New Visions Environmental Science and Sustainability Program

2014-2015Syllabus

Mrs. Ashley

Contact Information: dashley@pnwboces.org

Phone: 914.621.8337

Submit assignments online to: deborah.ashley27@gmail.com

Course Description:

New Visions Environmental Science and Sustainability will provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to analyze environmental problems, to evaluate the relative risks associated with these problems, and to examine alternative solutions from differing perspectives for resolving and/or preventing them. Emphasis is placed on providing students with project based learning and experience working on real world issues through internships, speakers and field trips as well as doing field research at Teatown working with their scientists and educators.

Class Profile:

Class size is held to 12 to ensure individualized attention and the ability to all participate in scientific field work and experiments. The course is taught as an alternative senior option and is open to seniors with at least an 80 average overall. Students are selected through an interview and doing a writing sample as well as transcripts. Classes are held from 10:00-2 each day with Environmental Science, English 12, Social Studies, and Physical Education included in this time frame. The English and Social Studies portion integrates environmental science as part of each course. For example, in English students read several novels that relate to environmental science such as: Into the Wild, Ishmael, The World Without Us and nonfiction as well. The Social studies course includes public policy and economics and has the students look at environmental issues and how public policy is created, for example. The structure of the class time at Teatown allows for ample time for labs, field experiments, field trips and project-based learning.

Setting

The science portion of the course is taught at an off school site, Teatown Lake Reservation, that is over 900 acres of a nature preserve and an environmental education center. The school rents space at the center. The preserve includes lakes, streams, meadows, forests, a wildflower preserve, a new deer exclosure, a small farm and several swamp areas. The nature preserve, as well as teaching school students and adults, does on-going research and includes this program in some of its research projects. Each student is provided with a laptop with wireless Internet access for use during the class that remains in the classroom. The classroom is supplied with Vernier probes, chemical tests, GPS, Colorimeter, microscopes, digital scopes for capturing pictures, dissecting microscopes and digital dissecting microscopes, water quality testing kits, air pollution test kits, soil testing kits and various other equipment for our labs and experiments.

Methods

This course emphasizes student learning through doing science. The course consists of field investigations and experiments at Teatown, laboratory experiments, internet research, student-based projects, student debates on several environmental issues, guest lecturers, field trips to different sites, case studies, students designing their own experimental studies, and student investigations of problems as they relate to environmental science. Students are expected to complete reading assignments, watch PowerPoint lectures posted on the Schoolwires teacher webpage, and complete the required number of

assignments for each unit. Lectures are given in class on more complex topics and individual help is given throughout the course when needed. Students will be given several options to choose from when learning each unit. They are expected to choose assignments to best match their learning styles and needs as a learner. In class work will focus on doing science, using hands-on-learning, experiments, field work and/or project based learning to apply the concepts we are learning to real world situations.

On the teacher webpage that supplements the course additional resources are provided on each topic to help in preparation for the A.P. Environmental Science Exam. Assignments and the resources for those assignments are posted on the teacher webpage at: pnwboces.schoolwires.net (click teachers and administrators and then dashley environmental science). Students are expected to listen to lectures provided on-line when they find they need further understanding of concepts we are covering in the unit. Videos are also provided on-line to extend student learning of topics to current issues related to the topic

During the second semester students participate two days a week at an internship site that provide the students with work experience in the field. Students choose the site based on their specific interests.

Each student is expected to do a scientific study that is started in October. Students will present their background research, and methodology in January and will present their complete study with results in June.

The first semester there is field work and labs that are required of everyone. For those students who are interested, optional labs and projects are also provided that the students choose to do when time allows. These optional labs may be done individually, in small groups or as a class. Since the course allows for large blocks of time (on some days four full hours), students who complete their work can choose these optional projects and labs to extend their learning.

Several studies are submitted to the Globe Program including: water quality, soil study, green down, green up and weather.

Students are regularly tested on the material we are covering in class to prepare them for the AP exam. The questions reflect similar question to what will be on the A.P. Exam.

Students who are interested will form a team to compete at the regional Envirothon. You can get started over the summer by studying the resources provided in study guides at: http://www.nysenvirothon.net/StudyGuides.html. The current issue and oral presentation will change, but the other study guides will be useful.

You are taking two courses with me: New Visions Environmental Science and Sustainability and A.P. Environmental Science, so the work will reflect both of those courses.

