Download New Visions Environmental Science and

New Visions Environmental Science
and Sustainability Program
2013-2014
Syllabus
(with workbook revisions)
Mrs. Ashley
Contact Information: [email protected]
Phone: 914.621.8337
Submit assignments onoine to: [email protected]
Course Description:
New Visions Environmental Science and Sustainability will provide students with the scientific principles,
concepts, and methodologies required to understand the interrelationships of the natural world, to
analyze environmental problems, to evaluate the relative risks associated with these problems, and to
examine alternative solutions from differing perspectives for resolving and/or preventing them.
Emphasis is placed on providing students with project based learning and experience working on real
world issues through internships, speakers and field trips as well as doing field research at Teatown
working with their scientists and educators.
Class Profile:
Class size is held to 12 to ensure individualized attention and the ability to all participate in scientific
field work and experiments. The course is taught as an alternative senior option and is open to seniors
with at least an 80 average overall. Students are selected through an interview and doing a writing
sample as well as transcripts. Classes are held from 10:00-2 each day with Environmental Science,
English 12, Social Studies, and Physical Education included in this time frame. The English and Social
Studies portion integrates environmental science as part of each course. For example, in English
students read several novels that relate to environmental science such as: Into the Wild, Ishmael, The
World Without Us and nonfiction as well. The Social studies course includes public policy and economics
and has the students look at environmental issues and how public policy is created, for example. The
structure of the class time at Teatown allows for ample time for labs, field experiments, field trips and
project-based learning.
Setting
The science portion of the course is taught at an off school site, Teatown Lake Reservation, that is over
900 acres of a nature preserve and an environmental education center. The school rents space at the
center. The preserve includes lakes, streams, meadows, forests, a wildflower preserve, a new deer
exclosure, a small farm and several swamp areas. The nature preserve, as well as teaching school
students and adults, does on-going research and includes this program in some of its research projects.
Each student is provided with a laptop with wireless Internet access for use during the class that remains
in the classroom. The classroom is supplied with Vernier probes, chemical tests, GPS, Colorimeter,
microscopes, digital scopes for capturing pictures , dissecting microscopes and digital dissecting
microscopes, water quality testing kits, air pollution test kits, soil testing kits and various other
equipment for our labs and experiments.
Methods
This course emphasizes student learning through doing science. The course consists of field
investigations and experiments at Teatown, laboratory experiments, internet research, student-based
projects, student debates on several environmental issues, guest lecturers, field trips to different sites,
case studies, students designing their own experimental studies, and student investigations of problems
as they relate to environmental science. Students are expected to complete reading assignments, watch
PowerPoint lectures posted on the Schoolwires teacher webpage, and complete the required number of
assignments for each unit. Lectures are given in class on more complex topics and individual help is
given throughout the course when needed. Students will be given several options to choose from when
learning each unit. They are expected to choose assignments to best match their learning styles and
needs as a learner. In class work will focus on doing science, using hands-on-learning, experiments,
field work and/or project based learning to apply the concepts we are learning to real world situations.
On the teacher webpage that supplements the course additional resources are provided on each topic
to help in preparation for the A.P. Environmental Science Exam. Assignments and the resources for
those assignments are posted on the teacher webpage at: pnwboces.schoolwires.net (click teachers and
administrators and then dashley environmental science). Students are expected to listen to lectures
provided on-line when they find they need further understanding of concepts we are covering in the
unit. Videos are also provided on-line to extend student learning of topics to current issues related to
the topic
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During the second semester students participate two days a week at an internship site that
provide the students with work experience in the field. Students choose the site based on their
specific interests.
Each student is expected to do a scientific study that is started in October. Students will
present their background research, and methodology in January and will present their complete
study with results in June.
The first semester there is field work and labs that are required of everyone. For those
students who are interested, optional labs and projects are also provided that the students
choose to do when time allows. These optional labs may be done individually, in small groups or
as a class. Since the course allows for large blocks of time (on some days four full hours),
students who complete their work can choose these optional projects and labs to extend their
learning.
Several studies are submitted to the Globe Program including: water quality, soil study, green
down, green up and weather.
Students are regularly tested on the material we are covering in class to prepare them for the
AP exam. The questions reflect similar question to what will be on the A.P. Exam.
