Wednesday, May 29, 2013
Tuesday, May 28, 2013
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.
|
|
||
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.
|
|
Thursday, May 23, 2013
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)
|
|
Level 2
(3 points) |
|
Monday, May 6, 2013
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
Thursday, March 7, 2013
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.
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.
If you find more resources, let Mr. Fiedler and Miss Cunningham know and we will add them to the list.
Thursday, February 28, 2013
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.
Resources used in class:
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:
Volcanoes:
- Volcanoes in the Northwest
- Mt. St. Helens Eruption Video
Earthquakes:
Tsunamis:
- Tsunami's in the Northwest information found on page 5 of this publication and from this website.
Subscribe to:
Posts (Atom)