2. Alone – NB; Pair Share; Class list What is a habitat? examples? What is an ecosystem? examples? What are some features &/ or components of an ecosystem? Why is the earth itself considered an ecosystem?

3. Poster Activity 5/29 Alone or with a partner, go to a lab station with a poster For each poster you visit - Record the Ecosystem and record the items listed Do at least 4 posters noting 3 abiotic factors; 6 biotic factors and note whether the biotic factor is Autotroph Heterotroph Decomposer

5. Do you know these terms: Habitat Biotic Abiotic Ecosystem Community Biome Autotroph Heterotroph Decomposers Scavengers

6. NOTE an example of each Habitat – Place where an organism lives Biotic – Living part of an ecosystem Abiotic – non-living part of an ecosystem

7. Note and give an example of each Ecosystem – interactions among populations in a community (biotic factors) and their environment (abiotic factors) Community – collection of several interacting populations (biotic) that inhabit a common environment Biome – Group of ecosystems with the same type of organisms and environment, eg aquatic biomes

8. NOTE an example of each --- Autotroph – a living organism that makes its own food Heterotroph – a living organism that depends on other organisms for its source of energy Decomposer - a living organism that break down and absorb nutrients from dead organisms, recyling materials to original molecular form Scavenger – a living organism that eats dead organisms for its source of energy

9. Predator What is a predator in an ecosystem? Do all ecosystems have predators? How important are predators?

10. Endangered Species What is an endangered species? Many ethical questions arise regarding humans role in endangered species and predators that have become endangered? What do you think?

11. Reading Pages 9-11 5/30/14 Together OR alone read pages 9-11 Discussion: What happened to the Yellowstone ecosystem? What was done to assist the ecosystem? Who were the STAKEHOLDERS in this controversy? What are the issues? What further information would you need in order to decide whether to introduce the wolves into Wyoming and Idaho?

12. Yellowstone – What happened? View the video keeping the main question in mind: “What happened to the Aspens and the other parts of the ecosystem of Yellowstone?” Answer the worksheet during and after the video. BUT the solution was controversial? What are the different sides to this question? What do you think is the best solution? Finish your thoughts and reflection paragraph

13. Wolves in Washington State Read your assigned article / question #1-6… #1 #2 #3 #4 #5 #6 Summarize reading & highlight 2 points on white board. Are there wolves in Washington? What problems may be present?

14. LE 2 --- Compost LAB 6/3 Prepare in notebook – Title: Compost Lab Are there more producers OR consumers in a compost community? [hypothesis the answer] Materials/ Procedure: “as on sheet” DATA: Rewrite Table in your notebook Read the procedure and be prepared to complete

15. Debrief Compost LAB Read “Mystery Soil” Intro page 15 to assist with writing up lab report! NICHE : role (job) of an organism in its community or ecosystem (populations of the same organism share the same niche) Did you get what you predicted? More Producers or Consumers? Record your group’s results on white board Write your one paragraph conclusion using your prediction, your results and the total class’ results. Complete all Analysis questions #1-13

17. What’s for LUNCH? Day 2 Debrief (6/5) What happened to the marshland community after the insecticide was released? Were more than the insects effected? Why? Which populations seem to remain? Can you explain why they were remaining?

18. Note homework & Pair Share (6/5) What would happen to the Marsh community if: (pair share and write on white board to report) 1. Disease occurred in the red-winged Black Bird Population? 2. An herbicide killed off all of the producers, except the algae? 3. The spring peepers (frogs) went extinct due to an introduction of a bird that ate only frogs?

19. Managing Mosquitoes in Borneo 6/5 Read article together… Answer Questions #1-4 p.19-20 on worksheet & notebook Which organism(s) within the ecosystem accumulated the MOST amount of DDT (toxins)? Bioaccumulation: Building up of chemical toxins through a food chain

20. OMIT 2014

21. Terms to know! - for quiz Ecosystem Niche Food Chain Food Web Producers (autotroph) Consumers (heterotroph) Decomposer Population Community Biotic Abiotic Scavenger

22. Omit… 2013 data

23. Olympic National Forest Should wolves be re-introduced to our Olympic Peninsula? Who are the stakeholders? What are reasons for and against this decision? Read article and complete questions

24. It’s elemental… Read the prologue page 23 Read the introduction to the activity “It’s Elemental” page 26 Read through the procedure…. Think about what you think will happen “Stop & Think Question #7” Prepare the lab in your notebook… next slide will help

25. Title: It’s Elemental LAB Purpose: Explore the interrelationships among animals and plants and the resources found in the environment. Materials: “as on page 26” Procedure: “ as on page 26-27” Data: Tube #Tube 1Tube 2Tube 3Tube 4 Contents - Prediction Day 1 obs Day 7 obs

26. It’s Elemental – Day 7/8 (5/31) Each student needs to observe #1-4 tubes that were set up last Friday Note the appearance/color for Day 8 Analysis questions (#1-5) will need to be answered and Conclusion written for complete report by Monday, June 3

27. Analysis --- #3 &4 3. What gases were cycling in tubes #2-4? 2 -- 3 – 4 – 4. What cycles are involved? Draw a picture of cycles involved.

