Global Problems, Local Solutions

Greenhouse Gases by Leo & Flash

2008-05-16T08:55:00.000-04:00

Electronic Product Rubric

2008-05-13T13:36:00.001-04:00

Below is how your project will be graded:

CATE- GORY	4	3	2	1
Graphics -Clarity	Graphics are all in focus and the content easily viewed and identified	Most graphics are in focus and the content easily viewed and identified	Most graphics are in focus and the content is easily viewed and identified	Many graphics are not clear or are too small.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.	All graphics relate to the topic. Most borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Required Elements	The poster includes all required elements (Summary statement, stats, FAQ's, case studies, local solutions) as well as additional information.	All but 1 of the required elements are included on the poster.	All but 2 of the required elements are included on the poster.	Several required elements were missing.
Knowledge Gained	Student can accurately answer all questions related to facts in the poster and processes used to create the poster.	Student can accurately answer most questions related to facts in the poster and processes used to create the poster.	Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster.	Student appears to have insufficient knowledge about the facts or processes used in the poster.
Attractiveness	The product is exceptionally attractive in terms of design, layout, and neatness.	The product is attractive in terms of design, layout and neatness.	The product is acceptably attractive though it may be a bit messy.	The product is distractingly messy or very poorly designed. It is not attractive.
Mechanics	Capitalization and punctuation are correct throughout the poster.	There is 1 error in capitalization or punctuation.	There are 2 errors in capitalization or punctuation.	There are more than 2 errors in capitalization or punctuation.
Grammar	There are no grammatical mistakes on the poster.	There is 1 grammatical mistake on the poster.	There are 2 grammatical mistakes on the poster.	There are more than 2 grammatical mistakes on the poster.

Oral Presentation Rubric

2008-05-13T13:17:00.004-04:00

Below is how your oral presentation will be graded, take time to review what it will take to get an A on this part of the final. Your oral presentation is 25% of your final exam grade, the electronic product is 60% of the grade and what you did for your local solutions is 15% of your grade.

CATEGORY	A	B	C	D
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Posture and Eye Contact	Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.	Stands up straight and establishes eye contact with everyone in the room during the presentation.	Sometimes stands up straight and establishes eye contact.	Slouches and/or does not look at people during the presentation.
Listens to Other Presentations	Listens intently. Does not make distracting noises or movements.	Listens intently but has one distracting noise or movement.	Sometimes does not appear to be listening but is not distracting.	Sometimes does not appear to be listening and has distracting noises or movements.
Time Management	Presentation last 15-20 minutes			Presentation is either too long or too short
Peer Cooperation	All students speak equally	One student speaks more than the others, But all students speak		Only one student speaks.

This rubric was adapted from: http://www.shenet.org/high/hsacaddept/socialstudies/jpfaffenbach/Rubrics/jporalpresentation.htm

Last day for working in class

2008-05-13T12:48:00.003-04:00

Today was the last day that students have to work on their projects in class. Check out the presentation schedule in the post below in case you have forgotten when you up.

Presentation Assignments

2008-05-12T13:53:00.002-04:00

We're nearing the 11th hour for working on projects. Today and tomorrow will be the last chance you have to work on projects in class.

Below is the presentation schedule for both E and F blocks:

Thursday E Block:
Long, Jason & Nick - A comparison of HIV/AIDS in the United States and South Africa
Flash & Leo - Greenhouse Gases
Caroline, Maddy & Kirsten - HIV treatments

Thursday F block:
Lindsey & Shelby - HIV
Kacie - Global Warming & Animals

Friday E block:
Max - Global Warming & Animals
Emily - Greenhouse Gases

Friday F block:
Molly - A comparison of HIV/AIDS in the United States and South Africa
Will - Greenhouse gases
Morgan - HIV

Local Solutions

2008-05-08T13:02:00.003-04:00

Tomorrow evidence of your local solutions is due. So far I've seen some great things from Caroline, Kirsten and Maddy setting up a table at lunch with ribbons & condoms, to creating events and groups on Facebook to putting up flyers around campus.

By now you should have already begun putting things into your electronic media (PowerPoint, Blog, Webpage or movie).

Remember these projects are due on Thursday and Friday of next week!

Collecting Case Studies

2008-05-06T10:33:00.003-04:00

Today in class each group will need to have summarized 3 case studies and obtained an image for as well as a reference each study. THE SUMMARIES SHOULD BE IN YOUR OWN WORDS, WHICH MEANS YOU NEED TO READ THE ARTICLE AND NOT COPY AND PASTE IT INTO A WORD DOC. A great place to look for this information is at www.sciencedaily.com

See the example below:
If I were doing a project on water, here is a possible case study I could include:

Title: What can be done about the pollution in the Ganges River?

The Ganges River is used for everything from transportation to water for cows to washing. The river contains untreated sewage and cremated remains, among other things. The multi use of this river has the potential to harbor and be a breeding ground for hundreds of new pathogens. However there is hope for keeping those individuals who use the river safe from diseases; "Montana State University research about pollution in the Ganges River has reached the Supreme Court of India, producing some optimism among MSU scientists who study the 1,500-mile river."1

Homework: Each group should have 10 stats that relate to their topic. These stats should come from at least 3 different sources.

Revised Summary Statement & meetings

2008-05-05T08:08:00.003-04:00

Today groups finished their revised summary statement as well had a meeting with me about what form of electronic media they are going to use for their presentation.

Homework: Write 10 frequently asked questions and the answers to these questions. Remember to cite your sources. You will need to have at least 3 references in this section. Reminder: The evidence of your 3 local solutions is due on Friday May 9th in class.

Adding Evidence

2008-05-03T08:33:00.002-04:00

Today students worked on turning their thesis builder thesis from a simple paragraph to something with a little more punch. Students added at least three direct quotes to their statement which provided supporting evidence.

Homework: On Friday May 9th, evidence of your three local solutions is due. Start to think about what you are going to do to raise awareness, educate and make a change about your global problem. Evidence can be in the form of pictures, a video of you doing something, a facebook group, flyers that you put up around school, etc.

Good Luck!

Continuing to Search for Websites

2008-05-02T08:19:00.002-04:00

Today students continued to search for websites and write summary tables. These are due at the end of class today. Please email me the summary tables rather than print them so we can save paper.

Between class discussions and the research you've completed so far, you should have a pretty good idea about your topic.

