Week 12
What human activities overlap with group behaviors that support the population of your SSC?
For example: if humans plant more riparian plants in the habitat of Sacramento Perch, the male Perch might be better able to defend their nest from predators, so more eggs can hatch and the population will increase. For your presentation, you'll need to ask this as a solid (specific, substantiated) question. Such as "If humans increase the number of riparian plants in the habitat of Sacramento Perch by 10%, will the number of eggs that hatch each year increase by 10%?"
2 solid questions are required as well as the necessary context for each.
Template
What human activities overlap with group behaviors that support the population of your SSC?
For example: if humans plant more riparian plants in the habitat of Sacramento Perch, the male Perch might be better able to defend their nest from predators, so more eggs can hatch and the population will increase. For your presentation, you'll need to ask this as a solid (specific, substantiated) question. Such as "If humans increase the number of riparian plants in the habitat of Sacramento Perch by 10%, will the number of eggs that hatch each year increase by 10%?"
2 solid questions are required as well as the necessary context for each.
Template
Week 11
This week we're building a single argument about your species' ecosystem one piece at a time.
Monday: Is your ecosystem stable or shifting? Research your species' habitat together and gather evidence for a claim.
Tuesday: What interaction is driving the shift or holding the system stable? We'll trace a mechanism through the wolf reintroduction example and apply the same logic to our own ecosystems.
Check your understanding: 1. Draw and label a graph showing the relative populations of species in your habitat over time. 2.Write 1-2 sentences describing the mechanism of stability or shifting in your habitat.
Wednesday: Given that mechanism, what happens to carbon availability in your ecosystem? Map carbon as it is exchanged between the 4 biospheres in your habitat. Imbalance or balance is evidence for shifting or stable conditions overall.
Thursday: What evidence supports your prediction? Find and evaluate real or proxy data. TEMPLATE SLIDES
Friday: Can you put it all together? Claim, mechanism, prediction, evidence. Presented in one slide, from memory. 1 notecard allowed
This week we're building a single argument about your species' ecosystem one piece at a time.
Monday: Is your ecosystem stable or shifting? Research your species' habitat together and gather evidence for a claim.
Tuesday: What interaction is driving the shift or holding the system stable? We'll trace a mechanism through the wolf reintroduction example and apply the same logic to our own ecosystems.
Check your understanding: 1. Draw and label a graph showing the relative populations of species in your habitat over time. 2.Write 1-2 sentences describing the mechanism of stability or shifting in your habitat.
Wednesday: Given that mechanism, what happens to carbon availability in your ecosystem? Map carbon as it is exchanged between the 4 biospheres in your habitat. Imbalance or balance is evidence for shifting or stable conditions overall.
Thursday: What evidence supports your prediction? Find and evaluate real or proxy data. TEMPLATE SLIDES
Friday: Can you put it all together? Claim, mechanism, prediction, evidence. Presented in one slide, from memory. 1 notecard allowed
Week 10
Presentation: TEMPLATE HERE
- Use images primarily. One or two words for clarification are acceptable, but the slides should be a visual support for what you are saying.
- One notecard or 1/4 page notes only.
Presentation: TEMPLATE HERE
- Use images primarily. One or two words for clarification are acceptable, but the slides should be a visual support for what you are saying.
- One notecard or 1/4 page notes only.
- Notebook questions: For each of three questions below, write complete sentences answering the question and identifying at least one genuine knowledge gap you still have.
- Block print restart: You are working through the correct reduction sequence. Foundation layer (lightest color, full uncarved block) printed Wednesday, second layer carved and ready to print by Thursday or Friday.
- Friday presentation: Two to three minutes, one slide, notecard only. You make a prediction about your species' habitat and defend it with a mechanism and evidence. The prediction connects to aerobic or anaerobic respiration and matter or energy cycling. The presentation template will be sent out Thursday
Week 9
This Week's Tasks
1. Review your SSC research. Make sure you have a data source (graph, survey, map, or report) that shows a trend in your species' population or habitat. You will need this for your presentation.