29. Bioaccumulation of DDT 6/6/14 Borneo DDT Story… Which organisms were lost from the ecosystem do to -- BIOACCUMULATION ?

30. The Flow of Energy What happens to the ENERGY from the SUN? Does all the energy given to the producer from the sun get transferred to the 1 st consumer? What about the 2 nd consumer and 3 rd ? Begin with reading together page 23

31. Flow of Energy Trophic Level 1 --- Primary Producer 20,000 kcal – Original 60% lost (metabolism) 20% lost (waste) 20% remaining for use by the next trophic level (herbivore) Calculate amt. of energy available for T rophic Level 2 (Herbivore) 20,000 kcal x 0.60 = 12,000 kcal 20,000 kcal x 0.20 = 4,000 kcal 12,000 + 4,000 = 16,000 kcal 20,000 – 16,000 = 4000 kcal (remaining for use by trophic level 2

32. The Flow of Energy In pairs continue and complete the task on page 24 Calculators are available Continue to determine the energy available for each trophic level (energy ready to transfer) Construct a line graph showing this transfer (flow of energy) (Use full page of Notebook or graph paper) X-axis = Trophic levels; Y-axis = amt. Kcal Graph Paper available Analysis – page 24 #1-5 now or Homework…

33. How much Energy is ready? Ready for Trophic level 2 (Herbivore) - 4000 kcal Ready for Trophic level 3 (primary carnivore) – 600 kcal Ready for Trophic level 4 (secondary carnivore) – 30 kcal Ready for Trophic level 5 (tertiary carnivore) – 1.5 kcal

34. Fig. 54-11 Carnivore Herbivore Plant A terrestrial food chain Quaternary consumers Tertiary consumers Secondary consumers Primary consumers Primary producers A marine food chain Phytoplankton Zooplankton Carnivore Trophic Level 1 Trophic Level 2 Trophic Level 3 Trophic Level 4 Trophic Level 5 10000 1000 100 10 1 Pyramid Mass/ Energy

35. Humans Smaller toothed whales Baleen whales Sperm whales Elephant seals Leopard seals Crab-eater seals Birds Fishes Squids Carnivorous plankton Copepods Euphausids (krill) Phyto- plankton

36. Poster 2 Activity - Food Chain (6/6) Go to a lab station & note the Ecosystem (in NB) Find a food chain Note the food chain by listing the organisms & identify using the following terms: Autotroph (Producer) Heterotroph (consumer) Decomposer Note each organism’s Trophic Levels (1,2,3,4) For each heterotroph note ist as – Herbivore, Carnivore, Ominivore &/or Scavenger Do at least 3 ecosystems (if time allows)

37. Color worksheet - Finish vocab & color food web noting the terms listed Herbivores Carnivores Primary carnivore Secondary carnivore Omnivore Trophic Level

38. Additional Vocabulary Biome Biosphere Photosynthesis Cellular Respiration 1 st order consumer 2 nd order consumer 3 rd order consumer Herbivore Carnivore Omnivore Trophic Level

39. An Infinite Loop (6/9)

40. Nitrogen Cycle Nitrogen-fixing bacteria (convert nitrogen gas into ammonia) Nitrification bacteria (combine ammonia from the soil and oxygen to form nitrites and nitrates used by Plants) Denitrification (breaking down of nitrogen molecules into nitrogen gas during the decomposing process)

41. Water Cycle Evaporation Precipitation Condensation Transpiration

42. Carbon-Oxygen Cycle Photosynthesis CO2 Oxygen (O2) Cellular Respiration CO2 Oxygen (O2)

43. “Unsupervised” (6/10..11) Review analysis questions Did you predict correctly the shape of your line graph? You need to know: Carrying Capacity J-shaped population curve (Exponential Growth Limiting factors? (what limits growth?) Growth Factors? (what needs to be present for growth?) Note how a graph can tell a story… pp2

44. Predator What is a predator in an ecosystem? Do all ecosystems have predators? How important are predators?

45. “The Lynx and the Hare” (6/11..12) Title on fresh page for data collecting today! Read together pages 38-40 – procedure… Note data in table Round NumberNumber of HareNumber of Lynx 1 2 3 4 5 6 7 (continue to 25)

46. Graph DATA Use 2 lines… color helps Label graph completely and use a key to note data! Answer questions #1-6 (page 40) in notebook! (optional REMINDER: Review LE 3 & 4 ; vocabulary; all activities and analysis questions for QUIZ & Notebook is due tomorrow!