Tonight for homework you should use the online Thesis Builder and write a thesis for your project.
Each member of the group should do this.
Copy and paste what is generated in the thesis builder into a word document and save it as "last name_summary statement." For example, I would save mine as saxe_summary statement
Print this out and bring it to class on Saturday.

Finding 10 websites and completing a summary table for each

2008-05-01T11:17:00.002-04:00

By the end of class on Friday you will need to have completed summary tables for 10 websites that relate to their topic. You will have class time today & tomorrow to do this, however depending on how well you search and how fast you read, I encourage you to work on this for homework as well.

The Multnomah County Library has a great page explaining what makes a good website. I copied some of the highlights below, but for the full article click here.

When you're surfing the Web, you probably only think about one thing when you look at a Web site: whether or not it's fun.

But when you're looking for information on the Web for school -- or really any time that you care that what you find is true and up-to-date -- you have to evaluate the website to make sure that you can trust the information on it.

Here are some questions to ask when you're looking at a website that will help you decide whether or not it's good:

Who made it?

When was it last updated?

Is it clear what it's about?

Are there a lot of ads?

Is it easy to find the information you need?

Introducing the Final Project

2008-04-29T13:27:00.004-04:00

Today we watched some of the videos from last year that students created as well as looked at web pages and powerpoints.

Homework tonight:

Each group needs to have 5 articles that relate to their topic from a current news source. You also need to make a summary table for each article (see sample table on this post). This is due on Thursday in class. We are meeting in the ARC on Thursday.

Remember, these articles should be from news sources, not websites. For example you could search:

F Block here are your project assignments:
Will - Greenhouse Effect
Kacie - The effect of climate change on animals
Morgan - Various HIV treatments (AZT, Neviraprine, non traditional methods)
Molly - HIV in South Africa vs. the U.S.A.
Lindsey & Shelby - The Dissident view (Peter Duesberg, Mbeki & others) vs. the scientific community's on HIV.

Replication of HIV and The Denialists

2008-04-24T19:16:00.002-04:00

Today students learned about how HIV replicates using host DNA and the structure of virus. Students watch an animation and took notes using a graphic organizer.

E long block started to read the article The Denialists which was published in The New Yorker in the March 12th edition. Below is an excerpt from the article, to read more click here.

ANNALS OF SCIENCE about the AIDS denial movement in South Africa. Zeblon Gwala is a 50-year-old South African who sells ubhejane, an untested herbal remedy he claims will cure AIDS. On a typical day, as many as 100 people come to his clinic. Ubhejane has been endorsed by South African President Thabo Mbeki’s health minister, Manto Tshabalala-Msimang, and by Herbert Vilakazi, the head of Mbeki’s Presidential Task Team on African Traditional Medicine. Vilakaze believes that the toxicity of antiretroviral drugs, or ARVs-the only successful treatment for millions infected with H.I.V.-causes more harm than good. Like Mbeki himself, he’s convinced that a cure for AIDS is more likely to be found in traditional African medicine rather than Western pharmaceuticals. AIDS denial plays a corrosive role in the health policies of many countries, but South Africa provides the most extreme and enduring example. Five and a half million of the country’s 48 million people are infected by H.I.V.

Catch up!

2008-04-23T09:28:00.002-04:00

I know I've been remiss in my blogging duties so here is a quick recap of Monday and Tuesday (we don't have class today so I'll be posting again on Thursday).

On Monday we moved from the social justice aspect of HIV to the biological side. Students learned some general information and then we talked about the stages of how the disease progresses.

Yesterday was Earth Day and to celebrate we went down to the river and talked about the book The Giving Tree, what we can to do give back to the earth and had a period of silent reflection. Lindsey and Shelby created some environmental art using downed branches.

Continuing in a State of Denial

2008-04-18T08:46:00.004-04:00

Today we continued watching State of Denial and students answered more questions about the movie.

Homework: Check out the AIDS Clock, and answer the following questions:
1. How often does someone contract HIV?
2. How many people are living with HIV?
3. How often does someone die of AIDS?
4. Click on the red box "resize the map." Describe what happens. What do you observe?
5. Drag your cursor over the map and write down the number of people living with HIV in 5 different countries.
6. What country surprised you the most regarding the number of people with HIV?

State of Denial

2008-04-17T20:38:00.006-04:00

Today we started to watch the film State of Denial, a documentary filmed in South Africa that chronicles the lives of several people living with HIV as well as those individuals who care for them and the policy makers who deny the link between HIV and AIDS.

Film Synopsis:

"South Africa was the country that was supposed to show the rest of Africa the way. With the triumph of the anti-Apartheid struggle, and with the advantages of resources, infrastructure, and popular government, South Africa was best positioned to overcome the continent's triple plagues of impoverishment, civil war, and despotic rule. Then came HIV/AIDS.

As powerfully revealed in "State of Denial," many high ranking members in the popularly elected government — sincere heirs to Nelson Mandela — don't believe the HIV virus causes AIDS. This single decision to doubt the link has turned a crisis into a catastrophe. With five million people infected and nearly two thousand new infections occurring daily, South Africa has the highest number of people living with HIV in the world." Read the rest here.

While student watched the film they completed a graphic organizer to help them follow the movie. At the end of class students completed a 3-2-1 (3 things you learned, 2 things you want to learn more about and 1 thing you have a question about).

Here are some of the things students learned:

* Women sold themselves for money and as a result contract HIV.
* There are 2000 new HIV infections each day in South Africa
* HIV is spreading rapidly
* Antiretroviral drugs cost 10x more in South Africa than generic drugs elsewhere in the world.
* People don't die of AIDS they die of opportunistic infections
* What Apartheid was.
* The previous President of South Africa, Thado Mbeki did not believe in a connection between HIV and AIDS.
* HIV and AIDS are not the same thing.

Test Today

2008-04-15T11:10:00.001-04:00

Today both classes had a test on population and community ecology.

Chapter 35 Reivew:

2008-04-14T13:48:00.001-04:00

Today students worked independently, reading and answering questions, to prepare for a test tomorrow on Chapter 35.

Homework: study for the test.

Reviewing Population Ecology & Introducing How Species Interact

2008-04-11T09:20:00.002-04:00

During E block students compiled a list of all the concepts and words we have learned so far in chapter 35. After this students looked up information on the three main modes of interaction in biological communities (competition, predation & symbiotic relationships). Students then taught each of their section to the class.