Texts

The main textbook for the course is:

Friedland, A., Relyea, R, and Courard-Hauari, D. (2012) Environmental Science for AP. New York: W.H. Freeman and Company/BFW

The supplemental textbooks for the course are:

Miller, G. Tyler, Jr. (2005). Living in the Environment: Principles, Connections, and Solutions 14th edition. CA: Brooks/Cole Thomson Learning

Withgott and Brennan (2008). Environment, the Science Behind the Stories (3rd Ed.) New York: Pearson

Gonick, Larry & Outwater, Alice (1996). Cartoon Guide to the Environment. New York: Harper Collins.

Arms, Karen (2008). Environmental Science. Orlando: Holt, Rinehart and Winston.

Students will be provided with the main text and can choose any of the supplemental texts that they find helpful. The classroom has an extensive library of books and the teacher webpage provides links to articles, videos, class lectures and websites on each topic covered during the class.

Student Expectations

You will be given many opportunities in this class to guide the direction of your learning, to influence the direction of the class projects, to choose which assignments you do for each unit, and to choose where you intern and what you do for your research. You will be given more freedom and responsibility as the course progresses. Please be respectful of other students and the teacher as each person brings different strengths and areas to work on. We will work as a team and each member of our team is important and will make a unique contribution that is valued. You are expected to ask for help when needed, to think critically and challenge Mrs. Ashley and the resources, and devise solutions to problems that occur. You are expected to work hard, have fun and learn and grow in knowledge and maturity as a result of participating in New Visions Environmental Science and Sustainability.

Specific expectations include the following:

1. Actively participate in class through arriving on time, asking questions, being curious about the lab or field work, and making a contribution.

2. You are to read the assigned readings and take notes according to the method Mrs. Ashley instructs you. These notes will be graded and taking notes is a means for you to learn the material so that information can be applied and thought about critically.

3. Read email from Mrs. Ashley to be notified of important information for the course4. Turn in assignments on time. If you are absent, please go to the schoolwires website to find

the assignment(s) you may have missed. 5. Visit the teacher webpage at: http://pnwboces.schoolwires.net to be up to date on

assignments and use of resources

6. Come prepared for class each day which includes proper dress and shoes for the weather, notebook and pen or pencil, and completed assignments when due.

7. Discuss with teachers when you need help on an assignment. Please contact me by email or phone when you need clarification on an assignment.

8. Ask for help when something is not clear for you, there is an issue to be resolved, or you need more explanation

9. On group projects or labs, you are expected to be an equal participant.10. Clean your area and contribute to an organized, clean and neat classroom11. Keep up with material and assignments. If you are confused, please contact Mrs. Ashley for

extra help during class. Mrs. Ashley is also available before class and after school to provide extra help.

12. The class website is an integral part of the class, be sure to check it daily.13. Homework will be given out in several ways: The whole unit will be gone over with all

assignments, you will receive a packet with all of the assignments for the unit, this will also be posted online on schoolwires. There will be a large calendar on the blackboard with due dates and there is a calendar on schoolwires that give the due dates as well. Record assignments on your device or in a planner.

14. Homework policy: Homework is due by the beginning of class. You are responsible for putting the homework in the basket when you come in to class. Homework that is submitted by midnight the same day, the assignment is deducted 5 points so that if your grade is 90, you receive an 85. Work turned in one day late receives a 10 point deduction, two days late a 20 point deduction and three days late receives a 30 point deduction. More than three days late you receive a maximum of 50 percent on that assignment. All work must be in one week before the end of the marking period to not receive a zero and to receive at least 50 percent. First marking period work is due by Friday, October 31, 2014Second marking period work is due by Friday, November 16, 2014Third marking period work is due by Friday, March 27, 2015Fourth marking period work is due by Monday, June 15, 2015

14. Attendance- You are expected to make up all work when you are out for legal absence. Test should be made up within one week of your return to school. All assignments should be turned in within two days of your absence (exceptions to this for extended absence).

15. There are numerous resources that you have access to including books, articles, field testing equipment, digital microscopes, video camera, camera, and laptops. You have free use of these resources in the classroom. If you wish to borrow any item, you must sign out the item. Laptops and microscopes are not permitted to leave the classroom.

16. I am a valuable resource but will not always give you the answer. I will lead you toward an answer, research with you or help you find the resources for you to discover the answer.

