Transcript Ecosystems Biotic Abiotic

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
Day 1: Ecosystems &
Limiting Factors
• Finish biome stations
• Make- up quizzes for absent students
• You name is on the board.
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
Biomes
• Video• https://www.youtube.com/watch?v=h
Iy0ZlyPPDg (short)
• https://www.youtube.com/watch?v=R
CT_J2ikHN4
•
Abiotic & Biotic factors
BIOTIC: Living things
NON-living
ABIOTIC:
things
Chesapeake Bay Reading
Read the paragraph.
CIRCLE the ABIOTIC factors
BOX the BIOTIC factors
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.
Levels of ecological
organization
BIG
Ecosystem
Community
Population
Individual
SMALL
Ecosystem
biotic and abiotic
__________
factors interacting
together.
A group of several
Community populations
_____________ in an area.
Concord, NC
NW
Population
A group of organisms of
the
same species
______________
your grade
level…9th, 10th,
11th
Individual
organism a
One ______________,
living thing!
you!
ECOSYSTEM
COMMUNITY
POPULATION
ORGANISM
What is a limiting factor?!
• Factors that prevent a population
increasing indefinitely
from _________________
(forever!)
biotic
• They can be abiotic
_________ and ________
• Examples:
– Predation
– Food
– Water
– Space
– shelter
Limiting Factors
• https://www.youtube.com/watch?v=8
FPMP41LYJ8
Limiting factor example
CO2
O2
Limiting factor example
CO2
O2
Apply your knowledge!!
1. In the Chesapeake bay reading, what was
the limiting factor?
oxygen
2. Is this an abiotic or biotic factor?
abiotic
3. How did this limiting factor affect the fish
populations? Why?
Decrease in fish population
Group ecosystem project
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In class
Due next week.
Keep it NEAT – you will keep adding!
DAILY: glue instructions on back!
List of possible ecosystems
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Tundra- white
Ocean-blue
Freshwater- blue
Savannah grasslands- yellow
Prairie Grasslands(mid-west) - yellow
Desert- yellow
Tropical Rain Forrest- Green
Temperate Forest-Green
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!
Groups
• Groups of 2 or individual!
• Move to your groups now.
– 30 seconds.
– Sitting in your group.
– 2 warnings before a group switch.
Day 1: Group Project
Establish your
ecosystem.
Choose 1:
From your notes
Announcements
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!
Day 2: Relationships
1. Symbiotic relationships:
2 organisms depend on
each other
Mutualism: both organisms
benefit from the
relationship [   ]
https://www.youtube.com/watch?v=Q
qa0OPbdvjw
https://www.youtube.com/watch?v=X
m2qdxVVRm4
Parasitism: one organism lives
on or inside another and harms
it. Parasite often gets nutrients
from the host.
[]
https://www.youtube.com/watch?v=G
o_LIz7kTok
https://www.youtube.com/watch?v=X
WT3jj3shNs - Graphic
https://www.youtube.com/watch?v=9
0exkFR2iSM
Feeding relationships:
a) Predator- Prey: Organism that
hunts and kills another organism for
food (predation)
PREDATOR:captures and eats
other animals
PREY:Animal that is
captured and
eaten – the victim
a) Predator- Prey
b) Scavenger: Organism eats the
__________
remains of a ______
dead animal
killed it
after another has already ______
https://www.youtube.com/watch?v=3j
XlMwOfKVQ
c) Feeding
• Carnivore: eats only _____________
meat
plants
• Herbivore: eats only _____________
both plants and animals
• Omnivore: eats ________
•
Decomposer: eatsdead
______ and
decaying
_________________
matter (returns it to the
soil
_______)
Relationship Practice
Pg. U7-2
(6 min.)
Buddy Game/Notes
Finish Day one of Project
Unit 9 Group Project
Day 2: Add relationships!
Add 1 symbiotic relationship
(mutualism or parasitism)
Add 1 feeding relationship
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!
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
Reproductive Adaptations
• Spores – asexual adapted for dispersal
and survival in unfavorable conditions
• Ex: fungi
Reproductive Adaptation
• Placental mammals – sac of
membranes that nourish young before
birth. Complex development and
protected longer.
Reproductive Adaptation
• External vs. Internal fertilization
Internal Fertilization:
External Fertilization:
Protected offspring!
But you actually have
to do the deed.
Produces a large
amount of offspring,
but most susceptible
to predators
https://www.youtube.
com/watch?v=PgGT6
_zqMqA
Reproductive Adaptation
• Sexual vs. Asexual
Sexual:
Genetic Variation.
Asexual:
Energy
Conservation. Exact
Replica.
Reproductive Adaptation
• Eggs
Hard:
Protection on land.
Nourishment.
Soft:
In water, so they do
not dry up.
Lay more to increase
chance of survival.
