Biodiversity Assessment Field Trip!

OSU: Andrews Experimental Forest Research Publication

OSU: Andrews Experimental Forest Research Publication

Last day of Mt. Tabor Field Trip prep! Experimental design finished today

Community Building Pair Share: 
If you could travel anywhere, where would it be, and why?

IMPORTANT Field Trip Reminder for Monday 9/30:
Period 5 - Meet here at 8:00am for an 8:15am departure
Periods 7 & 8 - Meet here by 12 noon for a 12:15 departure


Today's Tasks:
(please get a computer on your way in)
1. Go to Google Classroom to 'Task 3: Experimental Design Summary'
2. Actively work through the slides with your lab table 
3. Work on your 'Mt. Tabor Park Biodiversity Inquiry Project DRAFT' on paper, then turn in ONE copy on Classroom per group.
4. Create an 'iNaturalist' account (everyone able to please do this)
5. Practice sorting arthropods in classroom from a sample taken outside

Greta Thunberg

UN Climate Action Summit Speech 

Background information about Greta Thunberg:
Greta Thunberg

February 2 · 

Recently I’ve seen many rumors circulating about me and enormous amounts of hate. This is no surprise to me. I know that since most people are not aware of the full meaning of the climate crisis (which is understandable since it has never been treated as a crisis) a school strike for the climate would seem very strange to people in general.
So let me make some things clear about my school strike.

In may 2018 I was one of the winners in a writing competition about the environment held by Svenska Dagbladet, a Swedish newspaper. I got my article published and some people contacted me, among others was Bo Thorén from Fossil Free Dalsland. He had some kind of group with people, especially youth, who wanted to do something about the climate crisis.
I had a few phone meetings with other activists. The purpose was to come up with ideas of new projects that would bring attention to the climate crisis. Bo had a few ideas of things we could do. Everything from marches to a loose idea of some kind of a school strike (that school children would do something on the schoolyards or in the classrooms). That idea was inspired by the Parkland Students, who had refused to go to school after the school shootings.
I liked the idea of a school strike. So I developed that idea and tried to get the other young people to join me, but no one was really interested. They thought that a Swedish version of the Zero Hour march was going to have a bigger impact. So I went on planning the school strike all by myself and after that I didn’t participate in any more meetings.

When I told my parents about my plans they weren’t very fond of it. They did not support the idea of school striking and they said that if I were to do this I would have to do it completely by myself and with no support from them.
On the 20 of august I sat down outside the Swedish Parliament. I handed out fliers with a long list of facts about the climate crisis and explanations on why I was striking. The first thing I did was to post on Twitter and Instagram what I was doing and it soon went viral. Then journalists and newspapers started to come. A Swedish entrepreneur and business man active in the climate movement, Ingmar Rentzhog, was among the first to arrive. He spoke with me and took pictures that he posted on Facebook. That was the first time I had ever met or spoken with him. I had not communicated or encountered with him ever before.

Many people love to spread rumors saying that I have people ”behind me” or that I’m being ”paid” or ”used” to do what I’m doing. But there is no one ”behind” me except for myself. My parents were as far from climate activists as possible before I made them aware of the situation.
I am not part of any organization. I sometimes support and cooperate with several NGOs that work with the climate and environment. But I am absolutely independent and I only represent myself. And I do what I do completely for free, I have not received any money or any promise of future payments in any form at all. And nor has anyone linked to me or my family done so.
And of course it will stay this way. I have not met one single climate activist who is fighting for the climate for money. That idea is completely absurd.
Furthermore I only travel with permission from my school and my parents pay for tickets and accommodations.

My family has written a book together about our family and how me and my sister Beata have influenced my parents way of thinking and seeing the world, especially when it comes to the climate. And about our diagnoses.
That book was due to be released in May. But since there was a major disagreement with the book company, we ended up changing to a new publisher and so the book was released in august instead.
Before the book was released my parents made it clear that their possible profits from the book ”Scener ur hjärtat” will be going to 8 different charities working with environment, children with diagnoses and animal rights.

And yes, I write my own speeches. But since I know that what I say is going to reach many, many people I often ask for input. I also have a few scientists that I frequently ask for help on how to express certain complicated matters. I want everything to be absolutely correct so that I don’t spread incorrect facts, or things that can be misunderstood.

