Download Please make notes legible and use indentations when appropriate.

• The Ecology: Interactions Unit includes…
• A Three Part 2,100 Slide PowerPoint full of engaging
activities, critical class notes, review opportunities, question,
answers, games, and much more.
• 12 Page bundled homework that chronologically follows the
slideshow for nightly review. Modified version provided as
well as answer keys.
• 8 pages of unit notes with visuals for students and support
professionals
• 7 Worksheets that follow slideshow for classwork.
• 2 PowerPoint Review Games with Answer Keys
• Flashcards, Rubrics, video links, templates, materials list,
First Day PowerPoint, guide, and much more.
– http://www.sciencepowerpoint.com/Ecology_Inter
actions_Unit.html
• More Units Available at…
Earth Science: The Soil Science and Glaciers Unit, The Geology Topics
Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The
River Unit, The Water Molecule Unit.
Physical Science: The Laws of Motion and Machines Unit, The Atoms
and Periodic Table Unit, The Energy and the Environment Unit, and The
Introduction to Science / Metric Unit.
Life Science: The Infectious Diseases Unit, The Cellular Biology Unit,
The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The
Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology:
Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural
Selection Unit and Human Body Systems and Health Topics Unit
Copyright © 2011 www.sicnepowerpoint.com LLC.
First Name, Last Name
Science and Section
First Name, Last Name
Science and Section
Treat this journal with care and
respect. It will be very helpful for
the bundled homework package.
First Name, Last Name
Science and Section
Your journal is your responsibility. If it
becomes lost or damaged it will
significantly reduce your grade.
First Name, Last Name
Science and Section
• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
Copyright © 2010 Ryan P. Murphy
Please use this red line
-Please make notes legible and use indentations
when appropriate.
-Please make notes legible and use indentations
when appropriate.
-Please make notes legible and use indentations
when appropriate.
-Example of indent.
-Please make notes legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Please make notes legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Please make notes legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Make visuals clear and well drawn.
-Please make notes legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Make visuals clear and well drawn. Please label.
Individual
Population
Community
Ecosystem
Biome
Biosphere
• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
• BLACK SLIDE: Pay attention, follow
directions, complete projects as described
and answer required questions neatly.
Copyright © 2010 Ryan P. Murphy
• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
Copyright © 2010 Ryan P. Murphy
• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
“Hoot, Hoot”
“Good Luck!”
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conservations during work
time.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conservations during work
time.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conservations during work
time.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations during work
time.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations during work
time.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations during work
time.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations during work
time.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations during work
time.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations during work
time.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations during work
time.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations during work
time.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations during work
time.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy

New Area of Focus: Special Feeding
Relationships
Copyright © 2010 Ryan P. Murphy

Symbiosis: A long term relationship
between two or more different species.
Copyright © 2010 Ryan P. Murphy

Three types of symbiosis
-
Parasitism
 - Mutualism
 - Commensalism
Copyright © 2010 Ryan P. Murphy

Three types of symbiosis
-
Parasitism
 - Mutualism
 - Commensalism
Copyright © 2010 Ryan P. Murphy

Three types of symbiosis
-
Parasitism
 - Mutualism
 - Commensalism
Copyright © 2010 Ryan P. Murphy

Three types of symbiosis
-
Parasitism
 - Mutualism
 - Commensalism
Copyright © 2010 Ryan P. Murphy

