Transcript clover design

WEDNESDAY 10-8-14
• LO:
• RECORDING FIELD OBSERVATIONS
• ET:
GET READY WITH YOUR NOTEBOOK OUT. WE WILL CHECK TEST
SCORES AND WRITE A REFLECTION AFTERWARDS
PLAN OF THE DAY
• GO OVER TEST AND QUESTIONS YOU MISSED
• RECORDING OBSERVATIONS ON THE FIELD
GO OVER TEST - REFLECTION
• CHECK THE QUESTIONS YOU MISSED ON YOUR TEST
• REFLECT ON WHAT WAS HELPFUL FOR YOU WHEN STUDYING FOR THIS TEST
• ON YOUR NOTEBOOK WRITE: CHAPTER 3 TEST REFLECTION (WRITE THE TITLE
AND PAGE ON YOUR TABLE OF CONTENTS) AND WRITE AND ANSWER THESE
QUESTIONS:
• WHAT STRATEGIES DID YOU USE TO BE PREPARED FOR THE TEST?
• WHAT DO YOU THINK WOULD HAVE HELPED YOU BE BETTER PREPARE
FOR IT?
• WHAT DO YOU THINK I CAN DO AS A TEACHER TO IMPROVE YOUR
PERFORMANCE ON TESTS?
THURSDAY 10-9-14
LO:
• DESIGN A METHOD FOR ESTIMATING POPULATION NUMBERS
ET:
• GET A HANDOUT FROM THE FRONT OF THE ROOM AND FILLED OUT
THE INFORMATION FROM YESTERDAY’S OBSERVATIONS (PAGE 1)
PLAN OF THE DAY
• WORK WITH YOUR GROUP TO DESIGN A METHOD FOR
COUNTING PLANTS IN AN URBAN LAWN
• COMMUNICATE YOUR DESIGN TO OTHER GROUPS
METHOD DESIGN PHASE
• DETERMINE WHO WILL BE THE MANAGER, THE READER, THE RECORDER,
AND THE SPOKESPERSON IN YOUR GROUP
• GO TO THE SECOND PAGE IN YOUR PACKET AND START WORKING ON
THE ‘METHOD DESIGN’ PHASE
• WORK ON THE WHITEBOARDS FIRST AND THEN TRANSFER TO YOUR
PAPER (DO NOT ERASE YOUR WHITEBOARDS, YOU WILL NEED THEM
LATER!!!)
• THIS PHASE HAS TO BE COMPLETED IN 15 MINUTES!!
COMMUNICATING TO OTHER GROUP
• IN THIS PHASE, YOU ARE GOING TO PRESENT YOUR METHOD DESIGN
TO OTHER GROUP
• IF YOU ARE GROUP 2, GO TO TABLE 1, IF YOU ARE GROUP 4, GO TO
TABLE 3, IF YOU ARE GROUPS 7 AND 6, GO TO TABLE 5
• THE SPOKESPERSON FROM EACH GROUP WILL EXPLAIN THEIR DESIGN
TO THE OTHER GROUP (USE THE WHITEBOARDS FOR THIS). THE GROUP
WITH THE SMALLER NUMBERS GO FIRST (FOR EXAMPLE, FOR GROUPS 1
AND 2, 1 GOES FIRST)
• YOU HAVE 8 MINUTES TO DO YOUR PRESENTATION!!
WRAP UP
• WORK ON THE QUESTION IN THE LAST PAGE OF YOUR HANDOUT
• DOES ANY GROUP WANT TO PRESENT THEIR DESIGN TO THE ENTIRE CLASS?
• IF THERE IS TIME, READ THE INTRODUCTION IN YOUR FIELD INVESTIGATION PACKET
• SHOW THE QUADRATS THAT THEY WILL BE USING FOR THE SUBSAMPLING
FRIDAY 10-10-14
LO:
• HOW TO DO POPULATION COUNTS ON THE FIELD
ET:
• IF THE QUADRAT WE WILL BE USING TODAY IS 25 cm BY 25 cm. THE
NUMBERS WE GET TODAY WILL GIVE US NUMBERS OF EACH WEED PER
25 cm QUADRAT.
• BY WHAT NUMBER WE WOULD HAVE TO MULTIPLY THE WEED COUNTS
TO EXTRAPOLATE HOW MANY WEEDS ARE PRESENT IN A METER
SQUARE (m2)
PLAN OF THE DAY
• GO OUT TO THE FIELD TO DO COUNT ESTIMATES OF WEEDS
• WHEN BACK TO THE ROOM:
• SHARE CLASS DATA AND CALCULATE POPULATION DENSITIES AND
POPULATION ESTIMATES FOR THE THREE TYPES OF WEEDS
• WORK ON SUMMARY QUESTIONS ON YOUR FIELD INVESTIGATION
HANDOUT
FIELD COUNTS PHASE
• DETERMINE WHO WILL BE THE MANAGER, THE TECHNICIAN, THE RECORDER, AND THE
”COUNTERS” (EACH PERSON IN YOUR GROUP IS ASSIGNED TO COUNT ONE OF THE WEEDS IN
EACH QUADRATS)
• FAMILIARIZE YOURSELVES WITH THE TABLE 1 ON FIELD INVESTIGATION HANDOUT, AND HOW
TO RECORD INFORMATION
• WHEN OUTSIDE, FIND THE CUP WITH YOUR GROUP NUMBER AND STAY WITH YOUR GROUP.
