biology

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REVIEW GAMES

CLICK HERE to DOWNLOAD A FREE POWERPOINT
VIEWER to watch Powerpoint presentations if you don't have Powerpoint on your computer

Human Impact review

Human Impact vocab only

INTERNET GAMES/REVIEWS

Human Impact Interactive crossword

Interactive vocab match

What's the problem?

Human effects on environment game
Choose soccer, basketball, deal or no deal versions

COOL WEBSITES

Reduce fossil fuels (Saving water saves electricity too!)	EPA-What can you do?	Greenpeace-Steps to stop global warming
Water conservation tips	H₂0House	Water Use it Wisely
20 things to do to save energy	EnergyStar	EcoMall
What is YOUR carbon footprint?	Be a water saver	Do you drink Bottled water?
Environmental Defense Fund carbon calculator	NOVA-Your Carbon Diet

Human Impact	Earth Journal - News about the Planet	Human population- Impact on environment
BIOZONE - Human Impact	Earth Journal- Planet News	Footprint quiz
Science News- Ecology	Ecoworld	Planet destruction
Daily Water Audit	Smog	Surviving forest fires
Acid Rain in China	Importance of Wetlands	Desertification
Acid Rain in China	Importance of Wetlands	Desertification
No-Till on the Plains	Australia gives Edison's light bulbs the boot	Acid rain
ABC News- Planet destruction	EnergyStar	Glossary- Biology terms
EcoMall	Greenhouse effect	Human Impact
World clock	Chris Jordan By the numbers	Environmental Defense Fund
NOVA-Your Carbon Diet

DEAD ZONES	Dead zone- interactive	Dead Zone
National Geographic- Dead Zone	UN-Dead zones growing	Dead zone increasing

ALTERNATIVE ENERGY	U.S. Dept of Energy- energy sources	Run your car on grass?
Renewable Alternative Energy	Gulf of Mexico Hypoxia	Wikipedia- Renewable Energy
Renewable fuels	World Resources Institute	EDF-Unleash the Future Videos
NOVA-Your Carbon Diet

Endangered species	CNN-Scientists try to save world's rarest creatures	Endangered Species Field Trip
CITES	Rhino Poaching	Ivory Poaching
DDT	Lemur Habitat loss-video	Breeding Rhinos in Texas-video
Endangered Gorillas- video	Critter cam	Endangered Species in South Dakota
Endangered whales	World Wildlife Fund	World clock
We're all in this together	See a LIGER	ENDANGERED SPECIES SLIDE SHOW

Global Warming	WWF- Global Warming in your own backyard	Is global warming affecting your pancakes?
NASA- Global Warming	EPA- Global warming	Common ?'s about Climate Change
Kyoto	CO₂ Emissions by Country	Kyoto
Early signs of Global warming	Global warming-world view	NASA Earth Observatory- Global Warming
Global warming could slow Ocean currents	Discovery News-2006 Warmest year on record	Discovery News- Artic Ice Shelf breaks free
Warmer water disrupt food chains	EnergyStar	Britain 1st to limit CO₂?
Union of Concerned Scientists- Global Warming	World clock	How it all ends-Youtube Watch at home!
Global warming by the numbers-Environmental Defense Fund	What is YOUR carbon footprint?	Environmental Defense Fund carbon calculator
NOVA-Your Carbon Diet

Ozone Depletion	National Geographic- Ozone and pollution	EPA - OZONE ?'s
NASA-Ozone Hole Watch	Effects of UV radiation	Recycling refrigerants

Invasive Species	Invasive species- Rabbits in Australia	Invasive species- Leafy spurge in South Dakota
Invasive species- Zebra Mussels in SD	Zebra mussels	Top 5 invasive species
Leafy spurge- Most wanted	Leafy Spurge in SD	Rock snot
Invasive species Youtube-Watch at home!

Green organizations	About the EPA	Environmental Defense Fund
Greenpeace	Sierra Club	National Wildlife Federation
Forestlearn	World Wildlife Fund	Rainforest Facts
EnergyStar	EcoMall	World clock
Rainforest Rescue

SD SCIENCE STANDARDS
for this CHAPTER

NCLB Performance Descriptors

South Dakota Science Standards

SD SCIENCE STANDARDS

ADVANCED LIFE SCIENCE

Indicator 3: Analyze how organisms are linked to one another and the environment.

Bloom’s Taxonomy Level

Standard

Supporting Skills

(Synthesis)

9-12.L.3.1A. Students are able to relate genetic, instinct, and behavior patterns to biodiversity and survival of species.

Compare and contrast learned behavior vs instinct.
Example: nature vs nurture
Relate the introduction of non-native species to the disruption of an ecosystem.

