Period 2-Earth Systems Assignments
- Instructor
- Jonathan Mcleod
- Term
- 2019-2020 School year
- Department
- Science
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Lesson 7 - What is climate change?
Learning Objectives
• Develop an understanding for the causes of climate change.
Activities
• Watch the Eyes of Nye video.
• Complete the video focus notes for “Global Climate Change”.
• Develop an understanding for the causes of climate change.
Activities
• Watch the Eyes of Nye video.
• Complete the video focus notes for “Global Climate Change”.
Due:
Lesson 8 – The Effects of Biome Distribution on Human Cultures
Learning Objectives
• Explain how changes to the geographic distribution of rainforest or desert biomes can influence humans and human communities, economies and cultures.
Activities
• In the Student Edition, read the article “Global Climate Change—The Green Sahara” on pages 10-11. (Click the link).
• Complete “Global Climate Change—The Green Sahara Discussion Questions”.
• Explain how changes to the geographic distribution of rainforest or desert biomes can influence humans and human communities, economies and cultures.
Activities
• In the Student Edition, read the article “Global Climate Change—The Green Sahara” on pages 10-11. (Click the link).
• Complete “Global Climate Change—The Green Sahara Discussion Questions”.
Due:
Lesson 9 – Science and Decision Making for California’s Deserts
Learning Objectives
• Describe the role of scientific knowledge on making policy and management decisions about human activity related to rainforest or desert ecosystems.
Activities
• In the Student Edition, read the article “Recoverability and Vulnerability of Desert Ecosystems” on pages 12-15. (Click the link).
• Complete “Recoverability and Vulnerability of Desert Ecosystems Discussion Questions”.
• Describe the role of scientific knowledge on making policy and management decisions about human activity related to rainforest or desert ecosystems.
Activities
• In the Student Edition, read the article “Recoverability and Vulnerability of Desert Ecosystems” on pages 12-15. (Click the link).
• Complete “Recoverability and Vulnerability of Desert Ecosystems Discussion Questions”.
Due:
Lesson 5 – Importance of Rainforests on Human Lives
Learning Objectives
• Explain the importance of rainforests to human lives and communities.
Activities
• In the Student Edition, read the article “Importance of Rainforests to Human Lives” on pages 6-7. (Click the link).
• Complete “Importance of Rainforests to Human Lives Discussion Questions”.
• Explain the importance of rainforests to human lives and communities.
Activities
• In the Student Edition, read the article “Importance of Rainforests to Human Lives” on pages 6-7. (Click the link).
• Complete “Importance of Rainforests to Human Lives Discussion Questions”.
Due:
Lesson 4 - What are climates?
Learning Objectives
• Develop an understanding for the variety of climate systems found around the world.
Activities
• Watch the Bill Nye the Science Guy video.
• Complete the video focus notes for “Bill Nye the Science Guy – Climates”.
• Develop an understanding for the variety of climate systems found around the world.
Activities
• Watch the Bill Nye the Science Guy video.
• Complete the video focus notes for “Bill Nye the Science Guy – Climates”.
Due:
Lesson 6 – Importance of Deserts on Human Lives
Learning Objectives
• Explain the importance of deserts to human lives and communities.
Activities
• In the Student Edition, read the article “Importance of Deserts to Human Lives” on pages 8-9. (Click the link).
• Complete “Importance of Deserts to Human Lives Discussion Questions”.
• Explain the importance of deserts to human lives and communities.
Activities
• In the Student Edition, read the article “Importance of Deserts to Human Lives” on pages 8-9. (Click the link).
• Complete “Importance of Deserts to Human Lives Discussion Questions”.
Due:
Lesson 1 - What are deserts?
Learning Objectives
• Develop an understanding of desert ecology and how plants and animals have adapted to survive there.
Activities
• Watch the Bill Nye the Science Guy video.
• Complete the video focus notes for “Bill Nye the Science Guy – Deserts”.
• Develop an understanding of desert ecology and how plants and animals have adapted to survive there.
Activities
• Watch the Bill Nye the Science Guy video.
• Complete the video focus notes for “Bill Nye the Science Guy – Deserts”.
Due:
Lesson 3- What are forests?
Learning Objectives
• Develop an understanding of forest ecology are and how plants and animals have adapted to survive there.
Activities
• Watch the Bill Nye the Science Guy video.
• Complete the video focus notes for “Bill Nye the Science Guy – Forests”.
• Develop an understanding of forest ecology are and how plants and animals have adapted to survive there.
Activities
• Watch the Bill Nye the Science Guy video.
• Complete the video focus notes for “Bill Nye the Science Guy – Forests”.