2. Draft your M1 prediction. Write 2-3 sentences describing how your SSC's carrying capacity will change, and what limiting factor trend is driving that change. Cite your evidence.
3. Draft your M2 prediction. Write 2-3 sentences predicting a future trend in your SSC's population or in the biodiversity of its ecosystem. Reference a graph, data set, or documented trend to ground your prediction.
4. Build your presentation slide. Use the class template. Your slide must include: your species name and photo, your M1 prediction with evidence, and your M2 prediction with evidence.
Presentation Template Here
Due date: Monday, March 9 (first day of Week 10)
Time limit: 2 to 3 minutes
Format: One slide using the class template.
Notes: Notecard or quarter-page only (Level 3 rule).
Your slide must include: species name and photo, your M1 carrying capacity prediction with evidence, your M2 population or biodiversity prediction with evidence, and at least one data source cited.
Reminders
- Your M1 and M2 predictions should use the word "will" or "is expected to" and be followed by evidence. If your prediction is not grounded in data, it is a Level 2 response.
- If you are not sure which limiting factor matters most for your SSC, check your research notes from Cycle 2 before drafting your prediction.
Use AI to tune your argument for Week 8's presentation:
Choose a prompt below and paste it into your favorite AI service. Then write out the argument that you have constructed for this week's presentation and let it help you tune the argument.
Option A — Structured Interview Style
You are a logic coach helping me prepare a science presentation. Do not give me any recommendations or tell me what to say. Only ask me questions — one or two at a time — to help me think through my own argument more carefully. My presentation has three parts that must connect into one logical chain: 1. A human activity and its specific mechanism of environmental impact 2. How that environmental impact interrupts a specific group behavior of my species of special concern (a behavior that helps stabilize the population) 3. How losing or disrupting that group behavior affects the population Start by asking me to describe Part 1. After I respond, ask follow-up questions until the mechanism is specific and clear. Then move on to Part 2, then Part 3. For each part, push me to be more specific if I'm vague. Never suggest answers. When all three parts are clear, ask me to explain how they connect.
Option B — Free-Flowing Socratic Style
You are a logic coach helping me pressure-test a science argument. Do not give me any recommendations, correct my content, or suggest answers. Only ask me questions — one or two at a time — to help me find gaps and make my argument more specific and defensible. I'm going to describe my argument. It should cover: (1) a human activity and the specific mechanism by which it harms the environment, (2) how that environmental harm interrupts a specific group behavior in my species of special concern that normally stabilizes the population, and (3) how losing that behavior impacts the population's survival or reproduction. After I describe my argument, start asking questions about whichever part seems least specific or least clearly connected to the others. Keep going until I've made every link in the chain specific and logical.
Choose a prompt below and paste it into your favorite AI service. Then write out the argument that you have constructed for this week's presentation and let it help you tune the argument.
Option A — Structured Interview Style
You are a logic coach helping me prepare a science presentation. Do not give me any recommendations or tell me what to say. Only ask me questions — one or two at a time — to help me think through my own argument more carefully. My presentation has three parts that must connect into one logical chain: 1. A human activity and its specific mechanism of environmental impact 2. How that environmental impact interrupts a specific group behavior of my species of special concern (a behavior that helps stabilize the population) 3. How losing or disrupting that group behavior affects the population Start by asking me to describe Part 1. After I respond, ask follow-up questions until the mechanism is specific and clear. Then move on to Part 2, then Part 3. For each part, push me to be more specific if I'm vague. Never suggest answers. When all three parts are clear, ask me to explain how they connect.
Option B — Free-Flowing Socratic Style
You are a logic coach helping me pressure-test a science argument. Do not give me any recommendations, correct my content, or suggest answers. Only ask me questions — one or two at a time — to help me find gaps and make my argument more specific and defensible. I'm going to describe my argument. It should cover: (1) a human activity and the specific mechanism by which it harms the environment, (2) how that environmental harm interrupts a specific group behavior in my species of special concern that normally stabilizes the population, and (3) how losing that behavior impacts the population's survival or reproduction. After I describe my argument, start asking questions about whichever part seems least specific or least clearly connected to the others. Keep going until I've made every link in the chain specific and logical.
