WEDNESDAY 10-8-14• LO: • RECORDING FIELD OBSERVATIONS

• ET:

GET READY WITH YOUR NOTEBOOK OUT. WE WILL CHECK TEST SCORES AND WRITE A REFLECTION AFTERWARDS

PLAN OF THE DAY

• GO OVER TEST AND QUESTIONS YOU MISSED

• RECORDING OBSERVATIONS ON THE FIELD

GO OVER TEST - REFLECTION

• CHECK THE QUESTIONS YOU MISSED ON YOUR TEST

• REFLECT ON WHAT WAS HELPFUL FOR YOU WHEN STUDYING FOR THIS TEST

• ON YOUR NOTEBOOK WRITE: CHAPTER 3 TEST REFLECTION (WRITE THE TITLE AND PAGE ON YOUR TABLE OF CONTENTS) AND WRITE AND ANSWER THESE QUESTIONS:

• WHAT STRATEGIES DID YOU USE TO BE PREPARED FOR THE TEST?

• WHAT DO YOU THINK WOULD HAVE HELPED YOU BE BETTER PREPARE FOR IT?

• WHAT DO YOU THINK I CAN DO AS A TEACHER TO IMPROVE YOUR PERFORMANCE ON TESTS?

THURSDAY 10-9-14LO: • DESIGN A METHOD FOR ESTIMATING POPULATION NUMBERS

ET: • GET A HANDOUT FROM THE FRONT OF THE ROOM AND FILLED OUT THE INFORMATION FROM YESTERDAY’S OBSERVATIONS (PAGE 1)

Plantain

Dandelion

Clover

PLAN OF THE DAY

• WORK WITH YOUR GROUP TO DESIGN A METHOD FOR COUNTING PLANTS IN AN URBAN LAWN

• COMMUNICATE YOUR DESIGN TO OTHER GROUPS

METHOD DESIGN PHASE

• DETERMINE WHO WILL BE THE MANAGER, THE READER, THE RECORDER, AND THE SPOKESPERSON IN YOUR GROUP

• GO TO THE SECOND PAGE IN YOUR PACKET AND START WORKING ON THE ‘METHOD DESIGN’ PHASE

• WORK ON THE WHITEBOARDS FIRST AND THEN TRANSFER TO YOUR PAPER (DO NOT ERASE YOUR WHITEBOARDS, YOU WILL NEED THEM LATER!!!)

• THIS PHASE HAS TO BE COMPLETED IN 15 MINUTES!!

COMMUNICATING TO OTHER GROUP

• IN THIS PHASE, YOU ARE GOING TO PRESENT YOUR METHOD DESIGN TO OTHER GROUP

• IF YOU ARE GROUP 2, GO TO TABLE 1, IF YOU ARE GROUP 4, GO TO TABLE 3, IF YOU ARE GROUPS 7 AND 6, GO TO TABLE 5

• THE SPOKESPERSON FROM EACH GROUP WILL EXPLAIN THEIR DESIGN TO THE OTHER GROUP (USE THE WHITEBOARDS FOR THIS). THE GROUP WITH THE SMALLER NUMBERS GO FIRST (FOR EXAMPLE, FOR GROUPS 1 AND 2, 1 GOES FIRST)

• YOU HAVE 8 MINUTES TO DO YOUR PRESENTATION!!

WRAP UP

• WORK ON THE QUESTION IN THE LAST PAGE OF YOUR HANDOUT

• DOES ANY GROUP WANT TO PRESENT THEIR DESIGN TO THE ENTIRE CLASS?

• IF THERE IS TIME, READ THE INTRODUCTION IN YOUR FIELD INVESTIGATION PACKET

• SHOW THE QUADRATS THAT THEY WILL BE USING FOR THE SUBSAMPLING

FRIDAY 10-10-14LO: • HOW TO DO POPULATION COUNTS ON THE FIELD

ET: • IF THE QUADRAT WE WILL BE USING TODAY IS 25 cm BY 25 cm. THE NUMBERS WE GET TODAY WILL GIVE US NUMBERS OF EACH WEED PER 25 cm

QUADRAT.

• BY WHAT NUMBER WE WOULD HAVE TO MULTIPLY THE WEED COUNTS TO EXTRAPOLATE HOW MANY WEEDS ARE PRESENT IN A METER SQUARE (m2)

Plantain

Dandelion

Clover

PLAN OF THE DAY

• GO OUT TO THE FIELD TO DO COUNT ESTIMATES OF WEEDS

• WHEN BACK TO THE ROOM:

• SHARE CLASS DATA AND CALCULATE POPULATION DENSITIES AND POPULATION ESTIMATES FOR THE THREE TYPES OF WEEDS

• WORK ON SUMMARY QUESTIONS ON YOUR FIELD INVESTIGATION HANDOUT

FIELD COUNTS PHASE

• DETERMINE WHO WILL BE THE MANAGER, THE TECHNICIAN, THE RECORDER, AND THE ”COUNTERS” (EACH PERSON IN YOUR GROUP IS ASSIGNED TO COUNT ONE OF THE WEEDS IN EACH QUADRATS)