Reproductive Adaptation
• Seeds
Protected embryo.
Provides nutrients to embryo.
Aids in dispersal.
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.
Structural
• Movement- animals find food by
moving from place to place
https://www.youtube.com/watch?v=
wNqiclBUxdY
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.
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
let’s take a closer look at
BEHAVIORAL adaptations!
Innate Behavior
born with. It is done
Behaviors the animal is _______
first time the animal does it.
correctly the ________
Suckling: newborn mammals begin
suckling for food shortly after they are born
Innate Behavior
• https://www.youtube.com/watch?v=
OJsE6KneH4c
Innate behaviors
Taxis: moving in response to an external
stimulus (like light or chemicals)
Innate behaviors
Migration: seasonal movement for breeding
or eating
SEX
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
Learned behaviors
Behaviors that result from an experience
_________
Types of Learning
Imprinting
Description
A rapid form of learning that
occurs during a specific age.
This is how you learn who your
parents are!
Example
Learned behaviors
Behaviors that result from an _________
Types of Learning
Habituation
Description
animal learns not to
An ___________
respond to ___________
old stimulus.
Example
Learned behaviors
Behaviors that result from an experience
_________
Types of Learning
Classical
Conditioning
Description
An animal learns to
_____________
associate a stimulus with a
reward that would not
___________
normally occur.
Example
https://
www.y
outub
e.com
/watc
h?v=q
y_mIEn
nlF4
What do you think Trial and Error
is?
Buddy Game
• Go fish with relationships. Can you
make the match???
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.
Day 2 Project: Relationships
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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?
________________________________________________________________________________
_______________________________________________________
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Describe your feeding relationship. What kind is it? Why?
________________________________________________________________________________
________________________________________________________________________________
____________________
Objective- Design your own food
web
• Catalyst- Give two examples
of an Innate Behavior. HintWhat does innate mean?
• HW- Are you on pace with your
project?
• Flashback Friday- Notebook
quiz.
Day 3: food chains,
energy pyramids
• https://www.youtube.com/watch?v=YwW-iWxLr4
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”
Food chain/web: shows who eats
whom!
toward the organism
 The arrow points __________
that does the eating (into their belly!)
 Each level is called a ________
level
trophic _______
heterotroph
tertiary
consumer
heterotroph
secondary
consumer
heterotroph
Primary
consumer
autotroph
producer
Food Webs
What would
happen if an
organism
were to go
extinct?
were
overpopulated?
were overhunted?
Autotroph?
Heterotroph?
Producer?
Consumer?
http://www.trueactivist.com/gab_gallery/howwolves-change-rivers/#.VNLFkO30SUo.facebook
https://www.youtube.com/watch?v=Cd1M9xD
482s
Energy Pyramid: movement of energy
_______
sun is the source of ALL ENERGY
 The ______
recycle
Energy does NOT __________
heat as it moves up a food
It is lost as __________
web/chain
tertiary
consumer
0.1%
secondary
consumer
1%
Primary
consumer
10%
producer
100%
Design your own energy pyramid!
Build your own food web!
Interactive Food Web 0r 3D Pyramid
1.
1.
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1.
1.
1.
1.
Direct
Using the organisms provided to you,
place them on your large colored
paper to create a food web.
Using a pencil first, draw arrows in the
correct direction from the food source
to each food consumer on the food
web.
Once you complete that, raise your
hand to have one of the teachers
check the energy flow of your arrows.
Now go over your arrows with
permanent marker and then use your
glue stick on the organisms to make
them stay on the paper.
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)
Once you complete that, raise your
hand to have one of the teachers
check the energy flow of your arrows.
Now complete the questions below and
have a teacher stamp your work when
they are all correct.
STAMP for Completion
Finish Day 3 Project- Have me
check off the rubric!
• Day 3: Food web!
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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
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Food Chain:
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______________________
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______________________
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______________________
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______________________
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______________________
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______________________
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Explain how/why the amount of energy in each trophic level changes as you go up in your food web:
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________
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/howwolves-change-rivers/#.VNLFkO30SUo.facebook
• Review: Build Energy Pyramid
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!
Carbon Cycle: movement of matter
Shows the relationship between respiration &
_____________
photosynthesis
• Carbon comes in _Solids___ and
_____Gases________
Matter is Everywhere!
https://www.youtube.com/watch?v=xFE9o-c_pKg
(Pg U3-19 already!)
CO2
Glucose
(C6H12O6)
CO2
O2
Carbon Cycle: movement of matter
solids and
• Carbon comes in __________
gases
_____________
RECYCLED
• Matter is _____________________!
The Nitrogen Cycle
• https://www.youtube.com/watch?v=1
XC7xT0mIbY
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
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
Bacteria in the root nodules change
nitrogen gas into what form?
• Ammonia
What is the role of decomposers in
the nitrogen cycle?
