Friday, May 26

Learning Targets & Goals

1. Can you analyze and explain data on a Table showing multiple trials for an experiment?
2. Can you describe and compare the data from different class sets?
3. Can you relate the date of one line graph to another? Can you compare the data on one pie graph to another set of data on a second pie graph?
4. Can you suggest possible solutions to the problems that pollutants present in areas on our MS campus in or near surface water sources?
5. Can you demonstrate that you understand the concepts from this Human Impacts and Sustainability unit?

Today in Class:

Friday was a day set aside for taking the Human Impacts and Sustainability Quiz, Parts 1 & 2. Most students took about 1/2 to 3/4 of the class to time complete this quiz. Students really performed well on this quiz, though! Nice work!!

When finished, most students completed

Action and Programs- Sustainability Challenge  #2: Home, Community, Region…

Which Action, Program, or Activity Would You Like to Join?         You checked out 20 or so different examples of local organizations and programs – and decided which of these you would be interested in joining to participate and make a positive difference.

 

Thursday, May 25

Learning Targets & Goals

1. Can you analyze and explain data on a Table showing multiple trials for an experiment?
2. Can you describe and compare the data from different class sets?
3. Can you relate the date of one line graph to another? Can you compare the data on one pie graph to another set of data on a second pie graph?
4. Can you suggest possible solutions to the problems that pollutants present in areas on our MS campus in or near surface water sources?
5. Can you demonstrate that you understand the concepts from this Human Impacts and Sustainability unit?

Today in Class:

Today – we started out by determining the percent changes of mass to the sea shells for the Ocean Acidification experiment. Our data had consistent results. Do you understand these trends?

• *Shells in ocean water -became slightly larger because diffusion of salt water and minerals occur.
• *Shells in 25% vinegar and 75% salt water- those shells either slightly increased or stayed about the same in mass.
• *Shells in 50% vinegar and 50% ocean water – those decreased in mass.

Second: You looked at your data from the Pollution and Surface Water activity. You were to star the pollutant that you believed to be the most concerning. Then you were to write a “Solution” for this pollutant on that lab worksheet. I will collect this worksheet tomorrow because so many students were in Chicago (band and choir) Wednesday.

Third: we reviewed and reviewed, using our graphs, diagrams and pictures in our notes – to answer the questions. You should be able to refer these diagrams and graphs and pictures to answer questions about topics in Human Impacts and Sustainability.

I also integrated questions regarding clean energy (Hydropower, Solar, Geothermal, and Wind) with the pie graphs that ask about energy types and CO₂ production.

Homework – Sustainability Quiz tomorrow.

Tuesday, May 23 / Wednesday May 24

With so many Band and Choir students gone Wednesday – the lesson was a close repeat of Tuesday’s class. The difference was that we checked the data for the Ocean Acidification Lab for Day 3 on Wednesday.

Learning Targets & Goals

1. Can you record data on a Table showing multiple trials for an experiment?
2. Can you describe and explain the data on different line graphs?
3. Can you relate the date of one line graph to another? Can you compare the data on one pie graph to another set of data on a second pie graph?
4. Can you look for and identify possible common pollutants that might be present in areas on our MS campus in or near surface water sources?

Today in Class:

Today In Class:

1.. Ocean Acidification: pH & the Ocean’s Balance Experiment (Day 2)

  Your group dried off your shell and then determined the current mass. You then recorded your data and the other groups’ results so far.

2.  Sustainability Notes— because so many students will be gone for Band/Choir to Chicago, I wanted to start the “graph and chart notes” for The Atmosphere.

• a. These notes were set up at stations. You and your table partner moved from station to station, and completed the following:
• b. You drew the graph chart or diagram (simple)
• c. You wrote key notes (2-5 lines) — these are already on the Notes for the Unit
• d. Then you were to discuss and try to explain what the graph / diagram/ chart means with your partner.

