HYDROLOGY CLASSWORK: Anything missed should be made up.
11/18 - 11/19 - OCEAN RESOURCES
1. Warmup: Watch the video on “The Great Pacific Garbage Patch” at your seat on your own.
Then answer the following questions:
~ What is the Great Pacific Garbage Patch?
~ Is this the only garbage patch in the world?
~ What causes all of the garbage to be where it is?
~ Write down a list of items that you use daily that could be found in this garbage patch?
~ What can we do to help save the Ocean which in and of itself is a valuable resource?
What can we do as a country? What can all of the countries on Earth do?
2. Click on the classwork based on your notes pulse check results. Remember that your Ocean Overview, Ocean Movement, AND Ocean Zones/Exploration assignments from below MUST be done first before starting today's classwork.
BLUE: Ocean Resources - BLUE
BLACK: Ocean Resources - BLACK
SILVER: Ocean Resources - SILVER
3. If you have ANY questions before the test, PLEASE ASK!!!!!! Ask in class, ask a classmate, or click here to email me a question, and I will respond as soon as I can! (Or try this link to email me!)
1. Warmup: Watch the video on “The Great Pacific Garbage Patch” at your seat on your own.
Then answer the following questions:
~ What is the Great Pacific Garbage Patch?
~ Is this the only garbage patch in the world?
~ What causes all of the garbage to be where it is?
~ Write down a list of items that you use daily that could be found in this garbage patch?
~ What can we do to help save the Ocean which in and of itself is a valuable resource?
What can we do as a country? What can all of the countries on Earth do?
2. Click on the classwork based on your notes pulse check results. Remember that your Ocean Overview, Ocean Movement, AND Ocean Zones/Exploration assignments from below MUST be done first before starting today's classwork.
BLUE: Ocean Resources - BLUE
BLACK: Ocean Resources - BLACK
SILVER: Ocean Resources - SILVER
3. If you have ANY questions before the test, PLEASE ASK!!!!!! Ask in class, ask a classmate, or click here to email me a question, and I will respond as soon as I can! (Or try this link to email me!)
11/14 - 11/17 - OCEAN ZONES/EXPLORATION
Click on the classwork based on your notes pulse check results. Remember that your Ocean Overview AND Ocean Movement assignments from below MUST be done first before starting today's classwork.
BLUE: Ocean Zones and Exploration Tasks (BLUE) -
Part 1: Zones and Exploration Diagram: You will need to complete the work below.
~ Complete Physical Properties of the Ocean’s Life Zones worksheet and turn this into your teacher when you are done.
~ Complete Oceanography Through Time web investigation. When you are finished you will turn this into your teacher.
~ Complete the Video Worksheet on Hydrothermal Vents, Cold Seeps and Offshore Oil Drilling
Bonus: If you finish the above assignment in 30-40 minutes, I have included some activities that can be done for 5 bonus points.
The activity will have to be done completely and turned in to me.
A. Adaptations of Ocean Life WS B. Technologies & Capabilities for Ocean Research & Exploration
BLACK: Ocean Zones and Exploration Tasks (BLACK) -
Part 1: Zones and Exploration Diagram: You will need to complete the work below.
~ Complete Physical Properties of Ocean’s Life Zones worksheet and turn this into your teacher when you are done.
~ Complete Oceanography web investigation. (Here is the webpage you'll need.) When you are finished you will turn this into your teacher.
~ Complete the video tic-tac-toe on Hydrothermal Vents, Cold Seeps, and Offshore Oil Drilling.
Bonus: If you finish the above assignment in 30-40 minutes, I have included some activities that can be done for 5 bonus points.
The activity will have to be done completely and turned in to me.
A. Adaptations of Ocean Life WS B. To the Bottom of the Ocean
SILVER: Ocean Zones and Exploration Tasks (SILVER) -
Part 1: Light Zones and Exploration Diagram: You will need to create some way to remember the differences in ocean zones as well as what types of exploration can exist in the light zones. This will need to be turned in for a grade when you are finished.
