Please post the Name of your GAME or SPECIES.
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Dear Ecologists,
This home learning will help you focus your research and design for your projects. There are separate requirements for Species Design and Game Design - do the one that fits your project. We will use these for peer feedback. SPECIES DESIGN 1 List your animal family and apocalyptic habitat 2 Distinguishing characteristics of your animal family (the 'rules' of that kind of animal; for example birds must have hollow skeletons, beaks, wings, feathers, reproduce with hard shelled eggs and have a specialized respiratory system) 3 Major problems/changes of your apocalyptic habitat (at least 3) For example: if your region in flooded - food/fresh water/habitat that was found on dry ground is now under salt water; or if your habitat was deforested - food, shelter, camouflage provided by trees is now gone. 4 Life cycle of your species (For example - some insects begin as eggs, then larvae, pupae, and finally adults; big cats are mammals - live birth, nursed with milk, as juveniles they stay with parent and are taught to hunt and hide, track and mark territory, when mature they must leave and find a mate.) GAME DESIGN 1 Type of game: trivia, progress to end, role play, card/points? other? 2 What kinds of ecology information will you base your game on - be specific. (For BAD example: animals. For GOOD example: comparing the resources of four different habitats - desert, freshwater, saltwater, and grassland.) 3 How will the ecology information be presented/included in your game? 4 How do players win or progress in your game? Hello Ecologists!
Please complete this thinking before class time on Thursday, January 25th! You have played and analyzed several video/digital games and participated in the Packing Peanut Energy Transfer simulation. Most likely, you have also played games all of your life. In this home learning, you are thinking about the components of games in general in preparation for making a game proposal in class. Please respond with the following information and thinking: 1 Name one board game (i.e. monopoly, life) or one digital game that involves something more than getting points for hitting targets - avoid 'first person shooter games' include things like SimCity or other building or progressive games. Choose a game that is complex enough to analyze and has factors that help you and harm your progress. 2 What are the learning outcomes of the game? What do you learn or need to know to be successful? What ideas guide your decision making during the game? 3 Which game type does your chosen game fit in: Trivia (jeopardy, family feud, trivial pursuit) or Task-Based (scavenger hunt, murder mystery, Clue) or Strategy (Monopoly, Hive) or Role Playing Game. You could include aspects of more than one of these! 4 Is your game essentially Independent, Competitive or Cooperative? 5 What are the parts and pieces? (landscapes, cards, dice, board map, spinner, levels) 6 How do you 'win'? Does there have to be a loser? 7 Why do you like the game? Thank you! Dear Ecologists,
Please complete this work before class time on Thursday, January 18, 2018. Similar to our game analysis in class on January 3, I am asking you to play and/or study these 4 games and analyze their traits. This is a 'double' home learning and will take you at least 30 minutes. If you can't finish it in one sitting, add replies to your original submission. Here are the four games. 1 Oh Moose! 2 Feed the Dingo 3 Life Cycles 4 Desert Adaptations For each game (yes, all 4), comment on game goals (How do you win?), obstacles and/or rewards, what kind(s) of knowledge to you gain?, and was it fun (why or why not?) So that is four things about each of 4 games. Serious business. Thank you! Dear Ecologists,
Please complete this work by class time on December 21 (the last class of 2017). Use this NatGeo Resource to study and review vocabulary. Practice these flashcards on line or make your own paper copies. Be ready to take a paper quizlet. Post: Choose two of the terms and explain the relationship/connection between your two selected terms. Thank you! Dear Ecologists this Home Learning is canceled due to problems with the link.
Dear Ecologists,
This home learning is due before class time on Thursday, November 9. Choose your environmental disaster: Love Canal, Cuyahoga River Fire, or Lake Erie is DEAD. Study the resources and prepare and post notes for a discussion. Be prepared to summarize the historical facts and make connections to our studies of our watershed. Love Canal: Video, Article Cuyahoga River Fire: Video, Article Lake Erie is Dead: Now Article, Then Article Dear Ecologists,
Please complete this learning before class time on Thursday, November 2. Here is the link to the guided tour. Here is the quizlet. For your post - make a connection between your Sheboygan River issue and at least one of the slide in the guided tour. Choose the slide/photo that is, in your opinion, the most effective. Post its number. That's all. You know that you will see the quizlet again - practice! Reminder: Home Learning is assigned every Thursday and due the following Thursday at class time. HL is related to and supporting our studies and projects. Late work will be accepted for one week only. After that, please still do the home learning for the learning and also to show good faith and intention to improve your habits of work. Dear Ecologists,
Please use three resources to study the Chicago River Reversal that spanned the late 19th and early 20th centuries. 1 The map above shows an overview of before and after - be able to describe/explain what you are seeing and thinking about the maps. (We have been practicing this in class with the Lake Michigan and watershed maps.) 2 This student video includes many old photos and a narration to explain not only the project but also the controversies. 3 This summary written by the American Public Works Association. For your response post, write a concise well supported CLAIM/SUPPORT/QUESTION to one of these questions! Please site at least two of the three resources in your CLAIM/SUPPORT/QUESTION. A. Should the Chicago River flow be reversed - again - to flow into Lake Michigan? Who would benefit? Who would be harmed? or B. Would reversing the Sheboygan River and adding a Sanitary and Shipping Canal be a good idea? Who would benefit? Who would be harmed? HL 3 SUSTAINABILITY ARTWORKS Please complete this work before class time on Thursday, October 12.10/4/2017 Dear Ecologists,
Check out the artworks on this site. If you click on the first one it magically turns into a slide show so you can see the works easily. These works are made by digitally 'stitching together' hundreds of photos and applying text to the finished photo-collage. Use the CLAIM SUPPORT thinking to CLAIM a photo-collage that connects to/fits with your sustainability project and SUPPORTING that claim with evidence/reasoning/examples. Thank you! |
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February 2018
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