Monday, September 23rd  In two sentences describe what you learned about parasites on Friday.  SWBAT: Describe how biotic and abiotic factors interact in communities and ecosystems. Bell Ringer: Objective:

Last Call for Bellringers! Cookie Monster… mmmmmm…

BEGIN NOTES! What is ecology? The scientific discipline that studies all the interactions between organisms and their environment

Interactions:  How different organisms act on each other  For example, in wetlands living organisms interact with nonliving parts of the environment.  Fish interact with the water, snails interact with the grasses, and seagulls interact with snails.

Who studies ecology?

a. Ecologist: A person who studies the interactions between living things (ecology)

Example Careers:  Field biologist: Works outdoors, collects data from plant surveys, and counts birds  Find ways to protect the environment and animals there

CFU: Examine the interactions  what interactions do you see from living & nonliving parts of the environment? (5+)

Independent practice  Complete the Practice #1 and move on to homework #, if you have time.  5 MIN. before we move on to Biotic and Abiotic Factors…

1. Vocabulary:  Ecosystem: All the living and nonliving things in an area  Biotic factors: Living things such as plants, animals, fungi, and bacteria  Abiotic factors: Nonliving things such as moisture, temperature, wind, sunlight, and soil

2. What is an ecosystem?  Ecosystem: All the living and nonliving things in an area.

3. Biotic and Abiotic Factors  Rainforest Biotic Factors Abiotic Factors 1. Parrots (birds) Water Rocks Fill in the rest with your table group!

3. Biotic and Abiotic Factors  Desert Biotic Factors Abiotic Factors 1. Cactus Rocks Fill in the rest with your table group! Desert hedgehog

Practice #5 – Biotic and Abiotic Factors Directions: Compare two ecosystems (including biotic and abiotic factors) You can pick between  Rainforest Temperate Forest (Think of wooded areas in Wisconsin or Indiana) Tundra (Artic regions in the North/south poles Desert Grassland (Area with lots of grass, not too many trees)

Homework….  Complete homework #1 & #5 (2) by tomorrow for credit! Pg.1-5  Draw a “CHECK” box on the bottom right hand of pg.5!!!  NO LATE HOMEWORK ACCEPTED!  Make sure you get a stamp on pg. 5!

Tuesday April 16, 2013 Take out 1 sheet of paper, to use the whole week, label it WEEK 31 BELL RINGERS. Please leave this sheet in your folder. Write the date each day  Bell ringer: Describe two biotic and two abiotic factors in our school.  Objective: Students will be able to describe the levels of organization in the environment

1. Vocabulary  Population: A group of the same species that lives in one area  Community: A group of different species that live together in one area  Ecosystem: All the living and nonliving things in an area  Biome: A major regional or global community of organisms, characterized by the climate condition and plant communities that thrive there

2. What ecologists study:  Nature on different levels  From small  to large

3. Levels of organization  Biosphere: Thin layer of Earth and its atmosphere that supports life. (Example: Earth’s crust)  Ecosystem: All of the organisms and climate, soil, water, rocks, and nonliving things in an area

 Community: A group of different species that live together in one area Alligators, Turtles, birds, fish, and plants  Population: A group of the same species that lives together in one area  Organism: An individual living thing

Ecosystem Interactions (pg.8) 1. Vocabulary: A. Habitat- An area where an organism lives B. Niche- a role or place that an organism has in its habitat

2. What are some examples of a habitat?  a. Mold growing on a tree (they spend their entire life on one tree!)  b. A rabbit’s habitat might be the entire field where they live.

3. What are some examples of a niche?  a. A honey bee pollinates flowers  b. A squirrel eating acorns **Each animals Has a role they Play! Squirrels help distribute acorns in Places it may not be Able to go w/o an Animals taking it there!**

Check for Understanding!!  Cougars are predators that often eat weakened or diseased animals. This is a description of the _____ of cougars. A. Community B. Habitat C. Niche D. None of these

Community Interactions  1. Vocabulary:  a. Symbiosis- The close relationship that exists when two or more species live together.  b. Mutualism- the relationship between tow or more organisms that live closely together and Benefit from each other.  c. Commensalism- A relationship in which one organism benefits, but the other organism is neither helped or harmed.  d. Parasitism- A relationship where one organism benefits, and the other is harmed

2. Think, Pare, Share:  a. What parasites, found in humans, cause disease (OR HARM) but usually do not cause death.

 Complete pg. 7 & 9 of practice! You must work alone to make sure YOU know the information!  Prepare for an exit ticket today covering main vocabulary we have covered in this packet! Independent Practice!