BE EFFICIENT AT DOING THE QUADRAT COUNTS. WE WILL HAVE 20 MINUTES ONCE WE GET
THERE
• IF YOU FINISH YOUR COUNTS FOR THE GROUP, YOU CAN GATHER AND START WORKING ON
THE SUMMARY QUESTIONS WHILE YOU WAIT FOR OTHER GROUPS TO FINISH THEIR COUNTS
LO:
MONDAY 10-13-14
• WHAT FACTORS AFFECT ECOSYSTEMS
ET:
• START A NEW PAGE IN YOUR NOTEBOOK AND TRANSFER THIS
ORGANIZATION CHART FOR CHAPTER 4
PLAN OF THE DAY
• WORK ON SUMMARY QUESTIONS ON YOUR FIELD INVESTIGATION
HANDOUT AND TURN IN WHEN FINISHED (20 MINUTES)
• QUIETLY READ AND TAKE NOTES OF 4.1 SECTION (CORNELL PREFERABLE)
• WATCH A VIDEO EXPLAINING THE GREENHOUSE EFFECT
• HTTP://WWW.HHMI.ORG/BIOINTERACTIVE/GREENHOUSE-EFFECT
• HTTP://OCEANSERVICE.NOAA.GOV/FACTS/CURRENT.HTML
PLEASE WRITE THIS QUESTIONS IN YOUR JOURNAL
AND ANSWER AS A REFLECTION BEFORE YOU GO OR
FINISH AS HOMEWORK FOR TOMORROW
• WHICH ARE THE MAIN GREEN HOUSE GASES MENTIONED IN VIDEO?
• WHAT WOULD HAPPEN IF THE EARTH WOULD NOT HAVE THE “GREENHOUSE EFFECT”?
TUESDAY 10-14-14
LO:
• HOW DO SPECIES INTERACT
ET:
• DESCRIBE THE CLIMATE HERE IN WASHINGTON. WHAT FACTORS
INFLUENCE IT?
DESCRIBE
FACTORS
Factors Affecting Global
Climate
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Solar energy trapped in the biosphere
(greenhouse effect)
Latitude
Transport of heat by winds and ocean
currents
PLAN OF THE DAY
• WORK ON CONCEPT MAP FOR SECTION 4.2 VOCABULARY
• HTTP://WWW.HHMI.ORG/BIOINTERACTIVE/GREENHOUSE-EFFECT
• HTTP://OCEANSERVICE.NOAA.GOV/FACTS/CURRENT.HTML
SECTION 4.2 CONCEPT MAP POSTER (DUE THURSDAY, OCTOBER 14)
• DECIDE ON ROLES FOR YOUR GROUP TODAY: RECORDER, MANAGER,
TECHNICIAN, ARTIST
• WORK ON A CONCEPT MAP THAT ORGANIZES THE INFORMATION IN SECTION
4.2 (PAGES 99-104) USING THE HIGHLIGHTED VOCABULARY WORDS (ONE
POINT FOR EACH WORD USED AND ONE POINT FOR CONNECTING
WORDS/SENTENCES BETWEEN WORDS – TOTAL 24 POINTS)
• TITLE YOUR POSTER: NICHES AND COMMUNITY INTERACTIONS ( 2 POINTS)
• USE THE LARGER PAPER FOR THIS. DO A NICE JOB IF YOU WANT TO GET EXTRA
CREDIT POINTS
• DRAW AT LEAST THREE THINGS TO GO WITH THE VOCABULARY (2 POINT PER
DRAWING – TOTAL 6)
TOTAL POINTS – 32
• WHEN DONE, TRANSFER POSTER TO YOUR NOTEBOOK (DO NOT NEED THE
DRAWINGS)
• ALSO IN YOUR NOTEBOOK, WRITE THE DEFINITIONS FOR NICHE, AND
KEYSTONE SPECIES
WEDNESDAY 10-15-14
LO:
• HOW COMMUNITY INTERACTIONS AFFECT ECOSYSTEMS
ET:
• GET YOUR POSTER AND MATERIALS READY. WE WILL FINISH IT
TODAY
• HOW WOULD YOU DEFINE “NICHE” FOR US HUMANS?