17. You are expected to maintain an up to date portfolio, which will be graded each marking period. All work that is graded is required to be entered in your portfolio, except for tests.

18. Remember to follow all safety rules at all times.

We will work together to learn, to challenge ourselves, to have fun and add to what is known about environmental science.

Grading Policy:

Professionalism 20% (includes class participation, collaboration with others and professionalism)

Tests and Projects 30%

Lab and field work 30%

Homework and out of class assignments 20%

Optional Individual Student Activities for Extra Credit

To involve you in applied learning you are given the option of doing one or more of the following, or something of your own choosing that is pre-approved for extra credit.

Volunteer time to participate in an environmentally significant activity in their community Conduct an audit of their school on sustainability Interview decision makers about important environmental issues Study food preferences of different birds at the bird feeder. Which species are dominant? What

time of day are certain species more abundant? Participate in local habitat modification project, trail maintenance, or wildlife rescue project. Measure your ecological footprint, change the way you and your family use resources and track

the changes in you ecological footprint. Attend a land use meeting regularly. Become a student member of a local land use committee.

Become aware of the issues that are being discussed. Learn who the major players are. Become involved in influencing decisions (Talk to participants, write a letter, speak up at the meeting or volunteer to help out in some way.)

Observe some kind of pollution, try to find its source and report to the correct government officials or local environmental group that will help to follow up and solve the problem.

Organize a cleanup of an area that is much littered. Calculate what the major type of waste is. Visit state, county or city officials and discuss environmental legislation with them Research a piece of environmental legislation and write your position on the legislation to

appropriate governmental officials. Do an environmental history of a significant piece of local land. Construct a topographical map of the nature preserve or of your local community. Include all

the open space and areas for recreation. Investigate resources available from the local utility company to address energy consumption in

your school district. Present this information to help the district save energy and money. Educate peers and school district about having a more energy efficient institution.

Do a project to educate younger people about the environment or an environmental issue. Create a program in your community to increase reuse and recycling. Prepare a handbook of locally available environmentally good products Volunteer to work with various groups to lead nature hikes Create a environmental action bulletin board at your local library or high school Start a school recycling program

Create a board game that teaches about environmental issues and values. Play the game with appropriate age children

Meet with your school’s purchasing agent to advocate for buying recycled materials and recycling waste

Student ideas are welcome; they just need to be approved prior to beginning the project.

You will need to document in some way the completion of the project if you choose to do some form of extra credit. See Mrs. Ashley for appropriate means of documentation.

New Visions Environmental Science and SustainabilityCourse Outline

Mrs. Ashley

September: Unit 1: Studying the State of the Earth, Introduction to Research in Environmental Science, Environmental Systems-- Chapter 1, Friedland and Relyea

Topics: Safety in the classroom and in the field Overview of the courseSustainability and Tragedy of the CommonsScientific Research and the processes of sciencePower of 10/math for A.P.Types of diversityEcosystem servicesEnvironmental indicators: diversity, food production, climate, human

population, resource depletion

Student Workbook Pages: 40; 106-114; 117-118Holt Active Reading Workbook: pages 1-10

Unit 2: Water Resources and Water Pollution--Chapter 9 and Chapter 14, Friedland and Relyea

Topics: Human impact on water resourcesCase studies on water issues around the globeUsable water: ground water, surface water, atmospheric waterHuman impacts on waterWater conservationRiparian zonesWastewater treatmentStorm water treatment, impervious surfacesSustainable use of waterOur Nation's water lawsEutrophicationTypes of water pollution and solutions:

Oil pollution, hydrofracking, water wars, invasive organisms in water resources, desertification, disease pollutants, plastic and other

wastes, nutrient pollution, thermal pollution, oxygen depletion, chemical pollution, agricultural pollution, pharmaceutical pollutants, sediment pollution

Labs and Projects for September:

Tragedy of the CommonsSetting up a research studyLeaf Pack Lab and stream quality using macroinvertebrates/New York Botanical

GardensBiodiversity Lab

Tree Identification, plant diseases and Leaf HerbariumInvasive removal at Teatown (water and land plants)Case Study of Water Issues PresentationsGreen Down study using globe protocolsStudying plant stress and ecological causesWater pollution and wastewater treatment labWhat makes the water green labGlobe Program weather data collection beginsBegin water quality study at TeatownBegin personal nature collectionBegin remediation project

Field Trips and SpeakersGuest speaker from DEC on water quality, use of archived data from various studies