During F block students finished the world population data scavenger hunt and we got a little side tracked. We looked at google maps to see where many of the countries they are learning about are located, discussed the British colonization of India and how that influenced infrastructure compared to nations that were part of the USSR and even listened to the anthem of the USSR. Despite our tangent we managed to get back on track and finish with notes on sections 35.4.

Homework for both classes:
Create a visual that contains all the bold, blue and purple words/concepts from section 35.5. This is due in class on Monday.

Analyzing World Population Data

2008-04-10T11:33:00.003-04:00

After reviewing the homework, students made predictions about how many people are in the United States and the world. Thanks to the U.S. and World Population Clocks we are able to access current figures on population growth. In the D block class at 11am this morning there were 303,822,429 people in the U.S. and 6,660,440,000 people in the world. At 11:45am when class ended there were 303,822,663 people in the U.S. and 6,660,446,739 in the world!

Today students analyzed the world population data sets from the Population Reference Bureau that contained information for all of the countries in the world on:

crude birth and death rates
rates of natural increase
migration
projected populations in 2025 and 2050
infant mortality
total fertility
life expectancy
percentage of people in urban areas
percentage of people living with HIV or AIDS
percentage of women 15-49 using contraception
government view of the birth rate
GNI PPP per capita
percentage of population living below $2 U.S. /day
area of square miles
population density
percent of surface area protected
population with improved access to sanitation

Homework: none.

Population Growth

2008-04-08T13:35:00.002-04:00

After reviewing the homework, we did a simulation for students to experience what it is like to sample a population using the mark and recapture technique. We also discussed sources of error and how much confidence they had in their total population sizes. Moving forward we compared linear population growth with exponential population growth.

Homework: Read sections 35.2 and 35.3. Answer the concept check questions for each section. This counts for two homeworks, so make sure you do it!

Quiz on Biomes,Weather & Climate Change

2008-04-07T14:01:00.002-04:00

Today students had a quiz on biomes, weather, and climate change.

Homework: Read sections 35.1 and answer the concept check questions 1-4 on page 768.

Enough with the negative! What can YOU do?

2008-04-04T09:44:00.004-04:00

Did you know...
....each year about 5 billion tons of CO2 is released into the atmosphere in the United States alone.

For each person in the country that's 20 tons --four elephants--worth of CO2.

Today students watched the video "In Hot Water" which is produced by the New England Aquarium and the Bermuda Underwater Exploration Institute. This video talks about specific way you can reduce your carbon footprint to save polar bears, coral reefs, marsh lands and more.
Corals have a very narrow temperature range that they can function in, even a change of only one degree can kill the corals. Coral reefs can contain as much biological diversity as the rain forests! The corals above are dead (bleached) because of an increase in water temperature.
The melting of the ice in Arctic areas means that polar bears are no longer able to hunt ring seals as easily as they used to.

In addition to watching the video, students came up with infomercials for products that can help reduce CO2.

Homework: Study for a quiz on ecosystems & climate change on Monday.

Climate v. Weather

2008-04-01T21:12:00.004-04:00

Today we discussed the difference between climate and weather. Here's an easy way to remember the difference: climate is what you expect and weather is what you get. We watched and discussed video clips on what causes the gulf stream and ocean temperatures and climate pattens. Lastly students saw several pictures to introduce them to the consequences of climate change.

Homework:

Part 1: Watch the animation from NASA on "Taking the Earth's Temperature." This may be slow to load so be patient! Write down three things your learned.

Part 2: Come up with a list of at least five consequences for climate change (hint: what will happen to the biome you did your project on? How will it affect oceans currents? etc...)

Working on Projects

2008-03-28T09:41:00.004-04:00

Today students worked on their projects (see below) and took brief notes on what to include for the chemical environment.

Office of the Director

United States Environmental Projection Agency

March 27^th, 2008

Dear Sir/Madam,

I am writing to you as the Director of the United States Environmental Protection Agency. The mission of the Environmental Protection Agency is to protect human health and the environment. Since 1970, EPA has been working for a cleaner, healthier environment for the American people. With all of the deforestation, conflict and climate change, we are very worried that many of the earth’s biomes will disappear or be severely altered in the coming century. In an effort to preserve these precious ecosystems we, at the EPA, are creating a Biome Museum in Washington, DC.

I am requesting that you create an exhibit (in the form of a poster, powerpoint or diorama) on the ------biome. I have spoken to your teacher and she is fully on board with this project and will be counting it as a test grade. Your exhibit must include the following information:

* description of the physical environment.

* description of the chemical environment

* description of the geologic features

* description of the photosynthetic organisms

* description of the animals

* description of how human impact has disrupted this biome

* at least 5 images (and of course citations for each image)

* a proper MLA style bibliography

You will need to gather information from at least 4 separate sources and cite these in the proper MLA format. I understand that you recently completed a large genetics project where you needed to cite information using footnotes, you should do the same thing for this exhibit. You may NOT work with a partner and as we at the EPA are very busy and the Biome Museum is opening shortly, your exhibits must be completed for a five minute oral presentation to your peers in class on Monday March 31^st.

I recommend you look at these websites for helpful information
UC Berkley: http://www.ucmp.berkeley.edu/exhibits/biomes/index.php

Blue Planet: http://www.blueplanetbiomes.org/world_biomes.htm

Enchanted Learning: http://www.enchantedlearning.com/biomes/

Sincerely,

Jane Sibert

Yes! You do have class on Thursday March 26!

2008-03-26T12:11:00.003-04:00

Yes, even though I am going to the NSTA conference in Boston, you still have class.

Mrs. Joslin will be covering F block and Mr. Brummer will be covering E block.

Welcome to our Spring Unit!

2008-03-25T10:27:00.002-04:00

This spring we will be focusing on the human impact on ecosystems and attempting to answer questions such as:

¨ As the global population increases and competition for natural resources becomes increasingly fierce, how will our environment change?

¨ What is the impact that an individual has on his or her environment?

¨ What is sustainable development and how will it shape the future?

¨ Climate change is more than rising temperatures. What will happen to ecosystems and the spread of disease as the Earth’s temperature rises?

Today in class students created brainstorm posters on what comes to mind when they hear the words "ecology," "sustainability" and "human impact." They then shared their ideas with the class.

