1. Objective-Master factors of the biomes. catalyst 1.List all of the things in your environment that you need to survive. 2.Are all of the things you listed considered “ living ”? HW- Get BYOT form signed

2. Day 1: Ecosystems & Limiting Factors

3. Finish biome stations Make- up quizzes for absent students You name is on the board.

4. Objective- Describe limiting factors and levels of ecological organization. Catalyst- Name as many biomes as you can think of… HW- none tonight Quiz today! Study now

6. Biomes Video- https://www.youtube.com/watch?v=h Iy0ZlyPPDg (short) https://www.youtube.com/watch?v=h Iy0ZlyPPDg https://www.youtube.com/watch?v=R CT_J2ikHN4 https://www.youtube.com/watch?v=R CT_J2ikHN4

7. Abiotic & Biotic factors BIOTIC: ABIOTIC: Living things NON-living things

8. Chesapeake Bay Reading Read the paragraph. CIRCLE the ABIOTIC factors BOX the BIOTIC factors

9. In recent years, the striped bass population in the Chesapeake Bay has been declining. This is due in part to “fish kills,” where a large number of fish die off. Fish kills occur when oxygen-consuming processes require more oxygen than the plants produce, which reduces the amount of oxygen available to the fish. One explanation is human activities that increased the amount of sediments suspended in the water, largely due to erosion from cutting down trees. The sediment acts as a filter for sunlight which causes a decrease in the amount of sunlight that gets to the aquatic plants in the Chesapeake Bay.

10. Levels of ecological organization BIG SMALL Ecosystem Community Population Individual

11. Ecosystem __________ and abiotic factors interacting together. Concord, NC Community A group of several _____________ in an area. NW Population A group of organisms of the ______________ species your grade level…9 th, 10 th, 11 th Individual One ______________, a living thing! you! biotic populations same organism

12. ECOSYSTEM COMMUNITY

13. POPULATION ORGANISM

15. What is a limiting factor?! Factors that prevent a population from _________________ indefinitely (forever!) They can be _________ and ________ Examples : – Predation – Food – Water – Space – shelter increasing abiotic biotic

16. Limiting Factors https://www.youtube.com/watch?v=8 FPMP41LYJ8 https://www.youtube.com/watch?v=8 FPMP41LYJ8

17. Limiting factor example CO 2 O2O2O2O2

18. Limiting factor example CO 2 O2O2O2O2

19. Apply your knowledge!! 1.In the Chesapeake bay reading, what was the limiting factor? 2.Is this an abiotic or biotic factor? 3.How did this limiting factor affect the fish populations? Why? oxygen abiotic Decrease in fish population

20. Group ecosystem project In class Due next week. Keep it NEAT – you will keep adding! DAILY: glue instructions on back!

21. List of possible ecosystems Tundra- white Ocean-blue Freshwater- blue Savannah grasslands- yellow Prairie Grasslands(mid-west) - yellow Desert- yellow Tropical Rain Forrest- Green Temperate Forest-Green

22. Day 1 Draw out ecosystem Draw and label 5 biotic and 5 abiotic organisms in your ecosystem. Complete Day 1 worksheet and glue to the back!

23. Groups Groups of 2 or individual! Move to your groups now. – 30 seconds. – Sitting in your group. – 2 warnings before a group switch.

24. Day 1: Group Project Establish your ecosystem. Choose 1: From your notes

25. Announcements

26. Objective- Describe and list animal relationships Which event illustrates the interaction of an abiotic factor with a biotic factor in the environment? a)The eel survives by paralyzing trout b)The temperature of water affects its oxygen level c)The low light intensity of the forest affects the growth of pine trees d)A gypsy moth caterpillar eats the leaves of an apple tree HW- Keep up with your project. Absent yesterday? Turn in packet, scientist resume and make-up quiz!

