c/carbon_dioxide_sink.htm
• A Student's Guide to Global Climate Change (kidsy overview): http://www.epa.gov/climatestudents/basics/index.html
• EPA Climate Change page: http://www.epa.gov/climatechange/
• http://www.epa.gov/climatechange/pdfs/climateindicators-full-2012.pdf
• Land Usage: http://www.ers.usda.gov/publications/eib-economic-information-bulletin/eib14.aspx#.UYkoT6JOQU
• Easy to Understand Website: http://www.syngenta.com/country/uk/en/learning-zone/KS12/FFE/Pages/WorldApple.aspx  (Thanks Ashlynne!!)
• Deforestation: http://www.theatlantic.com/technology/archive/2012/07/what-40-years-have-wrought-the-earth-since-1972/260192/#slide1
• Monitoring Land Use: http://cpluhna.nau.edu/Introduction/context.htm
• Land Use Changes During the Past 300 Years:http://www.eolss.net/Sample-Chapters/C19/E1-05-01-04.pdf
• Status and Trends of Land Change in the Western United States- 1973 to 2000: http://pubs.usgs.gov/pp/1794/a/pp1794a.pdf

Uranium:

• EIA Kids Environmental Impacts: Fossil Fuels, Hydropower (water), uranium, biomass (wood): http://www.eia.gov/kids/energy.cfm?page=environment_home-basics
• EIA Energy Perspectives, with links to consumption types over time: http://www.eia.gov/totalenergy/data/annual/perspectives.cfm
• NRC: www.nrc.gov
• Use and regulations on Uranium: http://www.toroenergy.com.au/uranium-nuclear-markets/uranium-market/
• Use and regulations on Uranium: http://www.nrc.gov/materials/uranium-recovery.html
• Nuclear Power in the US: http://www.world-nuclear.org/info/Country-Profiles/Countries-T-Z/USA--Nuclear-Power/#.UZKC2qJOQUW
• Uranium production per capita by country: http://www.nationmaster.com/graph/ene_ura_pro_percap-energy-uranium-production-per-capita
  

Wood:

• US Forest Facts and Historical Trends: http://www.fia.fs.fed.us/library/briefings-summaries-overviews/docs/ForestFactsMetric.pdf
• EIA Kids Environmental Impacts: Fossil Fuels, Hydropower (water), uranium, biomass (wood): http://www.eia.gov/kids/energy.cfm?page=environment_home-basics
• Atmospheric CO2 Levels Article: http://www.triplepundit.com/2013/05/atmospheric-carbon-dioxide-levels-approach-record-high-400ppm/
• Carbon Dioxide Sink: http://www.sciencedaily.com/articles/c/carbon_dioxide_sink.htm
• A Student's Guide to Global Climate Change (kidsy overview): http://www.epa.gov/climatestudents/basics/index.html
• EPA Climate Change page: http://www.epa.gov/climatechange/
• http://www.epa.gov/climatechange/pdfs/climateindicators-full-2012.pdf
• http://www.epa.gov/climatechange/impacts-adaptation/northwest.html
• Monitoring Deforestation:  http://landsat.gsfc.nasa.gov/about/Application6.1.html
• Deforestation: http://www.sciencedaily.com/releases/2007/12/071203090126.htm
• EIA Energy Perspectives, with links to consumption types over time: http://www.eia.gov/totalenergy/data/annual/perspectives.cfm
• Deforestation:  http://www.theatlantic.com/technology/archive/2012/07/what-40-years-have-wrought-the-earth-since-1972/260192/#slide1
• Measurement and Monitoring of the World's Forests:http://www.rff.org/RFF/Documents/RFF-Rpt-Measurement%20and%20Monitoring_Final.pdf
• Status and Trends of Land Change in the Western United States- 1973 to 2000: http://pubs.usgs.gov/pp/1794/a/pp1794a.pdf

Metals:

• A Student's Guide to Global Climate Change (kidsy overview): http://www.epa.gov/climatestudents/basics/index.html
• EPA Climate Change page: http://www.epa.gov/climatechange/
• Climate Change Indicators: http://www.epa.gov/climatechange/pdfs/climateindicators-full-2012.pdf
• Metal Mining and the Environment: http://www.agiweb.org/environment/publications/metalsfull.pdf
• A Short History of Metals: http://neon.mems.cmu.edu/cramb/Processing/history.html
• USGS Minerals Information: http://minerals.er.usgs.gov/minerals/pubs/#fs
• Historical Statistics for Mineral and Material Commodities in the United States: http://minerals.usgs.gov/ds/2005/140/
  

Air:

• Air Quality Trends: http://www.epa.gov/airtrends/aqtrends.html
• Atmospheric CO2 Levels Article: http://www.triplepundit.com/2013/05/atmospheric-carbon-dioxide-levels-approach-record-high-400ppm/
• A Student's Guide to Global Climate Change (kidsy overview): http://www.epa.gov/climatestudents/basics/index.html
• EPA Climate Change page: http://www.epa.gov/climatechange/
• http://www.epa.gov/climatechange/pdfs/climateindicators-full-2012.pdf
• Air Monitoring Methods http://www.epa.gov/ttn/amtic/methods.html
  

Emergency Preparedness Plan

Our guest speaker talked yesterday about the importance of being prepared in the event of an earthquake or tsunami.  Here in Oregon it isn't a matter of if we will have an earthquake or tsunami, it is a matter of when.  The best thing that we can do to be ready is to have a plan of action.

The following are some resources that may help you be prepared in the case of a geologic emergency.  Feel free to use (and cite) these resources in your Emergency Preparedness Plan.

American Red Cross   

Teen CERT   

Great Oregon ShakeOut  

FEMA

If you find more resources, let Mr. Fiedler and Miss Cunningham know and we will add them to the list.  

Geology in Oregon Assessment

Oregon is an important place when it comes to geology and more specifically plate tectonics.  Just a few miles off of our shore is the Cascadia Subduction Zone, which has the potential to cause massive geologic events in Oregon.

The assessment for this unit of study in science is to look at the evidence provided and write an expository essay about the geology taking place and why it is important to our lives.  

Directions: Use the evidence to show the cause and effect relationship of geological processes in Oregon and the events that are the result of those processes by writing a 6 paragraph expository essay.

Grading Rubric:

Level 3 (4 points)

ð        All of Level 2 is complete. ð        Show evidence (pictures, letter from home, parent/guardian e-mail, written plan) that you shared this information with your family and created an Emergency Preparedness Plan to be used in case of a geological emergency.

Level 2 (3 points)

ð        6 paragraph essay (Introduction, Subduction,  Volcanoes, Earthquakes, Tsunamis, Conclusion) ð        Vocabulary that must be used in your writing: §       Subduction §       Tsunami §       Earthquake §       Volcano §       Plate Tectonics §       Convection currents §       Oceanic crust §       Continental crust §       Deep-ocean trench §       Convergent boundary ð      Writing Conventions are correct. §       Spelling §       Punctuation §       Capitalization ð      Writing formatting is correct. §       Resource citations are in MLA format §       Indented paragraphs §       Heading (name, date, period)

  


















Resources used in class: 

Subduction:  

• Cascadia Subduction Zone Reading

Volcanoes:

• Volcanoes in the Northwest
• Mt. St. Helens Eruption Video

Earthquakes:

• Major Earthquake in Oregon Article

Tsunamis:

• Tsunami's in the Northwest information found on page 5 of this publication and from this website.