Exit Ticket!!!!! Vocab Review  Pass out half sheets of computer paper  Write your NAME, CLASS PERIOD, & DATE on top  Number your paper as so… Name2 nd period

Vocabulary Review 2.1  Match the definitions to the terms on the left. Write term & complete definition! Terms: 1. Species 2. Community 3. Biosphere 4. Biome 5. Population 6. Organism a. All the populations in an area b. An individual living thing c. Group of the same species that live in the same area d. Portion of Earth that supports living things e. Organisms that interbreed f. Area that has the same climate and plant communities

Mon.Sep. 30th, 2013 Make sure you take a sheet from the front!  Bell ringer: Describe the level of organization in the biosphere.  Objective: SWBAT: Describe the flow of energy in an ecosystem.

Energy In An Ecosystem  a. Autotroph- All of the green plants and other organisms that produce their own food in an ecosystem (primary plants)  b. Heterotroph- An organism that gets its nutrition/food requirements by consuming other organisms. (also called comsumers)  c. Herbivore- A heterotroph that eats only plants  d. Carnivores- Heterotrophs that prey on other heterotrophs

 e. Omnivores- Organisms that eat both plants and animals  f. Detritivores- orgaisms that eat fragments of __dead____________ matter in an ecosystem, returning nutrients to soil, air, and water where the nutrients can be reused by organisms.  g. Predation- the act of one organism pursuing and consuming another organism for ___food________________.  h. Competition: More than one organism uses the same __area_________________ at the same time.

2. Compare and Contrast  With your table group, fill out the chart.

Think, Pair, Share  Four of our vocabulary words end in the suffix –vore. Looking these words (Herbivore, Carnivore, Omnivore, and Detritivore), Can you describe what you think this suffix means? The suffix comes from the Latin word vora, which means to eat or devour.

Independent Practice  Take the next five minutes to complete the independent practice.  Whatever you do not finish is for homework.

Models of Energy Flow  a. Trophic Level- Each step in a food chain or food web  b. Food Chain- simple model that shows how energy flows through an ecosystem  c. Food Web- The model most often used to represent the feeding relationship in an ecosystem.  d. Biomass- The total mass of living matter at each trophic level

2. Food Chains  A food chain starts with the primary energy source, the sun.  The producer takes energy from the sun to make its own food. (Highest level of energy)

 The consumer that eats the producer is a herbivore, and is also known as the primary consumer. (Second highest level of energy)  The secondary consumer, (an omnivore) that eats the primary consumer is know as a secondary consumer. (Third highest level of energy)

 The carnivore that eats the secondary consumer is known as the tertiary consumer. (Receives the least amount of energy)  Finally, the detritivore eats the decaying matter and returnes the nutrients to the soil, air and water where nutrients can be reused

Independent Practice  Complete the independent practice on your own.  Whatever you do not finish is for homework.  Remember to complete the reflection.

Tues.OCT. 5th, 2013 Make sure you take a sheet from the front!  Bell ringer: Construct a food chain using the following: a plant, a deer, and a wolf.  Objective: SWBAT:Trace the transfer of energy through an ecosystem.

Reviewing Concepts Some birds are known as honey guides because they may be followed by humans to wild beehives. When the humans take honey from the hives, the birds are able to feast on the honey and bees, too. This type of relationship can best be described as _____. A. Parasitism C. Mutualism B. CommensalismD. Symbiosis

3. Food Webs  Used to show feeding relationships in an ecosystem.

Let’s Look at one together!

2. Construct a food Web:  Use the following information to construct a food web in a meadow ecosystem  Red foxes feed on raccoons, crayfishes, grasshoppers, red clover, meadow voles and gray squirrels  Red clover is eaten by grasshoppers, muskrats, red foxes, and meadow voles  Meadow voles, gray squirrels, and raccoons all eat parts of the white oak tree  Crayfishes feed on green algae and detritus, and they are eaten by muskrats and red foxes  Raccoons feed on muskrats, meadow voles, gray squirrels, and white oak trees.

Independent practice  Complete independent practice on pg. 13.

Ecological Pyramids (Make Cornell Notes) 1. An ecological pyramid shows how energy flows through the ecosystems. 2. The amount of energy decreases at each trophic level. 3. The number of organisms also decreases at each trophic level

Think, Pair, Share  Describe why the number of organisms decreases at each trophic level. ( Think about what else decreases at each trophic level)

Example 1

Reflection:  Describe whether or not a food chain or web has an end. Use evidence from your notes. 4 sentences for credit