27. Day 2: Relationships

28. 1. Symbiotic relationships: 2 organisms depend on each other

29. Mutualism : both organisms benefit from the relationship [ ] https://www.youtube.com/watch?v=Q qa0OPbdvjw https://www.youtube.com/watch?v=X m2qdxVVRm4

30. Parasitism : one organism lives on or inside another and harms it. Parasite often gets nutrients from the host. [  ]  https://www.youtube.com/watch?v=X WT3jj3shNshttps://www.youtube.com/watch?v=X WT3jj3shNs - Graphic https://www.youtube.com/watch?v=9 0exkFR2iSM https://www.youtube.com/watch?v=G o_LIz7kTok

31. Feeding relationships: a) Predator- Prey : Organism that hunts and kills another organism for food (predation) PREDATOR: PREY: captures and eats other animals Animal that is captured and eaten – the victim

32. a) Predator- Prey

33. b) Scavenger : Organism eats the __________ of a ______ animal after another has already ______ it remainsdead killed https://www.youtube.com/watch?v=3j XlMwOfKVQ

34. c) Feeding Carnivore : eats only _____________ Herbivore : eats only _____________ Omnivore : eats ________ plants and animals Decomposer : eats ______ and _________________ matter (returns it to the _______) meat plants both dead decaying soil

35. Relationship Practice Pg. U7-2 (6 min.) Buddy Game/Notes Finish Day one of Project

36. Unit 9 Group Project Day 2: Add relationships!  Add 1 symbiotic relationship (mutualism or parasitism)  Add 1 feeding relationship

37. Objective- Describe different adaptions Classify the following relationships: Just write your answers. 1.Two positive benefits ( ) 2.Eats only plants 3.Eats dead and decaying matter 4.Hunts rabbits and kills them for food 5.One positive benefit, one negative HW- Keep up on your project Note book quiz tomorrow!

38. Adaptations 3 types 1. Reproductive – strategies used by organisms to increase likelihood of reproduction 2. Structural – physical traits that increase survival rate 3. Behavioral – actions that organisms carry out to increase survival rate

39. Reproductive Adaptations Spores – asexual adapted for dispersal and survival in unfavorable conditions Ex: fungi

40. Reproductive Adaptation Placental mammals – sac of membranes that nourish young before birth. Complex development and protected longer.

41. Reproductive Adaptation External vs. Internal fertilization External Fertilization: Produces a large amount of offspring, but most susceptible to predators https://www.youtube. com/watch?v=PgGT6 _zqMqA Internal Fertilization: Protected offspring! But you actually have to do the deed.

42. Reproductive Adaptation Sexual vs. Asexual Asexual: Energy Conservation. Exact Replica. Sexual: Genetic Variation.

43. Reproductive Adaptation Eggs Soft: In water, so they do not dry up. Lay more to increase chance of survival. Hard: Protection on land. Nourishment.

44. Reproductive Adaptation Seeds Protected embryo. Provides nutrients to embryo. Aids in dispersal.

45. Structural – physical traits that increase survival rate Excretion- animals have bodies designed to save water. Scorpions and wolf spiders have a thick outer covering which reduces moisture loss. The kidneys of desert animals concentrate urine, so that they excrete less water.

46. Structural Movement- animals find food by moving from place to place https://www.youtube.com/watch?v= wNqiclBUxdY https://www.youtube.com/watch?v= wNqiclBUxdY

47. Structural Adaptation: Protective Coloration / Camouflage Coloration and Protective Resemblance allow an animal to blend into its environment. Another word for this is camouflage. An organisms camouflage makes it hard for enemies to single out individuals.

48. Adaptations 3 types 1. Reproductive – strategies used by organisms to increase likelihood of reproduction 2. Structural – physical traits that increase survival rate 3. Behavioral – actions that organisms carry out to increase survival rate

49. let’s take a closer look at BEHAVIORAL adaptations!

