Transcript Biosphere 2 - Ms. Clark`s Science

Biosphere 2
Warm Up (3-30-15)
• Explain what a biomass pyramid is and how
much energy is transferred to the next level.
Outline
• Objectives
• Population Ecology
• Chapter 13 – biology book
Objectives
• Students will explain interactions of
populations within biomes.
• Students will practice measuring off sections
of land for the quadrant method of site
identification and separation.
Population Ecology
• Notes chapter 13 biology book
Survivorship Curves
• Type 1
– Common in large mammals (humans)
– Low infant mortality
– Population generally survives to old age
– Common behavior: parental care for young
• Infants can’t care for themselves
• Parents can better ensure offspring will stay alive until
they can care for themselves
Survivorship Curves
• Type 2
– Birds, small mammals, some reptiles
– Survivorship rate is roughly equal at all ages
• Equal chance of living and dying at all ages
– Either because of disease or predation
• Type 3
– Invertebrates, fish, amphibians, plants
– High birthrate, high infant mortality rate
– Many offspring will die – predation, few will survive to
adulthood and pass on genes
QuickLab: Survivorship Curves
• In this lab, you will make a type 1 survivorship
curve using data from the obituary section of a
newspaper
• Read through “survivorship curves help to
describe the reproductive strategy of a species”
p. 438
• http://www.obituaries.com/ns/obituariescom/ob
its.aspx
• Problem: what is the trend in data for type 1
survivorship curves?
QuickLab: Survivorship Curves
• Procedure:
– Obtain the obituary section of the newspaper
– Create a data table like the one at the right of page 438
that extends to include five-year age groups up to 91-95
years.
– For 35 obituaries, place a tally next to the age group in
which the individual died
– Subtract the number of individuals that died from the
number of remaining survivors, and record the answer in
the third column of your data table. Calculate the percent
surviving in each age group by dividing the number of
survivors by 35 and multiplying by 100. Repeat this step for
all age groups
Age (years)
Deaths
Survivors
% Surviving
0-5
6-10
11-15
16-20
21-25
Add Rows until your last age bracket is from 91-95
QuickLab: Survivorship Curves
• Analyze and Conclude:
– Draw a survivorship curve by plotting the age
group on the x-axis and the percent surviving on
the y-axis
– Explain the trend in the data by looking at your
graph.
Warm Up (3-31-15)
• What is population ecology and why is it
useful?
Outline
• Objectives
• Population Ecology
• Jackson Lake walk through
Objectives
• Students will explain interactions of
populations within biomes.
• Students will practice measuring off sections
of land for the quadrant method of site
identification and separation.
• Students will practice the tests and
observations that they will need to make
during the population ecology study of
Jackson Lake
Marine Ecosystems
• Global
– Ocean can be divided into zones
• Intertidal zone: strip of land between high and low tide
lines
• Neritic zone: extends from the intertidal zone out to
the edge of the continental shelf. (Cm deep – 200m)
• Bathyal zone: extends from edge of neritic zone to the
base of the continental shelf (200-2000m)
• Abyssal zone: below 2000m, complete darkness
– Coastal waters contain unique habitats
Estuaries and Freshwater Ecosystems
• Freshwater ecosystems include estuaries and
flowing / standing water
– Estuaries: dynamic environments where rivers
flow into the oceans
• Phytoplankton and zooplankton
– Fish and crustaceans
• Protected refuge for many species
– Moving / Standing Water
• Water temp, O2 levels, pH, and flow rate all determine
the variety of species
Water Quality
• Water pollution affects ecosystems
– Indicator species: bioindicator, species provides sign
or indication of quality of ecosystem’s environmental
conditions
• Scientists use the indicator species to determine the health
of an ecosystem
• Biomagnification causes accumulation of toxins in
the food chain
– Biomagnification: a pollutant moves up the food chain
as predators eat prey, accumulating in higher
concentrations in the bodies of predators
– Read 495 – last paragraph
Modeling Biomagnification (20min)
• P. 496
Population Ecology
• Notes chapter 13 biology book
13.1 KEY CONCEPT
Ecology is the study of the relationships among
organisms and their environment.
Ecologists study environments at
different levels of organization.
• Ecology is the study of the interactions among living things,
and between living things and their surroundings.
• An organism is an individual living thing, such
as an alligator.
• A population is a group of the same species
that lives in one area.
• A community is a group of different species
that live together in one area.