Parasitism: One organism benefits while
the other is harmed.
Copyright © 2010 Ryan P. Murphy
“I’m sick of
studying dumb
stuff” “Why
should I care
about studying
parasites?”
• 1 in 3 American suffers in some form from
a parasite.
– Learn about them to help yourself.
Copyright © 2010 Ryan P. Murphy
“I’m sorry
that I yelled
earlier.” “I
didn’t know
that.”
• Caution! Disgusting parasites ahead.
– Be prepared to be grossed out. Close your
eyes if needed.
• Parasites are one on the most numerous
and successful groups of organisms on
the planet.
– For every species on earth, they may host a
handful of unique parasites.
Copyright © 2010 Ryan P. Murphy
• Most parasites have very complicated life
cycles,
Copyright © 2010 Ryan P. Murphy
• Most parasites have very complicated life
cycles, often going through a number of
different species before finding a host.
Copyright © 2010 Ryan P. Murphy
• Most parasites have very complicated life
cycles, often going through a number of
different species before finding a host.
Copyright © 2010 Ryan P. Murphy
• Most parasites have very complicated life
cycles, often going through a number of
different species before finding a host.
Copyright © 2010 Ryan P. Murphy
• Most parasites have very complicated life
cycles, often going through a number of
different species before finding a host.
Copyright © 2010 Ryan P. Murphy
• Most parasites have very complicated life
cycles, often going through a number of
different species before finding a host.
Copyright © 2010 Ryan P. Murphy
• Most parasites have very complicated life
cycles, often going through a number of
different species before finding a host.
Copyright © 2010 Ryan P. Murphy
• Parasites damage their host by consuming
tissues, and releasing toxins.
Copyright © 2010 Ryan P. Murphy
• Two general types of parasites
Copyright © 2010 Ryan P. Murphy
• Two general types of parasites
– Endoparasites: Inside your body.
Copyright © 2010 Ryan P. Murphy
• Two general types of parasites
– Endoparasites: Inside your body.
– Ectoparasites: Outside your body.
Copyright © 2010 Ryan P. Murphy
• Two general types of parasites
– Endoparasites: Inside your body.
– Ectoparasites: Outside your body.
Copyright © 2010 Ryan P. Murphy
• Two general types of parasites
– Endoparasites: Inside your body.
– Ectoparasites: Outside your body.
Copyright © 2010 Ryan P. Murphy
• Two general types of parasites
– Endoparasites: Inside your body.
– Ectoparasites: Outside your body.
Copyright © 2010 Ryan P. Murphy
• Two general types of parasites
– Endoparasites: Inside your body.
– Ectoparasites: Outside your body.
Copyright © 2010 Ryan P. Murphy
• Two general types of parasites
– Endoparasites: Inside your body.
– Ectoparasites: Outside your body.
Copyright © 2010 Ryan P. Murphy
• Worms make up some of the common
parasites that affects humans.
Copyright © 2010 Ryan P. Murphy
• Worms make up some of the common
parasites that affects humans.
Copyright © 2010 Ryan P. Murphy
• Worms make up some of the common
parasites that affects humans.
Copyright © 2010 Ryan P. Murphy
• Worms make up some of the common
parasites that affects humans.
Copyright © 2010 Ryan P. Murphy
• A few endoparasites that affect humans.
– Tape worms
• If a child frequently itches their butt, you
should check to see if they have contracted
pinworm.
• Pinworm
• Pinworm: Medication works, but a
flashlight and small spoon is also required.
• Pinworm: Medication works, but a
flashlight and small spoon is also required.
Pinworms
• Pinworm: Medication works, but a
flashlight and small spoon is also required.
Pinworms
Anus
“Yummy!”
“These
Pinworm eggs
taste great
when I bite
my nails.”
• Hookworm
• Roundworms
• Guinea worms
• Guinea worms can be very large.
• Loa loa, eyeworms
• Loa loa, eyeworms
• Brain Worm – Affects Moose. Slime from
snail passes the parasite between species.
• Heartworms – Dogs
– Common parasite
Copyright © 2010 Ryan P. Murphy
• Some common ectoparasites.
– Fleas
• Louse
• Chiggers
• Ticks
• Crabs (louse)
• Crabs (louse)
• Crab (louse) legs and claws are highly
adapted to cling to pubic hairs on the human
body.
“Ahhh, good job
little baby crab.”
“Your almost
there.” “Just keep
climbing up the
pubic hair.”
• Bed bugs
• This strange louse is a tongue eating
parasite that lives in a fishes mouth.
• This strange louse is a tongue eating
parasite that lives in a fishes mouth.
• Biting flies
• Human Bot Fly.
• Human Bot Fly
• Human Bot Fly
• Filariasis
• Filariasis
• Video – Wasp parasite and aphids
– Are all parasites bad to humans?
– http://www.youtube.com/watch?v=rLtUkW5Gpk
• Mosquito
– A parasite that carries the malaria parasite.
• Leeches
• Vampire Bat.
• Sea Lamprey
• Article! Sea Lamprey
– Read Article and answer the questions at the
bottom in your journal.
• Sea Lamprey are jawless fish (very old),
They attach to fish with sucker and bore a
hole into flesh with tongue.
Copyright © 2010 Ryan P. Murphy
• Coming to your local swim hole soon.
• The parasite must not kill the host. The
host provides the food and shelter and
survival of the parasite.
• Video Links! (Optional)
– Dirty Jobs and Sea Lamprey
– Three Parts, apologies for ads.
• http://dsc.discovery.com/videos/dirty-jobssea-lamprey-exterminator/
• Plants are parasitized by viruses, bacteria,
fungi, nematodes, and a few other plants.
• Most parasites have degenerated in some
way, that is, they have lost many physical
features such as eyes.
Copyright © 2010 Ryan P. Murphy
• Most parasites have degenerated in some
way, that is, they have lost many physical
features such as eyes.
– They don’t need these complicated things
anymore, but they have added features such as
producing more eggs and finding ways to exist
undetected.
Copyright © 2010 Ryan P. Murphy
• Brood Parasitism – Cowbird
• Brood Parasitism – The cowbird waits until a
mother leaves a nest and then lays her eggs
next to the other egg. When the bird comes
back she doesn’t know the difference and
raises the eggs.
Copyright © 2010 Ryan P. Murphy
• Brood Parasitism – The cowbird waits until a
mother leaves a nest and then lays her eggs
next to the other egg. When the bird comes
back she doesn’t know the difference and
raises the eggs.
– The cowbird drops a few of the real mothers
