This is the Blog for my 7th period Environmental Science Class for the 2017-18 school year at George Washington High School. As of 12-4-17, we are trying a Google classroom site. The class code is available through Mr. Applebaum in class or via e-mail.

3-20-18: I awarded credit to those who did yesterday's work. We are preparing for the chapter 9 exam. We reviewed the computer-generated graphing procedure for the data from text page 232.

3-19-18: I was absent due to a medical procedure. Students received a worksheet fromt eh guest teacher as credit toward grade.

3-16-18: Students continued yesterday' work and we reviewed some student work.

3-15-18: Students were issue computers to create a chart using Google sheets of the data from page 232. Many students had never made charts before so we spent much of the period watching "How to ..." videos and trying out the software. Students are required to submit both paper drawn and computer generated graphs.

3-14-18: Students were asked to complete and submit for grade the graphical presentation of literacy vs. fertility from yesterday (p. 232) along with responses to the questions on that page. We looked at two ways this data can be clearly presented to observe the inverse trend: One way was a double bar graph with one variable plotted in an increasing or decreasing trend. The other way is by plotting each variable on an axis and plot a point for each country. In both cases, an inverse trend is explored. An excellent exploration of this data can be found at (reference link #142). Once this activity is complete, students should begin the chapter review problems on page 235 in preparation for the exam.

3-13-18: Students received graph paper and asked to perform the activity on text page 232 comparing literacy and fertility for countries in Africa. Students received credit toward grade for working on this activity in class.

3-12-18: We reviewed the work that students were supposed to do last week. Many obtained/submitted it today. Students were asked to write a "Thank you" letter to Mr. Samuel Abady, J.D. for coming to our school and delivering a lecture on environmental law.

3-5-18 to 3-9-18: We had a snow day 3/8. The other days, I was out due to hospitalization/illness and am returning 3-12. During my absence, student were provided with board work (3-5) and work from the substitute which I collected over the weekend.

3-2-18: Students were treated to a lecture on the history and current status Environmental laws and treaties. Students were required to take notes in order to select one item of interest to include in a thank you note.

2-28-18: We reviewed the shape of age structure diagrams. Students should complete the first data table for grade (social factors not necessary - relative ranking required. This work was checked and credit toward grade was given including the question for lesson 2 involving the age structure diagram for Nigeria in 2050 using USA birth and death data. We reviewed the shapes of diagrams for decliing populations growth and zero population growth as part of a "Do-Now" assignment.

2-27-18: Students were issued computers and a data sheet in order to begin an activity on age structure diagrams. See The Assignment tab on the left; assignment number 57.

2-26-18: We examined Figure 1.2 on page 220 discussing various shapes for an age structure diagram.

2-23-18: Students were asked to complete the Active Reading worksheet handed out 2-21-18 for sections 1 and 2 of chapter 9. These will be checked for grade as HW on Monday. We watched a few videos concerning human perception: 1 - "Gorillas in our Midst" on inattentional blindness. This study resulted in the overturned conviction of undercover officer Kenneth Conley. We also saw the convex/concave rotating mask).

2-22-18: I participated in an all-day professional development in the building. Students we provided a half sheet assignment to be submitted for grade.

2-21-18: Key terms chapter 9 are due Friday. Students were provided a worksheet titled "Active Reading" for sections 1 and 2 and were asked to complete section 1. We reviewed some of the key terms and some of the section 1 worksheet.

2-20-18: Students were issued computers to complete the Chapter 8 Exam through the Holt McDougal tab on schoolnet. The exam is open through tomorrow at 4pm. Key terms for chapter 9 are due Friday.

2-16-18: We listened to a short passage for the audiobook "Cooked" by Micael Pollan about the microbiome within organisms (disc 9 track 6). The answers to !0-17 on page 213 are C, B, A, B, A, D, C, A.

2-15-18: A shorter period due to the half day report card conferences (a half-day schedule). Students continued preparing d for the upcoming chapter 8 exam by working problems #10-17 on text page 213.
We listened to a short passage for the audio book "Cooked" by Micael Pollan about the micro-biome within organisms (disc 9 track 5, stating at 2:58).