• An ecosystem includes all of the organisms as
well as the climate, soil, water, rocks and other
nonliving things in a given area.
• A biome is a major regional or global
community of organisms characterized by the
climate conditions and plant communities that
thrive there.
Ecological research methods include
observation, experimentation, and
modeling.
• Observation is the act of carefully watching something
over time.
• Observations of populations can be done by visual
surveys.
– Direct surveys for easy to spot
species employ binoculars or
scopes.
– Indirect surveys are used for
species that are difficult to
track and include looking for
other signs of their presence.
• Experiments are performed in the lab or in the field.
– Lab experiments give researchers more control.
– Lab experiments are not reflective of the complex
interactions in nature.
– Field experiments give a
more accurate picture of
natural interactions.
– Field experiments may
not help determine
actual cause and effect.
• Computer and mathematical models can be used to
describe and model nature.
• Modeling allows scientists to learn about organisms or
ecosystems in ways that would not be possible in a
natural or lab setting.
Ecologists use data transmitted
by GPS receivers worn by
elephants to develop computer
models of the animal’s
movements.
13.2 KEY CONCEPT
Every ecosystem includes both living and nonliving
factors.
An ecosystem includes both biotic and
abiotic factors.
• Biotic factors are living things.
–
–
–
–
plants
animals
fungi
bacteria
plants
• Abiotic factors are nonliving things.
–
–
–
–
–
moisture
temperature
wind
sunlight
soil
sunlight
moisture
13.3 KEY CONCEPT
Life in an ecosystem requires a source of energy.
Producers provide energy for other
organisms in an ecosystem.
• Producers get their energy from non-living resources.
• Producers are also called autotrophs because they make
their own food.
Producers provide energy for other
organisms in an ecosystem.
• Consumers are organisms that get their energy by eating
other living or once-living resources.
• Consumers are also called heterotrophs because they feed
off of different things.
Almost all producers obtain energy from
sunlight.
• Photosynthesis in most producers uses sunlight as an
energy source.
• Chemosynthesis in prokaryote producers uses chemicals
as an energy source.
carbon dioxide + water +
hydrogen sulfide +
oxygen
sugar + sulfuric acid
13.4 KEY CONCEPT
Food chains and food webs model the flow of energy
in an ecosystem.
A food chain is a model that shows a
sequence of feeding relationships.
• A food chain links species by their feeding relationships.
• A food chain follows the connection between one producer
and a single chain of consumers within an ecosystem.
GRAMA GRASS
DESERT COTTONTAIL
HARRIS’S HAWK
• Consumers are not all alike.
–
–
–
–
–
Herbivores eat only plants.
Carnivores eat only animals.
Omnivores eat both plants and animals.
Detritivores eat dead organic matter.
Decomposers are detritivores that break down organic
matter into simpler compounds.
carnivore
decomposer
• Specialists are consumers that primarily eat one specific
organism or a very small number of organisms.
• Generalists are consumers that have a varying diet.
• Trophic levels are the nourishment levels in a food chain.
– Primary consumers are herbivores that eat producers.
– Secondary consumers are carnivores that eat
herbivores.
– Tertiary consumers are carnivores that eat secondary
consumers.
– Omnivores, such as humans that eat both plants and
animals, may be listed at different trophic levels in
different food chains.
A food web shows a complex network of
feeding relationships.
• An organism may have multiple feeding relationships in
an ecosystem.
• A food web emphasizes complicated feeding relationships
and energy flow in an ecosystem.
Changing one factor in an ecosystem can
affect many other factors.
• Biodiversity is the assortment, or variety, of living things
in an ecosystem.
• Rain forests have more biodiversity than other locations
in the world, but are threatened by human activities.
• A keystone species is a species that has an unusually large
effect on its ecosystem.
keystone
• Keystone species form and maintain a complex web of life.
creation of
wetland
ecosystem
increased waterfowl
Population
keystone species
increased
fish
population
nesting
sites for
birds
13.5 KEY CONCEPT
Matter cycles in and out of an ecosystem.
Water cycles through the environment.
• The hydrologic, or water, cycle is the circular pathway of
water on Earth.
• Organisms all have bodies made mostly of water.
precipitation
condensation
transpiration
evaporation
lake
groundwater
surface
runoff
water storage
in ocean
Elements essential for life also cycle
through ecosystems.
• A biogeochemical cycle is the movement of a particular
chemical through the biological and geological parts of an
ecosystem.
