What on Earth?

Oh, What a Tangled Web We Weave.Read the Prologue on Pg. 506Complete Brainstorming questions 1 and 2

What’s for lunchRead “What’s for lunch” on pgs 508-509.Define food chain, food web and population.

What’s for LunchRead the information on your biota cardUsing string and tape connect each

“Producer” to the sun.Using string, connect each “Consumer” to

the producers upon which it feeds.

Find all the food chains that make up this food web. What do they have in common?

Extinction!Remove the mosquito card and all its

connectionsNote the food source of each organism

attached to the mosquito.Remove the leaf beetle card. Trace and

remove all it’s connections.If any consumers have lost their food source

they must be removed as well.Describe in your notebook how this event

affected the food web as a whole.

Describe what effect removing the mosquitos had on the rest of the food web.

Explain why one intended action resulted in several unintended effects.

Warm UP – No WHOT this weekIn your Journal:

Define: Producer Consumer Food Chain Food Web

Food web homeworkComplete Analysis questions 1-3 on pg. 510

Read “Managing Mosquitoes” pg. 510-511. Complete questions 1-4 on pg. 511

Food web diagramingIn groups of four, draw a diagram which

communicates the CAUSES, OUTCOMES AND CONNECTIONS in the story “Managing Mosquitos”.

Lab groups rotate one table to the right.Listen as I read “Managing Mosquitos” aloud

and evaluate the diagram for completeness and clarity.

Add words, pictures and arrows to the diagram to make it more complete or clear.

Return to your original table and copy your diagram into your journal.

The Factors of LifeRead Pg. 496-497 Answer Analysis Questions 1-3

10/7 Warm-upIn your journal…

What is a habitat? Give some examples.What is an ecosystem? Give some examplesWhat are some of the features and/or

components of an ecosystem?

https://www.youtube.com/watch?v=2p7bgMxewxA

Life in a jarObjective: Students will collaborate with

other students to DESIGN, BUILD and MONITOR a stable ecosystem.

Life in a jarPg. 498-499Groups of 3-4 (not 2 or 5,6,7, 15 etc.)Plan how to build your bottle ecosystem

including.Materials you will needProducers to add(autotrophs)Consumers to add (heterotrophs)Decomposers ?Aquatic or Terrestrial or both.

Life in a jarWhat each GROUP will turn in.

DIAGRAM OF BOTTLE ECOSYSTEM – complete, clear, nice looking.

ECOSYSTEM PLAN – this will be a table which lists each part of the ecosystem you build with an explanation for EACH component. The explanation will help me understand the role, job, effect, importance of each component of your ecosystem.

MONITORING PLAN – this will explain what qualitative and quantitative data your group will collect each day.

“Remember kids, the only difference between screwing around and science is writing it down. “

Adam Savage.

Life in a jarEACH STUDENT MUST

DRAW a labeled diagram of your bottle ecosystem in your journal.

CREATE a data table to collect qualitative and quantitative data on you ecosystem for 30 days.

RECORD DATA in your data table on a daily basis.

WolvesRead Pgs. 501-503Answer questions 1-4 on pg. 503

Wolves of YellowstoneWhat do you think will happen in years to

come?

At which time do you think the ecosystem was or is most stable?

What further information would you need in order to decide whether to introduce the wolves into Wyoming or Idaho?

WolvesRemoved 1914-44 to increase Elk populationConsequences:

Elk overpopulate Grasses overgrazedCoyote numbers increaseFox numbers reducedRaptor numbers reduced

Wolves reintroduced 1980Predation on Elk increases(Unintended consequences..wolves prey on

livestock)

Wolves…take homePredators are an important part of an

ecosystem.Ecosystems are composed of many

interactions. Removing one organism often impacts many others.

Ecosystems are complicated. It is difficult to predict what will happen when you remove one organism.

Human choices about altering ecosystems are impacted by competing values.

Round and Round they goRead the Prologue on pg. 514Complete Brainstorming questions 1-3

Essential Question..

Is it better to eat plants or animals?

Going with the FlowRead “Going with the Flow” on pg. 515Complete Task 1 and 2 with a partner sitting

at your table.Complete Analysis questions 1-5 on pg. 516

Trophic Level Energy Source

Kcal used in Metabolism

Kcal Wasted (Heat)

Kcal available to next level

Primary producer (Grass)

Sunlight energy

Herbivore (Rabbit)

Primary producers

Primary carnivore (Coyote)

Herbivores

Secondary carnivore (Cougar)

Primary Carnivores

Graph your energy data with “Kcal available” on the Y axis and “Trophic Level (1,2,3,4)” on the X axis.

DESCRIBE your graph.EXPLAIN your graph.

Take home: Energy flow in food chains.Energy from the Sun is transferred and

released through each trophic level.Energy flows one-way from Producers

through Consumers.Organisms use up most of the energy they

take in (metabolism & waste).Only 10% of energy is available to next T.L.There needs to be more producers than

herbivores. More herbivores than carnivores, because of energy loss.