Alternative activities: Visit a water treatment plant, visit to New York Botanical Gardens Herbarium, Field trip to sustainable farm, view movie Gasland,

view movie Flow, National and local water Use investigation, Water diversion project; View video: Life in Biosphere 2 with Jane Poynter: View video: NASA ocean circulation; View video: Garrett Harding on the Tragedy of the Commons; View the Movie: The Lorax: View the movie: Water Wars; View movie: Poisoned Waters from Frontline; View video: Effects of microtopography on run-off generation and residence time in a riparian wetland; View video: The Last Town, Three Gorges Dam; View video: Jared Diamond on Why Societies Collapse; View video: Influence of Salinity in Ocean Currents; View video: Nitrate in California Drinking Water, Understanding Sources, Ground water Pathways and Drinking Water Impacts

Student Workbook Pages: 29-37; 48-49; 110-123; 187-191; 206-211Holt Active Reading Workbook: pages 15-16; 35-38; 53-58

October: Unit 3: Systems and Earth Systems-- Chapter 2 and Chapter 8 Friedland and ReyleaBegin Senior Exit Project research- choose topic and read four research articles this month

Topics: Systems, the earth as a systemFlow of matter and energy in the environment

Basic chemistryEcosystem ServicesEcosystem productivityTrophic levelsBiogeochemical CyclesResistance and resilience of ecosystemsSoilPlate TectonicsRock CycleMineral Resources

Labs and Projects for October:

Weather data (on-going)Biosphere LabHudson River water quality studySoil organisms labWater Quality at Teatown (on-going)Mining SimulationWinograsky ColumnTrout tank for trout releaseCase study presentations on Water Issues around the GlobePowerPoint Presentation on Biogeochemical CyclesForestry practices, defining forestry structures

Field Trips and SpeakersTeach middle school students at “A Day in the Life"Field trip to Hanover Hilltop FarmCamping TripVisit to Ecological Research Facility

Begin study on Envirothon, Tree Diseases, Height of a tree, DBH, Measuring Board ft, fish and macroinvertebrate identification, Tree Identification,

Prepare for Aquatics section

Alternative Activities: View The Last Mountain Standing; Mapping Plate Tectonic Activity; View video: Fast Flow Paths from Fractured Rocks;

view video: Janine Benyus on Nature Design; View video: Changes in Forest Succession; View video: Mountaintop removal; View video:

How Bacteria Talk; View video: Groundwater and Earthquake Interaction

Student Workbook Pages: 10-24; 53-55; 68-86; 153-154Holt Active Reading Workbook: pages: 11-12; 25-26; 83-88

November: Unit 4: Ecosystem Ecology, Land, Public and Private, and Feeding the World. Chapter 3, 10, 11 Friedland and Relyea.

Senior Exit Project- Read 4 peer reviewed research articles and summarize

Topics: Ecosystem EcologyEarth Systems

Feeding the WorldPublic Land ClassificationLogging, Urban Sprawl, and forestry practicesIndustrial Farming and alternativesGMOsUse of PesticidesSustainable agricultureAquaculture and global fisheriesGreen revolutionEcological relationships

Labs and Projects for November:

Weather data (on-going)Soil lab, globe program protocols (physical and chemical properties)Use of GPSNature Collection DueSoil WebquestPredator Prey SimulationEating at Lower Trophic LevelsMeasuring BiomassNPP of Rye GrassMind Map on Land Use Categories, Laws and Regulating AgencyQuadrat study and Shannon Weiner Diversity IndexBiosphere experimentView: Dirt, the Movie

Field Trips and SpeakersGuest Speaker on GIS, Mapping and conserving open spaceGuest speaker on weather and climate prediction as a businessWork with Educators at Teatown teaching lessonField trip to Cabbage Hill on hydroponics and aquacultureField trip to long standing exclosure site

Envirothon: Prepare for Wildlife: Tree Identification; Information on Silvaculture, reading a soil map; soil classification; measuring slope

Alternative activities: Global Feast, View movie King Corn, view movie Fast Food Nation, view movie Food, Inc., Soil Salinization lab, View video: How

food shapes our cities by Carolyn Steel

Student Workbook Pages: 47-47; 48-68; 126-127; 128-151; 155-159Holt Active Reading Workbook: pages: 17-18; 27-28; 71-82

December: Unit 5: Evolution of Biodiversity and Conservation Biology--Chapter 5 and 18, Friedland and Relyea