Week 8 Slides
Tasks
Presentation
Apply Milestone 7 & 8 concepts to your species of special concern, include the following:
M7 (Required)
Identify one human activity that impacts your SSC. Explain how it causes harm (the mechanism) and how serious that harm is — does it affect reproduction, survival, or habitat? Is the impact local or range-wide?
M7 Option A
Identify a second human impact. Explain its mechanism and significance, then compare: which impact is more serious, and why?
M7 Option B
Find a real conservation strategy for your SSC or its habitat. Explain how it addresses the root cause of the impact, not just the symptom.
M8 (Required)
Identify one group or reproductive behavior in your SSC. Explain what function it serves and how important it is — what would happen to the population if this behavior were disrupted?
M8 Option A
Identify a second behavior. Compare its importance to the first: which matters more to population survival, and why?
M8 Option B
Explain how a human impact from M7 threatens or disrupts this behavior, and what happens to survival or reproduction as a result.
Block Print
Include your best completed print as an image in your presentation. It will also hang in the classroom display.
Guiding Questions:
Cycle 2: Due Feb 27
8 points - Milestones
Count your 2’s on powerschool
2 points - Complete block print of SSC
Print of SSC, 2+ colors - 1 point
Includes related organism - 1 point
4 points - Above and Beyond
AM Choice 1 - Evenly distributed Layers
AM Choice 2 - “No leftovers”
PM Choice 1 - Using three colors of ink
PM Choice 2 - Well defined details, feathers are feathers, hair is hair. Can identify the animal easily.
Grade ______ / 12
Tasks
- Prepare to present on Thursday. Complete the M7 and M8 required tasks below, then choose one option for each to go deeper. This should be an updated draft of your slides from week 4
- Your updated block print should be complete by Friday (see Cycle 2 deadline below)
Presentation
Apply Milestone 7 & 8 concepts to your species of special concern, include the following:
M7 (Required)
Identify one human activity that impacts your SSC. Explain how it causes harm (the mechanism) and how serious that harm is — does it affect reproduction, survival, or habitat? Is the impact local or range-wide?
M7 Option A
Identify a second human impact. Explain its mechanism and significance, then compare: which impact is more serious, and why?
M7 Option B
Find a real conservation strategy for your SSC or its habitat. Explain how it addresses the root cause of the impact, not just the symptom.
M8 (Required)
Identify one group or reproductive behavior in your SSC. Explain what function it serves and how important it is — what would happen to the population if this behavior were disrupted?
M8 Option A
Identify a second behavior. Compare its importance to the first: which matters more to population survival, and why?
M8 Option B
Explain how a human impact from M7 threatens or disrupts this behavior, and what happens to survival or reproduction as a result.
Block Print
Include your best completed print as an image in your presentation. It will also hang in the classroom display.
Guiding Questions:
- What specific human activity is harming your SSC, and what is the chain of events from that activity to a decline in survival or reproduction?
- How serious is the impact — is it localized or affecting the entire range? Does it primarily affect reproduction, survival, habitat, or all three?
- What group or reproductive behavior does your species rely on, and how does it directly improve individual survival or reproductive success?
- What would change for your species’ population if the behavior you identified were disrupted by habitat loss or human activity?
Cycle 2: Due Feb 27
8 points - Milestones
Count your 2’s on powerschool
2 points - Complete block print of SSC
Print of SSC, 2+ colors - 1 point
Includes related organism - 1 point
4 points - Above and Beyond
AM Choice 1 - Evenly distributed Layers
AM Choice 2 - “No leftovers”
PM Choice 1 - Using three colors of ink
PM Choice 2 - Well defined details, feathers are feathers, hair is hair. Can identify the animal easily.