Examples: Asian lady beetle, Asian carp, zebra mussels, Eurasian watermilfoil, salt cedar

Relate the introduction of non-native species to the disruption of an ecosystem.
(Zebra mussels, leafy spurge)

TECHNOLOGY, ENVIRONMENT, & SOCIETY:
Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society

Bloom’s Taxonomy Level

Standard

Supporting Skills

(Synthesis)

9-12.S.2.1. Students are able to describe immediate and long-term consequences of potential solutions for technological issues.

Examples: environmental, power and transportation, energy sources, issues

9-12.S.2.2. Students are able to analyze factors that could limit technological design.

Examples: ethics, environmental impact, manufacturing processes, operation, maintenance, replacement, disposal, and liability

9-12.S.2.3. Students are able to analyze and describe the benefits, limitations, cost, and consequences involved in using, conserving, or recycling resources.

Examples: agriculture, energy

Compare and contrast the long term consequences including environmental impact, disposal, ethics, cost of different kinds of alternative energy sources, recycling, conservation, and uses

EARTH SCIENCE

Bloom’s Taxonomy Level	Standard	Supporting Skills
(Comprehension)	9-12.E.1.1. Students are able to explain how elements and compounds cycle between living and non-living systems. Diagram and describe the N, C, O and H₂O cycles. Describe the importance of the N, C, O and H₂O cycles to life on this planet. Examples: water cycle including evaporation, cloud formation, condensation.	Diagram and describe the N, C, O and H₂O cycles. Describe the importance of the N, C, O and H₂O cycles to life on this planet.
(Application)	9-12.E.1.2. Students are able to describe how atmospheric chemistry may affect global climate. Examples: Greenhouse Effect, ozone depletion, ocean’s effects on weather	Greenhouse Effect Global Warming Ozone Depletion Dead Zones
(Analysis)	9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean, and atmosphere of Earth. Examples: forest cover, chemical usage, farming, urban sprawl, grazing	Farming methods Chemical usage CFC's Urban sprawl

NATURE OF SCIENCE:
Indicator 1: Understand the nature and origin of scientific knowledge

Bloom’s Taxonomy Level	Standard	Supporting Skills
(Comprehension)	9-12.N.1.1. Students are able to evaluate a scientific discovery to determine and describe how societal, cultural, and personal beliefs influence scientific investigations and interpretations Recognize scientific knowledge is not merely a set of static facts but is dynamic and affords the best current explanations. Discuss how progress in science can be affected by social issues.	Recognize scientific knowledge is not merely a set of static facts but is dynamic and affords the best current explanations. (Ozone depletion, Global Warming) Discuss how progress in science can be affected by social issues (Ozone depletion, Kyoto Accord, Global Warming)

NCLB Core High School Science Performance Descriptors

EARTH SCIENCE

Advanced

High school students performing at the advanced level:

predict the effect of an interruption in a given cycles;
predict how human activity may change the land, ocean, and atmosphere of Earth.

Proficient

High school students performing at the proficient level:

explain how H₂0, N, C, and O cycle between living and non-living systems;
describe how various factors may affect global climate;
explain how human activity changes the land, ocean, and atmosphere of Earth.

Basic

High school students performing at the basic level:

given pictorial representations of the H₂0 and C cycles, explain how elements and compounds move between living and nonliving systems;
describe one factor that may affect global climate;
give an example of human activity that changes the land, ocean, or atmosphere of Earth.

NATURE OF SCIENCE:

ADVANCED	High school students performing at the advanced level: given a scientific discovery, evaluate how different societal, cultural, and personal beliefs influenced the investigation and its interpretation;
PROFICIENT	High school students performing at the proficient level: given a scientific discovery narrative, determine and describe how societal, cultural, and personal beliefs influenced the investigation and its interpretation;
BASIC	High school students performing at the basic level: describe the role of observation in the development of hypotheses, theories, and laws and conduct student investigations; given a scientific discovery narrative, identify the cultural and personal beliefs that influenced the investigation.

Technology, Environment, & Society

ADVANCED	High school students performing at the advanced level: modify a technology taking into consideration limiting factors of design; given a narrative of a scientific discovery, defend a position on the impact of the ethical issues.
PROFICIENT	High school students performing at the proficient level: given a narrative of a scientific discovery, identify and evaluate the immediate and long-term consequences of scientific issues evaluate factors that could limit technological design; given a narrative description of a resource, analyze and describe the benefits, limitations, cost, and consequences involved in its use, conservation, or recycling
BASIC	High school students performing at the basic level: given a narrative of a scientific discovery, identify the immediate consequences of scientific issues; identify ethical roles and responsibilities concerning a given research project; identify factors that could limit technological design; given a narrative description of a resource, describe a benefit and limitation involved in its use, conservation, or recycling.

