5.5.1 Water Conservation 12/18 (1 AU)
These pictures document proof for water restoration. They include pictures of me preparing the tank for the trout, log book notes, the eggs, and the Trout Unlimited scientists introducing the trout eggs to the students. Students are logging data, learning the lifecycle and growing their vocabulary associated with the species. They are also learning about the trouts role and human involvement in stream restoration and what this has to do with an endangered species.
5.5.2 Energy Conservation 12/18 (1 AU)
The next unit in my class will be on energy conservation. I am still in the process of planning this unit. I will help kids see their foot print as well as our planets' footprint for conservation and learn about being green, global warming and the depletion of the ozone layer.
5.5.6 Responsible Transportation 12/18 (1 AU)
I am planning field trips for students, which will include walking as a form of transportation. For example, students will walk in the spring over to BCCC for an educational forum for middle school students.
As part of our water conservation project, students will make a walk field trip to Gwynn’s Falls Park, at the corner of N. Dukeland and Gwynn’s Falls to the creek located there. This will happen on May 5, 2019. Students will participate in a four station stop that educates students on: the waterways, water quality, trout habitat and invsasive plants.
Also, we will do the nature walk and a scavenger hunt in the fields behind ConneXions.
As part of our water conservation project, students will make a walk field trip to Gwynn’s Falls Park, at the corner of N. Dukeland and Gwynn’s Falls to the creek located there. This will happen on May 5, 2019. Students will participate in a four station stop that educates students on: the waterways, water quality, trout habitat and invsasive plants.
Also, we will do the nature walk and a scavenger hunt in the fields behind ConneXions.
5.5.7 Healthy School Environment 12/18 (1 AU)
I am educating students about habitats, food webs, food chains, and how these systems are impacted by human conservation. I'm educating about the importance of restoring students' environment. We will continue learning about habitats until Earth Day, when students will write Earth Day letters.
Students are also setting up a rain gauge to measure the precipitation in their environment.
Students are also setting up a rain gauge to measure the precipitation in their environment.
Also, on Monday, December 17th, a grassroots company under Pamela Fontaine will come to videotape our class as they deliver a lesson on conservation and recycling for our campus. They will also promote recycling and the media will be here.
5.5.1 Water Conservation 3/19 (1 AU)
These pictures document proof for water restoration. They include pictures of me preparing the tank for the trout, log book notes, the eggs, and the Trout Unlimited scientists introducing the trout eggs to the students. Students are logging data, learning the lifecycle and growing their vocabulary associated with the species. They have also learned about what factors influence water restoration so that trout can live healthily. They do weekly testing of pH, nitrates, nitrites, ammonia, KH etc to check for water quality and clarity. They are also learning about the trouts role and human involvement in stream restoration and what this has to do with an endangered species. All of this is documented in their lab notebooks.
We work on this annual project with Trout In the Classroom & Trout Unlimited. The organization Bioeyes also helps assist with environmental information. A field trip to release the trout which are now about 2 ¾ inches, is planned for May 21, 2019 in Stony Run Park. Students will participate in a four station stop that educates students on: the waterways, water quality, trout habitat and invasive plants. Fig below : Students learn about zebrafish, gather and examine samples, collect data by counting zebrafish eggs, and do egg sorting and cleaning.
We work on this annual project with Trout In the Classroom & Trout Unlimited. The organization Bioeyes also helps assist with environmental information. A field trip to release the trout which are now about 2 ¾ inches, is planned for May 21, 2019 in Stony Run Park. Students will participate in a four station stop that educates students on: the waterways, water quality, trout habitat and invasive plants. Fig below : Students learn about zebrafish, gather and examine samples, collect data by counting zebrafish eggs, and do egg sorting and cleaning.
5.5.2 Energy Conservation 3/19 (1 AU)
We have finished the unit on ecology which included energy conservation. Students have studied predation, habitats and how to protect them, wetlands, sustainability, the greenhouse effect etc. An onconvenient truth by Al Gore was reviewed to review global warming and an informal household survey of energy consumption was taken. Students made visuals to see their footprint as well as our planets' footprint for conservation and learn about being green, global warming and the depletion of the ozone layer. (Lesson Plans are included and tons of pictures)
Fig ___: Learning about habitats includes learning how animals get displaced from their homes by industrialization and where these animals fall in the energy chain with food webs and food chains - students are shown a birds nest on a person’s door, and
In the next picture Fig ___: A bunny running in a backyard after new homes are built.
Fig ___: Learning about habitats includes learning how animals get displaced from their homes by industrialization and where these animals fall in the energy chain with food webs and food chains - students are shown a birds nest on a person’s door, and
In the next picture Fig ___: A bunny running in a backyard after new homes are built.
5.5.6 Responsible Transportation 3/19 (1 AU)
I am planning two walking field trips for students, and the school usually has one.
3. Also, we will do the nature walk and a scavenger hunt in the fields behind ConneXions. They will make a art design and poetry from their notes and findings.
- In the spring, students will walk in the spring over to BCCC for an educational forum for middle school students.
3. Also, we will do the nature walk and a scavenger hunt in the fields behind ConneXions. They will make a art design and poetry from their notes and findings.