2-14-18: A shorter period due to the town hall schedule. Students prepared for the upcoming chapter 8 exam by working problems #10-17 on text page 213. We also heard a passage from Michael Pollan's book, "Cooked" about the microbiome of our body, the human ecosystem.

2-13-18: Students continued with missing work and the two dodecahedron sides for classroom display using concepts shown on page 204 of the text. We once mroe watched and discussed "Battle at Kruger" We continued "Interstellar" to 1:36

2-12-18: The HW is due (critiqued rough draft and final essays). Students created two dodecahedron sides for classroom display using concepts shown on page 204 of the text. We watched and discussed "Battle at Kruger" We continued "Interstellar" to 103.

2-9-18: Students were given the "Science Writing Rubrik" and "Critique Guide" to be used by someone in your circle to review and critique the first draft of your constructed response. Students are to use that person's review to create a final response to the three prompts and submit them by end of day Monday. All three components (first draft, review and final copy) are to be handed in as a stapled pack. We continued "Intertellar" to 52:42.

2-8-19: No class due to Eagles Superbowl victory parade. Go Birds!!!

2-7-18: Students received a three-part constructed response on topics presented in the video we watched yesterday. They were asked to write a draft response to all three prompts. This draft will be peer-reviewed, discussed in class, then rewritten for final submission. The draft, peer comments, and final copy must be handed in when due in order to receive the highest possible score and credit toward your grade.

2-6-18: We continued our study of carrying capacity by watching and discussing this video: We discussed R vs. K selection theory. A constructed response question will be developed and assigned based on this topic. Students should watch the video again.

2-5-18: Students started a Journal to record various question and essays posed to the class as we watch the film Interstellar (2014). We discussed conditions that earth might experience if it exceeded its carrying capacity for humans. Students are to write these down as Journal entry number 1 (I will inspect and collect the journals throughout this activity. We then saw the start of the film to examine what society might be like if we exceed our carrying capacity. We got to 29:56 of "Interstellar".

2-2-18: With only two students in attendance due to the pep rally, I performed chemistry demonstrations (carbide cannon, ammonia fountain, lycopodium powder flames, and a reusable heat pack containing a saturated sodium acetate solution.

2-1-18: We completed the population graph and analysis activity. Students submitted the two papers (stapled together) for grade. We reviewed the remaining questions in class.

1-31-18: We continued the population graphing activity and analysis up to question #10. This assignment will be due for grade upon completion. We discussed a few summer internships available to students. The links were posted on the google classroom page (see link in the page intro above).

1-30-18: We reviewed the work from yesterday correcting an error made to #5. We also watched and discussed a video predicting earth's future in 2030, 2040, and 2050, based on current science trends.

1-29-18: Students received credit toward grade for completing the graph and analysis questions 1-5 form the sheets handed out on 1/25. We reviewed this work.

1-26-18: Students were asked to continue working on the graphing pack handed out yesterday; however, I did not review or grade this work. I checked the chapter 8 key terms for grade and we discussed relationships between populations of organisms (bacteria and humans). We also saw the TED talk featuring the Ig Nobel prize winner, Kees Moeliker, speaking about his paper titled, "The first case of homosexual necrophilia in the Mallard"

1-25-18: Students received a graphing package on human population growth. We began to preview chapter 8. For HW, in addition to the key the key terms, students are to complete the graph and answer questions 1-5 of the analysis questions.

1-24-18: We completed Planet Ocean. The video sheet is officially due as a 2nd term grade. For extra credit, students can identify the location of the beach-side swimming pool at 1:21 in tot he video and determine through research if it was indeed built because of ocean pollution or for other reasons (e.g. avoiding jelly fish, warmer temperatures, no current...).

1-23-18: Students used the period to complete their midterm exams as most had not finished yesterday.

1-22-18: Students took the midterm exam. Key terms for chapter 8 are due on Friday.

1-19-18: On Tuesday we will finish Planet Ocean and the video worksheet will be due today for 2nd term grade. Students worked on solving items from the problem bank of questions that will appear on the midterm exam. Chapter 8 key terms will be due as HW next Friday as an item toward term 3.