Homework: Read pages 742-748 and complete the following:
1. What is the title of section 34.1?
2. Make flashcards for the key terms on page 744.
3. Complete concept check questions 1-5 in the concept check on page 748.

Stay Tuned!

2008-01-07T22:20:00.000-04:00

This spring global problems, local solutions will take on a new look. Stay tuned for updates to come at the end of March.

Links to student projects

2007-05-30T13:21:00.000-04:00

Links to four of the projects are posted on the right. Some of the movies are too large to post, but if you would like to see them, leave a comment with your email and I will send them to you. Thanks!

Things to change for the project next year

2007-05-30T08:28:00.000-04:00

I can't thank all of you enough who were the guinea pigs for this experiment in a global problems, local solutions curriculum. This was the first time I ever tried anything like this and was really impressed by the work that all of you put in. Here's the feedback you gave for ways to change/improve the project for next year.

Most of the feedback you gave fit into these categories:

No more than two groups per topic, first come first serve blog posting.

Give students a better explanation of why they are doing research.

Mandatory group meetings with Ms. Saxe

More variety of topics

Better timeline for turning in assignments; set dates and times for turning in work.

Present the projects earlier in the term, especially because the Sophomores are going on the Expedition.

More opportunities to practice public speaking throughout the year.

Wrap up on the presentations

2007-05-30T08:15:00.000-04:00

During the last class period we reflected on what skills were learned in the process of completing the presentations.

"Learned to research things on the web better, because before I was really bad at it and my dad would make fun of me for it. It’s a lot easier to find things, now I know how to search."

"I’ve never been the one to pick up the slack, I’ve always been the slacker, but with this project I picked up the slack."

Here's some of the valuable things that we learned:

If you’re editing a movie don’t do it the day it is due

If you are editing a movie the day it is due, make sure you have someone around knows what they are doing.

How to make a website using only HTML.

Public speaking skills: face the audience and project your voice. make sure that everyone speaks the same amount. Had a script and practiced, equally distributed.

Time management: don’t wait to the last minute, delegating. Misinterpretation of directions, don’t be lazy. Read the directions for the assignment.

Test your presentation before you do it to make sure it works.

If you offer the audience the chance to ask questions you need to know what you’re talking about:

Time management: pay more attention to deadlines.

Learned how to make a blog

Make a better PowerPoint

Learned how to make a PowerPoint

I learned that communication between group members is really important.

How to make t-shirts

I can do just about anything on MySpace

Posting your projects

2007-05-17T07:43:00.000-04:00

If you have not already sent me your PowerPoint, video or link to your blog/website, please do so by the end of today so I can post it. Thanks!

Round 2 is all done!

2007-05-17T07:40:00.000-04:00

Congratulations to everyone who presented last night!

Thank you to the following people who took time out of their busy schedules to come check out your hard work.

*Mr. & Mrs. Erickson
*Mrs. Brewster
*Mrs. Berry
*Mrs. Norris & Grandma Norris
*Mrs. Lee
*Mr. Hildebrand
*Mrs. Redman

Thank You!!

2007-05-16T11:49:00.000-04:00

I thought last night went very well. Congratulations to everyone who presented and has now officially completed Honors Biology.

Thank you to the following people who took time out of their busy schedules to attend the presentations:

*Mrs. Vinci-Germar
*Mrs. Slover
*The Helms family (3)
*The DiBari family (3)
*Mrs. Brown
*Mr. Rollins
*Mr. Redman
*Mr. & Mrs. Menke
*Mr. Brummer
*Mrs. Farr-Williams
*Mr. Stiles
*Mike B.
*Amber R.

Tonight is the Night!

2007-05-15T11:36:00.000-04:00

The first presentation is less than seven hours away! A few reminders...

* Everyone must attend all of the presentations (unless you have already spoken to me).
* Everyone must be in the Master Classroom at 5:45pm tonight
* If you are presenting please dress nicely (but you don't have to be in vespers dress).
* Have at least 15 copies of your pamphlet/flyer
* Have a printed copy of your rubric. If you don't have this 10 points will be subtracted from your final grade.

Class in Meservey Today

2007-05-11T09:36:00.000-04:00

Class will be in Meservey today. Please come with any questions or concerns you have about the project. Thanks!

Schedule of Presentations

2007-05-09T08:13:00.000-04:00

Everyone is expected to attend both nights for all of the presentations. You only need to be dressed up for the night that you are presenting. I have emailed all parents, so who knows they might show up....so be prepared!

Be at the Master Classroom NO LATER THAN 5:45

Tuesday 5/15
6:00pm Paul, Alex S., Bruce and Matt
6:20pm Sayde, Jess, Kali and Mike H.
6:40pm Steve, Zach, Mike O.
7:00pm Matt, Chien, Connor
7:20pm David, Carson, Chloe, Mike
7:40pm Rachel, Whitney, Kayla
8:00pm Jun, Tak

Be at the Master Classroom NO LATER THAN 6:30

Wednesday 5/16
6:40pm Nick, Dan
7:00pm Carol, Ben, Nicoya, Gunnar
7:20pm Patrick, Ryan
7:40pm Jihoon, Kevin
8:00pm Allie, Olivia, Andrea
8:20pm Keirsten, Alex

Presentation Deadline Finalized

2007-05-07T09:10:00.000-04:00

Presentations will take place on Tuesday 5/15 and Wednesday 5/16 in the Master Classroom. Family, friends, advisors and community members are welcome to attend.

Today groups are working in the ARC. Below are the rest of the assignment descriptions for each part of the "pink sheet."

5. Problem Statement. This should be 3-5 sentences describing your issue. There are so many global problems, why is your problem the most important? This must be an original statement. Below is a problem statement on domestic violence from: http://www.ojp.usdoj.gov/Kits/Family/probst.htm

Not long ago, what happened within the home was considered to be a private, family matter and was excluded from scrutiny by the public. During the last two decades, there has been an increase in awareness of the seriousness of child abuse and neglect, spouse/partner abuse, and elder abuse not only as critical societal problems but as crimes. As a result, there has been an increase in the use of the criminal process in addressing family and domestic violence. National incidence reports and research studies reveal the dramatic increase in family violence and the increasing tendency to respond to the problem not only as crime within the family but also as the prevention of crime outside the family.

