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Ch. 5 Ecology • Each new day is designated by a green background • Self evaluation of objectives • Take Test on ch. 4 • Once you are done with your test • Glue in ch. 5 objective and complete your preassessment • Create a vocabulary list for the following words – – – – – – Population density Geographic range Growth rate Age structure Immigration Emigration Factors That Affect Population Growth • • • • Birth Rate Death Rate Immigration (into a population) Emigration (out of a population) • ET: In your notebook, answer the following question: Why is it important to study populations? • Learning Targets: today I will… – Identify methods for how ecologist study population – Develop methods for study populations • You are an ecologist studying populations of Canadian geese in Fort Steilacoom park. You have to collect one of the following pieces of information: (Mrs. Sortore will assign your group one) – Size of the population – Geographic range within the park – How fast the population is growing (Birth/death) With your group, develop a plan for how you are going to collect this information (15 min.) Create a Field Study to collect your data 20 min. • Read through the rubric • Can you find all the rubric items in your field study? • Modify your plan so that your field study includes all rubric items – create a poster with your methods I. Controlled methods for collecting the data (consistency) II. Data table / diagrams III. Number of times this will be done IV. Duration of the study (how long) Group Share/Critique • Using your field study rubric you are going to assess another groups field study • Use the sticky notes at each group to ask questions and provide constructive feedback • Please leave at least one comment/questions per. Field study you visit UNTAMED SCIENCE!!! • In your notebook, write down the methods you see ecologist using to collect data *Reminder – we are going outside so dress for the weather in closed toe shoes and a coat 5.1/5.2 Limits to Growth • ET: • LT: Today I will 1. What is carrying – Practice calculating capacity? population density 2. What factors – Identify different types of determine carrying distribution for a population capacity? – Explain how the density and distribution effect a population (density dependent factors) Describing Populations Density and Distribution • Population Density = number of individuals per unit area • Distribution = how individuals are spaced Random Uniform Clumped p. 130-131 Lets Practice! • In these 2 models you will practice calculating populations density and identifying density dependent limiting factors Q: A mutant for of lice has appeared in a population, explain possible outcomes for the below two scenarios • Population 1: low density and random • Population 2: high density with clumped distribution Limiting Factors • Density Dependent 1. Competition 2. Predation or Herbivory 3. Parasitism 4. Stress from overcrowding • Density Independent 1. Unusual weather 2. Natural disasters Field Study • LT: Today I will… – Conduct a field study to investigate common weed populations on a school lawn • ET: 1. Review your vocabulary words for this chapter (2 min) 2. Have the person across from you quiz you on your words • • • • • • • Population density Age structure Immigration Emigration Carrying capacity Geographic range Distribution (3 kinds) Logistical vs. Exponential • Learning objectives: today I will… – Differentiate between logistical and exponential growth in a population – Compare human growth to logistical and exponential growth • ET: What is demography? Draw the model on your paper Answer the questions below • 3 phases 1. Exponential Growth 2. Growth Slows down 3. Growth Stops Logistical Growth Exponential Growth • When conditions are ideal and resources are unlimited populations will just get larger and larger and larger and larger and larger….. Analyzing Data • Pg. 135 Multiplying Rabbits The Human Population Q: Is human population growth exponential or logistical? Why? (private think time, answer in your notebook) • LT: Today I will… – Describe The 3 phases of demographic transition – Create age structure diagrams – Claim, Evidence, Reasoning (CER) with age structure diagrams (interpreting data) Age Structure • ET: From last class – What can we infer about the population below? HUMANS Q: What is this graphic showing? Talk with your group and each will share out • What is this diagram depicting? Age Structure Diagram Features • • • • Title Age in years Gender # or % of the population CER – Claim, Evidence, Reasoning • With your group, you will develop a claim/inference about that population • What evidence from your age structure diagram led you to this inference • Provide reasoning behind the data used 6.1 A Changing Landscape • ET: How do our daily activities affect the environment? (list 3) • Key vocab: renewable resource, nonrenewable resource, sustainable development Resources • Non-renewable – – – – Oil Coal Natural Gas Uranium • Renewable – Wind – Water – Solar Sustainable Development • Using natural resources without causing long term damage to the environment (soil, water, climate) Examples of Sustainable Development Answer The Following Questions Pg. 158 • What is soil erosion? What causes it? what is desertification? • What is biomagnification? What is DDT? Why are both bad? • What are the major forms of air pollution? What causes acid rain? Soil as a renewable resource • Soil Erosion 1. Why is it bad? 2. What are the main causes? Fresh Water • What is Biomagnification? • Why is it important? Atmospheric resources • What are the major forms of air pollution? • Smog, acid rain, greenhouse gasses, and particulates Biodiversity 6.3 • LT: Today I will… – Define biodiversity and explain its value – alter habitat and the affect that it has on the biosphere • ET: What does the word “diversity” mean? • Define 1. Habitat Fragmentation 2. Ecological hot spot Threats to Biodiversity: Discussion 1. Altered Habitats 2. Hunting and the Demand for wildlife products 3. Introduced Species 4. Pollution 5. Climate Change Conservation of Biodiversity (Untamed Science: Zoos) • Protecting individual species • Preserving habitats and ecosystems (hot spots) • Considering local interest