Senior Project, week 8

Monday - Wednesday
Students will be able to constructively criticize another students work. Students will be able to begin work on portfolios and presentations.

• peer editing
• Done?
• Create a cover for your portfolio
• Start your presentation
• Update your Letter to the Judges

Thursday
Students will be able to 

Friday
Students will be able to 

Conservation II, week 8

This week you should be implementing your approved clean up plan!

Read:

BEES!

Conservation II, week 7

Monday - Friday
Students will be able to design and implement a watershed clean-up project.

• Watershed clean up project
• Decide on your clean up area
• Why would it be beneficial to clean up this area?
• Read and summarize main points:
• Cigarette Butt Waste
• Flooding
• Reduce Watershed Cleanup
• Done?
• No Impact Man - continue reading

Senior Project, week 7

Monday
Students will be able to answer their central question using the source notes that they created. Students will be able to create a properly formatted MLA research paper, as well as a MLA formatted works cited page.

• Part 2 of I-search paper
• peer editing

Tuesday
Students will be able to answer their central question using the source notes that they created. Students will be able to create a properly formatted MLA research paper, as well as a MLA formatted works cited page.

• Part 2 of I-search paper
• peer editing
• Done?
• Create a cover for your portfolio
• Start your presentation
• Update your Letter to the Judges

Wednesday
Students will be able to answer their central question using the source notes that they created. Students will be able to create a properly formatted MLA research paper, as well as a MLA formatted works cited page.

• Part 2 of I-search paper
• peer editing
• Done?
• Create a cover for your portfolio
• Start your presentation
• Update your Letter to the Judges

Thursday
Students will be able to talk for at least 2 minutes about a topic of their choosing. 

Friday
Students will be able to 

Conservation II, week 6

Monday
Students will be able to reflect on carbon footprints and create ways in which to reduce theirs.

•  Is there such a thing as a lifestyle that makes no impact on the environment? How much impact is too much? How much personal obligation do we each have in reducing our individual carbon footprints? For great ideas on ways to leave a smaller carbon footprint, visit Carbon Shredders at www.carbonshredders.org. 
• read chapter 2 of No Impact Man

Tuesday

Students will be able to define the term watershed and determine what watershed that they live in.

• Answer:
• What is a watershed?
• How are watersheds determined?
• What watershed to you live in?
• Determine what watershed you live in. Find a topographic map, print it and mark your house on it. 

Senior Project, week 6

Monday
Students will be able to work in a group to complete the assigned task. Students will be able to answer their central question using the source notes that they created.

• Financial Literacy scholarship
• team building prep
• turn in source notes
• work on part 2 of paper

Tuesday
Students will be able to work in a group to complete the assigned task. Students will be able to answer their central question using the source notes that they created.

• 
  
• team building in auditorium
• work on part 2 of paper

Wednesday
Students will be able to answer their central question using the source notes that they created.

• work on part 2 of paper

Thursday
Students will be able to answer their central question using the source notes that they created.

• work on part 2 of paper

Friday
Students will be able to answer their central question using the source notes that they created.

• part 2 of paper peer edits

Conservation II, week 5

Students will be able to demonstrate their learning of energy sources by writing a letter to the Michigan state government regarding their opinion of what type of energy plant should be created and why.

• Letter to the government regarding a non-coal burning power plant
• No Impact Man

Senior Project, week 5

Monday
Students will be able to find one source to answer their central question. Students will be able to demonstrate this by creating a notes pages with the link to the source, correct MLA citation information and important facts/information from that page.

• find one source
• create a notes document (for all sources)
• for each source include:
• the link to the source
• the correct MLA citation information
• important notes, facts, or quotes from the article/book/person

Tuesday

Students will be able to find one source to answer their central question. Students will be able to demonstrate this by creating a notes pages with the link to the source, correct MLA citation information and important facts/information from that page.

• find one source
• create a notes document (for all sources)
• for each source include:
• the link to the source
• the correct MLA citation information
• important notes, facts, or quotes from the article/book/person

Wednesday

Students will be able to find one source to answer their central question. Students will be able to demonstrate this by creating a notes pages with the link to the source, correct MLA citation information and important facts/information from that page.

• find one source
• create a notes document (for all sources)
• for each source include:
• the link to the source
• the correct MLA citation information
• important notes, facts, or quotes from the article/book/person

Thursday

Students will be able to find one source to answer their central question. Students will be able to demonstrate this by creating a notes pages with the link to the source, correct MLA citation information and important facts/information from that page.

• Survey
• find one source
• create a notes document (for all sources)
• for each source include:
• the link to the source
• the correct MLA citation information
• important notes, facts, or quotes from the article/book/person

SPRING BREAK!!