1. SCIENCE 1.12 ECOSYSTEMS Do now: Write down what you think the features of an ecosystem are? Learning intentions: Describe features of an ecosystem

2. FAQS 1. Will extra help be offered if needed? I will not be able to help on the data or the question that is set, but I can help on the ‘project crimson data’ or general questions before the internal. You can also email me questions, if you need extra help then you can arrange a tutorial lunch time. 2. What is the set up of the report? There is no specific structure, you will be given three questions to answer and the marks for this can be found anywhere in your report. To get an Excellence, you must have a comprehensive discussion, so make sure your discussion is clear and does not contradict itself 3. Can you bring in any extra research? Yes. But you can get an excellence from the data and information in the booklet as long as you interpret all the graphs correctly (we will practice this). You CANNOT bring in a written essay, you must only bring in research answers Any other questions??

3. TAKING NOTES: You can either take notes on your laptop, or write them in your books.  I don’t care, what ever works best for you! If you write notes in ‘onenote’, write them under the ‘notes’ section, you can make specific subheadings for content Before every lesson. right click ‘sync this notebook’

4. Ecological groups 1.Population: A group of the same organism living in the same place. 2.Community: A group of different populations living in a defined area. 3.Ecosystem: The combination of the living (biotic) community and the non-living (abiotic) features of their environment.  Biotic – Living parts  Predator / Prey  Producers  Abiotic – Non living parts  Weather  Soil / ground surface  Water

6. EXAMPLES OF ECOSYSTEMS -WHAT ENVIRONMENTAL FACTORS ARE PRESENT? Forest Desert Ocean Swamp

7. SCIENCE 1.12 ECOSYSTEMS Learning intentions: Explain relationships between organisms by food chains and food webs ​

8. FEEDING GROUPS Producers- make food using materials from the environment and energy from sunlight. (AKA - Plants) Consumer: Animals that eat other living things – Two main types 1.Primary Consumer - Animals that only eat plants (AKA - Herbivores) 2.Secondary Consumer - Animals that only eat other animals (AKA - Carnivores) Omnivore – Animals that eat both plants and animals

9. FOOD CHAIN PlantsHerbivore Producers 1 0 Consumer Carnivore 2 0 Consumer Chemicals from soil and air This Is eaten by That IMPORTANT Energy flows along the food chain

12. HOMEWORK, DUE MONDAY 22ND: 1.LOG ONTO QUIZLET & PRACTICE 2. WATCH THE VIDEO ABOUT ‘FOOD CHAINS’ AND MAKE YOUR OWN NOTES Write this in your diary as there will be a test next lesson and I can see who signs up to quizlet

13. HOMEWORK CAN ALSO BE FOUND ON ONENOTE

14. ACCESSING QUIZLET It is on your onenote, so click the link under ‘miss graafs planning’

15. SCIENCE 1.12 ECOSYSTEMS Learning intentions: Describe an ecosystem and feeding relationships in context (New Zealand Forest Ecosystem) ​

16. ECOSYSTEM ORGANISMS – NZ FOREST 1. Get into 10 groups 2. Each group will research, using this site, http://sciencelearn.org.nz/Science-Stories/Conserving- Native-Birds/Birds-role-in-ecosystems one organism and find out:http://sciencelearn.org.nz/Science-Stories/Conserving- Native-Birds/Birds-role-in-ecosystems -What its eaten by -Feeds on -Other information 3. Group 1: KiwiGroup 2: KereruGroup 3: TuiGroup 4: Invertebrates Group 5: Miro treeGroup 6: Tawa treeGroup 7: KowhaiGroup 8: Stoat Group 9: PossumGroup 10: Rat 4. You will present this to the class and everyone else will write notes in their table

17. NZ FOREST FOOD CHAINS AND WEBS 1. In groups of 3, use the organism cards provided to arrange organisms into as many food chains as possible 2. Collect a large poster paper from me, blue-tac the organism cards on to the sheet, leaving room around the edges to later add the cards of introduced predators 3. Assign each native bird (Kiwi, Kereru, Tui) a different coloured pen to show the different relationships within the web 4. Now add the introduced predators around the outside edge

18. SCIENCE 1.12 ECOSYSTEMS Learning intentions: 5. Explain how events (conservation efforts), human impacts can change an ecosystem ​

19. Population Biotic factors Ecosystem Community Abiotic factors Organism 1. 2. 3. 6. 5. 4. Match the words below with the numbered arrows.

20. Investigate the biological impact of an event on a New Zealand ecosystem Inshore marine ecosystem Impact of Event Est. of a Marnie reserve Describe it – What changed in the ecosystem. Explain it – Why did the changes occur. Discuss it – Use data to make links between changes and future implications. What factors can a scientist analyse to investigate an ecosystem? REMEMBER: Is it a positive or negative impact?

21. EFFECT OF FISHING Fishing causes a decrease in biodiversity!!!!!

22. FLOW ON EFFECT?

23. HUMAN IMPACTS ON ECOSYSTEMS

24. ECOSYSTEMS COLLABORATIVE LESSON 1. Get into 8 groups 2. Each group will have one question to research and present to the class their findings

25. HOMEWORK: ALL WORK IN THE BOOKLET MUST BE COMPLETED UP TO LESSON 3 Write this in your diary as there will be a test next lesson!

26. SCIENCE 1.12 ECOSYSTEMS Learning intentions: Compare and contrast sets of data on how ecosystems are affected by human impact (before and after) ​

27. INTERPRETING DATA In order to get an Excellence for this internal, you must be able to interpret data and successfully demonstrate relationships within the data sets. 1.Check the title -If you don’t understand a word, then google it 2. Understand the Axis -Make sure you look carefully eg. (x10) 3. Know what line / bar / shape represents the data by looking at the key 4. Read any information given in the description below the graph 5. Infer relationships between the data presented 5. Write a trend statement next to each graph

28. WHEN INFERRING RELATIONSHIPS FROM DATA -Consider the relationship between the species  Predator-Prey, Producer-Consumer -Consider the biotic & abiotic factors effecting the species  Relationships in the food web -Consider the similarities and differences between each ecosystem  Before and after the human impact -Compare and contrast the data between the two areas  The areas either being geographically different or different in time (before / after a human impact) -Consider reasons why the data might be different  How would the human impact have this effect? -Discuss the implications of the differences between the two areas  Flow on effect, stability of the ecosystem etc.

29. SCATTER PLOT 1.Is there a title? What does the title imply? 2.What does each axis tell you? 3.What do the colour / shape tell you? -Sometimes there isn’t a key so you need to read the description below to understand what each shape stands for Amount (x10^6) Year

30. BAR GRAPH 1.Is there a title? What does the title imply? 2.What does each axis tell you? 3.What do the colour / shape tell you? -Sometimes there isn’t a key so you need to read the description below to understand what each shape stands for