Unit 2: Ecology September 29 - October 31

Monday 9/29 Learning Targets: 1) I know what ecology is. 2) I can identify the levels of ecological organization Warm Up: 1) Find your new seat. Agenda: 1) Introduction to Ecology Notes 2) In the Valley of the Wolves Video Homework: SQ3R 3-2 (Due 10/1)

Exit Question For the wolves of Yellowstone, identify 3 biotic factors and three abiotic factors.

Wednesday 10/1 Learning Targets: 1) I can understand the effects of removing a species from an ecosystem. Warm Up: 1) Yellowstone has many bears, wolves, coyotes, foxes and elk. What is this level of organization (1-5). 2) Wolf 21 was the leader of the Druid pack. What level of organization is he (1-5)? Agenda: 1) Wolves of Yellowstone Reading 2) Wolves of Yellowstone Case Studies and Socratic Seminar Homework: Chapter 3-3 Assessment Questions (Due 10/6)

Friday 10/3 (Free Seat Friday) Learning Targets: 1) N/A Warm Up: 1) Wolves are considered a keystone species. Think about what you know of the wolf’s affect on other species. What do you think is the definition of a keystone species? Agenda: 1) Go over the Unit 1 Test Homework: Chapter 3-3 Assessment Questions (Due 10/6)

Monday 10/6 Learning Targets: 1) I can describe how energy flows through an ecosystem 2) I can identify photosynthesis and cellular respiration by their products and reactants. Warm Up: Identify the following: 1)An herbivore eats: 2)A carnivore eats: 3)An omnivore eats: Agenda: 1) Creating a Food Web 2) Food Web Game (If time allows) 3) Going with the Flow - Ecological Pyramids Homework: None

Wednesday 10/8 (Quiz Next Week) Learning Targets: 1) I can describe how matter flows through an ecosystem 2) I can list the most abundant elements in living things. Warm Up: 1) Consumers eat producers to gain energy and six important chemical elements. Try to identify as many of the elements as possible. Agenda: 1) Carbon Cycle 2) Nitrogen Cycle 3) Biogeochemicals Video Homework: Biogeochemical Cycles Worksheet (Due 10/13)

Friday 10/10 (Quiz Next Wednesday) Learning Targets: 1) I can understand human impact on the carbon and nitrogen cycles. Warm Up: 1) Photosynthesis moves carbon from __________ to ____________. 2) Cellular respiration moves carbon from _______________ to _____________. 3) Plants absorb nitrogen directly from the soil. True or False? Agenda: 1) Human Effects on Carbon Cycle 2) Farmer in the Rye Homework: Biogeochemical Cycles Worksheet (Due 10/13)

Monday 10/13 Learning Targets: 1) I can identify conditions necessary for rapid population growth. 2) I can identify factors that limit population growth. Warm Up: 1) List two ways humans affect the carbon cycle. 2) List one way humans affect the nitrogen cycle. Agenda: 1) Population Notes 2) Lessons of the Kaibab 3) Ecology Study Guide Homework: Section 5-2 Assessment Questions

Exit Question Ebola is a disease that is spread by physical contact with the bodily fluids of an infected person. It has struck various part of Africa since the 1970s. However, it had only affected small villages, and the death count was small. The latest outbreak of ebola happened in a large city in Guinea. Create a hypothesis for why it has affected a much larger group of people this time.

Friday 10/17 Learning Targets: 1) I can describe the different types of relationships between plants and animals. Warm Up: 1) Identify three density dependent factors that affect populations. 2) Identify one density independent factor that affects populations. Agenda: 1) Community Interaction Notes 2) Create Your Own Interaction Homework: SQ3R 6-2 (Due 10/20)

Monday 10/20 Learning Targets: 1) N/A Warm Up: 1) What is a niche and how does it let many organisms live in a single environment? Agenda: 1) Go over Quiz 2) EOC Practice 3) Portfolio Work Homework: SQ3R 6-3 (Due 10/22)

Wednesday 10/22 Learning Targets: 1) I can define biomagnification. 2)I can list some of the effects of biomagnification on our local ecosystem. Warm Up: 1) Define secondary and tertiary consumer. List a real life example of each. Agenda: 1) DDT Case Study 2) Poisoned Waters Video Homework: None

Exit Ticket List 3 similarities between the effects of PCBs in the Puget Sound and the effects of DDT on ecosystems.

Monday 10/27 Learning Targets: 1) I can follow a procedure to perform an experiment. 2) I can understand the importance of salmon to our local economy. Warm Up: 1) Plants need nitrogen to create important proteins in their bodies. Some plants, like legumes, have nitrogen-fixing bacteria living on their roots. This provides nitrogen for the plants and protection for the bacteria. What type of relationship is this: competition, predation, mutualism, commensalism, or parasitism? Agenda: 1) Seed Toxicity Lab Preparation 2) Introduction to Salmon and Dams Homework: None

Wednesday 10/29 Learning Targets: 1) I can describe how sustainable development practices that can be applied to resources within our state. Warm Up: 1) Pollution in the soil can affect plant growth. Is the effect of pollution on the population of plants a density-dependent factor or density-independent factor? 2) Deer will eat plants. Is the effect of deer on the population of plants a density-dependent factor or density-independent factor? Agenda: 1) Seed Toxicity Lab - Data Collection 2) Salmon and Dams Jigsaw 3) Portfolio Work - Need 3 done to leave for AT Homework: None

Exit Question Identify two factors that led to the decline of salmon populations in the Pacific Northwest. Were these density-dependent or density- independent? Please turn this in to the front when finished. Ms. Crocker would like to check answers.

Friday 10/31 Happy Halloween! Learning Targets: 1) I can collect, analyze, and display data. Warm Up: 1) Define biomagnification. What does it affect the most: producers, primary consumers, or top level consumers? Agenda: 1) Seed Toxicity Lab - Data Collection and Conclusion Homework: Should have 3 portfolio reflections done for Monday