APES MR.

Bodas
Purpose:

Vocabulary List Guidelines

to become familiar with new vocabulary related to environmental science to improve long-term vocabulary & conceptual retention to prepare environmental science students for the AP exam to personalize and differentiate vocabulary development related to the APES content Instructions: Through the year in APES you will be exposed to a vast amount of vocabulary, most of which will likely be new. However, depending on the courses each of you have taken prior to this class, including but not limited to science courses, some vocabulary and concepts you may have a firm grasp of already. In order to avoid redundancy and make your lists personal, you will decide which words to list and write down in your own personal vocabulary list. The list should be cumulative over the 1st semester, must be handwritten, and must include a definition and an example of the vocabulary word. The vocabulary words typically will come from the bold and italicized words of the text (Miller, G. Tyler, Jr. Living in the Environment: Principles, Connections, and Solutions, 14th ed., Brooks/Cole Publishing, Belmont, California, 2005), but certainly are not limited just to those, as long the words are related to the environmental science content. In short, each of you will then have different vocabulary lists that are personalized and focused to your specific learning needs. Given the large volume of vocabulary, I require that your vocabulary lists are a minimum of 160 words. Again, these lists will be due near the end of the semester. Do not procrastinate in construction of your vocabulary lists, as delaying construction of the vocabulary lists subverts the purpose of constructing one. I also reserve to check or have you hand in your vocabulary list for instructor review at any time. Vocabulary lists that are not current will be recorded, and will receive a lower grade when the vocabulary guides are ultimately turned in at the end of the semester and graded for points. In addition, it may help to quickly thumb through the first 15 chapters to see what the vocabulary load is like, as some chapters are more vocabulary intensive than others. Like most undertakings in life, the benefits you gain from this activity will be directly correlated to the amount of time and effort you put into your work.

APES MR. Bodas

Purpose:

Vocabulary List Guidelines

to become familiar with new vocabulary related to environmental science to improve long-term vocabulary & conceptual retention to prepare environmental science students for the AP exam to personalize and differentiate vocabulary development related to the APES content Instructions: Through the year in APES you will be exposed to a vast amount of vocabulary, most of which will likely be new. However, depending on the courses each of you have taken prior to this class, including but not limited to science courses, some vocabulary and concepts you may have a firm grasp of already. In order to avoid redundancy and make your lists personal, you will decide which words to list and write down in your own personal vocabulary list. The list should be cumulative over the 1st semester, must be handwritten, and must include a definition and an example of the vocabulary word. The vocabulary words typically will come from the bold and italicized words of the text (Miller, G. Tyler, Jr. Living in the Environment: Principles, Connections, and Solutions, 14th ed., Brooks/Cole Publishing, Belmont, California, 2005), but certainly are not limited just to those, as long the words are related to the environmental science content. In short, each of you will then have different vocabulary lists that are personalized and focused to your specific learning needs. Given the large volume of vocabulary, I require that your vocabulary lists are a minimum of 160 words. Again, these lists will be due near the end of the semester. Do not procrastinate in construction of your vocabulary lists, as delaying construction of the vocabulary lists subverts the purpose of constructing one. I also reserve to check or have you hand in your vocabulary list for instructor review at any time. Vocabulary lists that are not current will be recorded, and will receive a lower grade when the vocabulary guides are ultimately turned in at the end of the semester and graded for points. In addition, it may help to quickly thumb through the first 15 chapters to see what the vocabulary load is like, as some chapters are more vocabulary intensive than others. Like most undertakings in life, the benefits you gain from this activity will be directly correlated to the amount of time and effort you put into your work.