Monday, 25 November 2013

Reading and Summarizing

Content: Students will
Carbon Cycle
  • Describe the carbon cycle; the movement of a carbon atom from the atmosphere through a plant, animal, and decomposer, and back into the atmosphere.
    • cycle
    • states of matter
  • Compare the rate at which CO2 is put into the atmosphere to the rate at which it is removed through the carbon cycle.
  • Analyze data relating to the concentration of atmospheric CO2 over the past 100 years, and describe international efforts to protect the atmosphere.
  • Describe events and the effect they may have on climate (deforestation, glacial melting, and an increase in greenhouse gases).
  • Describe the benefits of Earth’s resources, air and trees.
  • Identify ways that humans affect the atmosphere and the oceans and their limited capacity to absorb wastes and recycle materials naturally.
Skills:
  • Students will summarize information from texts.
  • Students will cite works and use in-text citation.




Mr.Pro talked about the smog form. Here are the forms. We used some of these answers on the Smog Class Outline.





Then we watched Brainpop videos on air pollution and ozone.




Mr.Pro showed us the outline to use for the essay we are writing in class on Tuesday.




Then we picked books with a partner and answered the questions that are in the book on the document. You aren't supposed to answer the same questions as your partner. You are supposed to answer one question each. We used skills like summarizing information from texts to answer the question. We also cited works and used in-text citations when answering our questions.
Here is an example:


Name
Question(s)
Respond in 1-2 sentences with in-text citation.  
Write one further question that relates to your response.
Works Cited
Click here for a reminder on how to do a works cited using the book feature in easybib.com.
Lucas T
Describe how climate change affects polar bears.
Polar bears can be affected by weather change by making the ice melt, and that may leave the bear without eating for months.(Woodward)
What can we do to help the bears?
Woodward, John. "Plight of the Polar Bear." Climate Change. N.p.: n.p., n.d. N. pag. Print.

Mr.Pro showed us one of the books which had a picture of the Amazon. He also explained that because there is deforestation in the Amazon and it is an important source for us, people don't tend to think of other countries being as bad as Brazil for this.





For the last part of class, we watched a video that has to do with global warming.




Remember that on Tuesday you will get two textbooks that you can use to write your essay.

For your in-class essay:
  1. Know what topic you will write on.
  2. Memorized your outline.  
  3. Remember to use:
    1. transitions
  4. Review how to do in-text citation.
  5. Check out the readings from the textbook.

Remember it will be hand-written! Get mentally prepared!

We Are Not Only Harming Our World, We Are Also Harming Ourselves! November 25th


Agenda:
We looked over the results of survey about smog
Here are two accurate answers from students in our block;


The second task was to watch a brainpop video about the thinning of the ozone layer.
It answered a few the questions we are supposed to answer in our essays;

What is causing the problem?
Answer: The release of CFCs, used in refrigerators and other household things, take a few years to get up to the part where the ozone is, the stratosphere. Once the CFC's reach the stratosphere, the radiations from the sun triggers a series of reactions that causes ozone to break down.  

What are people doing to solve the problem?
Answer: Many nations came to an agreement that they will control the use of CFCs.


The third task was to create a class essay outline.
The main step, was step number seven.
There were a few colored  leaves per book. We had to access a document called Atmospheric Problems Block 1. This is the key to what each leaf meant.
Here's an example of each colored leaf;


(Orange = Smog.) An example of a question for smog was; Describe the forming of smog.
(Brown = Thinning of the ozone layer.) An example of a question for the thinning of the Ozone layer was; Describe how the ozone hole formed.






(Yellow = Air pollution.) An example of a question for air pollution was; Describe how air pollution is being reduced.

(Red = Global climate change.) Lastly, an example of a question for a global climate change question was; Summarize CO2 level over the last 650,000 years. Describe current CO2 level.

A box would have our names written on it, and that was were we would have to write the answer to these following steps;


After reading the question and writing it down next to the box that said our name, we had to answer the question by reading the page in which the leaf was pinned on. After reading and answering the question in a 1 to 2 sentences answer, we had to go to easybib to cite the book we had read. 

And here are two examples of what it should look like in the end; 










Scribe Post.