6. Create a summary table for EACH ITEM the multimedia resource list. No summary is needed for the NH representative.

7. Revised problem statement. Look at the feedback you were given on the problem statement and your increased knowledge as a result of summarizing the multimedia resource list. Revise your problem statement. You must also submit your original problem statement with the revised statement.

8. Local Solutions. What are ten ways people can start making a difference in their community. This list may include sending petitions to state representatives etc..

9. Outline of final visual. Create an outline of the visual you are going to create. Note: a poster is unacceptable. Possible options include: a youtube video, website or blog. The visual must be something that can be presented electronically. What will your visual include?

10. Meeting #2 with Ms. Saxe. You need to come to this meeting prepared to discuss the following things. Your preparedness will count as a quiz grade.
a. Defend your problem statement. Why is this statement what you believe in?
b. Explain your local solutions. Are these feasible? How do you plan to implement them?
c. Explain your final visual and rubric. Turn in a hard copy of your rubric.

11. Evidence of the local solutions. Copies of letters you sent to a representative, pictures of you making a difference, pictures of flyers around campus. Be Bold! Write a letter to the editor of your local newspaper. Some local papers even allow articles to be submitted.
Contact info for the Laconia Citizen: http://www.citizen.com/apps/pbcs.dll/section?category=citizen1102

12. Working draft of final visual. What is a working draft? This means your project is basically completed. If you needed to turn the project in “as is” you could. You will be presenting your progress to the class and receive “warm” and “cool” feedback. “Warm” feedback are things you are doing well and “cool” feedback are things that you could improve on.

13. Working draft of the pamphlet or flyer. What is a working draft? This means your project is basically completed. If you needed to turn the project in “as is” you could. See the components of final project paper for details on what your project should include.

14. Turning in the due date sheet. Your grade sheet should be completed with the grades you have received. Turning in the sheet does not mean you get credit. It must be completed.

Peer Reviewed Article Search

2007-05-04T08:24:00.000-04:00

Today we will be in the ARC and you will be looking for scholarly peer reviewed articles. Slover found that using Google Scholar worked really well for the latest articles. You can also use EBSCO host. When you click on the EBSCO host icon on the NHS library home page scroll down and click on health resources.

Click blue "ADVANCED SEARCH" tab at the top of the page.
Make sure that you also check the boxes for "full text" and "scholarly (peer reviewed) journals."

The bare minimum you must complete today is finding 10 peer reviewed articles. Ideally this articles would be linked to the full text, but if that is not possible it is OK.

Research, Research, Research

2007-05-02T11:38:00.000-04:00

Today and tomorrow classes will be in the ARC completing assignment #3. Typed hard copies of the lists need to be turned in at the end of class in order for you to get credit.

Assignment #3:
Multimedia Resource List: A public service announcement is a brief statement to get people thinking about a problem. A resource list directs the audience where to find additional information and ways to make a difference. Your list must include each of the following (1 point for each source).
Ten Websites. The following websites are UNACCEPTABLE: anything with a url attached to wikipedia, ask.com, about.com, askjeeves.com etc. NOTE: if you type in “global warming” 80,800,000 results are available. Look through some of them: the best are not always the first results. Give the title of the website and the url.
EXAMPLE: Global Warming in NH: http://www.ucsusa.org/global_warming/science/global-warming-in-new-hampshire.html

Three Videos / Documentaries. These videos should be full length films. A great place to look is the library catalogue through Gordon Nash Library (you know….the building across the street). Catalogue is online at: http://www.nhu-pac.library.state.nh.us/#focus . In the search box select “broad keyword.” To narrow your search, include the word “video.” For example you may search “HIV video.”

Five books. You can check the library catalogue or try www.amazon.com. Give the title and author of the book.

Contact information for a NH state representative (there are two to chose from). Include both the Washington, D.C. and Concord, NH office information.

One podcast. Include the URL, title of the podcast and name(s) of the people speaking.

Groups & Topics for the final project

2007-04-30T11:23:00.000-04:00

1. Chloe, Carson, Germar & Tanos.................Global Warming
2. Chien, Matt M. & Burrows..........................Biological Weapons
3. Redman, Mike O., Gallo............................HIV / AIDS
4. Allie, Olivia & Andrea...................................HIV/ AIDS
5. Kayla, Whitney & Rachel.............................HIV/ AIDS
6. Dan & Nick.....................................................Biological Weapons
7. Bruce, Paul, Slover & Hamel........................Energy Resources
8. Ben, Nicoya, Gunnar & Carol.......................HIV/ AIDS
9. Pat & Griff......................................................Disease
10. Jun & Tak.....................................................Global Warming
11. Sayde, Jess, Kali & Mike H.........................Depletion of Resources
12. Kiersten & Thrower....................................Global Warming
13. Ji & Moon.....................................................Ozone / Global Warming

Homework: Complete assignment #2. DUE IN CLASS ON TUESDAY MAY 1st.

Find five articles that are from popular news sources (for example: CNN, The New York Times, Newsweek etc..) and complete a summary table. Your summary table must include: the title, author(s), date of publication, date you found the article, complete url or citation and a summary. Your summary should be about five sentances and include the who, what, why, how etc.. What is important in this article?

Bottle Biology A & E blocks

2007-04-26T19:56:00.000-04:00

Today A & E blocks came up with their experimental designs and built the TerraAqua Column.

The title of A block's experiment is:
The effects of various concentrations of "acid rain" on the growth of Wisconsin Fast Plants. Acid rain is in quotes because we need to speak to Peg & Barb about the best acid rain we can make.

The title of E block's experiment is:
The effects of various concentrations of "pesticides" on the growth of Wisconsin Fast Plants. Pesticides is in quotes because Kali is going to ask her mom (a landscaper) about the best pesticide to test.

Homework: Groups and topics are due in class on Monday. Remember, once topics are chosen they can not be changed. Choose Wisely!

Infectious Disease Presentations

2007-04-24T10:06:00.000-04:00

Here's some of the great work people presented on infectious diseases.

Cut outs from Jun and Tak's Influenza Presentation

Researching in the ARC

2007-04-23T08:16:00.000-04:00

Today all classes will meet on the second floor of the ARC to work on their presentations. Remember to look at the rubric so that the project meets all the requirements.

Infectious Saturday

2007-04-21T09:08:00.000-04:00

Today all classes worked on their infectious disease presentations.

Presentations are due in class on Tuesday April 24th. Late projects will not be accepted.