50. Innate Behavior Behaviors the animal is _______ with. It is done correctly the ________ time the animal does it. Suckling: newborn mammals begin suckling for food shortly after they are born born first

51. Innate Behavior https://www.youtube.com/watch?v= OJsE6KneH4c https://www.youtube.com/watch?v= OJsE6KneH4c

52. Innate behaviors Taxis: moving in response to an external stimulus (like light or chemicals) WBC & tomato videos!

53. Innate behaviors Migration : seasonal movement for breeding or eating SEX Salmon video!

54. Innate behaviors Hibernation : inactivity and decrease in metabolism to conserve energy when food is not available – usually winter Estivation : “summer sleep” – during very hot and dry times to avoid overheating/drying up

55. Learned behaviors Behaviors that result from an _________ Types of Learning DescriptionExample Imprinting A rapid form of learning that occurs during a specific age. This is how you learn who your parents are! experience

56. Learned behaviors Behaviors that result from an _________ Types of Learning DescriptionExample Habituation An ___________ learns not to respond to ___________ stimulus. animal old

57. Learned behaviors Behaviors that result from an _________ Types of Learning DescriptionExample Classical Conditioning An animal learns to _____________ a stimulus with a ___________ that would not normally occur. associate reward experience https:// www.y outub e.com /watc h?v=q y_mIEn nlF4

58. What do you think Trial and Error is?

59. Buddy Game Go fish with relationships. Can you make the match???

60. Finish the following: Drawing and labeling 5 biotic and 5 abiotic organisms Draw and label your Mutualism or Parasitism, Draw and label your feeding relationship. Ex- Carnivore, Herbivore, Omnivore.

61. Day 2 Project: Relationships Unit 2 Group Project Day 2: Add Relationships! On your large piece of paper Add 1 symbiotic relationship (mutualism or parasitism) Add 1 feeding relationship (herbivore, carnivore, omnivore) Describe your symbiotic relationship. Is it mutualism or parasitism. Why? ________________________________________________________________________________ _______________________________________________________ Describe your feeding relationship. What kind is it? Why? ________________________________________________________________________________ ________________________________________________________________________________ ____________________

62. Objective- Design your own food web Catalyst- Give two examples of an Innate Behavior. Hint- What does innate mean? HW- Are you on pace with your project? Flashback Friday- Notebook quiz.

63. Day 3: food chains, energy pyramids https://www.youtube.com/watch?v=- YwW-iWxLr4 https://www.youtube.com/watch?v=- YwW-iWxLr4

64. Give it a shot! Who eats whom?! Using what you know about feeding relationships, choose objects and put them in order of “who eats whom”

65. Food chain/web : shows who eats whom!  The arrow points __________ the organism that does the eating (into their belly!)  Each level is called a ________ _______ toward trophic level

66. autotroph heterotroph producer Primary consumer secondary consumer tertiary consumer

67. Food Webs What would happen if an organism were to go extinct? were overpopulated? were over- hunted?

68. Autotroph? Heterotroph? Producer? Consumer? http://www.trueactivist.com/gab_gallery/how- wolves-change-rivers/#.VNLFkO30SUo.facebook https://www.youtube.com/watch?v=Cd1M9xD 482s

69. Biomass : number of _____________  Shows ______ _________ (or total ________) at each level  Should always be ____________ producers than consumers organisms how many mass more

71. 1,000,000 organisms 500,000 10,000 500 example

72. Energy Pyramid : movement of _______  The ______ is the source of ALL ENERGY  Energy does NOT __________  It is lost as __________ as it moves up a food web/chain energy sun recycle heat