• The main processes involved in the oxygen cycle are
photosynthesis and respiration.
• Oxygen cycles indirectly through an ecosystem by the
cycling of other nutrients.
oxygen
photosynthesis
respiration
carbon
dioxide
• Carbon is the building block of life.
– The carbon cycle moves carbon from the atmosphere,
through the food web, and returns to the atmosphere.
– Carbon is emitted by the burning of fossil fuels.
– Some carbon is stored for long periods of time in areas
called carbon sinks.
carbon
dioxide
in air combustion
respiration
photosynthesis
respiration
decomposition
of organisms
fossil fuels
photosynthesis
carbon dioxide
dissolved in water
• The nitrogen cycle mostly takes place underground.
– Some bacteria convert gaseous nitrogen into ammonia
through a process called nitrogen fixation.
– Some nitrogen-fixing bacteria live in
nodules on the
nitrogen in
atmosphere
roots of plants;
animals
others live
freely in
the soil.
plant
nitrogen-fixing
bacteria in
decomposers
roots
ammonification
nitrogen-fixing
ammonium
bacteria in soil
nitrifying
bacteria
nitrates
nitrifying
bacteria
nitrites
denitrifying
bacteria
– Ammonia released into the soil is transformed into
ammonium.
– Nitrifying bacteria change the ammonium into nitrate.
– Nitrogen moves through the food
web and returns
to the soil during
decomposition.
• The phosphorus cycle takes place at and below ground
level.
– Phosphate is released by the weathering of rocks.
– Phosphorus moves through the food web and returns to
the soil during
decomposition.
– Phosphorus leaches
into groundwater
from the soil and
is locked in
sediments.
– Both mining and
agriculture add
phosphorus into
the environment.
rain
plants
geologic uplifting
weathering of
phosphate from rocks
runoff
animalsphosphate
phosphate in solution
in soil
leaching
decomposers
sedimentation
forms new rocks
13.6 KEY CONCEPT
Pyramids model the distribution of energy and matter
in an ecosystem.
An energy pyramid shows the distribution
of energy among trophic levels.
• Energy pyramids compare energy used by producers
and other organisms on trophic levels.
• Between each tier of an energy
pyramid, up to 90 percent of the
energy is lost into the
atmosphere as heat.
• Only 10 percent of the energy at
each tier is transferred from one
trophic level to the next.
energy
lost
energy transferred
Other pyramid models illustrate an
ecosystem’s biomass and distribution of
organisms.
• Biomass is a measure of the total dry mass of organisms
in a given area.
tertiary
consumers
75 g/m2
150g/m2
secondary
consumers
primary
consumers
producers
producers
675g/m2
2000g/m2
• A pyramid of numbers shows the numbers of individual
organisms at each trophic level in an ecosystem.
tertiary
consumers
5
secondary
consumers
5000
primary
consumers
500,000
producers
producers
5,000,000
• A vast number of producers are required to support even a
few top level consumers.
Jackson Lake Walk through
• We are going to walk through all of the tests
that you will be required to do while at
Jackson Lake.
• Please ask questions along the way because
you will be expected to be able to
demonstrate knowledge of all of these tests
when we go out into the field on our field trip.
Warm Up (4-1-15)
• What are some of the questions that you still
have about the tests that you will be required
to do while at Jackson lake?
Outline
• Objectives
• Population Ecology
• Jackson Lake Walk Through
Objectives
• Students will be able to explain what
population ecology is and how population
ecology works within the biomes.
• Students will be able to identify interactions
between organisms within a particular biome
Quadrants and Population Size
• P. 401
• Read through this as a class and work through
some of the sample problems together.
• T=NA
• T is total population estimate
• N is total # of individuals counted / number of
quadrants
• A is total area / area of quadrant
Quadrats and Population Size
• Example Problems
– A scientist uses a Quadrat of 2sq.m. to estimate
the population of daisies in a field. She counts 173
individuals in 15 quadrats. The total area of the
field is 150 sq.m.
Quadrats and Population Size
• Example Problems
– A scientist uses a 0.25 sq.m. quadrat to sample a
population of dandelions in a garden that is
500sq.m. The number of dandelions counted in 10
quadrats is 63
Random Sampling
• P. 420
• In this activity, you will use random sampling
to calculate the number of big bluestems, a
typical tall-grass species, found in a restored
prairie.
• Problem: How many big bluestems are in the
field?