• FAMILIARIZE YOURSELVES WITH THE TABLE 1 ON FIELD INVESTIGATION HANDOUT, AND HOW TO RECORD INFORMATION

• WHEN OUTSIDE, FIND THE CUP WITH YOUR GROUP NUMBER AND STAY WITH YOUR GROUP. BE EFFICIENT AT DOING THE QUADRAT COUNTS. WE WILL HAVE 20 MINUTES ONCE WE GET THERE

• IF YOU FINISH YOUR COUNTS FOR THE GROUP, YOU CAN GATHER AND START WORKING ON THE SUMMARY QUESTIONS WHILE YOU WAIT FOR OTHER GROUPS TO FINISH THEIR COUNTS

MONDAY 10-13-14LO: • WHAT FACTORS AFFECT ECOSYSTEMS

ET: • START A NEW PAGE IN YOUR NOTEBOOK AND TRANSFER THIS ORGANIZATION CHART FOR CHAPTER 4

PLAN OF THE DAY

• WORK ON SUMMARY QUESTIONS ON YOUR FIELD INVESTIGATION HANDOUT AND TURN IN WHEN FINISHED (20 MINUTES)

• QUIETLY READ AND TAKE NOTES OF 4.1 SECTION (CORNELL PREFERABLE)

• WATCH A VIDEO EXPLAINING THE GREENHOUSE EFFECT

• HTTP://WWW.HHMI.ORG/BIOINTERACTIVE/GREENHOUSE-EFFECT

• HTTP://OCEANSERVICE.NOAA.GOV/FACTS/CURRENT.HTML

PLEASE WRITE THIS QUESTIONS IN YOUR JOURNAL AND ANSWER AS A REFLECTION

BEFORE YOU GO OR FINISH AS HOMEWORK FOR TOMORROW

• WHICH ARE THE MAIN GREEN HOUSE GASES MENTIONED IN VIDEO?

• WHAT WOULD HAPPEN IF THE EARTH WOULD NOT HAVE THE “GREENHOUSE EFFECT”?

TUESDAY 10-14-14LO: • HOW DO SPECIES INTERACT

ET: • DESCRIBE THE CLIMATE HERE IN WASHINGTON. WHAT FACTORS INFLUENCE IT?

DESCRIBE FACTORS

Factors Affecting Global Climate

Solar energy trapped in the biosphere (greenhouse effect)

Latitude Transport of heat by winds and ocean

currents

PLAN OF THE DAY

• WORK ON CONCEPT MAP FOR SECTION 4.2 VOCABULARY

• HTTP://WWW.HHMI.ORG/BIOINTERACTIVE/GREENHOUSE-EFFECT

• HTTP://OCEANSERVICE.NOAA.GOV/FACTS/CURRENT.HTML

SECTION 4.2 CONCEPT MAP POSTER (DUE THURSDAY, OCTOBER 14)

• DECIDE ON ROLES FOR YOUR GROUP TODAY: RECORDER, MANAGER, TECHNICIAN, ARTIST

• WORK ON A CONCEPT MAP THAT ORGANIZES THE INFORMATION IN SECTION 4.2 (PAGES 99-104) USING THE HIGHLIGHTED VOCABULARY WORDS (ONE POINT FOR EACH WORD USED AND ONE POINT FOR CONNECTING WORDS/SENTENCES BETWEEN WORDS – TOTAL 24 POINTS)

• TITLE YOUR POSTER: NICHES AND COMMUNITY INTERACTIONS ( 2 POINTS)

• USE THE LARGER PAPER FOR THIS. DO A NICE JOB IF YOU WANT TO GET EXTRA CREDIT POINTS

• DRAW AT LEAST THREE THINGS TO GO WITH THE VOCABULARY (2 POINT PER DRAWING – TOTAL 6)

TOTAL POINTS – 32

• WHEN DONE, TRANSFER POSTER TO YOUR NOTEBOOK (DO NOT NEED THE DRAWINGS)

• ALSO IN YOUR NOTEBOOK, WRITE THE DEFINITIONS FOR NICHE, AND KEYSTONE SPECIES

WEDNESDAY 10-15-14

LO: • HOW COMMUNITY INTERACTIONS AFFECT ECOSYSTEMS

ET: • GET YOUR POSTER AND MATERIALS READY. WE WILL FINISH IT TODAY

• HOW WOULD YOU DEFINE “NICHE” FOR US HUMANS?