Mrs. Riedell's Homework Calendar

MONDAY 3/2	TUESDAY 3/3	WEDNESDAY 3/4	THURSDAY 3/5	FRIDAY 3/6
			TEST- Chapter 3 & 4-2 BIOSPHERE See test results HW: Vocab due WED 3/12 Chapter 6 ?'s due	Human Impact 6-1 Slide show HW: Chap 6-1 & 6-2 ?'s due THURS Vocab due4 WeD 3/12
MONDAY 3/9	TUESDAY 3/10	WEDNESDAY 3/11	THURSDAY 3/12	FRIDAY 3/13
Finish Human Impact 6-1 Slide show HW: Chap 6-1 & 6-2 ?'s due THURS Vocab due WED 3/19	Finish Human Impact 6-1 Slide show Threatened species vocab definition HW: Chap 6-1 & 6-2 ?'s due THURS Vocab due WED 3/19	6-2 Slide show Renewable/Non renewable resources Class time to work on ?'s due tomorrow HW: Chap 6-1 & 6-2 ?'s due THURS Vocab due WED 3/19	Bill Nye video-BIODIVERSITY Chap 6-1 & 6-2 ?'s due HW: Vocab due WED 3/19	NO SCHOOL
MONDAY 3/17	TUESDAY 3/18	WEDNESDAY 3/19	THURSDAY 3/20	FRIDAY 3/21
6-3 Slide show Homework time HW: Vocab due WED Chap 6-3 & 6-4 ?'s due Thurs AT END OF CLASS	Global warming video We're all in this together HW: Vocab due WED Chap 6-3 & 6-4 ?'s due Thurs AT END OF CLASS Happy St. Patrick's Day	3rd Quarter Grades due in office 6-4 Slide show Class time to work on homework HW: Chap 6-3 & 6-4?'s due tomorrow AT END OF CLASS	END OF 3rd Q Finish 6-4 slide show Chap 6-3 & 6-4?'s due at end of class HW: 1. Starts with due TUES 2. Study for Chapter test TUES	NO SCHOOL
MONDAY 3/24	TUESDAY 3/25	WEDNESDAY 3/19	THURSDAY 3/20	FRIDAY 3/21
Finish 6-4 slide show Parent-Teacher Conferences 4-6:30 pm Bonus points for attending conferences	Review games Computer Lab/White boards HW: Study for Chapter test tomorrow Parent-Teacher Conferences 4-7:30 pm Bonus points for attending conferences	TEST-CHAPTER 6 Human Impact See test results HW: Chap 18 Classification ?'s #1 due Vocab due

SOURCES

Tree respirator: http://www.goma.demon.co.uk/eco/oxytree.gif

http://www.christmas-graphics-plus.com/free/easter-animated-gif.html

http://www.gifs.cc/easter.shtml

http://wrentham.k12.ma.us/C9/Ms%20Cedrone/Image%20Library/St.%20Patrick's%20Day/st_patricks_day_animated_gif_1%5B1%5D.gif

Hit Counter

Any questions, comments, or corrections can be directed to us at

MONDAY 3/5	TUESDAY 3/6	WEDNESDAY 3/7	THURSDAY 3/8	FRIDAY 3/9
Review games/Computer Lab	TEST Chapter 3 -BIOSPHERE See test results	Human Impact 6-1 Slide show HW: Chap 6-1 & 6-2 ?'s due MON	Human Impact 6-1 Slide show HW: Chap 6-1 & 6-2 ?'s due MON	6-2 Slide show Renewable/Non renewable resources HW: Chap 6-1 & 6-2 ?'s due MON
MONDAY 3/12	TUESDAY 3/13	WEDNESDAY 3/14	THURSDAY 3/15	FRIDAY 3/16
6-3 Slide show Chap 6 ?'s #1 due HW: Chap 6-3 & 6-4 ?'s due THURS	Global warming video HW: Chap 6-3 & 6-4 ?'s due THURS	Finish Video 6-4 Slide show HW: Chap 6-3 & 6-4 ?'s due THURS	Finish 6-4 slide show Class time to work on homework End of 3rd Quarter Grades due in office 1. How do we reduce the use of fossil fuels? list due TUES	Chap 6-3 & 6-4?'s due VOCAB DUE 1. How do we reduce the use of fossil fuels? list due TUESDAY
MONDAY 3/19	TUESDAY 3/20	WEDNESDAY 3/21	THURSDAY 3/22	FRIDAY 3/23
An Inconvenient Truth video HW: 1. How do we reduce the use of fossil fuels? list due tomorrow 2. Study for Chapter test THURS Parent-Teacher Conferences 4-7:30 pm Bonus points for attending conferences BONUS POINTS for attending conferences	An Inconvenient Truth video How do we reduce the use of fossil fuels? list DUE HW: Study for Chapter test tomorrow Parent-Teacher Conferences 4-6:30 pm Bonus points for attending conferences BONUS POINTS for attending conferences	3rd Hour short due to Student Council Elections Review games Computer Lab/White boards HW: Study for Chapter test tomorrow	TEST-CHAPTER 6 Human Impact See test results HW: Chap 18 Classification ?'s #1 due WED Vocab due THURS	NO SCHOOL