Students who are interested will form a team to compete at the regional Envirothon. You can
get started over the summer by studying the resources provided in study guides at:
http://www.nysenvirothon.net/StudyGuides.html. The current issue and oral presentation will
change, but the other study guides will be useful.
You are taking two courses with me: New Visions Environmental Science and Sustainability and
A.P. Environmental Science, so the work will reflect both of those courses.
Texts
The main textbook for the course is:
Friedland, A., Relyea, R, and Courard-Hauari, D. (2012) Environmental Science for AP. New York: W.H.
Freeman and Company/BFW
The supplemental textbooks for the course are:
Miller, G. Tyler, Jr. (2005). Living in the Environment: Principles, Connections, and Solutions 14th edition.
CA: Brooks/Cole Thomson Learning
Withgott and Brennan (2008). Environment, the Science Behind the Stories (3rd Ed.) New York: Pearson
Gonick, Larry & Outwater, Alice (1996). Cartoon Guide to the Environment. New York:
Harper Collins.
Students will be provided with the main text and can choose any of the supplemental texts that they
find helpful. The classroom has an extensive library of books and the teacher webpage provides links to
articles, videos, class lectures and websites on each topic covered during the class.
Student Expectations
You will be given many opportunities in this class to guide the direction of your learning, to influence the
direction of the class projects, to choose which assignments you do for each unit, and to choose where
you intern and what you do for your research. You will be given more freedom and responsibility as the
course progresses. Please be respectful of other students and the teacher as each person brings
different strengths and areas to work on. We will work as a team and each member of our team is
important and will make a unique contribution that is valued. You are expected to ask for help when
needed, to challenge Mrs. Ashley when needed, and devise solutions to problems that occur. You are
expected to work hard, have fun and learn and grow in knowledge and maturity as a result of
participating in New Visions Environmental Science and Sustainability.
Specific expectations include the following:
1. Actively participate in class through arriving on time, asking questions, being curious about
the lab or field work, and making a contribution.
2. You are to read the assigned readings and take notes according to the method Mrs. Ashley
instructs you. These notes will be graded and taking notes is a means for you to learn the
material so that information can be applied and thought about critically.
3. Read email from Mrs. Ashley to be notified of important information for the course
4. Turn in assignments on time. If you are absent, please go to the schoolwires website to find
the assignment(s) you may have missed.
5. Visit the teacher webpage at: http://pnwboces.schoolwires.net to be up to date on
assignments, use of resources
6. Come prepared for class each day which includes proper dress and shoes for the weather
7. Discuss with teachers when you need help on an assignment. Please contact me by email
or phone when you need clarification on an assignment.
8. Ask for help when something is not clear for you, there is an issue to be resolved, or you
need more explanation
9. On group projects or labs, you are expected to be an equal participant
10. Clean your area and contribute to an organized, clean and neat classroom
11. Keep up with material and assignments. If you are confused, please contact Mrs. Ashley for
extra help during class. Mrs. Ashley is also available after school to provide extra help.
12. The class website is an integral part of the class, be sure to check it daily.
13. Homework will be given out in several ways: The whole unit will be gone over with all
assignments, you will receive a packet with all of the assignments for the unit, this will also
be posted online on schoolwires. There will be a large calendar on the blackboard with due
dates and there is a calendar on schoolwires that give the due dates as well. Record
assignments on your device on in a planner.
14. Homework policy: Homework is due by the beginning of class. You are responsible for
putting the homework in the basket when you come in to class. Homework that is
submitted by midnight the same day looses 5 points so that if your grade is 90, you receive
an 85. Work turned in one day late receives a 10 point deduction, two days late a 20 point
deduction and three days late receives a 30 point deduction. More than three days late you
receive a maximum of 50 percent on that assignment. All work must be in one week before
the end of the marking period to not receive a zero and to receive at least 50 percent.
First marking period work is due by Friday, November 8
Second marking period work is due by Friday, January 24
Third marking period work is due by Thursday, April 3 (no students on April 4)
Fourth marking period work is due by Tuesday, June 10.
14. Attendance- You are expected to make up all work when you are out for legal absence.
Test should be made up within one week of your return to school. All assignments should
be turned in within two days of your absence (exceptions to this for extended absence).
15. There are numerous resources that you have access to including books, articles, field testing
equipment, digital microscopes, video camera, camera, and laptops. You have free use of
these resources in the classroom. If you wish to borrow any item, you must sign out the
item. Laptops and microscopes are not permitted to leave the classroom.