Grade ______ / 12
Week 7 - REVIEW DOC (I made this with AI for myself in prepping for this week, I thought I'd share it along with ya'll)
Tasks
Cycle 2: Due Feb 27
Next Friday is the deadline for all Cycle 2 milestones. We will have presentations on Thursday, Feb 26, then Friday will be reserved for printing and revisions. It will be scored out of 8 again, with extra points given for complete block prints.
Presentation See Slide Example
Apply Milestone 6 concepts to your species of special concern, include the following:
- Slide 1: Stable Ecosystem
Show your food web OR trophic pyramid in stable condition. Highlight the key interaction that maintains stability for your species.
- Slide 2: Unstable Ecosystem
Show the same food web OR trophic pyramid in an unstable condition. Highlight the key interaction that has changed which previously led to stability.
- Stability Explanation
Explain how the key interaction shown in Slide 1 led to population stability, and how the change shown in Slide 2 threatens that stability
- Research Source
Cite at least one credible source about your species’ ecosystem role
- Guiding Questions:
Tasks
- Printing blocks available — add a second color layer to your block print. Your updated print should be hanging in the classroom Friday (+/- engagement)
- Research your species’ ecosystem interactions and prepare either an updated food web OR an updated trophic pyramid (your choice)
- Deliver presentation
Cycle 2: Due Feb 27
Next Friday is the deadline for all Cycle 2 milestones. We will have presentations on Thursday, Feb 26, then Friday will be reserved for printing and revisions. It will be scored out of 8 again, with extra points given for complete block prints.
Presentation See Slide Example
Apply Milestone 6 concepts to your species of special concern, include the following:
- Slide 1: Stable Ecosystem
Show your food web OR trophic pyramid in stable condition. Highlight the key interaction that maintains stability for your species.
- Slide 2: Unstable Ecosystem
Show the same food web OR trophic pyramid in an unstable condition. Highlight the key interaction that has changed which previously led to stability.
- Stability Explanation
Explain how the key interaction shown in Slide 1 led to population stability, and how the change shown in Slide 2 threatens that stability
- Research Source
Cite at least one credible source about your species’ ecosystem role
- Guiding Questions:
- What species does your SSC eat or rely on for survival?
- What eats your SSC or competes with it?
- Which specific changing conditions are now threatening these key interactions?
- Is your species at risk because its food sources are declining, its predators are increasing, its habitat is changing, or competition has intensified?
Week 6
Anaerobic and Aerobic cycling this week, plus we’ll get the first layer of your final design printed. More specific detail and information will be required this week, so I have provided notes for you to reference (in addition to your own research)
Tasks this week:
Milestones
Presentation Template Here
Printing
Anaerobic and Aerobic cycling this week, plus we’ll get the first layer of your final design printed. More specific detail and information will be required this week, so I have provided notes for you to reference (in addition to your own research)
Tasks this week:
- Presentation on how matter and energy move throughout the ecosystem of your SSC.
- Carve and print the first layer of your final design.
Milestones
- I can construct or select an explanation based on evidence for the cycling of matter and energy flow in both aerobic and anaerobic conditions.
- I can use mathematical representations to support claims for the cycling of matter and energy flow among organisms in an ecosystem.
Presentation Template Here
- Diagram energy flow in your SSC's ecosystem; calculate efficiency between trophic levels.
- Map matter cycling: trace one element (C, N, or P) through your SSC's ecosystem.
- Include an image of the first printed layer of your design.
- Energy Calculations (slides/directions)
Printing
- Transfer layer one of your final design to your block for carving.
- Print at least 10 drafts on large paper as before. We will cut out your best ones when the full design is complete.
Week 5
Tasks this week:
- Draw a Final Draft image of your species. It must include an additional organism which is related to your SSC. For example, Monarch butterflies require milkweed for food, so the image would include both.
- Presentation about population trends in your species.
Milestones
- I can use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
- I can use evidence to show factors that affect biodiversity and population at different scales by using a mathematical representation (graph, diagram, etc)
Presentation
- Find or create a general graph showing K and your species’s population over time. Template Here.
