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!!

Conservation II, week 4

Monday
Students will be able to reflect on the articles/news clips given.

• Finish last week's articles
• Design a non-coal burning power plant
• Design the electricity plant on an actual map
• Why did you choose this type of energy creation?

Senior Project, week 4

Monday
Students will be able to analyze examples of I-search papers. Students will be able to begin writing their introduction to their I-search papers.

• I-search part 1 analyzing
• I-search part 1 writing
• Topic Approval Form

Tuesday
Students will be able to begin writing their introduction to their I-search papers.

• begin writing your I-search papers.
• Topics to think about.
• What do you already know about this topic?
• What do you want/hope to learn?
• How did you narrow down your topic?
• Why did you choose this topic?
• Who will be your mentor? Why? How did you get your mentor?
• When you are done, print it off and hand it to your buddy for feedback. Again, if your buddy is not here, please hand it to someone else.

Wednesday
Students will be able to write and revise their introductions. 

• finish writing introductions/part 1
• revise with a partner (or 2)
• turn into Mrs. Rose

Thursday
Students will be able to write and revise their introductions. Students will be able to 

• finish writing introductions/part 1
• revise with a partner (or 2)
• Create a cover for your portfolio
• Start researching your question - create a list of sources
• Start working on the letter for your portfolio

Friday
Students will be able to

Conservation II, week 3

Michigan's Energy Future web page - Detroit Free Press

Click here for original image.

Monday - Electricity Shortfall projections
Students will be able to reflect on the articles/news clips given.

1. Audio clip 
2. Article 1
3. Article 2
4. Reflection questions
1. Summarize the point of view of each article:
2. Which article did you think provided the best information? Why?
3. How do these articles change your understanding of this concept?

Tuesday - Energy dependency

Students will be able to reflect on the articles/news clips given.

1. article (The other links at the bottom of the article provide lots of information as well.)
2. article
3. Video
4. Reflection questions
1. Summarize the point of view of each article:
2. Which article did you think provided the best information? Why?
3. How do these articles change your understanding of this concept?

Wednesday - What is fracking?
Students will be able to reflect on the articles/news clips given. Students will be able to define the term "fracking" and identify the risks/benefits.

1. Video (actually watch this one.)
2. Article
3. Reflection questions:
1. What advancements have been made in fracking technology?
2. If fracking has been occurring in Michigan for years, why is it now more of a concern?
3. What are some items to research/consider before signing a lease?
4. What are the pros of fracking?
5. What are the cons of fracking?
6. How are fracking "spills" cleaned up? What happens to the brine water after it is used? (Research these answers)

Click here for original image.

Other resources:

• Ban Michigan Fracking site
• (Check the Youtube. There is a wealth of good information.)

Thursday - Coal burning power plants

Students will be able to reflect on the articles/news clips given.

1. Audio clip
2. Article 1
3. article - coal ash spill
4. article - coal ash in Detroit
5. Reflection questions - 
1. Summarize the point of view of the articles.
2. What is coal ash?
3. How is it cleaned up? (This you will need to research.)

Friday- Natural Gas burning power plants

Students will be able to reflect on the articles/news clips given.

Senior Project, week 3

Monday
Students will be able to select a topic/question/project/mentor for the trimester.

• Meeting
• work on forms
• Find a mentor

Tuesday
Students will be able to select a topic/question/project/mentor for the trimester.

• Meeting
• work on forms
• Find a mentor

Wednesday
Students will be able to inform others on their topic/question/project/mentor for the trimester.

• Updates on papers

Thursday - Friday
Students will be able to analyze examples of I-search papers. Students will be able to begin writing their introduction to their I-search papers.

• You will be working with your "buddy." If you buddy is not here, join another. 
• Grab a packet of papers from Mr. Washington. 
• Write your names at the top of the packet.
• The packets have examples of part 1 of your I-search paper section. You are going to read through and write at least one thing you like and one thing you think could have been improved on the introduction. Write these answers in the margins of the papers.
• When you are ALL DONE, team up with another group. Write their names under yours on the packet. Discuss your ideas on the examples of introductions. 

• When you are ALL DONE with the above activity, begin writing your I-search papers.
• Topics to think about.
• What do you already know about this topic?
• What do you want/hope to learn?
• How did you narrow down your topic?
• Why did you choose this topic?
• Who will be your mentor? Why? How did you get your mentor?
• When you are done, print it off and hand it to your buddy for feedback. Again, if your buddy is not here, please hand it to someone else.

Senior Project, week 2

Senior Class stuff 


Monday - Friday
Students will be able to effectively search for data.

• Search Strategies, part 1
• Search Strategies, part 2
• Search Strategies, part 3
• Search Strategies, part 4