1. HELLO CCMS CLASS OF 2015 and Parents!! HELLO CCMS CLASS OF 2015 and Parents!! Materials Needed: 3 ring binder, Composition Notebook, Pens and Pencils. Materials Needed: 3 ring binder, Composition Notebook, Pens and Pencils. Please feel free to ask any questions you may have regarding my class. Please feel free to ask any questions you may have regarding my class. This link will be one of your “LIFELINES” during the year!!! This link will be one of your “LIFELINES” during the year!!! http://www.campbellcountyschools.org/olc/te acher.aspx?s=1591 http://www.campbellcountyschools.org/olc/te acher.aspx?s=1591

2. Day 1 Take Attendance Take Attendance Beginning of the year handouts Beginning of the year handouts Lockers Lockers Agendas (how to use) Agendas (how to use)

3. HELLO CCMS CLASS OF 2016!!!!! HELLO CCMS CLASS OF 2016!!!!! Course Syllabus from the table by the door. Course Syllabus from the table by the door. Find a seat (I will give you your assigned seat when class starts) Find a seat (I will give you your assigned seat when class starts) Learning Target: I can demonstrate proper PBIS procedures.

4. Entering the Classroom Entering the Classroom Attendance Attendance Tardiness Tardiness Four main learning Situations Four main learning Situations Transitions (inside and out of the classroom) Transitions (inside and out of the classroom) DOOR DOOR Using the restroom! Using the restroom! Leaving the Classroom Leaving the Classroom Emergency Procedures Emergency Procedures

5. Voice Level 1 Voice Level 1 Find seats Find seats Make sure to use the restroom and Sharpen pencils before bell rings Make sure to use the restroom and Sharpen pencils before bell rings Copy the Learning Target into your notebook Copy the Learning Target into your notebook When the bell rings your voice level should become 0 and your attention should be on me When the bell rings your voice level should become 0 and your attention should be on me

6. Voice level 0 Voice level 0 No one should be talking while I take attendance No one should be talking while I take attendance When your name is called you should say here, present, etc… When your name is called you should say here, present, etc…

7. School Policy states that you receive 5 tardy marks, then a teacher doc should be issued. School Policy states that you receive 5 tardy marks, then a teacher doc should be issued. I will be strict on tardiness b/c it takes away from instructional time and is a distraction to my classroom. I will be strict on tardiness b/c it takes away from instructional time and is a distraction to my classroom.

8. See the wall See the wall Whole Group Whole Group Independent Seat Work Independent Seat Work Small Group Small Group Assessment Assessment

9. Inside the classroom: Inside the classroom: – Voice level is 0 – Bring all needed materials Outside the classroom: Outside the classroom: – When traveling as a class in the hallway voice level must remain at a level 0-1. The line must stop at every corner/turn and wait for me to reach the front of the line. PBIS PROCEDURESSHOULD BE FOLLOWED

10. The door should remain shut and locked during the instructional class period. The door should remain shut and locked during the instructional class period. Students should NOT open the door for anyone. Students should NOT open the door for anyone. You are allowed to open the door to leaving the classroom (i.e. going to the office or restroom) You are allowed to open the door to leaving the classroom (i.e. going to the office or restroom)

11. If you need to use the restroom during class you must have your agenda. If you need to use the restroom during class you must have your agenda. hold your agenda up and I will signal in one of three ways: nodding my head yes, shaking my head no, or holding up one finger (this means in a little bit). hold your agenda up and I will signal in one of three ways: nodding my head yes, shaking my head no, or holding up one finger (this means in a little bit). Place your agenda on the front table open to the correct date, next to the sign-out sheet/ fill out the sign-out sheet and take the pass (leave your agenda). Place your agenda on the front table open to the correct date, next to the sign-out sheet/ fill out the sign-out sheet and take the pass (leave your agenda). While you are gone I will initial the date in your agenda. While you are gone I will initial the date in your agenda. When you return please fill out the return time on the sheet When you return please fill out the return time on the sheet

12. Class is not over when the bell rings! Class is not over when the bell rings! I will dismiss you by opening the door so you can leave. I will dismiss you by opening the door so you can leave.