To start the class we learned about Air Pollution.
Specific problems of Air Pollution is: 1. Global Climate Change 2. Smog = Smoke + Fog 3. Thinning of the ozone layer. After, he showed us our next project which will be an essay. We will only have one hour to do the essay which is going to give a lot of pressure with everyone. This is how each paragraph should look like.
 Paragraph 1: Introduction Introduces the problem
 Paragraph 2 ______ the causes of the problem and the science involved.
 Paragraph 3 _______ what people are doing to solve the problem.
 Paragraph 4 _______ how nature acts to solve the problem.
 Paragraph 5: Conclusion ________ the main ideas. _________ other ways to solve the problem in the future. If you want to know more information about this project that we are doing, here is the link to the blog. Here. After, he explained more about the project and what he expects. These are the following questions that will guide you with your essay. The following questions will guide your essay: Introduction: What’s the problem? Body: What is causing the problem? What are people doing to solve the problem? How is nature acting to solve the problem? Conclusion: What are other ways to solve the problem in the future? Then we watched a video, and while we were watching the video, we had to answer these question. How does burning fossil fuels in factories, power plants, cars, and in our homes affect the atmosphere? What damage can air pollution do you to your lungs? Define Smog Describe a problem caused by acid rain. What causes pollution? If you want to see the answer key, or learn about this. Click here. After watching the video, we learned that everything we do pollutes the air. We answered and checked the questions that we had to answer.
Then we watched another video about global warming. We learnt why it was bad. For example, the ice is melting and the penguins won't have places to go. One thing that interested me about what he said was, that canadians are very excited for global warming because it is cold there and it will soon be warmer. Also, people are starting to ride bikes and trying not to pollute the air so much. Soon after, he showed us a picture of Global Forest Covers. If you want to see the image that he showed us. Click here We learned that we are losing more forests than getting. Also, in Brazil, it is the densest forest in the world. The last thing we was to open the document What atmospheric problems have we created. We also had to open a form, and answer the questions.

Smog / Global Climate Change / Thinning of the ozone layer

Nov 22nd and Nov 25th - Lesson 13 - What atmospheric problems have we created?
  1. Use Smog Student Outlines to create Smog Class Outline
  2. TaskVideo - Brainpop on ozone
  3. Class Outline of Thinning of the Ozone Layer
  4. Atmospheric Questions from Tests - How can we find and summarize ideas from texts? Block 8 Block 6
  5. How the Earth Made Us - Human Planet (31:30 - 39:00, 48:50 - 52:40)
  6. Essay Writing Tips (at the bottom of the document)
  7. In-class Essay - Sources (to be projected during the in-class essay)
Content: Students will
  1. Carbon Cycle
    • Describe the carbon cycle; the movement of a carbon atom from the atmosphere through a plant, animal, and decomposer, and back into the atmosphere.
      • cycle
      • states of matter
    • Compare the rate at which CO2 is put into the atmosphere to the rate at which it is removed through the carbon cycle.
    • Analyze data relating to the concentration of atmospheric CO2 over the past 100 years, and describe international efforts to protect the atmosphere.
    • Describe events and the effect they may have on climate (deforestation, glacial melting, and an increase in greenhouse gases).
    • Describe the benefits of Earth’s resources, air and trees.
    • Identify ways that humans affect the atmosphere and the oceans and their limited capacity to absorb wastes and recycle materials naturally.
    Skills:
    • Students will summarize information from texts.
    • Students will cite works and use in-text citation.

      ------------------------------------------------------------------------------------------


      We watched a video on the thinning of the ozone layer, which helped us understand more about why it is thinning and how. The questions below are some questions we answered while watching.



      • What’s the problem? The ozone is thinning because of chemicals and the pollution that we are making in the air. The sun light will get through the layer more stronger if the ozone layer is not there. Which can cause very dangerous UV rays, and it will be easier to get skin cancer or severe sun burns.

      • What is causing the problem? We are causing the thinning to happen by using chemicals in the air that is causing the layer to thin. Pollution is also another way that the ozone layer will thin.

      • What are people doing to solve the problem? We are using less electricity and trying to reduce the amount of pollution in the air. Some chemicals are not being made in factories anymore because some of the are also dangerously thinning the ozone layer

      • How is nature acting to solve the problem? The wind can blow the smog away if it is strong enough. Also photosynthesis from trees remove certain gases like CO2 and many others.

        -----------------------------------------------------------------------------------

        Task:
        1. Choose a book (maybe with a partner).
        2. Choose a question from the book you have.  The answer is near the question.  Each person must do at least one question.  
        3. You may work together to find the answers.  
        4. Respond to the question on this document.
        5. Include at least one fact with one in-text citation.  
        6. The question are of three types:
          1. The red leaves have questions related to global climate change.
          2. The brown leaves have questions about the thinning of the ozone layer.
          3. The orange leaves are questions about smog.
          4. The yellow leaves are general air pollution questions.

        To find the answers to the questions use the following techniques:
        1. Read the question carefully.  Ensure you understand all the words in the question by using a dictionary or clarifying the questions with your partner.
        2. Scan the question for the subject.  Scan the pages to find sections that match the subject.  Read those sections.




