November 2014

Ms. McCann’s Environmental Science Class

November 3rd Bell Ringer:Give a brief description of your project.

Objectives:1. Readp104-1092. 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 4thBell 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 Presentations2. Complete p109 questions and 4-2 Outline:

If not complete, you must come to lunch lab before your next class to complete!

November 5thBell Ringer:What does the population density measure? (see p106)

Objective:1. Complete Presentations2. Population Density PP and Lab activityWARNING: 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 3.3. 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 ActivityThe 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 Palm TreesOak Trees AntsPeople SquirrelsGrass 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 ActivityYou 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=collection/cub_/activities/cub_bio/cub_bio_lesson01_activity1.xml

ProcedureYou 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 6thBell Ringer:What is another word for population dispersion? (see p107)

Objectives:1. Pass back graded assignments, organize according to

assignment list sheet2. 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 6thBell Ringer:What is another word for population dispersion? (see p107)

Objectives:1. Pass back graded assignments, organize according

to assignment list sheet2. Complete Population Density Lab3. Watch YouTube video and take Notes4. 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 7thBell Ringer: What does the sex ratio of a population tell us? (p109)

Objectives:1. Population Growth Outline and Qs due2. Population Growth Activity-

a. YouTube: NATURE | The Wolf That Changed America | Wolf Expert | PBS

b. Deer: Predation or Starvation Lab – DUE in class

November 10thBell Ringer:List the three types of population distribution (p107)

Objectives:1. Complete the Deer/Wolf Lab2. Turkey Vulture Real Data Lab

1. Read the paragraph on p112: Real Data 2. On a separate sheet of paper, answer 1-6 from worksheet

3. Complete the Frog Reading1. Read p99, 118-119 and complete the “Write About It” on p1192. 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 12thBell 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 slide1. Pass Back Graded Assignments2. If absent on Monday:Complete: Deer-Wolf Lab, Turkey Vulture Lab & Frog Reading Qs3. 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 6. Ch 4-3 OL/p117 Qs2. Ecology PP Notes 7. Population Den Lab3. Outdoor Classroom Lab 8. Frog Reading/Paragraph4. Ecosystem Quiz 9. Population Growth Lab5. Ch 4-2 Outline/p109 Qs 10. Vulture Graph Lab

Look at your pink assignment list and write in your scores.

November 13thBell 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 Lab2. Review the Study Guide3. 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= 25Completed Table (see whiteboard) = 5pts

Graph: (see whiteboard) Deer Line = 3pts Wolf Line =

3pts

Questions: 2pts each1. 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 LabQuestions: 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 Review1. Species2. Uniform3. a. both b. both c. both d. only biotic4. The population’s historical growth.5. Migration6. (immigration + birth) – (emigration + death)7. Carrying capacity8. Exponential growth9. Distribution 10. Biotic potential

11. Golden Toads12. Any organism that is living or was once living: animals, plants, waste, dead and decaying matter13. Anything that is nonliving: ph of water, wind, sunshine, soil14. Abiotic15. Density16. TRUE17. J-shaped18. Density-Independent

19. Random . . . . . . . ... . . . . . . ….

20. Uniform . . . .. . . . . . . .

21. Clumped: . . . . . . . . . . . . . . .

November 14thBell 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 Test3. Ch 5-1 Vocab Chart + environment activity

Cycle Test Corrections must completed by TODAY!

November 17thBell 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 notes2. 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 ActivityDescribe 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 BearHabitat: Snow, Ice, Cold, Barren, Frozen OceanShelter: 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, lizardsMakes their own Food= Undergoes PhotosynthesisWhat eats them: insects, birdsShelter: a shelter for insects, birds, lizards, maybe even a hunting ground for animals who prey on these animals

DolphinHabitat: Ocean, Salty, Cold water, coral reef, other dolphin, fish, turtles, crabs, squidWhat They Eat: fish, crab, squidWhat Eats Them: Shark, Whales (*man)Shelter: Open Ocean

Walking StickHabitat: Forest of Trees-oaks, Rocks, soil, birds, lizards, insects, streams, grass, spiders, berries, vinesWhat they eat: berries, oak leaves, vinesWhat eats them: birds, lizards, spidersShelter: blends into tree branches to look like a stick

November 18thBell 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 19thBell 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 20thBell Ringer:What term describes how reproductively successful an organism is in its environment? (p129)

Objective:1. Present Posters2. Complete Vocab Chart.3. YouTube video:

1. Bill Nye and Evolution (13min)2. Basics of Symbiosis (5min)3. Symbiosis: Mutualism, Commenalism, Parasitism

4. Exit Slip – List one thing you learned from each video?

November 21stSUB!

No Bell Ringer

Read p. 133-140Complete the Vocab ChartComplete the Interaction Chart Activity on the back.Answer the Questions.

November 24thNo 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

ToleranceCompetition:• Competitive Exclusion• Fundamental and Realized Niche• Resource Partitioning• Character DisplacementPredation• Population Cycle• Predation and Evolution• Coevolution and Evolutionary “Arms Races”ParasitismHerbivoryMutualismCommensalism • Poster Directions:

o Title at the top of the paper = name of topic.o Definition (in YOUR own word) of topic.o Three examples – describe (not list) each example.o Draw a picture of EACH example.o Be neat and colorful.

•  

November 25thNo Bell Ringer

Objective:Peppered Moth Activity

1. Hole punch lab w/graph2. 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.