Infectious Disease Presentations

2007-04-19T14:03:00.000-04:00

In class on Tuesday you will give your infectious disease presentations:

Here's the guidelines:

–5-10 minutes in length
–Include a visual
–Have a handout for the class that includes:
•A description of the disease
•Symptoms
•Populations affected
•Disease progression
•Treatment options

Wikipedia is not an acceptable source for your bibiography. The following sources are:
National Institues of Health -- Emerging Diseases Index
Center for Disease Control -- Emerging Infectious Diseases
University of Iowa -- Center for Emerging Infectious Diseases

HIV/AIDS wrap up quiz*

2007-04-18T21:28:00.000-04:00

*This was orginally going to be a quiz, however, given recent events, it is now worksheet.

B & C blocks completed the quiz/worksheet and did very well.

The Global Problem will be "Emerging and Re-Emerging diseases." For this problem, students will choose one of the following diseases from the National Institutes of Health emerging infectious diseases index. Students will create a presentation on their disease for the class. This will be the last global problem we address before students break out to work on their final projects.

Structure & Replication of HIV

2007-04-16T07:21:00.000-04:00

Admit Slip: What does HIV look like? How big is it compared with other things in our bodies?

Objectives:

1. Students will take notes from a powerpoint using a graphic organizer with screen shots from the HIV replication animation (see link in side bar).

2. Students will then work in pairs to discuss a case study using their current knowledge on the basic biology of HIV, disease progression, structure & replication of HIV.

Homework All classes: review and organize your notes for an open notes quiz in class tomorrow.

Progression and replication of HIV

2007-04-13T12:28:00.000-04:00

Admit Slip: How often is another person infected with HIV? Click here to find out.

Today students took notes on the progression of HIV and how HIV uses a host cell to replicate.
The animation you watched in class is available here and in the side bar on the right.

Homework all classes:
1. Watch the video clip below and follow the instructions for posting your comment.
2. Be prepared for an open notes quiz on HIV & AIDS in class on Tuesday.

Kurt Vonnegut & You

2007-04-12T20:24:00.000-04:00

Watch the video clip below (thanks hans!). Post a statement reflecting on something that was said in the video and how it relates to what we learned about global warming or what we are learning now about HIV & AIDS.

For example, here's my statement: (92) HONORABLE PEOPLE: Seeing/listening to this part made me think of when President Mbeki spoke at the 12th HIV/AIDS conference in South Africa. In front of 12,000 people he held to his belief that "a virus cannot cause a syndrome."

Thoughts from Kurt Vonnegut

2007-04-12T15:55:00.000-04:00

Found this on YouTube and thought it might support the awesome work this group is doing.

Basic Biology of HIV & Disease Progression

2007-04-12T12:37:00.000-04:00

In addition to finishing the movie and going over the final project, A & E long blocks started class notes on the basic biology of HIV and the disease progression.

Did you know: Because of reverse transcription (RNA--> DNA) the mutation rate in HIV is 1,000,000 greater than that of normal transcription (DNA-->RNA).

How do you think this impacts the creation of treatment for HIV?

Movie Wrap Up (Wednesday & Thursday)

2007-04-11T10:17:00.000-04:00

Classes will finish watching State of Denial and have a discussion on the impacts of the film. The honors classes will recieve the guidelines for their final exam/project.

PLEASE NOTE: You will only get one copy of the packet for the final project. If you lose it, it is your responsiblity to find another one.

Would you recommend your friends and family see State of Denial

2007-04-10T09:21:00.000-04:00

Bonus: Post your response to question #5: Would you recommend this film to friends, family or people in your community? Should this film be shown at Vespers?

A Block: 5 things I learned from watching State of Denial

2007-04-10T09:19:00.000-04:00

Post a comment below to answer the question: What are five things you learned from watching the film.

B Block: 5 things I learned from watching State of Denial

2007-04-10T09:18:00.002-04:00

Post a comment below to answer the question: What are five things you learned from watching the film.

C Block: 5 things I learned from watching State of Denial

2007-04-10T09:18:00.001-04:00

Post a comment below to answer the question: What are five things you learned from watching the film.

E Block: 5 things I learned from watching State of Denial

2007-04-10T09:15:00.000-04:00

Post a comment below to answer the question: What are five things you learned from watching the film.

State of Denial

2007-04-09T13:07:00.000-04:00

Today and tomorrow students will be watching the documentary State of Denial.

"As powerfully revealed in "State of Denial," many high ranking members in the popularly elected government — sincere heirs to Nelson Mandela — don't believe the HIV virus causes AIDS. This single decision to doubt the link has turned a crisis into a catastrophe. With five million people infected and nearly two thousand new infections occurring daily, South Africa has the highest number of people living with HIV in the world.

The film takes viewers into the lives of people struggling to survive with HIV in the face of social stigma, a severe lack of access to lifesaving treatments, and their president Thabo Mbeki's controversial stance on the connection between HIV and AIDS. A film of quiet outrage, "State of Denial" weaves the personal with the political in an uplifting portrait of ordinary people struggling to survive." - Excerpt from the film's synopsis, to read more click here

While watching the film students will complete a graphic organizer on the nine of the people and one group featured in the film.

Lastly during and after the film students will answer the following five questions:

1. How does President Mbeki's attitude towards HIV make you feel?

2. What was the most difficult thing to understand in the film?

3. What are five things you learned watching this?

4. What are four questions you have?

5. Would you recommend this movie to other students, people in the community, your parents? Why or why not?

Wrap up on Global Warming

2007-04-08T08:49:00.000-04:00

We've solved the problem of Global Warming. After our mock debates we decided that everyone just needs to "get along" and "work together."

Between Friday and Saturday, all classes took a quiz on Global Warming, Ecosystems and Food Webs.

While we only scratched the surface of the problem, hopefully now you have a better understanding of the controversy and the problem.

The next unit we are looking at is emerging and re-emerging disease.

HOMEWORK: All Re-D0's for the Newspaper article are due on Monday.

Jess's Newspaper Article on Global Warming & Lakes

2007-04-07T09:51:00.000-04:00

Below is Jess's article for the assignment here.