1-18-18: The midterm on Monday will include some of the multiple choice questions from the textbook chapters 1-7. To prepare for the exam, students should review all multiple choice questions for chapters 1-7 (There are 60 questions: Ch.1 P.25 #10-16, Ch.2 P. 53 #11-19, Ch 3. P.85 #11-19, Ch. 4 p.111 #11-18, Ch.5 P.137 #11-19, Ch.6 P. 167 #11-19, and, Ch.7 P. 189 #11-19. There will also be a short answer section based on key terms and concepts (e.g. invasive species, biomes, food webs....). We continued "Planet Ocean" up to 1:05.

1-17-18: We are preparing for our midterm. For extra credit, identify by page number and problem number all multiple choice questions for chapters 1-7. Tell me the total number of multiple choice questions you found.

1-16-18: We discussed this past weekend's PPPL lecture and I offered a way to see the lecture from a computer at home using the remote viewing link and tweet link to ask the speaker questions. I showed the video "Star Power" at : The Midterm exam, covering the material from the beginning of the course will be Monday 1/22.

1-12-18: We talked again about the PPPL, "Science on Saturday" lecture series that begins tomorrow. Be there by 8:30 to get your seat in the lecture hall otherwise you will be in the lunchroom watching from remote screens. Extra credit is offered for proof that you were there. We examined items with a digital microscope.

1-11-18: We continued the "Planet Ocean" exploring aspects of Oil drilling. We examined crude oil looked at areas of the world where oil is found and at the Exxon Valdez disaster.

1-10-18: We continued the "Planet Ocean" video exploring aspects of Oil drilling. We looked at areas of the world where oil is found and at the Exxon Valdez and the Deepwater Horizon disaster.

1-9-18: We watched more of "Planet Ocean" to 50:53. We also watched parts of a documentary on large-scale commercial fishing ships:

1-8-18: No class due to early dismissal.

1-3-18: We discussed interim grades and scheduling through the end of the term. I played a selection from the Voyager Golden Record set and we discussed the Voyager mission. I handed out new worksheets for the Planet Ocean video which we will continue tomorrow from question #10.

12-22-17: With reduced classroom attendance due to holiday activities around the school, student either watch a school-wide movie in the auditorium or attended the Sumo wrestling event in the gym.

12-21-17: In celebration of the upcoming holiday, I demonstrated many of my favorite reaction from my chemistry course including Flame colors, sugar-based rocket fuel (in lieu of the "Gummy Bear Torture"), glycerine and potassium permanganate, acetone vapor flammability, ammonia/acid smoke, producing gold plated glass, and the ammonia fountain with pH indicators.

12-20-17: We reviewed the article on Fusion Power and related topic (power plants) published by the Princeton Plasma Physics Laboratory (PPPL) that was given out on 12-14. Students were permitted to resubmit their responses to the nine prompts with a late penalty.

12-19-17: We began an introduction to Chapter 7, aquatic biomes with a video and worksheet. The video is "Planet Ocean" and can be found in reference link #100. We got through question 9 (38:16 into the video) on the worksheet and I collected it for partial grade. Students who missed it can watch it on their own time and complete items 1-9 on the WS for grade.

12-18-17: We reviewed the chapter 6 exam. Students who missed it Friday took in on paper in a separate room. I also checked the chapter 7 Key terms for grade.

12-15--17: Students were issued Chromebook computers and assigned the publishers exam for chapter 6. This timed exam was available through the infinite campus portal to the Holt publisher website. Students who missed the exam should contact me to have it reassigned or to receive a paper copy.

12-14-17: I attended an all-day, in-school professional development on the topic of "writing across the curriculum". Students were required to read an article on "Fusion Power" and submit responses from 9 prompts for credit toward grade. Key terms for chapter 7 shall be postponed to Monday.

12-13-17: We reviewed the chapter 5 exam from yesterday. Those present who did not take the exam were given a paper copy and completed it in another room.