13. The evacuation and lockdown procedures are located on the brown cabinet door. The evacuation and lockdown procedures are located on the brown cabinet door. Fire Fire Tornado Tornado Earthquake Earthquake Lockdown Lockdown

14. Learning Target: I can demonstrate proper Kagan structures when participating with my team and class. Friday-Monday Aug 14-17 PAPERS RECEIVED: none PAPERS COLLECTED: none : AGENDA: Sit in your assigned seat Writing the learning target correctly (wait for me) Kagan structures Brain Teasers w/ partners HW: NONE Journal: What was the name of the structure we used during the last class as an ice breaker?

15. Learning Target: Learning Target: I can identify the important components of a scientific explanation. I can construct a scientific explanation based on evidence. Tues- Wed Aug 18-19 PAPERS RECEIVED: Scientific Explanation Rubric PAPERS COLLECTED: Explanation #2 : AGENDA: Pre-Assessment Discuss Scientific Explanations Score Sample Rubrics Summative Assessment HW: NONE Journal: N/A

16. Learning Target: Learning Target: I can identify the important components of a scientific explanation. I can construct a scientific explanation based on evidence. Tues- Wed Aug 18-19 PAPERS RECEIVED: Scientific Explanation Rubric PAPERS COLLECTED: Explanation #2 : AGENDA: Pre-Assessment Discuss Scientific Explanations Score Sample Rubrics Summative Assessment HW: NONE Journal: N/A

17. Learning Target: I can create a geologic timescale to aid in my understanding of Earth’s 4.6 billion year history. Thurs- Fri Aug 20-21 PAPERS: Pick-Up: None Turn In: None AGENDA: Unit 1 Pre-Assessment Team Geologic Timescale Paired Reading/Analysis Questions HW: NONE Flashback: List and Define the 3 components of a good Scientific Explanation. Make sure you have all three and do not share with anyone!

18. Learning Target: I can describe various principles for estimating the relative age of rock strata and the fossils found in them. Mon- Tues Aug 24-25 PAPERS: Pick-Up: Guided Notes Turn In: None AGENDA: Flashback Review Analysis Questions Guided Notes- Relative Dating Rally Coach- Practice using RD principles Video- Principles of RD HW: NONE Flashback: Why is it important for scientists to create geologic timescales? What type of events are found on geologic timescales?

19. Learning Target: I can compare/contrast faults/folds and intrusions/extrusions. Learning Target: I can compare/contrast faults/folds and intrusions/extrusions. Wed- Thurs Aug 26-27 PAPERS: Pick-Up: None Turn In: None HW: None AGENDA: RallyRobin- Principles Guided notes- fault/fold/intrusion/extrusion Exit Slip- identifying cross-cutting relationships Flashback: I will present the flashback in a moment!

20. Learning Target: I can use the laws of relative dating to determine the order in which events in Earth’s past occurred. I can describe how unconformities hide or remove pieces of the geologic timeline. Fri- Mon Aug 28-31 PAPERS: Pick-Up: Unconformities Turn In: None HW: None AGENDA: Flashback: Write-Pair-Share Rallyrobin: Ordering Rock layers Reading: unconformities Identify Unconformities Quiz-Quiz-Trade Review Flashback: I will present the flashback in a moment!

21. Learning Target: I can use the laws of relative dating to determine the order in which rock layers and geologic events occured. Tues-Wed Sept 1-2 PAPERS: Pick-Up: None Turn In: None HW: None AGENDA: Flashback: Draw a cross-section/write a geologic history (class) Secondary Groups: Face Partner draw (c-s) and write (geo history) Rally coach with own image QQT if time permits Flashback: I will present the flashback in a moment!

22. Learning Target: I can use models to demonstrate how correlation and index fossils are useful in comparing rock layers from different locations. Thurs-Fri Sept 3-4 PAPERS: Pick-Up: Both Sheets Turn In: None HW: Have fun at the fair! AGENDA: Flashback: Write a Geologic History Penny Lab Rock/index fossil activity Flashback: I will present the flashback in a moment!

23. Learning Target: I can use models to demonstrate how correlation and index fossils are useful in comparing rock layers from different locations. Tues-Wed Sept 8-9 PAPERS: Pick-Up: None Turn In: None HW: Study For Test 9/14-15 AGENDA: Flashback: Humans as index fossils? Scientific Explanation Rock/Index Fossil Activity Flashback: What is an index fossil? How are they useful to scientists?