Lake Winnipesaukee – Five Centuries Ago
By Jess N.
May 9, 2507

Recent studies show that at one time our deserted Lake Winnipesaukee was a great vacation place for people fleeing from the summer heat waves from the East Coast. People left cities such as New York City to vacation at such a beautiful area.New York City was once a densely populated, multi-cultured, vibrant city before the ocean level rose and took over the city. Nowadays, we recognize that Lake Winnipesaukee is anything but a safe haven from heat. It is hard to believe that only five hundred years ago, the lake was a vacation paradise.
Today, in 2507, there is little life around the area known as the Lakes Region. Because of the much high temperatures today, photosynthesis has slowed down because the nutrients that once existed in the water couldn’t move to the surface. At the time when four seasons occurred each year, Winnipesaukee would experience spring overturn normally at this time during the year. Spring overturn was when the strong vertical movements delivered dissolved oxygen from the surface water to the bottom of the lake. This released nutrients which moved to the surface. May temperatures about five hundred years ago at Lake Winnipesaukee averaged at about 55°F. On May 5 this year the recorded temperature was 83°F.
Spring overturn was followed by fall overturn, which no longer exists. The purpose of fall overturn was to cycle the nutrients which caused a burst of primary productivity. Fall overturn stopped occurring when the temperature of the world rapidly increased during the mid 22nd century. Without the decrease of temperatures anymore, a permanent thermocline formed and prevented mixing between the warm surface and the cool bottom. The thermocline has been sustained for several hundred years. Life began to disappear within the lake because the thermocline prevented nutruients from growing.
The tragedy known as global warming increased the temperature of this lake and stopped its natural cycle. No more vacations are taken to Lake Winnipesaukee. Instead the area is uninhabited. Maybe in another five centuries, Lake Michigan will even become a vacated terrain.

Debates: US, China, Industry & Environmentalists

2007-04-04T14:41:00.000-04:00

There were some great newspaper articles on the future of global warming and our lake ecosystems. These will be posted later this afternoon.

Today (and tomorrow for A and E blocks) students worked in teams to prepare arguements for who should be responsible for affecting change when it comes to CO2 emissions and how these changes will take place.

After reading "confidential documents" containing information on their specific group's point of view, students will debate the issue and must come to a resolution on a climate change policy.

Homework: All students must bring a 2 liter bottle to class on Saturday (E block, bring your bottle on Friday).

Global Warming & Ecosystems

2007-04-03T06:50:00.000-04:00

Admit Slip: Do rich nations have an obligation to help poorer ones prepare for potential changes caused by global warming? (taken from a New York Times reader's forum).

Agenda:
1. Discuss admit slip
2. Review critical thinking #4 (work in groups to share experimental designs) and present to the class.
3. Hand out progress reports to students with below a B (84%).

Honors Homework: Read section 42.9 and answer the following question:
Take a trip into the future. How far into the future is up to you. Write a newspaper article on how global warming has affect the lakes. You may want to use Lake Winnipesaukee as the basis for your story. Think about how global warming could effect spring overturn and thermocline formation. Make sure your newspaper article includes: a title, a date of publication (may 12, 20-whatever), a location. The best articles from each class will be posted here.

Justices Rule Against Bush Administration on Emissions

2007-04-02T20:47:00.000-04:00

"WASHINGTON, April 2 — In one of its most important environmental decisions in years, the Supreme Court ruled today that the Environmental Protection Agency has the authority to regulate heat-trapping gases in automobile emissions."

For the full story from the New York Times click here. Hats off to Mike H. for reading this article and sending it in.

Geochemical Cycles

2007-04-02T15:59:00.000-04:00

First: Apologies to A Block. It was a gong show (and it was my fault). If you're in A block and you talk to anyone in classes later in the day you'll find out that we didn't do notes like your class did. Sorry, but that's what happens when you're the first class of the day on Monday.

Everyone else, very nice job presenting on the carbon and nitrogen cycles (esp. the B block nitrogen group).

Honors Homework: Read pages 739-747 and answer the critical thinking question #4 at the end of the chapter.

Local Solutions from the discussion on An Inconvenient Truth

2007-03-30T18:51:00.000-04:00

What are feasible solutions to minimize our impact @ NHS?

Here's what A block had to say (Thanks Chien!)

Ø Eat less meat
Ø Don’t use lighters
Ø Turn your lights off when no one is in the room
Ø Packing list for students should include: must have a surge protector with a power switch
Ø Conserve water
Ø Unplug electronics when not in use
Ø Replace normal light bulbs with energy efficient ones
Ø Recycle
Ø Have book store offer to sell organic clothes
Ø Have a vegetable oil club
Ø Convert heating furnace to use vegetable oil
Ø Replace old windows
Ø Plant more trees

Here's what C Block had to say (Thanks Amanda!)

- Surge protectors
- Recycling
- Reducing the use of the sprinklers
- Encourage less use of lights in dorms and classrooms
- Holding class outside
- Car pooling for day students
- Promote use of automatic lights
- Update heating systems
- Turning off and unplugging T.V, alarms, music ect...
- Penalties for leaving on electronics
- Energy consumption contest

Here's what E Block had to say (thanks Steve!)

More efficient mini-buses
Increase recycling by getting more recycling bins and making them more visible
Throw out napkins separately from food trash
Solar power
Plant trees to counteract carbon dioxide
More efficient heatingà Get rid of radiators
Wind turbines on Burleigh Mountain
Turn off lights
More double paned glass windows
Rake leaves instead of leaf blowers
Stop smoking
Geothermal wells

Discussion on An Inconvenient Truth

2007-03-30T11:40:00.000-04:00

Today classes will discuss their reactions to watching An Inconvenient Truth. After a discussion students will work in groups of 3 to come up with a list of feasible LOCAL SOLUTIONS that we can implement on campus at NHS.

The following students are responsible for typing up their class LOCAL SOLUTIONS
E Block: Steve G.
A Block: Chien M.
B Block: Olivia N.
C Block: Amanda G.

Homework (all classes):

Part 1: Use the link on the right "Calculating your impact on global warming" to calculate your impact. You are asked for your utility bills, if you are a boarding student this is a great chance to call home and talk to your folks.

Part 1: Complete the worksheet "Where's all the snow?" In case you manage to lose it, here are the questions and links (remember: cite your sources!)

Assignment: Use the following websites (and any others that you find) to complete the following questions. For each question, you must write the URL (or source) for where the information came from. Writing “google” is unacceptable.
http://www.ucsusa.org/global_warming/science/global-warming-in-new-hampshire.html

www.nwf.org/globalwarming/pdfs/NewHampshire.pdf

http://www.enn.com/today.html?id=12391

http://www.carboncoalition.org/education/impacts.php

Here are the questions:
1. What is New Hampshire’s attitude towards global warming?
2. What is being done to curb carbon dioxide emissions?
3. How has global warming impacted the economy of NH?
4. Chose another state in the country and compare NH’s views to this other state

An Inconvenient Truth (3/28 & 3/29)

2007-03-28T08:08:00.000-04:00

Admit Slip: What is an ecosystem? What are they composed of? Do you think they are fragile or fairly stable?

Objective: Students will begin to understand what an ecosystem is composed of so they can better understand the effects of global warming.

Homework: On Thursday night at Vespers the entire school will be watching An Inconvenient Truth. Even if you are a day student, please plan to attend. While you are watching the film take notes on the following things:

1. What are three major themes in the film?
2. What does Al Gore argue the link between temperature and CO2 is?
3. What part of the film had the greatest impact on you?

Bonus Point Opportunity: Post your answer to question #3 on this post. In order to get credit posts must be completed by 8am on Friday 3/30.

What is a global problem?

2007-03-27T18:48:00.000-04:00

Classes today worked on creating a definition for a global problem. Here's what we came up with:

A global problem...
....affects all countries
....affects all living and non-living things
....is a problem that finding a solution ASAP is in the best interest of the global population.

After creating a definition, students worked in groups to brainstorm responses to the following questions about one of three top three global problems (Global Warming, HIV/AIDS and War).

1. What does this problem include (what are the affects of this problem)?
2. What are possible solutions for this problem?
3. What biology knowledge do you need to address this problem?

The results of the posts

2007-03-27T18:41:00.000-04:00

Thanks to all of you who posted over break! The top three problems were:

1. Global Warming
2. Disease (mainly HIV/AIDS)
3. War

Below are the tallies for everything that was posted. Below the problem is an (*). Each (*) represents each time a problem was listed. Some people listed very similar problems and these were grouped together.

Disease HIV/AIDS
*************************
Global Warming / Pollution
**************************
Poverty
*************
Military / War / Corruption
******************
Nuclear Proliferation
******
Darfur
****
Loss of Biodiversity
***
Dependency on oil
*****
Human Rights
*
Loss of middle class
*
Education opportunities
*
Social instability
*
Loss of resources
*
Ignorance
*
Gay Marriage
*
Communism
*
Not enough resources
***
Religious conflict
**
Displacement of refuges
*
The stuff in Blood Diamond
*
Loss of ozone
**
Extreme destitution in Africa
*
Terrorism
**
Lack of drinkable water
**
UNC losing to Georgetown
*
Pollution
***
Equity among people
*
Natural Disasters
****
Genocide
**
Use of fossil fuels
**
Next power source
*
Globalization leading to a growing income gap in all parts of the world
*
Starvation / Hunger
***
Deaths
*
Health Care
*
Sanitation
*

Congratulations A Block!

2007-03-26T20:51:00.000-04:00

A round of applause for those students in A block. You were the first class to have every person post his/her top five global problems. Great start to the spring term. Your class average is 100%. Keep it up!

In case you can't see the original post

2007-03-20T17:23:00.000-04:00

For some strange reason, the post isn't showing up below. Hopefully this works. If you haven't posted a comment yet, you can post it here (or below). If you already posted a comment, you're all set.

Over break your homework is to post a comment answering the question:

"What do you think are the top 5 global problems?"

Posts must be completed by 8am on March 27th in order for you to get credit. You do not need to make a user name, you can post the comment anonymously and then sign you name. Please only use your first name and last initial.

Global Problems

2007-03-02T10:19:00.000-04:00

Over break your homework is to post a comment answering the question:

"What do you think are the top 5 global problems?"

Posts must be completed by 8am on March 27th in order for you to get credit. You do not need to make a user name, you can post the comment anonymously and then sign you name. Please only use your first name and last initial.

Global Problems, Local Solutions

Greenhouse Gases by Leo & Flash

Electronic Product Rubric

Oral Presentation Rubric

Last day for working in class

Presentation Assignments

Local Solutions

Collecting Case Studies

Revised Summary Statement & meetings

Adding Evidence

Continuing to Search for Websites

Finding 10 websites and completing a summary table for each

Introducing the Final Project

Replication of HIV and The Denialists

Catch up!

Continuing in a State of Denial

State of Denial

Test Today

Chapter 35 Reivew:

Reviewing Population Ecology & Introducing How Species Interact

Analyzing World Population Data

Population Growth

Quiz on Biomes,Weather & Climate Change

Enough with the negative! What can YOU do?

Climate v. Weather

Working on Projects

Yes! You do have class on Thursday March 26!

Welcome to our Spring Unit!

Stay Tuned!

Links to student projects

Things to change for the project next year

Wrap up on the presentations

Posting your projects

Round 2 is all done!

Thank You!!

Tonight is the Night!

Class in Meservey Today

Schedule of Presentations

Presentation Deadline Finalized

Peer Reviewed Article Search

Research, Research, Research

Popular News Articles

Groups & Topics for the final project

Bottle Biology A & E blocks

More Infectious Disease Presentations & Bottle Biology

Infectious Disease Presentations

Researching in the ARC

Infectious Saturday

Infectious Disease Presentations

HIV/AIDS wrap up quiz*

Structure & Replication of HIV

Progression and replication of HIV

Kurt Vonnegut & You

Thoughts from Kurt Vonnegut

Basic Biology of HIV & Disease Progression

Movie Wrap Up (Wednesday & Thursday)

Would you recommend your friends and family see State of Denial

A Block: 5 things I learned from watching State of Denial

B Block: 5 things I learned from watching State of Denial

C Block: 5 things I learned from watching State of Denial

E Block: 5 things I learned from watching State of Denial

State of Denial

Wrap up on Global Warming

Jess's Newspaper Article on Global Warming & Lakes

Debates: US, China, Industry & Environmentalists

Global Warming & Ecosystems

Justices Rule Against Bush Administration on Emissions

Geochemical Cycles

Local Solutions from the discussion on An Inconvenient Truth

Discussion on An Inconvenient Truth

An Inconvenient Truth (3/28 & 3/29)

What is a global problem?

The results of the posts

Congratulations A Block!

In case you can't see the original post

Global Problems