12-12--17: Students were issued Chromebook computers and assigned the publishers exam for chapter 5. This timed exam was available through the infinite campus portal to the Holt publisher website. Students who missed the exam should contact me to have it reassigned.

12-11-17: We went over the chapter 5 and 6 review sheets in preparation for the exam. These sheets counted as credit toward grade.

12-8-17: We played Kahoot, 20 questions on Biomes. The chapter 5-6 test will be Tuesday, on Chromebooks in class. Students will be able to use their notes.

12-7-17: We discussed the lock-down yesterday and students continued the sheet from yesterday. We watched a short video explaining photosynthesis (See reference item #135)

12-6-17: I distributed a review sheet covering chapter 6. Students were instructed to work on this sheet for classwork then complete it for HW.

12-5-17: We examined and discussed the "Society and the Environment" passage on text page 135. We began identifying Trophic species in the ocean, relating the fishing catch to its trophic level. As an exit ticket student answered this prompt: "What change occurred around 1988 to the US Park service policy on fires and why did this change occur?" Those absent are still required to submit this response.

12-4-17: We read then discussed the case study on page 130-131, adding conifer and deciduous trees to our vocabulary. We also discussed fires caused by natural processes (lightning and spontaneous combustion). I checked the HW (Key Terms ch 6).

12-1-17: A guest teacher covered my classes today because I was at Drexel University, my alma mater, participating in a school trip. Students were given a review paper on chapter 5 and were required to complete and submit this paper for credit toward grade then continue with the HW for Monday (Chapter 6 key terms).

11-30-17: Students were given a selection of essay prompts covering topics from chapters 5 and 6 in the textbook. Students were to select one essay prompt from each chapter and write and response, then submit it with the prompts stapled to their submission. We also continued Life without Humans to 1:05

11-29-17: Chapter 6 key terms are due for HW on Monday. We began watching "Life After People" up to 42:34 and examined how food webs would be affected. Students submitted 10 facts from the video as it played due as an exit ticket.

11-28-17: We explored the food web involving a beehive and watched Cody's Lab beekeeping episode 1. Students were asked to diagram this food web.

11-27-17: We discussed some of the work vlogger, Cody Reemer (See reference item 134). We discussed safety and his interest in sustainable chemistry and farming. We watched several of his videos and started watching the video of him extracting platinum from highway dust generated from degraded catalytic converters used in fuel burning automobiles. I offer as extra credit the following assignment: Explore Cody's Lab youtube channel and find a video related to farming or gardening. Summarize the video with one or two sentences and e-mail me the link.

11-22-17: Shorter period due to report card conferences. We finished "Your Inner Monkey" and students are required to hand in the video worksheet by Monday as credit toward grade. We went around to discuss what we are thankful for.

11-21-17: Shorter period due to report card conferences. We continued "Your Inner Monkey" to 48.22 with a discussion about topics related to the video.

11-20-17: We continued "Your Inner Monkey" to 45.24. We discussed the development of the sight, smell, and our spines.

11-17-17: I checked chapter 5 key terms for credit toward grade. We discussed species successions and climax communities as these terms related to mowing a lawn and the evolution of mammals. I also offered EC#56. I demonstrated the 5-gallon jet bottle (combustion of alcohol).

11-16-17: I attended an all-day, in-school professional development on the topic of "writing across the curriculum". Students were required to complete a graded written assignment in my absence. Students are required to submit their responses to two prompts related to the Neil Shubin videos. The prompts were distributed in class.

11-15-17: Reviewed on-line publisher materials including concept review sheet and quiz. Discussed Neil Shubin's work and began the next video in the series "Your Inner Monkey" to 13:03

11-14-17: We completed the video, "Your Inner Reptile" discussing evolutional changes to early mammals. The video sheet was collected as an exit ticket as credit toward your grade. The "analysis questions" are not du at this time

11-13-17: We discussed the Free GWHS Community Thanksgiving Feast this Thursday night for you, your friends and family. You must register to attend. We discussed the importance of writing professionally and watched the Weird Al parody video, "Word Crimes". We continued "Your Inner Reptile" video to 39:09 discussing the evolution of teeth and hair from skin. Key terms for all sections of chapter 5 are due Friday.

