Thursday, September 29, 2016

Innovators/7 Food Waste Action Plan

It has been estimated that over 50% of all food in the U.S. is wasted with 98% of this wasted food being dumped into landfills.  The amount of organics that rot and decay in these land fills contributes to an ever increasing carbon output.  Add in the fact that 1 in 5 children are considered hungry, and the problem of food management has to be addressed.  We have identified one point source of food waste that we can impact is our own cafeteria.  The amount of food that is thrown away on a daily basis is astonishing.  As a class we have begun to discuss ways in which we can educate and change the behaviors of our fellow students to help reduce and possible go to a zero waste cafeteria.  In order to accomplish this task, we must create an action plan to address this problem.  This post will be the epicenter for posting updates, ideas and information gathered as it relates to food waste and the action plan.  Below are some questions that your class has generated to help the project get off the ground.




•             Why is food wasted?
•             How much food is wasted here?
•             How much food do they not put out at lunch, and what happens to it?
•             Based on all schools in the country, which state wastes the most food?
•             What is the ratio of food waste from packers to buyers?
•             What is the most wasted food at school?
•             What is the goal?
•             What are one of the procedures needed to collect the food waste?
•             How are we going to get others to do this project?

Thursday, September 22, 2016

Innovators/8 Crash and Survive!

You and your companions have just survived a plane crash.  Unfortunately, the pilot and co-pilot were killed in the crash.  It's mid-January, and you are in Northern Canada.  The daily temperature is 25 below zero and the night time temperature is 40 degrees below zero.  There is snow on the ground, and the countryside is wooded with several creeks criss-crossing the area.  The nearest town is 20 miles away.  You are dressed in what you wore to school today.  Your group managed to salvage the following items:

A ball of steel wool
A small ax
A flare gun w/three flares
Can of Crisco shortening
Newspaper (one per person)
Cigarette lighter (without fluid)
Extra shirt and pants for each survivor
20 x 20 ft piece of heavy-duty canvas
A sectional air map made of plastic
One quart of 100 proof whiskey
A compass
Family-sized chocolate bar (one per survivor)

As a group rank these items in order of importance for your group's survival.  Explain how each item could help you survive this challenge until yo are rescued. Your team MUST come to an agreement on the items in your list!  What additional challenges did you and your team face while conducting this simulation and how could this relate to any type of survival/disaster situation?

Wednesday, September 21, 2016

Innovators/6 Mapping and Modeling in 3D

In a globally connected world, knowing where you are seems to have easier than ever before.  Maps made of paper or canvas have all but been forgotten for everyday travel and use.  However the symbols, signs and geographic elements of maps and map making have not.  They have just become digitized.  Although the use of computers and GPS programs for mapping have made obtaining maps and directions relatively easy, understanding the art of map making is essential to appreciating the skills needed and the importance of  accuracy and precision.  Your mission was to create  six versions of a map to locate a predetermined object somewhere in the school.

  • Version 1.0 Map the way to and from the destination.
  • Version 2.0 Map the way to and from the destination using landmarks only.
  • Version 3.0 Map the surroundings with out directions (a path) to and from destination.
  • Version 4.0 Same as version 3.0 except add, scale, mapping key and keywords.
  • Version 5.0 Create a "turn by turn" (text based) map.
  • Version 6.0 3D Map detailing all aspects of the area being mapped (team final project).
Challenges abound throughout this project.  As a map maker (Cartographer), answer the following questions;

  • How did the different versions of the same map help or create challenges when creating you newer versions?
  • What challenges did you and your team face as you created your 3D version of your map?  Be sure to include examples and explanations to justify your answer.
  • How would you approach this assignment differently knowing what you know now based on your initial experience?  (Use examples and details to support your explanation)  

Friday, September 9, 2016

Innovators 6/7/8 Explore Learning AKA "Gizmo" science and math simulations

Explore learning .com
An additional resource that we will be using throughout the course of the year is a website that provides you with opportunities to interact with simulations that help to support the learning objectives of the class.  Use the link below to go to the site and use the class code that corresponds with your class.  Also place a bookmark on this site for ease of access in the future.

Explore Learning



Innovators 6:  J3LE2VYZWW

Innovators 7:  QGBXL8RCZB

Innovators 8:  P5AAMRU2XQ

Wednesday, September 7, 2016

Innovators 8 TEOTWAWKI...zombies? Really?!

Just when you least expect it… the end begins.  Your not sure if what you are witnessing is real, a prank or some whacky drill.  So what do you do?  How do you and your classmates act as time, resources and possibly your own existence is running out?  

You and your classmates are about to embark on a roleplaying activity that will place you in the midst of an apocalyptic scenario.  This assignment will allow you and your classmates to work together as a team, in subgroups or maybe even on your own as you try to comprehend the situation and try to survive.  As part of our disaster unit, this roleplaying activity will be intertwined throughout the unit.  You will play yourself, unlike many popular roleplaying games (such as Dungeons & Dragons), your will not be some heroic magic welding elf, you will be you.  Attached is a PDF of the “character sheet” that you will fill out based your own unique and current abilities.  You will also be asked to read chapter 1 to familiar yourself with the game and the character sheets (see below).

This chapter describes the rules and core mechanics of the game, including everything the players and GM need to know to resolve actions, fight zombies (or run away), and track the consequences of wounds and stress. It also explains how to create characters, including their characteristics, features, and equipment.

As you progress through the game, you will be asked to reflect (as a post on this blog) on your current feelings as they relate to the game play, decision making processes made during the current game play and connections to possible real-life disaster situations.  How prepared are you!?!?!




Thursday, September 1, 2016

Innovators 6/7/8 The Big History Project

The Big History Project, is a great online course that looks to tackle the big ideas in history, going all the way back to the origins of the universe.  This is very fortunate for us and our study of the biological, geological and astronomical aspects of the Earth, as this course addresses many of the fundamental questions about the beginning of the Earth, life and the continued diversity of all that exists and existed on planet Earth over its rich past, present and future.  As an innovator, you will enroll in this course and work through the various units based on your current area of study.  This course is entirely on line although we will address a majority of these topics in class, you however, are very much responsible for working through each assigned unit at a pace that both appropriate and efficient.  All quizzes will be taken online and submitted for a grade.  Other various assignments will be discussed and collected in class.  Enjoy the class and make the connection to your learning to increase your understanding.   

The Big History Project 

Innovators 6 class code: 96XMFJ

Innovators 7 class code:  T55P8N 

Innovators 8 class code: S5G4AQ