24. Learning Target: I can use evidence to construct a model demonstrating the relative age of events in Earth’s history. Thurs-Fri Sept 10-11 PAPERS: Pick-Up: None Turn In: None HW: Study For Test 9/14-15 AGENDA: Geologic Cross Section and analysis questions Review/Practice activities (packet/game) Flashback: Not today.

25. Learning Target: I can demonstrate my knowledge of Earth History by completing the unit assessment with a score 0f 80% or higher. Mon-Tues Sept 14-15 PAPERS: Pick-Up: None Turn In: None HW: None AGENDA: ?Questions? Assessment 14 m/c – 1crq Brain Teasers Flashback: Not today.

26. Learning Target: I can identify and describe the Eras in which different organisms existed on Earth. Wed-Thurs Sept 16-17 PAPERS: Pick-Up: None Turn In: None HW: None AGENDA: Self Analysis: Unit 1 Pre-Assessment Unit 2 Geologic Time Project Flashback: Not today

27. Learning Target: I can identify and describe the Eras in which different organisms existed on Earth. Friday-Wed Sept 18-23 PAPERS: Pick-Up: None Turn In: None HW: None AGENDA: Geologic Time Project: research and begin working on your ppt. NONE

28. Learning Target: I can identify and describe the Eras in which different organisms existed on Earth. Friday-Wed Sept 18-23 PAPERS: Pick-Up: None Turn In: None HW: None AGENDA: Geologic Time Project: research and begin working on your ppt. Journal: What is one thing you have discovered about your era that is interesting to you? Please describe why it is interesting.

29. Learning Target: I can identify and describe the Eras in which different organisms existed on Earth. Thurs-Fri Sept 24-25 PAPERS: Pick-Up: None Turn In: GTP PPT HW: None AGENDA: Self Analysis: Unit 1 Discuss Re-Take Policy Geologic Time Project Create Poster for gallery walk GTP-start gallery walks if time permits Flashback: Not today

30. Learning Target: I can identify and describe the Eras in which different organisms existed on Earth. I can analyze pictorial data from the fossil record to identify any changes in organisms through time. Mon-Tues Sept 28-29 PAPERS: Pick-Up: Gallery Walk Turn In: none HW: None AGENDA: GTP-Gallery Walks 30 min Extinction Lab- Sea Video Not Today!

32. Learning Target: I can investigate data from the fossil record showing mass extinctions or abundance of life based on fossil evidence in the sea. Mon-Tues Sept 28-29 PAPERS: Pick-Up: None Turn In: None HW: None AGENDA: Extinction Lab- Sea Video Vocabulary: C RETACEOUS PERIOD, T ERTIARY PERIOD, P ALEOGENE PERIOD, FORAMINIFERA, EXTINCTION, FOSSIL, SEDIMENT, MORPHOLOG Y

33. Learning Target: I can investigate data from the fossil record showing mass extinctions or abundance of life based on fossil evidence in the sea and on land. Wed-Thurs Sept 30- Oct PAPERS: Pick-Up: None Turn In: None HW: None AGENDA: Flashback Video Finish Extinction Lab- Sea Extinction Lab-Land Flashback: What do scientists call the thin clay line found all over the planet? What major event do they feel caused this line and what was the result of the event?

34. Learning Target: I can investigate data from the fossil record showing mass extinctions or abundance of life based on fossil evidence in the sea and on land. Fri-Mon Oct 2-12 PAPERS: Pick-Up: None Turn In: None HW: None AGENDA: Finish Extinction Lab- Sea Video Extinction Lab-Land Exit Slip Exit Slip: What evidence do geologists have that a mass extinction occurred after the KT boundary. Be specific and use the evidence you collected from the sea (forams) and on land (plants).

35. Learning Target: I can compare the anatomical structures of modern species to determine how closely they are related. Tues-Wed Oct 13/14 PAPERS: Pick-Up: All Family Turn In: MEL HW: None AGENDA: Webquest “All in the Family” Fish anatomy Study Guides Exit Slip: Not Today.

36. Learning Target: I can use evidence to develop a scientific explanation showing the relationship between whales and ancient mammals. Thurs-Fri Oct 15-16 PAPERS: Pick-Up: None Turn In: None HW: None AGENDA: Flashback Fish activity Whale activity Species/Timeline Flashback: What four “tools” do scientists use to compare and classify animals? Do you think we could use those same “tools” to help classify ancient extinct animals found by geologists to determine the relationship between species? Explain!

