Download November 2014

November 2014
Ms. McCann’s
Environmental Science Class
November 3rd
Bell Ringer:
Give a brief description of your project.
Objectives:
1. Readp104-109
2. Create an Outline.
3. Answer the Assessment Questions p109 (1-4)
WRITE the QUESTION and the ANSWER!
4. Complete the “What is an Ecoservice Worth?”
Project--- Due TODAY ---Oral Presentations tomorrow
November 4th
Bell Ringer:
What does the population size measure? (see p104)
As you turn in your bell ringer sheet, please place
brochures into the white the tray. We will begin
presentations directly.
Objectives:
1. Project Presentations
2. Complete p109 questions and 4-2 Outline:
If not complete, you must come to lunch lab before your
next class to complete!
November 5th
Bell Ringer:
What does the population density measure? (see p106)
Objective:
1. Complete Presentations
2. Population Density PP and Lab activity
WARNING: If you use the meter stick as a light saber or in
anyway other than measuring this room according to
instructions, you and your partner will receive a ZERO and be
sent to building 3.
1. Complete: due at the beginning of class tomorrow!
1. ch 4-2 outline (p104-109)
2. p109 Qs (1-4)
3. ch 4-3 outline (p110-117)
4. p117 Qs (1-3 )
Population Density Activity
The biosphere is the part of our planet where life is
found, and includes living things like animals and
plants, as well as nonliving things, like air, soil, water
and sunlight.
The Earth's biosphere contains different types
of environments and ecosystems, such as tropical rain
forests, deserts, grasslands and arctic climates.
Can you think of some living and nonliving things that
you could find in these different environments?
Rocks, soil, sunlight, water, plants and animals
Let's brainstorm on all the types of organisms you
might see on a walk in a nearby park.
Birds
Oak Trees
People
Grass
Palm Trees
Ants
Squirrels
Armadillo
These organisms share some things. What do they
share? They share the same space and air and water
and food resources. How does the number or amount
of organisms in a space affect each organism?
= Results in fewer resources for each organism,
including food, space to live, energy, air
The sharing of space and resources happens in all
environments.
For example, what happens if there is only one dog in a
house that drinks from a water bowl? What happens to the
water if you have three dogs drinking form that same water
bowl?
=the amount of water per dog is decreased.
It may even run out. What might happen to the space in this
classroom if the number of students were doubled or tripled?
Would that put a strain on any of our resources, such as
chairs, desks or paper? Do you think there is a limit to the
number of students permitted in a classroom at one time?
Why?
=for safety in an emergency evacuation, to keep from over
heating the room [body heat from so many people]
The amount of organisms in a particular
environment is called its population.
Populations are made up of all the members of
a species living in the same place at the same
time.
Population density is the population per unit of
land area; for example, persons per square
kilometer of land. Population density helps us
describe how much space an organism has in
that unit of land, which helps us understand how
the resources (water, food, etc.) might be
divided.
Engineers need to know about the population
distribution and density to design a community's
areas and systems, such as transportation (roads,
highways, traffic, parking, bridges), structures
(homes, schools, farms, offices, stores), parks and
open space, public works infrastructure (power,
water, sewers, landfills), and resources (how
much water is available for a community to drink
and use).
During the design and planning phases, safety
engineers also review building plans and building
safety code requirements to set occupancy limits
for safe emergency evacuation.
A biodome is a closed structure that contains an
environment.
Engineers create and study biodomes to better
understand how things interact with each other
in a specific environment.
Biodomes contain both biotic (living)
and abiotic(nonliving) factors, just like the
biosphere, and are constructed to represent a
specific ecosystem or environment, such as a
desert or tropical rain forest.
A biodome acts as an
artificial habitat for the plants and
organisms that the engineer decides to
place within it.
Engineers want to determine the
conditions in which a biodome
environment is inequilibrium, or in a state
in which all the different living and
nonliving things exist in a balance,
without any disappearing.
Let's consider a biodome of a tropical environment
about the size of a shoebox.
Could you put a population of 10 medium-sized
insects in it?
10,000?
What is the number of insects that you think could
comfortably survive within it?
What might happen if you have too many insects (too
large an insect population)?