- For your presentation, answer the following questions. (fill in the blanks yourself)
- What are the basic features of the trend? Identify gaps, dips, peaks, etc.
- Did __________ cause a change in carrying capacity?
- Is it possible or impossible to change the carrying capacity of this SSC by changing __________________?
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Week 4
Time to use primary resources! This week you’ll find a research paper or article that discusses the conservation of your SSC. We will also work to complete a draft of your print in two or more colors.
Tasks this week:
Milestones
Finding an Article:
Time to use primary resources! This week you’ll find a research paper or article that discusses the conservation of your SSC. We will also work to complete a draft of your print in two or more colors.
Tasks this week:
- Two+ color reduction print of your chosen SSC
- Find a peer-reviewed article about your species and its status
- Presentation about how human activity impacts individual and species’ chances to survive and reproduce. Slide Template
Milestones
- I can design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
- I can evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
Finding an Article:
- Use scholar.google.com.
- Search for your species by scientific name.
- Skim the abstract of the article to find references to human activities.
Check out the article that I found as an example.
Week 3
Now that you’ve practiced printing, we will choose an SSC and begin planning an image of it for your project.
Tasks this week:
Choose and briefly describe 10 organisms from the list of SSC’s
Use construction paper to create a 2 or 3 layer print plan
Present on your chosen species
Milestones
- I can develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
- I can evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
Species of Special Concern
SSC COLLECTOR DOC
Changing Ecosystem Scenarios. Directions Here
Follow the template here for Presentations
Now that you’ve practiced printing, we will choose an SSC and begin planning an image of it for your project.
Tasks this week:
Choose and briefly describe 10 organisms from the list of SSC’s
Use construction paper to create a 2 or 3 layer print plan
Present on your chosen species
Milestones
- I can develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
- I can evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
Species of Special Concern
SSC COLLECTOR DOC
Changing Ecosystem Scenarios. Directions Here
- Scenario A: The Kelp Forest and Sea Otters. (How predation keeps the urchins in check). https://www.nps.gov/chis/learn/nature/kelp-forests.htm
- Scenario B:: A Forest after a Mega-Fire. (How extreme heat creates a grassland instead of a forest) https://www.ucdavis.edu/climate/news/shrubs-can-help-or-hinder-forests-recovery-after-wildfire
- Scenario C: A Grassland with Seasonal Flooding. (How the system bounces back after a predictable change) https://baynature.org/magazine/spring2011/vernal-splendor/
Follow the template here for Presentations
Week 2
It is the second week of your semester! This week we are going to add detail and color to your block prints, present twice, and run and few more seminars. Let’s build on the progress from last week and make week two even more enjoyable and interesting.
Tasks this week:
Discussion Topics:
Presentation Notes:
Biomes: You will be assigned one biome for your presentation.
Peat Bog: https://en.wikipedia.org/wiki/Bog
Mangrove Forest: https://en.wikipedia.org/wiki/Mangrove_forest
Hydrothermal Vent: https://en.wikipedia.org/wiki/Hydrothermal_vent
Rice Paddy: https://en.wikipedia.org/wiki/Paddy_field
Salt Marsh: https://en.wikipedia.org/wiki/Salt_marsh
Antarctic Dry Valleys: https://en.wikipedia.org/wiki/McMurdo_Dry_Valleys
Tropical Rainforest :https://en.wikipedia.org/wiki/Tropical_rainforest
Coral Reef: https://en.wikipedia.org/wiki/Coral_reef
Landfill: https://en.wikipedia.org/wiki/Bioreactor_landfillen.wikipedia.org/wiki/Bioreactor_landfill
It is the second week of your semester! This week we are going to add detail and color to your block prints, present twice, and run and few more seminars. Let’s build on the progress from last week and make week two even more enjoyable and interesting.
Tasks this week:
- Block print with two colors. This requires some planning as well as trial and error. Don’t expect to get it right on the first shot!