• Decomposers break down nitrogencontaining molecules in dead
organisms to ammonia.
How do plants obtain the nitrogen
they need?
• Bacteria in soil convert ammonia to
nitrates, which plants can use to make
nitrogen-containing molecules.
How do herbivores obtain the
nitrogen they need?
• Herbivores obtain nitrogen from the
nitrogen-containing molecules in the
plants they eat.
How do other animals obtain the
nitrogen they need?
• Other animals obtain nitrogen from the
nitrogen-containing molecules in the
animals they eat.
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.
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.
Day 3 Project
• Day 3: Food web!
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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
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Food Chain:
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______________________
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______________________
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______________________
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______________________
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Explain how/why the amount of energy in each trophic level changes as you go up in your food web:
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Lightning
Atmospheric
nitrogen
Nitrogen Cycle
Denitrification by
bacteria
Animals
Nitrogen fixing
bacteria
Decomposers
Ammonium
Nitrification by
bacteria
Plants
Nitrites
Nitrates
PRACTICE!! (6 min)
Pg. 6 (#1-10)
When
finished: Work
on your
project!
Nitrogen Cycle
• Use Page 78 in your textbook!
• Answer Questions 1-6 on page U7-5.
• 10 minutes
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!
Day 4: Population Growth
(U7-6)
Population Growth
J
Exponential Growth = ____ Curve
Grows at a fast, increasing
___________ rate
 No limiting factor!
Population Growth
s
Logistic Growth = ____ Curve
Levels off due to ___________
factors
limiting
carrying capacity =
Reaches ___________
largest # of organisms the ecosystem
can support
Carrying capacity
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
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?
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
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
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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.
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 Briefly describe how the loss of this species will negatively affect the rest of the food web:
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_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________
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 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
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Label the carrying capacity in the logistical growth curve
 Explain2 limiting factors that could have caused the population to reach carrying
capacity
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_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________
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 Draw one example of a human impact on your poster. Explain how this negatively affects
the ecosystem:
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______________________________________________________________________________________
______________________________________________________________________________________
Clean UP!
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Get clean!
Clear your desk.
Sit down.
Exit Ticket!
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.
Human Population Growth
U7-10
exponential growth but we
 Currently _______________
can’t do that forever!!
 We underwent a _________________
demographic
transition
____________________:
throughout history
high
we’ve had ______
high birthrates and _______
death rates, so populations remained
stable With advances in medicine,
________.
nutrition, and sanitation, we now have
LOW death rates so the world
_________
population is ______________
growing rapidly.
Human Population Growth
4 things can affect the size of a population:
1. Birth rate (# of births)
2. Death rate (# of deaths)
3. Infant mortality (# of babies that die)
4. Immigrate (enter) or emigrate
(leave) the population
Human Population Video
https://www.youtube.c
om/watch?v=nLfwuPK
OrpA
Human Overpopulation
Description:
Too many people on
Earth. #1 cause of ALL
environmental
problems
Pollution
Description:
Man-made waste put
into the environment.
Habitat Destruction
Description:
Destroying habitats of
plants and animals by
human activities 
*Eventually extinction
Invasive species
Description:
Species not originally from the area take
over.
Not affected by natural limiting factors! – population out of
control!!
Global Warming
Description:
Increase in the global
temperature due to
increase in CO2 levels;
greenhouse effect traps
in heat
Burning Fossil Fuels
Description:
Releases CO2 into
atmosphere; greenhouse
effect traps in heat
bioaccumulation
Description:
Pesticides move up
through a food web to
toxic levels
Play the Matrix Game
• Line the sides of the square to its
matching meaning, example or mate.
How can we help!?
• You will write ONE NEW way to help on
your paper.
• Study Guide
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!
The earth’s carrying
capacity
Pg. U7-10
7 min
Gallery Walk
3 minutes per station.
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.
2.
3.
4.
5.
6.
7.
8.
9.
Non-invasive species: Wild hogs in NC
Endangered species in NC (Loggerhead Turtles, piping plover, moss spider)
Pollution (pg. 531 UPCO BOOK!)
Burning Fossil Fuels (pg. 148)
Invasive (non-native species) (pg. 153-155)
Bio-magnification (pg. 152)
Global warming (pg. 87-88, 159)
Human overpopulation
Habitat destruction
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.
Mastery Quiz
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!
Independent Review
Crossword Puzzle & Study Guide
Due TEST DAY!
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?
Announcements
• Crossword puzzle & Study Guide
due TOMORROW
• TEST TOMORROW!
Ecology Group
Project
• LAST DAY (maybe a little time Monday)
• Use the RUBRIC to check your work so far!
• This will be graded.
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?
Collect Homework
Crossword Puzzle
& Study Guide
U8-11 & 12
Quick Study!
15 min.
Independent
• Ms. Phillips will take questions too!
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!