~ Your Light Zone Diagram needs:
a. All of the following light zones: SUNLIGHT, TWILIGHT, MIDNIGHT, ABYSSAL AND TRENCH
b. You will need to include the following information for each light zone: depth, temperature, organisms that are found in this zone
c. You will need hydrothermal vents and cold seeps
d. You will need to include the technology that can be used at each zone (SCUBA, Submersibles, ROV, SONAR)
~ You may present your diagram in one of the following ways:
a. Foldable
b. Miniposter
c. Power Point or Google Slides (you will need to share this with your teacher)
d. Other (provide teacher with another idea and get approval BEFORE you do any "OTHER")
~ Ways to be sure you will get a good grade:
a. Creativity and neatness
b. Color
c. Correctly label the zones
d. Correctly identify the correct temperature and depth of each zone
e. Correctly identify 2 organisms found in each zone and make sure they are drawn and labeled
f. Correctly include the exploration technology found at each zone
Part 2: Complete Physical Properties of Ocean’s Life Zones worksheet. When you are finished have your teacher sign your blue sheet.
Bonus: If you finish the above assignment in 30-40 min., I have included some activities that can be done for 10 bonus points.
The activity will have to be done completely and turned in to me.
A. Oceanography Through Time B. Ocean Zones Scholastic Worksheet C. Black Smokers Worksheet
Click on the classwork based on your notes pulse check results. Remember that your Ocean Overview AND Ocean Movement assignments from below MUST be done first before starting today's classwork.
BLUE: Ocean Zones and Exploration Tasks (BLUE) -
Part 1: Zones and Exploration Diagram: You will need to complete the work below.
~ Complete Physical Properties of the Ocean’s Life Zones worksheet and turn this into your teacher when you are done.
~ Complete Oceanography Through Time web investigation. When you are finished you will turn this into your teacher.
~ Complete the Video Worksheet on Hydrothermal Vents, Cold Seeps and Offshore Oil Drilling
Bonus: If you finish the above assignment in 30-40 minutes, I have included some activities that can be done for 5 bonus points.
The activity will have to be done completely and turned in to me.
A. Adaptations of Ocean Life WS B. Technologies & Capabilities for Ocean Research & Exploration
BLACK: Ocean Zones and Exploration Tasks (BLACK) -
Part 1: Zones and Exploration Diagram: You will need to complete the work below.
~ Complete Physical Properties of Ocean’s Life Zones worksheet and turn this into your teacher when you are done.
~ Complete Oceanography web investigation. (Here is the webpage you'll need.) When you are finished you will turn this into your teacher.
~ Complete the video tic-tac-toe on Hydrothermal Vents, Cold Seeps, and Offshore Oil Drilling.
Bonus: If you finish the above assignment in 30-40 minutes, I have included some activities that can be done for 5 bonus points.
The activity will have to be done completely and turned in to me.
A. Adaptations of Ocean Life WS B. To the Bottom of the Ocean
SILVER: Ocean Zones and Exploration Tasks (SILVER) -
Part 1: Light Zones and Exploration Diagram: You will need to create some way to remember the differences in ocean zones as well as what types of exploration can exist in the light zones. This will need to be turned in for a grade when you are finished.
~ Your Light Zone Diagram needs:
a. All of the following light zones: SUNLIGHT, TWILIGHT, MIDNIGHT, ABYSSAL AND TRENCH
b. You will need to include the following information for each light zone: depth, temperature, organisms that are found in this zone
c. You will need hydrothermal vents and cold seeps
d. You will need to include the technology that can be used at each zone (SCUBA, Submersibles, ROV, SONAR)
~ You may present your diagram in one of the following ways:
a. Foldable
b. Miniposter
c. Power Point or Google Slides (you will need to share this with your teacher)
d. Other (provide teacher with another idea and get approval BEFORE you do any "OTHER")
~ Ways to be sure you will get a good grade:
a. Creativity and neatness
b. Color
c. Correctly label the zones
d. Correctly identify the correct temperature and depth of each zone
e. Correctly identify 2 organisms found in each zone and make sure they are drawn and labeled
f. Correctly include the exploration technology found at each zone
Part 2: Complete Physical Properties of Ocean’s Life Zones worksheet. When you are finished have your teacher sign your blue sheet.
Bonus: If you finish the above assignment in 30-40 min., I have included some activities that can be done for 10 bonus points.
The activity will have to be done completely and turned in to me.
A. Oceanography Through Time B. Ocean Zones Scholastic Worksheet C. Black Smokers Worksheet
11/12 - 11/13 - OCEAN MOVEMENT
Click on the classwork based on your notes pulse check results. Remember that your Ocean Overview assignment from below MUST be done first before starting today's classwork.