Some people mock me for my diagnosis. But Asperger is not a disease, it’s a gift. People also say that since I have Asperger I couldn’t possibly have put myself in this position. But that’s exactly why I did this. Because if I would have been ”normal” and social I would have organized myself in an organisation, or started an organisation by myself. But since I am not that good at socializing I did this instead. I was so frustrated that nothing was being done about the climate crisis and I felt like I had to do something, anything. And sometimes NOT doing things - like just sitting down outside the parliament - speaks much louder than doing things. Just like a whisper sometimes is louder than shouting.

Also there is one complaint that I ”sound and write like an adult”. And to that I can only say; don’t you think that a 16-year old can speak for herself? There’s also some people who say that I oversimplify things. For example when I say that "the climate crisis is a black and white issue”, ”we need to stop the emissions of greenhouse gases” and ”I want you to panic”. But that I only say because it’s true. Yes, the climate crisis is the most complex issue that we have ever faced and it’s going to take everything from our part to ”stop it”. But the solution is black and white; we need to stop the emissions of greenhouse gases.
Because either we limit the warming to 1,5 degrees C over pre industrial levels, or we don’t. Either we reach a tipping point where we start a chain reaction with events way beyond human control, or we don’t. Either we go on as a civilization, or we don’t. There are no gray areas when it comes to survival.
And when I say that I want you to panic I mean that we need to treat the crisis as a crisis. When your house is on fire you don’t sit down and talk about how nice you can rebuild it once you put out the fire. If your house is on fire you run outside and make sure that everyone is out while you call the fire department. That requires some level of panic.

There is one other argument that I can’t do anything about. And that is the fact that I’m ”just a child and we shouldn’t be listening to children.” But that is easily fixed - just start to listen to the rock solid science instead. Because if everyone listened to the scientists and the facts that I constantly refer to - then no one would have to listen to me or any of the other hundreds of thousands of school children on strike for the climate across the world. Then we could all go back to school.
I am just a messenger, and yet I get all this hate. I am not saying anything new, I am just saying what scientists have repeatedly said for decades. And I agree with you, I’m too young to do this. We children shouldn’t have to do this. But since almost no one is doing anything, and our very future is at risk, we feel like we have to continue.

And if you have any other concern or doubt about me, then you can listen to my TED talk ( https://www.ted.com/…/greta_thunberg_the_disarming_…/up-next ), in which I talk about how my interest for the climate and environment began.

And thank you everyone for you kind support! It brings me hope.
/Greta
Ps I was briefly a youth advisor for the board of the non profit foundation “We don’t have time”. It turns out they used my name as part of another branch of their organisation that is a start up business. They have admitted clearly that they did so without the knowledge of me or my family. I no longer have any connection to “We don’t have time”. Nor has anyone in my family. They have deeply apologised and I have accepted their apology.

Careers in Climate Change Research

Careers that support climate change research:
https://www.pdx.edu/events/portland-state-mind-tag-were-it-voices-climate-change?delta=0

Biodiversity Inquiry Field Trip Prep & Experimental Design

Warm up in your notebook:

1. What is biodiversity?

2. Why is it important for the stability of an ecosystem?

Last class: finished Biodiversity slides/notes & watched climate change documentary

Biodiversity Inquiry SLIDES for field trip preparation

Today's Goals: -Practice sifting outside
-Sort in classroom
-Practice photos with lens (...40 mins)
-iNaturalist app & create account (Chromebooks)
-Between now & next class take a few observation photos
-Finish experimental design and hypothesis

Finish Biodiversity slides; Climate Change Day of Action - 'Paris to Pittsburgh' Documentary

Today I am out participating in the Climate Strike Day of Action 🌻

1. Finish 'What is Biodiversity?' SLIDES on your own 
   (it should take you ~20 mins max for finishing slides)
    
Get a Chromebook and start at slide 13 where we ended last class. Finish taking notes and follow the prompts on the slides. On the last slide, read 'Group 5 Article - Climate Change' on how it affects biodiversity.

2. As a class, watch 'Paris to Pittsburgh' documentary by National Geographic on Climate Change HERE (1 hr 16 mins); watch and take notes 
No electronics during film, please!

Begin Biodiversity & Field Trip Prep

Happy Wednesday!