16. I am a valuable resource but will not always give you the answer. I will lead you toward an
answer, research with you or help you find the resources for you to discover the answer.
17. You are expected to maintain an up to date portfolio.
18. Remember to follow all safety rules at all times.
We will work together to learn, to challenge ourselves, to have fun and add to what is known
about environmental science.
Grading Policy:
Professionalism 30% (includes class participation, collaboration with others)
Tests and Projects 25%
Lab and field work 30%
Homework and out of class assignments 15%
Optional Individual Student Activities for Extra Credit
To involve the student in applied learning they are given the option of doing one or more of the
following, or something of their own choosing that is pre-approved for extra credit.
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Volunteer time to participate in an environmentally significant activity in their community
Conduct an audit of their school on sustainability
Interview decision makers about important environmental issues
Study food preferences of different birds at the bird feeder. Which species are dominant? What
time of day are certain species more abundant?
Participate in local habitat modification project, trail maintenance, or wildlife rescue project.
Measure your ecological footprint, change the way you and your family use resources and track
the changes in you ecological footprint.
Attend a land use meeting regularly. Become a student member of a local land use committee.
Become aware of the issues that are being discussed. Learn who the major players are. Become
involved in influencing decisions (Talk to participants, write a letter, speak up at the meeting or
volunteer to help out in some way.)
Observe some kind of pollution, try to find its source and report to the correct government
officials or local environmental group that will help to follow up and solve the problem.
Organize a cleanup of an area that is much littered. Calculate what the major type of waste is.
Visit state, county or city officials and discuss environmental legislation with them
Research a piece of environmental legislation and write your position on the legislation to
appropriate governmental officials.
Do an environmental history of a significant piece of local land.
Construct a topographical map of the nature preserve or of your local community. Include all
the open space and areas for recreation.
Investigate resources available from the local utility company to address energy consumption in
your school district. Present this information to help the district save energy and money.
Educate peers and school district about having a more energy efficient institution.
Do a project to educate younger people about the environment or an environmental issue.
Create a program in your community to increase reuse and recycling.
Prepare a handbook of locally available environmentally good products
Volunteer to work with various groups to lead nature hikes
Create a environmental action bulletin board at your local library or high school
Start a school recycling program
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Create a board game that teaches about environmental issues and values. Play the game with
appropriate age children
Meet with your school’s purchasing agent to advocate for buying recycled materials and
recycling waste
Student ideas are welcome; they just need to be approved prior to beginning the project.
You will need to document in some way the completion of the project if you choose to do some form of
extra credit.
New Visions Environmental Science and Sustainability
Mrs. Ashley
Course Outline
September:
Unit 1: Studying the State of the Earth, Introduction to Research in Environmental
Science, Environmental Systems-- Chapter 1, Friedland and Relyea
Topics: Safety in the classroom and in the field
Overview of the course
Sustainability and Tragedy of the Commons
Scientific Research and the processes of science
Power of 10/math for A.P.
Types of diversity
Ecosystem services
Environmental indicators: diversity, food production, climate, human
population, resource depletion
Student Workbook Pages: 40; 106-114; 117-118
Unit 2: Water Resources and Water Pollution--Chapter 9 and Chapter 14, Friedland
and Relyea
Topics: Human impact on water resources
Case studies on water issues around the globe
Usable water: ground water, surface water, atmospheric water
Human impacts on water
Water conservation
Riparian zones
Wastewater treatment
Storm water treatment, impervious surfaces
Sustainable use of water
Our Nation's water laws
Eutrophication
Types of water pollution and solutions:
Oil pollution, hydrofracking, water wars, invasive organisms in water
resources, desertification, disease pollutants, plastic and other wastes,
nutrient pollution, thermal pollution, oxygen depletion, chemical
pollution, agricultural pollution, pharmaceutical pollutants, sediment
pollution
Labs and Projects for September:
Tragedy of the Commons
Setting up a research study
Leaf Pack Lab and stream quality using macroinvertebrates/New York Botanical
Gardens
Biodiversity Lab
Tree Identification, plant diseases and Leaf Herbarium
Invasive removal at Teatown (water and land plants)
Case Study of Water Issues Presentations
Green Down study using globe protocols
Studying plant stress and ecological causes
Water pollution and wastewater treatment lab
What makes the water green lab
Globe Program weather data collection begins
Begin water quality study at Teatown
Begin personal nature collection
Begin remediation project
Field Trips and Speakers
Guest speaker from DEC on water quality, use of archived data from various
studies
Alternative activities: Visit a water treatment plant, visit to New York Botanical
Gardens Herbarium, Field trip to sustainable farm, view movie Gasland, view
movie Flow, National and local water Use investigation, Water diversion project;
View video: Life in Biosphere 2 with Jane Poynter: View video: NASA ocean
circulation; View video: Garrett Harding on the Tragedy of the Commons; View
the Movie: The Lorax: View the movie: Water Wars; View movie: Poisoned
Waters from Frontline; View video: Effects of microtopography on run-off
generation and residence time in a riparian wetland; View video: The Last
Town, Three Gorges Dam; View video: Jared Diamond on Why Societies
Collapse; View video: Influence of Salinity in Ocean Currents; View video:
Nitrate in California Drinking Water, Understanding Sources, Ground water
Pathways and Drinking Water Impacts
Student Workbook Pages: 29-37; 48-49; 110-123; 187-191; 206-211
October:
Unit 3: Systems and Earth Systems-- Chapter 2 and Chapter 8 Friedland and Reylea
Begin Senior Exit Project research- choose topic and read four research articles this
month
Topics: Systems, the earth as a system
Flow of matter and energy in the environment
Basic chemistry
Ecosystem Services
Ecosystem productivity
Trophic levels
Biogeochemical Cycles
Resistance and resilience of ecosystems
Soil
Plate Tectonics
Rock Cycle
Mineral Resources
Labs and Projects for October:
Weather data (on-going)
Biosphere Lab
Hudson River water quality study
Soil organisms lab
Water Quality at Teatown (on-going)
Mining Simulation
Winograsky Column
Trout tank for trout release
Case study presentations on Water Issues around the Globe
PowerPoint Presentation on Biogeochemical Cycles
Forestry practices, defining forestry structures
Field Trips and Speakers
Teach middle school students at “A Day in the Life"
Field trip to Hanover Hilltop Farm
Camping Trip
Visit to Ecological Research Facility
Begin study on Envirothon, Tree Diseases, Height of a tree, DBH, Measuring
Board ft, fish and macroinvertebrate identification, Tree Identification,
Prepare for Aquatics section
Alternative Activities: View The Last Mountain Standing; Mapping Plate
Tectonic Activity; View video: Fast Flow Paths from Fractured Rocks; view
video: Janine Benyus on Nature Design; View video: Changes in Forest
Succession; View video: Mountaintop removal; View video: How Bacteria Talk;
View video: Groundwater and Earthquake Interaction
Student Workbook Pages: 10-24; 53-55; 68-86; 153-154
November:
Unit 4: Ecosystem Ecology, Land, Public and Private, and Feeding the World. Chapter
3, 10, 11 Friedland and Relyea.
Senior Exit Project- Read 4 peer reviewed research articles and summarize
Topics: Ecosystem Ecology
Earth Systems
Feeding the World
Public Land Classification
Logging, Urban Sprawl, and forestry practices
Industrial Farming and alternatives
GMOs
Use of Pesticides
Sustainable agriculture
Aquaculture and global fisheries
Green revolution
Ecological relationships
Labs and Projects for November:
Weather data (on-going)
Soil lab, globe program protocols (physical and chemical properties)
Use of GPS
Nature Collection Due
Soil Webquest
Predator Prey Simulation
Eating at Lower Trophic Levels
Measuring Biomass
NPP of Rye Grass
Mind Map on Land Use Categories, Laws and Regulating Agency
Quadrat study and Shannon Weiner Diversity Index
Biosphere experiment
View: Dirt, the Movie
Field Trips and Speakers
Guest Speaker on GIS, Mapping and conserving open space
Guest speaker on weather and climate prediction as a business
Work with Educators at Teatown teaching lesson
Field trip to Cabbage Hill on hydroponics and aquaculture