BLUE: Ocean Movement Tasks (BLUE) -
Part 1: Currents: You will complete the worksheet called Temperature Effects and Surface Currents.
When you are finished, you will need to turn this into your teacher.
Part 2: Waves: Complete the information from the Waves:Tsunami’s activity.
Once you have completed the activity, turn it into your teacher.
Part 3: Tides: Complete the information from the Predicting the Tides.
Once you have completed the activity, turn it into your teacher.
BLACK: Ocean Movement Task (BLACK) -
Part 1: Ocean Movement Vocabulary: Your goal is to create a way of reviewing the cause and effect of the vocabulary from ocean movement. Please copy the chart from the page and fill in the causes and effects.
*TERMS: Upwelling, Downwelling, Waves, Tides, Currents, Rip Current , Longshore Current
When you are finished, you need to show your teacher and get the box on your sheet initialed.
Part 2: You will complete the Temperature Effects and Surface Currents worksheet.
When you are finished, turn this in to your teacher.
Part 3: CHOOSE ONE: Tides, Tides, Tides Worksheet OR Introduction to Waves Activity (click here for the website)
When you are finished, turn this in to your teacher.
SILVER: Ocean Movement Task (SILVER) -
Part 1: Ocean Movement Vocabulary: Your goal is to create a way of reviewing the vocabulary from ocean movement.
*TERMS: CURRENTS, TIDES, WAVES, UPWELLING, DOWNWELLING, RIP CURRENT, LONGSHORE CURRENT, UNDERTOW, SANDBAR, LOW TIDE, HIGH TIDE
~ Your vocabulary review needs all of the vocabulary words mentioned above, their definitions and pictures of the word.
~ It also needs to be presented in a way that will make it easy to use for studying.
~ You may use this template, make a foldable of your own design, make a quizlet, make flashcards, or discuss another option with your teacher.
Bonus: If you finish the above assignment before the end of class, I have included a couple of activities that can be done for up to 10 bonus points. The activity will have to be fully completed and turned in to your teacher.
A. Temperature Effects and Surface Currents Worksheet (5 points)
B. Tides, Tides, Tides Worksheet (5 points)
C. Introduction to Waves (click here for the website) (10 points)
Click on the classwork based on your notes pulse check results. Remember that your Ocean Overview assignment from below MUST be done first before starting today's classwork.
BLUE: Ocean Movement Tasks (BLUE) -
Part 1: Currents: You will complete the worksheet called Temperature Effects and Surface Currents.
When you are finished, you will need to turn this into your teacher.
Part 2: Waves: Complete the information from the Waves:Tsunami’s activity.
Once you have completed the activity, turn it into your teacher.
Part 3: Tides: Complete the information from the Predicting the Tides.
Once you have completed the activity, turn it into your teacher.
BLACK: Ocean Movement Task (BLACK) -
Part 1: Ocean Movement Vocabulary: Your goal is to create a way of reviewing the cause and effect of the vocabulary from ocean movement. Please copy the chart from the page and fill in the causes and effects.
*TERMS: Upwelling, Downwelling, Waves, Tides, Currents, Rip Current , Longshore Current
When you are finished, you need to show your teacher and get the box on your sheet initialed.
Part 2: You will complete the Temperature Effects and Surface Currents worksheet.
When you are finished, turn this in to your teacher.
Part 3: CHOOSE ONE: Tides, Tides, Tides Worksheet OR Introduction to Waves Activity (click here for the website)
When you are finished, turn this in to your teacher.
SILVER: Ocean Movement Task (SILVER) -
Part 1: Ocean Movement Vocabulary: Your goal is to create a way of reviewing the vocabulary from ocean movement.
*TERMS: CURRENTS, TIDES, WAVES, UPWELLING, DOWNWELLING, RIP CURRENT, LONGSHORE CURRENT, UNDERTOW, SANDBAR, LOW TIDE, HIGH TIDE
~ Your vocabulary review needs all of the vocabulary words mentioned above, their definitions and pictures of the word.
~ It also needs to be presented in a way that will make it easy to use for studying.
~ You may use this template, make a foldable of your own design, make a quizlet, make flashcards, or discuss another option with your teacher.
Bonus: If you finish the above assignment before the end of class, I have included a couple of activities that can be done for up to 10 bonus points. The activity will have to be fully completed and turned in to your teacher.