PLAN OF THE DAY

• FINISH 4.2 CONCEPT MAP (15-20 MINUTES)

• READING ON KEYSTONE SPECIES (HOMEWORK FOR TOMORROW IF NOT FINISHED DURING CLASS)

FRIDAY 10-17-14

LO: • TYPES OF ORGANISMS’ INTERACTIONS

ET: • GET “MY NOTES ABOUT RELATIONSHIPS” HANDOUT OUT AND START WORKING ON YOUR GROUPS POSTER

SKIT PRESENTATION

• READ YOUR JOURNAL ENTRY TO THE CLASS

• DO THE SKIT

• EXPLAIN WHAT TYPE OF RELATIONSHIP IS EXPLAIN IN YOUR JOURNAL ENTRY

1

2

3

4

5

6

7

8

PLAN OF THE DAY

• SPECIES INTERACTIONS ACTIVITY

• PRACTICE REVIEW

• HTTPS://JEOPARDYLABS.COM/PLAY/CHAPTER-4-ECOSYSTEMS-AND-COMMUNITIES3

MY JOURNAL ENTRY

• WORK QUIETLY ON FILLING OUT THE ENTRIES ON WHAT TYPE OF RELATIONSHIP IS EXPLAINED IN EACH JOURNAL ENTRY AND A JUSTIFICATION (10 MINUTES)

• CHECK WITH YOUR OTHER GROUP MEMBERS TO SEE IF YOU ALL AGREE ON THE RELATIONSHIPS

• WHEN DONE, WORK WITH YOUR GROUP ON YOUR JOURNAL ENTRY POSTER (10 MINUTES)

• YOU WILL PRESENT YOUR POSTER TO THE CLASS TOMORROW AS A SKIT

How is a Niche defined?

A niche is the organism’s way of life (‘it’s occupation’). It includes:

The organisms living place Its food source The time of day it is most active And many other factors that are

specific to that organism's way of life

Competition Between Species Members of a population (one species) may

compete for the same limited resource – intraspecific competition

Within a community, interspecific competition takes place when two or more species rely on the same limited resource

If two species are so similar in their requirements that the same resource limits both species’ growth it is called competitive exclusion

Competitive Exclusion

                                         

                 

II. PredationA. Predation is when one organism (predator)

eats another (prey) B. Eating and avoiding being eaten are

important to survival and predators and prey have developed many adaptations1. Predator adaptations include: being fast

and agile, coloring that camouflages, hunting in groups, acute sense to find prey and having claws, teeth, fangs and stingers to help catch prey

2. Prey adaptations include: retreating or fleeing from predators, camouflage, defensive coloring, mimicry, secreting poisonous chemicals, having spines and thorns

Symbiotic relationshipsA. A symbiotic relationship is when two

species live in or on one anotherB. There are three main types of symbiotic

relationships1. Parasitism- A parasite gets it’s food at the

expense of another organism, i.e. mosquitos and humans

2. Mutualism- Both organism benefit from the relationship, i.e. E.Coli and humans

3. Commensalism- One organism benefits and the other is neither hurt nor helped

Symbiosis

Parasitism Win+

Lose-

Mutualism Win+

Win+

Commensalism Win+

Tie0

TUESDAY 10-21-14

LO: • EXPLAIN THE DIFFERENCE BETWEEN PRIMARY AND SECONDARY ECOLOGICAL SUCCESSION

ET: • DEFINE THE WORD SUCCESSION (RELATED TO SUCCEED)

PLAN OF THE DAY

• QUIZ

• SUCCESSION ACTIVITY – HOW DO ECOSYSTEMS DEVELOP OVER TIME

• HTTPS://WWW.YOUTUBE.COM/WATCH?V=W2SUFP9ZRBG 7:00

• HTTPS://WWW.YOUTUBE.COM/WATCH?V=IQG4VI-EU5U 10:00

Ecological Succession

A. The series of changes in the species in a community, often following a disturbance is known as ecological succession

B. There are two types of succession:1. Primary succession is when new community

arises from a previously lifeless area i.e. plants growing on a volcanic island

2. Secondary succession is when a new community arises from a previous community i.e. a forested are which has been cleared and abandoned

Primary Succession

Secondary Succession

WEDNESDAY 10-22-14

LO:

• REVIEWING FOR CHAPTER 4 TEST ON FRIDAY (SECTIONS 4.1, 4.2, AND 4.3)

ET:

• CAN YOU THINK OF AN EVENT THAT COULD WIPE OUT ALL LIFE IN AN AREA, INCLUDING THE SOIL, OTHER THAN A VOLCANO ERUPTION/EXPLOSION?

PLAN OF THE DAY

• FINISH AND CORRECT SUCCESSION ACTIVITY – HOW DO ECOSYSTEMS DEVELOP OVER TIME

• JEOPARDY GAME!

JEOPARDYLABS.COM/PLAY/BIOLOGY-CHAPTER-4-REVIEW-GAME4