eggs out to make room. Those eggs die and the
juvenile cowbird takes most of the food while the
other chicks starve.
Copyright © 2010 Ryan P. Murphy
• Which chick below is an example of brood
parasitism?
• Which chick below is an example of brood
parasitism?
• Which chick below is an example of brood
parasitism?
• Which eggs are examples of brood
parasitism?
• Which eggs are examples of brood
parasitism?
• Which eggs are examples of brood
parasitism?
• Some PowerPoint advice!
– Involve people. I need two volunteers, one
boy and one girl to read the next slide.
Copyright © 2010 Ryan P. Murphy
PowerPoint advice: You should…
PowerPoint advice: You should… KISS
PowerPoint advice: You should… KISS
• PowerPoint advice: “KISS”
–Keep
–It
–Simple
–Silly
Copyright © 2010 Ryan P. Murphy
• PowerPoint advice: “KISS”
–Keep
–It
–Simple
–Silly
Copyright © 2010 Ryan P. Murphy
• PowerPoint advice: “KISS”
–Keep
–It
–Simple
–Silly
Copyright © 2010 Ryan P. Murphy
• PowerPoint advice: “KISS”
–Keep
–It
–Simple
–Silly
Copyright © 2010 Ryan P. Murphy
• PowerPoint advice: “KISS”
–Keep
–It
–Simple
–Silly
Copyright © 2010 Ryan P. Murphy
• PowerPoint Advice:
– Cheesy Effects do not help your presentation.
– Waiting for information is a waste of time.
– Animations can take away from your
presentation.
– Wait! I’m not finished reading this. Where is it
going? I’m not ready yet! “Arrrgh, I hate
animations!”
Copyright © 2010 Ryan P. Murphy
• Sound effects combined with effects is
even worse.
How is this color combination?
Do you want to sit through 25
slides of Twinkie Yellow? Be smart
about your color choice.
“Keep it Simple”
Copyright © 2010 Ryan P. Murphy
• I really enjoy this background color
and font style. I also wanted to
make a pretty font. Black and
white is so boring!
•
Is this font to small?
•Is this Font to
Big?
Copyright © 2010 Ryan P. Murphy
Tornado Formation
– A tornado is a violently rotating column of air in contact with and extending
between a cloud (often a thunderstorm cloud) and the surface of the earth.
Winds in most tornadoes blow at 100 mph or less, but in the most violent, and
least frequent, wind speeds can exceed 250 mph.
– Tornadoes, often nicknamed "twisters," typically track along the ground for a
few miles or less and are less than 100 yards wide, though some monsters can
remain in contact with the earth for well over fifty miles and exceed one mile in
width.
– Several conditions are required for the development of tornadoes and the
thunderstorm clouds with which most tornadoes are associated. Abundant low
level moisture is necessary to contribute to the development of a thunderstorm,
and a "trigger" (perhaps a cold front or other low level zone of converging
winds) is needed to lift the moist air aloft.
– Once the air begins to rise and becomes saturated it will continue rising to
great heights and produce a thunderstorm cloud, if the atmosphere is unstable.
An unstable atmosphere is one where the temperature decreases rapidly with
height.
– Atmospheric instability can also occur when dry air overlays moist air near the
earth's surface. Finally, tornadoes usually form in areas where winds at all
levels of the atmosphere are not only strong, but also turn with height in a
clockwise, or veering, direction.
– Tornadoes can appear as a traditional funnel shape, or in a slender rope-like
form. Some have a churning, smoky look to them, and others contain "multiple
vortices" - small, individual tornadoes rotating around a common center. Even
others may be nearly invisible, with only swirling dust or debris at ground level
as the only indication of the tornado's presence.
Copyright © 2010 Ryan P. Murphy
Tornado Formation
– A tornado is a violently rotating column of air in contact with and extending
between a cloud (often a thunderstorm cloud) and the surface of the earth.
Winds in most tornadoes blow at 100 mph or less, but in the most violent, and
least frequent, wind speeds can exceed 250 mph.
– Tornadoes, often nicknamed "twisters," typically track along the ground for a
few miles or less and are less than 100 yards wide, though some monsters can
remain in contact with the earth for well over fifty miles and exceed one mile in
width.
– Several conditions are required for the development of tornadoes and the
thunderstorm clouds with which most tornadoes are associated. Abundant low
level moisture is necessary to contribute to the development of a thunderstorm,
and a "trigger" (perhaps a cold front or other low level zone of converging
winds) is needed to lift the moist air aloft.
– Once the air begins to rise and becomes saturated it will continue rising to
great heights and produce a thunderstorm cloud, if the atmosphere is unstable.
An unstable atmosphere is one where the temperature decreases rapidly with
height.
– Atmospheric instability can also occur when dry air overlays moist air near the
earth's surface. Finally, tornadoes usually form in areas where winds at all
levels of the atmosphere are not only strong, but also turn with height in a
clockwise, or veering, direction.
– Tornadoes can appear as a traditional funnel shape, or in a slender rope-like
form. Some have a churning, smoky look to them, and others contain "multiple
vortices" - small, individual tornadoes rotating around a common center. Even
others may be nearly invisible, with only swirling dust or debris at ground level
as the only indication of the tornado's presence.
Some PowerPoint advice!
Copyright © 2010 Ryan P. Murphy
Tornado Formation
– A tornado is a violently rotating column of air in contact with and extending
between a cloud (often a thunderstorm cloud) and the surface of the earth.
Winds in most tornadoes blow at 100 mph or less, but in the most violent, and
least frequent, wind speeds can exceed 250 mph.
– Tornadoes, often nicknamed "twisters," typically track along the ground for a
few miles or less and are less than 100 yards wide, though some monsters can
remain in contact with the earth for well over fifty miles and exceed one mile in
width.
– Several conditions are required for the development of tornadoes and the
thunderstorm clouds with which most tornadoes are associated. Abundant low
level moisture is necessary to contribute to the development of a thunderstorm,