3. Activity outside:  Map the Pollutants in Our Surface Water!

We took a science walk to answer the questions:

• a. Where could pollutants enter the surface water? (you marked these with an “X”
• b. What would be an example pollutant that could enter at this point?
• c. Which physical or chemical properties would change if pollutants moved into the surface water?

   We will complete the Science walk to Map the Pollutants tomorrow.

Homework : No HW Quiz Friday

Monday, May 22

Learning Targets and Goals

• 1. Can you explain and effectively communicate scientific and/or technical information, e.g. about a proposed object or tool, that is a solution to a problem in writing and/or through oral presentations?
• How will synthetic materials- like plastic polymers- impact society and the environment in positive and negative ways?
• 2. Do you recognize that pH is one way scientists measure ocean acidification, and that a very small shift in the pH scale represents a much larger shift in the chemical balance?
• What are the opposing sides of the pH scale—>  measures acids and bases?
• Can you explain the impact of acidified (carbonated) water on different kinds of shells (mussels and oysters)

Today in Class:

First: You re-read the Ocean Acidification Experiment: the PLAN (Materials and Method) of this shell experiment – one more time.

Second: Then students moved into groups to run the Procedure for the Ocean Acidification Investigation.

• a. I had already mixed up a simulated ocean water (3.5% saltwater solution). 
• b. Teams 1 and 4: measured 100mL ocean water in the beaker A
• c. Teams 2 and 5: measured 75mL of ocean water and 25mL of vinegar in beaker B
• d.  Teams 3 and 6: measured 50mL ocean water and 50mL of vinegar in Beaker C.
• e. All groups completed the mixing of liquids (if you had 2 different liquids ) into a plastic cup.
• f. All teams measured the mass of the seashells before placing into the cup of liquids for their team.
• g. All teams measured the pH of the starting liquid.
• h. All teams recorded their data (and all teams’ data) on the data table.

Third: Sustainability Notes: (on Unit Notes page on this Blog).

a. Reduction in ocean species due to ocean pollution

  b.. Changes in ocean temperature

  c. Atmosphere changes due to human impact

Homework:

No Homework, but for those students who will be absent Wednesday due to band/ choir trip to Chicago- I did tell you what you would miss, and suggested you take the notes tonight (on the Unit Notes page).

Friday, May 19

Learning Targets and Goals

• 1. Can you explain and effectively communicate scientific and/or technical information, e.g. about a proposed object or tool, that is a solution to a problem in writing and/or through oral presentations?
• How will synthetic materials- like plastic polymers- impact society and the environment in positive and negative ways?
• 2. Do you recognize that pH is one way scientists measure ocean acidification, and that a very small shift in the pH scale represents a much larger shift in the chemical balance?
• What are the opposing sides of the pH scale—>  measures acids and bases?
• Can you explain the impact of acidified (carbonated) water on different kinds of shells (mussels and oysters)

Today in Class:

First: Those students that still needed to present their Excess Plastic Design Challenge to me – did so. Wow, so many terrific, original ideas! So proud of you!

Second- Students read (or completed reading) the background information about Ocean Acidification.

a. You then guessed the Fill-In-The-Blank – “Activity Prep” and

b. You next noted the pH of many different substances, to compare them. Here are the answers for those substances (we talked about many of these in class):

Approximate pH of Everyday or Household Objects

• larger battery =2.2

• vinegar= 2.8
• coca-cola = 2.5 (classic) can range up to 4.2 with other brands
• lemon=2.3
• grapefruit = 3.0-3.3
• orange= 3.0-4.0
• apple= 3.5
• banana= 5.0
• milk= 6.5
• water bottle pH= 7 (6.5-8 depending on brand)
• human blood= 7.4
• ocean pH= 8.1 now 8.0
• baking soda= 8.4
• Tums, antacid= 10.5
• bleach= 12.6
• drain cleaner = 14

c. You read the PLAN (Materials and Method) of this shell experiment – Carefully!

Third: In many classes, students had time to take notes as you waited for the final groups to present their Excess Plastic Design.