A. Temperature Effects and Surface Currents Worksheet (5 points)
B. Tides, Tides, Tides Worksheet (5 points)
C. Introduction to Waves (click here for the website) (10 points)
11/7 - 11/10
BLUE:
Option 1: Oceans Project. If you choose this option, you will work cooperatively with 2-3 other people for today and the next three class periods. This requires commitment, as you will not be allowed to change your mind and choose the other option later.
Option 2: Ocean Overview BLUE
BLACK:
Ocean Overview BLACK
SILVER:
Ocean Overview SILVER - Click here when you are ready for the Egg Lab Video.
BLUE:
Option 1: Oceans Project. If you choose this option, you will work cooperatively with 2-3 other people for today and the next three class periods. This requires commitment, as you will not be allowed to change your mind and choose the other option later.
Option 2: Ocean Overview BLUE
BLACK:
Ocean Overview BLACK
SILVER:
Ocean Overview SILVER - Click here when you are ready for the Egg Lab Video.
11/5 - 11/6
1. Water Conservation Pulse Check
2. Water Conservation Billboards were collected.
3. We will watch MTV's Diary of Jay-Z: Water for Life. Each level will have some questions that they are responsible to answer for the entire class. Click the link and answer the appropriate questions for your group color. Be sure to answer in complete sentences, and every group member should be prepared to discuss their group's answer in front of the entire class. (If you missed class, the video can be located here.)
BLUE:
ACT I: Answer question 5 and the Critical Thinking questions in the box under "Classroom Activities."
ACT II: Answer questions 4 & 5.
ACT III: Answer question 3.
BLACK:
ACT I: Answer questions 3 & 4.
ACT II: Answer questions 2 & 3.
ACT III: Answer question 2.
SILVER:
ACT I: Answer questions 1 & 2.
ACT II: Answer question 1. Be sure to list at least three things that she could do if she didn't have to collect water.
ACT III: Answer question 1.
4. Water Unit Test Study Guide was distributed.
5. Superlatives voting.
11/3 - 11/4
1. Who Polluted the River? Activity - We will complete the activity as a class, but each group will be responsible for the questions based on the group color for the day.
BLUE:
Click here for your questions.
BLACK:
Click here for your questions.
SILVER:
Click here for your questions.
2. What if Water Cost as Much as Gasoline? Activity - You will take your water tally sheet on page 65 in your notebook and complete the calculations for the amount of water you have used. You will use $2.94 as the cost of gas. This is the average cost of a gallon of gas in Charlotte. Once you have made your calculations, answer the following questions on page 65:
1. Water Conservation Pulse Check
2. Water Conservation Billboards were collected.
3. We will watch MTV's Diary of Jay-Z: Water for Life. Each level will have some questions that they are responsible to answer for the entire class. Click the link and answer the appropriate questions for your group color. Be sure to answer in complete sentences, and every group member should be prepared to discuss their group's answer in front of the entire class. (If you missed class, the video can be located here.)
BLUE:
ACT I: Answer question 5 and the Critical Thinking questions in the box under "Classroom Activities."
ACT II: Answer questions 4 & 5.
ACT III: Answer question 3.
BLACK:
ACT I: Answer questions 3 & 4.
ACT II: Answer questions 2 & 3.
ACT III: Answer question 2.
SILVER:
ACT I: Answer questions 1 & 2.
ACT II: Answer question 1. Be sure to list at least three things that she could do if she didn't have to collect water.
ACT III: Answer question 1.
4. Water Unit Test Study Guide was distributed.
5. Superlatives voting.
11/3 - 11/4
1. Who Polluted the River? Activity - We will complete the activity as a class, but each group will be responsible for the questions based on the group color for the day.
BLUE:
Click here for your questions.
BLACK:
Click here for your questions.
SILVER:
Click here for your questions.
2. What if Water Cost as Much as Gasoline? Activity - You will take your water tally sheet on page 65 in your notebook and complete the calculations for the amount of water you have used. You will use $2.94 as the cost of gas. This is the average cost of a gallon of gas in Charlotte. Once you have made your calculations, answer the following questions on page 65:
- Which area did you or your family spend the most money on?
- What changes would encourage water conservation?
- What would happen to water usage if water actually did cost the same as gasoline?
- What other methods or incentives can encourage people to conserve natural resources other than making it expensive?