Field trip to long standing exclosure site
Envirothon: Prepare for Wildlife: Tree Identification; Information on
Silvaculture, reading a soil map; soil classification; measuring slope
Alternative activities: Global Feast, View movie King Corn, view movie Fast Food
Nation, view movie Food, Inc., Soil Salinization lab, View video: How food shapes
our cities by Carolyn Steel
Student Workbook Pages: 47-47; 48-68; 126-127; 128-151; 155-159
December:
Unit 5: Evolution of Biodiversity and Conservation Biology--Chapter 5 and 18,
Friedland and Relyea
Senior Exit Project: Read at least 2 more articles from peer reviewed journals
complete outline for background research; research question formulated
Topics: Species richness and evenness
Natural Selection
Evolutionary processes: mutation, genetic drift, founder effect, bottleneck
effect, allopatric speciation, sympatric speciation
Niche and distribution
Mass extinctions
Global declines in species diversity
Habitat loss and remediation
Debt for nature swap
Invasive species
Overharvesting
Worldwide conservation of species, species loss, causes of loss of species
Remediation
Labs and Projects for December:
Weather data (on-going)
Soil Analysis
Adaptations of Birds
Quadrat Study mapping
Hair Analysis and biodiversity
Case study: Control and management of White-tailed deer
Pond Study
Weather data (on-going)
Evolution simulation
Depletion of world’s fisheries
Field Trips and Speakers
Trip to American Museum of Natural History on Biodiversity
Trip to behind the scenes at Bronx Zoo
Envirothon: Prepare for Soils, state bird, mammal, etc; study soil vocabulary, bird and
nest identification; invasive species
Alternative Activities: View Video: E.O. Wilson, Saving Life on Earth Part 1 and 2
Student Workbook Pages: 10-13; 146; 152; 233-245
January:
Unit 6: Population Ecology, Human Population and Health and Toxicology--Chapter 6,
7, and 17, Friedland and Relyea
Senior Exit Project: Complete introduction, background research and
references and turn in this portion of your paper for a grade
Sign up to take the A.P. Exam at your home school
Topics: Midterm Exam
Portfolio is graded
Carrying capacity for the earth in terms of human population
r select species, K-select species
Carrying capacity, die-off
Human population regulation
Toxins and their effects
Cancer hot spots
Teratogens, mutagens, carcinogens
Regulations of toxins in the environment and laws
Disease and disease epidemiology
Labs and Projects for January:
Complete Internship interview by January 15
Turn in Introduction and Literature review for Senior Exit Project
Weather data (on-going)
Population density and biomass calculation
Population growth and carrying capacity of duckweed
Cemetery Lab
LD50 Lab
Human Risk Analysis survey
Weather data (on-going)
The habitable planet population simulation
Capture and recapture population estimation
Population math
Turn in Portfolio for grade
View movie: World in the Balance
Field Trips and Speakers
Speaker on population control of invasive species,
Field trip to Wolf Conservation Center
Envirothon: Current issue; summarize articles in references
Alternative Activities: Run Toxicology study from Cornell Environmental Investigation,
View movie Erin Brockovich; World population trends; Toxic sites in your neighborhood
activity; View Movie: Your Health Depends on Where You Live; View movie: Blue Vinyl:
The Worlds First Toxic Comedy; View video: Factors Affecting Methylmercury
Accumulation at the base of the food Chain
Student Workbook Pages: 87-105; 115; 199-202; 216-218
February:
Unit 7: Global Climate and Biomes; Global Change--Chapter 4 and 19, Freidland and
Relyea
Senior Exit Project: Turn in typed methodology section and once approved,
start data collection
Topics: Internship experience
Turn in Methodology and get Mrs. Ashley’s approval to begin study for Senior
Exit Project
Biomes of the world
Major Ocean currents
Albedo
Ice and glacier melting
Greenhouse effect
Global warming and effect on biodiversity
Human impacts on climate
Student Workbook Pages: 25-27; 41-45; 197; 219-230
Unit 8: Energy, Nonrenewable and renewable--Chapter 12 and 13, Friedland and
Relyea
Topics:
Non-renewable energy
Alternative energy
Achieving Energy Sustainability
economics of alternative energies
Labs and Projects for February
Internship experience begins
Weather data (on-going)
Biome Presentation
Alternative energy presentation
Creating a sustainable living space
Finding heat loss from our building using instruments
Ice core analysis and carbon dioxide levels data analysis
Analyze archived data on plant and animal migration related to climate changes
Scientific models
Carbon dioxide emissions from fossil fuel burning