5.5.7 Healthy School Environment 3/19 (1 AU)
5.5.1 Water Conservation 5/19 (1 AU)
WATER CONSERVATION:
Our pictures tell the story of the embryological development of the rainbow trout. It is an indoor, longterm, 6-month experiment of preparing the tank for the trout, log book notes, the egg development, and mentoring by Trout Unlimited scientists as I introduced care of the trout eggs to the students. Students are logged data, learned the lifecycle and gree their vocabulary associated with the species. They learned about factors influencing water restoration so that trout could live healthily. They do weekly testing of pH, nitrates, nitrites, ammonia, KH etc check for water quality and clarity. They are also learned about the trout’s role in the environment and human involvement in stream restoration and what this has to do with an endangered species. This discussion also required elaboration and definition of the various levels of endangerment. All of this is documented in their lab notebooks. We worked on this annual project with Trout In the Classroom & Trout Unlimited. Bioeyes also assisted with environmental information. A field trip to release the trout which are now about 2 ¾ inches, is planned for May 21, 2019 in Leakin Park. Students will participate in a four station stop that educates students on: the waterways, water quality, trout habitat and invasive plants. Fig below : Students learn about zebrafish, gather and examine samples, collect data by counting zebrafish eggs, and do egg sorting and cleaning.
Our pictures tell the story of the embryological development of the rainbow trout. It is an indoor, longterm, 6-month experiment of preparing the tank for the trout, log book notes, the egg development, and mentoring by Trout Unlimited scientists as I introduced care of the trout eggs to the students. Students are logged data, learned the lifecycle and gree their vocabulary associated with the species. They learned about factors influencing water restoration so that trout could live healthily. They do weekly testing of pH, nitrates, nitrites, ammonia, KH etc check for water quality and clarity. They are also learned about the trout’s role in the environment and human involvement in stream restoration and what this has to do with an endangered species. This discussion also required elaboration and definition of the various levels of endangerment. All of this is documented in their lab notebooks. We worked on this annual project with Trout In the Classroom & Trout Unlimited. Bioeyes also assisted with environmental information. A field trip to release the trout which are now about 2 ¾ inches, is planned for May 21, 2019 in Leakin Park. Students will participate in a four station stop that educates students on: the waterways, water quality, trout habitat and invasive plants. Fig below : Students learn about zebrafish, gather and examine samples, collect data by counting zebrafish eggs, and do egg sorting and cleaning.
5.5.2 Energy Conservation 5/19 (1 AU)
Now that our study of ecology is complete, students understand about energy conservation. Students have studied predation, habitats and how to protect them, wetlands, sustainability, the greenhouse effect etc. An Inconvenient truth by Al Gore was reviewed to review global warming and an informal household survey of energy consumption was taken. Students made visuals to see their footprint as well as our planets' footprint for conservation and learn about being green, global warming and the depletion of the ozone layer.
Students participated in tree planting on the school grounds to provide shade for the school, formed a weekly patrol to monitor classrooms, offices and check that lights and electronic use was limited, as well as ac units off. Power strips were installed when necessary for conservation, and students did an energy audit of their home consumption. Students also made an assessment of their personal consumption and its relationship to lifestyle and how many earths they are consuming in their footprint, and made posters or flyers to remind staff and students to conserve energy.
Students participated in tree planting on the school grounds to provide shade for the school, formed a weekly patrol to monitor classrooms, offices and check that lights and electronic use was limited, as well as ac units off. Power strips were installed when necessary for conservation, and students did an energy audit of their home consumption. Students also made an assessment of their personal consumption and its relationship to lifestyle and how many earths they are consuming in their footprint, and made posters or flyers to remind staff and students to conserve energy.
5.5.6 Responsible Transportation 5/19 (1 AU)
WALKING FIELD TRIPS:
1. On the school calendar an annual educational forum date is scheduled for end of May; students will get to BCCC by walking over to the college.
2. To promote responsible transportation, students participated in a 2-Day Ecology Walking field trip on May 6 & 7, with a Catch & Release as a focal point of the trip. The goal was to get students to apply some of their study of ecology (particularly terms like HABITAT, NICHE, SUSTAINABLE, ENVIRONMENT etc.) This walking field trip to Hanlon Park to Gwynns Falls, at the corner of N. Dukeland and Gwynn’s Falls Parkway, involved walking the students 0.4 miles to the creek and park located in their own community. Students noted observations and logged data and calculations for survivability of organisms and human impact.
3. Students took a nature walk in the fields behind ConneXions. On their scavenger hunt, they were to find three local plants with stems and leaves/flowers. These features were identified and described during from the plant life they find for starting genetics, and to make art design and poetry from their notes and findings.
RESPONSIBLE TRANSPORTATION:
4. Students also created informational trifold flyers to advocate how their school community can improve transportation in alternative ways to reduce carbon emissions from cars.
1. On the school calendar an annual educational forum date is scheduled for end of May; students will get to BCCC by walking over to the college.
2. To promote responsible transportation, students participated in a 2-Day Ecology Walking field trip on May 6 & 7, with a Catch & Release as a focal point of the trip. The goal was to get students to apply some of their study of ecology (particularly terms like HABITAT, NICHE, SUSTAINABLE, ENVIRONMENT etc.) This walking field trip to Hanlon Park to Gwynns Falls, at the corner of N. Dukeland and Gwynn’s Falls Parkway, involved walking the students 0.4 miles to the creek and park located in their own community. Students noted observations and logged data and calculations for survivability of organisms and human impact.
3. Students took a nature walk in the fields behind ConneXions. On their scavenger hunt, they were to find three local plants with stems and leaves/flowers. These features were identified and described during from the plant life they find for starting genetics, and to make art design and poetry from their notes and findings.
RESPONSIBLE TRANSPORTATION:
4. Students also created informational trifold flyers to advocate how their school community can improve transportation in alternative ways to reduce carbon emissions from cars.
5.5.7 Healthy School Environment 5/19 (1 AU)
Students were able to learn about the different macromolecules in food, and healthy eating choices. With this information, they made a song, rap or skit to encourage better choices in how they ate. They also cared for a few indoor plants.