- Which conservation methods do you think would be most effective and why?
10/29 - 10/30
BLUE:
You will choose as a group one of the Harmful Algal Blooms below and collect information about the HAB. How you present your findings is up to you as a group. Whatever way you present it, it must be a way that can be shared with me.
* Amnesic Shellfish Poisoning
* Diarrhetic Shellfish Poisoning
* Neurotoxic Shellfish Poisoning
* Paralytic Shellfish Poisoning
* Ciguatera Fish Poisoning
* Harmful Cyanobacterial Blooms
* Pfisteria Piscicida
* What are the observed ecological, economic, and social impacts?
* What species are affected?
* What are possible causes?
* What can be done to reduce, eliminate, or manage this type of HAB?
* List 3 actions that you can take to avoid being a victim of HAB's in general
BLACK:
You will complete the pollution webquest. You will go to bit.ly/pollWQ and answer the questions on the worksheet.
SILVER:
You will create a foldable on point vs non point source pollution. You will need to include the definition of point source pollution and the definition of non-point source pollution and then you will need to have 4-5 examples of each. See my example in class if you are confused. Once you have completed that, complete the Hog Farm Placement Activity.
BLUE:
You will choose as a group one of the Harmful Algal Blooms below and collect information about the HAB. How you present your findings is up to you as a group. Whatever way you present it, it must be a way that can be shared with me.
- Harmful Algal Blooms:
* Amnesic Shellfish Poisoning
* Diarrhetic Shellfish Poisoning
* Neurotoxic Shellfish Poisoning
* Paralytic Shellfish Poisoning
* Ciguatera Fish Poisoning
* Harmful Cyanobacterial Blooms
* Pfisteria Piscicida
- Information to find:
* What are the observed ecological, economic, and social impacts?
* What species are affected?
* What are possible causes?
* What can be done to reduce, eliminate, or manage this type of HAB?
* List 3 actions that you can take to avoid being a victim of HAB's in general
BLACK:
You will complete the pollution webquest. You will go to bit.ly/pollWQ and answer the questions on the worksheet.
SILVER:
You will create a foldable on point vs non point source pollution. You will need to include the definition of point source pollution and the definition of non-point source pollution and then you will need to have 4-5 examples of each. See my example in class if you are confused. Once you have completed that, complete the Hog Farm Placement Activity.
10/28 - I am out today, but you should complete the following work to stay up-to-date.
If you have any late work, it MUST BE TURNED IN TODAY. Give it to Ms. Gebhardt, and she will get it to me tonight so I can update grades tonight.
Use the yellow textbook to do the following:
The information for #1 and #2 is on pages C50-54 and you should have your notes to help you also.
1. Draw a sewage system diagram. Label all the parts, and explain the processes involved in each step.
2. Draw a septic system diagram. Label all the parts, and explain the processes involved in each step.
3. Choose which system you think is "better," either sewage or septic. Write a paragraph (at least FIVE SENTENCES) explaining the pros of your chosen system, and write another paragraph (five MORE sentences) explaining the cons of the OTHER system. Your job is to convince me that the system you chose is the best choice.
4. Once you finish the two diagrams, take notes on point source and non-point source pollution from the textbook on pages C54-57 and NC11-13 to get a head start on your homework.
5. Answer all the questions on page C57 in complete sentences.
6. Complete your WATER POLLUTION NOTES for homework.
If you have any late work, it MUST BE TURNED IN TODAY. Give it to Ms. Gebhardt, and she will get it to me tonight so I can update grades tonight.
Use the yellow textbook to do the following:
The information for #1 and #2 is on pages C50-54 and you should have your notes to help you also.
1. Draw a sewage system diagram. Label all the parts, and explain the processes involved in each step.
2. Draw a septic system diagram. Label all the parts, and explain the processes involved in each step.
3. Choose which system you think is "better," either sewage or septic. Write a paragraph (at least FIVE SENTENCES) explaining the pros of your chosen system, and write another paragraph (five MORE sentences) explaining the cons of the OTHER system. Your job is to convince me that the system you chose is the best choice.
4. Once you finish the two diagrams, take notes on point source and non-point source pollution from the textbook on pages C54-57 and NC11-13 to get a head start on your homework.
