Monday October 16, 2017 Learning Target: Review microhabitats, biomes, biodiversity, and sustainability Science Starter: Begin pgs. 11-12 in workbook Return graded papers Grades so far: a. Matter & Energy Workbook b. Microhabitats pg. 2 c. Microhabitats Exit Ticket d. Biomes Exit Ticket e. Biodiversity Food Web Exit Ticket f. Food Chain & Biodiversity Exit Ticket g. Biodiversity Story Gallery Walk School Agenda: 1. 10/17—DCA tomorrow 2. 10/17—Workbook DUE Pgs. 1, 2, 8, 9, 11& 12 Pgs. 6-7 (Map & Chart)Assessment Grade Pgs. 13-14 Extra Credit (5 points on test)

Agenda 1. Good things 2. DCA tomorrow 3. Workbook due tomorrow 4. Finish Review 5. Kahoot

1. Ecosystem X has multiple producers 1. Ecosystem X has multiple producers. Primary consumers have more than one producer to feed on. Secondary consumers can eat more than 1 organism. Tertiary consumers can eat more than 1 organism. Ecosystem X would survive since there are multiple producers. If one producer gets infected with a bacteria then there is another producer that consumers can feed on. Ecosystem Y would not survive since it only has one producer. grasshopper

Looking at the chart below: Ecosystem X c. Ecosystem X is more sustainable because it has more organisms that fill the same energy role. Looking at the chart below: Microhabitat is different Organisms--biotic are different Abiotic factors (conditions to survive) are different Physical descriptions are different Conclusions: Different organisms (biotic factors) because abiotic factors (conditions to survive) are different.

Let’s go to KAHOOT!!!

Refer to chart on pg. 7 of workbook. Add any notes as needed! Tundra Taiga/ Coniferous Deciduous Grassland Desert Rainforest Climate Cold Cold winter Short Summer 4 seasons Hot summers Cool winters Hot days Cold nights Very warm all year long Abiotic Factors Little Sun Low Precipitation Poor soil Medium rain/snow Good Soil Plenty of rainfall Some rainfall Good soil Dry Usually rocky or sandy Soil is ok Biotic Factors Grasses Some animals Trees with needles Animals that migrate or hibernate Variety of trees and shrubs Many warm & cold blooded animals Mostly small plants and grasses, some trees Warm and cold blooded animals Grasses, shrubs, and specialized trees Small, warm and cold blooded animals Huge variety of trees, big ground leaf plants Large variety of warm and cold blooded animals Plants Moss, lichen, grass Pine tree, fir tree, redwood Oak tree, apple tree, fern Wheat, rye, corn Cactus and aloe Banana tree, palm tree Animals Reindeer, polar bear, goose Moose, wolf, Grizzly bear Deer , squirrel, hog nose snake Zebra, cheeah, bison Scorpion, jackrabbit Python, monkey

Learning Target: Unit 3 Part 1—DCA Science Starter: Turn in Workbook Tuesday October 17. 2017

You must take the DCA on paper first. Good things Questions before DCA Brain DUMP! Begin DCA You must take the DCA on paper first. Then, you may take the DCA on the chromebook to mark your answers. Username is student ID without the s Password is hornets Turn in paper test. After the DCA: Textbook readings: Pgs. 206-230 (Severe Weather/Weathering) Pgs. 260-267 (Watersheds) Pgs. 342-349 (Succession)

Learning Target: DCA Data Conversation Wednesday October 18, 2017 Learning Target: DCA Data Conversation Science Starter: Pick up graded workbook Pgs. 1, 2, 6, 7, 8, 9, 11, 12 Pgs. 13-14 are extra credit. Fill in agenda Turn to pg. 15 and we will begin data conversation. School Agenda: 1. 10/19—Enrichment or Intervention groups 10/20—ALL assignments/corrections over Unit 3 Part 1 are due. (No exceptions) Friday 10/27—Succession and Catastrophic Events

Agenda 1. Good things 2. DCA data 3. Graph Results 4. Finish Readings Pgs. 206-230 Pgs. 260-267 Pgs. 342-349

Learning Target: Enrichment and Intervention Day Thursday October 18, 2017 Learning Target: Enrichment and Intervention Day Enrichment Groups: Complete word puzzle. You may use the chromebook. Go to Mrs. Hinds website Course organizer-ecosystems You may use any of the interactive links! Intervention Groups: Meet with Mrs. Hinds to review items from DCA. This will count as your corrections!

Friday October 20, 2017 Learning target: Observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds. School Agenda 10/20—Begin succession (Notes and Amoeba Sisters) Science Starter: New workbook—Analyzing Ecosystems Part 2 Pg. 2 – Read ecological succession definition and define using your own words.

1. Good things 2. Video—Amoeba Sisters Ecological Succession 3. Pg. 11—Let’s fill in the information from the video 4. Ecological Succession Notes pgs. 7-8 5. pg. 9 Images from powerpoint Volcano vs. Forest Fire (Google Classroom) 6. Exit Ticket pg. 33 of workbook