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
• Turn in hw from last night- Mealworm
Lab.
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
Biosphere
• Biosphere: the global
ecological system of all living
beings and their relationships
– Includes their interaction with
the elements of the
lithosphere, geosphere,
hydrosphere, and atmosphere
– In other words, all of Earth!
Habitat vs. Niche
Habitat- where an organism lives. Habitats are
simply a location
• All organisms are good at something, that
something that they are good at is referred to
as their niche.
Niche – how a species acts in its environment. A
niche is like an organism’s job
• Examples: where it lives, how it interacts with
other species, and how it moves through each
day
Niche Continued…
• No two species can
have the same niche
within the same
ecosystem as
eventually one will
control the resources
and the other will die
out.
• A niche is determined
things that prevent a
population from
growing larger. These
are known as limiting
factors.
What is a limiting factor?!
• Factors that prevent a population
increasing
from
_________________ indefinitely
(forever!)
abiotic
biotic
• They can be _________ 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
Primary succession
• Primary succession: Gradual
establishment on nearly lifeless
ground
- Glaciers, drying lakes,
volcanic lava, pavement
**No soil in terrestrial or no
bottom sediment in aquatic
• Before life can colonize, there
must be soil
- Takes several hundred to
several thousands
• Pioneer species = the first species
to arrive in a primary succession
area (i.e. lichens)
Primary Succession
Secondary succession
• Secondary succession = a disturbance dramatically
alters, but does not destroy, all local organisms
– The remaining organisms form “building blocks” which
help shape the process of succession
– Fires, hurricanes, farming, logging
• Climax community = remains in place with few
changes
– Until another
disturbance restarts
succession
Secondary Succession
Group ecosystem project
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In class
Due next week.
Keep it NEAT – you will keep adding!
DAILY: glue instructions on back!
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.
Day 2: Relationships
1. Symbiotic relationships:
2 organisms depend on
each other
Symbiosis
• A close ecological relationship between two or
more organisms of different species that live in
direct contact with one another
– Mutualism
– Commensalism
– Parasitism
Mutualism: both organisms
benefit from the
relationship [   ]
https://www.youtube.com/watch?v=Q
qa0OPbdvjw
https://www.youtube.com/watch?v=X
m2qdxVVRm4
Commensalism
• A relationship between two organisms in
which one receives an ecological benefit
from another, while the other neither
benefits or is harmed
– Many ecologists believe that
commensalism is rare, and that most such
relationships are probably subtle
mutualism or parasitism
– Ex. orchids on a tree
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
Animal that is captured
PREY:and eaten – the victim
a) Predator- Prey
Effects of predation on
populations
• Increased prey populations increase
predators
– Predators survive and reproduce
• Increased predator populations decrease
prey
– Predators starve
• Decreased predator populations increase
prey populations
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
Let’s play outside!
Rules
• Listen to directions when we go outside
• Stay within the boundaries of the habitat
• Everyone will be either a “Deer” or a
“Resource”
• Deer and Resource will choose one of the
following:
1. Food
2. Water
3. Shelter
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
• Turn in catalyst sheet today.
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???
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?
________________________________________________________________________________
_______________________________________________________
•
•
Describe your feeding relationship. What kind is it? Why?
________________________________________________________________________________
________________________________________________________________________________
____________________
Objective- Design your own food
web
• Catalyst- Give two examples of an
Innate Behavior. Hint- What does
innate mean?
• HW- Are you on pace with your
project?
• Grab a new catalyst sheet on your
way in.
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!
 The arrow points __________
toward the organism that
does the eating (into their belly!)
trophic_______
level
Each level is called a ________
• The transfer of energy from the sun through an
ecosystem can be shown in a food chain.
• Each link in food chain is known as a trophic
level
– Trophic levels represent a transfer of energy and
matter in an ecosystem
heterotroph
tertiary
consumer
heterotroph
secondary
consumer
heterotroph
Primary
consumer
autotroph
producer
Producers (Autotrophs)
• Autotrophs: Organisms that create
their own food (plants, some
bacteria)
– Photosynthetic organisms
• Capture energy from sunlight, CO2 and
H2 O
• Most producers are photosynthetic
– Chemosynthetic organisms
• Capture energy from chemical
compounds in the surroundings
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
Conservation of Energy
• Energy pyramids show the
reduction of available energy at
each higher trophic level
• Because energy is neither created
nor destroyed, its absence must be
accounted for, hence energy
changes forms, but is NEVER LOST
• The total weight of all the animals at
each trophic level is called biomass
• Biomass decreases as you go up
the pyramid
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%
Build your own food web!