Homework:

Have a nice weekend!

Thursday, May 18

Learning Targets and Goals

• 1. Can you explain and effectively communicate scientific and/or technical information, e.g. about a proposed object or tool, that is a solution to a problem in writing and/or through oral presentations?
• How will synthetic materials- like plastic polymers- impact society and the environment in positive and negative ways?
• 2. How does the problem of excess plastics affect you—your community — your world?

Today in Class:

First: You all should have put the finishing touches on your Final Draft of your diagram on with our “Reducing Plastic Waste, Sustainability  Challenge 1” —-> you worked for about 10-15 minutes and practiced how you would present your design during the “Science Gallery Walk.”

Second: We either went outside or we went downstairs in the large hall across from the Media Center.

You presented your Sustainability Design – Excess Plastics to another group, referring to your final graph. I really enjoyed listening to the groups as well! WoW! You had some terrific ideas and you were very creative! Great ideas to reduce the extra plastic that is normally thrown away.

No Homework…

Wednesday, May 17

Learning Targets and Goals

• 1. How will synthetic materials- like plastic polymers- impact society and the environment in positive and negative ways?
• 2. How does the problem of excess plastics affect you—your community — your world?

Today in Class:

First: We continued on with our “Reducing Plastic Waste, Sustainability  Challenge 1” —-> you worked on the final draft of this activity.  

 a. You should have:

• *Completed diagrams of solutions, with labels and details
• *Explained in detail your plans. to solve the excess plastic problem…
• ~How will the excess plastic waste be used effectively, to solve a problem? 
• ~Which type of plastic waste will your team use?
• ~What is the problem that your engineering solution will solve?
•    *Named and described your engineering solution for plastic waste.
• *You should have explained these answers using science concepts (Chemistry, Sustainability, Metric Measurement,
• Microbiology …)

Second: I gave a few notes on Ocean changes:

*a. Response to Ocean Pollution

*b. Reduction in ocean species

Third: Now we changed gears and started work on: Ocean Acidification: pH & the Ocean’s Balance
a. Students read the background information

b. Students watched a videoshort: Ocean Acidification –  (great video-short 3 minutes)

c. Answered questions for the Activity Prep,… we will move the experiment to later this week.

Homework: No Homework – unless you were not on task in class… most completed the Final Draft (or have 3/4 of this done)

Tuesday, May 16

Learning Targets and Goals

• 1. How will synthetic materials- like plastic polymers- impact society and the environment in positive and negative ways?
• 2. How does the problem of excess plastics affect you—your community — your world?

Today in Class:

First: Ducks Overboard: Tracking Trash – I asked you to answer the questions from this worksheet, and we answered these with the full class participation. We corrected some of these answers/questions and this helped to summarize the story of Tracking Trash,

Second: We continued on with the “Reducing Plastic Waste Sustainability Challenge #1”

(different classes started at a, b or c – depending on the progress you made yesterday)

a. First you grouped up by the types of plastic you selected for your engineering challenge.

Plastics from home —–> Various non-recyclable plastic pieces, plastic caps and tops, plastic packaging, bags, gum containers,….

*Zewski Corporation 3D Plastic Printing —–> such as 3D printing spools, injection boards, 3D large ink containers…

*Plastic from Hawaii beaches —–> ghost net pieces, fingernail-sized plastic pieces, plastic fish traps … (such as shown on  808 Beach Cleanups Sustainable Coastlines Hawaii )

b. I showed you different examples of solutions solved with plastic that was not melted down to be recycled (knitted plastic grocery bags —–> mat; ground up plastic and shredded rubber tires —–> playground surfaces, track surfaces; foam tube around metal screen —–> sand sifter…

c. , you brainstormed ideas how you could use your type of plastic to solve the problem- you thought about the question, “What could you build?”

d.. You drew a (rough draft) sketch of your plastic innovative idea!

e. You answered the questions regarding your ideas to use the plastic waste of your choice, and then determined which problem you would solve.