and a "trigger" (perhaps a cold front or other low level zone of converging
winds) is needed to lift the moist air aloft.
– Once the air begins to rise and becomes saturated it will continue rising to
great heights and produce a thunderstorm cloud, if the atmosphere is unstable.
An unstable atmosphere is one where the temperature decreases rapidly with
height.
– Atmospheric instability can also occur when dry air overlays moist air near the
earth's surface. Finally, tornadoes usually form in areas where winds at all
levels of the atmosphere are not only strong, but also turn with height in a
clockwise, or veering, direction.
– Tornadoes can appear as a traditional funnel shape, or in a slender rope-like
form. Some have a churning, smoky look to them, and others contain "multiple
vortices" - small, individual tornadoes rotating around a common center. Even
others may be nearly invisible, with only swirling dust or debris at ground level
as the only indication of the tornado's presence.
Some PowerPoint advice!
Only a few words per slide.
Copyright © 2010 Ryan P. Murphy
Tornado Formation
– A tornado is a violently rotating column of air in contact with and extending
between a cloud (often a thunderstorm cloud) and the surface of the earth.
Winds in most tornadoes blow at 100 mph or less, but in the most violent, and
least frequent, wind speeds can exceed 250 mph.
– Tornadoes, often nicknamed "twisters," typically track along the ground for a
few miles or less and are less than 100 yards wide, though some monsters can
remain in contact with the earth for well over fifty miles and exceed one mile in
width.
– Several conditions are required for the development of tornadoes and the
thunderstorm clouds with which most tornadoes are associated. Abundant low
level moisture is necessary to contribute to the development of a thunderstorm,
and a "trigger" (perhaps a cold front or other low level zone of converging
winds) is needed to lift the moist air aloft.
– Once the air begins to rise and becomes saturated it will continue rising to
great heights and produce a thunderstorm cloud, if the atmosphere is unstable.
An unstable atmosphere is one where the temperature decreases rapidly with
height.
– Atmospheric instability can also occur when dry air overlays moist air near the
earth's surface. Finally, tornadoes usually form in areas where winds at all
levels of the atmosphere are not only strong, but also turn with height in a
clockwise, or veering, direction.
– Tornadoes can appear as a traditional funnel shape, or in a slender rope-like
form. Some have a churning, smoky look to them, and others contain "multiple
vortices" - small, individual tornadoes rotating around a common center. Even
others may be nearly invisible, with only swirling dust or debris at ground level
as the only indication of the tornado's presence.
Some PowerPoint advice!
Only a few words per slide.
NO Paragraphs! NO Reading!
Copyright © 2010 Ryan P. Murphy
Tornado Formation
– A tornado is a violently rotating column of air in contact with and extending
between a cloud (often a thunderstorm cloud) and the surface of the earth.
Winds in most tornadoes blow at 100 mph or less, but in the most violent, and
least frequent, wind speeds can exceed 250 mph.
– Tornadoes, often nicknamed "twisters," typically track along the ground for a
few miles or less and are less than 100 yards wide, though some monsters can
remain in contact with the earth for well over fifty miles and exceed one mile in
width.
– Several conditions are required for the development of tornadoes and the
thunderstorm clouds with which most tornadoes are associated. Abundant low
level moisture is necessary to contribute to the development of a thunderstorm,
and a "trigger" (perhaps a cold front or other low level zone of converging
winds) is needed to lift the moist air aloft.
– Once the air begins to rise and becomes saturated it will continue rising to
great heights and produce a thunderstorm cloud, if the atmosphere is unstable.
An unstable atmosphere is one where the temperature decreases rapidly with
height.
– Atmospheric instability can also occur when dry air overlays moist air near the
earth's surface. Finally, tornadoes usually form in areas where winds at all
levels of the atmosphere are not only strong, but also turn with height in a
clockwise, or veering, direction.
– Tornadoes can appear as a traditional funnel shape, or in a slender rope-like
form. Some have a churning, smoky look to them, and others contain "multiple
vortices" - small, individual tornadoes rotating around a common center. Even
others may be nearly invisible, with only swirling dust or debris at ground level
as the only indication of the tornado's presence.
Some PowerPoint advice!
Only a few words per slide.
NO Paragraphs! NO Reading!
NO Copy and Paste.
Copyright © 2010 Ryan P. Murphy
Tornado Formation
– A tornado is a violently rotating column of air in contact with and extending
between a cloud (often a thunderstorm cloud) and the surface of the earth.
Winds in most tornadoes blow at 100 mph or less, but in the most violent, and
least frequent, wind speeds can exceed 250 mph.
– Tornadoes, often nicknamed "twisters," typically track along the ground for a
few miles or less and are less than 100 yards wide, though some monsters can
remain in contact with the earth for well over fifty miles and exceed one mile in
width.
– Several conditions are required for the development of tornadoes and the
thunderstorm clouds with which most tornadoes are associated. Abundant low
level moisture is necessary to contribute to the development of a thunderstorm,
and a "trigger" (perhaps a cold front or other low level zone of converging
winds) is needed to lift the moist air aloft.
– Once the air begins to rise and becomes saturated it will continue rising to
great heights and produce a thunderstorm cloud, if the atmosphere is unstable.
An unstable atmosphere is one where the temperature decreases rapidly with
height.
– Atmospheric instability can also occur when dry air overlays moist air near the
earth's surface. Finally, tornadoes usually form in areas where winds at all
