PTT:
On a scrap sheet of paper (or a sheet of paper at the back of your notebook), make as long a list as possible of factors that affect the survival of organisms and how big their populations can be.
Task 1:
1) As a class, discuss the PTT and make a list on the board that includes limiting factors.
2) Turn to p. 122 in your science notebook.
3) Title it: Limiting Factors and the Environment
4) Record the date and the Goal Question: How can biotic and abiotic factors affect the environment?
5) Make a t-chart that includes the biotic and abiotic limiting factors list we made AND for 5 of the factors, explain in the 2nd column how they affect the environment.
Task 2:
1) Complete the How Many Bears Can Live in the Forest activity.
2) When done, discuss it as a class.
3) Complete the activity sheet and answer the reflection questions.
4) When done, tape the activity sheet to p. 123 in your notebook.
Closure/Homework:
Complete the "Predator-Prey Line Graphing" worksheet.
Week 30, Day 2
PTT:
Google search for an image of a food web. On a piece of paper in the back of your notebook, write down what it tells you about the feeding relationships (who eats what) in that food web.
Task 1:
Complete the food web card sort activity. When done show it to Ms. Davis before you move on. If needed, make the corrections suggested.
Task 2:
1) Title p. 124: Food Web Card Sort
2) Record the date and the Goal Question: How do we draw a diagram that shows how energy flows through an ecosystem?
3) Draw your food web onto the worksheet. Use the names of organisms (you do NOT need to draw pictures). Make sure you organize it in levels. Then color-code in some way and create a legend/key to show which organisms are producers, which are first-level/primary consumers, which are second-level/secondary consumers, which are third-level/tertiary consumers, and which are decomposers.
Closure:
On a post-it, answer the goal question and stick it to p. 124.
Week 30, Day 3
PTT:
Turn in the predator-prey line graphing sheet. Make sure your table of contents is up to date based on what is on the board.
Task 1:
Get the worksheet and complete part A. Be sure to organize the food web properly and color-code and label the different levels to show the different roles the organisms can play.
Task 2:
Complete the interdependence questions (part B of the worksheet). Tape it to p. 125 when you are done.
Task 3:
Get together with your group. At this point, you should be able to apply what you've learned about food webs to your interstellar ecologist project research. You will need to create a food web for the organisms you want to bring with you to the new planet; you want to ensure that all organisms you bring will have sources of food.
Closure/Homework:
Watch this video about the ecosystems in Yellowstone National Park:
Week 30, Day 4
PTT:
Go to our class in edu and participate in the discussion about the wolves in Yellowstone Park video. You need to have made one post answering 1 or more of the questions yourself, and then you need to have made a detailed reply to someone else's comments.
Task 1:
1) Get a "Good Buddies" card from the teacher.
2) When told, find your "good buddy" in the class.
3) Research with your "good buddy" to identify the type of symbiotic relationship you have and determine the details.
4) Share these relationships as a class.
5) Play the Good Buddy card game:
In a group of 5-6, deal out all the cards. Play starts with the dealer and rotates left. A player draws one card at random from the player to the left. After they draw a card, they may lay down any "good buddy" pairs they have. Then it is the next person's turn. When players have no cards left, the game is over. Whoever has the most "good buddy" pairs wins.
Task 2:
1) Turn to p. 126 in your science notebook
2) Record the date and title the page: Symbiosis Notes
3) Record the Goal Question: Other than predation and competition, what sort of relationships do different species have?
4) Go through the presentation as a class and complete the symbiosis notes on p. 126
Task 3:
1) Title p. 127: Representing Symbiosis
2) Use images to visually represent each of the 3 types of symbiosis (mutualism, commensalism, parasitism).
3) If you finish before everyone else, add color and detail to your images.
Closure:
Answer the goal question at the bottom of p. 127
Week 30, Day 1
Table of Contents
PTT:
On a scrap sheet of paper (or a sheet of paper at the back of your notebook), make as long a list as possible of factors that affect the survival of organisms and how big their populations can be.
Task 1:
1) As a class, discuss the PTT and make a list on the board that includes limiting factors.
2) Turn to p. 122 in your science notebook.
3) Title it: Limiting Factors and the Environment
4) Record the date and the Goal Question: How can biotic and abiotic factors affect the environment?
5) Make a t-chart that includes the biotic and abiotic limiting factors list we made AND for 5 of the factors, explain in the 2nd column how they affect the environment.
Task 2:
1) Complete the How Many Bears Can Live in the Forest activity.
2) When done, discuss it as a class.
3) Complete the activity sheet and answer the reflection questions.
4) When done, tape the activity sheet to p. 123 in your notebook.
Closure/Homework:
Complete the "Predator-Prey Line Graphing" worksheet.
Week 30, Day 2
PTT:
Google search for an image of a food web. On a piece of paper in the back of your notebook, write down what it tells you about the feeding relationships (who eats what) in that food web.
Task 1:
Complete the food web card sort activity. When done show it to Ms. Davis before you move on. If needed, make the corrections suggested.
Task 2:
1) Title p. 124: Food Web Card Sort
2) Record the date and the Goal Question: How do we draw a diagram that shows how energy flows through an ecosystem?
3) Draw your food web onto the worksheet. Use the names of organisms (you do NOT need to draw pictures). Make sure you organize it in levels. Then color-code in some way and create a legend/key to show which organisms are producers, which are first-level/primary consumers, which are second-level/secondary consumers, which are third-level/tertiary consumers, and which are decomposers.
Closure:
On a post-it, answer the goal question and stick it to p. 124.
Week 30, Day 3
PTT:
Turn in the predator-prey line graphing sheet. Make sure your table of contents is up to date based on what is on the board.
Task 1:
Get the worksheet and complete part A. Be sure to organize the food web properly and color-code and label the different levels to show the different roles the organisms can play.
Task 2:
Complete the interdependence questions (part B of the worksheet). Tape it to p. 125 when you are done.
Task 3:
Get together with your group. At this point, you should be able to apply what you've learned about food webs to your interstellar ecologist project research. You will need to create a food web for the organisms you want to bring with you to the new planet; you want to ensure that all organisms you bring will have sources of food.
Closure/Homework:
Watch this video about the ecosystems in Yellowstone National Park:
Week 30, Day 4
PTT:
Go to our class in edu and participate in the discussion about the wolves in Yellowstone Park video. You need to have made one post answering 1 or more of the questions yourself, and then you need to have made a detailed reply to someone else's comments.
Task 1:
1) Get a "Good Buddies" card from the teacher.
2) When told, find your "good buddy" in the class.
3) Research with your "good buddy" to identify the type of symbiotic relationship you have and determine the details.
4) Share these relationships as a class.
5) Play the Good Buddy card game:
In a group of 5-6, deal out all the cards. Play starts with the dealer and rotates left. A player draws one card at random from the player to the left. After they draw a card, they may lay down any "good buddy" pairs they have. Then it is the next person's turn. When players have no cards left, the game is over. Whoever has the most "good buddy" pairs wins.
Task 2:
1) Turn to p. 126 in your science notebook
2) Record the date and title the page: Symbiosis Notes
3) Record the Goal Question: Other than predation and competition, what sort of relationships do different species have?
4) Go through the presentation as a class and complete the symbiosis notes on p. 126
Task 3:
1) Title p. 127: Representing Symbiosis
2) Use images to visually represent each of the 3 types of symbiosis (mutualism, commensalism, parasitism).
3) If you finish before everyone else, add color and detail to your images.
Closure:
Answer the goal question at the bottom of p. 127