Most students completed their rough draft (questions and diagram of your plastic solution) by the end of class.

Homework: No homework – except to imagine and think of different innovative solutions all around your home

Ideas and more ideas!

Monday, May 15

Learning Targets and Goals

• 1. How will synthetic materials- like plastic polymers- impact society and the environment in positive and negative ways?
• 2. How does the problem of excess plastics affect you—your community — your world?

Today in Class:

First -– you and your table groups searched for more answers on the links provided on the “Ducks Overboard” Google.docs worksheet (started on Friday). When you located an answer, you should have shared this with your table group. We also anwered the questions you had a hard time locating in the full class after you had time to search for these answers on the website links below. These websites are hyperlinked on the worksheet (Google.SlideoftheWeek) and I have these also copied and pasted below:

“Ducks Overboard! What happens to goods lost at sea?”

Garbage Patch MNN

Lost at sea: On the trail of Moby-Duck

MOBY DUCK Blue Planet II reveals how 28,000 RUBBER DUCKS lost at sea 25 years ago are still washing ashore around the globe today

The Great Pacific Garbage Patch: Overview, Impacts, and Solutions TreeHugger

Next: We watched the Great Ocean Cleanup Video: Boyan Slat – The New Picture of the Great Pacific Garbage Patch (2018). The leader, Boyan Slat, explains how much trash and plastic that he and his team have determined really exists in the Pacific Garbage Patch. He shared the methods that his team used to determine the composition of materials in this huge garbage patch. Some of his information were answers on the “Ducks Overboard” notes / worksheet. We talked about this information after the video.

Third: Now you matched up with a new partner for the “Reducing Plastic Waste, Sustainability Challenge 1.”

***Today you looked at the different types of plastic to solve a problem with:

*Plastics from home —–> You were shown some of these plastic pieces, as well as some plastic waste that many of us have at our own homes with plastic caps and tops.

*Zewski Corporation 3D Plastic Printing —–> this innovative company not only designs and creates their designs with 3D Printers, but that they are looking to solve the problem of re-using or up-cycling the plastic waste that cannot simply recycled at a recycling center.

*Plastic from Hawaii beaches —–> 808 Beach Cleanups Sustainable Coastlines Hawaii

Excess Plastic Waste Solutions. You and your partners started to talk about this challenge.. You brainstormed more  solutions… will you be Upcycling? Re-purposing? You were to keep your focus on the problem you want to solve.   

Homework:

Complete any questions still not answered on your “Ducks Overboard” Notes / Worksheet!

***For those of you who were absent during class today – and did not hear the answers during class (that the students looked up and located)—-check out the websites and you may ask a friend for challenging questions also when you return.

Thursday, May 11

Learning Targets

1. Can you connect Chemical and Microbiology concepts to positive and negative impacts to our environment that you are investigating with your environmentally friendly organizations?
2. Can you apply scientific principles to design a method for monitoring and minimizing a human impact on the environment?
3. Can you evaluate and understand the goals of the organization that lead to sustainability and environmental development?
4. Can you explain the purposes and goals of this environmentally-friendly organization: to minimize our negative human impacts on the environment, and increase sustainable actions (positive human impacts) with our environment?

Today in Class:

First – you were once again given 10 minutes to double check your FlipGrid video and make sure you were happy with the finished results.

Next: Everyone that had recorded their videos then re-watched your own videos and evaluated your video using your rubric for Environmentally-Friendly FlipGrid video.

After this: you watched some of your other classmates’ videos. Then you were asked to leave a positive comment on a sticky note – stating a specific concept you learned about or a positive comment of a method they used in “reporting” about the organization of the videos you watched. Hopefully, you learned some new interesting sustainable ideas, work, and solutions that these fantastic organizations put forth and complete!

Last: We completed our Sustainability – 3 Tiers Notes. These notes are on the Notes for the Unit page on this Blog.

Homework: No homework.

Your Green Reporting for the Environmental Organization Champion should be complete!