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          At the end of class we watched a video on how Smog and Global Climate changes effects the world. It also explained more about the ozone layer thinning and then effects it will do to us and the animals.

Friday, 22 November 2013

Air Pollution and Global Warming

At the beginning of class we talked about last class






We talked about the experiment that we did, and we also talked about other safety things that we could do to avoid being hurt when things such as the glass exploding happens.













Next we where discussing about what we are going to do in class and that we are going to start discussing how do we affect the Atmosphere. Also, Mr. Pro explained to us that we where going to have to do an essay and he explained to us how we should do it, and how we are going to be graded on that.
Grading Details



We later answered questions based on the brainpop video on air pollution

  1. How does burning fossil fuels in factories, power plants, cars, and in our homes affect the atmosphere?
It releases harmful chemicals, soot and dust into the atmosphere that can make us sick.  
  1. What damage can air pollution do you to your lungs?
It will stick to your lungs.  It can also contribute to formation of cancer and asthma.
  1. Define smog.
It’s a mixture of smoke and fog that forms over cities.
  1. Describe why ozone is not good on the surface, but good in the stratosphere.
It reacts with other molecules forming very harmful chemicals.  But in the stratosphere, it protects us from UV radiation.  
  1. Describe a problem caused by acid rain.
It can kill animals, especially ones with permeable skin (like frogs).  
  1. What causes pollution?
Burning fossil fuels, forest

We also answered some more questions on what atmospheric problems have we created


What’s the problem?
  • The climate Earth is becoming on average warmer.
  • ice caps which are melting which will cause sea levels to rise and flooding of coastal cities
  • more frequent strong storms are happening
What is causing the problem?
  • increase in CO2 emissions from burning fossil fuels is causing the enhanced greenhouse effect
What are people doing to solve the problem?
  • alternative energy sources are being used in a few place instead of fossil fuels
  • planting trees
  • using less resources: electricity, gasoline and other fossil fuels
How is nature acting to solve the problem?
  • There are natural mechanisms such as forests and algae taking up CO2 that reduce CO2 concentrations.

We watched two videos on global warming




We discussed that if this global warming continues more than half of the big cities will eventually be underwater.











We had to answer the Task Form on city smog and answer the following questions

    Explain the problem.

    Explain the causes of the problem.

    Explain what people are doing to solve the problem.

    Explain what nature is doing to solve the problem.

    Discuss a future solution that may be used in the future to solve the problem.




No Plagiarism!


Nov 22nd and Nov 25th - Lesson 13 - What atmospheric problems have we created?
Content: Students will
Carbon Cycle
  • Describe the carbon cycle; the movement of a carbon atom from the atmosphere through a plant, animal, and decomposer, and back into the atmosphere.
    • cycle
    • states of matter
  • Compare the rate at which CO2 is put into the atmosphere to the rate at which it is removed through the carbon cycle.
  • Analyze data relating to the concentration of atmospheric CO2 over the past 100 years, and describe international efforts to protect the atmosphere.
  • Describe events and the effect they may have on climate (deforestation, glacial melting, and an increase in greenhouse gases).
  • Describe the benefits of Earth’s resources, air and trees.
  • Identify ways that humans affect the atmosphere and the oceans and their limited capacity to absorb wastes and recycle materials naturally.
Skills:
  • Students will summarize information from texts.
  • Students will cite works and use in-text citation.


Today in class, Mr. Pro and the class were making outlines.



In this class, our classmates learned an important skill. The skill they learned is how to make an outline. To make an outline you need to explain with lots of details. For example, if you are writing an outline about smog, you need to describe the following:

1) The problems it causes

2) What causes these problems to happen

3) What people are doing to solve this problem

4) What nature is doing to solve this problem

5) What is a solution for this problem for the future?

We also saw a Brainpop video about the Ozone Layer in class. After the video, Mr. Pro said that we had to answer three questions. Try to answer them without looking at the answers.

What is causing the problem?




CFCs are thinning the Ozone layer

What are people doing to solve the problem?

Countries agreed to make less CFCs

How is nature acting to solve the problem?

Its "regenerating" itself

For the rest of the class, we answered questions using in-text citation.

The in-text citation was another skill we developed because if you learn this skill , it will help you give credit to others when you get information from a site, book, etc. 

(Click on the photo to zoom-in)



So to summarize, we did pretty good this class.

We learned two important skills that I reported on this post:


  • In-text citation
  • Making an Outline

Here is a video of how to make an in-text citation
How to use Easybib