= The insects may eat all of the food or use all of the
resources, resulting in insect death.
Now, let's think about our own classroom…
— a room that we share with each other and the me.
What is the population of our class?
How much space does each person have in our
classroom?
What might happen if we try to fit the entire school into
our classroom?
Well, today we are doing an activity to find out the
population density and exactly how much space each
person has in your classroom right now.
The Activity
You will be divided into teams of two each.
1. One student to be the measurer (with the meter stick)
2. The other to be the recorder (using the worksheet).
You are acting as engineers who need to know the population
density of the classroom in order to help design safety
evacuation procedures.
https://www.teachengineering.org/view_activity.php?url=colle
ction/cub_/activities/cub_bio/cub_bio_lesson01_activity1.xml
Procedure
You will make the following measurements and record
them on your worksheet:
• Use a meter stick to measure the length and width
of the classroom.
• Multiply the length and width to get the area of the
classroom in square meters.
• Count the number of individual people in your
classroom (remember to count the teacher[s]).
• Calculate how much space each person has by
dividing the number of square meters in the
classroom by the number of people.
• space = area (length x width) divided by (# of
people)
Procedure Continued…
• Predict the amount of space each person would have if
your class size doubled. (For example: If the student
population is 20 and the classroom size is 200 square meters,
then each student would have 10 square meters of space.
Repeat the above calculation. If the population density of
the example classroom doubled, each person would have
only 5 square meters of space.)
• Calculate the population density of the class by dividing the
number of people in the classroom by the area to get
individuals per unit area. (In our example, the population
density is: 20 students/200 square meters = 2 students per 20
square meters = 1/10 = 0.1 students/square meter.)
population density =
(# of people) divided by area (length x width)
Population Density Lab
With your partner, follow the instructions and the lab
sheet.
Upon completion, answer the questions located on
the back of the sheet.
Be sure BOTH names are on the lab sheet.
Work on the 4-2 or 4-3 Outline and Questions. Due at
the beginning of class tomorrow.
November 6th
Bell Ringer:
What is another word for population dispersion? (see p107)
Objectives:
1. Pass back graded assignments, organize according to
assignment list sheet
2. Complete: due at the end of class TODAY!
1. ch 4-2 outline (p104-109)
2. p109 Qs (1-4)
3. ch 4-3 outline (p110-117)
4. p117 Qs (1-3 )
3. Read “Finding Gold” (p99) & “The Cloudless Forest”
(p118-119)
4. Complete the ‘Write About It’ activity on p119
November 6th
Bell Ringer:
What is another word for population dispersion? (see p107)
Objectives:
1. Pass back graded assignments, organize according
to assignment list sheet
2. Complete Population Density Lab
3. Watch YouTube video and take Notes
4. Read “Finding Gold” (p99) & “The Cloudless Forest”
(p118-119)
5. Complete the ‘Write About It’ activity on p119
*Staple the video notes to the “Write About It” activity.
November 7th
Bell Ringer:
What does the sex ratio of a population tell us? (p109)
Objectives:
1. Population Growth Outline and Qs due
2. Population Growth Activitya. YouTube: NATURE | The Wolf That Changed
America | Wolf Expert | PBS
b. Deer: Predation or Starvation Lab – DUE in class
November 10th
Bell Ringer:
List the three types of population distribution (p107)
Objectives:
1. Complete the Deer/Wolf Lab
2. Turkey Vulture Real Data Lab
1.
2.
Read the paragraph on p112: Real Data
On a separate sheet of paper, answer 1-6 from worksheet
3. Complete the Frog Reading
1.
2.
Read p99, 118-119 and complete the “Write About It” on p119
Follow-Up Questions: see the half sheet on your desk
Cycle Test Corrections must completed by Fri. 11/14!
Ch 4 Test on Friday, 11/14
November 12th
Bell Ringer:
What is the difference between natality and mortality? (see p111)
MONDAY, 11/10: List the three types of population distribution (p107)
Objectives:
*All of the following should be completed by TODAY: next slide
1. Pass Back Graded Assignments
2. If absent on Monday:
Complete: Deer-Wolf Lab, Turkey Vulture Lab & Frog Reading Qs
3. Ch 4 Test Review Sheet
Cycle Test Corrections must completed by Fri. 11/14!