Senior Exit Project: Read at least 2 more articles from peer reviewed journals complete outline for background research; research question formulated

Topics: Species richness and evennessNatural SelectionEvolutionary processes: mutation, genetic drift, founder effect, bottleneck

effect, allopatric speciation, sympatric speciationNiche and distribution Mass extinctionsGlobal declines in species diversityHabitat loss and remediationDebt for nature swapInvasive speciesOverharvestingWorldwide conservation of species, species loss, causes of loss of speciesRemediation

Labs and Projects for December:

Weather data (on-going)Soil AnalysisAdaptations of BirdsQuadrat Study mappingHair Analysis and biodiversityCase study: Control and management of White-tailed deerPond StudyWeather data (on-going)Evolution simulationDepletion of world’s fisheries

Field Trips and SpeakersTrip to American Museum of Natural History on BiodiversityTrip to behind the scenes at Bronx Zoo

Envirothon: Prepare for Soils, state bird, mammal, etc; study soil vocabulary, bird and nest identification; invasive species

Alternative Activities: View Video: E.O. Wilson, Saving Life on Earth Part 1 and 2

Student Workbook Pages: 10-13; 146; 152; 233-245Holt Active Reading Workbook: pages: 19-22; 47-52

January: Unit 6: Population Ecology, Human Population and Health and Toxicology--Chapter 6, 7, and 17, Friedland and Relyea

Senior Exit Project: Complete introduction, background research and references and turn in this portion of your paper for a gradeSign up to take the A.P. Exam at your home school

Topics: Midterm ExamPortfolio is gradedCarrying capacity for the earth in terms of human populationr select species, K-select species

Carrying capacity, die-offHuman population regulationToxins and their effectsCancer hot spotsTeratogens, mutagens, carcinogensRegulations of toxins in the environment and lawsDisease and disease epidemiology

Labs and Projects for January:Complete Internship interview by January 15Turn in Introduction and Literature review for Senior Exit ProjectWeather data (on-going)Population density and biomass calculationPopulation growth and carrying capacity of duckweedCemetery LabLD50 LabHuman Risk Analysis surveyWeather data (on-going)The habitable planet population simulationCapture and recapture population estimationPopulation mathTurn in Portfolio for gradeView movie: World in the Balance

Field Trips and SpeakersSpeaker on population control of invasive species,Field trip to Wolf Conservation Center

Envirothon: Current issue; summarize articles in references

Alternative Activities: Run Toxicology study from Cornell Environmental Investigation, View movie Erin Brockovich; World population trends; Toxic sites in your

neighborhood activity; View Movie: Your Health Depends on Where You Live; View movie: Blue Vinyl: The World’s First Toxic Comedy; View video: Factors Affecting Methylmercury Accumulation at the base of the food Chain

Student Workbook Pages: 87-105; 115; 199-202; 216-218Holt Active Reading Workbook: pages: 39-48; 103-106

February: Unit 7: Global Climate and Biomes; Global Change--Chapter 4 and 19, Freidland and Relyea

Senior Exit Project: Turn in typed methodology section and once approved, start data collection

Topics: Internship experienceTurn in Methodology and get Mrs. Ashley’s approval to begin study for Senior

Exit ProjectBiomes of the worldMajor Ocean currents Albedo

Ice and glacier meltingGreenhouse effectGlobal warming and effect on biodiversityHuman impacts on climate

Student Workbook Pages: 25-27; 41-45; 197; 219-230Holt Active Reading Workbook: pages: 29-34; 65-70

Unit 8: Energy, Nonrenewable and renewable--Chapter 12 and 13, Friedland and Relyea

Topics:Non-renewable energyAlternative energyAchieving Energy SustainabilityEconomics of alternative energies

Labs and Projects for FebruaryInternship experience beginsWeather data (on-going)Biome PresentationAlternative energy presentationCreating a sustainable living spaceFinding heat loss from our building using instrumentsIce core analysis and carbon dioxide levels data analysisAnalyze archived data on plant and animal migration related to climate changesScientific modelsCarbon dioxide emissions from fossil fuel burningPersonal Energy Use Audit

Field Trips and Speakers: New York Botanical Garden ConservatoryVisit to a green, sustainable structure

Envirothon: Prepare oral presentation; review wildlife; forestry

Alternative activities: Predicting hurricanes; Predicting sea level rise, See movie: Six degrees, View movie Who Killed the Electric Car; view movie

