1. Good morning!
*phone and backpack behind my desk; pick up worksheet by the door
Get out your “Scientific Method” notes to be checked
*Need notebook and pen/pencil
*bellringer Question on the next slide: Answer 1-4 in your notebook!

2. 2. In an experiment 100 tadpoles were put in to 6 beakers each at a different pH. After 24 hours the number of surviving tadpoles were counted:
Bell Ringer
What is the dependent variable?
What is the best water pH for tadpole survival?
Between what two pH readings is there the greatest change in tadpole numbers?
How many tadpoles would we expect to find in water with a pH reading of 8.5?

3. What are we learning today?
Benchmarks:
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, nonnative species.
SC.912.L.17.4 Describe changes in ecosystems resulting from seasonal variations, climate change, and succession.
Objectives: Understand the value of biodiversity, and characterize threats to global biodiversity.
Understand the levels of organization in an environment
Analyze texts describing the effects of forest fire and deforestation on an ecosystem, and write a CER comparing the two.

4. Agenda Bellringer (5 minutes)
Announcements and Ecology introduction (3 minutes)
Power Notes (10 minutes)
Biodiversity activity (15 minutes)
Our first CER! (20 minutes)
Exit ticket (10 minutes)

5. Our goals today to investigate how ecosystems are organized,
what factors make an ecosystem healthy and productive
what happens if a environmental change alters the conditions for an ecosystem.
Here’s dramatic example of environmental change…while you watch I want you to think about how the surrounding land and things that live there would be affected.

7. Note taking: How are ecosystems organized? (15 minutes)
In your notebook, write down each of the terms and definitions in RED
*We are going to move SMALL scale to BIG scale
Set up your notebook by writing:
Topic: Ecosystem Organization, Biodiversity and Succession
Learning Target: Predict how environmental change or biodiversity loss will affect an ecosystem

8. An individual living thing
Organism
An individual living thing

9. Members of one species inhabiting the same area
Population
Members of one species inhabiting the same area

10. Community
Two or more populations of different species living and interacting in the same area

11. The living and nonliving parts of an environment
Ecosystem
The living and nonliving parts of an environment

12. All of the ecosystems on the planet
Biosphere
All of the ecosystems on the planet

13. Bio-diversity What is it?
The variety/diversity of living things in the world or in a particular ecosystem
Why is it important?
Provides a range of natural resources
Increases productivity and resiliency of an ecosystem

14. Threats to Biodiversity *write after your definition of biodiversity
Habitat loss
Invasive species
Population growth (Human)
Pollution
Overuse/Overconsumption

15. Check for understanding….

16. What are Invasive Species?
Species that are introduced to or invade an ecosystem, usually causing economic and/or environmental harm
often introduced by humans
Why are Invasive species a problem?
Disrupt food webs
They have few predators
Reproduce and spread quickly
Outcompete natives for food and/or habitat (space)

17. Succession Timeline

19. In your notes… Primary Succession Starts with LITTLE or NO soil
Secondary Succession
Starts with soil present

20. What happened?? Primary or secondary
SOIL

21. What happened?? Primary or secondary
NO SOIL

22. Biodiversity Activity
Our class is a tropical hardwood forest, a common habitat type in Southern Florida. You are all trees in the forest; you all play important roles in the ecosystem, like providing food, shelter, and keeping the air and water clean for the organisms that live in the forest.
The card that you have been given tells you which tree species you are each round. Listen up for your tree name to be called as I call out certain scenarios that happened in this forest.
We will go through 3 rounds
Look at your card to see which tree you are each round. If I call out your tree name for that round, sit down in your seat. At the end of each round, everyone will stand back up and we will restart
*there will be no moving about the room during this activity*

23. Round 1:
A fungus, called the Laurel Wilt, is spreading through the Everglades and southern Florida. This tree disease causes a reaction in Swamp Bay trees, leaving them brown and dead.
* How is our forest ecosystem doing??

24. * How is our forest ecosystem doing??
Round 2
A fungus, called the Laurel Wilt, is spreading through the Everglades and southern Florida. This tree disease is causes a reaction in Swamp Bay trees, leaving them brown and dead.
A logging company came through the Tropical Hardwood forest in this area and cut all of the
Live Oak Trees down
* How is our forest ecosystem doing??

25. Round 3
A fungus, called the Laurel Wilt, is spreading through the Everglades and southern Florida. This tree disease is causes a reaction in Swamp Bay trees, leaving them brown and dead.
A logging company came through the Tropical Hardwood forest in this area and cut all of the Live Oak Trees down
* How is our forest ecosystem doing??

26. CER!
You are going to read 2 articles, one about deforestation and one about forest fires. Each article has 2 questions at the top that will help you figure out what information to look for in the article. Any time you come across information that answers the 2 questions, highlight/underline it.
When you are finished reading the 2 articles and highlighting/underlining, you will complete the CER question on the third page. Let’s read the first two paragraphs of the deforestation as a class to get you started, then you will be working on your own.
You will have 15 minutes after we read together; this is your Exit Quiz for the day (you may complete it for Homework if you need more time)
There will be NO TALKING during the independent work time

27. EOC “Hot” Questions: 10 minutes SILENTLY
Exit Ticket
EOC “Hot” Questions: 10 minutes SILENTLY
*DO NOT WRITE ON THE QUESTION SHEET; answer questions on the back of your CER worksheet
*YOUR HOMEWORK=
Notes for next class; at
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