Due:
Lesson 2 - California’s Desert Blooms
Learning Objectives
• Provide examples of human practices that can influence the functioning or local distribution (presence) of desert ecosystems.
• Describe the role of scientific knowledge in making policy and management decisions about human activity related to desert ecosystems.
Activities
• Watch “California Desert Protection Bill passes in House and Senate”.
• In the Student Edition, read the article “The California Desert Protection Act— A National Success” on pages 2-5. (Click the link).
• Complete “The California Desert Protection Act Discussion Questions”.
• Provide examples of human practices that can influence the functioning or local distribution (presence) of desert ecosystems.
• Describe the role of scientific knowledge in making policy and management decisions about human activity related to desert ecosystems.
Activities
• Watch “California Desert Protection Bill passes in House and Senate”.
• In the Student Edition, read the article “The California Desert Protection Act— A National Success” on pages 2-5. (Click the link).
• Complete “The California Desert Protection Act Discussion Questions”.
Due:
Lesson 3 - Who’s in Charge of the Water?
Learning Objectives
• Describe the spectrum of considerations that are involved in decisions about California’s supplies of fresh water
Activities
• On “Taking Charge of the Bay-Delta Discussion Questions”, answer questions 1-3 for warm-up.
• Watch “What is the Bay Delta Conservation Plan?”.
• Watch “The Bay Delta Conservation Plan”.
• In the Student Edition, read the article “Taking Charge of the Bay-Delta” on pages 2-5. (Click the link).
• On “Taking Charge of the Bay-Delta Discussion questions”, answer questions 4-6.
• Describe the spectrum of considerations that are involved in decisions about California’s supplies of fresh water
Activities
• On “Taking Charge of the Bay-Delta Discussion Questions”, answer questions 1-3 for warm-up.
• Watch “What is the Bay Delta Conservation Plan?”.
• Watch “The Bay Delta Conservation Plan”.
• In the Student Edition, read the article “Taking Charge of the Bay-Delta” on pages 2-5. (Click the link).
• On “Taking Charge of the Bay-Delta Discussion questions”, answer questions 4-6.
Due:
Lesson 5- Supply and Demand for California’s Water
Learning Objectives
• Describe the methods used to collect, transport, and consume water in California.
Activities
• Watch “Saving the Bay - Moving California's Water Supply”.
• In the Student Edition, read about federal, state, and local water projects that distribute water throughout California on pages 8-13. (Click the link).
• Complete the “Moving Water Around California” Discussion Questions”.
• Describe the methods used to collect, transport, and consume water in California.
Activities
• Watch “Saving the Bay - Moving California's Water Supply”.
• In the Student Edition, read about federal, state, and local water projects that distribute water throughout California on pages 8-13. (Click the link).
• Complete the “Moving Water Around California” Discussion Questions”.
Due:
Lesson 6- Salt and Smelt—Feeling the Effects of California’s Thirst
Learning Objectives
• Provide examples of the direct and indirect effects of the growing human demand for water on the geographic extent, composition, biological diversity, and viability of natural systems.
Activities
• Watch “California's delta smelt are dying: How this affects the state's water”.
• Watch “The plight of the San Joaquin Valley, California”.
• In the Student Edition, read about the detrimental effect of water transfers on the ecosystem of the Bay-Delta and the simultaneous buildup of salt in soils that are irrigated by that water on pages 14-17. (Click the link).
• Complete the “Salt and Smelt” Discussion Questions”.
• Provide examples of the direct and indirect effects of the growing human demand for water on the geographic extent, composition, biological diversity, and viability of natural systems.
Activities
• Watch “California's delta smelt are dying: How this affects the state's water”.
• Watch “The plight of the San Joaquin Valley, California”.
• In the Student Edition, read about the detrimental effect of water transfers on the ecosystem of the Bay-Delta and the simultaneous buildup of salt in soils that are irrigated by that water on pages 14-17. (Click the link).
• Complete the “Salt and Smelt” Discussion Questions”.
Due:
Lesson 4 - Where we get our fresh water
Learning Objectives
• Learn where fresh water is found on Earth.
• Develop an understanding of how fresh water is consumed by nations.
Activities
• Watch the TED-Ed “Where we get our fresh water” video.
• Complete the Edpuzzle.
• Learn where fresh water is found on Earth.
• Develop an understanding of how fresh water is consumed by nations.
Activities
• Watch the TED-Ed “Where we get our fresh water” video.
• Complete the Edpuzzle.
Due:
Lesson 1 - What is the Hydrologic Cycle?
Learning Objectives
• Learn the processes that water goes through across the planet.
• Develop an understanding of why it is important to take care of our water resources.
Activities
• Watch the Bill Nye the Science Guy video.
• Complete the video focus notes for “Bill Nye the Science Guy – Water Cycle”.
