1.  Unit 8 Chapter 3 Student Text, END OF TEXT QUESTIONS

   •  COURSE BOOK Unit 3 Part I, COURSEBOOK UNIT 3 Part II (INCLUDES END OF CHAPTER QUESTIONS)

   • WORKBOOK PAGES Chapter 3 

2. Possible resource: www.rhs – search for ‘Soil: understanding pH and testing soil’. 

3. http://organiclifestyles.tamu.edu – search ‘soil’. Extension: Investigate an exposed soil horizon in local area and include a labelled sketch of its main features. 

4. Possible resource: http://agriculture.vic.gov.au – search ‘How do the properties of soils affect plant growth?’

5. Possible resource: www.rhs.org.uk – search ‘soil types’. Learners do simple experiment of composition of soils. 

6. Possible resource: www.youtube.com/ – search ‘The soil profile – kids science experiments’ (Champak World).

7. Possible resources: www.fao.org – search ‘soil composition’ 

8. Possible resources: www.bbc.co.uk/education – search for ‘farming in rural environments’ www.shutterstock.com/ for images of farming. 

9. Possible resource: www.fao.org – search for ‘Global agriculture towards 2050’. 

10. Possible resource: www.greenfacts.org/en/index.htm – search for ‘Present-day drylands and their categories’. Learners use resources to produce notes on what causes desertification. 

11. http://pubs.usgs.gov/gip/deserts/desertification/ 

12. https://asi.ucdavis.edu/ 

13. FARMING AS A SYSTEM PPT

14. SOIL PPT (MINE) https://docs.google.com/presentation/d/1qhhpcEaGyCX7j1uFJ8fW8BAuVcll0pJ5onSOfqmBDp4/edit#slide=id.g29e310f9ff4_0_287

15. SOIL PPT (Comprehensive and overwhelming)

16.  EXCELLENT SOIL PPT

1.  Soil Profile - https://passel.unl.edu/pages/informationmodule.php?idinformationmodule=1130447025&topicorder=4 

2. Color Determining Soil Types

3. Dig several holes around campus and study horizons  :D

4. Soil Profile

   • Learners study examples of different samples of soil 

   • SOIL TRIANGLE

5. WEB SOIL SURVEY:  https://websoilsurvey.sc.egov.usda.gov/App/WebSoilSurvey.aspx 

6. FARMER App for iPhone https://appadvice.com/app/farmers-2050/1072842879 

7. Arable Land game - ‘What does the population growth data mean in terms of agricultural needs?’ :  https://play.google.com/store/apps/details?id=com.agrium.farmers&hl=en&pli=1

8. 
   

   • Find and share images of different types of agriculture and classify them into arable, pastoral and mixed and then further classify into subsistence and commercial 

   • https://utah.agclassroom.org/student/games/trivia/base_content.html

     •  So by default now, Chrome, and Chromebooks, block flash.  You can force it, but it does take a few steps and each student has to do it individually.

1) Open the web site

2) To the left of the address bar, look for the LOCK icon

Click that and then click site settings.

3) On the tab that opens, look for "flash" and change from block to allow.  Then close this tab, that should bring you back to the original tab.

4) Reload this tab, and flash should work now.

8. Create a ‘Tarsia jigsaw’ for Chapter 3 Vocabulary 

• • Note: Tarsia is a free download available at: www.ideaseducation.co.uk/resources/Tarsia-guide.pdf 

  • https://www.tarsiamaker.co.uk/

• 
  

9. Food Inc:  Movie and project  PRESENTATION RUBRIC

     a.  Choose a faction of GMOs:  

          -economics

          -politics

          -social justice

          -biochemistry

          -environmental health

          -human health

          -genetics

     b.  Create a presentation of your area to explain in detail to the class (use only credible sources- but you can use "incredible sources to show propaganda) 

10.  Create a video:

• • One student is the interviewer,  one or two the scientists (competing info?) five interview questions to ask soil experts that enable her to explain the causes of ...(ex. desertification

11. SUSTAINABLE AGRICULTURE ACTIVITY: https://www.calacademy.org/educators/lesson-plans/patterns-agriculture-human-population-growth 

12.   SOIL GAMES 

• https://www.soils4kids.org/games 

• https://forces.si.edu/soils/

13. KNOW YOUR STATE SOIL

14. Capillary action https://www.teachengineering.org/activities/view/duk_surfacetensionunit_act2aLinks to an external site.

15. Greenhouse activity: https://www.teachengineering.org/activities/view/cub_housing_lesson03_activity2

16. DIG A HOLE!

PROJECT SHOULD LOOK LIKE THIS:

INTRO

• Description of soil layers (one paragraph) and color (one paragraph). 

