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= Welcome ABHS sophomore science students! =

This wikispace will examine and evaluate climate change science. Below is all the information that you need to get started:

//You will be assigned to a "fruit" group in order to complete this project. Each "fruit" group will use a different source material in order to learn their topic and create their wiki page. //

//Fig Group - http://www.ipcc.ch/publications_and_data/ar4/wg1/en/ch2.html // //Mangosteen Group - http://www.ipcc.ch/publications_and_data/ar4/wg1/en/ch3.html // //Persimmon Group - http://www.ipcc.ch/publications_and_data/ar4/wg1/en/ch4.html // //Cherimoya Group - http://www.ipcc.ch/publications_and_data/ar4/wg1/en/ch5.html // //Lychee Group - http://www.ncdc.noaa.gov/sotc/drought/2012/13 // //Kumquat Group - http://www.ncdc.noaa.gov/sotc/global/2012/13 // //Durian Group - http://www.ncdc.noaa.gov/sotc/global-snow/2012/13 // //Bilberry Group - http://www.ncdc.noaa.gov/sotc/hazards/2012/12 // //Currant Group - http://www.ncdc.noaa.gov/teleconnections/ // //Dragonfruit Group - https://sites.google.com/a/abhs.k12.nm.us/science10/ "Chapter 27" // //Pequi Group - http://www.ncdc.noaa.gov/societal-impacts/ // //Jujube Group - http://www.ncdc.noaa.gov/sotc/fire/2013/1 // //Rock melon Group - https://sites.google.com/a/abhs.k12.nm.us/science10/ "Chapter 27" //

You are seeking to earn 200 or more points for this page. Points are for each author, not the whole group! Possible ways to earn points include:

- information clearly visible on the page showing where your information comes from (required, 10 points) <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">- vocabulary list and definitions (required, 30 points) <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">- overview/summary on one of four main chapters (required, group member may each want to write 1 -3 paragraphs about a part of the chapter, 50 points) <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">- personal reflection on the material, how it relates to other things we've studied in the class, etc (required, 50 points) <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">- review of article in Science or other peer reviewed journal relating to your climate change topic (optional, 30 points) <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">- video clips (optional, 15 points) <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">- pictures (optional, 5 points) <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">- graphs (optional 10 points) <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">- interview with a scientist or profile of an individual scientist and their body of work (50 points) <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">- assessment of the validity of the findings: reflect on how many studies, how many scientists, and how much certainty the findings reflect (optional, 30 points) <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">- other methods, such as comics, poems, or stories, which may be effective at sharing the information with non-scientists (optional, 20 points)

<span style="color: #008000; font-family: Impact,Charcoal,sans-serif; font-size: 160%;">As a rule, spending hours on the look of your page will not earn you as much credit as spending hours on the content of your page

Tips for writing your personal reflection: Here are some starter questions you can ask yourself. You do not have to answer each question. You may want to focus on one or two. Make sure you include evidence from the text to support what you are saying.
 * Look at all the studies that contributed to the report. Where did they take place? What surprised you about the kinds of things or the places that are investigated?
 * What are some of the findings that you found interesting?
 * How do the findings relate to what you have learned this year?
 * How do you think climate change, and/or this information, will affect your life? Your children's lives? Your grandchildren's lives? The nation?
 * What surprised you the most about this information?
 * What will stick with you?
 * How common is this knowledge in the general population?

Getting StartedYour group should create a new page and begin posting on that page. To name a page, please follow the convention: Ch1 - D - Historical Overview, where you first name your chapter, then your block, then a SHORT subject. Add your names in the space for tags. Please do not edit other people's pages. Make sure that all work you do has your name and block on it so that your teacher can give you credit.
 * Click on the "New Page" to the left.
 * Once on your page, click on the edit button above right to put your own content on this page

Need Help?
 * Click on the help link above to learn more about how to use your wiki.

__<span style="color: #000000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 130%;">2012 - 13 Student Page Links __ <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">A_Ch2_AtmosphericConstituents,RF <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">A_Ch4_Snow&Ice <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">A_Ch5_OceanClimateChange <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">A_NOAA_Societal Impacts <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">A_NOAA_wildfires & drought <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">B-NOAA-Societal Impacts <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">B_chapter 27 <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">Ch. 2 E Atmospheric Constituents and in Radiative Forcing <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">Ch. 3-eBlock <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">Drought <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">e block snow and ice