Interactive Food Web 0r 3D Pyramid
1.
1.
1.
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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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 and
understand different Cycle
• Catalyst- What is the difference
between a producer and a
heterotroph?
• HW- Have all 5 biotic and 5 abiotic
things drawn and labeled on your
poster.
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!
• Today Add:
– 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
•
Food Chain:
•
______________________
•
______________________
•
______________________
•
______________________
•
______________________
•
______________________
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Explain how/why the amount of energy in each trophic level changes as you go up in your food web:
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Nutrient Cycles
Oxygen and Water Cycles
The water cycle
• Water is essential for all life
– It is involved in nearly every environmental system
• Water (hydrologic) cycle = summarizes how liquid,
gaseous and solid water flows through the
environment
– Oceans are the main reservoir
Terms to know:
• Evaporation = water turns from a solid to liquid
• Condensation: Water turns from a liquid to a solid
• Transpiration = release of water vapor by plants
• Precipitation, runoff, and surface water = water
returns to Earth as rain or snow and flows into
streams, oceans, etc.
Water cycle continued
• Plants absorb water from
the soil
• Transpiration and
respiration return water to
the atmosphere
• Precipitation returns
water to the soil
• Nonmetal chemicals in
the atmosphere combine
with water to form acid
rain
Human Impact on the Water Cycle
• Human impact the water cycle in several major
ways:
– Withdrawal: We take water out of the system to
irrigate crops, to provide us with drinking water and
to carry out many of our industrial processes.
– Higher global temperatures increase evaporation
– Deforestation and urbanization reduces transpiration
and increases run off
The Oxygen Cycle
• Oxygen is produced by photosynthesis
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–
6 CO2 + 6 H2O  C6H12O6 + 6 O2
The largest chemical process on earth!
• Oxygen is used by respiration
– C6H12O6 + 6 O2  6 CO2 + 6 H2O
Lightning
Atmospheric
nitrogen
Nitrogen Cycle
Denitrification by
bacteria
Animals
Nitrogen fixing
bacteria
Decomposers
Ammonium
Nitrification by
bacteria
Plants
Nitrites
Nitrates
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!
Objective- Recognize Logic and
Exponential Growth
1. List 3 ways humans impact the
environment in a negative way.
HW- Finish Data Set Number 2 and graph it!
Unit Test Friday- Study
Day 4: Population Growth
(U7-6)
Population Dynamics
• Population dynamics: the study of how
and why populations change in size
and structure over time.
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.
•
 Briefly describe how the loss of this species will negatively affect the rest of the food web:
•
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________
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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
•
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________
•
 Draw one example of a human impact on your poster. Explain how this negatively affects
the ecosystem:
•
______________________________________________________________________________________
______________________________________________________________________________________
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.
6. Successful
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
Human impacts on the Environment
Ozone depletion
• Caused by aerosol chemicals
called
chlorofluorocarbons (CFCs)
• CFCs
– Escape into atmosphere, reacts
breaking down the ozone (O3, a
protective atmospheric layer)
“Hole” in th
ozone
– UV rays penetrate the
atmosphere and
cause harm to many organisms
• Cancers, cataracts, weakening of
the human immune system,
reduced plant growth, decrease
in plankton
Go to Climate Change
Powerpoint
• Also North
Carolina PP.
Next Day
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.
Play Pandemic
• http://www.crazymonkeygames.com/
Pandemic-2.html
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.
Objective- Review main topics
in Ecology.
1.Which level of the
pyramid contains
the most energy?
HW- Study Guide and
Study for test Friday!
Finish project.
Ecology Review.
• Board Game
• Kahoothttps://play.kahoot.it/#/?quizId=10b0dccfef0c-423c-85f8-2d1aac4af120
• My website,Biology, Ecology, Hog Farming
Article and Questions
• Finish Study Guide in back of packet And
projects.
Objective- Be successful on
Ecology Test
Catalyst- Which is NOT an
example of innate
behavior?
• Suckling
• Migration
• Estivation
• Habitat
• Hw- Turn in Project
• Get out study guide.
Review
• My website
• Links
• Ecology Quizlet Review
• https://quizlet.com/84508511/ecologyeoc-review-s15-flash-cards/
• Kahoothttps://play.kahoot.it/#/k/a5f12cf7-8a8344c0-bcda-2643ea920219
After test: Remain Quiet and
Complete
• Do vocabulary out of text book
• On pg 166
– Section 6.2 vocab (4 words)
– Section 6.3 vocab (10 words)
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!