PLAN OF THE DAY
• FINISH 4.2 CONCEPT MAP (15-20 MINUTES)
• READING ON KEYSTONE SPECIES (HOMEWORK FOR TOMORROW IF
NOT FINISHED DURING CLASS)
FRIDAY 10-17-14
LO:
• TYPES OF ORGANISMS’ INTERACTIONS
ET:
• GET “MY NOTES ABOUT RELATIONSHIPS” HANDOUT OUT AND
START WORKING ON YOUR GROUPS POSTER
SKIT PRESENTATION
• READ YOUR JOURNAL ENTRY TO THE CLASS
• DO THE SKIT
• EXPLAIN WHAT TYPE OF RELATIONSHIP IS EXPLAIN IN YOUR
JOURNAL ENTRY
1
2
3
4
5
6
7
8
PLAN OF THE DAY
• SPECIES INTERACTIONS ACTIVITY
• PRACTICE REVIEW
• HTTPS://JEOPARDYLABS.COM/PLAY/CHAPTER-4-ECOSYSTEMS-ANDCOMMUNITIES3
MY JOURNAL ENTRY
• WORK QUIETLY ON FILLING OUT THE ENTRIES ON WHAT TYPE OF
RELATIONSHIP IS EXPLAINED IN EACH JOURNAL ENTRY AND A
JUSTIFICATION (10 MINUTES)
• CHECK WITH YOUR OTHER GROUP MEMBERS TO SEE IF YOU ALL AGREE ON
THE RELATIONSHIPS
• WHEN DONE, WORK WITH YOUR GROUP ON YOUR JOURNAL ENTRY
POSTER (10 MINUTES)
• YOU WILL PRESENT YOUR POSTER TO THE CLASS TOMORROW AS A SKIT
How is a Niche defined?
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A niche is the organism’s way of life (‘it’s
occupation’). It includes:
The organisms living place
Its food source
The time of day it is most active
And many other factors that are specific to
that organism's way of life
Competition Between Species

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Members of a population (one species) may
compete for the same limited resource –
intraspecific competition
Within a community, interspecific competition
takes place when two or more species rely on the
same limited resource
If two species are so similar in their requirements
that the same resource limits both species’
growth it is called competitive exclusion
Competitive Exclusion
II. Predation
Predation is when one organism (predator) eats
another (prey)
B. Eating and avoiding being eaten are important to
survival and predators and prey have developed
many adaptations
1. Predator adaptations include: being fast and
agile, coloring that camouflages, hunting in
groups, acute sense to find prey and having
claws, teeth, fangs and stingers to help catch
prey
2. Prey adaptations include: retreating or fleeing
from predators, camouflage, defensive
coloring, mimicry, secreting poisonous
chemicals, having spines and thorns
A.
Symbiotic relationships
A symbiotic relationship is when two species live
in or on one another
B. There are three main types of symbiotic
relationships
1. Parasitism- A parasite gets it’s food at the
expense of another organism, i.e. mosquitos
and humans
2. Mutualism- Both organism benefit from the
relationship, i.e. E.Coli and humans
3. Commensalism- One organism benefits and the
other is neither hurt nor helped
A.
Symbiosis
Parasitism
Win
+
Lose
-
Mutualism
Win
+
Win
+
Commensalism
Win
+
Tie
0
TUESDAY 10-21-14
LO:
• EXPLAIN THE DIFFERENCE BETWEEN PRIMARY AND SECONDARY
ECOLOGICAL SUCCESSION
ET:
• DEFINE THE WORD SUCCESSION (RELATED TO SUCCEED)
PLAN OF THE DAY
• QUIZ
• SUCCESSION ACTIVITY – HOW DO ECOSYSTEMS DEVELOP OVER TIME
• HTTPS://WWW.YOUTUBE.COM/WATCH?V=W2SUFP9ZRBG 7:00
• HTTPS://WWW.YOUTUBE.COM/WATCH?V=IQG4VI-EU5U 10:00
Ecological Succession
A.
B.
The series of changes in the species in a
community, often following a disturbance is
known as ecological succession
There are two types of succession:
1. Primary succession is when new community arises
from a previously lifeless area i.e. plants growing
on a volcanic island
2. Secondary succession is when a new community
arises from a previous community i.e. a forested
are which has been cleared and abandoned
Primary Succession
Secondary Succession
WEDNESDAY 10-22-14
LO:
• REVIEWING FOR CHAPTER 4 TEST ON FRIDAY (SECTIONS 4.1, 4.2,
AND 4.3)
ET:
• CAN YOU THINK OF AN EVENT THAT COULD WIPE OUT ALL
LIFE IN AN AREA, INCLUDING THE SOIL, OTHER THAN A
VOLCANO ERUPTION/EXPLOSION?
PLAN OF THE DAY
• FINISH AND CORRECT SUCCESSION ACTIVITY – HOW DO ECOSYSTEMS
DEVELOP OVER TIME
• JEOPARDY GAME!
JEOPARDYLABS.COM/PLAY/BIOLOGY-CHAPTER-4-REVIEW-GAME4