Week of 12.6—12.10

Catalyst: Please write the answers to these questions on a blank piece of paper. Monday: Brainstorm as many words as you can that contain the prefix eco-, bio- 2.Please write those words down on your paper Tuesday: Please describe (in writing) a niche of an animal you know about—What does it eat? Where does it live? How much space does it need? Where does it get water? Wednesday : Work with a partner to classify these things into two groups: apples, peas, orange, banana, carrot, lettuce, turnip, pear, grape, potato Thursday: Study For Vocab Test

Standards and Objectives Standard: II.II.I.6. Understand how diverse species fill all niches in an ecosystem. Content: SWBAT: Identify definitions for niche, biodiversity, ecosystem, and competition in a vocab journal Language: SWBAT: write sentences using each vocab word in the vocab journal (students can use their books to get ideas for vocab journals.) BOTTOM LINE: You need to know these words for the Classification CBM.

Niche, Ecosystem, Biodiversity, Competition

Opening:

I. Diverse species fill all niches in an ecosystem Example: Layers of the canopy

A. Vocabulary Words 1.Niche (p. 260)— 2.Biodiversity— Number and variety of organisms in a particular region

Classification Date: I.Diverse species fill all niches in an ecosystem A.Vocabulary words: 1.Niche (p. 260)—An organism’s role in its habitat (place where it lives). 2.Biodiversity—Number and variety of organisms within a particular region 3.Ecosystem (p. 258)—All the organisms and their nonliving environment in a certain area. 4.Competition (p.284)—Struggle among organisms for resources in an ecosystem Summary:

A. Vocabulary Words 3. Ecosystem (p. 258)— 4. Competition (p.284)— Ex. Bluebirds and starlings both try to get the same nesting sites.

Classification Date: I.Diverse species fill all niches in an ecosystem A.Vocabulary words: 1.Niche (p. 260)—An organism’s role in its habitat (place where it lives). 2.Biodiversity—Number and variety of organisms within a particular region 3.Ecosystem (p. 258)—All the organisms and their nonliving environment in a certain area. 4.Competition (p.284)—Struggle among organisms for resources in an ecosystem Summary:

GP/INP: Vocab Journal

Vocab Journal: Niche, biodiversity, ecosystem, competition,

Exit Ticket: Vocab Pretest 1.An organism’s role in its habitat (place where it lives). 2.Number and variety of organisms within a particular region 3.The organisms and their nonliving environment in a certain area. 4.Struggle among organisms for resources in an ecosystem Word Bank: A.Biodiversity B.Ecosystem C.Niche D.Competition

Standards and Objectives Standard: II.II.I.6. Understand how diverse species fill all niches in an ecosystem. Content: SWBAT: Explain why two species cannot fill the exact same niche (complete competitors cannot coexist) Explain what will happen if two species do are competing for the same niche (one can either leave, adapt, or die) Language: SWBAT: Fill in the blanks and answer questions about the notes. BOTTOM LINE: This foundation will help us understand populations and ecology….plus it will also help us understand EVOLUTION!

Catalyst: Please write the answers to these questions on a blank piece of paper. Monday: Brainstorm as many words as you can that contain the prefix eco-, bio- 2.Please write those words down on your paper Tuesday: Please describe (in writing) a niche of an animal you know about—What does it eat? Where does it live? How much space does it need? Where does it get water? Wednesday : Work with a partner to classify these things into two groups: apples, peas, orange, banana, carrot, lettuce, turnip, pear, grape, potato Thursday: Study For Vocab Test

Competition for the same niche

Opening: Bandicoots vs. Rabbits

II. Two Species cannot fill the exact same niche (note: more niches = more species) Example: Aye aye and woodpecker A. CCCC

Classification Date: II. Two species cannot fill the exact same niche A.CCCC (Complete Competitors Cannot Coexist) B.If two species are competing for the same niche, one species must: 1.Leave 2.Adapt 3.Die Summary:

B. If two species are competing for the same niche, one species must… 1. Leave 2. Adapt 3. Die

Classification Date: II. Two species cannot fill the exact same niche A.CCCC (Complete Competitors Cannot Coexist) B.If two species are competing for the same niche, one species must: 1.Leave 2.Adapt 3.Die Summary:

GP: You decide what these species should do. 1.Your group is trying to help the bandicoot decide what to do about the rabbit. 2.Each group will need to decide and make a case for what the bandicoot should do. 3.Each group needs a scribe and a presenter. Options: A.Try to keep the same niche, and possibly die B.Leave (where would you go?) C.Adapt (how would you change?)

GP: Rabbit vs. Bandicoot Bandicoot

INP: Please write answers to these questions using complete sentences. 1.More niches mean (more or less) biodiversity in an ecosystem? 2.Why do you think that wolves and foxes can live in the same habitat (they can coexist)? 3.What are the three options for one species that is competing for the same niche for another species?

Exit Ticket: Please write the letters for the correct answers to these questions. 1.Deserts have very little biodiversity compared to rainforests. Which of the following explains why this may occur? A.Deserts have lots of niches for organisms to fill B.Deserts have very few niches for organisms to fill C.Organisms have not moved into the niches in deserts yet D.Deserts are very rare ecosystems. 2.Millipedes and centipedes look very similar, but they can exist together in the same area. Centipedes eat other bugs, while millipedes eat dead plants. Which of the following reduces competition between these organisms? A.They look alike B.The use the exact same resources C.They feed on different foods D.They are adapted to pond ecosystems

Exit Ticket (2): Please write the answer to this question, using complete sentences. 3. One species of flying squirrel is introduced into a new ecosystem that has another species of flying squirrel that occupies the exact same niche. What are the three options for one of these species if they’re competing for the same niche?

Standards and Objectives Standard: II.II.II.7 Know how to classify organisms: domain, kingdom, phylum, class, order, family, genus, species. Content: SWBAT: Make a graphic organizer to explain biology classification Write species names, given the genus and species. Language: SWBAT: create/use a mnemonic device to help remember the order of KPCOFGS. Write species names, given genus and species. BOTTOM LINE: This foundation will help us understand populations and ecology….plus it will also help us understand EVOLUTION!

Catalyst: Please write the answers to these questions on a blank piece of paper. Monday: Brainstorm as many words as you can that contain the prefix eco-, bio- 2.Please write those words down on your paper Tuesday: Please describe (in writing) a niche of an animal you know about—What does it eat? Where does it live? How much space does it need? Where does it get water? Wednesday : Work with a partner to classify these things into two groups: apples, peas, orange, banana, carrot, lettuce, turnip, pear, grape, potato Thursday: Study For Vocab Test

Domain, Kingdom, Phylum, Class, Order, Family, Genus Species

Opening: Brain Pop Video

Opening: Brain Pop The class will be divided into 4-5 groups. Each group is responsible for one of these questions: 1.What is the largest level or classification? 2.What is the smallest? 3.What languages are scientific names typically in? 4.How do you write the scientific name for an organism? 5.What is the scientific name for humans?

III. Scientists classify organisms with this system:

Classification Date: III. Scientists classify species with this system: Summary:

A. Domain—Keep Pots Clean Or Family Gets Sick

Classification Date: III.Scientists classify species with this system: A. D omain— K eep P ots C lean O r F amily G ets S ick B.The more closely-related species are, the more similar their classification. C.Scientific names are italicized, and written as Genus species. 1.Ex. Homo sapiens = humans Summary:

B. The more closely-related species are, the more similar their c l a s s i f i c a t i o n.

Classification Date: III.Scientists classify species with this system: A. D omain— K eep P ots C lean O r F amily G ets S ick B.The more closely-related species are, the more similar their classification. C.Scientific names are italicized, and written as Genus species. 1.Ex. Homo sapiens = humans Summary:

C. Scientific names are italicized, and written as G e n u s s p e c i e s. E x. H o m o s a p i e n s = h u m a n s

Classification Date: III.Scientists classify species with this system: A. D omain— K eep P ots C lean O r F amily G ets S ick B.The more closely-related species are, the more similar their classification. C.Scientific names are italicized, and written as Genus species. 1.Ex. Homo sapiens = humans Summary:

GP: Think-Pair-Share 1. What is the correct order for these levels of classification from largest group to smallest group? – Phylum, Class, Species, Domain, Order, Genus

GP: Think-Pair-Share 2. Name the entire classification system to a partner (Start with Domain, and end with species).

GP: Think-Pair-Share 3. A fellow scientist says that Family is a larger group than Order. Is she correct?

GP: Think-Pair-Share 4. Knowing that the genus for a chimpanzee is Pan, and the species name is troglodytes, how would you write the scientific name for this animal?

GP: Think-Pair-Share 5. Two species of squirrel-like organisms are named Marmota bobak and Marmota broweri What can you tell from these names (more than one answer is correct)? A.They are the same species B.They are the same genus C.They are the same family D.They are the same class

INP/Exit Ticket: 1.Order these classification levels from Largest to smallest! – Domain, Phylum, Order, kingdom, class, species, genus, family 1.The scientific name for a pea plant is Pisum sativum. What does the first word in the scientific name mean? 2.What does the second word in the scientific name mean?

Closing: Work with a group/partner to create a mnemonic device for remembering this order: Domain, Kingdom, Phylum, Class, Order, Family, Genus, Species Example: Dreadfully, King Phillip Came Over From Great Spain

Catalyst: Please write the answers to these questions on a blank piece of paper. Monday: Brainstorm as many words as you can that contain the prefix eco-, bio- 2.Please write those words down on your paper Tuesday: Please describe (in writing) a niche of an animal you know about—What does it eat? Where does it live? How much space does it need? Where does it get water? Wednesday : Work with a partner to classify these things into two groups: apples, peas, orange, banana, carrot, lettuce, turnip, pear, grape, potato Thursday: Study For Vocab Test: Biodiversity, niche, competition, ecosystem

Classification Vocab Test: Please write the letter of the word that you think matches with each definition. 1.An organism’s role in its habitat (place where it lives). 2.Number and variety of organisms within a particular region 3.The organisms and their nonliving environment in a certain area. 4.Struggle among organisms for resources in an ecosystem Word Bank: A.Biodiversity B.Ecosystem C.Niche D.Competition BONUS: Put the following levels of classification in order from largest to smallest: Kingdom, Species, Phylum, Genus, Order, Family, Class, Domain

Standards and Objectives Standard: II.II.II.7 Know how to classify organisms: domain, kingdom, phylum, class, order, family, genus, species. Content: SWBAT: Make a graphic organizer to explain biology classification Write species names, given the genus and species. Language: SWBAT: create/use a mnemonic device to help remember the order of KPCOFGS. Write species names, given genus and species. BOTTOM LINE: This foundation will help us understand populations and ecology….plus it will also help us understand EVOLUTION!

Domain, Kingdom, Phylum, Class, Order, Family, Genus Species (part 2)

Opening: Are whales more closely related to humans or fish?

INM: All life on Earth is classified Domain Kingdom Phylum Class Order Family Genus Species

GP (Think, Pair, Share): Which of these organisms is most closely related?

GP (Think, pair, share): Which of these organisms is most closely related? Species ASpecies BSpecies CSpecies D DomainEukarya OrderCarnivora Artiodactyla FamilyFelidaeProcyonidae Bovidae GenusPumaProcyonBassariscusBos

GP (Think, pair, share): Which of these organisms is most closely related? Species ESpecies FSpecies GSpecies H DomainEukarya OrderRodentiaArtiodactyla FamilySciuridaeBovidae Cervidae GenusTamiusBosOvisCervus

INP: Please write an ACE paragraph identifying which two species are most closely related. Explain. Species WSpecies XSpecies YSpecies Z DomainEukarya OrderCarnivora Eutheria FamilyFelidae Balaenopterodae GenusPuma FelisMegaptera Species _____ and species ________ are most closely related. These two species are classified as the same __________________________. My notes from ____________ say, “The more closely related species are, the more ________________________________________.” These two species have the most similar classification. Finally, I know that species ________ and species _______ are most closely related.

Closing: Study for Classification CBM 1.Why do some ecosystems have higher biodiversity than others? 2.What is competition? Can complete competitors coexist? 3.What are the options for species that are competing for the same niche? 4.Name the current biological classification system levels in order from largest to smallest. 5.How do you write a scientific name? 6.How can you tell how closely related species are? (ACE)

Catalyst: Study for Classification CBM 1.Why do some ecosystems have higher biodiversity than others? 2.What is competition? Can complete competitors coexist? 3.What are the options for species that are competing for the same niche? 4.Name the current biological classification system levels in order from largest to smallest. 5.How do you write a scientific name? 6.How can you tell how closely related species are? (ACE)

Classification CBM