11-9-17: I showed a video about ethics (why not to cheat on assignments - a video in reference item 105). We continued our discussion of biodiversity and evolutionary discovery using Neil Shubin's video "Your Inner Reptile" (See reference item #133). A video question sheet was distributed and we got to around question #12, 23:02. We discussed tyhe skin and teeth of early reptiles.

11-8-17: We continued our discussion of biodiversity and evolutionary discovery using Neil Shubin's video "Your Inner Reptile" (See reference item #133). A video question sheet was distributed and we got to around question #12, 14:52.

11-6-17: Students had the opportunity to make up missing work. We completed the classification worksheet and students received credit toward grade. A biography of Alfred Nobel with prompts was handed out to be completed as homework.

11-3-17: I checked key terms for chapter 4 as credit toward grade. We went over the classification worksheet from 11/1 and students received credit toward grade for that as well.

11-2-17: I was absent for a medical issue. Students were given an article to read from the Wall Street Journal with seven prompts to answer as credit toward grade. Within those prompts was an extra credit assignment. Students who did not receive the materials in class can get them here.

11-1-17: Students were provided with a reference sheet that contained two graphic organizers classifying plant and animal life on earth. We reviewed much of this sheet which will count from grade once complete. We learned that just because coconuts have hair and milk does not make them a mammal!

10-31-17: Students were permitted time to write the essay from yesterday, complete the exam from Friday, or write key terms for chapter 4 (Homework due Friday). While this was going on, we celebrated Halloween with, cany treats, a smoke machine and a viewing of the 1988 John Carpenter film, "They Live" up to 41:10.

10-30-17: Students submitted their Chapter 3 essay exams. Students were provided with an essay critique sheet asked to write a response to #27 on text page 86. Students who did not complete this essay in class are to complete this for HW.

10-27-17: Students received their chapter 3 exam and scoring rubric to complete over the weekend as an open book, open notes essay. Due Monday. Those absent can get the exam when they return to class and submit it the next day.

10-26-17: Students previewed chapter 4 and we spoke about the reading selection titled "Darwin's Finches". We watched the other selection from "Dogs Decoded" (See reference link #133) completing our study of selective breeding experiments: 1 - Raising wolf pups in a home as dogs, and 2- Breeding tame and aggressive silver foxes. As credit toward grade, and handed in as an exit ticket (if possible), students were required to summarize the testing procedure and findings of the two experiments in "Dogs Decoded" and write a personal reflection.

10-25-17: We continued "Your Inner Fish" to 47:46. We spoke about organizations of life and began a discussion of life classification (e.g. vertebrates and invertebrates, types of vertebrates, new world life forms, omnivores vs. carnivores....). We watched the section on the Russian Fox Experiment from "Dogs Decoded" (see reference link #133. On-line links to the Inner Fish series can be found in reference link #133. The chapter 3 exam will be Friday, four selected essays based on the four sections of the chapter plus some multiple choice questions.

10-24-17: To explore evolution and biodiversity (topics in the next unit), we continued watching "Your Inner Fish" up to 35:10. We discussed finding fossils in road cuts and other topics presented in the video. We discussed the "Russian Fox Experiment". as and example of selective breeding. Students submitted 10 facts from the video as credit toward grade.

10-23-17: We also created chapter 3 essay exam questions, 2-prompts per question (e.g. draw and describe...) for each section of the chapter. We discussed aspects of the biosphere and the theory of evolution. We began watching Neil Shubin's PBS series, "Your inner fish" up to 11:10.

10-20-17: Students reviewed chapter 3 material and received credit toward grade by completing small, decorative posters as part of dodecahedrons that will hang in the classroom. Two dodecahedrons were completed and we have enough panels to construct a third. Students should preview chapters 4 & 5.

10-19-17: I was attending a seminar at the Franklin Institute. Students were required to create then submit for grade a favorite food data journal to allow scientific comparisons of their favorite foods using "Scott's Pizza Tour Journal" as a model.

10-18-17: Students reviewed chapter 3 material and received credit toward grade by completing small, decorative posters as part of dodecahedrons that will hang in the classroom.