Random Sampling
• Procedure:
– Cut 14 equal-sized paper squares
– Letter seven of the squares A-G. Number seven of the squares 1-7.
Place the lettered squares and numbered squares in separate
containers.
– In your notebook, draw a data table like the one below. Include 12
rows in your table
– The pictured grid is your study plot. It is part of a larger grassland. The
study plot measures 7 meters on each side, and each grid segment
measures 1 m by 1m. A single big bluestem plant is represented by
each dot.
– Determine which segment you will count by taking one square from
each container without looking. Locate the letter-number combination
on the grid and count the number of big bluestem plants. Record this
number in your data table. Place each square back in its container.
Repeat step 5 until you have collected data for 12 different gridsegments. Do not count the same segment twice.
Random Sampling
• Calculate
– Complete the calculation datasheet to estimate the
population size
• Analyze and conclude
– Experimental design: why were paper squares used to
determine which grid segment to count? Why didn’t
you just choose ten grid segments on your own?
– Evaluate: How could you change the procedure to
reduce your percent error?
– Analyze: What are the advantages of using random
sampling to estimate population size? What are the
disadvantages?
Jackson Lake Walk through
• We are going to walk through all of the tests
that you will be required to do while at
Jackson Lake.
• Please ask questions along the way because
you will be expected to be able to
demonstrate knowledge of all of these tests
when we go out into the field on our field trip.
Warm Up (4-2-15)
• Explain what a pyramid of numbers is and
how that is different from a biomass pyramid
or a food pyramid.
Outline
•
•
•
•
Objectives
Jackson Lake Walk through
Population notes
Practice Jackson Lake analysis
Objectives
• Students will be able to explain what
population ecology is and how population
ecology works within the biomes.
• Students will be able to identify interactions
between organisms within a particular biome
Quadrats and Population Size
• Example Problems
– A scientist uses a Quadrat of 2sq.m. to estimate
the population of daisies in a field. She counts 173
individuals in 15 quadrats. The total area of the
field is 150 sq.m.
Quadrats and Population Size
• Example Problems
– A scientist uses a 0.25 sq.m. quadrat to sample a
population of dandelions in a garden that is
500sq.m. The number of dandelions counted in 10
quadrats is 63
Random Sampling
• P. 420
• In this activity, you will use random sampling
to calculate the number of big bluestems, a
typical tall-grass species, found in a restored
prairie.
• Problem: How many big bluestems are in the
field?
Random Sampling
• Procedure:
– Cut 14 equal-sized paper squares
– Letter seven of the squares A-G. Number seven of the squares 1-7.
Place the lettered squares and numbered squares in separate
containers.
– In your notebook, draw a data table like the one below. Include 12
rows in your table
– The pictured grid is your study plot. It is part of a larger grassland. The
study plot measures 7 meters on each side, and each grid segment
measures 1 m by 1m. A single big bluestem plant is represented by
each dot.
– Determine which segment you will count by taking one square from
each container without looking. Locate the letter-number combination
on the grid and count the number of big bluestem plants. Record this
number in your data table. Place each square back in its container.
Repeat step 5 until you have collected data for 12 different gridsegments. Do not count the same segment twice.
Random Sampling
• Calculate
– Complete the calculation datasheet to estimate the
population size
• Analyze and conclude
– Experimental design: why were paper squares used to
determine which grid segment to count? Why didn’t
you just choose ten grid segments on your own?
– Evaluate: How could you change the procedure to
reduce your percent error?
– Analyze: What are the advantages of using random
sampling to estimate population size? What are the
disadvantages?
Jackson Lake Walk through
• We are going to walk through all of the tests
that you will be required to do while at
Jackson Lake.
• Please ask questions along the way because
you will be expected to be able to
demonstrate knowledge of all of these tests
when we go out into the field on our field trip.
Warm Up (4-13-15)
• Explain what is means to have a quadrat.
What are quadrats used for?
Outline
• Objectives
• Effects of changes in the environment
• Modeling Predation
Objectives
• Students will model predation by creating a
grid and using rice grains to represent fish.
• Students will be able to explain patterns that
result during predation
• Students will be able to identify why random
sampling is beneficial to predation.
Effects of Changes in the Environment
• Predict: What are some possible effects to an
ecosystem if there was a particular toxin that
was introduced? (keep in mind the biomass
pyramid when you are answering)
Modeling Predation
• In this lab, you will model predation and the
effects of changes in the environment on
organisms. Blue herons are large birds that live in
aquatic habitats and feed on fish, frogs,
salamanders, lizards, small snakes, and
dragonflies. You will model a lake filled with fish.