5. Answer all the questions on page C57 in complete sentences.
6. Complete your WATER POLLUTION NOTES for homework.
10/27
1. Water Treatment Task 1: Sewage vs. Septic Debate - Watch the two videos listed below and will be assigned either sewage or septic systems. The students will then have to argue that their assigned system is better than the other, and cite reasons why that is the case.
Septic Systems Video
Sewage Systems Video
What Happens to Number 2?
2. Water Regulations Video: Watch the video and take notes. Be sure you can answer AT LEAST the questions listed below.
a. What government agencies are in place to protect our waters? Why is this necessary?
b. What laws or regulations are in place to protect our waters?
c. Why are there so many?
d. What do these regulations mean for things like the commercial fishing industry?
e. What do these regulations mean for you personally?
WATER TREATMENT AND REGULATIONS TASK QUIZ
10/21 - 10/24
1. Review and Discuss "Improving Old MacDonald's Farm" article homework.
2. Water Quality Task 3: Bioindicators Activity - Which organisms can live in which environments? Use the cards with the water quality indicators listed to determine which of the organisms in the set can live at which of the sites given.
3. WATER QUALITY TASK QUIZ
10/17 - 10/20
1. Water Quality Task 1: Vocabulary - Word Windows
2. Water Quality Task 2: WWYDWTW? - What Would You Do with this Water?
10/15 - 10/16 - GROUNDWATER
ALL LEVELS will complete the Edible Aquifer activity as well as the during-lab questions that were passed out during class.
BLUE: Mexico City is Sinking! Assignment - Click the link for directions.
BLACK: NC Aquifers Worksheet -
SILVER: NC Aquifers Worksheet -
GROUNDWATER TASK QUIZ
10/13 - 10/14
BLUE:
After getting your river basin brochure you will create a presentation using the following prompt:
As a member of a committee that manages a particular water basin, you are to develop a presentation to a group of investors. The investors are searching for an area in North Carolina to create an outdoor camp for young people in middle and high school. This camp is to educate the young with knowledge of plant and animal life while enjoying outdoor activities like camping, rafting, swimming, hiking, etc. Since this endeavor is funded by the National Science Foundation, the participants will have to show gained knowledge in animal habitats, environmental conservation, and effects of urban growth and pollution on the river basin. Obtaining the contract for this camp is very important for your area. It will mean government money for future projects and a certain amount of stability in land use. Your job is to introduce the investors to your river basin and to show why it would be the most attractive place for the camp.
DIRECTIONS:
1. You will work as a group of four. Once person will create the presentation using google slides while the rest are in search of information to add to the presentation
2. Your first slide must have a title that includes the name of the river basin as well as all of the members of the group
3. The rest of your slides should have the following
*location of river basin and the main tributaries
*Animal life
*Plant life
*Human population, any large cities in the surrounding area
*Pollution concerns, what is being done for conservation?
*Summary of positive features
4. Make sure that you include a slide that gives credit to the sites where you got your information.
5. Make sure to save your work and then share it with me.
BLACK: After you receive your assigned water basin, you will create a pamphlet illustrating how you protect your river basins and encourage those that you hand out to protect it too. Include all the information below.
• What is the name of your river basin?
• Where is the river basin?
• How many miles of streams and rivers are included in the basin?
• How many people live in the basin?
• Describe the river basin (at least 5 more sentences)
• Describe an environmental issue in the basin and what is being done about it (at least 5 sentences)
1. Basic Information to include on the brochure:
A map of where you river basin is located (found, copy, and pasted from the internet)
A brief but elaborate description of your river basin’s location, size, and population
What types of wetlands are in your basin and where are they? Label major ones.
What is the climate in your basin?
Pictures from your area to fill in the blank spaces on your brochure and brighten it up to make it look more interesting
2. Animal Life
Explain the ecosystem
List 5 different land and 5 water species (animals) in your basin.
3. Water Quality
Find out and explain the water quality in a major water source of your basin.
What is the most important local water quality issue in your basin?
How could you change the water quality issue so that it does not harm the basin as much?
4. Recreation
What are the two most fun recreation opportunities in your river basin? List and locate them.
Here is an example of a brochure.
Here is a template you can use for your brochure.
SILVER: Use this link to answer the questions listed below. Be sure you answer the questions completely and THOROUGHLY!!!
1. What is a river basin?
2. What determines the health of the aquatic ecosystem?
3. How many river basins in N.C.?
4. What river basin do you live in?
5. How big is our river basin?
6. Draw and label the parts of the water cycle.
7. What are the nine components of your ecological address?
8. How is pollution classified?
9. What is a vegetative buffer?
10. Name four programs that are making a difference in N.C.
11. Why are some of the river basin boundaries different now?
12. What can you do to help maintain healthy water?
13. What “crises” made us take a closer look at N.C. rivers?
14. What is carried in water?
15. What is the difference between wetland and groundwater?
16. How can streams be physically manipulated?
17. What led to the government getting involved in the treatment of water?
18. Using the scale map on page 12 estimate the length of N.C. at its longest point.
CLICK HERE FOR THE SURFACE WATER TASK QUIZ
10/9 - 10/10
1. Finish Properties of Water Labs.
2. Properties of Water Labs QUIZ.
10/7 - 10/8
*Note: Classes were only about 50 minutes today due to the adjusted schedule for EXPLORE testing and the presentation of "Liars" in the gym.
Today we began with a warmup of properties of water scenarios. Then we got back into our groups for the Properties of Water Lab Activities. Students should have completed their second and third labs in this five-lab set today. Please remember that LABS are FORMAL GRADES that will count the same as TESTS.
10/3 - 10/6
Today we completed the pre-test section of our PINK Hydrology Mastery Checklist. If you were absent, you need to be sure your PINK Hydrology (Water) Mastery Checklist is updated with your pre-test score. At this point, you should also have your Properties of Water Notes Quiz score recorded as well.
All students then began the Properties of Water Lab Activities, which is a series of five lab activities that illustrate the properties of water that make it a unique and important substance for all life. Students should have completed ONE of the five Lab Activities today , and will complete the other four over the next two class periods. Please remember that LABS are FORMAL GRADES that will count the same as TESTS.
Properties of Water Lab Activities:
1. Specific Heat
2. Fold'N Float
3. Amazing Water Race/Water Stretch
4. Through the Bridge
5. Floating Sinker Clip
10/1 - 10/2
Today we took the Hydrology (Water) Pre-Test. If you were not in class to take the pre-test, you will need to schedule a time outside of regular class time to take it. (morning, afternoon, lunch/HAC...).
1. Water Treatment Task 1: Sewage vs. Septic Debate - Watch the two videos listed below and will be assigned either sewage or septic systems. The students will then have to argue that their assigned system is better than the other, and cite reasons why that is the case.
Septic Systems Video
Sewage Systems Video
What Happens to Number 2?
2. Water Regulations Video: Watch the video and take notes. Be sure you can answer AT LEAST the questions listed below.
a. What government agencies are in place to protect our waters? Why is this necessary?
b. What laws or regulations are in place to protect our waters?
c. Why are there so many?
d. What do these regulations mean for things like the commercial fishing industry?
e. What do these regulations mean for you personally?
WATER TREATMENT AND REGULATIONS TASK QUIZ
10/21 - 10/24
1. Review and Discuss "Improving Old MacDonald's Farm" article homework.
2. Water Quality Task 3: Bioindicators Activity - Which organisms can live in which environments? Use the cards with the water quality indicators listed to determine which of the organisms in the set can live at which of the sites given.
3. WATER QUALITY TASK QUIZ
10/17 - 10/20
1. Water Quality Task 1: Vocabulary - Word Windows
2. Water Quality Task 2: WWYDWTW? - What Would You Do with this Water?
10/15 - 10/16 - GROUNDWATER
ALL LEVELS will complete the Edible Aquifer activity as well as the during-lab questions that were passed out during class.
BLUE: Mexico City is Sinking! Assignment - Click the link for directions.
BLACK: NC Aquifers Worksheet -
SILVER: NC Aquifers Worksheet -
GROUNDWATER TASK QUIZ
10/13 - 10/14
BLUE:
After getting your river basin brochure you will create a presentation using the following prompt:
As a member of a committee that manages a particular water basin, you are to develop a presentation to a group of investors. The investors are searching for an area in North Carolina to create an outdoor camp for young people in middle and high school. This camp is to educate the young with knowledge of plant and animal life while enjoying outdoor activities like camping, rafting, swimming, hiking, etc. Since this endeavor is funded by the National Science Foundation, the participants will have to show gained knowledge in animal habitats, environmental conservation, and effects of urban growth and pollution on the river basin. Obtaining the contract for this camp is very important for your area. It will mean government money for future projects and a certain amount of stability in land use. Your job is to introduce the investors to your river basin and to show why it would be the most attractive place for the camp.
DIRECTIONS:
1. You will work as a group of four. Once person will create the presentation using google slides while the rest are in search of information to add to the presentation
2. Your first slide must have a title that includes the name of the river basin as well as all of the members of the group
3. The rest of your slides should have the following
*location of river basin and the main tributaries
*Animal life
*Plant life
*Human population, any large cities in the surrounding area
*Pollution concerns, what is being done for conservation?
*Summary of positive features
4. Make sure that you include a slide that gives credit to the sites where you got your information.
5. Make sure to save your work and then share it with me.
BLACK: After you receive your assigned water basin, you will create a pamphlet illustrating how you protect your river basins and encourage those that you hand out to protect it too. Include all the information below.
• What is the name of your river basin?
• Where is the river basin?
• How many miles of streams and rivers are included in the basin?
• How many people live in the basin?
• Describe the river basin (at least 5 more sentences)
• Describe an environmental issue in the basin and what is being done about it (at least 5 sentences)
1. Basic Information to include on the brochure:
A map of where you river basin is located (found, copy, and pasted from the internet)
A brief but elaborate description of your river basin’s location, size, and population
What types of wetlands are in your basin and where are they? Label major ones.
What is the climate in your basin?
Pictures from your area to fill in the blank spaces on your brochure and brighten it up to make it look more interesting
2. Animal Life
Explain the ecosystem
List 5 different land and 5 water species (animals) in your basin.
3. Water Quality
Find out and explain the water quality in a major water source of your basin.
What is the most important local water quality issue in your basin?
How could you change the water quality issue so that it does not harm the basin as much?
4. Recreation
What are the two most fun recreation opportunities in your river basin? List and locate them.
Here is an example of a brochure.
Here is a template you can use for your brochure.
SILVER: Use this link to answer the questions listed below. Be sure you answer the questions completely and THOROUGHLY!!!
1. What is a river basin?
2. What determines the health of the aquatic ecosystem?
3. How many river basins in N.C.?
4. What river basin do you live in?
5. How big is our river basin?
6. Draw and label the parts of the water cycle.
7. What are the nine components of your ecological address?
8. How is pollution classified?
9. What is a vegetative buffer?
10. Name four programs that are making a difference in N.C.
11. Why are some of the river basin boundaries different now?
12. What can you do to help maintain healthy water?
13. What “crises” made us take a closer look at N.C. rivers?
14. What is carried in water?
15. What is the difference between wetland and groundwater?
16. How can streams be physically manipulated?
17. What led to the government getting involved in the treatment of water?
18. Using the scale map on page 12 estimate the length of N.C. at its longest point.
CLICK HERE FOR THE SURFACE WATER TASK QUIZ
10/9 - 10/10
1. Finish Properties of Water Labs.
2. Properties of Water Labs QUIZ.
10/7 - 10/8
*Note: Classes were only about 50 minutes today due to the adjusted schedule for EXPLORE testing and the presentation of "Liars" in the gym.
Today we began with a warmup of properties of water scenarios. Then we got back into our groups for the Properties of Water Lab Activities. Students should have completed their second and third labs in this five-lab set today. Please remember that LABS are FORMAL GRADES that will count the same as TESTS.
10/3 - 10/6
Today we completed the pre-test section of our PINK Hydrology Mastery Checklist. If you were absent, you need to be sure your PINK Hydrology (Water) Mastery Checklist is updated with your pre-test score. At this point, you should also have your Properties of Water Notes Quiz score recorded as well.
All students then began the Properties of Water Lab Activities, which is a series of five lab activities that illustrate the properties of water that make it a unique and important substance for all life. Students should have completed ONE of the five Lab Activities today , and will complete the other four over the next two class periods. Please remember that LABS are FORMAL GRADES that will count the same as TESTS.
Properties of Water Lab Activities:
1. Specific Heat
2. Fold'N Float
3. Amazing Water Race/Water Stretch
4. Through the Bridge
5. Floating Sinker Clip
10/1 - 10/2
Today we took the Hydrology (Water) Pre-Test. If you were not in class to take the pre-test, you will need to schedule a time outside of regular class time to take it. (morning, afternoon, lunch/HAC...).