10-17-17: We continued "Birth of the Earth" nearly finishing it (43:45). I also demonstrated and discussed coal gasification and combustion using oxygen gas. Students were asked to submit and exit ticket on what would make the class more engaging (many students seemed to tune out today).

10-16-17: We continued "Birth of the Earth" to 29:38 and had discussions that included some of other links and videos like the collision of comet Shoemaker-Levy with Jupiter and some from reference links #115 ("How Uranus got its name" and "Why Pluto is no Longer Considered a Planet"). Students performed several "Stop and Jot" sessions, describing discussion topics and we paused the video and handed in papers for credit toward grade.

10-13-17: We began watching the video "Naked Science - The birth of the Earth" and got to 18:09. Students performed several "Stop and Jot" sessions, describing discussion topics and we paused the video. We also watched a few other related short videos, most notably, "Powers of 10" (See reference link #122).

10-12-17: Students were asked to write Key Term definitions for chapter 3 for HW due Monday. We continued reviewing chapter 3 in preparation for an exam next week.

10-11-17: No class due to SAT/PSAT testing.

10-10-17: Students were asked to review chapter 3 in preparation for the upcoming exam (to be announced).

10-9-17: We discussed earth's position it the solar system as being in the "Goldilocks Zone" (i.e. "Just right"). We discussed the Goldilocks fairy tale and I showed a video from the "Secrets of the Earth" series. Students submitted 10 facts from the video as credit toward grade. Since this video is not available on-line (Send me the link for extra credit if you find it!), I offer the following alternative assignment for students who missed the video: Respond to the following prompts after performing on-line research:1 - Using the analogy of the fairy tale, describe the Goldilocks zone as it relates to the position of the earth. 2 - Describe the natural geologic processes by which CO2 is produced and absorbed in rocks and minerals (tectonic plate theory should be incorporated in your response). 3 - Explain how our moon and the planet Jupiter help make the earth a habitable planet.

10-6-17: We discussed the proposed Aquaponics projects and students wrote a personal reflection on this project and whether they would want to be involved in an afterschool club as credit toward a grade. This writing was handed in as an exit ticket (See reference link #127 to watch a short video). We completed the video Home and students submitted the video WS for credit toward grade.

10-5-17: We studied the glacier simulation on the University of Colorado Phet website. We then continued watching "Home" discussing key topics as it played up to 1:21. Students were required to submit 5 facts from the video that appeared on-screen from 1:16-1:20 summarizing the film as credit toward grade.

10-4-17: We continued watching "Home" discussing key topics as it played. We got up to 1:06.

10-3-17: Students received credit toward grade for creating a diagram and a table based on information presented on page 68 regarding layers of the atmosphere and its features. We watched the video, "A journey through the atmosphere" (reference link #126) and discussed its key points.

10-2-17: We continued the video Home and discussed key topics along the way.

9-29-17: Students were asked to pair, share and report out changes to earth air and water. We discussed these. We then continued with "Home" to 29:20 but paused to review some of the work of Temple Grandin whose career is featured in video links as item 101 on the reference. I showed photos of froma pig breeding facility.

9-28-19: I was out for a funeral so, students were given a work to do from the book (copied on a sheet to hand in. It was questions 1-5 on page 82 and 1-10 on page 85.

9-27-17: We continued watching and discussing the video Home (2009) . We got up to 26:22 in the video.

9-26-17: Students were asked to preview chapter 3 beginning a new unit on the dynamics of planet earth. We created a list of key terms for the chapter and students were asked to begin a key terms list with definitions for the words: Geosphere, Atmosphere, Hydrosphere, and Biosphere. We discussed the and saw images of the Aurora Borealis I handed out a worksheet for the video Home (2009) and we began watching the video up to 4:51.

9-25-17: Students completed the exam and then were asked to preview chapter 3. The textbook is back on-line and can be accessed through the student portal by clicking on the "Holt McDougal" icon.

9-20-17: Students sat for an exam covering the first unit of environmental science (chapters 1 & 2). Extra time will be permitted on Monday to complete the exam before we move onto chapter 3, the chemistry of planet earth.