73. As you move up, each level only receives _____% of the previous level’s energy!! 10

74. producer secondaryconsumer Primaryconsumer tertiaryconsumer 100% 10% 1% 0.1%

75. Design your own energy pyramid!

76. Build your own food web! 1.Using the organisms provided to you, place them on your large colored paper to create a food web. 1.Using a pencil first, draw arrows in the correct direction from the food source to each food consumer on the food web. 1.Once you complete that, raise your hand to have one of the teachers check the energy flow of your arrows. 1.Now go over your arrows with permanent marker and then use your glue stick on the organisms to make them stay on the paper. 1.Now, next to each organism, label them with ALL of following terms that apply: Autotroph, Heterotroph, Primary Consumer, Secondary Consumer, Top Consumer, Producer, Decomposer, Herbivore, Carnivore, and/or Omnivore. (Hint: more than one term may apply) 1.Once you complete that, raise your hand to have one of the teachers check the energy flow of your arrows. 1.Now complete the questions below and have a teacher stamp your work when they are all correct. Interactive Food Web 0r 3D Pyramid Direct STAMP for Completion

77. Finish Day 3 Project- Have me check off the rubric! Day 3: Food web! On your poster:  Create a food chain using animals you already have in your ecosystem or add more! (must be at least 6 animals/plants in the food web!)  Label the following: producer, consumer, heterotroph, autotroph in the food web.  Bonus: Create the Ultimate Predator Food Chain: ______________________ Explain how/why the amount of energy in each trophic level changes as you go up in your food web: __________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________

78. Objective-Apply previous ecology topics so far! Catalyst-  The ______ is the source of ALL ENERGY.  Each level in a food chain is called a ________ _______. HW- Unit test end of next week! Flashback- Get Notebooks organized, pass back papers. http://www.trueactivist.com/gab_gallery/how- wolves-change-rivers/#.VNLFkO30SUo.facebook http://www.trueactivist.com/gab_gallery/how- wolves-change-rivers/#.VNLFkO30SUo.facebook Review: Build Energy Pyramid

79. Objective- Describe the steps of the Nitrogen and Carbon Cycle Catalyst- What is the difference between a producer and a heterotroph? HW- Project up to date. Test Friday!

80. Carbon Cycle : movement of matter  Shows the relationship between respiration & _____________ Carbon comes in _Solids___ and _____Gases________  Matter is Everywhere!  https://www.youtube.com/watch?v=xFE9o-c_pKg https://www.youtube.com/watch?v=xFE9o-c_pKg (Pg U3-19 already!) photosynthesis

81. CO 2 Glucose (C 6 H 12 O 6 )

82. CO 2 O2O2O2O2

84. Carbon comes in __________ and _____________ Matter is _____________________! solids gases RECYCLED Carbon Cycle : movement of matter

86. The Nitrogen Cycle https://www.youtube.com/watch?v=1 XC7xT0mIbY https://www.youtube.com/watch?v=1 XC7xT0mIbY

87. Get the same book number as your desk! You are responsible for this book. If its not back in the correct spot by the end of the block you are responsible for buying a new one! Go to chapter 2, section 2.2 pg 56 Nitrogen Cycle

89. What percent of the air consist of nitrogen gas? 78% Organisms can NOT use it in that form. Lightning (HEAT) and bacteria (decomposers) convert nitrogen into usable forms

90. Bacteria in the root nodules change nitrogen gas into what form? Ammonia

91. What is the role of decomposers in the nitrogen cycle? Decomposers break down nitrogen- containing molecules in dead organisms to ammonia.

92. How do plants obtain the nitrogen they need? Bacteria in soil convert ammonia to nitrates, which plants can use to make nitrogen-containing molecules.

93. How do herbivores obtain the nitrogen they need? Herbivores obtain nitrogen from the nitrogen-containing molecules in the plants they eat.

94. How do other animals obtain the nitrogen they need? Other animals obtain nitrogen from the nitrogen-containing molecules in the animals they eat.

95. What would be the impact on the nitrogen cycle if there were a decrease in decomposers in a given ecosystem? Less nitrogen would be cycled to organisms and to the atmosphere.

96. Project- Today You must finish all other days! And … Today Add: Food web and – An endangered species onto your poster with a paragraph explaining why they have become endangered and how you can help.

97. Day 3 Project Day 3: Food web! On your poster:  Create a food chain using animals you already have in your ecosystem or add more! (must be at least 6 animals/plants in the food web!)  Label the following: producer, consumer, heterotroph, autotroph in the food web.  Bonus: Create the Ultimate Predator Food Chain: ______________________ Explain how/why the amount of energy in each trophic level changes as you go up in your food web: __________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________

98. Nitrogen cycle- Atmospheric nitrogen (N 2 ) makes up nearly 78% of air. Organisms can NOT use it in that form. Lightning (HEAT) and bacteria (decomposers) convert nitrogen into usable forms.

99. Nitrogen cycle- Only in certain bacteria and industrial technologies can fix nitrogen. Nitrogen fixation-convert atmospheric nitrogen (N 2 ) into ammonium (NH 4 + ) which can be used to make organic compounds like amino acids. N 2 NH 4 +

100. Nitrogen cycle- Nitrogen-fixing bacteria: Some live in a symbiotic relationship with plants of the legume family (e.g., soybeans, clover, peanuts).

102. Nitrogen cycle- Some nitrogen-fixing bacteria live free in the soil. Nitrogen-fixing cyanobacteria are essential to maintaining the fertility of semi-aquatic environments like rice paddies.

103. Atmospheric nitrogen Lightning Nitrogen fixing bacteria Ammonium Nitrification by bacteria NitritesNitrates Denitrification by bacteria Plants Animals Decomposers Nitrogen Cycle

104. PRACTICE!! (6 min) Pg. 6 (#1-10) When finished: Work on your project!

105. Nitrogen Cycle Use Page 78 in your textbook! Answer Questions 1-6 on page U7-5. 10 minutes

106. Objective- Recognize Logic and Exponential Growth 1.What is a limiting factor (day 1)? Give one example. What will it do to a population of animals? HW- Finish Data Set Number 2 and graph it tonight!

107. Day 4: Population Growth (U7-6)

108. Population Growth Exponential Growth = ____ Curve Grows at a fast, ___________ rate  No limiting factor! J increasing

109. Population Growth Logistic Growth = ____ Curve Levels off due to ___________ factors  Reaches ___________ capacity = largest # of organisms the ecosystem can support s limiting carrying

110. Carrying capacity

111. 1.What is the species name for Darwin's finches? What is the genus name? 2. What limiting factor affected the carrying capacity of the island for Darwin's finches? 3. What was the initial carrying capacity before the drought? After the drought? Make this on the graph

112. 4. What is the limiting factor for the gypsy moth? 5. What happened when the population of caterpillars exceeded the carrying capacity of the islands(environment)? 6. Before 1938, was the population growth exponential or logistic? J or S curved? 7. Which Island had a bigger infestation of gypsy moths? 8. St. Paul is larger then St. George.What explains the difference in size of the gypse moth infestation between the islands?

113. Rabbit Population Growth Generation Number of Rabbits 1 100 2 105 25 1,000 37 1,600 55 2,400 72 3,350 86 8,000 100 13,150

114. Independent work Pg. U7-6 1.Complete graphing on pg 6 1.Graph the data 2.Analyze the data (pg 8-9) Wait Patiently 2.Work on your group project, Day 4

115. DAY 4 Project Day 4:Put it all together!  Choose one of the species in your food web to be an endangered species. Circle that organism on your poster.  Briefly describe how the loss of this species will negatively affect the rest of the food web: _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________________________________________  Choose 2 populations of organism in your ecosystem & draw their population growth graphs: o 1 graph should show exponential growth o 1 graph should show logistical growth  Label the carrying capacity in the logistical growth curve  Explain2 limiting factors that could have caused the population to reach carrying capacity _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________________________________________  Draw one example of a human impact on your poster. Explain how this negatively affects the ecosystem: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ _________________________________________________________

116. Clean UP! Get clean! Clear your desk. Sit down. Exit Ticket!

117. Objective- Describe the effects of an increase in human population on the environment. Catalyst- Just write the answer for each! 1.Describe the birth rate and death rate in region A 2.Describe the birth rate and death rate in region C 3.What does the K line represent? 4.What model best describes the growth of this population? 5.HW- Project Due Monday! Test next Wednesday.