37. Learning Target: I can use evidence to develop a scientific explanation showing the relationship between whales and other mammals. Mon-Tues Oct 19-20 PAPERS: Pick-Up: None Turn In: None HW: None AGENDA: Flashback Whale activity Ankle comparison DNA sequencing Flashback: What major event is thought to be the cause of the mass extinction at the end of the Mesozoic era? What evidence do geologists have for the mass extinction? (think about the life forms and numbers).

38. Learning Target: I can analyze pictorial data to compare patterns of similarities in the embryo development across species. I can identify relationships in embryos that are not evident in the fully formed anatomy. Wed-Thurs Oct 21-22 PAPERS: Pick-Up: None Turn In: None HW: Test Next Friday AGENDA: Flashback Odd-One-Out Embryo Sort Analysis Questions Flashback: What three types of evidence did scientists use to determine the closest living land mammals to whales? Vocabulary: Embryo, Species, Vertebrate,

39. Learning Target: I can analyze pictorial data from the fossil record to identify any changes in organisms through time. Fri-Mon Oct 23-26 PAPERS: Pick-Up: None Turn In: None HW: Test This Thursday/Friday! AGENDA: Flashback Nintendo “Fossils” Trilobite Fossils Flashback: What similarities did the embryos have especially in the early stages of development? How do the similarities help show that these organisms have a common ancestor at some point in the past?

40. Learning Target: I can use evidence to develop a scientific explanation showing the relationship between whales and other mammals. Tues-Wed Oct 27-28 PAPERS: Pick-Up: Study Guide Turn In: None HW: Test This Thursday/Friday! AGENDA: Class discussion Video/evidence Scientific Explanation Quiz-Quiz-Trade Review Study Guide Completion Flashback: During the whale activity what are the three pieces of evidence we looked at in order to determine the closest living relatives of whales?

41. Learning Target: I can demonstrate my knowledge by completing the Unit 2 assessment with a score of 80% or higher. Thurs-Fri Oct 29-30 PAPERS: Pick-Up: None Turn In: None HW: Happy Halloween! AGENDA: 10 minute review and questioning Unit Assessment 16 multiple choice 2 CRQ Flashback: None

42. Learning Target: I can describe what natural selection means and how it works. Wed-Thurs Nov 4-5 PAPERS: Pick-Up: Natural Selection Notes Turn In: None HW: No Homework AGENDA: Student Self Analysis Notes on Natural Selection Brainpop Video Exit Slip: Natural Selection Card Sort Flashback: Not Today

43. Learning Target: I can collect data to determine how different traits effect an organism’s ability to survive in an environment. Fri-Mon Nov 6-9 PAPERS: Pick-Up: Study Guide Turn In: None HW: No Homework AGENDA: Video: What is Natural Selection Paired Reading Battle of the Beaks Flashback: What is the process (steps) in which natural selection occurs? (hint: look at your glued in pictures)

44. Learning Target: I can collect data to determine how different traits effect an organism’s ability to survive in an environment. I can describe what natural selection means and how it works. Tues-Wed Nov 10-11 PAPERS: Pick-Up: None Turn In: None HW: Complete Writing Assignment AGENDA: Finish “Battle of the Beaks” Writing Assignment Flashback: During the Battle of the Beaks Activity, how are we showing the concept that variety occurs among species?

45. Learning Target: I can describe adaptations and how they increase the chances of a species surviving and reproducing. Thurs-Fri Nov 12-13 PAPERS: Pick-Up: Adaptations Handout Turn In: None HW: No Homework AGENDA: Flashback Label the writing pieces Mystery Adaptations Adaptation Research Adaptation Notes Adaptations Lab: Opposable Thumbs? + or - Flashback: During the battle of the beaks activity how was nature “choosing” the best trait?

46. Learning Target: I can define fitness and evaluate how certain traits become adaptations allowing organisms to survive in specific environments. Mon-Tues Nov 16-17 PAPERS: Pick-Up: None Turn In: None HW: No Homework AGENDA: Flashback Adaptations Lab: Opposable Thumbs? + or – What is Fitness? Choose your own Adaptation Flashback: What are the three types of adaptations? Give 2 reasons animals migrate south in the winter. Are behavioral adaptations learned or inherited?