9-19-17: Students received a second Spongebob experiment set. I checked HW and reviewed it. Tomorrow we will have a writing exam that will require proper use of key terms to describe items covered in chapters one and two.

9-18-17: I handed out a sheet describing four experiments ("Spongebob - Controls and Variables I"). We reviewed the first experiment, "Patty Power". Students are to complete the remaining three for HW due tomorrow.

9-15-17: Students were asked to add key terms about experimentation to their notes: Experiment, Control, Independent variable and dependent variable. We discussed how the variables would be presented on an x-y graph. Students paired up and conceived an experiment that tested a variable then submitted a description of thier experiment as credit toward grade. We discussed several. Then we completed "Strange Days...Part 1" and students submitted the video worksheet as credit toward grade. Those who want to explore the "How Wolves Change Rivers" trophic cascade concept discussed yesterday should watch "Strange Days on Planet Earth - Part 3" from 20:30 to 31:25.

9-14-17: We defined developing and developed countries. We mentioned the uncontacted people as well, not discussed in the text. We examined the data presented in Figures 2.4 and 2.5 and life expentancey of various cultures. We continued the video "Strange days..." up to 39:43.

9-13-17: We added the three key terms from chapter 1 section 2 to our list and discussed them in class. Students paired up to come up with their example of "the tragedy of the commons". Students submitted their writings for classwork grade. We discussed some of their scenarios. We continued the video "Strange days..." up to 32:00, a part of the film featured the introduction of weevils to control the invasive plant Water Hyacinth in Uganda. For further study, students were asked to research the problem of rabbits in Austrailia (we visited a Wikipedia page that discussed the situation).

9-12-17: Students were asked to write, discuss, then submit answers to #2 and 3 on page 15 of the textbook as credit toward grade. We discussed the Auroch and the Heck cattle in relation to environmental changes from human impact. I continued the video from 9/8 to 22:05.

9-11-17: Students were asked to write a response to the prompt: How might humans respond to an invasive species that destroyed corn crops?". Students are to include that response on the video worksheet from Friday. We discussed this prompt and examined the threat of "Loss of biodiversity", discussed on page 15 of the textbook. We discussed human populations growth and its impact on our planet. I checked the HW (6 key term definitions for chapter 1) for a grade. WE continued the video to 15:30.

9-8-17: Students were shown how to access the online textbook. Key terms definitions for chapter 1 are due Monday. We discussed the concept of an invasive species. Students saw a short video about the current spotted lanternfly invasion in Pennsylvania. We began a video on Invasive species, National Geographic's - "Strange Days on Planet Earth - The Invaders" (See Reference link #125). A video question sheet was distributed in class and will be submitted for grade upon completion of the video and our discussions. We saw a short video about finding sand fleas at the shore and discussed the demise of the wooly mammoth. We got to about 11:00 in the video with a discussion of Termites in New Orleans.

9-7-17: Students were given vocabulary related to the scientific method and were asked to create a graphic organizer using those terms. We discussed each term and a few scenarios related to scientific investigations. We discussed the use of models to help with understanding concepts. Students were given class work grade points for completing the graphic organizer we discussed. I distributed a lab equipment identifier sheet then repeated the Methane Mamba demonstration and for homework, students were asked to write a mini lab report in the following format: 1 - Title, 2- Equipment list (with assembly drawing), 3 - Step by Step procedures, 4 - Observations, 5 - Safety precautions (Safety First).

9-6-17: Students submitted their HW for grade. They received a sheet on reading skills, "Getting to know your textbook" which asks questions about the textbook and concludes with a key term definition list for the chapters. Key Terms are due as a homework grade. I demonstrated the Methane Mamba and students were asked to consider the equipment and procedure to perform this demonstration safely.

9-5-17: First day of class. I hope you felt welcome and enthused about the subject. Students received a hard copy print of the syllabus to keep in their notebook and were assigned seats. Note: The syllabus is available in digital format as item #1 on the tab titled "Assignments /EC" on the left. Your homework tonight is to complete the two-part prompt handed out in class.