An Infinite LoopRead the “Carbon-Oxygen cycle” on pg. 518.

Using an entire page, draw a diagram of the two cycles using pictures, words and arrows.

Read the “Nitrogen cycle” on pg. 519. Using an entire page, draw a diagram of the cycle using pictures, words and arrows.

An Infinite LoopRead the intro and procedures of “An Infinity

Loop” on Pg. 518Once assigned to your specialist group, move

to a table with other similar specialists to learn about your cycle and prepare a diagram of it.

Prepare to teach others in your original group.(15 min)

Return to your normal seat and teach the others about the cycle that you studied. (15 min)

Modeling nutrient cyclesDraw a picture of your model ecosystem.Add labeled arrows that show the movement

of different nutrients within your model ecosystem.

Refer to the drawings of the three nutrient cycles we studied to see which forms of each element you should be including.

Explain what each arrow means (pick 5). Use scientific vocabulary.

Explain what each arrow means. Use scientific vocabulary.

Explain what each arrow means. Use scientific vocabulary.

Nutrient Cycle HWComplete analysis questions 1-4 on pg. 520Crash course: Carbon and water cycle (1/2

pg. notes)Crash course: Nitrogen cycle (1/2 pg. notes)

Population PressuresStudents will record and interpret data on

the growth of a population.1. Label a container and add 20 ml. of

molasses solution.2. Add 1 drop of yeast culture.3. Make a microscope slide of 1 drop of the

mixed culture solution.4. Count the number of yeast cells in three

different fields of view.

The Carbon CycleIn your journal find the equations for

photosynthesis and respiration and copy them onto this page in your journal.

Draw a diagram showing how CARBON moves in a cycle on earth using information from the equations, information you know about plants and animals and information that you know about burning of fossil fuels.

Ecological Concept MapUse arrows and linking words to construct

a concept map of the following termsBiotic factors environmentHabitat communityAbiotic factors nicheFood chain populationProducer consumerDecomposer food webPhotosynthesis trophic levelEnergy flow

Population PressuresRead the Prologue on Pg. 525Complete the Brainstorming questions on

pg. 526

UnsupervisedComplete the procedures on pg. 526 to

record the data in a data table.Graph the dataDESCRIBE and EXPLAIN the data.Pg. 528 analysis questions 1-6 (except #4)

The Lynx and the HareRead silently through the predator-prey

simulation on pg. 528-529In your table groups, pick up the cards you

need and carry out the exercise.HW: Complete Analysis questions 1-5 on pg.

530

A Friendly Warning (close reading)

CAUSE EFFECT

A Friendly WarningRead the Case study on pg. 530-532Complete the analysis task on pg. 532 (you

may make the graph on notebook paper rather than as a poster)

A Friendly WarningIn a group of four make a whiteboard poster that warns Hikers of the Lyme disease risk from ticks. The poster should include.A diagram of the interactions leading to the

riskA graph showing the timing of the riskA few sentences explaining how people get

Lyme disease and explaining the timing of the risk.

What was challenging about getting non-scientists to understand the important trends in your data?

What was challenging about getting non-scientists to understand how the data indicated a need for caution in the woods?

Is More Better?Read the paragraph “Is More Better” on pg.

535-536.Build a graph of the Human Population data

in the table on pg. 536.DESCRIBE the graphEXPLAIN the graph.

Unit Exam PreparationVocabulary:

Niche food chainFood web populationCommunity trophic levelHerbivore CarnivoreProducer ConsumerCalorie Carbon cycleNitrogen cycle nitrogen fixing bacteriaNitrification predatorPrey biotic potentialExponential growth carrying capacityLimiting factors

ConceptsInterdependence in ecosystems – food chains and

food webs.Energy flows through food webs and is lost to

heat and metabolism as it passes through each trophic level. (10% rule)

Matter is recycled in ecosystems. Carbon, Nitrogen, Phosphorus.

Populations of organisms grow exponentially if there are no factors limiting their growth.

Limiting factors such as PREDATION, FOOD AVAILABILITY, COMPETITION AND DISEASE limit the size of a population.

ResourcesBook: 506-511, 514-515, 518-519, 525-532,

535-536

Videos: Crash course Carbon cycleNitrogen cycleEcosystem ecologyPopulation ecologyCommunity ecology (a little bit)Human population growth

ActionsREPETITION! – watch small, important,

segments of the videos over and over and over and over and over and over and over and over and over…………………..

EXPLAIN OUT LOUD – explain a concept out loud to someone. DESCRIBE and EXPLAIN important graphs and diagrams to someone.

VIDEO RECORD YOURSELF – Explain concepts on video and then WATCH IT!

Only YOU can make yourself adopt these habits. Will you do it?