• What do they mean?  What can they tell you

• CITE APA 

• Images in description

SITE DESCRIPTION

• Both sites, school and home

• Use examples sent on Remind

METHODS

• How did you determine your soils.

• BE SPECIFIC

RESULTS

• Images of your soils & Images of Web Soil Survey

DISCUSSION

• Compare and contrast your images with info in your introduction.

• Inform the reader by referring to info in the intro/lit review and the images in your results (SEE EXAMPLES IN LABORATORY RESEARCH FORMAT (LRF) AND HERE: https://sites.google.com/palmbeachschools.org/drthorntonjerfsa/home

CONCLUSION

• Summarize, note limitations, give recommendations for further research 

• See (LRF)

BIBLIOGRAPHY

• APA

1. TURN IT IN

   • Upload your literature Review into TURN IT IN. If any section of plagiarism comes up more than half a sentence you need to revise that sentence to be in your own words. I WILL BE CHECKING FOR PLAGIARISM. Bibliography does not count towards plagiarism. Make account here:

     • • CLASS ID: 

       • PERIOD 4_____

       • PERIOD 5_____

       • Enrollment Key: JERFSA

   • TURN IT IN can also help with spelling and grammar. There are different menus.

2. Annotate Chapter 3 in Student Text

3. Watch, read, report: 

   • https://www.sierraclub.org/sierra/green-life/burger-king-linked-whopping-million-plus-acres-deforestation?fbclid=IwAR0oJH8tLnjTUIdUFfywLMIF17GAVGYiuGlWpmEZ2FfTOypl057eeq0odcU#.XdmizQR0osC.facebook

   • https://youtu.be/mg7XSjcnZQM

   • https://www.plantbasednews.org/culture/orangutans-facing-extinction-because-humans 

   • https://www.youtube.com/watch?v=gRJBuM7qjQ0 

   • https://www.agriland.ie/farming-news/opinion-farm-politics-is-in-chaos-that-is-the-sad-reality/ 

   • FIND OUT YOUR FOOD PRINT:  https://foodprint.org/what-is-foodprint/

4. Workbook Chapter 3

SC.912.E.5.4: 

Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth. 

SC.912.E.6.6: 

Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies. 

SC.912.L.17.11: 

Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.

SC.912.L.17.12: 

Discuss the political, social, and environmental consequences of sustainable use of land. 

SC.912.L.17.13:

Discuss the need for adequate monitoring of environmental parameters 

when making policy decisions. 

SC.912.L.17.15: 

Discuss the effects of technology on environmental quality. 

SC.912.L.17.20: 

Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. 

Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: 

1. Pose questions about the natural world, (Articulate the purpose 

of the investigation and identify the relevant scientific concepts). 2. Conduct systematic observations, (Write procedures that are 

clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 

3. Examine books and other sources of information to see what is already known, 

4. Review what is known in light of empirical evidence, 

SC.912.N.1.1: 

 Plan investigations, (Design and evaluate a scientific investigation). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 

7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 

9. Use appropriate evidence and reasoning to justify these explanations to others, 

10. Communicate results of scientific investigations, and 

11. Evaluate the merits of the explanations produced by others. 

SC.912.N.1.2: 

Describe and explain what characterizes science and its methods. 

SC.912.N.1.3: 

Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. 

SC.912.N.1.4: 

Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 

SC.912.N.1.5: 

Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome. 

SC.912.P.10.3: 

Compare and contrast work and power qualitatively and quantitatively. 

SC.912.P.10.9: 

Mathematicians who participate in effortful learning both individually and with others: 

Analyze the problem in a way that makes sense given the task. Ask questions that will help with solving the task 

Build perseverance by modifying methods as needed while solving a challenging task. 

Stay engaged and maintain a positive mindset when working to solve tasks. 

Help and support each other when attempting a new method or approach. 

MA.K12.MTR.2.1: 

Mathematicians who demonstrate understanding by representing problems in multiple ways: 

Build understanding through modeling and using manipulatives. 

Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations. 

Progress from modeling problems with objects and drawings to using algorithms and equations. 

Express connections between concepts and representations. 

Choose a representation based on the given context or purpose. 

MA.K12.MTR.4.1: 

Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others: 

Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning. 

Create opportunities for students to discuss their thinking with peers. 

Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods. 

Develop students' ability to justify methods and compare their responses to the responses of their peers. 

MA.K12.MTR.6,1; 

Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts. 

Connect mathematical concepts to everyday experiences. 

Use models and methods to understand, represent and solve problems. 

Perform investigations to gather data or determine if a method is appropriate. 

Redesign models and methods to improve accuracy or efficiency