levels of the atmosphere are not only strong, but also turn with height in a
clockwise, or veering, direction.
– Tornadoes can appear as a traditional funnel shape, or in a slender rope-like
form. Some have a churning, smoky look to them, and others contain "multiple
vortices" - small, individual tornadoes rotating around a common center. Even
others may be nearly invisible, with only swirling dust or debris at ground level
as the only indication of the tornado's presence.
Some PowerPoint advice!
Only a few words per slide.
NO Paragraphs! NO Reading!
NO Copy and Paste.
It’s cheating and boring.
Copyright © 2010 Ryan P. Murphy
• Some PowerPoint advice
– Visuals are more important than words.
– This is a picture of a tornado forming.
Copyright © 2010 Ryan P. Murphy
• Some PowerPoint advice
– Visuals are more important than words.
– This is a picture of a tornado forming.
Note – Cyclonic formation
Copyright © 2010 Ryan P. Murphy
• Some PowerPoint advice
– Visuals are more important than words.
– This is a picture of a tornado forming.
Note – Cyclonic formation
Copyright © 2010 Ryan P. Murphy
• The requirements of this project in in 10
seconds.
– Don’t make your presentation PowerPointless.
Copyright © 2010 Ryan P. Murphy
• Activity! Creating a PowerPoint Presentation
on parasites.
• Fact sheet in activities folder
– Visit the cdc website to find A-Z list of parasites and choose one of
interest (10 minutes)
• http://www.cdc.gov/parasites/
– 1 Slide Title Page: Common and science name of parasite.
– 2/3 slides: Pictures of parasite / host
– 2/3 slides: How do you get it / transmitted?
– 3 slides: How it effects it’s host (health effects)?
– 1 slide: How do you treat this parasite?
– 1 Slide: What’s the life cycle of this parasite?
– Works cited page optional but encouraged, use APA format.
Copyright © 2010 Ryan P. Murphy
Activity Sheet! Parasite Research Sheet
- Found in activities folder.
• Scabies (Sarcoptes scabiei var. hominis).
Copyright © 2010 Ryan P. Murphy
• Scabies is spread from person to person
contact
Copyright © 2010 Ryan P. Murphy
• People don’t usually have symptoms during
the first 2 to 6 weeks they are infested (CDC,
2010).
Copyright © 2010 Ryan P. Murphy
• The scabies mite can be spread during this
time.
Copyright © 2010 Ryan P. Murphy
• The microscopic scabies mite burrows into
the upper layer of the skin.
Copyright © 2010 Ryan P. Murphy
• The microscopic scabies mite burrows into
the upper layer of the skin. (CDC, 2010).
Lays Eggs in Skin
Copyright © 2010 Ryan P. Murphy
• Picture of rash caused by the burrowing
scabies mite.
Copyright © 2010 Ryan P. Murphy
• The rashes and infections can be minor,
• Or the they can very serious.
Copyright © 2010 Ryan P. Murphy
• The rashes and infections can be minor,
• Or the they can very serious.
Copyright © 2010 Ryan P. Murphy
• Scabies occurs worldwide and can infect
anyone.
Copyright © 2010 Ryan P. Murphy
• Picture of scabies mite infecting homeless in
Norway.
Copyright © 2010 Ryan P. Murphy
• Scabies life cycle goes from egg to nymph to
adult.
Copyright © 2010 Ryan P. Murphy
• Scabicides are used to kill scabies and eggs.
– Doctor’s prescription is needed.
Copyright © 2010 Ryan P. Murphy
• Learn more at…http://www.cdc.gov/parasites/
• Works Cited
• Centers For Disease Control. (2010,
November 2). Parasites - scabies.
Retrieved from
http://www.cdc.gov/parasites/scabies/in
dex.html
• Information to complete works cited page
can be found at…
• http://citationmachine.net/index2.php
• Activity! Creating a PowerPoint Presentation
on parasites.
• Fact sheet in activities folder
– Visit the cdc website to find A-Z list of parasites and choose one of
interest (10 minutes)
• http://www.cdc.gov/parasites/
– 1 Slide Title Page: Common and science name of parasite.
– 2/3 slides: Pictures of parasite / host
– 2/3 slides: How do you get it / transmitted?
– 3 slides: How it effects it’s host (health effects)?
– 1 slide: How do you treat this parasite?
– 1 Slide: What’s the life cycle of this parasite?
– Works cited page optional but encouraged, use APA format.
Copyright © 2010 Ryan P. Murphy
• Video Link! How to make a PowerPoint.
– Note: This video is also a good example of an
extremely boring and ineffective PowerPoint.
– http://www.youtube.com/watch?v=VUqIDs5MZxM
Copyright © 2010 Ryan P. Murphy
• Parasite Presentations.
– Each person should set-up their presentation
area so it’s nice and neat.
– Students should record information about
parasites directly to their homework bundle as
you move from presentation to presentation.
Copyright © 2010 Ryan P. Murphy
• The Parasite Zone. Creepy music to play
during the roaming presentations.
– Twilight Zone Intro: 30 Sec.
• http://www.youtube.com/watch?v=cxf_Dvy0VLs
– Dark Ambient: 7 minutes.
• http://www.youtube.com/watch?v=n1vjTJTRn48
• http://www.youtube.com/watch?v=LJyiTDAWzDA&feat
ure=related
Copyright © 2010 Ryan P. Murphy
• You can now complete this question in your
bundled homework package.
• You can now complete this question in your
bundled homework package.
• Coevolution: The evolution of two or more
species, each adapting to changes in the
other.
•
These ecological relationships include:
•
These ecological relationships include:
– Predator/prey and parasite/host
•
These ecological relationships include:
– Predator/prey and parasite/host
– Competitive species
•
These ecological relationships include:
– Predator/prey and parasite/host
– Competitive species
– Mutualistic species
•
These ecological relationships include:
– Predator/prey and parasite/host
– Competitive species
– Mutualistic species
•
These ecological relationships include:
– Predator/prey and parasite/host
– Competitive species
– Mutualistic species
•
These ecological relationships include:
– Predator/prey and parasite/host
– Competitive species
– Mutualistic species
•
These ecological relationships include:
– Predator/prey and parasite/host
– Competitive species
– Mutualistic species
•
These ecological relationships include:
– Predator/prey and parasite/host
– Competitive species
– Mutualistic species
• Video Link Coevolution and a nice review of
other forms of evolution.
– (Advanced / Optional)
– http://www.youtube.com/watch?v=QDVbt2qQRq
s&feature=results_video&playnext=1&list=PL7A
750281106CD067

Mutualism: Both organisms benefit.
Copyright © 2010 Ryan P. Murphy

Types of mutualisms
Copyright © 2010 Ryan P. Murphy
• Look how the majority of the this plants
roots are connected to the symbiotic fungi.
Copyright © 2010 Ryan P. Murphy
• Fungus breaks down organic molecules
and helps return those nutrients to plants.
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
• Which plant has helpful Mycorrhizae fungi
in the soil providing nutrients to the plant?
Copyright © 2010 Ryan P. Murphy
• The fungi will help the plant absorb
valuable nutrients so the plant can grow?
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
They look for molecules to
break down.
Copyright © 2010 Ryan P. Murphy
They look for molecules to
break down.
Copyright © 2010 Ryan P. Murphy
They look for molecules to
break down.
Copyright © 2010 Ryan P. Murphy
They look for molecules to
break down.
Copyright © 2010 Ryan P. Murphy
They look for molecules to
break down.
Copyright © 2010 Ryan P. Murphy
They look for molecules to
break down.
Copyright © 2010 Ryan P. Murphy
They look for molecules to
break down.
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Leaf cutter ants feed leaves to their fungus
colonies.
Leaf cutter ants feed leaves to their fungus
colonies.
-The ants then feed on the growing fungus.
Leaf cutter ants feed leaves to their fungus
colonies.
-The ants then feed on the growing fungus.
• There were all examples of trophic
Mutualisms

Trophic mutualism: Both species help feed
each other.
-

Trophic mutualism: Both species help feed
each other.
 Usually
nutrient related.

Cleaning symbiosis: One species gets food
and shelter, the other has parasites
removed.
Copyright © 2010 Ryan P. Murphy
• Video Link! Bulldozer Shrimp and the
Goby.
– http://www.youtube.com/watch?v=vR9X3gFT
pL0&feature=related
• Video Link! Review of Symbiosis
– http://www.youtube.com/watch?v=zSmL2F1t81Q
• Question! Are these ants killing this
caterpillar?
Copyright © 2010 Ryan P. Murphy
• Question! Are these ants killing this
caterpillar?
– Answer: No. they are eating some sugary
secretions releases by the caterpillar.
Copyright © 2010 Ryan P. Murphy
• Video! Caterpillar and Ant defensive
mutualism.
– http://www.youtube.com/watch?v=z3bWqlPLpMg

Defensive mutualisms: One species protects
the other and gets some benefits for its help.
Copyright © 2010 Ryan P. Murphy
• Never climb Acacia trees that have these
galls. Viscous ants feel the vibrations and
coming running out to attack.
Copyright © 2010 Ryan P. Murphy
• Never climb Acacia trees that have these
galls. Viscous ants feel the vibrations and
coming running out to attack.
– They get drops of sugar from the leaves of the
tree.
Copyright © 2010 Ryan P. Murphy
• Never climb Acacia trees that have these
galls. Viscous ants feel the vibrations and
coming running out to attack.
– They get drops of sugar from the leaves of the
tree.
Copyright © 2010 Ryan P. Murphy
• The Sea Anemome and the Clownfish are a
mutualism.
• The Sea Anemome and the Clownfish are a
mutualism.
– The Anemome gets small scrapes from the
clownfish, and the Clownfish gets protection.
• Video! Goby Fish and Bulldozer Shrimp.
– How is this a defensive mutualism?

Dispersive mutualisms: One species
receives food in exchange for moving the
pollen or seeds of its partner.
Copyright © 2010 Ryan P. Murphy
• Pollination – Insects transfer pollen from
one flower to the next, insects gets nectar.
• Pollination – Insects transfer pollen from
one flower to the next, insects gets nectar.
“Wow!” “Look
how this flower
has evolved to be
white, and
shaped in a way
so I can visit it.”
• Seed dispersal
• You can now complete these questions on
your bundled homework.
• You can now complete these questions on
your bundled homework.

Commensalism: One organism benefits
while the other doesn’t benefit, or suffer
harm.
• The remora just hitches a ride to grab some
scraps after the kill.
“Ticks are
gross, I’m just
here for the
protection”
“After my nap,
can you please
feed
me…Thanks.”
• Epiphytes – Plants that grow on plants.
• Epiphytes – Can be parasitic if they shade
out the host tree.
• A bird may benefit from a tree for shelter
and raising young.
– The tree neither benefits, nor is caused harm.
• You can now complete these questions on
your bundled homework.

New Area of Focus: Plant and Animal
Interactions. Still part of symbiosis.
Copyright © 2010 Ryan P. Murphy
• Plants and animals are always coevolving.
Copyright © 2010 Ryan P. Murphy
• Plants and animals are always coevolving.
Plants are creating defenses so they don’t get
eaten,
Copyright © 2010 Ryan P. Murphy
• Plants and animals are always coevolving.
Plants are creating defenses so they don’t get
eaten, and animals are evolving ways to get
around these defenses and eat the plant.
Copyright © 2010 Ryan P. Murphy
• Plants and animals are always coevolving.
Plants are creating defenses so they don’t get
eaten, and animals are evolving ways to get
around these defenses and eat the plant.
Copyright © 2010 Ryan P. Murphy