47. Learning Target: I can evaluate how certain traits become adaptations allowing organisms to survive in specific environments. Wed-Thurs Nov 18-19 PAPERS: Pick-Up: None Turn In: None HW: No Homework AGENDA: Adaptation Quiz (25 minutes) “Making Sense of it All” Activity Variation vs Adaptations BELLRINGER: Are all traits considered adaptations? Explain your answer (use evidence from the CYOA lab).

48. Learning Target: I can explain how variation of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. Fri-Mon Nov 20-23 PAPERS: Pick-Up: Defend the Statement Turn In: None HW: No Homework AGENDA: Defend the statement Stations (4 stations 20-25 minutes each) BELLRINGER: Wait for instructions!

49. Learning Target: I can explain how variation of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. Tues-Mon Nov 24-30 PAPERS: Pick-Up: Defend the Statement Rubric Turn In: None HW: No Homework AGENDA: Finish the Stations (2 stations 20 minutes) Defend the Statement “Paragraph” BELLRINGER: Not today!

50. Learning Target: I can create a scientific explanation using mathematical representations as evidence to support my claim. Tues-Wed Dec 1-2 PAPERS: Pick-Up: Genetic Variation, PM Results Turn In: None HW: Study for assessment next Monday/Tuesday!! AGENDA: Genetic Variation Webquest Peppered Moth Reading Peppered Moth Simulation Create your graph Bellringer: Wait for my instructions!!

51. Learning Target: I can create a scientific explanation using mathematical representations as evidence to support my claim. Thurs-Fri Dec 3-4 PAPERS: Pick-Up: None Turn In: None HW: Study for assessment next Monday/Tuesday!! AGENDA: Write SE (1-2 sentences) Review Study Guide QQT review PPT Game Bellringer: Does natural selection lead to an increase or decrease in specific traits in a population over time? Write a scientific explanation and use the evidence from the peppered moth lab GRAPH to defend your answer. (2-3 sentences)

52. Learning Target: I can demonstrate my knowledge of Natural Selection and Adaptations by completing the unit 3 assessment with a score of 80% or higher. Mon-Tues Dec 7-8 PAPERS: Pick-Up: None Turn In: None HW:None AGENDA: Assessment 20 m/c 6 explanations 1 CRQ Bellringer: Not Today!

53. Learning Target: I can identify and describe physical and biological components of an ecosystem. 08-LS2-4 Wed-Thurs Dec 9-10 PAPERS: Pick-Up: Abiotic vs. Biotic Handout Turn In: None HW: None AGENDA: Student Voice Survey Notes Abiotic/Biotic Factors Nature Walk Handout Exit Slip Bellringer: What are biotic and abiotic factors?

54. Learning Target: I can collect and analyze data to prove (biotic and/or abiotic) changes to the environment can affect the population of a species. 08-LS2-4 Fri-Mon Dec 11-14 PAPERS: Pick-Up: None Turn In: None HW: None AGENDA: Ecosystems Research Creating an Environment “How many Bears?” Bellringer: List 2 abiotic and 2 biotic factors found in ecosystems. Also, give one example of an Abiotic factor affecting a Biotic factor.

55. Learning Target: I can collect and analyze data to prove (biotic and/or abiotic) changes to the environment can affect the population of a species. 08-LS2-4 Tues-Wed Dec 15-16 PAPERS: Pick-Up: Study Guide Turn In: None HW: None AGENDA: Bellringer Finish How many Bears Ecology and Ecosystems Reading and vocab hunt Bellringer: Define Terrestrial and Aquatic Ecosystem and give one example of each.

56. Learning Target: I can collect and analyze data to prove (biotic and/or abiotic) changes to the environment can affect the population of a species. 08-LS2-4 Thurs-Fri Dec 17-18 PAPERS: Pick-Up: None Turn In: None HW: None AGENDA: Stations Activity (4 stations about 20 mins at each station) Exit Slip Exit Slip: Are populations in ecosystems affected by abiotic factors? Use evidence from your stations to help prove your answer.

57. Learning Target: I can collect and analyze data to prove (biotic and/or abiotic) changes to the environment can affect the population of a species. 08-LS2-4 Mon-Thurs Jan 4-7 PAPERS: Pick-Up: None Turn In: None HW: Study for Assessment next week AGENDA: Review Finish and discuss stations activity Scientific Explanation Review: Shoulder Partner: Identify one Ecosystem and list 5 abiotic and 10 biotic factors found in the ecosystem.