• Problem: How do changes in environmental
factors affect the predation habits of the blue
heron?
• Procedure:
Modeling Predation
– Spread 200 rice grains over the grid. The grid represents the lake from which
the heron feeds, and the rice grains represent fish.
– A blue heron will catch an average of two fish per hour during daylight. To
model the heron hunting for fish, close your eyes and lower the end of the
toothpick slowly down onto the grid.
– Remove the grains that are in the square touching the toothpick. Count the
grains
– Rearrange the remaining grains on the grid and repeat steps 2 and 3 five more
times to model one day’s worth of feeding for the heron. Count the total
number of grains removed, and record this number in a data table like the one
shown below.
– Repeat steps 2-4 five more times to represent six total days of feeding by the
heron.
– Return all of the removed rice grains to the grid. Runoff containing large
amounts of nitrates causes an algal bloom in the lake. When the algae die and
decomposition occurs, the oxygen level in the lake becomes very low, causing
fish to die. Remove 150 grains from the grid. Repeat steps 2-5. Make a second
data table and record your data.
– Return all of the removed grains to the grid. The fish in the lake spawn during
the spring. To model this, add another 200 grains to the grid. Repeat steps 2-5.
Make a third data table and record your data.
Modeling Predation
• Analyze and Conclude
– Construct a graph to represent your data
– How was the amount of food caught by a heron
related to changes in biotic and abiotic factors?
– How might abundant amounts of food allow
herons to reproduce more often?
– How would the populations of amphibians and
small reptiles be affected if the fish population in
the lake remained low for an extended period of
time?
Warm Up (4-14-15)
• Explain some of the patterns that can be seen
by observing the predation patterns of
different species. (Think about the lab we
started and what patterns you are seeing so
far.)
Outline
• Objectives
• Modeling Predation
Objectives
• Students will model predation by creating a
grid and using rice grains to represent fish.
• Students will be able to explain patterns that
result during predation
• Students will be able to identify why random
sampling is beneficial to predation.
Modeling Predation
• In this lab, you will model predation and the
effects of changes in the environment on
organisms. Blue herons are large birds that live in
aquatic habitats and feed on fish, frogs,
salamanders, lizards, small snakes, and
dragonflies. You will model a lake filled with fish.
• Problem: How do changes in environmental
factors affect the predation habits of the blue
heron?
• Procedure:
Modeling Predation
– Spread 200 rice grains over the grid. The grid represents the lake from which
the heron feeds, and the rice grains represent fish.
– A blue heron will catch an average of two fish per hour during daylight. To
model the heron hunting for fish, close your eyes and lower the end of the
toothpick slowly down onto the grid.
– Remove the grains that are in the square touching the toothpick. Count the
grains
– Rearrange the remaining grains on the grid and repeat steps 2 and 3 five more
times to model one day’s worth of feeding for the heron. Count the total
number of grains removed, and record this number in a data table like the one
shown below.
– Repeat steps 2-4 five more times to represent six total days of feeding by the
heron.
– Return all of the removed rice grains to the grid. Runoff containing large
amounts of nitrates causes an algal bloom in the lake. When the algae die and
decomposition occurs, the oxygen level in the lake becomes very low, causing
fish to die. Remove 150 grains from the grid. Repeat steps 2-5. Make a second
data table and record your data.
– Return all of the removed grains to the grid. The fish in the lake spawn during
the spring. To model this, add another 200 grains to the grid. Repeat steps 2-5.
Make a third data table and record your data.
Modeling Predation
• Analyze and Conclude
– Construct a graph to represent your data
– How was the amount of food caught by a heron
related to changes in biotic and abiotic factors?
– How might abundant amounts of food allow
herons to reproduce more often?
– How would the populations of amphibians and
small reptiles be affected if the fish population in
the lake remained low for an extended period of
time?
Warm Up (4-15-15)
• If you were to try to identify the biome that is
located here in Wiggins, what are some things
we would need to know?
Outline
• Objectives
• Jackson Lake Walk Through
Objectives
• Students will perform a trial run of all of the
tests that they will be required to complete
when they are out at Jackson Lake by choosing
ecosystems to analyze here in Wiggins.
Jackson Lake Walk through
• We are going to walk through all of the tests
that you will be required to do while at
Jackson Lake.