- Draw and label your plan beforehand.
- Watch the video on Phil’s DP (philipestrada.org/students) for more info
- Present two times
- Monday: Give it your best shot, you will learn the most about presenting by doing.
- Friday: Exactly the same format. These are close together so that you can revise your approach within the same week.
- Annotate and discuss the syllabus
Discussion Topics:
- I can construct or select an explanation based on evidence for the cycling of matter and energy flow in both aerobic and anaerobic conditions.
- I can use mathematical representations to support claims for the cycling of matter and energy flow among organisms in an ecosystem.
Presentation Notes:
- Presentations will be exactly between 2 and 3 minutes long. If you stop before two minutes, you won’t be evaluated. If you go over 3, you’ll be cut off.
- Only the text specified in the template may be used in your slide, otherwise only images are allowed.
- The presentation itself is not graded. I am using it as a way to hear you use the terms from the previous week correctly and provide an accurate example of one of the concepts.
Biomes: You will be assigned one biome for your presentation.
Peat Bog: https://en.wikipedia.org/wiki/Bog
Mangrove Forest: https://en.wikipedia.org/wiki/Mangrove_forest
Hydrothermal Vent: https://en.wikipedia.org/wiki/Hydrothermal_vent
Rice Paddy: https://en.wikipedia.org/wiki/Paddy_field
Salt Marsh: https://en.wikipedia.org/wiki/Salt_marsh
Antarctic Dry Valleys: https://en.wikipedia.org/wiki/McMurdo_Dry_Valleys
Tropical Rainforest :https://en.wikipedia.org/wiki/Tropical_rainforest
Coral Reef: https://en.wikipedia.org/wiki/Coral_reef
Landfill: https://en.wikipedia.org/wiki/Bioreactor_landfillen.wikipedia.org/wiki/Bioreactor_landfill
Welcome to Environmental Science! This week we will be trying out a miniature version of your final project, and you will do some thinking and writing about some key topics for environmental science. Keep this list with you: it will help you stay organized.
Week 1
Tasks this week
Milestones this week:
Presentations:
On Monday, everyone will present on their progress with the project and share a real world example that illustrates a key concept from their discussions. Presentations cannot include text besides the title and any citations. Follow the template here. Students will present for no more than 3 minutes and no less than 2. The presentation itself is not graded, but it give me a clear indication of everyones understanding of the milestones: I'm looking to see if you are able to use the terms correctly in context and find accurate examples.
Show your work:
As you make progress, keep a record of what you do in your log book. Any internet searches, revisions, questions, and so on should be recorded neatly in your log book. Each page must be dated and have a title.
Week 1
Tasks this week
- Draw one of the animal prints
- Choose an image of an animal from the pile
- Draw it on a piece of paper that is folded in half two times to make 8 windows.
- Make up to 8 drafts of your drawing, annotate each draft before moving on. Tape your drafting page into your notebook.
- Carve the print into rubber block
- Use tracing paper to transfer the drawing to a rubber block (Phil will demonstrate)
- Carve away everything that you don’t want to show up in the final image
- Print your image with ink (Phil will demonstrate)
- Print 4 drafts, annotate each. Once dry, tape/staple them into your notebook
- Read and annotate this article. Follow the prompts.
Milestones this week:
- I can use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
- I can use evidence to show factors that affect biodiversity and population at different scales by using a mathematical representation (graph, diagram, etc)
Presentations:
On Monday, everyone will present on their progress with the project and share a real world example that illustrates a key concept from their discussions. Presentations cannot include text besides the title and any citations. Follow the template here. Students will present for no more than 3 minutes and no less than 2. The presentation itself is not graded, but it give me a clear indication of everyones understanding of the milestones: I'm looking to see if you are able to use the terms correctly in context and find accurate examples.
Show your work:
As you make progress, keep a record of what you do in your log book. Any internet searches, revisions, questions, and so on should be recorded neatly in your log book. Each page must be dated and have a title.