Coevolution: When two or more species
influence each others evolution.
Copyright © 2010 Ryan P. Murphy
• Evolution: The gradual change in a species
over time.
• Activity! Answer with your feet.
A
B
Teacher needs to label the
corners of the room.
C
D
A
B
This is the name for the variety, or
number of kinds of species.
A.) Species Abundance
B.) Parasitism
C.) Food Chain
D.) Species Diversity
C
D
A
B
This is the name for the variety, or
number of kinds of species.
A.) Species Abundance
B.) Parasitism
C.) Food Chain
D.) Species Diversity
C
D
A
B
This is the term for the amount of each
species. Must sum to 1 or 100%.
A.) Species Abundance
B.) Relative Abundance
C.) Summatic Frequency
D.) Species Diversity
C
D
A
B
C
This is the term for the amount of each
species. Must sum to 1 or 100%.
A.) Species Abundance
“Don’t fall for
B.) Relative Abundance
the smart
C.) Summatic Frequency
sounding
D.) Species Diversity
one.”
“Summatic
isn’t even a
word.”
D
A
B
This is the term for the amount of each
species. Must sum to 1 or 100%.
A.) Species Abundance
B.) Relative Abundance
C.) Summatic Frequency
D.) Species Diversity
C
D
A
B
This is the resemblance of an animal
species to another species or to
natural objects.
A.) Brood Parasitism
B.) Mimicry
C.) Camouflage
D.) Symbiosis
C
D
A
B
This is the resemblance of an animal
species to another species or to
natural objects.
A.) Brood Parasitism
B.) Mimicry
C.) Camouflage
D.) Symbiosis
C
D
A
B
This is the name for the symbiosis
when two species benefit from each
other.
A.) Mutualism
B.) Commensalism
C.) Camouflage
D.) Parasitism
C
D
A
B
This is the name for the symbiosis
when two species benefit from each
other.
A.) Mutualism
B.) Commensalism
C.) Camouflage
D.) Parasitism
C
D
A
B
This the resemblance of an organism
to another organisms or object.
A.) Mutualism
B.) Predatory
C.) Camouflage
D.) Mimicry
C
D
A
B
This the resemblance of an organism
to another organisms or object.
A.) Mutualism
B.) Predatory
C.) Camouflage
D.) Mimicry
C
D
A
B
This an adaptation that allows animals
to blend into their environment
A.) Competitive Exclusion
B.) Camouflage
C.) Abundance
D.) Parasitism
C
D
A
B
This an adaptation that allows animals
to blend into their environment
A.) Competitive Exclusion
B.) Camouflage
C.) Abundance
D.) Parasitism
C
D
A
B
This means looking like another species
that is dangerous or may taste bad. There
is a mimic, and the model.
A.) Interspecific Competition
B.) Batesian Mimicry
C.) Mullerian Mimicry
D.) Predation
C
D
A
B
This means looking like another species
that is dangerous or may taste bad. There
is a mimic, and the model.
A.) Interspecific Competition
B.) Batesian Mimicry
C.) Mullerian Mimicry
D.) Predation
C
D
A
B
This is where several unrelated species
share warning colors that warn predators
that these colors are dangerous or toxic.
A.) Mullerian Mimicry
B.) Increased Competition
C.) Batesian Mimicry
D.) Predation
C
D
A
B
This is where several unrelated species
share warning colors that warn predators
that these colors are dangerous or toxic.
A.) Mullerian Mimicry
B.) Increased Competition
C.) Batesian Mimicry
D.) Predation
C
D

Animals Strategies to eat plants
-
Copyright © 2010 Ryan P. Murphy

Animals Strategies to eat plants
-
Copyright © 2010 Ryan P. Murphy

Animals have special teeth and mouth parts
to eat plants.
Copyright © 2010 Ryan P. Murphy

Animals have special teeth and mouth parts
to eat plants.
“Insects
don’t have
teeth.”
“We have
structures
called
mandibles.”
Copyright © 2010 Ryan P. Murphy
• Piercing Mouth parts.
• Ladybugs eat aphids.
• Ladybugs eat aphids.
– Don’t let their pretty appearance fool
you, they are veracious predators.
Check out that
warning coloration.
Or is it just a mimic?
• Crushing mouth parts
• Really sharp incisors for snipping plants
and cutting through trees.
• Have long tongues to avoid dangerous
plant ant mutualisms.
• Knock trees over / break branches to
reach leaves and fruits.
• Burrow underground to eat tubers and the
roots of the plants. (Naked Mole Rat)
Copyright © 2010 Ryan P. Murphy
• Many animals (living and extinct) swallow
stones. The round stones smash plant
matter together in the stomach as it rumbles
to aid in digestion.
Copyright © 2010 Ryan P. Murphy
• Some animals eat species when they are
young before the become difficult.

They use microbe farms (leaf cutter ants).
Copyright © 2010 Ryan P. Murphy
• Video Link! Leaf Cutter Ants
• Multiple Symbiosis (Ants, Fungus, Bacteria)
• http://www.youtube.com/watch?v=RH3KYB
MpxOU

Four chambered stomachs (many
herbivores)
Copyright © 2010 Ryan P. Murphy

Four chambered stomachs (many
herbivores)
 Uses
bacteria to break down difficult plant
matter.
Copyright © 2010 Ryan P. Murphy
• Cow Stomach
• Cow Stomach
• Cow Stomach
• Cow Stomach
• Cow Stomach
“I only kind of eat
grass.”
“I only kind of eat
grass.” “I mostly
digest the bacteria
that eat the grass
that I ate.”
• Herbivores have gut bacteria that help them
digest plant matter. The bacteria are fed
plants, they grow, and then the cow eats the
bacteria.
Copyright © 2010 Ryan P. Murphy
• Herbivores have gut bacteria that help them
digest plant matter. The bacteria are fed
plants, they grow, and then the cow eats the
bacteria.
Copyright © 2010 Ryan P. Murphy
• Herbivores have gut bacteria that help them
digest plant matter. The bacteria are fed
plants, they grow, and then the cow eats the
bacteria.
Copyright © 2010 Ryan P. Murphy
• Herbivores have gut bacteria that help them
digest plant matter. The bacteria are fed
plants, they grow, and then the cow
processes the bacteria.
Copyright © 2010 Ryan P. Murphy
• Human Stomach
Copyright © 2010 Ryan P. Murphy