58. Review Continued: Shoulder Partner: Identify the ecosystem, the biotic and abiotic factors, 3 species, 3 populations, identify 5 organisms that are part of the community, and finally define all of the bolded terms.

59. Learning Target: I can define carrying capacity and identify factors that can change population size such as predation and competition. 08-LS2-4 Fri-Mon Jan 8-11 PAPERS: Pick-Up: Box Lake Turn In: None HW: Study for Assessment next week AGENDA: Video (review) Box Lake Activity Review: Wait for the Video Identify the following in the video: Abiotic and Biotic Factors, Predator, Prey, and the interaction between biotic factors.

60. Learning Target: I can apply my knowledge of ecology and ecosystems during the review activities. 08-LS2-4 Thurs-Friday Jan 14-15 PAPERS: Pick-Up: Study Map and Kruger Watering Hole Turn In: None HW: Study for Assessment next week AGENDA: “Box Lake” Discussion “Battle at Kruger Watering Hole” – video Study Map: work with shoulder partner. Review Game Flashback: Not Today!

61. Learning Target: I can demonstrate my knowledge of Ecology and Ecosystems by scoring an 80% or higher on the unit assessment. Tues-Wed Jan 19-20 PAPERS: Pick-Up: None Turn In: None HW: None AGENDA: “Study Time” Questions Assessment 32 m/c and 1 CRQ Flashback: Not Today!

62. Learning Target: I can identify aspects of a good argument and critique argument pieces. Mon-Tues Jan 25-26 PAPERS: Pick-Up: Both Sheets Turn In: None HW: None AGENDA: Bellringer Evidence (American Eel) Introduce “CERR” Rubric Compare the “Life Science” arguments Density Lab Bellringer: Why is it important to be able to write a good argument in science?

63. Learning Target: I can identify aspects of a good argument and critique argument pieces. Wed Jan 27 PAPERS: Pick-Up: None Turn In: None HW: None AGENDA: Bellringer Density Lab (complete) Argument Essay 1 paragraph Critique classmates writing 5 paragraph essay Argument webquest Bellringer: How does density help us determine if an object will sink or float in water?

64. Learning Target: I can construct an argument based on evidence that physical or biological changes to the environment can affect populations. 08-LS2-4 Fri Jan 29 PAPERS: Pick-Up: None Turn In: None HW: None AGENDA: Introduce Writing Topic Go to Lab for research Flashback: Not Today!

65. Learning Target: I can construct an argument based on evidence that physical or biological changes to the environment can affect populations. 08-LS2-4 I can distinguish between ecosystems and ecosystem services. 08-LS2-5 Fri- Mon Feb 12-16 PAPERS: Pick-Up: Rubric Turn In: None HW: None AGENDA: Final Draft Finished and Printed 30 minutes Ecosystem and Ecosystem Service Research Logging into Email: First.Last@stu.campbell.kyschools.us

66. Learning Target: I can create an infographic to demonstrate the importance of biodiversity and ecosystem services. 08-LS2-5 Wed-Thurs Feb 17-18 PAPERS: Pick-Up: ESA Turn In: None HW: None AGENDA: Bellringer Ecosystem Service Research Ecosystem Service Video Infographic information Group work on infographic Bellringer: How would humans be affected if bees no longer existed?

67. Learning Target: I can create an infographic to demonstrate the importance of biodiversity and ecosystem services. 08-LS2-5 Fri-Mon Feb 19-22 PAPERS: Pick-Up: None Turn In: None HW: None AGENDA: Bellringer Group work on infographic Individual meetings with groups Bellringer: The election is in full swing. You have been tasked with writing a column showing how much money each candidate has spent on their campaign. How would you visually represent this information in your piece.

68. Learning Target: I can create an infographic to demonstrate the importance of biodiversity and ecosystem services. 08-LS2-5 Tues-Wed Feb 23-24 PAPERS: Pick-Up: None Turn In: None HW: None AGENDA: Bellringer Group work on infographic Gallery Walk (maybe) Bellringer: How are provisioning (direct) ecosystem services different from regulatory (indirect) ecosystem services?

69. Learning Target: I can create an infographic to demonstrate the importance of biodiversity and ecosystem services. 08-LS2-5 Thurs-Fri Feb 25-26 PAPERS: Pick-Up: None Turn In: None HW: None AGENDA: Bellringer Gallery Walks Solutions Reading Presentations Evaluations Bellringer: Name two direct (provisioning) services provided by ecosystems.