WEEK 4
Monday, September 22, 2014
Date
Learning Target (L.T.) – I will learn how loss of species impacts human survival.
Info– The Islamic State is the result of what an American official calls Combat
Darwinism, "…only the strongest, most fanatical fighters survived the American
onslaught in 2006 and 2007, when Al Qaeda in Iraq was nearly destroyed…These
are the guys we didn't kill," he says. (Source: Foreign Policy.com)
Interpretation –
Planet in Peril – 2 chapters
 Madagascar – watch, discuss statistics/info, answer the follow-up question
 Amazon Rain Forest - watch, discuss statistics/info, answer the follow-up
question
Senior Project Work Time –
1. Open your green Senior Handbooks to pages 12-13. Use these pages as a
guide.
2. If you are planning to do a Job Shadow project, look at p. 19 for additional
information.
3. Start adding as much information as possible to each document.
4. Senior Project Proposal due Oct 3
THURSDAY - QUIZ 1
Tuesday, September 23, 2014
Date
L.T. – I will consider the impact of people who sacrifice their lives for a
cause.
Info – “An investigation by London-based Global Witness documents 147
recorded deaths in 2012...between 2002 and 2013, at least 908
environmental activists were killed in 35 countries – with only 10
convictions.” (Source – The Guardian)
Interpretation –
Climate March NYC – video clip
http://www.cbsnews.com/news/climate-change-marches-in-nyc-around-globe-draw-thousands/
United Nations Climate Summit - More than 120 world leaders will convene Tuesday for
the meeting aimed at galvanizing political will for a new global climate treaty by the end
of 2015
Planet in Peril – Sr. Dorothy
Debate Topics
Senior Project or CBA work time
Wednesday, September 24, 2014
L.T. I will create visual symbols to represent climate change effects in
U.S. and world.
Info – “Smog triggers asthma attacks and worsens other breathing
problems. The number of Americans with asthma has more than
doubled over the past two decades to 20 million.” (Source:
Environmental Defense Fund)
Interpretation US and World Maps of Change
1. Decide whether to work by yourself or with a partner
2. Choose either the 8.5”x11” (individual) map or 11”x17” (Partner)
3. Get an iPad to research examples of predicted climate change
effects in specific U.S. locations
4. Identify at least 10 examples of changes (example – sea level rise)
and their locations
5. Develop a specific symbol using color to add visual interest for
each type of change
6. In the margin, or on a separate piece of paper, set up a map key
to show each symbol’s meaning
7. Next, do the same for the world. Identify specific locations
experiencing the changes noted on the U.S. side.
8. It will be easier for you if you use the same examples and symbols
for both maps, but that is not required.
Sources –
http://www.businessinsider.com/effects-of-climate-change-2014-6
http://www.edf.org/climate-change-impacts
Examples –
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Glaciers melting
Forest fires
Drought
Mosquitos (Malaria, West Nile virus, Dengue fever)
Pine beetles/other insect infestations
Hurricane severity/frequency
Thunderstorm/Tornado
Food/wine crop declines
Sea level rise
Mass migration of people/animals
Ocean acidification
Ocean temperature increase – extinctions
Air pollution – carbon emissions = smog
Acid Rain – leading to Water pollution
Coral bleaching
deforestation
Species extinction
Bees dying
Thursday, September 25, 2014
NO OPENER
Quiz – You need:
 a blue or black ink pen or a pencil
 Your notes including openers
 a sheet of lined paper
When finished, put your answer sheet (lined paper) in the yellow folder marked
“QUIZ”. Stack the quiz papers (tan) in front of the folders.
DED/Map work time
Friday, September 26, 2014
Artist – Epic Rain - http://www.icelandmusic.is/in-the-spotlight/epic-rain-on-somber-air---track-by-track/1454/
Song Title – Somber Air
Country Guess/Actual –
Interpretation –
Learning Target (L.T.) – I will learn how to annotate an article to identify support
for my position in today’s debate.
DIRECTIONS: Write 3-4 quotes with page or paragraph #. Next, add annotations
following the strategies listed in the bullet points. Use this paper to support your
statements in the debate. Please, do not mark up the article. Turn in your copy
at the end of class.
When We Annotate,
What Can We Write?
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Record a REACTION to something that strikes us.
Ask a QUESTION about something that has happened in the text.
Give an OPINION on how we might respond in a similar situation.
Make a CONNECTION to the information we read and to what we know.
 PREDICT what we think might happen next.
Debate
Decide whether to speak up or to record your thinking about what is said. If you
don’t speak, you will only earn credit for debate participation if you write what
your response would be to what the speakers say. There are 2 scores associated
with debates – one for preparation, the other for participation.
TURN IN TODAY
1. Week 4- Facts/LT/Interpretations/Fri. Song
2. Debate 4 Annotations/debate response
3. Map with symbols