Ch 4 Test on Friday, 11/14
*All of the following should be completed by TODAY:
1. Ch 4-1 Vocab Chart
2. Ecology PP Notes
3. Outdoor Classroom Lab
4. Ecosystem Quiz
5. Ch 4-2 Outline/p109 Qs
6. Ch 4-3 OL/p117 Qs
7. Population Den Lab
8. Frog Reading/Paragraph
9. Population Growth Lab
10. Vulture Graph Lab
Look at your pink assignment list and write in your scores.
November 13th
Bell Ringer:
What is the difference between immigration and
emigration? (see p112)
Please get a red grading pen and clear everything
off your desk.
Objectives:
1. Review Deer-Wolf Lab and Turkey Vulture Lab
2. Review the Study Guide
3. Using note cards or white computer paper, make study
cards for each study guide question.
Cycle Test Corrections must completed by Fri. 11/14!
Ch 4 Test on Friday, 11/14
Deer-Wolf Lab Total Pts= 25
Completed Table (see whiteboard) = 5pts
Graph: (see whiteboard)
Deer Line = 3pts
Wolf Line = 3pts
Questions: 2pts each
1. From 1971 to 1973, both populations increased.
Around 1975, both populations decreased. In 1979,
both populations increased some, but seemed to
begin to level off and become more balanced.
2. The deer would have continued to have a poor quality
of life due to the lack of resources and more would have
died of starvation.
Deer-Wolf Lab Continued…
3a. Dying by starvation is slow and cruel. Death is eventually
going to happen. If the old and sick are killed through
predation, a higher quality of life is left for the living.
3b. The number of prey to predators is balanced when the
number of prey dying to starvation is zero.
3c. No, but the majority of ‘kills’ are the old, sick, and very
young.
3d. Research (ie: the video) can find healthy animals that
have been killed, however the ratio is smaller than that of the
sick or old.
3e. The deer population is better off because the number
dying due to starvation decreased dramatically, making the
deer population healthier. Think: ‘survival of the fittest’ and
‘natural selection’
Real Data: Turkey Vulture Lab
Questions: 2pts each = 12pts TOTAL
1. X-axis = months in a year
Y-axis = average number of vultures per survey
2. Dark bars = the early part of each month
Light bars = the late part of each month
3. The population is very small in the winter. It jumps in late
February through August. In early September, it jumps again.
The population is larger in September and October.
4. September and October
5. Early September
6. Early November
Ch 4 Review
1. Species
2. Uniform
3. a. both b. both
c. both
d. only biotic
4. The population’s historical growth.
5. Migration
6. (immigration + birth) – (emigration + death)
7. Carrying capacity
8. Exponential growth
9. Distribution
10. Biotic potential
11. Golden Toads
12. Any organism that is living or was once
living: animals, plants, waste, dead and
decaying matter
13. Anything that is nonliving: ph of water,
wind, sunshine, soil
14. Abiotic
15. Density
16. TRUE
17. J-shaped
18. Density-Independent
19. Random . .
.
.
.
. .
.
.
20. Uniform .
.
.
.
.
.
.
.
.
.
.
.
21. Clumped:
...
. .
...
..
...
..
.
.
.
..
. . ….
November 14th
Bell Ringer:
What is biotic potential? (see p117 or Q 10 on review)
Objectives:
1. Staple or paperclip study cards (be sure your name
is on one card) and place into gray tray.
2. Ch 4: Ecology Test
3. Ch 5-1 Vocab Chart + environment activity
Cycle Test Corrections must completed by
TODAY!
November 17th
Bell Ringer:
Evolution means “change over ______”. (see p126)
Objective:
*Please take one each of the handouts on the desks and
staple. Hole Punch if you would like.
1. Evolution PowerPoint-guided notes
2. Review the environment activity on the back of the
vocab chart.
3. Complete the vocab chart.
4. Make a study card for EACH vocab word – due on
Wed. 11/19.
Environment Activity
Describe in detail the environments that
you think each of the following species
would live in.
THINK:
 What does their habitat look like?
 What do they eat?
 What eats them?
 What does their shelter look like?
Polar Bear
Habitat: Snow, Ice, Cold, Barren, Frozen Ocean
Shelter: Rocks, Caves?
Food: Seals, Fish
*No Natural Predators (man)
Cactus
Habitat: Dry, Barren, could be a little rocky or sandy,
hot during the day with lots of sunshine, colder at
night, maybe windy, insects, birds, lizards
Makes their own Food= Undergoes Photosynthesis
What eats them: insects, birds
Shelter: a shelter for insects, birds, lizards, maybe even
a hunting ground for animals who prey on these
animals
Dolphin
Habitat: Ocean, Salty, Cold water, coral reef, other
dolphin, fish, turtles, crabs, squid
What They Eat: fish, crab, squid
What Eats Them: Shark, Whales (*man)
Shelter: Open Ocean
Walking Stick
Habitat: Forest of Trees-oaks, Rocks, soil, birds, lizards,
insects, streams, grass, spiders, berries, vines
What they eat: berries, oak leaves, vines
What eats them: birds, lizards, spiders
Shelter: blends into tree branches to look like a stick
November 18th
Bell Ringer: Copy the sentence and write in the term
that completes it.
Changes in DNA are referred to as _________.
(p127)
Objective:
1. Group Jigsaw Posters:
a. Assign groups/topic
b. Assign jobs to each member
c. Research topic – using BYOT
November 19th
Bell Ringer: Copy the sentence and write in the term that
completes it.
A sequence of DNA that codes for a particular trait is
called ___________. (p126)
Objective:
1. Continue working on group posters: Make the poster.
November 20th
Bell Ringer:
What term describes how reproductively successful an
organism is in its environment? (p129)
Objective:
1. Present Posters
2. Complete Vocab Chart.
3. YouTube video:
1.
2.
3.
Bill Nye and Evolution (13min)
Basics of Symbiosis (5min)
Symbiosis: Mutualism, Commenalism, Parasitism
4. Exit Slip – List one thing you learned from each video?
November 21st
SUB!
No Bell Ringer
Read p. 133-140
Complete the Vocab Chart
Complete the Interaction Chart Activity on the back.
Answer the Questions.
November 24th
No Bell Ringer.
Objective:
• Complete ch 5.2 vocab chart, study cards and ws
from Friday, 11/21.
• Staple the study cards to the 5.2 ws; turn into bell
ringer tray
• Choose one of the types of species interactions and
make a poster- follow instructions on your table
Tolerance
Competition:
• Competitive Exclusion
• Fundamental and Realized Niche
• Resource Partitioning
• Character Displacement
Predation
•
Population Cycle
•
Predation and Evolution
•
Coevolution and Evolutionary “Arms Races”
Parasitism
Herbivory
Mutualism
Commensalism
•
Poster Directions:
o
o
o
o
o
•
Title at the top of the paper = name of topic.
Definition (in YOUR own word) of topic.
Three examples – describe (not list) each example.
Draw a picture of EACH example.
Be neat and colorful.
November 25th
No Bell Ringer
Objective:
Peppered Moth Activity
1. Hole punch lab w/graph
2. Make Peppered Moth
Peppered Moth
The evolution of the peppered moth over the last two
hundred years has been studied in detail.
Originally, the vast majority of peppered moths had light
coloration, which effectively camouflaged them against the
light-colored trees and lichens which they rested upon.
However, because of widespread pollution during the
Industrial Revolution in England, many of the lichens died
out.
The trees that peppered moths rested on became
blackened by soot, causing most of the light-colored
moths, or typica, to die off from predation.
At the same time, the dark-colored, or melanic,
moths,carbonaria, flourished because of their ability
to hide on the darkened trees.
Since then, with improved environmental
standards, light-colored peppered moths have
again become common. But the dramatic change
in the peppered moth's population has remained a
subject of much interest and study, and has led to
the coining of the term industrial melanism to refer
to the genetic darkening of species in response to
pollutants.
As a result of the relatively simple and easy-to-understand
circumstances of the adaptation, the peppered moth has
become a common example used in explaining or
demonstrating natural selection.