Hotspot Biodiversity Exploration in APES Class

1. Today in APES… Week #6 Quarter 2 (11/18-11/22) (calendar site) Monday, 11/18 • Have out: • Hotspot Activity • Climatograms • APES Learning Goal: • I can effectively express viewpoints on the issues of hotspot biodiversity • Daily Question: • What are hotspots and how are they related to biodiversity? • Homework: • Evaluating Biodiversity & Vulnerability annotated packet due Monday, 11/25 • Test has been moved from 11/22 to 11/27 • Study for Chapters 4 & 5 test • Closing down Eco-columns Wed/Thurs • Activities/Assignments: • Stamp Hotspot Activity • Stamp Climatograms • Hotspot Group Activity

2. What is your preferred Learning Profile? • Write (4 people at station 1) • Draw (4 people at station 2) • Act (4 people at station 3) • Sing (4 people at station 4) • Build (4 people at station 5) • Write (4 people at station 6) • Act (4 people at station 7) Choose a group to go to. At your station is your assigned task. You as a group will share your hotspots and prepare a presentation about your hotspots to the class. You will have 20 minutes to plan and develop your 2-3 minute presentation.

3. Hotspot “Profiler” • You have just finished research on hotspots and you feel motivated to let the world know more about hotspots. Your “world” might be a group of students, parents, fellow teachers, and/or the general public. You will join a group of researchers who are as motivated as you are and share your excitement about hotspots to spread the news! Draw a picture that influences others to be as motivated as you are about hotspots. Site information researched by the group from your cards.

4. Hotspot “Musician” Your mission is to write and perform a song (any style of music) about your research of the groups hotspots. You can make up a new tune or write new lyrics that fit with an existing melody. • You should have at least one verse about each of the hotspots that should describe your hotspots. • Include a chorus about the definition of a hotspot. • Make it personal and fun.

5. Hotspot “Writers” Your task is to write an article for USA Today telling the public the importance of hotspots. You should minimally include the following information: • What is a hotspot. • Location of hotspots • Endemic Plant Species • One animal species. • Socio-economic conditions. • Human induced and/or natural reasons why species diversity is decreasing. • What is being done to protect the hotspots.

6. Hotspot “Builders” • Your group has been commissioned to build a model of a hotspot for a local museum featuring information you researched on your notecards. Your model must accurately reflect the definition of hotspots. You can build a small model using Play Dough, pipe cleaners, aluminum foil, or you may build a larger model using garbage bags, and anything else you can creatively devise.

7. Hotspots “Actors” Your job is to create and perform an episode of a children's or teenager’s television program. This episode should be all about hotspots. • Be sure to include the following information: • What is a hotspot. • How the television audience will benefit from protecting hotspots.

8. Hotspot “Artists” • Create a poster – or series of posters – that clearly illustrates the key points of what is a hotspot. Your poster(s) will be designed for those who are unable to read, so it/they must communicate clearly through pictures and graphics, and should not rely heavily on captions. Your posters should depict all the elements you were to research about hotspots. Poster paper, markers and other materials are available; let your instructor know what else you need.

9. What is your preferred Learning Profile? • Write • Draw • Act • Build 2-3 Minute Share Out

10. Today in APES… Week #6 Quarter 2 (11/18-11/22) (calendar site) Tuesday, 11/19 • Have out: • Biomes Design a Zoo • APES Learning Goal: • I can apply real-world situation to biomes • Daily Question: • What characteristics are found in each biome? • Homework: • Evaluating Biodiversity & Vulnerability annotated packet due Monday, 11/26 • Test has been moved from 11/22 to 11/27 • Study for Chapters 4 & 5 test • Closing down Eco-columns Wed/Thurs • Activities/Assignments: • Complete Biome Activity in class. Be prepared to present on Wednesday!

11. Today in APES… Week #6 Quarter 2 (11/18-11/22) (calendar site) Wed/Thurs, 11/20 & 11/21 • Have out: • Biomes Design a Zoo • APES Learning Goal: • I can distinguish the difference between weather and climate. • Daily Question: • What is the difference between weather and climate? • Homework: • Test has been moved from 11/22 to 11/27 • Study for Chapters 4 & 5 test • Closing down Eco-columns Wed/Thurs • Eco-Column Reports due December 13th • Evaluating Biodiversity & Vulnerability annotated packet due Monday, 11/26 • Activities/Assignments: • Collect last set of Eco-column data • Biome Presentations

12. Eco-column Labs • Test your: • Aquatic chamber • See Chart on packet for initial tests • Make sure you have a hypothesis written • Decomposition chamber • See Chart on packet for initial tests • Make sure you have a hypothesis written • Terrestrial chamber • See Chart on packet for initial tests • Make sure you have a hypothesis written

13. Today in APES… Week #6 Quarter 2 (11/18-11/22) (calendar site) Wed/Thurs, 11/20 & 11/21 • Have out: • Biome Presentations • APES Learning Goal: • I can demonstrate the effects of biomes on an ecosystem. • Daily Question: • What is a biome and how does it influence biodiversity? • Homework: • Test has been moved from 11/22 to 1126 & 11/27-Study for Chapters 4 & 5 test • Evaluating Biodiversity & Vulnerability annotated packet due Monday, 11/26 • Eco-Column Reports due December 13th • Radiometric Dating due Monday! • Activities/Assignments: • Homework demonstration • Biome Presentations