Alternative Energy' View movie: Chernobyl; View movie: E2 Energy; View movie: Gasland; View movie: The Poisoned Dream: The Love Canal Nightmare; View video: Ocean Carbon and Climate Change; View Movie: Fracking; View video: Potential Inundation Due to Rising Sea Levels in San Francisco Bay; view video Climate Change and Biodiversity Conservation; View video: Climate Impacts at the Base of the Food Web; See Podcast: Planning for the End of Oil; View Podcast: National Wildlife Federation on Climate

Student Workbook Pages: 160-185; 203-206; 213; 231Holt Active Reading Workbook: pages: 91-96

March: Unit 9: Pollution, Air and Waste-- Chapter 15 and 16, Friedland and RelyeaSenior Exit Project: Continue data collection, revise background research and

make corrections, apply for scholarships and competitions related to research

Topics: Air PollutionWaste Generation and Waste DisposalStratospheric Ozone depletionPhotochemical smogAcid depositionMajor air pollutants and the effectsThermal inversionPollution controlIndoor air pollutionSustainable Solutions to waste generation: reduce, reuse, recycle and

composting, cradle to cradleHazardous wastesLandfills, ocean dumping, Superfund sites, Brownfields, integrated waste

management, e-waste

Labs and Projects for MarchInternship experienceSenior Exit Project, begin collecting dataWeather data (on-going)Measuring particulate matter in indoor air pollutionAir pollution experimentLab on measure of individual waste generationAcid Rain experiment on algaeLung capacity testMapping of local superfund sitesLandfill decomposition labView: The Story of Stuff

Field Trips and SpeakersField trip to a landfill site or recycling center

Envirothon: Review aquatics and soil; practice oral presentation

Alternative activities: View movie: Trash, The Movie; Do Elevated carbon dioxide levels and plant growth; View video: Captain Charles Moore on Seas of Plastic; View

video: The Environmental Impact of Bottled Water; View podcast: Tough Truths About Plastic Pollution; View podcast: Trash Talk; View video: A River of Waste; View video: The Economics of Recycling

Student Workbook Pages: 192-196; 198

Holt Active Reading Workbook: pages: 59-62; 97-102

April: Unit 10: Economics and Laws, Sustainability- Chapter 20, Friedland and RelyeaSenior Exit Project: Continue data collection, revise background research and

methodology section to make corrections, apply for scholarships and competitions related to research

Topics: Environmental LawsEconomicsSustainable solutionsEnvironmental EthicsEnvironmental Justice

Labs and Projects for AprilEnvirothon CompetitionInternship experienceWeather data (on-going)

Field Trips and SpeakersField trip to Long Island Sound

Alternative activities: Visit Nuclear Power Plant; remediation project; Greening of businesses; View video: The Business Logic of Sustainability; View video: NASA

Urban Heat Islands; View video: Alex Steffen on Sustainable Future; View video: Cradle to Cradle Design by William McDonough; View video: Paul Raskin on Visions of a Sustainable World; View video: The Greening of the Ghetto

Holt Active Reading Workbook: pages: 107-112

Unit 11 Review for A.P. ExamTake on-line practice exams, correct test and studyUse results of A.P. practice exams to guide your studyStudy A.P. resources on Schoolwires Teacher WebpageDo practice tests from A.P. Test Prep BooksDo review packets and questions from Mrs. AshleyGo to College Board website and practice free response questions and do corrections

May: Take A.P. Exam, Monday, May 4, 2015, 8 amSenior Exit Project: Analyze results of study, complete write up of paper including:

title page, abstract, introduction, background research, methodology, results, discussion, conclusion, references. Complete PowerPoint and practice

presentation

Labs and Projects for MayInternship experienceComplete Senior Exit Project researchAnalyze data from research

Complete written research paper of background research, methodology, results, discussion, references

Prepare PowerPoint of studyPrepare and practice presentationWeather data (on-going)Complete portfolio

Field Trips and SpeakersPossible spring camping trip

June: Presentation of Research Project Turn in written paper and copy of PowerPoint for Senior Exit ProjectPresent Senior Exit Project to classTurn in completed portfolio for grading and bindingSubmit field journalClose down classroom for year and do inventory

Student signature __________________________________________ Date: ___________

Parent signature ___________________________________________ Date: ___________

Additional questions or comments: