Chapter 15 Reading Questions
Air Pollution - Making Meaning of the Objectives
1. To make meaning of the objectives, we will again be doing Reciprocal Teaching. Just like last time, we will go section by section, and it will be timed. Each person will have a role, although a different role than last time. Below is a refresher on what the roles are:
1. Summarizer - this person summarizes the answers to the I can statements, pointing out where they highlighted to come up with that summary. They DO NOT repeat the text - they summarize it in their own words!
2. Questioner - this person generates 2-4 questions about the section to see if the rest of the group truly understands the answers to the I can statements. Think about these questions as a small progress check - read the objectives, read the text, and come up with 2-4 questions that see if students understand the main ideas for each objective.
3. Vocabulizer - this person comes up with questions or small activities to make sure everyone understands the vocabulary included in each section AND how the vocabulary words are connected to each other.
4. Relevance expert - this person comes up with questions or ideas that connect what's being discussed in each section to how it is environmentally relevant. In other words, why is what you're reading important environmentally?
This time, you will choose your role - only you can't do a role you've already done! Amongst yourselves, figure out who will do what role. Remember, DON'T pick a role you've already done!
1. Summarizer - this person summarizes the answers to the I can statements, pointing out where they highlighted to come up with that summary. They DO NOT repeat the text - they summarize it in their own words!
2. Questioner - this person generates 2-4 questions about the section to see if the rest of the group truly understands the answers to the I can statements. Think about these questions as a small progress check - read the objectives, read the text, and come up with 2-4 questions that see if students understand the main ideas for each objective.
3. Vocabulizer - this person comes up with questions or small activities to make sure everyone understands the vocabulary included in each section AND how the vocabulary words are connected to each other.
4. Relevance expert - this person comes up with questions or ideas that connect what's being discussed in each section to how it is environmentally relevant. In other words, why is what you're reading important environmentally?
This time, you will choose your role - only you can't do a role you've already done! Amongst yourselves, figure out who will do what role. Remember, DON'T pick a role you've already done!
Stratospheric Ozone Practice
Go get a copy of the Ozone Practice Sheets from Mrs. E. They are homework, and are due on Tuesday, 4/7. If you need a Thunderpass, let Mrs. E know.
Math & FRQ Practice
1. Do the "Measuring Your Impact" section on the very last page of your Chapter 15 packet. When you're finished, see Mrs. E for the answers.
2. Do FRQ number 2 at the end of the Chapter 15 packet. You can hand-write your answers or type them in a Google Doc. See Mrs. E for the answers when you are finished.
When you are done with both of the above, find someone in the room and tell them what you got wrong - and how you're going to fix that on the Chapter 15 progress check!
2. Do FRQ number 2 at the end of the Chapter 15 packet. You can hand-write your answers or type them in a Google Doc. See Mrs. E for the answers when you are finished.
When you are done with both of the above, find someone in the room and tell them what you got wrong - and how you're going to fix that on the Chapter 15 progress check!
Particulates Lab
Get a copy of the Particulates Lab from Mrs. E. This lab involves setting up petri dishes and leaving them in locations of your choosing in order to collect particulates. You will work with ONE other person - and it can't be the same person you worked with during the water pollution lab! You will set up your dishes on Wednesday, 4/8 and collect your data on Friday, 4/10. The lab questions and analysis are due on Monday, 4/13. You can put your petri dishes in my classroom, another classroom (with the teacher's permission!), or take them home and put them in different rooms of your house. If you take them home, you MUST bring them back on Friday for analysis!