Take in plant toxins: You are able to eat
poisonous plants.
Copyright © 2010 Ryan P. Murphy

Take in plant toxins: You are able to eat
poisonous plants.
Copyright © 2010 Ryan P. Murphy

Take in plant toxins: You are able to eat
poisonous plants.
Copyright © 2010 Ryan P. Murphy

Take in plant toxins: You are able to eat
poisonous plants.
Copyright © 2010 Ryan P. Murphy

Take in plant toxins: You are able to eat
poisonous plants.
Copyright © 2010 Ryan P. Murphy

Take in plant toxins: You are able to eat
poisonous plants.
Copyright © 2010 Ryan P. Murphy

Take in plant toxins: You are able to eat
poisonous plants.
Copyright © 2010 Ryan P. Murphy

Take in plant toxins: You are able to eat
poisonous plants.
Copyright © 2010 Ryan P. Murphy

Take in plant toxins: You are able to eat
poisonous plants.
Copyright © 2010 Ryan P. Murphy

Take in plant toxins: You are able to eat
poisonous plants.
Copyright © 2010 Ryan P. Murphy

Take in plant toxins: You are able to eat
poisonous plants.
Copyright © 2010 Ryan P. Murphy

Take in plant toxins: You are able to eat
poisonous plants.
Copyright © 2010 Ryan P. Murphy

Take in plant toxins: You are able to eat
poisonous plants.
“Uhh Nastieoos”
Copyright © 2010 Ryan P. Murphy
• Bugged Out Available Sheet
• Activity! “Bugged Out” Activity
– Please create an animal with many strategies to feed on
plants and survive.
• Insects: Give them specialized mandilbles (teeth-like) or piercing
mouth parts, ability to sequester (absorb) toxins, microbe farms.
• Mammals: Four chambered stomach with gut bacteria, and
grinding teeth.
• Birds: Crushing Mouth Parts, gizzard stones
• Camouflage or give it a form of mimicry
– Batesian Mimicry (Looks like an object or other organism)
– Mullerian Mimicry (Warning Coloration)
• A symbiosis with another organisms
– Ex. Cleaning symbiosis
– Ex. Protective / defensive symbiosis
– Give it a cool common and science name;
• Ex) The Super Ant (Anticus killericus)
– The animal should be well drawn and all of the strategies should be
labeled neatly with a brief description.
Copyright © 2010 Ryan P. Murphy
Symbiotic
relationship
with the
cleaning flea.
Flea gets
protection
and ant gets
cleaned.
Mullerian
Mimicry colors
say watch out
I’m poisonous
to predators
Parasitic worm
that attacks
toxic ant
Sharp
mandibles
for cutting
plants
Can also cut leaves to feed
to its microbe farm
Ability to
sequester
/ take in
toxins

Plant defense mechanisms
-
-
Copyright © 2010 Ryan P. Murphy
• If you don’t have good defenses, animals
will exploit you.
Copyright © 2010 Ryan P. Murphy

Grow in a place difficult to be eaten.
Copyright © 2010 Ryan P. Murphy

Repair quickly and let them eat the nonessential parts of you.
Copyright © 2010 Ryan P. Murphy

Mechanical Defenses: Thorns and serrated
edges, and sap.
Copyright © 2010 Ryan P. Murphy
• Mechanical Defenses: Thorns and
serrated edges, and sap.
Copyright © 2010 Ryan P. Murphy
• Mechanical Defenses: Thorns and
serrated edges, and sap.
Copyright © 2010 Ryan P. Murphy
• Mechanical Defenses: Thorns and
serrated edges, and sap.
Serrated: Notch-like edges of a
saw or cutting blade.
Copyright © 2010 Ryan P. Murphy
• Mechanical Defenses: Thorns and
serrated edges, and sap.
Serrated: Notch-like edges of a
saw or cutting blade.
Copyright © 2010 Ryan P. Murphy
• This grass is very sharp and can cut skin
easily.
Copyright © 2010 Ryan P. Murphy
Thorn Mimic
• The Ecology: Interactions Unit includes…
• A Three Part 2,100 Slide PowerPoint full of engaging
activities, critical class notes, review opportunities, question,
answers, games, and much more.
• 12 Page bundled homework that chronologically follows the
slideshow for nightly review. Modified version provided as
well as answer keys.
• 8 pages of unit notes with visuals for students and support
professionals
• 7 Worksheets that follow slideshow for classwork.
• 2 PowerPoint Review Games with Answer Keys
• Flashcards, Rubrics, video links, templates, materials list,
First Day PowerPoint, guide, and much more.
– http://www.sciencepowerpoint.com/Ecology_Inter
actions_Unit.html
• More Units Available at…
Earth Science: The Soil Science and Glaciers Unit, The Geology Topics
Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The
River Unit, The Water Molecule Unit.
Physical Science: The Laws of Motion and Machines Unit, The Atoms
and Periodic Table Unit, The Energy and the Environment Unit, and The
Introduction to Science / Metric Unit.
Life Science: The Infectious Diseases Unit, The Cellular Biology Unit,
The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The
Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology:
Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural
Selection Unit and Human Body Systems and Health Topics Unit
Copyright © 2011 www.sicnepowerpoint.com LLC.
• Activity! Review Game for the Ecology
Interactions Unit.
Copyright © 2010 Ryan P. Murphy