• Learn the processes that water goes through across the planet.
• Develop an understanding of why it is important to take care of our water resources.
Activities
• Watch the Bill Nye the Science Guy video.
• Complete the video focus notes for “Bill Nye the Science Guy – Water Cycle”.
Due:
Lesson 2 – Household water use
Learning Objectives
• Examine the average water usage rate in a home.
• Explain ways to limit their own water usage.
Activities
• Complete “How Much Water Does a Household Use”.
• Examine the average water usage rate in a home.
• Explain ways to limit their own water usage.
Activities
• Complete “How Much Water Does a Household Use”.
Due:
Lesson - What are Ocean Currents?
Learning Objectives
• Describe the cause and effects of ocean currents.
Activities
• Watch the Bill Nye the Science Guy video.
• Complete the video focus notes for “Bill Nye the Science Guy – Ocean Currents”
• Describe the cause and effects of ocean currents.
Activities
• Watch the Bill Nye the Science Guy video.
• Complete the video focus notes for “Bill Nye the Science Guy – Ocean Currents”
Due:
Lesson - Marine Organism Distribution and Human Economies
Learning Objectives
• Explain how changes to the geographic distribution of marine organisms can influence coastal and marine ecosystems, and human communities and economies.
Activities
• Watch kelp forests, watch “Kelp Forests | JONATHAN BIRD'S BLUE WORLD”
• In the Student Edition, read the article “Plan Extends Kelp Harvest Ban” on pages 8-9. It illustrates how changes to the distribution of a species can influence ecosystems and human communities.
• Complete “Kelp Harvest Ban Discussion Questions”.
• Explain how changes to the geographic distribution of marine organisms can influence coastal and marine ecosystems, and human communities and economies.
Activities
• Watch kelp forests, watch “Kelp Forests | JONATHAN BIRD'S BLUE WORLD”
• In the Student Edition, read the article “Plan Extends Kelp Harvest Ban” on pages 8-9. It illustrates how changes to the distribution of a species can influence ecosystems and human communities.
• Complete “Kelp Harvest Ban Discussion Questions”.
Due:
Lesson - Rise and Fall of the California Sardine Industry
Learning Objectives
• Identify the properties of ocean water that can affect the geographic distribution of coastal and marine organisms.
• Explain the importance of coastal and marine organisms to human lives and communities.
Activities
• In the Student Edition, read the article “Packed Like a can of Sardines” on pages 2-5.
• On the “CA Sardine Industry Timeline”, build a timeline of events relating to the industry. Ensure:
1. The sequence is correct, starting in the 1800s and ending in present day.
2. The information presented in “Packed Like a Can of Sardines” is represented on the timeline.
3. The interactions with humans are represented through the presentation of historical facts.
• Identify the properties of ocean water that can affect the geographic distribution of coastal and marine organisms.
• Explain the importance of coastal and marine organisms to human lives and communities.
Activities
• In the Student Edition, read the article “Packed Like a can of Sardines” on pages 2-5.
• On the “CA Sardine Industry Timeline”, build a timeline of events relating to the industry. Ensure:
1. The sequence is correct, starting in the 1800s and ending in present day.
2. The information presented in “Packed Like a Can of Sardines” is represented on the timeline.
3. The interactions with humans are represented through the presentation of historical facts.
Due:
Lesson - Human Connections to Ocean Processes
Learning Objectives
• Provide examples of human practices that can locally influence the layered structure of the oceans or horizontal and vertical ocean currents.
Activities
• In the Student Edition, read the article “Case Studies: Santa Monica Breakwater and Huntington Harbor” on pages 6-7.
• Watch “Methods Used to Slow Down Coastal Erosion”.
• On “Case Studies: Santa Monica Breakwater and Huntington Harbor”, answer questions about the effects of jetties and breakwaters on the physical environment.
• Provide examples of human practices that can locally influence the layered structure of the oceans or horizontal and vertical ocean currents.
Activities
• In the Student Edition, read the article “Case Studies: Santa Monica Breakwater and Huntington Harbor” on pages 6-7.
• Watch “Methods Used to Slow Down Coastal Erosion”.
• On “Case Studies: Santa Monica Breakwater and Huntington Harbor”, answer questions about the effects of jetties and breakwaters on the physical environment.
Due:
Lesson - What is Oceanography?
Learning Objectives
• Describe the branch of Earth science which studies the ocean.
Activities
• Watch the Bill Nye the Science Guy
• Complete the video focus notes for “Bill Nye the Science Guy - Oceanography”
• Describe the branch of Earth science which studies the ocean.
Activities
• Watch the Bill Nye the Science Guy
• Complete the video focus notes for “Bill Nye the Science Guy - Oceanography”