Personal Energy Use Audit
Field Trips and Speakers:
New York Botanical Garden Conservatory
Visit to a green, sustainable structure
Envirothon: Prepare oral presentation; review wildlife; forestry
Alternative activities: Predicting hurricanes; Predicting sea level rise, See movie: Six
degrees, View movie Who Killed the Electric Car; view movie Alternative
Energy' View movie: Chernobyl; View movie: E2 Energy; View movie: Gasland;
View movie: The Poisoned Dream: The Love Canal Nightmare; View video:
Ocean Carbon and Climate Change; View Movie: Fracking; View video:
Potential Inundation Due to Rising Sea Levels in San Francisco Bay; view video
Climate Change and Biodiversity Conservation; View video: Climate Impacts at
the Base of the Food Web; See Podcast: Planning for the End of Oil; View
Podcast: National Wildlife Federation on Climate
Student Workbook Pages: 160-185; 203-206; 213; 231
March:
Unit 9: Pollution, Air and Waste-- Chapter 15 and 16, Friedland and Relyea
Senior Exit Project: Continue data collection, revise background research and
make corrections, apply for scholarships and competitions related to research
Topics: Air Pollution
Waste Generation and Waste Disposal
Stratospheric Ozone depletion
Photochemical smog
Acid deposition
Major air pollutants and the effects
Thermal inversion
Pollution control
Indoor air pollution
Sustainable Solutions to waste generation: reduce. reuse, recycle and
composting, cradle to cradle
Hazardous wastes
Landfills, ocean dumping, Superfund sites, Brownfields, integrated waste
management, e-waste
Labs and Projects for March
Internship experience
Senior Exit Project, begin collecting data
Weather data (on-going)
Measuring particulate matter in indoor air pollution
Air pollution experiment
Lab on measure of individual waste generation
Acid Rain experiment on algae
Lung capacity test
Mapping of local superfund sites
Landfill decomposition lab
View The Story of Stuff
Field Trips and Speakers
Field trip to a landfill site or recycling center
Envirothon: Review aquatics and soil; practice oral presentation
Alternative activities: View movie: Trash, The Movie; Do Elevated carbon dioxide levels
and plant growth; View video: Captain Charles Moore on Seas of Plastic; View video:
The Environmental Impact of Bottled Water; View podcast: Tough Truths About Plastic
Pollution; View podcast: Trash Talk; View video: A River of Waste; View video: The
Economics of Recycling
Student Workbook Pages: 192-196; 198
April:
Unit 10: Economics and Laws, Sustainability- Chapter 20, Friedland and Relyea
Senior Exit Project: Continue data collection, revise background research and
methodology section to make corrections, apply for scholarships and competitions
related to research
Topics: Environmental Laws
Economics
Sustainable solutions
Environmental Ethics
Environmental Justice
Labs and Projects for April
Envirothon Competition
Internship experience
Weather data (on-going)
Field Trips and Speakers
Field trip to Long Island Sound
Alternative activities: Visit Nuclear Power Plant; remediation project; Greening of
businesses; View video: The Business Logic of Sustainability; View video: NASA Urban
Heat Islands; View video: Alex Steffen on Sustainable Future; View video: Cradle to
Cradle Design by William McDonough; View video: Paul Raskin on Visions of a
Sustainable World; View video: The Greening of the Ghetto
Unit 11 Review for A.P. Exam
Take on-line practice exams, correct test and study
Use results of A.P. practice exams to guide your study
Study A.P. resources on Schoolwires Teacher Webpage
Do practice tests from A.P. Test Prep Books
Go to College Board website and practice free response questions and do corrections
May:
Take A.P. Exam, Monday, May 5, 2013 8 am
Senior Exit Project: Analyze results of study, complete write up of paper including:
title page, abstract, introduction, background research, methodology, results,
discussion, conclusion, references. Complete PowerPoint and practice presentation
Labs and Projects for May
Internship experience
Complete Senior Exit Project research
Analyze data from research
Complete written research paper of background research, methodology, results,
discussion, references
Prepare PowerPoint of study
Prepare and practice presentation
Weather data (on-going)
Complete portfolio
Field Trips and Speakers
Possible spring camping trip
June:
Presentation of Research Project
Turn in written paper for Senior Exit Project
Turn in completed portfolio for grading and binding
Submit field journal
Student signature __________________________________________ Date: ___________
Parent signature ___________________________________________ Date: ___________
Additional questions or comments: