Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Conservation psychology wikipedia , lookup
Biogeography wikipedia , lookup
Molecular ecology wikipedia , lookup
Habitat conservation wikipedia , lookup
Overexploitation wikipedia , lookup
Latitudinal gradients in species diversity wikipedia , lookup
Biodiversity wikipedia , lookup
Natural environment wikipedia , lookup
Operation Wallacea wikipedia , lookup
Theoretical ecology wikipedia , lookup
Reconciliation ecology wikipedia , lookup
Biodiversity action plan wikipedia , lookup
“THE Biosphere” # Student Notes Objectives: 2.2.1 (consequence of human activities on the lithosphere) 2.2.2 (acquiring traditional energy sources) 2.7.1 (abiotic and biotic facters interact with biomes) 2.7.2 (biodiversity importance) 2.7.3 (human activities impact biosphere) 2.8.1 (alternative energy) 2.8.3 (uncontrolled population growth) 2.8.4 (reduce, reuse, recycle) *=Students must write Duration: 175 minutes= 3 days Learning Outcomes: Students will develop a working knowledge of how the biosphere is organized and the components that make up the biosphere. *Key Terms: (define as we progress) See Common Terms sheet- Human Impact and Biosphere *Materials: “Part I” (Biosphere Hierarchy) Hierarchy strips of paper White board/ marker Notebook Essential Standards 2.7 Take Out Learning Biosphere Graphic Organizer “Part II” (Biome Triangle) Biome Triangle strips of paper White board/marker Notebook Biome Coloring Map Take Out Learning “Part III” (5 Biome Research) Chart Computer/Internet Notebook White board/marker Questions sheet “Part IV” (Graphic Organizer) Biosphere Graphic Organizer Notebook “Part V”(Natural and Energy Resources) Notebook Whiteboard/marker Graphic Organizer/Flow Chart “Part VI” (Biodiversity Lab) Multi-colored candies (M&Ms) Calculator Take Out Learning 1 Notebook Take Out Learning Part I (Biosphere Hierarchy) (20 minutes) Note: It would be a good idea to have students already aware of the biosphere/human influence terms and concepts prior to the start of this activity. Biosphere Hierarchy Directions: You are given several slips of paper with the different levels of the environment/biosphere. You need to draw the graphic organizer on your white board and determine the different hierarchical layers using your previous knowledge or the internet/computer for assistance. Afterwards, arrange the examples according to the layer they represent. White board discussion on the accuracy of the hierarchy. Then you need to fill-in your graphic organizer. Homework: NES 2.7 (all) Take Out Learning: Part II (Biome Triangle) (20 minutes) Biome Triangle Directions: Using the white board, draw a large triangle with a “y” axis increasing in temperature and “x” axis increasing in wetness. Arrange the slips of paper on the triangle. These slips of paper are the subtypes of biomes. There are generally 5 major biomes according to most sources. Use your previous knowledge of the differences of the biomes. Hint: let the terms tell you the general temperature and precipitation. After discussion and checking for accuracy, copy the triangle on the left side of your notebook. 2 Questions: 1. What are the two major factors that help classify the biomes? 2. Are these factors biotic or abiotic? Describe how they may change the vegetation of the area if that factor changed? 3. How important is vegetation (a biotic factor) to the biome and is it more vulnerable that fauna? Explain. Take Out Learning: Homework: Biome Global Map Coloring- color the biome map with the colors of your choosing. Glue this sheet on the left side of you notebook. Next day go over how biomes are on similar latitudes, most global population lie around the forest biomes. Take Our Learning: Part III (5 Biome Research) (40 minutes) 5 Biome Research Directions: In groups, you will be assigned a biome to conduct research using the chart below. Be brief with your findings, but use specifics (i.e. actual animal and plant species). Fill in the chart information below. Use the computers/internet for assistance. No plagiarism or direct copying from sources. Use MLA format for citation. Tundra Grassland Forest Flora (vegetation) Fauna (animals) Average Precipitation Average Temperature Major Landforms 3 Aquatic Desert Soil Describe and Quality Altitude/ Location Latitude After research, each group will give the class their information to write in the chart. First, each group will give a 1 minute overview of their biome. Students will complete a gallery crawl and silent discussion while roving around the room filling in their charts. Glue this chart on the right side of notebook. Questions (answer on right side below the chart and for homework): 1. 2. 3. 4. All of the deserts and grasslands have similar landforms and soils. Describe those two factors. What do you think would happen if the climate’s temperatures began to increase in the cold desert? How will the boreal forest become compromised if the precipitation changed? What would occur if the biodiversity of the temperate deciduous forest declined? In particular a predator was introduced to the area. 5. Predict what would happen to the other factors if the temperatures increased in all of the biomes. 6. Give an example of how each “sphere” influences the biome (both good and bad): Atmosphere Hydrosphere Lithosphere Take Out Learning: Part IV (Graphic Organizer) (35 min.) Biosphere Graphic Organizer (2 page) Fill in and class discussion. 4 Discuss: Interactions: Biotic/Abiotic Factors- interactions and examples; Producers vs. Consumers; Food Web Major Biomes- Terrestrial and Aquatic: temperature and precipitation; salinity, depth, water flow Ecosystems (living/nonliving)- food chain and food web; predator- prey Tree Graphic Organizer Questions (complete for homework and write on the right side of notebook: 1. Explain the predator- prey relationship between tigers and its prey if the tigers’ decline almost to extinction. 2. What would happen to the ecosystem in a temperate deciduous forest if the oak population declines due to clear cutting? 3. Explain the community of species involved in the oak graphic organizer example. 4. Identify the parts of a food chain using the following species: Squirrel, Acorns, Red-tailed hawk 5. If an animal can eat several variety of prey in a food web, predict how it could survive if the ecosystem was altered with an invasive species. Part V (Natural and Energy Resources) (40 minutes) Natural Resources Flow Chart Directions: Using the flow chart below, fill in the correct resources using the word bank below. Do this on the left side of notebook. 5 Word Bank For Flow Chart Renewable Minerals Nonrenewable Solar Energy Air/ Wind Fossil Fuels (Oil/Coal/Nat. Gas) Water/Tides/Flowing Salt Phosphates Iron Soil/ Plants If time permits, complete the following activity: Go to this website and play the game. https://www.brainpop.com/games/sortifynaturalresources/ The purpose of the game is to sort the products in the bins. If you click on the bin you will be able to “label” it. Then drag the resources into the appropriate bin. Click on the bin to see your contents/ resources. If you are satisfied with them, click submit. Record your highest score and tell the teacher your “score sheet” before clicking off the screen! Human Impact Flow Chart Directions: Groups will take a “branch” of the Graphic Organizer and attempt to fill-in on white board. We will discuss our findings as a class. Afterwards, we will fill-in the graphic organizer “officially” for you to paste into your notebook. Discuss carrying capacity. Mention on the graphic organizer. Discuss sustainability. Mention on the graphic organizer. Questions (complete for homework and write on the right side of notebook): 1. 2. 3. 4. 5. Where does most of the nonrenewable resources come from? (Hint- think sphere) Explain how humans will eventually deplete Earth’s natural resources if we exceed the carrying capacity. Choose two renewable resources and describe how it is more environmentally friendly. Describe some limiting factors that help control our population growth. Using the flow chart, give 3 good ideas on how we can lessen our ecological footprint. Part VI (Biodiversity) (20 minutes) Biodiversity Lab Directions: You will receive a handful of candy (M&Ms or Skittles). DO NOT EAT YOUR ORGANISMS! Ask: Calculate the Biodiversity Index. (# of color/ total # of sample). Write your information on the chart and white board. 6 Sample Biodiversity Index Observations/Results/Analysis Initial Sample Population increase of one species Population decrease of one species Population Vulnerability Factor (one color is more important than another) What if: (blue- key stone species, red- producers, etc.) -one color became extinct -invasive species was introduced (another candy) -genetic variation added to a population -habitat fragmentation due to urbanization (separate your colors) Take Out Learning: “THE Biosphere Quiz” The next day. 7