• Please ask questions along the way because
you will be expected to be able to
demonstrate knowledge of all of these tests
when we go out into the field on our field trip.
Warm Up (4-16-15)
• What are some of the most difficult aspects
about the walk through analysis that you have
come to so far.
Outline
• Objectives
• Jackson Lake Walk Through
Objectives
• Students will perform a trial run of all of the
tests that they will be required to complete
when they are out at Jackson Lake by choosing
ecosystems to analyze here in Wiggins.
Jackson Lake Walk through
• We are going to walk through all of the tests
that you will be required to do while at
Jackson Lake.
• Please ask questions along the way because
you will be expected to be able to
demonstrate knowledge of all of these tests
when we go out into the field on our field trip.
Warm Up (4-17-15)
• What do you think the word climatograph
means?
• Try to break the word apart… Can you find any
smaller words inside of the larger word?
Outline
• Objectives
• Climatographs
• Practice creating climatographs
Objectives
• Students will practice creating climatographs
and comparing those climatographs to
determine the type of biome for a particular
area. (More specifically Wiggins, CO)
Climatographs
Climatograms
• Elements of the climate (temperature and
rainfall) are plotted against each other on a
graph.
• This can aid in the identification of a biome
• Determine the mean monthly rainfall
• Determine the mean monthly temperatures
Climatograms of the Biomes
• Let’s take a look at the climatograms of the
biomes.
• This will be a good comparison for when we
create our own. This will help us determine
which biome particular locations are classified
by according to their mean monthly
temperatures and their mean monthly rainfall
Practice Creating Climatographs
Warm Up (4-20-15)
• Explain what a climatogram is and how this
information is useful.
Outline
• Objectives
• Climatographs
• Practice creating climatographs
Objectives
• Students will practice creating climatographs
and comparing those climatographs to
determine the type of biome for a particular
area. (More specifically Wiggins, CO)
Climatographs
Climatograms
• Elements of the climate (temperature and
rainfall) are plotted against each other on a
graph.
• This can aid in the identification of a biome
• Determine the mean monthly rainfall
• Determine the mean monthly temperatures
Climatograms of the Biomes
• Let’s take a look at the climatograms of the
biomes.
• This will be a good comparison for when we
create our own. This will help us determine
which biome particular locations are classified
by according to their mean monthly
temperatures and their mean monthly rainfall
Practice Creating Climatographs
Warm Up (4-21-15)
• Make a list of the questions that you have
about going to Jackson Lake.
• Is there anything that you are confused about
or need clarification on?
Outline
• Objectives
• Climatographs
• Practice creating climatographs
Objectives
• Students will practice creating climatographs
and comparing those climatographs to
determine the type of biome for a particular
area. (More specifically Wiggins, CO)
Finish up Climatograms
Jackson Lake Preparations
• We need to make a list of all of the equipment
that we will need.
• We need to get all of the equipment set out so
that way in the morning you all can help me load
the equipment onto the bus.
• We need to make sure that the LabQuests are
charged – if we need to plug them into the wall
chargers just to make sure then that is fine!
• We need to make sure that all permission slips
are turned in!
• We need to make final decisions about lunch!
Warm Up (4-22-15)
• We will be at Jackson Lake today, you will not
have a warm up! 
Outline
• Objectives
• Jackson Lake Field Trip
Objectives
• Students will perform ecological analysis and
behavioral studies at a particular quadrat at
Jackson Lake.
• Students will take ecological samples and will
be prepared to analyze those samples and
determine the meaning of the analysis.
Warm Up (4-23-15)
• Explain something interesting you learned
while conducting the ecological analysis at
Jackson Lake.
Outline
• Objectives
• Jackson Lake Field Trip – Discussion and
Analysis
Objectives
• Students will perform ecological analysis and
behavioral studies at a particular quadrat at
Jackson Lake.
• Students will take ecological samples and will
be prepared to analyze those samples and
determine the meaning of the analysis.
Warm Up (4-24-15)
• What is your next step? Write down your plan
to finish your analysis of the information and
data that you gathered while at Jackson Lake.
Provide a plan to complete all of the tests that
need to be completed.
Outline
• Objectives
• Jackson Lake Field Trip – Discussion and
Analysis
Objectives
• Students will perform ecological analysis and
behavioral studies at a particular quadrat at
Jackson Lake.
• Students will take ecological samples and will
be prepared to analyze those samples and
determine the meaning of the analysis.