Reminders:
-Map Investigation Analysis assignment due end of today in Classroom
-Field Trip: Monday, September 30th
 Turn in Walking Field Trip Permission Slips ASAP
 Field Trip Logistics:
 Period 5 - Meet in S-020 at 8:15am (finish ~11:30am)
               - You will be missing 6th period, check w/teacher
 Periods 7 & 8 - Meet in S-020 at 12:00pm (finish by 3:15pm)
               -You will miss your other afternoon class, check                       w/teacher

Today: Notes and discussion on biodiversity and field trip preparation (take notes in notebook; do not turn in notes; one page minimum for each slide presentation)

What is Biodiversity? SLIDES 
Biodiversity Cornell Notes HERE as a digital notetaking option

Back to School Night

Ms. Ferro - Biology (Periods 5, 7, 8)

Blog: franklinbio.blogspot.com

Google Classroom Class Codes:

Period 5 - 7ryema1

Period 7 - dtbwv2

Period 8 - g3ksrk

Email: emccrackenferro@pps.net

Phone: (971) 266-0509

2019/2020 Syllabus

Educational Contract

Our first biology field trip of the year is on Monday, 9/30!

We're doing a 1/2 day walking field trip to Mt. Tabor to conduct a biodiversity assessment

Group 1: 8:30-11:30  Group 2: 12:15-3:15

Please sign up tonight if you're interested, thank you! 

Continue Map Investigation: How has the land in the Portland Metro area changed over time?

Happy Monday, Biology Students! ☔

1. Grab your nametag and a Chromebook, in assigned seats

2. Continue work on the 'Map Investigation'
    Due by Wed 9/18; today is the final in-class work day
     (Access in Google Classroom)
    -First, enter your group's land type data in period sheet
    -Next, work on individual assignment ('Data Sheet for 
     Individual Group Data' in Classroom)
    -Submit when finished

3. Biology Survey HERE 

Map Investigation Day 2 (Data Collection)

Map Investigation Day 2   

Slides for this investigation

Essential Question: How has the land in the Portland Metro area changed over time?

Task: Determine the area of urban/developed space (each square is 1 square kilometer) for your assigned region/city. Also, make observations about the non-urban (farm and natural) areas.

My group is investigating _____________________________

Record your data and observations in the spreadsheet (make sure to check your location’s tab at the bottom). 

Data Discussion

1. How did the areas change over time?

2. How much variation was there in the replicant groups’ data? (Look at the standard deviation calculation.)

3. Compare your location’s graph to other locations. Did each location change similarly, or are there differences?

One similarity between ________ and ________ is…

The most obvious difference between ________ and ________ is…

Reflection Questions (Summarize your class discussion of the questions below.)

1. What do you think these data mean for biodiversity in these areas?
2. What might a low biodiversity mean for the health of an ecosystem?
3. What do you think we could do to increase biodiversity in these areas?

The main points brought up were…

Some ideas addressed…

We discussed ...

Class norms/expectations; classroom procedures; Begin Map Investigation on Google Classroom

Dear Students,

1. I believe in you.

2. I trust in you.

3. You are listened to.

4. You are cared for.

5. You are important.

6. You will succeed.

Love,

Ms. Ferro

-Create unified class norms & expectations posters per period

-Syllabus/lab safety/contracts (Check for understanding on syllabus; slide #17)

-Classroom procedures/room tour

-Cell phone option...

-Student Rights & Responsibilities from last week (oops!)

-Begin Map Investigation on Google Classroom 
Slides HERE

Brief intro to Google Classroom, class codes, etc.

Summarize TOC; Class Norms & Expectations; Syllabus/Lab Safety/Contracts; Map Investigation

Happy Friday!

-Summarize 'Tragedy of the Commons' activity (slide 12)
Slides HERE

-Create class norms & expectations posters

-Syllabus/lab safety/contracts

-Student Rights & Responsibilities from Wed. (oops!)

-Map Investigation on Google Classroom (if time today, if not we'll start on Tuesday next week)

Roses & Thorns; Tragedy of the Commons Fishing Activity; Norms; Syllabus

Please grab your name tent from the front table

Our First Roses & Thorns!

Everyone please share with your table group

Rose: something good from your long weekend

Thorn: something challenging about your long weekend

Slides for 9/4/19

Creation of our Biology Class Norms, Rules, & Expectations 

using the 'Franklin Strong' Values
-On a piece of paper, brainstorm what it means to be:
Thoughtful, Respectful, Organized, Neighborly, Generous
-Share ideas out loud with table group
-Then create a whiteboard with your table group to share with the whole class

Our First Field Trip: Tuesday, September 24th

-Biodiversity sampling and identification lab

-1/2 day only, either AM or PM

-Your other teachers are aware that it's a mandatory trip

-Please get your Walking Field Trip Permission Slip signed and back to me before then