15 January 2019 Science 8 Earth Cycles and Human Impact on the Environment

  1. Mindful moment.
  2. Preview today’s blogpost.
  3. Prepare DSN entry for today. (Anticipatory statements).
  4. DSN folders you need to have = Matter; Astronomy; Earth Cycles; Human Impact.
  5. DSN documents you need to have besides class entries: List of partners, projects, dates, reflections. List of new words and terms. Annotated reference list for this semester.
  6. Questions.
  7. Stories from the break.
  • * * * *

To help us with the Carbon Cycle and the key process of Photosynthesis:

  • Bring in any seeds you can find and we will plant them.
  • From uncooked/unprocessed ripe fruits and vegetables.
  • From plants growing in gardens, parks, wild. These could be from trees, weeds, any that you find.
  • Be sure to identify, photograph, describe the source.
  • * * * *

10 minutes as individuals:

Do not use the internet–only use your own mind and memory. Make a list of environmental issues you have heard about. Describe what you know about each issue. List the questions you have. In your list of issues, what concerns you the most? Why?

20 minutes in small groups:

Share your list of issues among the group. Compare. Make a list with the top ten from the group. List in order of interest and/or importance. Include what you (as a group) know or think you know. Include your questions. Be prepared to present your thoughts to the rest of the class.

20 minutes as whole class:

Summarize both the small group and large group discussions in your entry for the DSN in the Human Impact folder. Consider putting a copy of the entry in the Earth Cycle folder as well. (How are human caused environmental problems related to earth cycles?)

  • * * * *

Whole class list of issues

Period 5


Period 7


Period 8


In one of the classes, someone mentioned war. Just saw this article:

Saving snow leopards in a war zone:  Conflict and conservation became unlikely bedfellows in Afghanistan


20 minutes

Investigate these two environmental websites and sign-up for email updates from both:




Yale Environment 360



Search both websites for any articles related to environmental problems identified today–in your own mind, in your small group, and/or in the class / large group.

Create a document called References for Earth Cycles and Human Impact on the Environment.

Record the articles (1 from each site) and make an annotation for each.

A couple of other websites of interest (you can also subscribe):

Yale Climate Connections  <https://www.yaleclimateconnections.org/>

Because so much of the news about our environment is depressing and scary, this website offers some hope:  The New Climate–Uplifting stories for uncertain times  <https://thenewclimate.com/>

Annotation format:

  • Bibliographic information in MLA or APA citation style. Complete and consistent.
  • Description of resource (context, type, etc.);
  • Summary of main ideas and important details;
  • Assessment of quality, validity, reliability, point of view, etc.;
  • Your reaction–what it makes you think of, what questions you have, how you feel about the implications of the ideas, facts, argument.

* * * *

Next class:

Share annotations from Mongabay and Yale E360 articles.

  • * * * *

Read this recent news item from Science magazine:  How an ancient cataclysm may have jump-started life on Earth

What are the connections among our study of matter, astronomy, and earth cycles? What do you understand of the article? What are your questions?

Follow this method of reading a difficult text. This method focuses on what you DO Understand and not on what you do not understand. Even if you only follow a fraction of the meaning, your understanding will grow. By using your questions, you will direct your mind toward essential ideas. This method works for anyone. But you must read straight through and summarize. While this may seem time-consuming, it is very effective. Your reading and understanding will begin to grow. If you keep it up, the growth will even accelerate.

  1. Read two or three paragraphs at a time straight through. Do not stop to look up words.
  2. After reading the selected section of the article, write a summary without looking at the article. Write major questions that you have.
  3. Reread the section. Look up only words that you think are critical for understanding.
  4. Add to your summary.
  5. Continue with this process for the rest of the article.


We will discuss in the next class. Be sure you have your summaries, questions, and critical/essential new words. (Quiz?)



About rfrazier

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