118. Human Population Growth U7-10  Currently _______________ growth but we can’t do that forever!!  We underwent a _________________ ____________________: throughout history we’ve had ______ birthrates and _______ death rates, so populations remained ________. With advances in medicine, nutrition, and sanitation, we now have _________ death rates so the world population is ______________ rapidly. exponential demographic transition high stable LOW growing

120.  4 things can affect the size of a population: 1. 2. 3. 4. Human Population Growth Birth rate (# of births) Death rate (# of deaths) Infant mortality (# of babies that die) Immigrate (enter) or emigrate (leave) the population

121. Human Population Video https://www.youtube.c om/watch?v=nLfwuPK OrpA

122. Human Overpopulation Description: Too many people on Earth. #1 cause of ALL environmental problems

123. Pollution Description: Man-made waste put into the environment.

124. Habitat Destruction *Eventually extinction Description: Destroying habitats of plants and animals by human activities 

125. Invasive species Description: Species not originally from the area take over. Not affected by natural limiting factors! – population out of control!!

126. Global Warming Description: Increase in the global temperature due to increase in CO 2 levels; greenhouse effect traps in heat

127. Burning Fossil Fuels Description: Releases CO 2 into atmosphere; greenhouse effect traps in heat

128. bioaccumulation Description: Pesticides move up through a food web to toxic levels

129. Play the Matrix Game Line the sides of the square to its matching meaning, example or mate.

130. How can we help!? You will write ONE NEW way to help on your paper. Study Guide

131. The Lorax Complete the viewing guide as you watch Look for the different examples of human impact! Turn it in to the basket when you leave!

132. The earth’s carrying capacity Pg. U7-10 7 min

133. Gallery Walk 3 minutes per station.

134. You’re the expert! Make a poster for your Human Impact A short intro to the topic(what is it, is it still a problem today?) Causes of the problem(why does this happen?)(what causes it to happen) Effects of the problem.(What is this doing to harm the environment?) (what organisms are being effected the most?) 2 Possible Solutions(What can be done?, what has been done?) List two sources that you have used. Options: 1.Non-invasive species: Wild hogs in NC 2.Endangered species in NC (Loggerhead Turtles, piping plover, moss spider) 3.Pollution (pg. 531 UPCO BOOK!) 4.Burning Fossil Fuels (pg. 148) 5.Invasive (non-native species) (pg. 153-155) 6.Bio-magnification (pg. 152) 7.Global warming (pg. 87-88, 159) 8.Human overpopulation 9.Habitat destruction

135. catalyst Get your Human Impact poster from the counter. Make sure that it is complete and ready to display ! You have 10 minutes to add any finishing touches.

136. Mastery Quiz

137. The Lorax Complete the viewing guide as you watch Look for the different examples of human impact! Turn it in to the basket when you leave!

138. Independent Review Crossword Puzzle & Study Guide Due TEST DAY!

139. catalyst 1.What relationship does Graph A represent? 2.Which type of population growth is shown at point B in Graph B? 3.What letter shows the carrying capacity?

140. Announcements Crossword puzzle & Study Guide due TOMORROW TEST TOMORROW!

141. Ecology Group Project LAST DAY (maybe a little time Monday) Use the RUBRIC to check your work so far! This will be graded.

142. catalyst 1.Which level of the pyramid contains the most energy? 2.In the food web to the right, what organism(s) does organism A eat?

143. Collect Homework Crossword Puzzle & Study Guide U8-11 & 12

144. Quick Study! 15 min. Independent Ms. Phillips will take questions too!

145. Unit 8 Test When you are done: 1.Turn it in to Ms. Phillips 2.Complete the Group Project Peer & Self evaluation 3.At the bottom: Tell me about your Winter Break plans!